Applications for New Awards; High School Career and Technical Education Teacher Pathway Initiative, 27047-27054 [2017-12132]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 82, Number 112 (Tuesday, June 13, 2017)]
[Notices]
[Pages 27047-27054]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2017-12132]



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DEPARTMENT OF EDUCATION


Applications for New Awards; High School Career and Technical 
Education Teacher Pathway Initiative

AGENCY: Office of Career, Technical, and Adult Education, Department of 
Education.

ACTION: Notice.

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SUMMARY: The Department of Education is issuing a notice inviting 
applications for new awards for fiscal year (FY) 2017 for the High 
School Career and Technical Education Teacher Pathway Initiative, 
Catalog of Federal Domestic Assistance (CFDA) number 84.051D.

DATES: 
    Applications Available: June 13, 2017.
    Deadline for Notice of Intent to Apply: July 13, 2017.
    Date of Pre-Application Webinar: For information about a pre-
application webinar, visit the Perkins Collaborative Resource Network 
(PCRN) at https://cte.ed.gov/.
    Deadline for Transmittal of Applications: July 28, 2017.
    Deadline for Intergovernmental Review: September 26, 2017.

FOR FURTHER INFORMATION CONTACT: Laura Messenger, U.S. Department of 
Education, 400 Maryland Avenue SW., Potomac Center Plaza (PCP), Room 
11028, Washington, DC 20202-7241. Telephone: (202) 245-7840 or by fax 
at (202) 245-7170.
    If you use a telecommunications device for the deaf (TDD) or a text 
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.

SUPPLEMENTARY INFORMATION:

Full Text of Announcement

I. Funding Opportunity Description

Purpose of Program

    The purpose of the High School Career and Technical Education (CTE) 
Teacher Pathway Initiative is to improve CTE programs assisted under 
the Carl D. Perkins Career and Technical Education Act of 2006 (the 
Perkins Act) by increasing the supply of high school CTE teachers 
available to teach students in CTE programs that align to In-Demand 
Industry Sectors or Occupations \1\ in States and communities where 
shortages of such teachers exist.
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    \1\ Throughout this notice, all defined terms are denoted with 
initial capitals.
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Background

    Forty-two Governors have delivered their 2017 State of the State 
addresses, and workforce development and CTE have emerged as a strong 
priority--the second most popular education topic mentioned in 
Governors' State of the State addresses, after school financing.\2\ In 
addition, while the need for CTE programming aligned to labor market 
demands is high,\3\ many States and local school districts are 
reporting significant shortages of CTE teachers. Data reported to the 
Department of Education in 2016, for example, show that 32 States are 
experiencing shortages of CTE teachers.\4\ In response to the 2011-2012 
Schools and Staffing Survey administered by the National Center for 
Education Statistics (NCES), 57 percent of public high schools with CTE 
teacher vacancies reported that CTE teacher vacancies were difficult to 
fill, while only 39 percent of public high schools with vacancies in 
any academic field reported having difficulty filling such 
vacancies.\5\
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    \2\ Rafa, A., and Rogowski, D. ``Governors' Top Education 
Priorities: 2017 State of the State addresses.'' Education 
Commission of the States, March 2017. www.ecs.org/ec-content/uploads/Governors%E2%80%99-Top-Education-Priorities-2017-State-of-the-State-addresses.pdf.
    \3\ See, e.g., Georgia High-Demand Initiative. www.georgia.org/competitive-advantages/workforce-division/programs-initiatives/high-demand-career-initiative-hdci/; Ohio In-Demand Jobs Reports. 
workforce.ohio.gov/Initiatives/InDemandJobs.aspx.
    \4\ U.S. Department of Education, Office of Postsecondary 
Education. Teacher Shortage Areas: Nationwide Listing: 1990-1991 
through 2015-2016, March 2015. www2.ed.gov/about/offices/list/ope/pol/tsa.pdf.
    \5\ U.S. Department of Education, Office of Career, Technical, 
and Adult Education. Career and Technical Education Teachers and 
Schools: Results from the 2011-12 Schools and Staffing Survey, 
Washington, DC, Forthcoming.
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    Several factors contribute to overall teacher shortages in many 
States and communities, including a decline in teacher preparation 
program enrollments, increasing student enrollments, and high teacher 
attrition rates.\6\ Other factors are more specific to the CTE teacher 
shortage, such as increased student demand for CTE programming in some 
occupational areas, an increased State focus on CTE as a mechanism for 
teaching key competencies and skills as part of an integrated science, 
technology engineering and math (STEM) strategy,\7\ declines in many 
CTE teacher preparation programs,\8\ and teacher salaries that cannot 
compete with private industry salaries in high-tech fields.\9\
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    \6\ Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. ``A 
Coming Crisis in Teaching? Teacher Supply, Demand, and Shortages in 
the U.S.'' Learning Policy Institute, December 2016. 
learningpolicyinstitute.org/sites/default/files/product-files/A_Coming_Crisis_in_Teaching_REPORT.pdf.
    \7\ See, e.g., Georgia High-Demand Initiative. www.georgia.org/competitive-advantages/workforce-division/programs-initiatives/high-demand-career-initiative-hdci/; Tennessee Department of Education 
STEM Strategic Plan. https://tn.gov/assets/entities/education/attachments/ccte_stem_strategic_plan.pdf.
    \8\ Fletcher Jr., E., Gordon, H., Asunda, P., Zirkle, C. ``A 
2015 Status Study of Career and Technical Education Programs in the 
United States.'' Career and Technical Education Research, Volume 40, 
Number 3, December 2015. www.tandfonline.com/doi/full/10.1080/0161956X.2017.1302219191-211(21).
    \9\ Fensterwald, J. ``Supply Lags Booming Demand for Career 
Technical Teachers.'' Ed Source, April 28, 2016. edsource.org/2016/supply-lags-booming-demand-for-career-technical-teachers/563476.
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    Several States are working to increase the number of CTE teachers, 
including through changes to laws and regulations. A majority of States 
have implemented alternative certification requirements for individuals 
seeking to become CTE teachers.\10\ States often grant short-term 
licenses to new teachers who have achieved a certain education level, 
attained a requisite number of hours of work experience in the 
technical field, and hold industry certifications in their fields.\11\ 
Most alternatively certified CTE teachers still receive teacher 
preparation, either through formal coursework or professional 
development, before they receive full certification.\12\ Some States 
have recently revised licensure requirements that grant provisional 
teaching licenses to CTE applicants without the requirement of a four-
year college degree.\13\ In these pathways, teachers may move up to 
longer-term teaching licenses through training and experience. Several 
States also report having policies that certify industry experts to 
teach CTE courses part-time, similar to an adjunct faculty position at 
the postsecondary level.\14\ Some

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districts and States are pursuing partnerships between colleges with 
teacher preparation programs and technical colleges to ensure a 
seamless, within-State pipeline for certified CTE teachers.\15\
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    \10\ ``The State of Career and Technical Education: Increasing 
Access to Industry Experts in High Schools.'' Advance CTE, The 
Council of Chief State School Officers, December 2016. 
www.careertech.org/resource/state-of-cte-increasing-access-to-industry-experts.
    \11\ Bonsu, P., et al. ``Career and Technical Education Teacher 
Licensure Requirements: 50 States and the District of Columbia,'' 
American Institutes for Research, June 2013, www.careertech.org/resource/CTE-teacher-licensure-requirements.
    \12\ ``The State of Career and Technical Education: Increasing 
Access to Industry Experts in High Schools.'' Advance CTE, The 
Council of Chief State School Officers, December 2016. 
www.careertech.org/resource/state-of-cte-increasing-access-to-industry-experts.
    \13\ Quinton, S. ``States want more career and technical 
training, but struggle to find teachers.'' Stateline, April 9, 2017. 
www.pbs.org/newshour/rundown/states-want-career-technical-training-struggle-find-teachers/.
    \14\ ``The State of Career and Technical Education: Increasing 
Access to Industry Experts in High Schools.'' Advance CTE, The 
Council of Chief State School Officers, December 2016. 
www.careertech.org/resource/state-of-cte-increasing-access-to-industry-experts.
    \15\ See, e.g., Teacher Preparation Pipeline: Preparing 
California's STEM and CTE teachers, teacherpipeline.com/. Luczak, 
J., Viashnav, A., and Horwath, B. ``Ensuring High-Quality Teacher 
Talent: How Strong District-Teacher Preparation Program Partnerships 
are Transforming the Teacher Pipeline.'' Education First, March 
2016. education-first.com/library/publication/ensuring-high-quality-teacher-talent/.
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    Some school districts facing shortages of CTE teachers are 
considering new pipelines to hire and retain CTE teachers. For example, 
one large, urban school district has identified teachers who had worked 
in industry and are interested in a CTE credential. Other districts, 
through partnerships with local industry and local government agencies, 
are offering teachers interested in earning a CTE credential the 
opportunity to earn the required 1,000 hours of industry experience 
during the school day and through paid summer externships.\16\
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    \16\ Fensterwald, J. ``Supply Lags Booming Demand for Career 
Technical Teachers,'' Ed Source, April 28, 2016. edsource.org/2016/supply-lags-booming-demand-for-career-technical-teachers/563476.
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    Some districts across the country are utilizing more strategic 
hiring practices, offering signing bonuses and traveling out of State 
to recruit teachers. Through local partnerships, some communities with 
a high cost of living are offering housing as a means to attract new 
teachers.\17\ In addition, persons with disabilities, including 
military veterans with service-connected disabilities, offer an often 
overlooked talent pool that can be tapped to address teacher shortages. 
For example, individuals who are unable to continue to work in a trade 
or profession due to a disability may excel at sharing their technical 
skills with students as CTE instructors.
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    \17\ Park, M. ``High-Rent School Districts Build Homes for 
Teachers,'' USA Today, March 26, 2016. www.usatoday.com/story/news/2016/03/21/school-districts-build-teacher-housing/81583792/.
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    Rural districts often struggle with teacher shortages across many 
subject areas, but shortages in CTE often result in a lack of access to 
CTE programming connected to local or regional labor demands. 
Partnerships with institutions of higher education that offer 
alternative teacher certification programs to community members who are 
interested in staying in the community while earning a CTE teacher 
credential, often referred to as ``grow your own'' models, are another 
approach that may assist rural and smaller communities in addressing 
the CTE teacher shortage.\18\
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    \18\ ``Elevating Support for Texas Rural and Small Schools.'' 
Texas Rural Schools Task Force Report, March 2017. www.tasb.org/Services/HR-Services/Hrexchange/2017/January-2017,-Vol-1/b-recruiting-in-rural-districts.aspx.
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    If left unaddressed, the high school CTE teacher shortage will 
limit State and local capacity to deliver CTE programs for In-demand 
Industry Sectors or Occupations. Through this competition, under the 
Secretary's authority in section 114(c) of the Perkins Act to carry out 
capacity building and provide technical assistance to Perkins grantees 
with regard to the CTE programs under the Perkins Act, the Secretary 
will support State and local efforts to increase the supply and quality 
of high school CTE teachers in In-Demand Industry Sectors or 
Occupations in States and communities where such shortages exist.
    Priorities: This notice contains one absolute priority and one 
invitational priority. We are establishing the absolute priority for 
the FY 2017 grant competition and any subsequent year in which we make 
awards from the list of unfunded applications from this competition, in 
accordance with section 437(d)(1) of the General Education Provisions 
Act (GEPA), 20 U.S.C. 1232(d)(1).
    Absolute Priority: The following priority is an absolute priority. 
Under 34 CFR 75.105(c)(3) we consider only applications that meet this 
absolute priority.
    This priority is:
    Cash or In-Kind Matching.
    To meet this priority, an applicant must provide, from other 
Federal or non-Federal sources, a cash or in-kind match that is equal 
to or greater than 20 percent of the amount of the requested grant 
award amount, calculated consistent with 2 CFR part 200.306. Each 
applicant, in its application, must provide a signed assurance 
attesting to its intent and ability to meet this requirement, and must 
include its matching contribution in its budget for the proposed 
project. Applicants may propose to use funds available to them under 
the Perkins Act to meet this matching requirement.
    Invitational Priority: This priority is an invitational priority. 
Under 34 CFR 75.105(c)(1), we do not give an application that meets 
this invitational priority any preference over other applications.
    This priority is:
    Rural Local Educational Agencies (LEAs).
    The Secretary is particularly interested in receiving applications 
that propose a state-wide or regional approach to increasing the supply 
and quality of high school CTE teachers in In-demand Industry Sectors 
or Occupations in LEAs that are eligible for assistance under the Small 
Rural School Achievement (SRSA) program or the Rural and Low-Income 
School (RLIS) program authorized under Title VI, Part B of the 
Elementary and Secondary Education Act of 1965, as amended.

    Note: Eligible applicants may determine whether a particular LEA 
is eligible for these programs by referring to information on the 
Department's Web site at www2.ed.gov/nclb/freedom/local/reap.html.

    Requirements: We are establishing the following three application 
requirements and three program requirements for the FY 2017 grant 
competition and any subsequent year in which we make awards from the 
list of unfunded applications from this competition, in accordance with 
section 437(d)(1) of GEPA, 20 U.S.C. 1232(d)(1).
    The application requirements are:
    (1) Each applicant must identify the category under which the 
applicant meets the eligibility requirements set forth under Eligible 
Applicants in section III of this notice and provide an assurance from 
the authorizing representative that the applicant is an eligible 
applicant.
    (2) Each applicant, in its application, must provide a signed 
assurance attesting to its intent and ability to meet the matching 
requirement in the Absolute Priority, and must include its matching 
contribution in its budget for the proposed project.
    (3) Each applicant must submit a Logic Model demonstrating that the 
proposed project is supported by a Strong Theory by providing a graphic 
depiction (suggested length of no longer than one page) and a narrative 
explanation of the project's Logic Model, to illustrate how the 
applicant's proposed project will achieve intended outcomes and 
increase recruitment and retention of high school CTE teachers for CTE 
programs that align to an In-Demand Industry Sector or Occupation.
    The program requirements are:
    Requirement 1--Use of Funds:
    A grantee must carry out one or more activities designed to 
increase recruitment and retention of high school CTE teachers for CTE 
programs that align to an In-Demand Industry Sector or Occupation, in 
States or communities where shortages of such teachers exist, such as--
    (a) Establishing, improving, or expanding activities to recruit 
high

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school CTE teachers for CTE programs that align to an In-demand 
Industry Sector or Occupation;
    (b) Establishing, improving, or expanding alternative routes for 
State certification of high school CTE teachers for CTE programs that 
align to an In-Demand Industry Sector or Occupation;
    (c) Establishing, improving, or expanding teacher induction and 
mentoring programs to improve the preparation and retention of new high 
school CTE teachers for CTE programs that align to an In-Demand 
Industry Sector or Occupation;
    (d) Establishing, improving, or expanding local partnerships of 
community organizations, institutions of higher education, and school 
districts that support mid-career business and industry professionals, 
military veterans, parents, students, community members, and 
paraprofessionals in becoming CTE teachers for CTE programs that align 
to an In-Demand Industry Sector or Occupation;
    (e) Establishing, improving, or expanding Teacher Residency 
Programs, as defined in this notice, to recruit and retain high school 
CTE teachers for CTE programs that align to an In-Demand Industry 
Sector or Occupation;
    (f) Implementing differential pay, or other financial incentives, 
such as signing bonuses, student loan repayment, or scholarships, to 
recruit and retain high school CTE teachers for CTE programs that align 
to an In-Demand Industry Sector or Occupation;
    (g) Establishing or redesigning teacher preparation programs to 
better meet the demand for effective high school CTE teachers for CTE 
programs that align to an In-Demand Industry Sector or Occupation;
    (h) Establishing or expanding interstate teacher certification or 
licensure reciprocity agreements to enable CTE teachers who are 
licensed or certified in one State to teach in another State without 
completing additional licensure or certification requirements in CTE 
programs that align to an In-Demand Industry Sector or Occupation; and
    (i) Developing and implementing programs and initiatives to remove 
barriers to recruiting and retaining high school CTE teachers for CTE 
programs that align to an In-Demand Industry Sector or Occupation.
    Requirement 2--Partnerships:
    A grantee must carry out a High School CTE Teacher Pathway 
Initiative project in collaboration with partner organizations such as 
community organizations, institutions of higher education, school 
districts, State or local agencies, or businesses. An applicant must 
identify the partner organizations included in its application and 
include a letter of commitment from each entity with which it will 
partner to implement the proposed project.
    Requirement 3--Cooperation in Federal Evaluation:
    Under 34 CFR 75.591, all grantees must cooperate in any evaluation 
of the program conducted by the Department.

Definitions

    The definitions of Career and Technical Education and Eligible 
Institution are from section 3 of the Perkins Act (20 U.S.C. 2301 et 
seq.). The definition of In-Demand Industry Sector or Occupation is 
from section 3 of the Workforce Innovation and Opportunity Act (29 
U.S.C. 3102). The definitions of Logic Model and Strong Theory are from 
34 CFR 77.1. The definition of Teacher Residency Program is from 
section 2002 of the Elementary and Secondary Education Act of 1965 (20 
U.S.C. 6301).
    Career and Technical Education means organized educational 
activities that--
    (1) Offer a sequence of courses that--
    (a) Provides individuals with coherent and rigorous content aligned 
with challenging academic standards and relevant technical knowledge 
and skills needed to prepare for further education and careers in 
current or emerging professions;
    (b) Provides technical skill proficiency, an industry-recognized 
credential, a certificate, or an associate degree; and
    (c) May include prerequisite courses (other than a remedial course) 
that meet the requirements of this definition; and
    (2) Include competency-based applied learning that contributes to 
the academic knowledge, higher-order reasoning and problem-solving 
skills, work attitudes, general employability skills, technical skills, 
and occupation-specific skills, and knowledge of all aspects of an 
industry, including entrepreneurship, of an individual.
    Eligible Institution means (1) a public or nonprofit private 
institution of higher education that offers CTE courses that lead to 
technical skill proficiency, an industry-recognized credential, a 
certificate, or a degree; (2) an LEA providing education at the 
postsecondary level; (3) an area CTE school providing education at the 
postsecondary level; (4) a postsecondary educational institution 
controlled by the Bureau of Indian Affairs or operated by or on behalf 
of any Indian Tribe that is eligible to contract with the Secretary of 
the Interior for the administration of programs under the Indian Self-
Determination and Education Assistance Act (925 U.S.C. 450 et seq.) or 
the Act of April 16, 1934 (25 U.S.C. 452 et seq.); (5) an educational 
service agency; or (6) a consortium of two or more of the entities 
described in (1) through (5).
    In-demand Industry Sector or Occupation means--
    (A)(1) An industry sector that has a substantial current or 
potential impact (including through jobs that lead to economic self-
sufficiency and opportunities for advancement) on the State, regional, 
or local economy, as appropriate, and that contributes to the growth or 
stability of other supporting businesses, or the growth of other 
industry sectors; or
    (2) An occupation that currently has or is projected to have a 
number of positions (including positions that lead to economic self-
sufficiency and opportunities for advancement) in an industry sector so 
as to have a significant impact on the State, regional, or local 
economy, as appropriate.
    (B) The determination of whether an industry sector or occupation 
is in-demand under this definition shall be made by the State board or 
local board,\19\ as appropriate, using State and regional business and 
labor market projections, including the use of labor market 
information.
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    \19\ The State board or local board in this instance is the 
board under sections 101 and 107, respectively, of the Workforce 
Innovation and Opportunity Act (29 U.S.C. 3102), not the Perkins 
State board listed as an eligible entity.
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    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.
    Strong Theory means a rationale for the proposed process, product, 
strategy, or practice that includes a Logic Model.
    Teacher Residency Program means a school-based teacher preparation 
program in which a prospective teacher--
    (1) For not less than one academic year, teaches alongside an 
effective teacher, as determined by the State or LEA, who is the 
teacher of record for the classroom;
    (2) Receives concurrent instruction during the year described in 
paragraph (1)--
    (a) Through courses that may be taught by LEA personnel or by 
faculty of the teacher preparation program; and

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    (b) In the teaching of the content area in which the teacher will 
become certified or licensed; and
    (3) Acquires effective teaching skills, as demonstrated through 
completion of a residency program, or other measure determined by the 
State, which may include a teacher performance assessment.
    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 and 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 to address the CTE teacher shortage 
under section 114(c)(1) of the Act, and therefore qualifies for this 
exemption. In order to ensure timely grant awards, the Secretary has 
decided to forgo public comment on the absolute priority and 
requirements under section 437(d)(1) of GEPA. The absolute priority and 
requirements will apply to the FY 2017 grant competition and any 
subsequent year in which we make awards from the list of unfunded 
applications from this competition.
    Program Authority: 20 U.S.C. 2324.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 81, 82, 84, 86, 97, 
98, and 99. (b) The Office of Management and Budget 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 in 2 CFR part 3474.

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

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $3,600,102 for one 36-month project 
period.
    Estimated Range of Awards: $350,000 to $900,000 for one 36-month 
project period.
    Estimated Average Size of Awards: $625,000.
    Estimated Number of Awards: 5-7.

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

    Project Period: Up to 36 months. Applicants under this competition 
are required to provide detailed budget information for each year of 
the proposed project and for the total grant, including their matching 
contribution.

III. Eligibility Information

    1. Eligible Applicants: The following entities are eligible to 
apply under this competition:
    (a) A State board designated or created consistent with State law 
as the sole State agency responsible for the administration of CTE in 
the State or for the supervision of the administration of CTE in the 
State;
    (b) An LEA (including a public charter school that operates as an 
LEA), an area CTE school, an educational service agency, or a 
consortium of such entities, in each case, that receives assistance 
under section 131 of the Act;
    (c) An Eligible Institution that receives assistance under section 
132 of the Act.

    Note: Eligible applicants proposing to apply for funds as a 
consortium must comply with the regulations in 34 CFR 75.127 through 
75.129, which address group applications.

    2. a. Cost Sharing or Matching: This initiative requires cost 
sharing or matching.
    b. Supplement-not-Supplant: This program is subject to supplement-
not-supplant funding requirements. In accordance with section 311(a) of 
the Act, 20 U.S.C. 2391(a), funds under this program may not be used to 
supplant non-Federal funds used to carry out CTE activities. Further, 
the prohibition against supplanting also means that grantees will be 
required to use their negotiated restricted indirect cost rates under 
this program. (34 CFR 75.563)

IV. Application and Submission Information

    1. Address to Request Application Package: Laura Messenger, U.S. 
Department of Education, 400 Maryland Avenue SW., PCP, Room 11028, 
Washington, DC 20202-7241. FAX: (202) 245-7170. Telephone: (202) 245-
7840 or by email: CTEteachergrant@ed.gov.
    If you use a TDD or a TTY, call the FRS, toll free, at 1-800-877-
8339.
    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 program contact person listed in 
this section.
    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 program.
    Notice of Intent to Apply: We will be able to develop a more 
efficient process for reviewing grant applications if we can anticipate 
the number of applicants that intend to apply for funding under this 
competition. Therefore, we strongly encourage each potential applicant 
to notify us of the applicant's intent to submit an application for 
funding by sending a short email message. This short email should 
provide the applicant organization's name and address. Please send this 
email notification to CTEteachergrant@ed.gov with ``Intent to Apply'' 
in the email subject line. Applicants that do not provide this email 
notification may still apply for funding.
    Page Limit: The application narrative is where you, the applicant, 
address the selection criteria that reviewers use to evaluate your 
application. We recommend that you (1) limit the application narrative 
to no more than 35 pages and (2) use the following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, references, and captions, as well as all text in 
charts, tables, figures, and graphs.
     Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
     Use one of the following fonts: Times New Roman, Courier, 
Calibri, or Arial.
    The recommended page limit does not apply to the cover sheet; the 
budget section, including the narrative budget justification; the 
assurances and certifications; or the one-page abstract, the resumes, 
the bibliography, or the letters of support. However, the recommended 
page limit does apply to all of the application narrative.
    b. Submission of Proprietary Information: Given the types of 
projects that may be proposed, your application may include business 
information that the applicant considers proprietary. In 34 CFR 5.11 we 
define ``business information'' and describe the process we use in 
determining whether any of that information is proprietary and, thus, 
protected from disclosure under Exemption 4 of the Freedom of 
Information Act (5 U.S.C. 552, as amended).
    Because we plan to make successful applications available to the 
public upon request, you may wish to request

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confidentiality of business information. Consistent with Executive 
Order 12600, please designate in your application any information that 
you believe is exempt from disclosure under Exemption 4. In the 
appropriate Appendix section of your application, under ``Other 
Attachments Form,'' please list the page number or numbers on which we 
can find this information. For additional information please see 34 CFR 
5.11(c).
    3. Submission Dates and Times:
    Applications Available: June 13, 2017.
    Deadline for Notice of Intent to Apply: July 13, 2017.
    Deadline for Transmittal of Applications: July 28, 2017.
    A pre-application webinar will be held for this competition shortly 
after the date that this notice will publish. The webinar is intended 
to provide technical assistance to all interested grant applicants. 
Information regarding the pre-application webinar can be found on the 
Perkins Collaborative Resource Network at https://cte.ed.gov/.
    Applications for grants under this program 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. 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: September 26, 2017.
    4. Intergovernmental Review: This program is subject to Executive 
Order 12372 and the regulations in 34 CFR part 79. Information about 
Intergovernmental Review of Federal Programs under Executive Order 
12372 is in the application package for this program.
    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: 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 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 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 High School CTE Teacher Pathway 
Initiative, CFDA number 84.051D, 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 the High School 
CTE Teacher Pathway Initiative competition at www.Grants.gov. You must 
search for the downloadable application package for this program by the 
CFDA number. Do not include the CFDA number's alpha suffix in your 
search (e.g., search for 84.051, not 84.051D).
    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

[[Page 27052]]

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 program to ensure that you 
submit your application in a timely manner to the Grants.gov system. 
You can also find the Education Submission Procedures pertaining to 
Grants.gov under News and Events on the Department's G5 system home 
page at www.G5.gov. In addition, for specific guidance and procedures 
for submitting an application through Grants.gov, please refer to the 
Grants.gov Web site at: www.grants.gov/web/grants/applicants/apply-for-grants.html.
     You will not receive additional point value because you 
submit your application in electronic format, nor will we penalize you 
if you qualify for an exception to the electronic submission 
requirement, as described elsewhere in this section, and submit your 
application in paper format.
     You must submit all documents electronically, including 
all information you typically provide on the following forms: the 
Application for Federal Assistance (SF 424), the Department of 
Education Supplemental Information for SF 424, Budget Information--Non-
Construction Programs (ED 524), and all necessary assurances and 
certifications.
     You must upload any narrative sections and all other 
attachments to your application as files in a read-only, non-
modifiable, flattened Portable Document Format (PDF), meaning any 
fillable PDF documents must be saved as flattened, non-fillable files. 
Therefore, do not upload an interactive or fillable PDF file. If you 
upload a file type other than a read-only, flattened 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 read-only, non-
modifiable, flattened PDF files. The Department will not convert 
material from other formats to PDF. There is no need to password 
protect a file in order to meet the requirement to submit a read-only, 
non-modifiable, flattened PDF. And, as noted above, the Department will 
not review password protected files.
     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, flattened 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 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

[[Page 27053]]

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: Laura Messenger, U.S. 
Department of Education, 400 Maryland Avenue SW., PCP, Room 11028, 
Washington, DC 20202-7241. FAX: (202) 245-7170.
    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 84.051D), 550 12th Street SW., Room 7039, Potomac 
Center Plaza, 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 84.051D), 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 program are 
from 34 CFR 75.210. The maximum score for all the selection criteria is 
100 points. The maximum score for each criterion is indicated in 
parentheses. In addressing the criteria, applicants are encouraged to 
make explicit connections to the priorities and requirements listed 
elsewhere in this notice. The selection criteria for this competition 
are as follows:
    (a) Need for the project. (20 points)
    The Secretary considers the need for the proposed project. In 
determining the need for the proposed project, the Secretary 
considers--
    (1) The magnitude or severity of the problem to be addressed by the 
proposed project. (up to 10 points)
    (2) The extent to which the proposed project will prepare personnel 
for fields in which shortages have been demonstrated. (up to 10 points)
    (b) Quality of the project design. (50 points)
    The Secretary considers the quality of the project design. In 
determining the quality of the project design for the proposed project, 
the Secretary considers--
    (1) The extent to which the proposed project is supported by Strong 
Theory, as defined in this notice. (up to 10 points)
    (2) The likelihood that the proposed project will result in system 
change or improvement. (up to 20 points)
    (3) The extent to which the services to be provided by the proposed 
project involve the collaboration of appropriate partners for 
maximizing the effectiveness of project services. (up to 10 points)
    (4) The extent to which the design of the proposed project is 
appropriate for, and will successfully address, the needs of the target 
population or other identified needs. (up to 10 points)
    (c) Adequacy of resources (30 points).
    The Secretary considers the adequacy of resources for the proposed 
project. In determining the adequacy of resources for the proposed 
project, the Secretary considers--
    (1) The extent to which the budget is adequate to support the 
proposed project. (up to 10 points)
    (2) The relevance and demonstrated commitment of each partner in 
the proposed project to the implementation and success of the project. 
(up to 10 points)
    (3) The potential for continued support of the project after 
Federal funding ends, including, as appropriate, the demonstrated 
commitment of appropriate entities to such support. (up to 10 points)
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
requires various assurances including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department of Education 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Risk Assessment and Special Conditions: Consistent with 2 CFR 
200.205, before awarding grants under this program the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
3474.10, the Secretary may impose special conditions and, in 
appropriate circumstances, high-risk conditions on a grant if the 
applicant or grantee is not financially stable; has a history of 
unsatisfactory performance; has a financial or other management system 
that does not meet the standards in 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.

[[Page 27054]]

    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 75.117. 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: Pursuant to the Government Performance and 
Results Act of 1993, the Department has established the following 
performance measures that it will use to evaluate the overall 
effectiveness of the grantee's project, as well as the High School CTE 
Teacher Pathway Initiative as a whole:
    (a) An increase in the number of individuals recruited and hired to 
be high school CTE teachers for CTE programs that align to an In-Demand 
Industry Sector or Occupation; and
    (b) An increase in the retention rate of high school CTE teachers 
for CTE programs that align to an In-Demand Industry Sector or 
Occupation.
    In addition to these measures, applicants may establish interim or 
other measures that they think will be useful in measuring positive 
project outcomes, such as: an increase in the number of induction or 
mentoring programs being implemented for new and returning high school 
CTE teachers; an increase in the number of individuals teaching in high 
school CTE programs under emergency or alternative credentials; an 
increase in the number of high school CTE teachers participating in 
induction and mentoring programs; or an increase in the number of new 
and returning high school CTE teachers who express satisfaction with 
the level of induction and mentoring support that they have received. 
Grantees will be responsible for collecting and reporting data annually 
on the required performance measures as well as any other performance 
measures they choose to establish for their High School CTE Teacher 
Pathway Initiative project.

VII. 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. If you use a TDD or a TTY, call the FRS, toll free, at 1-800-
877-8339.
    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: June 7, 2017.
Kim R. Ford,
Delegated the Duties of the Assistant Secretary for Career, Technical, 
and Adult Education.
[FR Doc. 2017-12132 Filed 6-12-17; 8:45 am]
 BILLING CODE 4000-01-P