Application for New Awards; National Professional Development Program, 11202-11211 [2017-03367]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 82, Number 33 (Tuesday, February 21, 2017)]
[Notices]
[Pages 11202-11211]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2017-03367]


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DEPARTMENT OF EDUCATION


Application for New Awards; National Professional Development 
Program

AGENCY: Office of English Language Acquisition, Department of 
Education.

ACTION: Notice.

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    Overview Information:
    National Professional Development Program.
    Notice inviting applications for new awards for fiscal year (FY) 
2017.
    Catalog of Federal Domestic Assistance (CFDA) Number: 84.365Z.

DATES: 
    Applications Available: February 21, 2017.
    Deadline for Notice of Intent to Apply: March 13, 2017.
    Deadline for Transmittal of Applications: April 24, 2017.
    Deadline for Intergovernmental Review: June 21, 2017.

[[Page 11203]]

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The National Professional Development (NPD) 
program, authorized by section 3131(c)(1)(C) of the Elementary and 
Secondary Education Act of 1965 as amended by the Every Student 
Succeeds Act (hereafter in this notice referred to as the ESEA), awards 
grants on a competitive basis, for a period of not more than five 
years, to institutions of higher education (IHEs) or public or private 
entities with relevant experience and capacity, in consortia with State 
educational agencies (SEAs) or local educational agencies (LEAs). The 
purpose of these grants is to provide professional development 
activities that will improve classroom instruction for English learners 
(ELs) and assist educational personnel working with such children to 
meet high professional standards, including standards for certification 
and licensure as teachers who work in language instruction educational 
programs or serve ELs.
    Grants awarded under this program may be used--
    (1) For effective pre-service or inservice professional development 
programs that will improve the qualifications and skills of educational 
personnel involved in the education of ELs, including personnel who are 
not certified or licensed and educational paraprofessionals, and for 
other activities to increase teacher and school leader effectiveness in 
meeting the needs of ELs;
    (2) For the development of program curricula appropriate to the 
needs of the consortia participants involved;
    (3) To support strategies that strengthen and increase parent, 
family, and community member engagement in the education of ELs;
    (4) To develop, share, and disseminate effective practices in the 
instruction of ELs and in increasing the student academic achievement 
of ELs, including the use of technology-based programs;
    (5) In conjunction with other Federal need-based student financial 
assistance programs, for financial assistance, including costs related 
to tuition, fees, and books for enrolling in courses required to 
complete the degree involved, to meet certification or licensing 
requirements for teachers who work in language instruction educational 
programs or serve ELs; and
    (6) As appropriate, to support strategies that promote school 
readiness of ELs and their transition from early childhood education 
programs, such as Head Start or State-run preschool programs, to 
elementary school programs.
    Background:
    Educator effectiveness is the most important in-school factor 
affecting student achievement and success.\1\ The NPD program is a 
Federal grant program that offers professional development specifically 
for educators of ELs. Through its competitions, the NPD program intends 
to improve the academic achievement of ELs by supporting pre-service 
and inservice practices for teachers and other staff, including school 
leaders, working with ELs.
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    \1\ Calder[oacute]n, M., Slavin, R., and S[aacute]nchez, M. 
(2011). Effective instruction for English learners. Future of 
Children, 21(1), 103-127.
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    Through previous competitions, the NPD program has funded a range 
of grantees that are currently implementing 121 projects across the 
country. As the EL population continues to grow, it has become 
increasingly important to identify and support practices implemented by 
educators of ELs that effectively improve student learning outcomes.
    However, there are limited studies that provide evidence about how 
to best prepare and support educators of ELs in ways that will 
ultimately improve student learning and outcomes. The existing studies 
that the Department has identified typically do not meet the highest 
standards for rigor, and largely focus on professional development for 
in-service teachers; few focused on preparation for pre-service 
teachers.
    Nonetheless, the body of evidence on effective language, literacy, 
and content instruction for ELs, including specific instructional 
practices for English language acquisition, is growing steadily, as 
documented by the 2014 What Works Clearinghouse (WWC) Practice Guide 
for teaching ELs, available at: https://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=19. To encourage the use of evidence to increase 
the effectiveness of projects funded by NPD, the Department has 
included a competitive preference priority for projects designed to 
improve academic outcomes for ELs using strategies supported by 
moderate evidence of effectiveness (as defined in this document).
    In addition, in order to increase the body of evidence available to 
inform improved instruction for ELs, we encourage NPD applicants to 
propose projects that include a rigorous evaluation of proposed 
activities that, if well-implemented, would meet the WWC Evidence 
Standards with reservations. We believe that such evaluations will help 
ensure that projects funded under the NPD program are part of a 
learning agenda that expands the knowledge base on effective EL 
practices to ultimately enable all ELs to achieve postsecondary and 
career success.
    For the FY 2017 NPD competition, the Department is particularly 
interested in supporting projects that improve parental, family, and 
community engagement. Literature suggests that educators who involve 
families in their children's education can strengthen their 
instructional effectiveness with ELs.2 3 Providing 
professional development that enhances educators' abilities to build 
meaningful relationships with students' families may also support 
students' learning at home. Accordingly, this notice includes a 
competitive preference priority related to improving parent, family, 
and community engagement.
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    \2\ Chen, C., Kyle, D.W., and McIntyre, M. (2008). Helping 
teachers work effectively with English language learners and their 
families. The School Community Journal, 18 (1), 7-20.
    \3\ Waterman, R. and Harry, B. (2008). Building Collaboration 
Between Schools and Parents of English Language Learners: 
Transcending Barriers, Creating Opportunities. Tempe, AZ: National 
Center for Culturally Responsive Educational Systems.
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    The Department is also interested in supporting dual language 
acquisition approaches that are effective in developing biliteracy 
skills. Evidence suggests that students who are biliterate have certain 
cognitive and social benefits compared to their monolingual peers. 
Further, recent research \4\ suggests that despite initial lags, 
students in well-implemented dual language programs eventually perform 
equal to or better than their counterparts in English-only programs.
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    \4\ Valentino, R.A., and Reardon, S.F. (2015). Effectiveness of 
four instructional programs designed to serve English language 
learners: Variation by ethnicity and initial English proficiency. 
Educational Evaluation and Policy Analysis, doi: 10.3102/
0162373715573310.
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    In addition, we recognize that linguistic and cultural diversity is 
an asset, and that dual language approaches may also enhance the 
preservation of heritage languages and cultures. These approaches may 
be particularly impactful for diverse populations of ELs, such as 
immigrant children and youth and Native American students.
    Finally, we are interested in the development of the early learning 
workforce. In this competition, we encourage pre-service preparation 
for early learning educators so that they can successfully support ELs. 
Because the foundational knowledge of developmental learning and 
language

[[Page 11204]]

acquisition skills applies across all levels of teaching ELs, including 
at the secondary level, we also encourage projects that will include 
this knowledge building for educators at all levels.
    Priorities: This notice includes one absolute priority, two 
competitive preference priorities, and two invitational priorities. The 
absolute priority is from section 3131 of the ESEA (20 U.S.C. 6861). 
Competitive Preference Priority 1 is from 34 CFR 75.226. Competitive 
Preference Priority 2 is from the Department's notice of final 
supplemental priorities and definitions (Supplemental Priorities), 
published in the Federal Register on December 10, 2014 (79 FR 73425).
    Absolute Priority: For FY 2017 and any subsequent year in which we 
make awards from the list of unfunded applicants from this competition, 
this priority is an absolute priority. Under 34 CFR 75.105(c)(3) we 
consider only applications that meet this priority.
    This priority is:
    Providing Professional Development to Improve Instruction for 
English Learners.
    Under this priority we provide funding to projects that provide 
professional development activities that will improve classroom 
instruction for ELs and assist educational personnel working with ELs 
to meet high professional standards, including standards for 
certification and licensure as teachers who work in language 
instruction educational programs or serve ELs.
    Competitive Preference Priorities: For FY 2017 and any subsequent 
year in which we make awards from the list of unfunded applications 
from this competition, these priorities are competitive preference 
priorities. Under 34 CFR 75.105(c)(2)(i), we award an additional five 
points to an application that meets competitive preference priority 1, 
and we award up to an additional five points to an application 
depending on how well the application meets competitive preference 
priority 2. An application may be awarded up to a maximum of 10 
additional points under these competitive preference priorities. 
Applicants may address none, one, or both of the competitive preference 
priorities. An applicant must clearly identify in the project abstract 
and the project narrative section of its application the competitive 
preference priority or priorities it wishes the Department to consider 
for purposes of earning competitive preference priority points.
    These priorities are:
    Competitive Preference Priority 1--Moderate Evidence of 
Effectiveness (0 or 5 points).
    Projects that are supported by moderate evidence of effectiveness 
(as defined in this notice).
    Competitive Preference Priority 2--Improving Parent, Family, and 
Community Engagement (up to 5 points).
    Projects that are designed to improve student outcomes through one 
or more of the following:
    (a) Developing and implementing systemic initiatives (as defined in 
this notice) to improve parent and family engagement (as defined in 
this notice) by expanding and enhancing the skills, strategies, and 
knowledge (including techniques or use of technological tools needed to 
effectively communicate, advocate, support, and make informed decisions 
about the student's education) of parents and families.
    (b) Providing professional development that enhances the skills and 
competencies of school or program leaders, principals, teachers, 
practitioners, or other administrative and support staff to build 
meaningful relationships with students' parents or families through 
systemic initiatives (as defined in this notice) that may also support 
students' learning at home.
    (c) Implementing initiatives that improve community engagement (as 
defined in this notice), the relationships between parents or families 
and school or program staff by cultivating sustained partnerships (as 
defined in this notice).
    Invitational Priorities: For FY 2017 and any subsequent year in 
which we make awards from the list of unfunded applicants from this 
competition, these priorities are invitational priorities. Under 34 CFR 
75.105(c)(1) we do not give an application that meets these 
invitational priorities a competitive or absolute preference over other 
applications.
    Invitational Priority 1--Dual Language Approaches.
    We encourage applicants to propose projects to improve educator 
preparation and professional learning for dual language implementation 
models to support effective instruction for ELs. In particular, we 
encourage such approaches to take into account the unique needs of 
recently arrived limited English proficient students, immigrant 
children and youth, and Native American students, who are members of 
Federally recognized Indian tribes.
    Invitational Priority 2--Supporting the Early Learning Workforce to 
Serve ELs and Apply the Same Developmental Learning Content to All 
Levels of Teacher Preparation.
    We encourage applicants to propose projects that improve the 
quality and effectiveness of the early learning workforce, including 
administrators, so that they have the necessary knowledge, skills, and 
abilities to improve ELs' cognitive, health, social-emotional, and dual 
language development. Early learning programs are designed to improve 
early learning and development outcomes across one or more of the 
essential domains of school readiness (as defined in this notice) for 
children from birth through third grade (or for any age group within 
this range). Further, we encourage applicants to include in such 
projects these foundational professional learning domains for educators 
at all levels of teaching, including secondary preparation.
    Definitions: The following definitions are from 34 CFR 77.1, 34 CFR 
200.6, the Supplemental Priorities, sections 3201 and 8101 of the ESEA 
(20 U.S.C. 7011 and 7801), and section 101(a) of the Higher Education 
Act of 1965 (HEA) (20 U.S.C. 1001), and apply to the priorities and 
selection criteria in this notice. The source of each definition is 
noted in parentheses following the text of the definition.
    Ambitious means promoting continued, meaningful improvement for 
program participants or for other individuals or entities affected by 
the grant, or representing a significant advancement in the field of 
education research, practices, or methodologies. When used to describe 
a performance target, whether a performance target is ambitious depends 
upon the context of the relevant performance measure and the baseline 
for that measure. (34 CFR 77.1)
    Baseline means the starting point from which performance is 
measured and targets are set. (34 CFR 77.1)
    Community engagement means the systematic inclusion of community 
organizations as partners with State educational agencies, local 
educational agencies, or other educational institutions, or their 
school or program staff to accomplish activities that may include 
developing a shared community vision, establishing a shared 
accountability agreement, participating in shared data-collection and 
analysis, or establishing community networks that are focused on shared 
community-level outcomes. These organizations may include faith- and 
community-based organizations, institutions of higher education 
(including minority-serving institutions eligible to receive aid under 
Title III or Title V of the

[[Page 11205]]

Higher Education Act of 1965), businesses and industries, labor 
organizations, State and local government entities, or Federal entities 
other than the Department. (Supplemental Priorities)
    English learner means an individual who is limited English 
proficient (LEP), which, by statute, means an individual--
    (A) Who is aged 3 through 21;
    (B) Who is enrolled or preparing to enroll in an elementary school 
or secondary school;
    (C)(i) Who was not born in the United States or whose native 
language is a language other than English;
    (ii)(I) Who is a Native American or Alaska Native, or a Native 
resident of the outlying areas; and
    (II) Who comes from an environment where a language other than 
English has had a significant impact on the individual's level of 
English language proficiency; or
    (iii) Who is migratory, whose native language is a language other 
than English, and who comes from an environment where a language other 
than English is dominant; and
    (D) Whose difficulties in speaking, reading, writing, or 
understanding the English language may be sufficient to deny the 
individual--
    (i) The ability to meet challenging State academic standards;
    (ii) The ability to successfully achieve in classrooms where the 
language of instruction is English; or
    (iii) The opportunity to participate fully in society. (Section 
8101 of the ESEA)
    Essential domains of school readiness means the domains of language 
and literacy development, cognition and general knowledge (including 
early mathematics and early scientific development), approaches toward 
learning (including the utilization of the arts), physical well-being 
and motor development (including adaptive skills), and social and 
emotional development. (Supplemental Priorities)
    Immigrant children and youth means individuals who
    (A) Are aged 3 through 21;
    (B) Were not born in any State; and
    (C) Have not been attending one or more schools in any one or more 
States for more than 3 full academic years. (Section 3201 of the ESEA)
    Institution of higher education has the meaning given that term in 
Section 101(a) of the Higher Education Act of 1965.
    Language instruction educational program means an instruction 
course--
    (A) In which an English learner is placed for the purpose of 
developing and attaining English proficiency, while meeting challenging 
State academic standards; and,
    (B) That may make instructional use of both English and a child's 
native language to enable the child to develop and attain English 
proficiency, and may include the participation of English proficient 
children if such course is designed to enable all participating 
children to become proficient in English and a second language. 
(Section 3201 of the ESEA)
    Large sample means an analytic sample of 350 or more students (or 
other single analysis units), or 50 or more groups (such as classrooms 
or schools) that contain 10 or more students (or other single analysis 
units). (34 CFR 77.1)
    Logic model (also referred to as theory of action) means a well-
specified conceptual framework that identifies key components of the 
proposed process, product, strategy, or practice (i.e., the active 
``ingredients'' that are hypothesized to be critical to achieving the 
relevant outcomes) and describes the relationships among the key 
components and outcomes, theoretically and operationally. (34 CFR 
77.1.)
    Moderate evidence of effectiveness means one of the following 
conditions is met:
    (A) There is at least one study of the effectiveness of the 
process, product, strategy, or practice being proposed that meets the 
What Works Clearinghouse Evidence Standards without reservations, found 
a statistically significant favorable impact on a relevant outcome 
(with no statistically significant and overriding unfavorable impacts 
on that outcome for relevant populations in the study or in other 
studies of the intervention reviewed by and reported on by the What 
Works Clearinghouse), and includes a sample that overlaps with the 
populations or settings proposed to receive the process, product, 
strategy, or practice.
    (B) There is at least one study of the effectiveness of the 
process, product, strategy, or practice being proposed that meets the 
What Works Clearinghouse Evidence Standards with reservations, found a 
statistically significant favorable impact on a relevant outcome (with 
no statistically significant and overriding unfavorable impacts on that 
outcome for relevant populations in the study or in other studies of 
the intervention reviewed by and reported on by the What Works 
Clearinghouse), includes a sample that overlaps with the populations or 
settings proposed to receive the process, product, strategy, or 
practice, and includes a large sample and a multi-site sample. (34 CFR 
77.1) Note: Multiple studies can cumulatively meet the large and multi-
site sample requirements as long as each study meets the other 
requirements in this paragraph.
    Multi-site sample means more than one site, where site can be 
defined as an LEA, locality, or State. (34 CFR 77.1)
    Parent and family engagement means the systematic inclusion of 
parents and families, working in partnership with SEAs, State lead 
agencies (under Part C of the Individuals with Disabilities Education 
Act (IDEA) or the State's Race to the Top-Early Learning Challenge 
grant), LEAs, or other educational institutions, or their staff, in 
their child's education, which may include strengthening the ability of 
(A) parents and families to support their child's education; and (B) 
school or program staff to work with parents and families. 
(Supplemental Priorities)
    Recently arrived limited English proficient student is a student 
with limited English proficiency who has attended schools in the United 
States for less than twelve months. The phrase ``schools in the United 
States'' includes only schools in the 50 States and the District of 
Columbia. (34 CFR 200.6(b)(4)(iv))
    Relevant outcome means the student outcome(s) (or the ultimate 
outcome if not related to students) the proposed process, product, 
strategy, or practice is designed to improve; consistent with the 
specific goals of a program. (34 CFR 77.1)
    Strong theory means a rationale for the proposed process, product, 
strategy, or practice that includes a logic model (as defined in this 
notice). (34 CFR 77.1)

    Note:  Applicants may use resources such as the Pacific 
Education Laboratory's Education Logic Model Application (https://relpacific.mcrel.org/resources/elm-app) to help design their logic 
models.

    Student achievement means--For grades and subjects in which 
assessments are required under section 1111(b)(3) of the ESEA: (1) A 
student's score on such assessments; and, as appropriate (2) other 
measures of student learning, such as those described in the subsequent 
paragraph, provided that they are rigorous and comparable across 
schools within an LEA.
    For grades and subjects in which assessments are not required under 
section 1111(b)(3) of the ESEA: (1) Alternative measures of student 
learning and performance, such as student results on pre-tests, end-of-
course tests, and objective performance-based assessments; (2) student 
learning objectives; (3) student performance on

[[Page 11206]]

English language proficiency assessments; and (4) other measures of 
student achievement that are rigorous and comparable across schools 
within an LEA (Supplemental Priorities). Note: The ESEA's provisions on 
required academic assessment are, as a result of the ESEA's amendment 
by the Every Student Succeeds Act, found at section 1111(b)(2) rather 
than 1111(b)(3).
    Sustained partnership means a relationship that has demonstrably 
adequate resources and other support to continue beyond the funding 
period and that consist of community organizations as partners with an 
LEA and one or more of its schools. These organizations may include 
faith- and community-based organizations, IHEs (including minority-
serving institutions eligible to receive aid under title III or title V 
of the Higher Education Act of 1965), businesses and industries, labor 
organizations, State and local government entities, or Federal entities 
other than the Department. (Supplemental Priorities)
    Systemic initiative means a policy, program, or activity that 
includes parent and family engagement as a core component and is 
designed to meet critical educational goals, such as school readiness, 
student achievement, and school turnaround. (Supplemental Priorities)
    What Works Clearinghouse Evidence Standards means the standards set 
forth in the What Works Clearinghouse Procedures and Standards Handbook 
(Version 3.0, March 2014), which can be found at the following link: 
https://ies.ed.gov/ncee/wwc/DocumentSum.aspx?sid=19. (34 CFR 77.1)
    Program Authority: 20 U.S.C. 6861.
    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 Office of Management and Budget 
Guidelines to Agencies on Government-wide Debarment and Suspension 
(Nonprocurement) in 2 CFR part 180, as adopted and amended as 
regulations of the Department in 2 CFR part 3485. (c) The Uniform 
Administrative Requirements, Cost Principles, and Audit Requirements 
for Federal Awards in 2 CFR part 200, as adopted and amended in 2 CFR 
part 3474. (d) The Supplemental Priorities.

    Note:  The regulations in 34 CFR part 86 apply to IHEs only.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: The Further Continuing and Security 
Assistance Appropriations Act, 2017, would provide, on an annualized 
basis, $735,998,203, of which we intend to use an estimated $20,000,000 
for this competition. 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 
appropriated funds for this program. Contingent upon the availability 
of funds and the quality of applications, we may make additional awards 
in FY 2018 or later years from the list of unfunded applicants from 
this competition.
    Estimated Range of Awards: $350,000-550,000.
    Estimated Average Size of Awards: $450,000.
    Maximum Award: $550,000 per year.
    Estimated Number of Awards: 44.

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

    Project Period: 60 months.

III. Eligibility Information

    1. Eligible Applicants: Entities eligible to apply for NPD grants 
are IHEs, or public or private entities with relevant experience and 
capacity, in consortia with LEAs or SEAs.
    2. Cost Sharing or Matching: This program does not require cost 
sharing or matching.

IV. Application and Submission Information

    1. Address to Request Application Package: You can obtain an 
application package via the Internet or from the Education Publications 
Center (ED Pubs). To obtain a copy via the Internet, use the following 
address: www.ed.gov/fund/grant/apply/grantapps/. 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 84.365Z.
    Individuals with disabilities can obtain a copy of the application 
package in an accessible format (e.g., braille, large print, audiotape, 
or compact disc) by contacting the person listed under Accessible 
Format in section VIII of this notice.
    2. a. Content and Form of Application Submission: Requirements 
concerning the content of an application, together with the forms you 
must submit, are in the application package for this competition.
    Notice of Intent to Apply: March 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 emailing 
NPD2017@ed.gov with the subject line ``Intent to Apply'' and include in 
the content of the email the following information: (1) The applicant 
organization's name and address, and (2) any competitive preference 
priority or priorities and invitational priority or priorities the 
applicant is addressing in the application. Applicants that do not 
provide notice of their intent to apply may still submit an 
application.
    Page Limit: The application narrative (Part III of the application) 
is where you, the applicant, address the selection criteria that 
reviewers use to evaluate your application. We recommend that you limit 
the application narrative to no more than 35 pages. Applicants are also 
strongly encouraged not to include lengthy appendices that contain 
information that they were unable to include within the page limits for 
the narrative.
    Applicants must use the following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, references, and captions.
     Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.
    The page limit for the application does not apply to Part I, the 
cover sheet; Part II, the budget section, including the narrative 
budget justification; Part IV, the assurances and certifications; or 
the one-page abstract, the bibliography, or the letters of support of 
the application. However, the page limit does apply to all of the 
application narrative section [Part III] of the application.

[[Page 11207]]

    b. Submission of Proprietary Information: Given the types of 
projects that may be proposed in applications for the NPD program, your 
application may include business information that you consider 
proprietary. In 34 CFR 5.11 we define ``business information'' and 
describe the process we use in determining whether any of that 
information is proprietary and, thus, protected from disclosure under 
Exemption 4 of the Freedom of Information Act (5 U.S.C. 552, as 
amended).
    Consistent with the process followed in the prior NPD competitions, 
we may post the project narrative section of funded NPD applications on 
the Department's Web site so you may wish to request confidentiality of 
business information. Identifying proprietary information in the 
submitted application will help facilitate this public disclosure 
process.
    Consistent with Executive Order 12600, please designate in your 
application any information that you believe is exempt from disclosure 
under Exemption 4. In the appropriate Appendix section of your 
application, under ``Other Attachments Form,'' please list the page 
number or numbers on which we can find this information. For additional 
information please see 34 CFR 5.11(c).
    3. Submission Dates and Times:
    Notice of Intent to Apply: March 13, 2017.
    Informational Meetings: The NPD program intends to hold Webinars 
designed to provide technical assistance to interested applicants. 
Detailed information regarding these meetings will be provided on the 
NPD Web site at https://www2.ed.gov/programs/nfdp/applicant.html.
    Deadline for Transmittal of Applications: April 24, 2017.
    Applications for grants under this competition must be submitted 
electronically using the Grants.gov application site. For information 
(including dates and times) about how to submit your application 
electronically, or in paper format by mail or hand delivery if you 
qualify for an exception to the electronic submission requirement, 
please refer to Other Submission Requirements in section IV of this 
notice.
    We do not consider an application that does not comply with the 
deadline requirements.
    Individuals with disabilities who need an accommodation or 
auxiliary aid in connection with the application process should contact 
the person listed under FOR FURTHER INFORMATION CONTACT in section VII 
of this notice. If the Department provides an accommodation or 
auxiliary aid to an individual with a disability in connection with the 
application process, the individual's application remains subject to 
all other requirements and limitations in this notice.
    Deadline for Intergovernmental Review: June 21, 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) (formerly the Central Contractor Registry), the 
Government's primary registrant database;
    c. Provide your DUNS number and TIN on your application; and
    d. Maintain an active SAM registration with current information 
while your application is under review by the Department and, if you 
are awarded a grant, during the project period.
    You can obtain a DUNS number from Dun and Bradstreet at the 
following Web site: https://fedgov.dnb.com/webform. A DUNS number can be 
created within one to two business days.
    If you are a corporate entity, agency, institution, or 
organization, you can obtain a TIN from the Internal Revenue Service. 
If you are an individual, you can obtain a TIN from the Internal 
Revenue Service or the Social Security Administration. If you need a 
new TIN, please allow two to five weeks for your TIN to become active.
    The SAM registration process can take approximately seven business 
days, but may take upwards of several weeks, depending on the 
completeness and accuracy of the data you entered into the SAM 
database. Thus, if you think you might want to apply for Federal 
financial assistance under a program administered by the Department, 
please allow sufficient time to obtain and register your DUNS number 
and TIN. We strongly recommend that you register early.

    Note:  Once your SAM registration is active, it may be 24 to 48 
hours before you can access the information in, and submit an 
application through, Grants.gov.

    If you are currently registered with SAM, you may not need to make 
any changes. However, please make certain that the TIN associated with 
your DUNS number is correct. Also note that you will need to update 
your registration annually. This may take three or more business days.
    Information about SAM is available at www.SAM.gov. To further 
assist you with obtaining and registering your DUNS number and TIN in 
SAM or updating your existing SAM account, we have prepared a SAM.gov 
Tip Sheet, which you can find at: www2.ed.gov/fund/grant/apply/sam-faqs.html.
    In addition, if you are submitting your application via Grants.gov, 
you must (1) be designated by your organization as an Authorized 
Organization Representative (AOR); and (2) register yourself with 
Grants.gov as an AOR. Details on these steps are outlined at the 
following Grants.gov Web page: www.grants.gov/web/grants/register.html.
    7. Other Submission Requirements:
    Applications for grants for the NPD program must be submitted 
electronically unless you qualify for an exception to this requirement 
in accordance with the instructions in this section.
    a. Electronic Submission of Applications.
    Applications for grants under the NPD program, CFDA number 84.365Z, 
must be submitted electronically using the Grants.gov Apply site 
(Grants.gov). Through this site, you will be able to download a copy of 
the application package, complete it offline, and then upload and 
submit your application. You may not email an electronic copy of a 
grant application to us.
    We will reject your application if you submit it in paper format 
unless, as described elsewhere in this section, you qualify for one of 
the exceptions to the electronic submission requirement and submit, no 
later than two weeks before the application deadline date, a written 
statement to the Department that you qualify for one of these 
exceptions. Further information regarding calculation of the date that 
is two weeks before the application deadline date is provided later in 
this section under Exception to Electronic Submission Requirement.
    You may access the electronic grant application for the NPD program 
at www.Grants.gov. You must search for

[[Page 11208]]

the downloadable application package for this competition by the CFDA 
number. Do not include the CFDA number's alpha suffix in your search 
(e.g., search for 84.365, not 84.365Z).
    Please note the following:
     When you enter the Grants.gov site, you will find 
information about submitting an application electronically through the 
site, as well as the hours of operation.
     Applications received by Grants.gov are date and time 
stamped. Your application must be fully uploaded and submitted and must 
be date and time stamped by the Grants.gov system no later than 4:30:00 
p.m., Washington, DC time, on the application deadline date. Except as 
otherwise noted in this section, we will not accept your application if 
it is received--that is, date and time stamped by the Grants.gov 
system--after 4:30:00 p.m., Washington, DC time, on the application 
deadline date. We do not consider an application that does not comply 
with the deadline requirements. When we retrieve your application from 
Grants.gov, we will notify you if we are rejecting your application 
because it was date and time stamped by the Grants.gov system after 
4:30:00 p.m., Washington, DC time, on the application deadline date.
     The amount of time it can take to upload an application 
will vary depending on a variety of factors, including the size of the 
application and the speed of your Internet connection. Therefore, we 
strongly recommend that you do not wait until the application deadline 
date to begin the submission process through Grants.gov.
     You should review and follow the Education Submission 
Procedures for submitting an application through Grants.gov that are 
included in the application package for this competition to ensure that 
you submit your application in a timely manner to the Grants.gov 
system. You can also find the Education Submission Procedures 
pertaining to Grants.gov under News and Events on the Department's G5 
system home page at www.G5.gov. In addition, for specific guidance and 
procedures for submitting an application through Grants.gov, please 
refer to the Grants.gov Web site at: www.grants.gov/web/grants/applicants/apply-for-grants.html.
     You will not receive additional point value because you 
submit your application in electronic format, nor will we penalize you 
if you qualify for an exception to the electronic submission 
requirement, as described elsewhere in this section, and submit your 
application in paper format.
     You must submit all documents electronically, including 
all information you typically provide on the following forms: the 
Application for Federal Assistance (SF 424), the Department of 
Education Supplemental Information for SF 424, Budget Information--Non-
Construction Programs (ED 524), and all necessary assurances and 
certifications.
     You must upload any narrative sections and all other 
attachments to your application as files in a read-only, Portable 
Document Format (PDF). Do not upload an interactive or fillable PDF 
file (e.g., Word, Excel, WordPerfect, etc.). If you upload a file type 
other than a read-only, PDF or submit a password-protected file, we 
will not review that material. Please note that this could result in 
your application not being considered for funding because the material 
in question--for example, the project narrative--is critical to a 
meaningful review of your proposal. For that reason it is important to 
allow yourself adequate time to upload all material as PDF files. The 
Department will not convert material from other formats to PDF.
     Your electronic application must comply with any page-
limit requirements described in this notice.
     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, 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

[[Page 11209]]

     You do not have the capacity to upload large documents to 
the Grants.gov system;
    and
     No later than two weeks before the application deadline 
date (14 calendar days or, if the fourteenth calendar day before the 
application deadline date falls on a Federal holiday, the next business 
day following the Federal holiday), you mail or fax a written statement 
to the Department, explaining which of the two grounds for an exception 
prevents you from using the Internet to submit your application.
    If you mail your written statement to the Department, it must be 
postmarked no later than two weeks before the application deadline 
date. If you fax your written statement to the Department, we must 
receive the faxed statement no later than two weeks before the 
application deadline date.
    Address and mail or fax your statement to: Patrice Swann, U.S. 
Department of Education, 400 Maryland Avenue SW., Room 5C144, 
Washington, DC 20202-6510. FAX: (202) 260-5496.
    Your paper application must be submitted in accordance with the 
mail or hand delivery instructions described in this notice.
    b. Submission of Paper Applications by Mail.
    If you qualify for an exception to the electronic submission 
requirement, you may mail (through the U.S. Postal Service or a 
commercial carrier) your application to the Department. You must mail 
the original and two copies of your application, on or before the 
application deadline date, to the Department at the following address: 
U.S. Department of Education, Application Control Center, Attention: 
(CFDA Number 84.365Z), LBJ Basement Level 1, 400 Maryland Avenue SW., 
Washington, DC 20202-4260.
    You must show proof of mailing consisting of one of the following:
    (1) A legibly dated U.S. Postal Service postmark.
    (2) A legible mail receipt with the date of mailing stamped by the 
U.S. Postal Service.
    (3) A dated shipping label, invoice, or receipt from a commercial 
carrier.
    (4) Any other proof of mailing acceptable to the Secretary of the 
U.S. Department of Education.
    If you mail your application through the U.S. Postal Service, we do 
not accept either of the following as proof of mailing:
    (1) A private metered postmark.
    (2) A mail receipt that is not dated by the U.S. Postal Service.

    Note: 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 84.365Z), 550 12th Street SW., Room 7039, Potomac Center 
Plaza, Washington, DC 20202-4260.
    The Application Control Center accepts hand deliveries daily 
between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except 
Saturdays, Sundays, and Federal holidays.
    Note for Mail or Hand Delivery of Paper Applications: If you mail 
or hand deliver your application to the Department--
    (1) You must indicate on the envelope and--if not provided by the 
Department--in Item 11 of the SF 424 the CFDA number, including suffix 
letter, if any, of the competition under which you are submitting your 
application; and
    (2) The Application Control Center will mail to you a notification 
of receipt of your grant application. If you do not receive this 
notification within 15 business days from the application deadline 
date, you should call the U.S. Department of Education Application 
Control Center at (202) 245-6288.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from section 34 CFR 75.210. The maximum score for all of these 
criteria is 100 points (not including competitive preference priority 
points). The maximum score for each criterion is indicated in 
parentheses.
    (a) Quality of the project design. (up to 45 points).
    The Secretary considers the quality of the design of the proposed 
project. In determining the quality of the design of the proposed 
project, the Secretary considers the following factors:
    (1) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable.
    (2) The extent to which the design for implementing and evaluating 
the proposed project will result in information to guide possible 
replications of project activities or strategies including information 
about the effectiveness of the approach or strategies employed by the 
project.
    (3) The extent to which the proposed project is supported by strong 
theory (as defined in this notice).
    (b) Quality of project personnel. (up to 10 points).
    The Secretary considers the quality of the personnel who will carry 
out the proposed project. In determining the quality of project 
personnel, the Secretary considers the following factors:
    (1) The extent to which the applicant encourages applications for 
employment from persons who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability
    (2) The qualifications, including relevant training and experience, 
of the project director or principal investigator.
    (3) The qualifications, including relevant training and experience, 
of key project personnel.
    (c) Quality of the management plan. (up to 25 points).
    The Secretary considers the quality of the management plan for the 
proposed project. In determining the quality of the management plan for 
the proposed project, the Secretary considers the following factors:
    (1) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks.
    (2) The extent to which the time commitment of the project director 
and principal investigator and other key project personnel are 
appropriate and adequate to meet the objectives of the proposed 
project.
    (d) Quality of the project evaluation. (up to 20 points).
    The Secretary considers the quality of the evaluation to be 
conducted of the proposed project. In determining the quality of the 
evaluation, the Secretary considers the following factors:
    (1) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project.
    (2) The extent to which the methods of evaluation will, if well 
implemented, produce evidence about the project's effectiveness that 
would meet the What Works Clearinghouse Evidence Standards with 
reservations.
    (3) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic

[[Page 11210]]

assessment of progress toward achieving intended outcomes.
    (4) The extent to which the methods of evaluation will provide 
valid and reliable performance data on relevant outcomes.

    Note: The following are technical assistance resources on 
evaluation: (1) WWC Procedures and Standards Handbook: https://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=19&tocid=1; 
and (2) IES/NCEE Technical Methods papers: https://ies.ed.gov/ncee/tech_methods.

    In addition, we invite applicants to view two Webinar recordings 
that were hosted by the Institute of Education Sciences. The first 
Webinar addresses strategies for designing and executing well-designed 
quasi-experimental design studies. This Webinar is available at: https://ies.ed.gov/ncee/wwc/Multimedia.aspx?sid=23. The second Webinar focuses 
on more rigorous evaluation designees, including strategies for 
designing and executing randomized controlled trials. This Webinar is 
available at: https://ies.ed.gov/ncee/wwc/Multimedia.aspx?sid=18.
    2. Review and Selection Process: The Department will screen 
applications that are submitted for NPD grants in accordance with the 
requirements in this notice and determine which applications meet the 
eligibility and other requirements. Peer reviewers will review all 
eligible applications for NPD grants that are submitted by the 
established deadline.
    Applicants should note, however, that we may screen for eligibility 
at multiple points during the competition process, including before and 
after peer review; applicants that are determined to be ineligible will 
not receive a grant award regardless of peer reviewer scores or 
comments. If we determine that an NPD grant application does not meet 
an NPD requirement, the application will not be considered for funding.
    For NPD grant applications, the Department intends to conduct a 
two-part review process to review and score all eligible applications. 
Content reviewers will review and score all eligible applications on 
the following three selection criteria: (a) Quality of the project 
design; (b) Quality of project personnel; and (c) Quality of the 
management plan. These reviewers will also review and score the second 
competitive preference priority. Peer reviewers with evaluation 
expertise will review and score selection criterion (d) Quality of the 
project evaluation.
    We remind potential applicants that in reviewing applications in 
any discretionary grant competition, the Secretary may consider, under 
34 CFR 75.217(d)(3), the past performance of the applicant in carrying 
out a previous award, such as the applicant's use of funds, achievement 
of project objectives, and compliance with grant conditions. The 
Secretary may also consider whether the applicant failed to submit a 
timely performance report or submitted a report of unacceptable 
quality.
    In addition, in making a competitive grant award, the Secretary 
also requires various assurances including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Risk Assessment and Special Conditions: Consistent with 2 CFR 
200.205, before awarding grants under this program the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
3474.10, the Secretary may impose special conditions and, in 
appropriate circumstances, high-risk conditions on a grant if the 
applicant or grantee is not financially stable; has a history of 
unsatisfactory performance; has a financial or other management system 
that does not meet the standards in 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.
    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). 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 https://www.ed.gov/fund/grant/apply/appforms.html.
    (c) The Secretary may provide a grantee with additional funding for 
data collection, analysis, and reporting. In this case the Secretary 
establishes a data collection period.
    4. Performance Measures: Under the Government Performance and 
Results Act (GPRA), Federal departments and agencies must clearly 
describe the goals and objectives of programs, identify resources and 
actions needed to accomplish goals and objectives, develop a means of 
measuring progress made, and regularly report on achievement.
    (a) Measures. The Department has developed the following GPRA 
performance measures for evaluating the overall effectiveness of the 
NPD program:

[[Page 11211]]

    Measure 1: The number and percentage of program participants who 
complete the preservice program. Completion is defined by the applicant 
in the submitted application.
    Measure 2: The number and percentage of program participants who 
complete the inservice program. Completion is defined by the applicant 
in the submitted application.
    Measure 3: The number and percentage of program completers, as 
defined by the applicant under measures 1 and 2, who are State 
certified, licensed, or endorsed in EL instruction.
    Measure 4: The percentage of program completers who rate the 
program as effective in preparing them to serve EL students.
    Measure 5: The percentage of school leaders, other educators, and 
employers of program completers who rated the program as effective in 
preparing their teachers, or other educators, to serve ELs or improve 
their abilities to serve ELs effectively.
    Measure 6: For projects that received competitive preference points 
for Competitive Priority 2, the percentage of program completers who 
rated the program as effective, as defined by the grantees, in 
increasing their knowledge and skills related to parent, family, and 
community engagement.
    (b) Baseline data. Applicants must provide baseline (as defined in 
this notice) data for each of the project performance measures listed 
in (a) and explain how each proposed baseline data is related to 
program outcomes; or, if the applicant has determined that there are no 
established baseline data for a particular performance measure, explain 
why there is no established baseline and explain how and when, during 
the project period, the applicant will establish a baseline for the 
performance measure.
    (c) Performance measure targets. In addition, the applicant must 
propose in its application annual targets for the measures listed in 
paragraph (a). Applications must also include the following information 
as directed under 34 CFR 75.110(b):
    (1) Why each proposed performance target is ambitious (as defined 
in this notice) yet achievable compared to the baseline for the 
performance measure.
    (2) The data collection and reporting methods the applicant would 
use and why those methods are likely to yield reliable, valid, and 
meaningful performance data; and
    (3) The applicant's capacity to collect and report reliable, valid, 
and meaningful performance data, as evidenced by high-quality data 
collection, analysis, and reporting in other projects or research.

    Note: If the applicant does not have experience with collection 
and reporting of performance data through other projects or 
research, the applicant should provide other evidence of capacity to 
successfully carry out data collection and reporting for its 
proposed project.

    (d) Performance Reports. All grantees must submit an annual 
performance report and final performance report with information that 
is responsive to these performance measures. The Department will 
consider this data in making annual continuation awards.
    (e) Department Evaluations. Consistent with 34 CFR 75.591, grantees 
funded under this program shall comply with the requirements of any 
evaluation of the program conducted by the Department or an evaluator 
selected by the Department.
    5. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: Whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, the 
performance targets in the grantee's approved application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Agency Contact

FOR FURTHER INFORMATION CONTACT: Samuel Lopez, U.S. Department of 
Education, 400 Maryland Avenue SW., Room 5C152, Washington, DC 20202. 
Telephone: (202) 401-4300. FAX: (202) 205-1229 or by email at 
NPD2017@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 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: February 15, 2017.
Supreet Anand,
Deputy Director Office of English Language Acquisition.
[FR Doc. 2017-03367 Filed 2-17-17; 8:45 am]
 BILLING CODE 4000-01-P