Applications for New Awards; Education Innovation and Research Program-Expansion Grants, 90797-90808 [2016-30086]

Download as PDF Federal Register / Vol. 81, No. 241 / Thursday, December 15, 2016 / Notices DEPARTMENT OF EDUCATION [Docket No.: ED–2016–ICCD–0140] Agency Information Collection Activities; Comment Request; Teacher Verification Form for Title II Scholarship Recipients Department of Education (ED), Office of Postsecondary Education (OPE). ACTION: Notice. AGENCY: In accordance with the Paperwork Reduction Act of 1995, ED is proposing a revision of an existing information collection. DATES: Interested persons are invited to submit comments on or before February 13, 2017. ADDRESSES: To access and review all the documents related to the information collection listed in this notice, please use http://www.regulations.gov by searching the Docket ID number ED– 2016–ICCD–0140. Comments submitted in response to this notice should be submitted electronically through the Federal eRulemaking Portal at http:// www.regulations.gov by selecting the Docket ID number or via postal mail, commercial delivery, or hand delivery. Please note that comments submitted by fax or email and those submitted after the comment period will not be accepted. Written requests for information or comments submitted by postal mail or delivery should be addressed to the Director of the Information Collection Clearance Division, U.S. Department of Education, 400 Maryland Avenue SW., LBJ, Room 2E–347, Washington, DC 20202–4537. FOR FURTHER INFORMATION CONTACT: For specific questions related to collection activities, please contact Karen Wilson, 202–453–6186. SUPPLEMENTARY INFORMATION: The Department of Education (ED), in accordance with the Paperwork Reduction Act of 1995 (PRA) (44 U.S.C. 3506(c)(2)(A)), provides the general public and Federal agencies with an opportunity to comment on proposed, revised, and continuing collections of information. This helps the Department assess the impact of its information collection requirements and minimize the public’s reporting burden. It also helps the public understand the Department’s information collection requirements and provide the requested data in the desired format. ED is soliciting comments on the proposed information collection request (ICR) that is described below. The Department of Education is especially interested in public comment addressing the rmajette on DSK2TPTVN1PROD with NOTICES SUMMARY: VerDate Sep<11>2014 15:19 Dec 14, 2016 Jkt 241001 following issues: (1) Is this collection necessary to the proper functions of the Department; (2) will this information be processed and used in a timely manner; (3) is the estimate of burden accurate; (4) how might the Department enhance the quality, utility, and clarity of the information to be collected; and (5) how might the Department minimize the burden of this collection on the respondents, including through the use of information technology. Please note that written comments received in response to this notice will be considered public records. Title of Collection: Teacher Verification Form for Title II Scholarship Recipients. OMB Control Number: 1840–0753. Type of Review: A revision of an existing information collection. Respondents/Affected Public: Individuals or Households. Total Estimated Number of Annual Responses: 1,000. Total Estimated Number of Annual Burden Hours: 1,000. Abstract: In order to implement the requirements of the statute, confidential information on scholarship recipients will be collected. Specifically, the institution of higher education (IHE) will report to ED the name, address, social security number, and date of birth for each recipient at the time a scholarship award is made. These data will be used to track students after the completion of their studies (or withdrawal from the program) to ascertain whether they are fulfilling the teaching requirement of their award. Any data that is required and maintained by ED itself will be maintained in accordance with the Privacy Act of 1974, as amended. To assure that sensitive data about scholarship recipients are not compromised, all data—whether submitted electronically or as hard copy—will be maintained in a secure location. Access to these data will be limited only to staff who are directly responsible for working with the Teacher Quality Enhancement (TQE) Program and this information is only available onsite at the TQE office via desktop computer. As noted in the Privacy Act of 1974 (5 U.S.C. 552a), the authority for collecting the requested information from and about TQE scholarship recipients is Title II, Section 204(e) of the Higher Education Act of 1965, as amended, and 31 U.S.C. Chapter 37. IHE students are advised that participation in the Teacher Quality Enhancement Grants scholarship program is voluntary and that giving the Department their Social Security Numbers (SSNs) is PO 00000 Frm 00026 Fmt 4703 Sfmt 4703 90797 voluntary, but they must provide the requested information, including their SSNs, to participate. The information will be used to ensure that recipients of scholarships provided with funds under Title II of the Higher Education Act subsequently: (1) Complete a teacher education program and teach in a highneed school of a high-need local educational agency for a period of time equivalent to the period for which the recipient received scholarship assistance; or (2) repay the amount of the scholarship. The information in students’ records may be disclosed to third parties as authorized under routine uses in the appropriate systems of records, either on a case-by-case basis, or, if the Department has complied with the computer matching requirements of the Privacy Act, under a computer matching agreement. Dated: December 12, 2016. Kate Mullan, Acting Director, Information Collection Clearance Division, Office of the Chief Privacy Officer, Office of Management. [FR Doc. 2016–30097 Filed 12–14–16; 8:45 am] BILLING CODE 4000–01–P DEPARTMENT OF EDUCATION Applications for New Awards; Education Innovation and Research Program—Expansion Grants Office of Innovation and Improvement, Department of Education. ACTION: Notice. AGENCY: Overview Information Education Innovation and Research Program—Expansion Grants. Notice inviting applications for new awards for fiscal year (FY) 2017. Catalog of Federal Domestic Assistance (CFDA) Number: 84.411A (Expansion Grants). Applications Available: December 19, 2016. Deadline for Notice of Intent to Apply: February 13, 2017. Deadline for Transmittal of Applications: April 13, 2017. Deadline for Intergovernmental Review: June 13, 2017. DATES: Full Text of Announcement I. Funding Opportunity Description Purpose of Program: The Education Innovation and Research (EIR) Program, established under section 4611 of the Elementary and Secondary Education Act (ESEA), as amended by Every Student Succeeds Act (ESSA), provides funding to create, develop, implement, replicate, or take to scale E:\FR\FM\15DEN1.SGM 15DEN1 rmajette on DSK2TPTVN1PROD with NOTICES 90798 Federal Register / Vol. 81, No. 241 / Thursday, December 15, 2016 / Notices entrepreneurial, evidence-based, fieldinitiated innovations to improve student achievement (as defined in this notice) and attainment for high-need students (as defined in this notice); and rigorously evaluate such innovations. The EIR program is designed to generate and validate solutions to persistent educational challenges and to support the expansion of effective solutions to serve substantially larger numbers of students. The central design element of the EIR program is its multi-tier structure that links the amount of funding that an applicant may receive to the quality of the evidence supporting the efficacy of the proposed project, with the expectation that projects that build this evidence will advance through EIR’s grant tiers. Applicants proposing innovative practices (as defined in this notice) that are supported by limited evidence can receive relatively small grants to support the development, iteration and initial evaluation of the practices; applicants proposing practices supported by evidence from rigorous evaluations, such as large randomized controlled trials (as defined in this notice), can receive larger grant awards to support expansion across the country. This structure provides incentives for applicants to: (1) Explore new ways of addressing persistent challenges that other educators can build on and learn from; (2) build evidence of effectiveness of their practices; and (3) replicate and scale successful practices in new schools, districts, and states while addressing the barriers to scale, such as cost structures and implementation fidelity. All EIR projects are expected to generate information regarding their effectiveness in order to inform EIR grantees’ efforts to learn about and improve upon their efforts, and to help similar, non-EIR efforts across the country benefit from EIR grantees’ knowledge. By requiring that all grantees conduct independent evaluations of their EIR projects, EIR ensures that its funded projects make a significant contribution to improving the quality and quantity of information available to practitioners and policymakers about which practices improve student achievement, for which types of students, and in what contexts. The Department of Education (Department) awards three types of grants under this program: ‘‘Earlyphase’’ grants, ‘‘Mid-phase’’ grants, and ‘‘Expansion’’ grants. These grants differ in terms of the level of prior evidence of effectiveness required for consideration for funding, the expectations regarding the kind of VerDate Sep<11>2014 15:19 Dec 14, 2016 Jkt 241001 evidence and information funded projects should produce, the level of scale that funded projects should reach, and, consequently, the amount of funding available to support each type of project. Expansion grants provide funding for grantees to scale projects that are supported by strong evidence (as defined in this notice) for at least one population and setting and thus are ready to be implemented at the national level (as defined in this notice). This notice invites applications for Expansion grants only. The notices inviting applications for Early-phase and Mid-phase grants are published elsewhere in this issue of the Federal Register. Background: EIR builds on seven years of investments—over $1.4 billion, matched by over $200 million in private sector resources—from the Department’s Investing in Innovation (i3). i3 has generated new information regarding effective educational practices and increased evaluators’ capacity to conduct rigorous evaluations of student learning outcomes that provide actionable information for educators. EIR is designed expand on the successes of i3 to offer new opportunities for States, districts, schools, and educators to develop innovations and scale effective practices that address their most pressing challenges. EIR Expansion grants are expected to scale practices that have prior evidence of effectiveness, in order to improve outcomes for high-need students. They should also be expected to generate important information about educational practices (e.g., in what contexts does the practice work best? Where does it not work as well? What components of the practice are most critical to its success?). Expansion grants are uniquely positioned to help answer critical questions about the process of scaling a practice across geographies (e.g., how does or should the cost structure of a practice change as it scales? What are ways to facilitate implementation fidelity without making scaling too onerous?). Given that Expansion grants (as with all EIR grants) focus on improving outcomes for highneed students, they are a critical resource for practitioners and policymakers in addressing educational disparities across the nation. Identifying and describing the core elements of the EIR-supported practices is a basic expectation for all Expansion grantees, in order to support adoption or replication by other entities. Evaluations of Expansion grants must be conducted in a variety of contexts and for a variety of students in order to determine the PO 00000 Frm 00027 Fmt 4703 Sfmt 4703 context(s) and population(s) for which the EIR-supported practice is most effective and how to effectively adapt the practice for these contexts and populations. An Expansion grantee’s EIR-supported evaluation must examine the cost effectiveness of its practices and identify potential obstacles and success factors to scaling that would be relevant to other organizations. We expect that Expansion grantees will work toward sustaining their projects and continuing to scale successful practices after the EIR grant period ends; EIR grantees can use their evaluations to assess how their EIR-funded practices could be successfully reproduced and sustained. The FY 2017 EIR Expansion competition includes two absolute priorities that all applicants must address. Applicants must propose practices with strong evidence of prior effectiveness that are designed to improve student achievement and attainment in areas of critical national need and, in doing so, to serve highneed students. Given the recent increase in rigorous education research that is relevant to education practitioners,1 and ESSA’s focus on building and utilizing evidence-based practices, the Department includes these broad priorities to ensure that EIR takes to scale interventions supported by rigorous evidence, and that these interventions target the most pressing challenges and the students most at risk. Priorities: This competition includes two absolute priorities. Absolute Priority 1 is from the Department’s notice of final supplemental priorities and definitions for discretionary grant programs, published in the Federal Register on December 10, 2014 (79 FR 73425) (Supplemental Priorities). We are establishing Absolute Priority 2 in accordance with section 437(d)(1) of the General Education Provisions Act (GEPA), 20 U.S.C. 1232(d)(1). These absolute priorities will apply to the FY 2017 EIR Expansion competition and any subsequent year in which we make awards from the list of unfunded applicants from this competition. Absolute Priorities: These priorities are absolute priorities. Under 34 CFR 75.105(c)(3) we consider only applications that meet both of these priorities. These priorities are: Absolute Priority 1—Supporting HighNeed Students. Under this priority, we provide funding to projects that are designed to 1 Kantrowitz, Barbara, (2014). ‘‘Scientists Bring New Rigor to Education Research.’’ Scientific American, July 15, 2014, www.scientificamerican.com/article/scientistsbring-new-rigor-to-education-research/. E:\FR\FM\15DEN1.SGM 15DEN1 Federal Register / Vol. 81, No. 241 / Thursday, December 15, 2016 / Notices improve academic outcomes for highneed students. rmajette on DSK2TPTVN1PROD with NOTICES Absolute Priority 2—Evidence-Driven Practices Under the priority, we provide funding to projects that meet the evidence standard established in Section III.3. for this competition and are designed to improve student achievement and attainment in areas of critical national need. Definitions The definitions of ‘‘national level,’’ and ‘‘nonprofit,’’ are from 34 CFR 77.1. The definitions for ‘‘high-need students’’ and ‘‘regular high school diploma’’ are from the Supplemental Priorities. The definitions of ‘‘local educational agency’’ and ‘‘state educational agency’’ are from Section 8101 of the ESEA, as reauthorized by ESSA. We are establishing the definitions for ‘‘experimental study’’ ‘‘high-minority school,’’ ‘‘independent evaluation,’’ ‘‘large sample,’’ ‘‘logic model,’’ ‘‘meets What Works Clearinghouse Evidence Standards without reservations,’’ ‘‘meets What Works Clearinghouse Standards with reservations,’’ ‘‘multi-site sample,’’ ‘‘practice,’’ ‘‘randomized controlled trial,’’ ‘‘regression discontinuity design study,’’ ‘‘relevant finding,’’ ‘‘relevant outcome,’’ ‘‘rural local educational agencies,’’ ‘‘single-case design study,’’ ‘‘strong evidence,’’ and ‘‘student achievement’’ for the FY 2017 grant competition only, in accordance with section 437(d)(1) of GEPA, 20 U.S.C. 1232(d)(1). Experimental study means a study, such as a randomized controlled trial (RCT) (as defined in this notice), that is designed to compare outcomes between two groups of individuals that are otherwise equivalent except for their assignment to either a treatment group receiving a practice or a control group that does not. In some circumstances, a finding from a regression discontinuity design study (RDD) (as defined in this notice) or findings from a collection of single-case design studies (SCDs) (as defined in this notice) may be considered equivalent to a finding from an RCT. RCTs and RDDs, and collections of SCDs, depending on design and implementation, can Meet What Works Clearinghouse Evidence Standards without reservations (as defined in this notice). High-minority school means a school as that term is defined by a local educational agency (LEA) (as defined in this notice), which must define the term in a manner consistent with its State’s Teacher Equity Plan, as required by VerDate Sep<11>2014 15:19 Dec 14, 2016 Jkt 241001 section 1111(g)(1)(B) of the Elementary and Secondary Education Act (ESEA), as amended by Every Student Succeeds Act (ESSA). The applicant must provide the definition(s) of high-minority schools used in its application. High-need students means students who are at risk for educational failure or otherwise in need of special assistance and support, such as students who are living in poverty, who attend highminority schools (as defined in this notice), who are far below grade level, who have left school before receiving a regular high school diploma (as defined in this notice), who are at risk of not graduating with a diploma on time, who are homeless, who are in foster care, who have been incarcerated, who have disabilities, or who are English learners. Independent evaluation means that the evaluation is designed and carried out independent of, but in coordination with, any employees of the entities who develop a practice and are implementing it. 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 each contain, on average, 10 or more students (or other single analysis units, regardless of whether these single analysis units are disaggregated in the analysis of outcomes for the groups). Multiple studies can cumulatively be used to meet the multi-site sample (as defined in this notice) and large sample requirements of strong evidence, as long as each study meets the other requirements of the particular level of evidence (i.e., strong evidence). Local educational agency means: (a) A public board of education or other public authority legally constituted within a State for either administrative control or direction of, or to perform a service function for, public elementary schools or secondary schools in a city, county, township, school district, or other political subdivision of a State, or of or for a combination of school districts or counties that is recognized in a State as an administrative agency for its public elementary schools or secondary schools. (b) Administrative Control and Direction. The term includes any other public institution or agency having administrative control and direction of a public elementary school or secondary school. (c) Bureau of Indian Education Schools. The term includes an elementary school or secondary school funded by the Bureau of Indian Education but only to the extent that including the school makes the school PO 00000 Frm 00028 Fmt 4703 Sfmt 4703 90799 eligible for programs for which specific eligibility is not provided to the school in another provision of law and the school does not have a student population that is smaller than the student population of the local educational agency receiving assistance under this Act with the smallest student population, except that the school shall not be subject to the jurisdiction of any State educational agency (as defined in this notice) other than the Bureau of Indian Education. (d) Educational Service Agencies. The term includes educational service agencies and consortia of those agencies. (e) State Educational Agency. The term includes the State educational agency in a State in which the State educational agency is the sole educational agency for all public schools. Logic model (also known as a theory of action) means a reasonable conceptual framework that identifies key components of the proposed project (i.e., the active ‘‘ingredients’’ that are hypothesized to be critical to achieving the relevant outcomes (as defined in this notice)) and describes the theoretical and operational relationships among the key components and outcomes. Meets What Works Clearinghouse Evidence Standards without reservations is the highest possible rating for a study finding reviewed by the What Works Clearinghouse (WWC). Studies receiving this rating provide the highest degree of confidence that an estimated effect was caused by the practice studied. Experimental studies (as defined in this notice) may receive this highest rating. These standards are described in the WWC Procedures and Standards Handbooks, Version 3.0, which can be accessed at http:// ies.ed.gov/ncee/wwc/Handbooks. Meets What Works Clearinghouse Evidence Standards with reservations is the second-highest rating for a study finding reviewed by the What Works Clearinghouse (WWC). Studies receiving this rating provide a reasonable degree of confidence that an estimated effect was caused by the practice studied. Both experimental studies (as defined in this notice) (such as randomized controlled trials with high rates of sample attrition) and quasiexperimental design studies (as defined in this notice) may receive this rating if they establish the equivalence of the treatment and comparison groups in key baseline characteristics. These standards are described in the WWC Procedures and Standards Handbooks, Version 3.0, which can be accessed at http:// ies.ed.gov/ncee/wwc/Handbooks. E:\FR\FM\15DEN1.SGM 15DEN1 rmajette on DSK2TPTVN1PROD with NOTICES 90800 Federal Register / Vol. 81, No. 241 / Thursday, December 15, 2016 / Notices Multi-site sample means more than one site, where site can be defined as an LEA, locality, or State. A sample could be multi-site if it includes campuses in two or more localities (e.g., cities or counties), even if the campuses all belong to the same LEA or the same postsecondary school system. Multiple studies can cumulatively be used to meet the multi-site sample and the large sample (as defined in this notice) requirements of strong evidence, as long as each study meets the other requirements for strong evidence. National level describes the level of scope or effectiveness of a process, product, strategy, or practice that is able to be effective in a wide variety of communities, including rural and urban areas, as well as with different groups (e.g., economically disadvantaged, racial and ethnic groups, migrant populations, individuals with disabilities, English learners, and individuals of each gender). Nonprofit, as applied to an agency, organization, or institution, means that it is owned and operated by one or more corporations or associations whose net earnings do not benefit, and cannot lawfully benefit, any private shareholder or entity. Practice means an activity, strategy, or intervention included in a project. Evidence may pertain to an individual practice, or to a combination of practices (e.g., training teachers on instructional practices for English learners and follow-on coaching for these teachers). Randomized controlled trial (RCT) means a study that employs random assignment of, for example, students, teachers, classrooms, or schools to receive the practice being evaluated (the treatment group) or not to receive the practice (the control group). The estimated effectiveness of the practice is the difference between the average outcomes for the treatment group and for the control group. These studies, depending on design and implementation, can Meet What Works Clearinghouse Evidence Standards without reservations. Regression discontinuity design study (RDD) means a study that assigns the practice being evaluated using a measured variable (e.g., assigning students reading below a cutoff score to tutoring or developmental education classes) and controls for that variable in the analysis of outcomes. The effectiveness of the practice is estimated for individuals who barely qualify to receive that component. These studies, depending on design and implementation, can Meet What Works VerDate Sep<11>2014 15:19 Dec 14, 2016 Jkt 241001 Clearinghouse Evidence Standards without reservations. Regular high school diploma means the standard high school diploma that is awarded to students in the State and that is fully aligned with the State’s academic content standards or a higher diploma and does not include a General Education Development (GED) credential, certificate of attendance, or any alternative award. Relevant finding means a finding from a study regarding the relationship between (a) an activity, strategy, or intervention included as a practice of the logic model (as defined in this notice) for the proposed project, and (b) a student outcome or other relevant outcome included in the logic model for the proposed project. Relevant outcome means the student outcome(s) (or the ultimate outcome if not related to students) the proposed practice is designed to improve; consistent with the specific goals of a program. Rural local educational agencies means local educational agencies with an urban-centric district locale code of 32, 33, 41, 42, or 43, which can be found at the following link: https:// nces.ed.gov/ccd/ ccdLocaleCodeDistrict.asp. Single-case design study (SCD) means a study that use observations of a single case (e.g., a student eligible for a behavioral intervention) over time in the absence and presence of a controlled treatment manipulation to determine whether the outcome is systematically related to the treatment. According to the What Works Clearinghouse Single Case Design Pilot Standards, a collection of these studies, depending on design and implementation (e.g., including a sufficient number of cases and of data points per condition), can Meet What Works Clearinghouse Evidence Standards without reservations. State educational agency means the agency primarily responsible for the State supervision of public elementary schools and secondary schools. Strong evidence means the following conditions are met: (a) There is at least one experimental study (e.g., a randomized controlled trial) of the effectiveness of the practice that has a relevant finding (as defined in this notice) that Meets What Works Clearinghouse Evidence Standards without reservations (as defined in this notice) (e.g., a randomized controlled trial with low rates of sample attrition overall and between the treatment and control groups); (b) the relevant finding in the study described in paragraph (a) is of a statistically significant and PO 00000 Frm 00029 Fmt 4703 Sfmt 4703 positive (i.e., favorable) effect on a student outcome or other relevant outcome, with no statistically significant and overriding negative (i.e., unfavorable) evidence on that practice from other findings on the intervention reviewed by and reported on the What Works Clearinghouse that Meet What Works Clearinghouse Evidence Standards with or without reservations; (c) the relevant finding in the study described in paragraph (a) is based on a sample that overlaps with the populations (e.g., the types of student served) and settings proposed to receive the practice (e.g., an after-school program both studied in, and proposed for, urban high schools); and (d) the relevant finding in the study described in paragraph (a) is based on a large sample and a multi-site sample. Student achievement means— For grades and subjects in which assessments are required under section 1111(b)(2) of Elementary and Secondary Education Act (ESEA), as amended by Every Student Succeeds Act (ESSA): (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 with a local educational agency (LEA). For grades and subjects in which assessments are not required under section 1111(b)(2) of ESEA, as amended by ESSA: (1) Alternative measures of student learning and performance, such as student results on pre-tests, end-ofcourse tests, and objective performancebased assessments; (2) students 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. 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, definitions, and other requirements. 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 the EIR program under 20 U.S.C. 1138–1138d and therefore qualifies for this exemption. In order to ensure timely grant awards, the Secretary has decided to forego public comment on the priorities, definitions, and requirements under section 437(d)(1) of GEPA. These priorities, E:\FR\FM\15DEN1.SGM 15DEN1 Federal Register / Vol. 81, No. 241 / Thursday, December 15, 2016 / Notices definitions, and requirements will apply to the FY 2017 grant competition only. Program Authority: Section 4611 of the ESEA, as amended by P.L. 114–95 ESSA. Applicable Regulations: (a) The Education Department General Administrative Regulations (EDGAR) in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 97, 98, and 99. (b) The OMB Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 180, as adopted and amended as regulations of the Department in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR part 200, as adopted and amended as regulations of the Department in 2 CFR part 3474. (d) The Supplemental Priorities. Note: The regulations in 34 CFR part 79 apply to all applicants except federally recognized Indian tribes. rmajette on DSK2TPTVN1PROD with NOTICES Note: The regulations in 34 CFR part 86 apply to institutions of higher education only. II. Award Information Type of Award: Cooperative agreements. Estimated Available Funds: The Administration has requested $180,000,000 for new awards for this program for FY 2017, of which approximately $141,000,000 would be used, in total, for new awards under the Early-phase, Mid-phase, and Expansion competitions. The actual level of funding, if any, depends on final congressional action. However, we are inviting applications to allow enough time to complete the grant process if Congress appropriates funds for this program. Contingent upon the availability of funds and the quality of applications, we may make additional awards in subsequent years from the list of unfunded applications from this competition. Estimated Range of Awards: Early-phase grants: $700,000– $800,000 per year. Mid-phase grants: $1,400,000– $1,600,000 per year. Expansion grants: $2,750,000– $3,000,000 per year. Estimated Average Size of Awards: Early-phase grants: $3,750,000 for the entirety of the project period. Mid-phase grants: $7,750,000 for the entirety of the project period. Expansion grants: $14,500,000 for the entirety of the project period. Estimated Number of Awards: Early-phase grants: 24–38 awards. VerDate Sep<11>2014 15:19 Dec 14, 2016 Jkt 241001 Mid-phase grants: 15–20 awards. Expansion grants: 3–5 awards. Maximum Awards: Early-phase grants: $4,000,000 for the entirety of the project period. Mid-phase grants: $8,000,000 for the entirety of the project period. Expansion grants: $15,000,000 for the entirety of the project period. Project Period: Up to 60 months. Under section 4611(c) of the ESEA, as amended by ESSA, the Department must use at least 25 percent of EIR funds for a fiscal year to make awards to applicants serving rural areas, contingent on receipt of a sufficient number of applications of sufficient quality. For purposes of this competition, we will consider an applicant as rural if the applicant meets the qualifications for rural applicants as described in the eligible applicants section and the applicant certifies that it meets those qualifications through the application. In implementing this statutory provision, the Department may fund high-quality applications from rural applicants out of rank order in one or more of the EIR competitions. Note: The Department is not bound by any estimates in this notice. III. Eligibility Information 1. Eligible Applicants: (a) An LEA; (b) A State educational agency; (c) The Bureau of Indian Education; (d) A consortium of State educational agencies or LEAs; (e) A nonprofit (as defined in this notice) organization; and (f) A State educational agency, an LEA, a consortium described in (d), or the Bureau of Indian Education, in partnership with— (1) A nonprofit organization; (2) A business; (3) An educational service agency; or (4) An institution of higher education. To qualify as a rural applicant under the EIR program, an applicant must meet both of the following requirements: (a) The applicant is— (1) An LEA with an urban-centric district locale code of 32, 33, 41, 42, or 43, as determined by the Secretary; (2) A consortium of such LEAs; (3) An educational service agency or a nonprofit organization in partnership with such an LEA; or (4) A grantee described in clause (1) or (2) in partnership with a State educational agency; and (b) A majority of the schools to be served by the program are designated with a locale code of 32, 33, 41, 42, or PO 00000 Frm 00030 Fmt 4703 Sfmt 4703 90801 43, or a combination of such codes, as determined by the Secretary. More information on rural applicant eligibility is in the application package. 2. a. Cost Sharing or Matching: Under section 4611 of the ESEA, as amended by ESSA, each grant recipient must provide, from Federal, State, local, or private sources, an amount equal to 10 percent of funds provided under the grant, which may be provided in cash or through in-kind contributions, to carry out activities supported by the grant. Grantees must include a budget showing their matching contributions on an annual basis relative to the annual budget amount of EIR grant funds and must provide evidence that they have secured their matching contributions for the first year of the grant in their grant applications. Section 4611 of the ESEA, as amended by ESSA also authorizes the Secretary to waive this matching requirement on a case-by-case basis, upon a showing of exceptional circumstances, such as: (a) The difficulty of raising matching funds for a program to serve a rural area; (b) The difficulty of raising matching funds in areas with a concentration of LEAs or schools with a high percentage of students aged 5 through 17— (1) Who are in poverty, as counted in the most recent census data approved by the Secretary; (2) Who are eligible for a free or reduced price lunch under the Richard B. Russell National School Lunch Act (42 U.S.C. 1751 et seq.); (3) Whose families receive assistance under the State program funded under part A of title IV of the Social Security Act (42 U.S.C. 601 et seq.); or (4) Who are eligible to receive medical assistance under the Medicaid program; and (c) The difficulty of raising funds on tribal land. Applicants that wish to apply for a waiver must include a request in their application that describes why the matching requirement would cause serious hardship or an inability to carry out project activities. Further information about applying for waivers can be found in the application package. However, given the importance of matching funds to the long-term success of the project, the Secretary expects eligible entities to identify appropriate matching funds. 3. Other: The Secretary establishes the following requirements for the EIR program. • Innovations that Serve Kindergarten-through-Grade-12 (K–12) Students: All grantees must implement practices that serve students who are in grades K–12 at some point during the E:\FR\FM\15DEN1.SGM 15DEN1 90802 Federal Register / Vol. 81, No. 241 / Thursday, December 15, 2016 / Notices funding period. To meet this requirement, projects that serve early learners (i.e., infants, toddlers, or preschoolers) must provide services or supports that extend into kindergarten or later years, and projects that serve postsecondary students must provide services or supports during the secondary grades or earlier. • Evidence Standards: To be eligible for an award, an application for an Expansion grant must be supported by strong evidence (as defined in this notice) for at least one population and setting. rmajette on DSK2TPTVN1PROD with NOTICES Note: An applicant must identify up to four study citations to be reviewed against WWC Evidence Standards for the purposes of meeting the EIR evidence standard requirement. An applicant should clearly identify these citations in the Evidence form. The Department will not review a study citation that an applicant fails to clearly identify for review. In addition to including up to four study citations, applicants must include a description of: (1) The positive student outcomes they intend to replicate under their Expansion grant and how the positive student outcomes correspond with the high-need students to be served under the Expansion grant; (2) the practice(s) the applicant plans to implement; and (3) the intended student outcomes that the practices(s) attempts to impact in the form. An applicant must ensure that all evidence is available to the Department from publicly available sources and provide links or other guidance indicating where it is available. If the Department determines that an applicant has provided insufficient information, the applicant will not have an opportunity to provide additional information at a later time. However, if the WWC determines that a study does not provide enough information on key aspects of the study design, such as sample attrition or equivalence of intervention and comparison groups, the WWC will submit a query to the study author(s) to gather information for use in determining a study rating. Authors are asked to respond to queries within 10 business days. Should the author query remain incomplete within 14 days of the initial contact to the study author(s), the study will be deemed ineligible under the grant competition. After the grant competition closes, the WWC will continue to include responses to author queries and will make updates to study reviews as necessary. However, the competition can only take into account information that is available at the time the competition is open. Note: The evidence standards apply to the prior research that supports the effectiveness of the proposed project. The EIR program does not restrict the source of prior research VerDate Sep<11>2014 15:19 Dec 14, 2016 Jkt 241001 providing evidence for the proposed project. As such, an applicant could cite prior research in the Evidence form for studies that were conducted by another entity (i.e., an entity that is not the applicant) so long as the prior research studies cited in the application are relevant to the effectiveness of the proposed project. • Funding Categories: An applicant will be considered for an award only for the type of EIR grant (i.e., Early-phase, Mid-Phase, and Expansion grant) for which it applies. An applicant may not submit an application for the same proposed project under more than one type of grant. Note: Each application will be reviewed under the competition it was submitted under in the Grants.gov system, and only applications that are successfully submitted by the established deadline will be peer reviewed. Applicants should be careful that they download the intended EIR application package and that they submit their applications under the intended EIR competition. • Limit on Grant Awards: No grantee may receive in a single year new EIR grant awards that total an amount greater than the sum of the maximum amount of funds for an Expansion grant and the maximum amount of funds for an Early-phase grant for that year. For example, in a year when the maximum award value for an Expansion grant is $15 million and the maximum award value for an Early-phase grant is $4 million, no grantee may receive in a single year new grants totaling more than $19 million. • Partnerships: An applicant must demonstrate sufficient partnerships with schools/LEA(s) by identifying in the application implementation schools/ LEA(s) for years 1 and 2 of the grant project. • Evaluation: The grantee must conduct an independent evaluation (as defined in this notice) of its project. This evaluation must estimate the impact of the EIR-supported practice (as implemented at the proposed level of scale) on a relevant outcome. An Expansion grantee’s evaluation must examine the cost effectiveness of its practices and identify potential obstacles and success factors to scaling such practices, including those that would be relevant to other organizations. In addition, the grantee and its independent evaluator must agree to cooperate with any technical assistance provided by the Department or its contractor and comply with the requirements of any evaluation of the program conducted by the Department. This includes providing to the Department or its contractor, an updated PO 00000 Frm 00031 Fmt 4703 Sfmt 4703 comprehensive evaluation plan in a format and using such tools as the Department may require, as outlined in the Cooperative Agreement. Expansion grantees’ evaluations plans must include a description of how they intend to assess the scaling strategy in addition to measuring impact of the practice. Grantees must update this evaluation plan at least annually to reflect any changes to the evaluation. All of these updates must be consistent with the scope and objectives of the approved application. • Public Availability of Data and Results: Applications under Expansion grants must include a Data Management Plan (DMP); the DMP should be no more than five pages in Appendix C that describes the applicant’s plans for making the final research data from the proposed project accessible to others. Resources that may be of interest to researchers in developing a data management plan can be found at http://ies.ed.gov/funding/ researchaccess.asp. DMPs are expected to differ depending on the nature of the project and the data collected. By addressing the items identified below, your DMP describes how you will share data under the DMP you are required to include in your application. The DMP should include the following: (a) Type of data to be shared; (b) Procedures for managing and for maintaining the confidentiality of personally identifiable information; (c) Roles and responsibilities of project or institutional staff in the management and retention of research data, including a discussion of any changes to the roles and responsibilities that will occur should the Project Director/Principal Investigator and/or co-Project Directors/co-Principal Investigators leave the project or their institution; (d) Expected schedule for data access, including how long the data will remain accessible (at least 10 years unless a shorter period of time is required to comply with applicable Federal or State laws or agreements promulgated to ensure compliance with such laws in which the destruction of records or personal information is required within a shorter period of time) and acknowledgement that the timeframe of data accessibility will be reviewed at the annual progress reviews and revised as necessary; (e) Format of the final dataset; (f) Dataset documentation to be provided; (g) Method of data access (e.g., provided by the Project Director/ Principal Investigator, through a data archive) and how those interested in E:\FR\FM\15DEN1.SGM 15DEN1 rmajette on DSK2TPTVN1PROD with NOTICES Federal Register / Vol. 81, No. 241 / Thursday, December 15, 2016 / Notices using the data can locate and access them; (h) Whether or not a data agreement that specifies conditions under which the data will be shared will be required; and (i) Any circumstances that prevent all or some of the data from being made accessible. This includes data that may fall under multiple statutes and, hence, must meet the confidentiality requirements for each applicable statute (e.g., data covered by Common Rule for Protection of Human Subjects, Family Educational Rights and Privacy Act (FERPA), and Health Insurance Portability and Accountability Act (HIPAA)). The costs of the DMP can be covered by the grant and should be included in the budget and explained in the budget narrative. The peer-review process will not include the DMP in the scoring of the application. The EIR team will be responsible for reviewing the completeness of the proposed DMP and will work with EIR grantees to finalize the DMP once the grant is awarded. Recipients of awards are expected to publish or otherwise make publicly available the results of the work supported through EIR, including the evaluation report. EIR grantees must submit final studies resulting from research supported in whole or in part by EIR to the Educational Resources Information Center (ERIC), http:// eric.ed.gov. • Scaling: Expansion grants must scale the project to a national level and include new contexts and populations for implementation. Scaling targets should be established for the number of students to be served for the total project period as well as the target number of students to be served each year of the project. Expansion grants must also include their scaling strategy as a component of the evaluation plan for the grant. Given that all EIR grantees are required to report on the performance measure regarding the target number of students served by the grant, applicants should propose scaling targets that represent reasonable costs per student for the grant. • Management Plan: An EIR grantee must provide an updated comprehensive management plan for the approved project in a format and using such tools as the Department may require, as outlined in the Cooperative Agreement. This management plan must include detailed information about implementation of the first year of the grant, including key milestones, staffing details, and other information that the Department may require. It must also include a complete list of performance VerDate Sep<11>2014 15:19 Dec 14, 2016 Jkt 241001 metrics, including baseline measures and annual targets. The grantee must update this management plan at least annually to reflect implementation of subsequent years of the project. 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: http:// innovation.ed.gov/what-we-do/ innovation/education-innovation-andresearch-eir/. 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: edpubs@inet.ed.gov. If you request an application package from ED Pubs, be sure to identify this program or competition as follows: CFDA number 84.411A. 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 or team listed under Accessible Format in section VIII of this notice. 2.a. Content and Form of Application Submission: Requirements concerning the content and form of an application, together with the forms you must submit, are in the application package for this competition. Notice of Intent to Apply: February 13, 2017. 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 completing a Web-based form. When completing this form, applicants will provide (1) the applicant organization’s name and address and (2) the absolute priority the applicant intends to address. Applicants may access this form online at https:// www.surveymonkey.com/r/GRZ5RDW. Applicants that do not complete this form may still submit an application. Pre-Application: The EIR program intends to hold Webinars and/or meetings designed to provide technical assistance to interested applicants for all PO 00000 Frm 00032 Fmt 4703 Sfmt 4703 90803 three types of grants. Detailed information regarding these Webinars and/or meetings will be provided on the EIR Web site at http:// innovation.ed.gov/what-we-do/ innovation/education-innovation-andresearch-eir/. 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 should limit the application narrative for an Expansion grant application to no more than 50 pages, using 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 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 resumes, the bibliography, or the letters of support. However, the page limit does apply to all of the application narrative. b. Submission of Proprietary Information: Given the types of projects that may be proposed in applications for the Expansion competition, 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). We plan on posting the project narrative section of funded EIR applications on the Department’s Web site. Accordingly, 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,’’ E:\FR\FM\15DEN1.SGM 15DEN1 rmajette on DSK2TPTVN1PROD with NOTICES 90804 Federal Register / Vol. 81, No. 241 / Thursday, December 15, 2016 / Notices 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: Applications Available: December 19, 2016. Deadline for Notice of Intent to Apply: February 13, 2017. Pre-Application Webinars and/or Meetings: The EIR program intends to hold Webinars and/or meetings designed to provide technical assistance to interested applicants for all three types of grants. Detailed information regarding these Webinars and/or meetings will be provided on the EIR Web site at http://innovation.ed.gov/ what-we-do/innovation/educationinnovation-and-research-eir/. Deadline for Transmittal of Applications: April 13, 2017. Applications for grants under this competition must be submitted electronically using the Grants.gov Apply site (Grants.gov). 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: June 13, 2017. 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 VerDate Sep<11>2014 18:16 Dec 14, 2016 Jkt 241001 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), 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 enter 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 PO 00000 Frm 00033 Fmt 4703 Sfmt 4703 (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 under this program competition 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 EIR Program, CFDA number 84.411A, must be submitted electronically using the Governmentwide Grants.gov Apply site at www.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 EIR Expansion 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 84.411, not 84.411A). 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 E:\FR\FM\15DEN1.SGM 15DEN1 rmajette on DSK2TPTVN1PROD with NOTICES Federal Register / Vol. 81, No. 241 / Thursday, December 15, 2016 / Notices 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—NonConstruction 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 Portable Document Format (PDF). Do not upload an interactive or fillable PDF file. If you upload a file type other than a read-only PDF (e.g., Word, Excel, WordPerfect, etc.) or submit a passwordprotected 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 application narrative—is critical to a meaningful review of your proposal. For that reason it is important to allow VerDate Sep<11>2014 15:19 Dec 14, 2016 Jkt 241001 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. • 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 readonly, 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., PO 00000 Frm 00034 Fmt 4703 Sfmt 4703 90805 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: Kelly Terpak, U.S. E:\FR\FM\15DEN1.SGM 15DEN1 90806 Federal Register / Vol. 81, No. 241 / Thursday, December 15, 2016 / Notices Department of Education, 400 Maryland Avenue SW., Room 4W312, Washington, DC 20202–5900. FAX: (202) 401–4123. 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 84.411A), 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. rmajette on DSK2TPTVN1PROD with NOTICES Note: The 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 84.411A),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, VerDate Sep<11>2014 15:19 Dec 14, 2016 Jkt 241001 DC time, except Saturdays, Sundays, and Federal holidays. 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 the Expansion competition are from 34 CFR 75.210. The points assigned to each criterion are indicated in the parentheses next to the criterion. An applicant may earn up to a total of 100 points based on the selection criteria for the application. A. Significance (Up to 10 Points) In determining the significance of the project, the Secretary considers the following factors: (1) The magnitude or severity of the problem to be addressed by the proposed project. (2) The national significance of the proposed project. (3) The extent to which the proposed project represents an exceptional approach to the priority or priorities established for the competition. B. Strategy to Scale (Up to 35 Points) In determining the applicant’s capacity to scale the proposed project, the Secretary considers the following factors: (1) The extent to which the applicant demonstrates there is unmet demand for the process, product, strategy, or practice that will enable the applicant to reach the level of scale that is proposed in the application. (2) The extent to which the applicant identifies a specific strategy or strategies that address a particular barrier or barriers that prevented the applicant, in the past, from reaching the level of scale that is proposed in the application. (3) The extent to which the results of the proposed project are to be disseminated in ways that will enable others to use the information or strategies. PO 00000 Frm 00035 Fmt 4703 Sfmt 4703 C. Quality of the Project Design and Management Plan (Up to 35 Points) In determining the quality of the proposed project design, 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 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. (3) The adequacy of procedures for ensuring feedback and continuous improvement in the operation of the proposed project. (4) The extent to which the applicant demonstrates that it has the resources to operate the project beyond the length of the grant, including a multi-year financial and operating model and accompanying plan; the demonstrated commitment of any partners; evidence of broad support from stakeholders (e.g., State educational agencies, teachers’ unions) critical to the project’s longterm success; or more than one of these types of evidence. D. Quality of the Project Evaluation (Up to 20 Points) In determining the quality of the project evaluation to be conducted, the Secretary considers the following factors: (1) 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 without reservations. (2) The extent to which the evaluation will provide guidance about effective strategies suitable for replication or testing in other settings. (3) The extent to which the methods of evaluation will provide valid and reliable performance data on relevant outcomes. (4) The extent to which the evaluation plan clearly articulates the key components, mediators, and outcomes of the grant-supported intervention, as well as a measurable threshold for acceptable implementation. Note: Applicants may wish to review the following 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) ‘‘Technical Assistance Materials for Conducting Rigorous Impact Evaluations’’ to the list of evaluation resources: http:// ies.ed.gov/ncee/projects/evaluationTA.asp; E:\FR\FM\15DEN1.SGM 15DEN1 Federal Register / Vol. 81, No. 241 / Thursday, December 15, 2016 / Notices rmajette on DSK2TPTVN1PROD with NOTICES and (3) IES/NCEE Technical Methods papers: http://ies.ed.gov/ncee/tech_methods/. In addition, applicants may view two optional Webinar recordings that were hosted by the Institute of Education Sciences. One Webinar focused on more rigorous evaluation designs, discussing strategies for designing and executing studies that meet WWC evidence standards without reservations. This Webinar is available at: http://ies.ed.gov/ncee/wwc/ Multimedia.aspx?sid=18. 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. Before making awards, we will screen applications submitted in accordance with the requirements in this notice to determine whether applications have met eligibility and other requirements. This screening process may occur at various stages of the process; applicants that are determined to be ineligible will not receive a grant, regardless of peer reviewer scores or comments. Peer reviewers will read, prepare a written evaluation of, and score the assigned applications, using the selection criteria provided in this notice. For Expansion grant applications we intend to conduct a single-tier review. 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 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 competition 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. VerDate Sep<11>2014 15:19 Dec 14, 2016 Jkt 241001 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 $150,000), under 2 CFR 200.205(a)(2) we must make a judgment about your integrity, business ethics, and record of performance under Federal awards—that is, the risk posed by you as an applicant—before we make an award. In doing so, we must consider any information about you that is in the integrity and performance system (currently referred to as the Federal Awardee Performance and Integrity Information System (FAPIIS)), accessible through SAM. 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. 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. 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 PO 00000 Frm 00036 Fmt 4703 Sfmt 4703 90807 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. 4. Performance Measures: The overall purpose of the EIR program is to expand the implementation of, and investment in, innovative practices that are demonstrated to have an impact on improving student achievement for high-need students. We have established several performance measures for the EIR Expansion grants. Annual performance measures: (1) The percentage of grantees that reach their annual target number of students as specified in the application; (2) the percentage of grantees that reach their annual target number of high-need students as specified in the application; (3) the percentage of grantees with ongoing well-designed and independent evaluations that will provide evidence of their effectiveness at improving student outcomes in multiple contexts; (4) the percentage of grantees that implement a well-designed, wellimplemented, and independent evaluation that provides information about the key practices and the approach of the project so as to facilitate replication; (5) the percentage of grantees that implement an evaluation that provides information on the cost effectiveness of the key practices to identify potential obstacles and success factors to scaling; and (6) the cost per student served by the grant. Cumulative performance measures: (1) The percentage of grantees that reach the targeted number of students specified in the application; (2) the percentage of grantees that reached the targeted number of high-need students specified in the application; (3) the percentage of grantees that implement a completed well-designed, wellimplemented, and independent evaluation that provides evidence of E:\FR\FM\15DEN1.SGM 15DEN1 90808 Federal Register / Vol. 81, No. 241 / Thursday, December 15, 2016 / Notices their effectiveness at improving student outcomes in multiple contexts; (4) the percentage of grantees with a completed well-designed, well-implemented, and independent evaluation that provides information about the key elements and the approach of the project so as to facilitate replication or testing in other settings; (5) the percentage of grantees with an evaluation that provided information on the cost effectiveness of the key practices, and obstacles and success factors to scaling; and (6) the cost per student served by the grant. 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: rmajette on DSK2TPTVN1PROD with NOTICES Kelly Terpak, U.S. Department of Education, 400 Maryland Avenue SW., Room 4W312, Washington, DC 20202– 5900. Telephone: (202) 453–7122. FAX: (202) 401–4123 or by email: eir@ed.gov. If you use a TDD or a TTY, call the Federal Relay Service, toll free, at 1– 800–877–8339. 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 VerDate Sep<11>2014 15:19 Dec 14, 2016 Jkt 241001 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. Dated: December 9, 2016. Nadya Chinoy Dabby, Assistant Deputy Secretary for Innovation and Improvement. [FR Doc. 2016–30086 Filed 12–14–16; 8:45 am] BILLING CODE 4000–01–P DEPARTMENT OF EDUCATION [Docket No. ED–2016–ICCC–0141] Agency Information Collection Activities; Comment Request; Grant Application Form for Project Objectives and Performance Measures Information Office of the Secretary (OS), Department of Education (ED). ACTION: Notice. AGENCY: In accordance with the Paperwork Reduction Act of 1995 (44 U.S.C. chapter 3501 et seq.), ED is proposing a new information collection. DATES: Interested persons are invited to submit comments on or before February 13, 2017. ADDRESSES: To access and review all the documents related to the information collection listed in this notice, please use http://www.regulations.gov by searching the Docket ID number ED– 2016–ICCC–0141. Comments submitted in response to this notice should be submitted electronically through the Federal eRulemaking Portal at http:// www.regulations.gov by selecting the Docket ID number or via postal mail, commercial delivery, or hand delivery. Please note that comments submitted by fax or email and those submitted after the comment period will not be accepted. Written requests for information or comments submitted by postal mail or delivery should be addressed to the Director of the Information Collection Clearance Division, U.S. Department of Education, 400 Maryland Avenue SW., LBJ, Room 2E–343, Washington, DC 20202–4537. FOR FURTHER INFORMATION CONTACT: For specific questions related to collection activities, please contact Alfreida Pettiford, 202–245–6110. SUMMARY: PO 00000 Frm 00037 Fmt 4703 Sfmt 4703 The Department of Education (ED), in accordance with the Paperwork Reduction Act of 1995 (PRA) (44 U.S.C. 3506(c)(2)(A)), provides the general public and Federal agencies with an opportunity to comment on proposed, revised, and continuing collections of information. This helps the Department assess the impact of its information collection requirements and minimize the public’s reporting burden. It also helps the public understand the Department’s information collection requirements and provide the requested data in the desired format. ED is soliciting comments on the proposed information collection request (ICR) that is described below. The Department of Education is especially interested in public comment addressing the following issues: (1) Is this collection necessary to the proper functions of the Department; (2) will this information be processed and used in a timely manner; (3) is the estimate of burden accurate; (4) how might the Department enhance the quality, utility, and clarity of the information to be collected; and (5) how might the Department minimize the burden of this collection on the respondents, including through the use of information technology. Please note that written comments received in response to this notice will be considered public records. Title of Collection: Grant Application Form for Project Objectives and Performance Measures Information. OMB Control Number: 1894–NEW. Type of Review: A new information collection. Respondents/Affected Public: Private Sector. Total Estimated Number of Annual Responses: 6,349. Total Estimated Number of Annual Burden Hours: 31,745. Abstract: The U.S. Department of Education Grant Application Form for Project Objectives and Performance Measures Information serves as a precursor to the U.S. Department of Education Grant Performance Report Form (ED 524 B) in which project objectives, measures, and targets will be entered by applicants at the time that grant applications are entered in Grants.gov. The Grant Application Form for Project Objectives and Performance Measures Information form and instructions are used by many ED discretionary grant programs to enable grantees to meet ED deadline dates for submission of performance reports to the Department. SUPPLEMENTARY INFORMATION: E:\FR\FM\15DEN1.SGM 15DEN1

Agencies

[Federal Register Volume 81, Number 241 (Thursday, December 15, 2016)]
[Notices]
[Pages 90797-90808]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2016-30086]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Education Innovation and Research 
Program--Expansion Grants

AGENCY: Office of Innovation and Improvement, Department of Education.

ACTION: Notice.

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Overview Information

    Education Innovation and Research Program--Expansion Grants.
    Notice inviting applications for new awards for fiscal year (FY) 
2017.

    Catalog of Federal Domestic Assistance (CFDA) Number: 84.411A 
(Expansion Grants).

Dates: Applications Available: December 19, 2016.
    Deadline for Notice of Intent to Apply: February 13, 2017.
    Deadline for Transmittal of Applications: April 13, 2017.
    Deadline for Intergovernmental Review: June 13, 2017.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The Education Innovation and Research (EIR) 
Program, established under section 4611 of the Elementary and Secondary 
Education Act (ESEA), as amended by Every Student Succeeds Act (ESSA), 
provides funding to create, develop, implement, replicate, or take to 
scale

[[Page 90798]]

entrepreneurial, evidence-based, field-initiated innovations to improve 
student achievement (as defined in this notice) and attainment for 
high-need students (as defined in this notice); and rigorously evaluate 
such innovations. The EIR program is designed to generate and validate 
solutions to persistent educational challenges and to support the 
expansion of effective solutions to serve substantially larger numbers 
of students.
    The central design element of the EIR program is its multi-tier 
structure that links the amount of funding that an applicant may 
receive to the quality of the evidence supporting the efficacy of the 
proposed project, with the expectation that projects that build this 
evidence will advance through EIR's grant tiers. Applicants proposing 
innovative practices (as defined in this notice) that are supported by 
limited evidence can receive relatively small grants to support the 
development, iteration and initial evaluation of the practices; 
applicants proposing practices supported by evidence from rigorous 
evaluations, such as large randomized controlled trials (as defined in 
this notice), can receive larger grant awards to support expansion 
across the country. This structure provides incentives for applicants 
to: (1) Explore new ways of addressing persistent challenges that other 
educators can build on and learn from; (2) build evidence of 
effectiveness of their practices; and (3) replicate and scale 
successful practices in new schools, districts, and states while 
addressing the barriers to scale, such as cost structures and 
implementation fidelity.
    All EIR projects are expected to generate information regarding 
their effectiveness in order to inform EIR grantees' efforts to learn 
about and improve upon their efforts, and to help similar, non-EIR 
efforts across the country benefit from EIR grantees' knowledge. By 
requiring that all grantees conduct independent evaluations of their 
EIR projects, EIR ensures that its funded projects make a significant 
contribution to improving the quality and quantity of information 
available to practitioners and policymakers about which practices 
improve student achievement, for which types of students, and in what 
contexts.
    The Department of Education (Department) awards three types of 
grants under this program: ``Early-phase'' grants, ``Mid-phase'' 
grants, and ``Expansion'' grants. These grants differ in terms of the 
level of prior evidence of effectiveness required for consideration for 
funding, the expectations regarding the kind of evidence and 
information funded projects should produce, the level of scale that 
funded projects should reach, and, consequently, the amount of funding 
available to support each type of project.
    Expansion grants provide funding for grantees to scale projects 
that are supported by strong evidence (as defined in this notice) for 
at least one population and setting and thus are ready to be 
implemented at the national level (as defined in this notice). This 
notice invites applications for Expansion grants only. The notices 
inviting applications for Early-phase and Mid-phase grants are 
published elsewhere in this issue of the Federal Register.
    Background: EIR builds on seven years of investments--over $1.4 
billion, matched by over $200 million in private sector resources--from 
the Department's Investing in Innovation (i3). i3 has generated new 
information regarding effective educational practices and increased 
evaluators' capacity to conduct rigorous evaluations of student 
learning outcomes that provide actionable information for educators. 
EIR is designed expand on the successes of i3 to offer new 
opportunities for States, districts, schools, and educators to develop 
innovations and scale effective practices that address their most 
pressing challenges.
    EIR Expansion grants are expected to scale practices that have 
prior evidence of effectiveness, in order to improve outcomes for high-
need students. They should also be expected to generate important 
information about educational practices (e.g., in what contexts does 
the practice work best? Where does it not work as well? What components 
of the practice are most critical to its success?). Expansion grants 
are uniquely positioned to help answer critical questions about the 
process of scaling a practice across geographies (e.g., how does or 
should the cost structure of a practice change as it scales? What are 
ways to facilitate implementation fidelity without making scaling too 
onerous?). Given that Expansion grants (as with all EIR grants) focus 
on improving outcomes for high-need students, they are a critical 
resource for practitioners and policymakers in addressing educational 
disparities across the nation. Identifying and describing the core 
elements of the EIR-supported practices is a basic expectation for all 
Expansion grantees, in order to support adoption or replication by 
other entities. Evaluations of Expansion grants must be conducted in a 
variety of contexts and for a variety of students in order to determine 
the context(s) and population(s) for which the EIR-supported practice 
is most effective and how to effectively adapt the practice for these 
contexts and populations. An Expansion grantee's EIR-supported 
evaluation must examine the cost effectiveness of its practices and 
identify potential obstacles and success factors to scaling that would 
be relevant to other organizations. We expect that Expansion grantees 
will work toward sustaining their projects and continuing to scale 
successful practices after the EIR grant period ends; EIR grantees can 
use their evaluations to assess how their EIR-funded practices could be 
successfully reproduced and sustained.
    The FY 2017 EIR Expansion competition includes two absolute 
priorities that all applicants must address. Applicants must propose 
practices with strong evidence of prior effectiveness that are designed 
to improve student achievement and attainment in areas of critical 
national need and, in doing so, to serve high-need students. Given the 
recent increase in rigorous education research that is relevant to 
education practitioners,\1\ and ESSA's focus on building and utilizing 
evidence-based practices, the Department includes these broad 
priorities to ensure that EIR takes to scale interventions supported by 
rigorous evidence, and that these interventions target the most 
pressing challenges and the students most at risk.
---------------------------------------------------------------------------

    \1\ Kantrowitz, Barbara, (2014). ``Scientists Bring New Rigor to 
Education Research.'' Scientific American, July 15, 2014, 
www.scientificamerican.com/article/scientists-bring-new-rigor-to-education-research/.
---------------------------------------------------------------------------

    Priorities: This competition includes two absolute priorities. 
Absolute Priority 1 is from the Department's notice of final 
supplemental priorities and definitions for discretionary grant 
programs, published in the Federal Register on December 10, 2014 (79 FR 
73425) (Supplemental Priorities). We are establishing Absolute Priority 
2 in accordance with section 437(d)(1) of the General Education 
Provisions Act (GEPA), 20 U.S.C. 1232(d)(1). These absolute priorities 
will apply to the FY 2017 EIR Expansion competition and any subsequent 
year in which we make awards from the list of unfunded applicants from 
this competition.
    Absolute Priorities: These priorities are absolute priorities. 
Under 34 CFR 75.105(c)(3) we consider only applications that meet both 
of these priorities.
    These priorities are:
    Absolute Priority 1--Supporting High-Need Students.
    Under this priority, we provide funding to projects that are 
designed to

[[Page 90799]]

improve academic outcomes for high-need students.

Absolute Priority 2--Evidence-Driven Practices

    Under the priority, we provide funding to projects that meet the 
evidence standard established in Section III.3. for this competition 
and are designed to improve student achievement and attainment in areas 
of critical national need.

Definitions

    The definitions of ``national level,'' and ``nonprofit,'' are from 
34 CFR 77.1. The definitions for ``high-need students'' and ``regular 
high school diploma'' are from the Supplemental Priorities. The 
definitions of ``local educational agency'' and ``state educational 
agency'' are from Section 8101 of the ESEA, as reauthorized by ESSA. We 
are establishing the definitions for ``experimental study'' ``high-
minority school,'' ``independent evaluation,'' ``large sample,'' 
``logic model,'' ``meets What Works Clearinghouse Evidence Standards 
without reservations,'' ``meets What Works Clearinghouse Standards with 
reservations,'' ``multi-site sample,'' ``practice,'' ``randomized 
controlled trial,'' ``regression discontinuity design study,'' 
``relevant finding,'' ``relevant outcome,'' ``rural local educational 
agencies,'' ``single-case design study,'' ``strong evidence,'' and 
``student achievement'' for the FY 2017 grant competition only, in 
accordance with section 437(d)(1) of GEPA, 20 U.S.C. 1232(d)(1).
    Experimental study means a study, such as a randomized controlled 
trial (RCT) (as defined in this notice), that is designed to compare 
outcomes between two groups of individuals that are otherwise 
equivalent except for their assignment to either a treatment group 
receiving a practice or a control group that does not. In some 
circumstances, a finding from a regression discontinuity design study 
(RDD) (as defined in this notice) or findings from a collection of 
single-case design studies (SCDs) (as defined in this notice) may be 
considered equivalent to a finding from an RCT. RCTs and RDDs, and 
collections of SCDs, depending on design and implementation, can Meet 
What Works Clearinghouse Evidence Standards without reservations (as 
defined in this notice).
    High-minority school means a school as that term is defined by a 
local educational agency (LEA) (as defined in this notice), which must 
define the term in a manner consistent with its State's Teacher Equity 
Plan, as required by section 1111(g)(1)(B) of the Elementary and 
Secondary Education Act (ESEA), as amended by Every Student Succeeds 
Act (ESSA). The applicant must provide the definition(s) of high-
minority schools used in its application.
    High-need students means students who are at risk for educational 
failure or otherwise in need of special assistance and support, such as 
students who are living in poverty, who attend high-minority schools 
(as defined in this notice), who are far below grade level, who have 
left school before receiving a regular high school diploma (as defined 
in this notice), who are at risk of not graduating with a diploma on 
time, who are homeless, who are in foster care, who have been 
incarcerated, who have disabilities, or who are English learners.
    Independent evaluation means that the evaluation is designed and 
carried out independent of, but in coordination with, any employees of 
the entities who develop a practice and are implementing it.
    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 each contain, on average, 10 or more students (or 
other single analysis units, regardless of whether these single 
analysis units are disaggregated in the analysis of outcomes for the 
groups). Multiple studies can cumulatively be used to meet the multi-
site sample (as defined in this notice) and large sample requirements 
of strong evidence, as long as each study meets the other requirements 
of the particular level of evidence (i.e., strong evidence).
    Local educational agency means:
    (a) A public board of education or other public authority legally 
constituted within a State for either administrative control or 
direction of, or to perform a service function for, public elementary 
schools or secondary schools in a city, county, township, school 
district, or other political subdivision of a State, or of or for a 
combination of school districts or counties that is recognized in a 
State as an administrative agency for its public elementary schools or 
secondary schools.
    (b) Administrative Control and Direction. The term includes any 
other public institution or agency having administrative control and 
direction of a public elementary school or secondary school.
    (c) Bureau of Indian Education Schools. The term includes an 
elementary school or secondary school funded by the Bureau of Indian 
Education but only to the extent that including the school makes the 
school eligible for programs for which specific eligibility is not 
provided to the school in another provision of law and the school does 
not have a student population that is smaller than the student 
population of the local educational agency receiving assistance under 
this Act with the smallest student population, except that the school 
shall not be subject to the jurisdiction of any State educational 
agency (as defined in this notice) other than the Bureau of Indian 
Education.
    (d) Educational Service Agencies. The term includes educational 
service agencies and consortia of those agencies.
    (e) State Educational Agency. The term includes the State 
educational agency in a State in which the State educational agency is 
the sole educational agency for all public schools.
    Logic model (also known as a theory of action) means a reasonable 
conceptual framework that identifies key components of the proposed 
project (i.e., the active ``ingredients'' that are hypothesized to be 
critical to achieving the relevant outcomes (as defined in this 
notice)) and describes the theoretical and operational relationships 
among the key components and outcomes.
    Meets What Works Clearinghouse Evidence Standards without 
reservations is the highest possible rating for a study finding 
reviewed by the What Works Clearinghouse (WWC). Studies receiving this 
rating provide the highest degree of confidence that an estimated 
effect was caused by the practice studied. Experimental studies (as 
defined in this notice) may receive this highest rating. These 
standards are described in the WWC Procedures and Standards Handbooks, 
Version 3.0, which can be accessed at http://ies.ed.gov/ncee/wwc/Handbooks.
    Meets What Works Clearinghouse Evidence Standards with reservations 
is the second-highest rating for a study finding reviewed by the What 
Works Clearinghouse (WWC). Studies receiving this rating provide a 
reasonable degree of confidence that an estimated effect was caused by 
the practice studied. Both experimental studies (as defined in this 
notice) (such as randomized controlled trials with high rates of sample 
attrition) and quasi-experimental design studies (as defined in this 
notice) may receive this rating if they establish the equivalence of 
the treatment and comparison groups in key baseline characteristics. 
These standards are described in the WWC Procedures and Standards 
Handbooks, Version 3.0, which can be accessed at http://ies.ed.gov/ncee/wwc/Handbooks.

[[Page 90800]]

    Multi-site sample means more than one site, where site can be 
defined as an LEA, locality, or State. A sample could be multi-site if 
it includes campuses in two or more localities (e.g., cities or 
counties), even if the campuses all belong to the same LEA or the same 
postsecondary school system. Multiple studies can cumulatively be used 
to meet the multi-site sample and the large sample (as defined in this 
notice) requirements of strong evidence, as long as each study meets 
the other requirements for strong evidence.
    National level describes the level of scope or effectiveness of a 
process, product, strategy, or practice that is able to be effective in 
a wide variety of communities, including rural and urban areas, as well 
as with different groups (e.g., economically disadvantaged, racial and 
ethnic groups, migrant populations, individuals with disabilities, 
English learners, and individuals of each gender).
    Nonprofit, as applied to an agency, organization, or institution, 
means that it is owned and operated by one or more corporations or 
associations whose net earnings do not benefit, and cannot lawfully 
benefit, any private shareholder or entity.
    Practice means an activity, strategy, or intervention included in a 
project. Evidence may pertain to an individual practice, or to a 
combination of practices (e.g., training teachers on instructional 
practices for English learners and follow-on coaching for these 
teachers).
    Randomized controlled trial (RCT) means a study that employs random 
assignment of, for example, students, teachers, classrooms, or schools 
to receive the practice being evaluated (the treatment group) or not to 
receive the practice (the control group). The estimated effectiveness 
of the practice is the difference between the average outcomes for the 
treatment group and for the control group. These studies, depending on 
design and implementation, can Meet What Works Clearinghouse Evidence 
Standards without reservations.
    Regression discontinuity design study (RDD) means a study that 
assigns the practice being evaluated using a measured variable (e.g., 
assigning students reading below a cutoff score to tutoring or 
developmental education classes) and controls for that variable in the 
analysis of outcomes. The effectiveness of the practice is estimated 
for individuals who barely qualify to receive that component. These 
studies, depending on design and implementation, can Meet What Works 
Clearinghouse Evidence Standards without reservations.
    Regular high school diploma means the standard high school diploma 
that is awarded to students in the State and that is fully aligned with 
the State's academic content standards or a higher diploma and does not 
include a General Education Development (GED) credential, certificate 
of attendance, or any alternative award.
    Relevant finding means a finding from a study regarding the 
relationship between (a) an activity, strategy, or intervention 
included as a practice of the logic model (as defined in this notice) 
for the proposed project, and (b) a student outcome or other relevant 
outcome included in the logic model for the proposed project.
    Relevant outcome means the student outcome(s) (or the ultimate 
outcome if not related to students) the proposed practice is designed 
to improve; consistent with the specific goals of a program.
    Rural local educational agencies means local educational agencies 
with an urban-centric district locale code of 32, 33, 41, 42, or 43, 
which can be found at the following link: https://nces.ed.gov/ccd/ccdLocaleCodeDistrict.asp.
    Single-case design study (SCD) means a study that use observations 
of a single case (e.g., a student eligible for a behavioral 
intervention) over time in the absence and presence of a controlled 
treatment manipulation to determine whether the outcome is 
systematically related to the treatment. According to the What Works 
Clearinghouse Single Case Design Pilot Standards, a collection of these 
studies, depending on design and implementation (e.g., including a 
sufficient number of cases and of data points per condition), can Meet 
What Works Clearinghouse Evidence Standards without reservations.
    State educational agency means the agency primarily responsible for 
the State supervision of public elementary schools and secondary 
schools.
    Strong evidence means the following conditions are met: (a) There 
is at least one experimental study (e.g., a randomized controlled 
trial) of the effectiveness of the practice that has a relevant finding 
(as defined in this notice) that Meets What Works Clearinghouse 
Evidence Standards without reservations (as defined in this notice) 
(e.g., a randomized controlled trial with low rates of sample attrition 
overall and between the treatment and control groups); (b) the relevant 
finding in the study described in paragraph (a) is of a statistically 
significant and positive (i.e., favorable) effect on a student outcome 
or other relevant outcome, with no statistically significant and 
overriding negative (i.e., unfavorable) evidence on that practice from 
other findings on the intervention reviewed by and reported on the What 
Works Clearinghouse that Meet What Works Clearinghouse Evidence 
Standards with or without reservations; (c) the relevant finding in the 
study described in paragraph (a) is based on a sample that overlaps 
with the populations (e.g., the types of student served) and settings 
proposed to receive the practice (e.g., an after-school program both 
studied in, and proposed for, urban high schools); and (d) the relevant 
finding in the study described in paragraph (a) is based on a large 
sample and a multi-site sample.
    Student achievement means--
    For grades and subjects in which assessments are required under 
section 1111(b)(2) of Elementary and Secondary Education Act (ESEA), as 
amended by Every Student Succeeds Act (ESSA): (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 with a local 
educational agency (LEA).
    For grades and subjects in which assessments are not required under 
section 1111(b)(2) of ESEA, as amended by ESSA: (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) students 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.
    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, definitions, and 
other requirements. 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 the EIR 
program under 20 U.S.C. 1138-1138d and therefore qualifies for this 
exemption. In order to ensure timely grant awards, the Secretary has 
decided to forego public comment on the priorities, definitions, and 
requirements under section 437(d)(1) of GEPA. These priorities,

[[Page 90801]]

definitions, and requirements will apply to the FY 2017 grant 
competition only.
    Program Authority: Section 4611 of the ESEA, as amended by P.L. 
114-95 ESSA.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 75, 77, 79, 81, 82, 
84, 86, 97, 98, and 99. (b) The OMB Guidelines to Agencies on 
Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 
180, as adopted and amended as regulations of the Department in 2 CFR 
part 3485. (c) The Uniform Administrative Requirements, Cost 
Principles, and Audit Requirements for Federal Awards in 2 CFR part 
200, as adopted and amended as regulations of the Department in 2 CFR 
part 3474. (d) The Supplemental Priorities.

    Note:  The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian tribes.


    Note:  The regulations in 34 CFR part 86 apply to institutions 
of higher education only.

II. Award Information

    Type of Award: Cooperative agreements.
    Estimated Available Funds: The Administration has requested 
$180,000,000 for new awards for this program for FY 2017, of which 
approximately $141,000,000 would be used, in total, for new awards 
under the Early-phase, Mid-phase, and Expansion competitions. The 
actual level of funding, if any, depends on final congressional action. 
However, we are inviting applications to allow enough time to complete 
the grant process if Congress appropriates funds for this program.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in subsequent years from 
the list of unfunded applications from this competition.
    Estimated Range of Awards:
    Early-phase grants: $700,000-$800,000 per year.
    Mid-phase grants: $1,400,000-$1,600,000 per year.
    Expansion grants: $2,750,000-$3,000,000 per year.
    Estimated Average Size of Awards:
    Early-phase grants: $3,750,000 for the entirety of the project 
period.
    Mid-phase grants: $7,750,000 for the entirety of the project 
period.
    Expansion grants: $14,500,000 for the entirety of the project 
period.
    Estimated Number of Awards:
    Early-phase grants: 24-38 awards.
    Mid-phase grants: 15-20 awards.
    Expansion grants: 3-5 awards.
    Maximum Awards:
    Early-phase grants: $4,000,000 for the entirety of the project 
period.
    Mid-phase grants: $8,000,000 for the entirety of the project 
period.
    Expansion grants: $15,000,000 for the entirety of the project 
period.
    Project Period: Up to 60 months.
    Under section 4611(c) of the ESEA, as amended by ESSA, the 
Department must use at least 25 percent of EIR funds for a fiscal year 
to make awards to applicants serving rural areas, contingent on receipt 
of a sufficient number of applications of sufficient quality. For 
purposes of this competition, we will consider an applicant as rural if 
the applicant meets the qualifications for rural applicants as 
described in the eligible applicants section and the applicant 
certifies that it meets those qualifications through the application.
    In implementing this statutory provision, the Department may fund 
high-quality applications from rural applicants out of rank order in 
one or more of the EIR competitions.

    Note:  The Department is not bound by any estimates in this 
notice.

III. Eligibility Information

    1. Eligible Applicants:
    (a) An LEA;
    (b) A State educational agency;
    (c) The Bureau of Indian Education;
    (d) A consortium of State educational agencies or LEAs;
    (e) A nonprofit (as defined in this notice) organization; and
    (f) A State educational agency, an LEA, a consortium described in 
(d), or the Bureau of Indian Education, in partnership with--
    (1) A nonprofit organization;
    (2) A business;
    (3) An educational service agency; or
    (4) An institution of higher education.
    To qualify as a rural applicant under the EIR program, an applicant 
must meet both of the following requirements:
    (a) The applicant is--
    (1) An LEA with an urban-centric district locale code of 32, 33, 
41, 42, or 43, as determined by the Secretary;
    (2) A consortium of such LEAs;
    (3) An educational service agency or a nonprofit organization in 
partnership with such an LEA; or
    (4) A grantee described in clause (1) or (2) in partnership with a 
State educational agency; and
    (b) A majority of the schools to be served by the program are 
designated with a locale code of 32, 33, 41, 42, or 43, or a 
combination of such codes, as determined by the Secretary.
    More information on rural applicant eligibility is in the 
application package.
    2. a. Cost Sharing or Matching: Under section 4611 of the ESEA, as 
amended by ESSA, each grant recipient must provide, from Federal, 
State, local, or private sources, an amount equal to 10 percent of 
funds provided under the grant, which may be provided in cash or 
through in-kind contributions, to carry out activities supported by the 
grant. Grantees must include a budget showing their matching 
contributions on an annual basis relative to the annual budget amount 
of EIR grant funds and must provide evidence that they have secured 
their matching contributions for the first year of the grant in their 
grant applications. Section 4611 of the ESEA, as amended by ESSA also 
authorizes the Secretary to waive this matching requirement on a case-
by-case basis, upon a showing of exceptional circumstances, such as:
    (a) The difficulty of raising matching funds for a program to serve 
a rural area;
    (b) The difficulty of raising matching funds in areas with a 
concentration of LEAs or schools with a high percentage of students 
aged 5 through 17--
    (1) Who are in poverty, as counted in the most recent census data 
approved by the Secretary;
    (2) Who are eligible for a free or reduced price lunch under the 
Richard B. Russell National School Lunch Act (42 U.S.C. 1751 et seq.);
    (3) Whose families receive assistance under the State program 
funded under part A of title IV of the Social Security Act (42 U.S.C. 
601 et seq.); or
    (4) Who are eligible to receive medical assistance under the 
Medicaid program; and
    (c) The difficulty of raising funds on tribal land.
    Applicants that wish to apply for a waiver must include a request 
in their application that describes why the matching requirement would 
cause serious hardship or an inability to carry out project activities. 
Further information about applying for waivers can be found in the 
application package. However, given the importance of matching funds to 
the long-term success of the project, the Secretary expects eligible 
entities to identify appropriate matching funds.
    3. Other: The Secretary establishes the following requirements for 
the EIR program.
     Innovations that Serve Kindergarten-through-Grade-12 (K-
12) Students: All grantees must implement practices that serve students 
who are in grades K-12 at some point during the

[[Page 90802]]

funding period. To meet this requirement, projects that serve early 
learners (i.e., infants, toddlers, or preschoolers) must provide 
services or supports that extend into kindergarten or later years, and 
projects that serve postsecondary students must provide services or 
supports during the secondary grades or earlier.
     Evidence Standards: To be eligible for an award, an 
application for an Expansion grant must be supported by strong evidence 
(as defined in this notice) for at least one population and setting.

    Note:  An applicant must identify up to four study citations to 
be reviewed against WWC Evidence Standards for the purposes of 
meeting the EIR evidence standard requirement. An applicant should 
clearly identify these citations in the Evidence form. The 
Department will not review a study citation that an applicant fails 
to clearly identify for review. In addition to including up to four 
study citations, applicants must include a description of: (1) The 
positive student outcomes they intend to replicate under their 
Expansion grant and how the positive student outcomes correspond 
with the high-need students to be served under the Expansion grant; 
(2) the practice(s) the applicant plans to implement; and (3) the 
intended student outcomes that the practices(s) attempts to impact 
in the form.

    An applicant must ensure that all evidence is available to the 
Department from publicly available sources and provide links or other 
guidance indicating where it is available. If the Department determines 
that an applicant has provided insufficient information, the applicant 
will not have an opportunity to provide additional information at a 
later time. However, if the WWC determines that a study does not 
provide enough information on key aspects of the study design, such as 
sample attrition or equivalence of intervention and comparison groups, 
the WWC will submit a query to the study author(s) to gather 
information for use in determining a study rating. Authors are asked to 
respond to queries within 10 business days. Should the author query 
remain incomplete within 14 days of the initial contact to the study 
author(s), the study will be deemed ineligible under the grant 
competition. After the grant competition closes, the WWC will continue 
to include responses to author queries and will make updates to study 
reviews as necessary. However, the competition can only take into 
account information that is available at the time the competition is 
open.

    Note:  The evidence standards apply to the prior research that 
supports the effectiveness of the proposed project. The EIR program 
does not restrict the source of prior research providing evidence 
for the proposed project. As such, an applicant could cite prior 
research in the Evidence form for studies that were conducted by 
another entity (i.e., an entity that is not the applicant) so long 
as the prior research studies cited in the application are relevant 
to the effectiveness of the proposed project.

     Funding Categories: An applicant will be considered for an 
award only for the type of EIR grant (i.e., Early-phase, Mid-Phase, and 
Expansion grant) for which it applies. An applicant may not submit an 
application for the same proposed project under more than one type of 
grant.

    Note:  Each application will be reviewed under the competition 
it was submitted under in the Grants.gov system, and only 
applications that are successfully submitted by the established 
deadline will be peer reviewed. Applicants should be careful that 
they download the intended EIR application package and that they 
submit their applications under the intended EIR competition.

     Limit on Grant Awards: No grantee may receive in a single 
year new EIR grant awards that total an amount greater than the sum of 
the maximum amount of funds for an Expansion grant and the maximum 
amount of funds for an Early-phase grant for that year. For example, in 
a year when the maximum award value for an Expansion grant is $15 
million and the maximum award value for an Early-phase grant is $4 
million, no grantee may receive in a single year new grants totaling 
more than $19 million.
     Partnerships: An applicant must demonstrate sufficient 
partnerships with schools/LEA(s) by identifying in the application 
implementation schools/LEA(s) for years 1 and 2 of the grant project.
     Evaluation: The grantee must conduct an independent 
evaluation (as defined in this notice) of its project. This evaluation 
must estimate the impact of the EIR-supported practice (as implemented 
at the proposed level of scale) on a relevant outcome. An Expansion 
grantee's evaluation must examine the cost effectiveness of its 
practices and identify potential obstacles and success factors to 
scaling such practices, including those that would be relevant to other 
organizations.
    In addition, the grantee and its independent evaluator must agree 
to cooperate with any technical assistance provided by the Department 
or its contractor and comply with the requirements of any evaluation of 
the program conducted by the Department. This includes providing to the 
Department or its contractor, an updated comprehensive evaluation plan 
in a format and using such tools as the Department may require, as 
outlined in the Cooperative Agreement. Expansion grantees' evaluations 
plans must include a description of how they intend to assess the 
scaling strategy in addition to measuring impact of the practice. 
Grantees must update this evaluation plan at least annually to reflect 
any changes to the evaluation. All of these updates must be consistent 
with the scope and objectives of the approved application.
     Public Availability of Data and Results: Applications 
under Expansion grants must include a Data Management Plan (DMP); the 
DMP should be no more than five pages in Appendix C that describes the 
applicant's plans for making the final research data from the proposed 
project accessible to others. Resources that may be of interest to 
researchers in developing a data management plan can be found at http://ies.ed.gov/funding/researchaccess.asp. DMPs are expected to differ 
depending on the nature of the project and the data collected. By 
addressing the items identified below, your DMP describes how you will 
share data under the DMP you are required to include in your 
application. The DMP should include the following:
    (a) Type of data to be shared;
    (b) Procedures for managing and for maintaining the confidentiality 
of personally identifiable information;
    (c) Roles and responsibilities of project or institutional staff in 
the management and retention of research data, including a discussion 
of any changes to the roles and responsibilities that will occur should 
the Project Director/Principal Investigator and/or co-Project 
Directors/co-Principal Investigators leave the project or their 
institution;
    (d) Expected schedule for data access, including how long the data 
will remain accessible (at least 10 years unless a shorter period of 
time is required to comply with applicable Federal or State laws or 
agreements promulgated to ensure compliance with such laws in which the 
destruction of records or personal information is required within a 
shorter period of time) and acknowledgement that the timeframe of data 
accessibility will be reviewed at the annual progress reviews and 
revised as necessary;
    (e) Format of the final dataset;
    (f) Dataset documentation to be provided;
    (g) Method of data access (e.g., provided by the Project Director/
Principal Investigator, through a data archive) and how those 
interested in

[[Page 90803]]

using the data can locate and access them;
    (h) Whether or not a data agreement that specifies conditions under 
which the data will be shared will be required; and
    (i) Any circumstances that prevent all or some of the data from 
being made accessible. This includes data that may fall under multiple 
statutes and, hence, must meet the confidentiality requirements for 
each applicable statute (e.g., data covered by Common Rule for 
Protection of Human Subjects, Family Educational Rights and Privacy Act 
(FERPA), and Health Insurance Portability and Accountability Act 
(HIPAA)).
    The costs of the DMP can be covered by the grant and should be 
included in the budget and explained in the budget narrative. The peer-
review process will not include the DMP in the scoring of the 
application. The EIR team will be responsible for reviewing the 
completeness of the proposed DMP and will work with EIR grantees to 
finalize the DMP once the grant is awarded.
    Recipients of awards are expected to publish or otherwise make 
publicly available the results of the work supported through EIR, 
including the evaluation report. EIR grantees must submit final studies 
resulting from research supported in whole or in part by EIR to the 
Educational Resources Information Center (ERIC), http://eric.ed.gov.
     Scaling: Expansion grants must scale the project to a 
national level and include new contexts and populations for 
implementation. Scaling targets should be established for the number of 
students to be served for the total project period as well as the 
target number of students to be served each year of the project. 
Expansion grants must also include their scaling strategy as a 
component of the evaluation plan for the grant. Given that all EIR 
grantees are required to report on the performance measure regarding 
the target number of students served by the grant, applicants should 
propose scaling targets that represent reasonable costs per student for 
the grant.
     Management Plan: An EIR grantee must provide an updated 
comprehensive management plan for the approved project in a format and 
using such tools as the Department may require, as outlined in the 
Cooperative Agreement. This management plan must include detailed 
information about implementation of the first year of the grant, 
including key milestones, staffing details, and other information that 
the Department may require. It must also include a complete list of 
performance metrics, including baseline measures and annual targets. 
The grantee must update this management plan at least annually to 
reflect implementation of subsequent years of the project.

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: http://innovation.ed.gov/what-we-do/innovation/education-innovation-and-research-eir/. 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: edpubs@inet.ed.gov.
    If you request an application package from ED Pubs, be sure to 
identify this program or competition as follows: CFDA number 84.411A.
    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 or team listed under 
Accessible Format in section VIII of this notice.
    2.a. Content and Form of Application Submission: Requirements 
concerning the content and form of an application, together with the 
forms you must submit, are in the application package for this 
competition. Notice of Intent to Apply: February 13, 2017.
    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 completing a Web-
based form. When completing this form, applicants will provide (1) the 
applicant organization's name and address and (2) the absolute priority 
the applicant intends to address. Applicants may access this form 
online at https://www.surveymonkey.com/r/GRZ5RDW. Applicants that do 
not complete this form may still submit an application. Pre-
Application: The EIR program intends to hold Webinars and/or meetings 
designed to provide technical assistance to interested applicants for 
all three types of grants. Detailed information regarding these 
Webinars and/or meetings will be provided on the EIR Web site at http://innovation.ed.gov/what-we-do/innovation/education-innovation-and-research-eir/.
    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 should limit the 
application narrative for an Expansion grant application to no more 
than 50 pages, using 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 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 
resumes, the bibliography, or the letters of support. However, the page 
limit does apply to all of the application narrative.
    b. Submission of Proprietary Information: Given the types of 
projects that may be proposed in applications for the Expansion 
competition, 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).
    We plan on posting the project narrative section of funded EIR 
applications on the Department's Web site. Accordingly, 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,''

[[Page 90804]]

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:
    Applications Available: December 19, 2016.
    Deadline for Notice of Intent to Apply: February 13, 2017.
    Pre-Application Webinars and/or Meetings: The EIR program intends 
to hold Webinars and/or meetings designed to provide technical 
assistance to interested applicants for all three types of grants. 
Detailed information regarding these Webinars and/or meetings will be 
provided on the EIR Web site at http://innovation.ed.gov/what-we-do/innovation/education-innovation-and-research-eir/.
    Deadline for Transmittal of Applications: April 13, 2017.
    Applications for grants under this competition must be submitted 
electronically using the Grants.gov Apply site (Grants.gov). 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: June 13, 2017.
    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), 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 enter 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 under 
this program competition 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 EIR Program, CFDA number 84.411A, 
must be submitted electronically using the Governmentwide Grants.gov 
Apply site at www.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 EIR Expansion 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 84.411, not 
84.411A).
    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

[[Page 90805]]

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 Portable 
Document Format (PDF). Do not upload an interactive or fillable PDF 
file. If you upload a file type other than a read-only PDF (e.g., Word, 
Excel, WordPerfect, etc.) 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 application 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.
     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: Kelly Terpak, U.S.

[[Page 90806]]

Department of Education, 400 Maryland Avenue SW., Room 4W312, 
Washington, DC 20202-5900. FAX: (202) 401-4123.
    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 84.411A), 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:  The 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 84.411A),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.

    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 the Expansion 
competition are from 34 CFR 75.210.
    The points assigned to each criterion are indicated in the 
parentheses next to the criterion. An applicant may earn up to a total 
of 100 points based on the selection criteria for the application.

A. Significance (Up to 10 Points)

    In determining the significance of the project, the Secretary 
considers the following factors:
    (1) The magnitude or severity of the problem to be addressed by the 
proposed project.
    (2) The national significance of the proposed project.
    (3) The extent to which the proposed project represents an 
exceptional approach to the priority or priorities established for the 
competition.

B. Strategy to Scale (Up to 35 Points)

    In determining the applicant's capacity to scale the proposed 
project, the Secretary considers the following factors:
    (1) The extent to which the applicant demonstrates there is unmet 
demand for the process, product, strategy, or practice that will enable 
the applicant to reach the level of scale that is proposed in the 
application.
    (2) The extent to which the applicant identifies a specific 
strategy or strategies that address a particular barrier or barriers 
that prevented the applicant, in the past, from reaching the level of 
scale that is proposed in the application.
    (3) The extent to which the results of the proposed project are to 
be disseminated in ways that will enable others to use the information 
or strategies.

C. Quality of the Project Design and Management Plan (Up to 35 Points)

    In determining the quality of the proposed project design, 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 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.
    (3) The adequacy of procedures for ensuring feedback and continuous 
improvement in the operation of the proposed project.
    (4) The extent to which the applicant demonstrates that it has the 
resources to operate the project beyond the length of the grant, 
including a multi-year financial and operating model and accompanying 
plan; the demonstrated commitment of any partners; evidence of broad 
support from stakeholders (e.g., State educational agencies, teachers' 
unions) critical to the project's long-term success; or more than one 
of these types of evidence.

D. Quality of the Project Evaluation (Up to 20 Points)

    In determining the quality of the project evaluation to be 
conducted, the Secretary considers the following factors:
    (1) 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 without 
reservations.
    (2) The extent to which the evaluation will provide guidance about 
effective strategies suitable for replication or testing in other 
settings.
    (3) The extent to which the methods of evaluation will provide 
valid and reliable performance data on relevant outcomes.
    (4) The extent to which the evaluation plan clearly articulates the 
key components, mediators, and outcomes of the grant-supported 
intervention, as well as a measurable threshold for acceptable 
implementation.

    Note:  Applicants may wish to review the following 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) ``Technical Assistance Materials 
for Conducting Rigorous Impact Evaluations'' to the list of 
evaluation resources: http://ies.ed.gov/ncee/projects/evaluationTA.asp;

[[Page 90807]]

and (3) IES/NCEE Technical Methods papers: http://ies.ed.gov/ncee/tech_methods/. In addition, applicants may view two optional Webinar 
recordings that were hosted by the Institute of Education Sciences. 
One Webinar focused on more rigorous evaluation designs, discussing 
strategies for designing and executing studies that meet WWC 
evidence standards without reservations. This Webinar is available 
at: http://ies.ed.gov/ncee/wwc/Multimedia.aspx?sid=18.

    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.
    Before making awards, we will screen applications submitted in 
accordance with the requirements in this notice to determine whether 
applications have met eligibility and other requirements. This 
screening process may occur at various stages of the process; 
applicants that are determined to be ineligible will not receive a 
grant, regardless of peer reviewer scores or comments.
    Peer reviewers will read, prepare a written evaluation of, and 
score the assigned applications, using the selection criteria provided 
in this notice. For Expansion grant applications we intend to conduct a 
single-tier review.
    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 
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 competition 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.
    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 
$150,000), under 2 CFR 200.205(a)(2) we must make a judgment about your 
integrity, business ethics, and record of performance under Federal 
awards--that is, the risk posed by you as an applicant--before we make 
an award. In doing so, we must consider any information about you that 
is in the integrity and performance system (currently referred to as 
the Federal Awardee Performance and Integrity Information System 
(FAPIIS)), accessible through SAM. 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.

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. 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.
    4. Performance Measures: The overall purpose of the EIR program is 
to expand the implementation of, and investment in, innovative 
practices that are demonstrated to have an impact on improving student 
achievement for high-need students. We have established several 
performance measures for the EIR Expansion grants.
    Annual performance measures: (1) The percentage of grantees that 
reach their annual target number of students as specified in the 
application; (2) the percentage of grantees that reach their annual 
target number of high-need students as specified in the application; 
(3) the percentage of grantees with ongoing well-designed and 
independent evaluations that will provide evidence of their 
effectiveness at improving student outcomes in multiple contexts; (4) 
the percentage of grantees that implement a well-designed, well-
implemented, and independent evaluation that provides information about 
the key practices and the approach of the project so as to facilitate 
replication; (5) the percentage of grantees that implement an 
evaluation that provides information on the cost effectiveness of the 
key practices to identify potential obstacles and success factors to 
scaling; and (6) the cost per student served by the grant.
    Cumulative performance measures: (1) The percentage of grantees 
that reach the targeted number of students specified in the 
application; (2) the percentage of grantees that reached the targeted 
number of high-need students specified in the application; (3) the 
percentage of grantees that implement a completed well-designed, well-
implemented, and independent evaluation that provides evidence of

[[Page 90808]]

their effectiveness at improving student outcomes in multiple contexts; 
(4) the percentage of grantees with a completed well-designed, well-
implemented, and independent evaluation that provides information about 
the key elements and the approach of the project so as to facilitate 
replication or testing in other settings; (5) the percentage of 
grantees with an evaluation that provided information on the cost 
effectiveness of the key practices, and obstacles and success factors 
to scaling; and (6) the cost per student served by the grant.
    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:  Kelly Terpak, U.S. Department of 
Education, 400 Maryland Avenue SW., Room 4W312, Washington, DC 20202-
5900. Telephone: (202) 453-7122. FAX: (202) 401-4123 or by email: 
eir@ed.gov.
    If you use a TDD or a TTY, call the Federal Relay Service, toll 
free, at 1-800-877-8339.

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 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.

    Dated: December 9, 2016.
Nadya Chinoy Dabby,
Assistant Deputy Secretary for Innovation and Improvement.
[FR Doc. 2016-30086 Filed 12-14-16; 8:45 am]
 BILLING CODE 4000-01-P