Applications for New Awards; Grants to States for School Emergency Management Program, 37797-37802 [2018-16540]
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[FR Doc. 2018–16502 Filed 8–1–18; 8:45 am]
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[FR Doc. 2018–16508 Filed 8–1–18; 8:45 am]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Grants
to States for School Emergency
Management Program
Office of Elementary and
Secondary Education, Department of
Education.
ACTION: Notice.
AGENCY:
The Department of Education
(Department) is issuing a notice inviting
applications for new awards for fiscal
year (FY) 2018 for Grants to States for
School Emergency Management (GSEM)
program, Catalog of Federal Domestic
Assistance (CFDA) number 84.184Q.
DATES:
SUMMARY:
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Purpose of Program: The GSEM
program provides grants to State
educational agencies (SEAs) to increase
their capacity to assist local educational
agencies (LEAs) by providing training
and technical assistance in the
development and implementation of
high-quality school emergency
operations plans (EOPs), as defined in
this notice.
Background: Lessons learned from
school emergencies highlight the
importance of preparing school officials
and first responders to implement EOPs.
By having plans in place to keep
students and staff safe, schools play a
key role in taking preventive and
protective measures to stop an
emergency from occurring or reduce its
impact.1 High-quality school EOPs can
make our schools safer by supporting
efforts to prevent, protect against,
mitigate, respond to, and recover from
all threats and hazards, both natural and
man-made. The GSEM program will
help schools address violence and foster
safer school environments by increasing
the capacity of SEAs to assist LEAs in
the development, implementation, and
review of high-quality and
comprehensive school EOPs.
It is critical for SEAs and LEAs to
ensure that every school has an
effective, high-quality school EOP in
place and that students and staff are
prepared to follow it. A 2016 report
from the Government Accountability
Office (GAO) notes that in a survey of
51 SEAs, over 60 percent required their
LEAs to have EOPs and conduct
emergency exercises; however, fewer
than half of those States surveyed
reported they also required their
districts or State to review these district
or school plans. Additionally, an
estimated 59 percent of the surveyed
LEAs reported having limited resources
available to implement and sustain
emergency management planning
efforts, thus reinforcing the value of
State and Federal support.2
Generally, SEAs share with their
LEAs information about applicable laws
and requirements related to school
emergency management planning; they
also may support LEAs in fulfilling
these obligations. For example, SEAs
may provide training, resources, and
tools to support school safety and
security, including emergency
management planning. SEAs may also
work with other State agencies or
organizations to provide emergency
management services to LEAs.
In order to develop and implement
high-quality school EOPs, LEA staff
must have access to training and
technical assistance on developing,
implementing, and refining their plans.
SEAs can play a critical role in
providing the necessary training and
technical assistance to LEAs.
In 2014, the Department awarded
GSEM grants to 26 SEAs, which allowed
SEAs to increase their capacity to
provide high-quality technical
assistance to their LEAs, while
increasing the number of high-quality
school EOPs in each district. The
Department will build on the prior
success of this program by awarding
new grants of up to five years to SEAs
to further support their LEAs through
training and technical assistance. While
the new competition will give priority
to SEAs that have not previously
received GSEM grants, previous GSEM
grantees are also eligible for awards.
Priorities: We are establishing these
priorities for the FY 2018 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).
1 ‘‘Guide for Developing High-Quality School
Emergency Operations Plans,’’ June 2013. Available
at: https://rems.ed.gov/docs/REMS_K-12_Guide_
508.pdf.
2 ‘‘Improved Federal Coordination Could Better
Assist K–12 Schools Prepare for Emergencies,’’
GAO–16–144, March 2016. Available at:
www.gao.gov/assets/680/675737.pdf.
Applications Available: August 2,
2018.
Deadline for Transmittal of
Applications: September 4, 2018.
ADDRESSES: For the addresses for
obtaining and submitting an
application, please refer to our Common
Instructions for Applicants to
Department of Education Discretionary
Grant Programs, published in the
Federal Register on February 12, 2018
(83 FR 6003) and available at
www.gpo.gov/fdsys/pkg/FR-2018-02-12/
pdf/2018-02558.pdf.
FOR FURTHER INFORMATION CONTACT:
Hamed Negron-Perez, U.S. Department
of Education, 400 Maryland Avenue
SW, Room 3C130, Washington, DC
20202–6450. Telephone: (202) 453–
6725. Email: Hamed.Negron-Perez@
ed.gov.
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
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I. Funding Opportunity Description
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Absolute Priority: This priority is an
absolute priority. Under 34 CFR
75.105(c)(3) we consider only
applications that meet this priority.
This priority is:
Projects that expand the capacity of
SEAs to provide training and technical
assistance to LEAs.
Projects to increase the long-term
internal capacity of SEAs to provide
training and technical assistance to
LEAs for the development and
implementation of high-quality school
EOPs.
Competitive Preference Priority: For
FY 2018 and any subsequent year in
which we make awards from the list of
unfunded applications from this
competition, this priority is a
competitive preference priority. Under
34 CFR 75.105(c)(2)(1) we award an
additional 5 points to an application
that meets this priority.
This priority is:
Applications from SEAs that have not
previously received a grant under the
GSEM program (5 points).
Projects proposed by applicants that
have not previously received a grant
under this program. A list of former
recipients of this grant may be found at
https://www2.ed.gov/programs/
schlemergmgt-sea/2014awards.html.
Requirements: We are establishing
these program requirements and
application requirements for the FY
2018 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).
Program Requirements: Applicants
that receive grants under this program
must:
(1) Provide an established point of
contact (e.g., person or office) for school
emergency management issues and
submit that information to the
Department no later than the project
start date;
(2) Provide training and technical
assistance to LEAs on best practices for
developing and implementing school
EOPs including, but not limited to, the
process described in the ‘‘Guide for
Developing High-Quality School
Emergency Operations Plans’’; 3
3 Available at: https://rems.ed.gov/docs/REMS_K12_Guide_508.pdf. Plans must comply with the
Americans with Disabilities Act (ADA), among
other prohibitions on disability discrimination,
across the spectrum of emergency management
services, programs, and activities, including
preparation, testing, notification and alerts,
evacuation, transportation, sheltering, emergency
medical care and services, transitioning back,
recovery, and repairing and rebuilding. Plans
should include students, staff, and parents with
disabilities. Among other things, school emergency
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(3) Provide training and technical
assistance to LEAs on developing or
enhancing memoranda of understanding
with community partners (e.g., local
government, law enforcement, public
safety or emergency management,
public health, and mental health
agencies); and
(4) Provide training and technical
assistance to LEAs on the
implementation of the National Incident
Management System (NIMS).
Information about current NIMS
requirements for States may be accessed
at: www.fema.gov/national-incidentmanagement-system.
Application Requirements: Each
application must contain a plan that
includes the following:
(1) Information on:
(a) Training, technical assistance, and
resources the applicant currently
provides to LEAs on emergency
management;
(b) The current number of LEAs
served;
(c) The proposed number of LEAs,
including rural LEAs that might not
otherwise have full access to school
emergency management training and
resources, that would receive training
and technical assistance to improve
their school EOPs under the applicant’s
proposal.
(d) A description of how the SEA will
evaluate the quality of training and
technical assistance events administered
to their LEAs, which should incorporate
feedback from LEAs and other
stakeholders (e.g. parents, students,
teachers, first-responders, etc.)
(2) A long-term strategy for improving
the applicant’s:
(a) Capacity to provide training and
technical assistance to LEAs, including
rural LEAs that might not otherwise
have full access to school emergency
management training and resources; and
capacity to address the unique needs of
students, staff, and visitors with
disabilities and other access and
functional needs, including individuals
with limited English proficiency;
(b) Existing training and technical
assistance activities for their LEAs;
(c) Catalog of emergency management
resources; and
plans must address the provision of appropriate
auxiliary aids and services to ensure effective
communication with individuals with disabilities
(e.g., interpreters, captioning, and accessible
information technology); ensure individuals with
disabilities are not separated from service animals
and assistive devices, and can receive disabilityrelated assistance throughout emergencies (e.g.,
assistance with activities of daily living and
administration of medications); and comply with
the law’s architectural and other requirements.
Information and technical assistance about the ADA
is available at www.ada.gov.
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(d) Alignment of emergency
management training, technical
assistance, and resources with
emergency management planning at the
Federal, State, and local levels.
(3) A description of a process for the
coordination and sustainability of
support that will be provided to LEAs
so that they can continue to improve
their schools’ EOPs beyond the period
of Federal financial assistance.
Definitions: We are establishing the
definitions for ‘‘high-quality school
emergency operations plan (EOP),’’
‘‘rural LEA,’’ ‘‘technical assistance,’’ and
‘‘training’’ in this notice for the FY 2018
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 remaining definitions are from 20
U.S.C. 7801(30), 7801(36), 7801(48), and
7801(49).
These definitions are:
High-Quality School Emergency
Operations Plan (EOP) means a
comprehensive emergency operations
plan that encompasses the five mission
areas—(1) prevention, (2) protection, (3)
mitigation, (4) response, and (5)
recovery—and that is (a) adequate, (b)
feasible, (c) acceptable, (d) complete,
and (e) compliant.4
For the purpose of this definition, the
following terms are as defined below:
(1) Prevention means the capabilities
necessary to avoid, deter, or stop an
imminent crime or threatened or actual
mass casualty incident. Prevention is
also the action schools take to prevent
a threatened or actual incident from
occurring; and includes those
capabilities necessary to avoid, prevent,
or stop a threatened or actual act of
terrorism, and it includes preventing
imminent threats.
(2) Protection means the capabilities
to secure schools against acts of
violence and manmade or natural
disasters. Protection focuses on ongoing
actions that protect students, teachers,
staff, visitors, networks, and property
from a threat or hazard.
(3) Mitigation means the capabilities
necessary to eliminate or reduce the loss
of life and property damage by lessening
the impact of an event or emergency. It
also means reducing the likelihood that
threats and hazards will happen.
(4) Response means the capabilities
necessary to stabilize an emergency
once it has already happened or is
4 Derived from: (1) Presidential Policy Directive 8,
available at www.dhs.gov/presidential-policydirective-8-national-preparedness; and (2) ‘‘Guide
for Developing High-Quality Emergency Operations
Plans,’’ available at https://rems.ed.gov/docs/
REMS_K-12_Guide_508.pdf.
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certain to happen in an unpreventable
way; establish a safe and secure
environment; save lives and property;
and facilitate the transition to recovery.
(5) Recovery means the capabilities
necessary to assist schools affected by
an event or emergency in restoring the
learning environment.
(a) Adequate means the plan
identifies and addresses critical courses
of action effectively; the plan can
accomplish the assigned function; and
the assumptions are valid and
reasonable.
(b) Feasible means the school can
accomplish the assigned function and
critical tasks by using available
resources within the time contemplated
by the plan, and that the plan explains
where or how the district and school
will obtain the resources to support the
execution of a course of action or to
meet a requirement established in the
plan.
(c) Acceptable means the plan meets
the requirements driven by a threat or
hazard, meets cost and time limitations,
and is consistent with the law.
(d) Complete means the plan:
(i) Incorporates all courses of action to
be accomplished for all selected threats
and hazards and identified functions;
(ii) Integrates the needs of the whole
school community;
(iii) Provides a complete picture of
what should happen, when, and at
whose direction;
(iv) Estimates time for achieving
objectives, with safety remaining as the
utmost priority;
(v) Identifies success criteria and a
desired end state; and
(vi) Conforms with the planning
principles outlined in the ‘‘Guide for
Developing High-Quality School
Emergency Operations Plans.’’
(e) Compliant means the plan
complies with applicable State and local
requirements because these provide a
baseline that facilitates both planning
and execution.
LEA means a local educational agency
as defined by section 8101(30) of the
Elementary and Secondary Education
Act of 1965, as amended (ESEA) (20
U.S.C. 7801(30)).
Outlying areas means the United
States Virgin Islands, Guam, American
Samoa, the Commonwealth of the
Northern Mariana Islands, the Federated
States of Micronesia, and the Republic
of the Marshall Islands. (ESEA section
8101(36), 20 U.S.C. 7801(36)).
Rural LEA means an LEA with one of
the following district locale codes as
assigned by the National Center for
Education Statistics’ Common Core of
Data: Code 33 (Remote Town); Code 41
(Fringe Rural); Code 42 (Distant Rural);
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and Code 43 (Remote Rural). LEA locale
codes may be obtained by searching the
Common Core of Data database at:
https://nces.ed.gov/ccd/districtsearch/.
SEA means a State educational agency
as defined by section 8101(49) of the
ESEA (20 U.S.C. 7801(49)).
State means any of the 50 States, the
District of Columbia, and the
Commonwealth of Puerto Rico, and
each of the outlying areas as defined in
this notice. (ESEA section 8101(48), 20
U.S.C. 7801(48)).
Technical assistance means
consultations, information, referrals,
logistical support, and other assistance
on specific issues, topics, or problems as
requested by the LEAs and other
stakeholders. The grantee disseminates
materials collected, developed, adapted,
and adopted for this assistance.
Technical assistance may proceed,
follow, or be combined with training
activities.
Training means instruction directed
toward imparting knowledge, skills, and
attitudes supportive of change by
engaging, informing, equipping, and
motivating trainees toward the
development and implementation of
action plans responsive to the specific
need or circumstances of the trainees.
Training may consist of various formats
(e.g., workshops, seminars, or computerassisted tutorials).
Waiver of Proposed Rulemaking:
Under the Administrative Procedure Act
(5 U.S.C. 553) the Department generally
offers interested parties the opportunity
to comment on proposed priorities,
requirements, and definitions. Section
437(d)(1) of GEPA (20 U.S.C.
1232(d)(1)), however, allows the
Secretary to exempt from rulemaking
requirements, regulations governing the
first grant competition under a new or
substantially revised program authority.
This is the first grant competition for
this program under title IV, part F,
subpart 3 of the ESEA (20 U.S.C. 7281),
and therefore qualifies for this
exemption. In order to ensure timely
grant awards, the Secretary has decided
to forgo public comment on the
priorities, requirements, and definitions
in this notice under section 437(d)(1) of
GEPA. These priorities, requirements,
and definitions will apply to the FY
2018 grant competition and any
subsequent year in which we make
awards from the list of unfunded
applications from this competition.
Program Authority: Title IV, part F,
subpart 3 of the ESEA (20 U.S.C. 7281).
Applicable Regulations: (a) The
Education Department General
Administrative Regulations in 34 CFR
parts 75, 77, 79, 81, 82, 84, 86, 97, 98,
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and 99. (b) The Office of Management
and Budget (OMB) Guidelines to
Agencies on Governmentwide
Debarment and Suspension
(Nonprocurement) in 2 CFR part 180, as
adopted and amended as regulations of
the Department in 2 CFR part 3485. (c)
The Uniform Administrative
Requirements, Cost Principles, and
Audit Requirements for Federal Awards
in 2 CFR part 200, as adopted and
amended as regulations of the
Department in 2 CFR part 3474. (d) The
regulations in 34 CFR part 299.
II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds:
$8,000,000.
Contingent upon the availability of
funds and the quality of applications,
we may make additional awards in
subsequent years from the list of
unfunded applications from this
competition.
Estimated Range of Awards: $250,000
to $750,000 per year for up to 5 years.
Estimated Average Size of Awards:
$500,000.
Maximum Award: We will not make
an award exceeding $750,000 for a
single budget period of 12 months.
Estimated Number of Awards: 16.
Note: The Department is not bound by
any estimates in this notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: SEAs.
Note: Consistent with the definitions
in this notice, eligible applicants
include SEAs in the 50 States, the
District of Columbia, the
Commonwealth of Puerto Rico, the
United States Virgin Islands, Guam,
American Samoa, the Commonwealth of
the Northern Mariana Islands, the
Federated States of Micronesia, and the
Republic of the Marshall Islands.
Eligible applicants may collaborate
informally or contract with other
agencies to provide services to LEAs,
including agencies such as:
• A State school safety center;
• The State emergency management
agency; and
• The State homeland security
department.
2. Cost Sharing or Matching: This
program does not require cost sharing or
matching.
3. Subgrantees: A grantee under this
competition may not award subgrants to
entities to directly carry out project
activities described in its application.
4. Administrative Direction and
Control: Administrative direction and
control over grant funds must remain
with the grantee.
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5. Limitation on Applications: The
Department will accept only one
application per SEA.
IV. Application and Submission
Information
1. Application Submission
Instructions: For information on how to
submit an application please refer to our
Common Instructions for Applicants to
Department of Education Discretionary
Grant Programs, published in the
Federal Register on February 12, 2018
(83 FR 6003) and available at
www.gpo.gov/fdsys/pkg/FR-2018-02-12/
pdf/2018-02558.pdf.
2. Intergovernmental Review: This
program is subject to Executive Order
12372 and the regulations in 34 CFR
part 79. However, under 34 CFR 79.8(a),
we waive intergovernmental review in
order to make awards by the end of FY
2018.
V. Application Review Information
1. Selection Criteria: The selection
criteria for this program are from 34 CFR
75.210. The maximum score for all
selection criteria is 100 points. The
points or weights assigned to each
criterion are indicated in parentheses.
Non-Federal peer reviewers will review
each application and will evaluate and
score each program narrative against the
following selection criteria:
(a) Significance. (20 points)
The Secretary considers the
significance of the proposed project. In
determining the significance of the
proposed project, the Secretary
considers the following factors:
(i) The likelihood that the proposed
project will result in system change or
improvement. (10 points)
(ii) The extent to which the proposed
project is likely to build local capacity
to provide, improve, or expand services
that address the needs of the target
population. (10 points)
(b) Quality of the Project Design. (30
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:
(i) The extent to which the design of
the proposed project is appropriate to,
and will successfully address, the needs
of the target population or other
identified needs. (15 points)
(ii) The extent to which the design of
the proposed project reflects up-to-date
knowledge from research and effective
practice. (15 points)
(c) Quality of Project Services. (30
points)
The Secretary considers the quality of
the services to be provided by the
proposed project.
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(i) In determining the quality of the
services to be provided by the proposed
project, the Secretary considers the
quality and sufficiency of strategies for
ensuring equal access and treatment for
eligible project participants who are
members of groups that have
traditionally been underrepresented
based on race, color, national origin,
gender, age, or disability. (5 points)
In addition, the Secretary considers
the following factors:
(ii) The extent to which the services
to be provided by the proposed project
are appropriate to the needs of the
intended recipients or beneficiaries of
those services. (10 points)
(iii) The extent to which the training
or professional development services to
be provided by the proposed project are
of sufficient quality, intensity, and
duration to lead to improvements in
practice among the recipients of those
services. (10 points)
(iv) 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. (5
points)
(d) Adequacy of Resources. (20
points)
The Secretary considers adequacy of
resources for the proposed project. In
determining the adequacy of resources
for the proposed project, the Secretary
considers the potential for continued
support for the project after Federal
funding ends, including as appropriate,
the demonstrated commitment of
appropriate entities to such support. (20
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 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 (34 CFR
100.4, 104.5, 106.4, 108.8, and 110.23).
3. Risk Assessment and Specific
Conditions: Consistent with 2 CFR
200.205, before awarding grants under
this program the Department conducts a
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review of the risks posed by applicants.
Under 2 CFR 3474.10, the Secretary may
impose specific 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 the System for
Award Management. You may review
and comment on any information about
yourself that a Federal agency
previously entered and that is currently
in FAPIIS.
Please note that, if the total value of
your currently active grants, cooperative
agreements, and procurement contracts
from the Federal Government exceeds
$10,000,000, the reporting requirements
in 2 CFR part 200, Appendix XII,
require you to report certain integrity
information to FAPIIS semiannually.
Please review the requirements in 2 CFR
part 200, Appendix XII, if this grant
plus all the other Federal funds you
receive exceed $10,000,000.
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
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this notice and include these and other
specific conditions in the GAN. The
GAN also incorporates your approved
application as part of your binding
commitments under the grant.
3. Open Licensing Requirements:
Unless an exception applies, if you are
awarded a grant under this competition,
you will be required to openly license
to the public grant deliverables created
in whole, or in part, with Department
grant funds. When the deliverable
consists of modifications to pre-existing
works, the license extends only to those
modifications that can be separately
identified and only to the extent that
open licensing is permitted under the
terms of any licenses or other legal
restrictions on the use of pre-existing
works. Additionally, a grantee or
subgrantee that is awarded competitive
grant funds must have a plan to
disseminate these public grant
deliverables. This dissemination plan
can be developed and submitted after
your application has been reviewed and
selected for funding. For additional
information on the open licensing
requirements please refer to 2 CFR
3474.20.
4. Reporting: (a) If you apply for a
grant under this competition, you must
ensure that you have in place the
necessary processes and systems to
comply with the reporting requirements
in 2 CFR part 170 should you receive
funding under the competition. This
does not apply if you have an exception
under 2 CFR 170.110(b).
(b) At the end of your project period,
you must submit a final performance
report, including financial information,
as directed by the Secretary. If you
receive a multiyear award, you must
submit an annual performance report
that provides the most current
performance and financial expenditure
information as directed by the Secretary
under 34 CFR 75.118. The Secretary
may also require more frequent
performance reports under 34 CFR
75.720(c). For specific requirements on
reporting, please go to www.ed.gov/
fund/grant/apply/appforms/
appforms.html.
5. Performance Measures: The
Department has established the
following Government Performance and
Results Act of 1993 (GPRA) performance
measures for the GSEM program:
(a) The number of training events
provided by the GSEM program to assist
LEAs in the development and
implementation of high-quality school
EOPs.
(b) The extent to which the GSEM
program expands the capacity of the
SEAs to provide training and technical
assistance to LEAs for the development
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and implementation of high-quality
school EOPs.
6. Continuation Awards: In making a
continuation award under 34 CFR
75.253, the Secretary considers, among
other things: whether a grantee has
made substantial progress in achieving
the goals and objectives of the project;
whether the grantee has expended funds
in a manner that is consistent with its
approved application and budget; and,
if the Secretary has established
performance measurement
requirements, the performance targets in
the grantee’s approved application.
In making a continuation award, the
Secretary also considers whether the
grantee is operating in compliance with
the assurances in its approved
application, including those applicable
to Federal civil rights laws that prohibit
discrimination in programs or activities
receiving Federal financial assistance
from the Department (34 CFR 100.4,
104.5, 106.4, 108.8, and 110.23).
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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.
Electronic Access to This Document:
The official version of this document is
the document published in the Federal
Register. You may access the official
edition of the Federal Register and the
Code of Federal Regulations 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 Adobe Portable Document
Format (PDF). To use PDF you must
have Adobe Acrobat Reader, which is
available free at this 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: July 27, 2018.
Frank Brogan,
Assistant Secretary of Elementary and
Secondary Education.
[FR Doc. 2018–16540 Filed 8–1–18; 8:45 am]
BILLING CODE 4000–01–P
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DEPARTMENT OF EDUCATION
Annual Updates to the Income
Contingent Repayment (ICR) Plan
Formula for 2018—William D. Ford
Federal Direct Loan Program
Federal Student Aid,
Department of Education.
ACTION: Notice.
AGENCY:
The Secretary announces the
annual updates to the ICR plan formula
for 2018 to give notice to borrowers and
the public regarding how monthly ICR
payment amounts will be calculated for
the 2018–2019 year under the William
D. Ford Federal Direct Loan (Direct
Loan) Program, Catalog of Federal
Domestic Assistance number 84.063.
DATES: The adjustments to the income
percentage factors for the ICR plan
formula contained in this notice are
applicable from July 1, 2018, to June 30,
2019, for any borrower who enters the
ICR plan or has his or her monthly
payment amount recalculated under the
ICR plan during that period.
FOR FURTHER INFORMATION CONTACT: Ian
Foss, U.S. Department of Education, 830
First Street NE, Room 113H2,
Washington, DC 20202. Telephone:
(202) 377–3681. Email: ian.foss@ed.gov.
If you use a telecommunications
device for the deaf (TDD) or a text
telephone (TTY), call the Federal Relay
Service, toll free, at 1–800–877–8339.
SUPPLEMENTARY INFORMATION: Under the
Direct Loan Program, borrowers may
choose to repay their non-defaulted
loans (Direct Subsidized Loans, Direct
Unsubsidized Loans, Direct PLUS Loans
made to graduate or professional
students, and Direct Consolidation
Loans) under the ICR plan. The ICR plan
bases the borrower’s repayment amount
on the borrower’s income, family size,
loan amount, and the interest rate
applicable to each of the borrower’s
loans.
ICR is one of several income-driven
repayment plans. Other income-driven
repayment plans include the IncomeBased Repayment (IBR) plan, the Pay As
You Earn Repayment (PAYE) plan, and
the Revised Pay As You Earn
Repayment (REPAYE) plan. The IBR,
PAYE, and REPAYE plans provide
lower payment amounts than the ICR
plan for most borrowers.
A Direct Loan borrower who repays
his or her loans under the ICR plan pays
the lesser of: (1) The amount that he or
she would pay over 12 years with fixed
payments multiplied by an income
percentage factor; or (2) 20 percent of
discretionary income.
Each year, to reflect changes in
inflation, we adjust the income
SUMMARY:
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percentage factor used to calculate a
borrower’s ICR payment, as required by
34 CFR 685.209(b)(1)(ii)(A). We use the
adjusted income percentage factors to
calculate a borrower’s monthly ICR
payment amount when the borrower
initially applies for the ICR plan or
when the borrower submits his or her
annual income documentation, as
required under the ICR plan. This notice
contains the adjusted income percentage
factors for 2018, examples of how the
monthly payment amount in ICR is
calculated, and charts showing sample
repayment amounts based on the
adjusted ICR plan formula. This
information is included in the following
three attachments:
• Attachment 1—Income Percentage
Factors for 2018
• Attachment 2—Examples of the
Calculations of Monthly Repayment
Amounts
• Attachment 3—Charts Showing
Sample Repayment Amounts for
Single and Married Borrowers
In Attachment 1, to reflect changes in
inflation, we updated the income
percentage factors that were published
in the Federal Register on July 18, 2017
(82 FR 32803). Specifically, we have
revised the table of income percentage
factors by changing the dollar amounts
of the incomes shown by a percentage
equal to the estimated percentage
change between the not-seasonallyadjusted Consumer Price Index for all
urban consumers for December 2017
and December 2018.
The income percentage factors
reflected in Attachment 1 may cause a
borrower’s payments to be lower than
they were in prior years, even if the
borrower’s income is the same as in the
prior year. The revised repayment
amount more accurately reflects the
impact of inflation on the borrower’s
current ability to repay.
Accessible Format: Individuals with
disabilities can obtain this document in
an accessible format (e.g., braille, large
print, audiotape, or compact disc) on
request to the contact person listed
under FOR FURTHER INFORMATION
CONTACT.
Electronic Access to This Document:
The official version of this document is
the document published in the Federal
Register. You may access the official
edition of the Federal Register and the
Code of Federal Regulations via the
Federal Digital System at: www.gpo.gov/
fdsys. At this site, you can view this
document, as well as all other
documents of this Department
published in the Federal Register, in
text or Portable Document Format
(PDF). To use PDF, you must have
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]]>Agencies
[Federal Register Volume 83, Number 149 (Thursday, August 2, 2018)]
[Notices]
[Pages 37797-37802]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2018-16540]
=======================================================================
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DEPARTMENT OF EDUCATION
Applications for New Awards; Grants to States for School
Emergency Management Program
AGENCY: Office of Elementary and Secondary Education, Department of
Education.
ACTION: Notice.
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SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for new awards for fiscal year (FY) 2018 for
Grants to States for School Emergency Management (GSEM) program,
Catalog of Federal Domestic Assistance (CFDA) number 84.184Q.
DATES:
[[Page 37798]]
Applications Available: August 2, 2018.
Deadline for Transmittal of Applications: September 4, 2018.
ADDRESSES: For the addresses for obtaining and submitting an
application, please refer to our Common Instructions for Applicants to
Department of Education Discretionary Grant Programs, published in the
Federal Register on February 12, 2018 (83 FR 6003) and available at
www.gpo.gov/fdsys/pkg/FR-2018-02-12/pdf/2018-02558.pdf.
FOR FURTHER INFORMATION CONTACT: Hamed Negron-Perez, U.S. Department of
Education, 400 Maryland Avenue SW, Room 3C130, Washington, DC 20202-
6450. Telephone: (202) 453-6725. Email: [email protected].
If you use a telecommunications device for the deaf (TDD) or a text
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.
SUPPLEMENTARY INFORMATION:
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The GSEM program provides grants to State
educational agencies (SEAs) to increase their capacity to assist local
educational agencies (LEAs) by providing training and technical
assistance in the development and implementation of high-quality school
emergency operations plans (EOPs), as defined in this notice.
Background: Lessons learned from school emergencies highlight the
importance of preparing school officials and first responders to
implement EOPs. By having plans in place to keep students and staff
safe, schools play a key role in taking preventive and protective
measures to stop an emergency from occurring or reduce its impact.\1\
High-quality school EOPs can make our schools safer by supporting
efforts to prevent, protect against, mitigate, respond to, and recover
from all threats and hazards, both natural and man-made. The GSEM
program will help schools address violence and foster safer school
environments by increasing the capacity of SEAs to assist LEAs in the
development, implementation, and review of high-quality and
comprehensive school EOPs.
---------------------------------------------------------------------------
\1\ ``Guide for Developing High-Quality School Emergency
Operations Plans,'' June 2013. Available at: https://rems.ed.gov/docs/REMS_K-12_Guide_508.pdf.
---------------------------------------------------------------------------
It is critical for SEAs and LEAs to ensure that every school has an
effective, high-quality school EOP in place and that students and staff
are prepared to follow it. A 2016 report from the Government
Accountability Office (GAO) notes that in a survey of 51 SEAs, over 60
percent required their LEAs to have EOPs and conduct emergency
exercises; however, fewer than half of those States surveyed reported
they also required their districts or State to review these district or
school plans. Additionally, an estimated 59 percent of the surveyed
LEAs reported having limited resources available to implement and
sustain emergency management planning efforts, thus reinforcing the
value of State and Federal support.\2\
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\2\ ``Improved Federal Coordination Could Better Assist K-12
Schools Prepare for Emergencies,'' GAO-16-144, March 2016. Available
at: www.gao.gov/assets/680/675737.pdf.
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Generally, SEAs share with their LEAs information about applicable
laws and requirements related to school emergency management planning;
they also may support LEAs in fulfilling these obligations. For
example, SEAs may provide training, resources, and tools to support
school safety and security, including emergency management planning.
SEAs may also work with other State agencies or organizations to
provide emergency management services to LEAs.
In order to develop and implement high-quality school EOPs, LEA
staff must have access to training and technical assistance on
developing, implementing, and refining their plans. SEAs can play a
critical role in providing the necessary training and technical
assistance to LEAs.
In 2014, the Department awarded GSEM grants to 26 SEAs, which
allowed SEAs to increase their capacity to provide high-quality
technical assistance to their LEAs, while increasing the number of
high-quality school EOPs in each district. The Department will build on
the prior success of this program by awarding new grants of up to five
years to SEAs to further support their LEAs through training and
technical assistance. While the new competition will give priority to
SEAs that have not previously received GSEM grants, previous GSEM
grantees are also eligible for awards.
Priorities: We are establishing these priorities for the FY 2018
grant competition and any subsequent year in which we make awards from
the list of unfunded applications from this competition, in accordance
with section 437(d)(1) of the General Education Provisions Act (GEPA),
20 U.S.C. 1232(d)(1).
Absolute Priority: This priority is an absolute priority. Under 34
CFR 75.105(c)(3) we consider only applications that meet this priority.
This priority is:
Projects that expand the capacity of SEAs to provide training and
technical assistance to LEAs.
Projects to increase the long-term internal capacity of SEAs to
provide training and technical assistance to LEAs for the development
and implementation of high-quality school EOPs.
Competitive Preference Priority: For FY 2018 and any subsequent
year in which we make awards from the list of unfunded applications
from this competition, this priority is a competitive preference
priority. Under 34 CFR 75.105(c)(2)(1) we award an additional 5 points
to an application that meets this priority.
This priority is:
Applications from SEAs that have not previously received a grant
under the GSEM program (5 points).
Projects proposed by applicants that have not previously received a
grant under this program. A list of former recipients of this grant may
be found at https://www2.ed.gov/programs/schlemergmgt-sea/2014awards.html.
Requirements: We are establishing these program requirements and
application requirements for the FY 2018 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).
Program Requirements: Applicants that receive grants under this
program must:
(1) Provide an established point of contact (e.g., person or
office) for school emergency management issues and submit that
information to the Department no later than the project start date;
(2) Provide training and technical assistance to LEAs on best
practices for developing and implementing school EOPs including, but
not limited to, the process described in the ``Guide for Developing
High-Quality School Emergency Operations Plans''; \3\
---------------------------------------------------------------------------
\3\ Available at: https://rems.ed.gov/docs/REMS_K-12_Guide_508.pdf. Plans must comply with the Americans with
Disabilities Act (ADA), among other prohibitions on disability
discrimination, across the spectrum of emergency management
services, programs, and activities, including preparation, testing,
notification and alerts, evacuation, transportation, sheltering,
emergency medical care and services, transitioning back, recovery,
and repairing and rebuilding. Plans should include students, staff,
and parents with disabilities. Among other things, school emergency
plans must address the provision of appropriate auxiliary aids and
services to ensure effective communication with individuals with
disabilities (e.g., interpreters, captioning, and accessible
information technology); ensure individuals with disabilities are
not separated from service animals and assistive devices, and can
receive disability-related assistance throughout emergencies (e.g.,
assistance with activities of daily living and administration of
medications); and comply with the law's architectural and other
requirements. Information and technical assistance about the ADA is
available at www.ada.gov.
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[[Page 37799]]
(3) Provide training and technical assistance to LEAs on developing
or enhancing memoranda of understanding with community partners (e.g.,
local government, law enforcement, public safety or emergency
management, public health, and mental health agencies); and
(4) Provide training and technical assistance to LEAs on the
implementation of the National Incident Management System (NIMS).
Information about current NIMS requirements for States may be accessed
at: www.fema.gov/national-incident-management-system.
Application Requirements: Each application must contain a plan that
includes the following:
(1) Information on:
(a) Training, technical assistance, and resources the applicant
currently provides to LEAs on emergency management;
(b) The current number of LEAs served;
(c) The proposed number of LEAs, including rural LEAs that might
not otherwise have full access to school emergency management training
and resources, that would receive training and technical assistance to
improve their school EOPs under the applicant's proposal.
(d) A description of how the SEA will evaluate the quality of
training and technical assistance events administered to their LEAs,
which should incorporate feedback from LEAs and other stakeholders
(e.g. parents, students, teachers, first-responders, etc.)
(2) A long-term strategy for improving the applicant's:
(a) Capacity to provide training and technical assistance to LEAs,
including rural LEAs that might not otherwise have full access to
school emergency management training and resources; and capacity to
address the unique needs of students, staff, and visitors with
disabilities and other access and functional needs, including
individuals with limited English proficiency;
(b) Existing training and technical assistance activities for their
LEAs;
(c) Catalog of emergency management resources; and
(d) Alignment of emergency management training, technical
assistance, and resources with emergency management planning at the
Federal, State, and local levels.
(3) A description of a process for the coordination and
sustainability of support that will be provided to LEAs so that they
can continue to improve their schools' EOPs beyond the period of
Federal financial assistance.
Definitions: We are establishing the definitions for ``high-quality
school emergency operations plan (EOP),'' ``rural LEA,'' ``technical
assistance,'' and ``training'' in this notice for the FY 2018 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 remaining
definitions are from 20 U.S.C. 7801(30), 7801(36), 7801(48), and
7801(49).
These definitions are:
High-Quality School Emergency Operations Plan (EOP) means a
comprehensive emergency operations plan that encompasses the five
mission areas--(1) prevention, (2) protection, (3) mitigation, (4)
response, and (5) recovery--and that is (a) adequate, (b) feasible, (c)
acceptable, (d) complete, and (e) compliant.\4\
---------------------------------------------------------------------------
\4\ Derived from: (1) Presidential Policy Directive 8, available
at www.dhs.gov/presidential-policy-directive-8-national-preparedness; and (2) ``Guide for Developing High-Quality Emergency
Operations Plans,'' available at https://rems.ed.gov/docs/REMS_K-12_Guide_508.pdf.
---------------------------------------------------------------------------
For the purpose of this definition, the following terms are as
defined below:
(1) Prevention means the capabilities necessary to avoid, deter, or
stop an imminent crime or threatened or actual mass casualty incident.
Prevention is also the action schools take to prevent a threatened or
actual incident from occurring; and includes those capabilities
necessary to avoid, prevent, or stop a threatened or actual act of
terrorism, and it includes preventing imminent threats.
(2) Protection means the capabilities to secure schools against
acts of violence and manmade or natural disasters. Protection focuses
on ongoing actions that protect students, teachers, staff, visitors,
networks, and property from a threat or hazard.
(3) Mitigation means the capabilities necessary to eliminate or
reduce the loss of life and property damage by lessening the impact of
an event or emergency. It also means reducing the likelihood that
threats and hazards will happen.
(4) Response means the capabilities necessary to stabilize an
emergency once it has already happened or is certain to happen in an
unpreventable way; establish a safe and secure environment; save lives
and property; and facilitate the transition to recovery.
(5) Recovery means the capabilities necessary to assist schools
affected by an event or emergency in restoring the learning
environment.
(a) Adequate means the plan identifies and addresses critical
courses of action effectively; the plan can accomplish the assigned
function; and the assumptions are valid and reasonable.
(b) Feasible means the school can accomplish the assigned function
and critical tasks by using available resources within the time
contemplated by the plan, and that the plan explains where or how the
district and school will obtain the resources to support the execution
of a course of action or to meet a requirement established in the plan.
(c) Acceptable means the plan meets the requirements driven by a
threat or hazard, meets cost and time limitations, and is consistent
with the law.
(d) Complete means the plan:
(i) Incorporates all courses of action to be accomplished for all
selected threats and hazards and identified functions;
(ii) Integrates the needs of the whole school community;
(iii) Provides a complete picture of what should happen, when, and
at whose direction;
(iv) Estimates time for achieving objectives, with safety remaining
as the utmost priority;
(v) Identifies success criteria and a desired end state; and
(vi) Conforms with the planning principles outlined in the ``Guide
for Developing High-Quality School Emergency Operations Plans.''
(e) Compliant means the plan complies with applicable State and
local requirements because these provide a baseline that facilitates
both planning and execution.
LEA means a local educational agency as defined by section 8101(30)
of the Elementary and Secondary Education Act of 1965, as amended
(ESEA) (20 U.S.C. 7801(30)).
Outlying areas means the United States Virgin Islands, Guam,
American Samoa, the Commonwealth of the Northern Mariana Islands, the
Federated States of Micronesia, and the Republic of the Marshall
Islands. (ESEA section 8101(36), 20 U.S.C. 7801(36)).
Rural LEA means an LEA with one of the following district locale
codes as assigned by the National Center for Education Statistics'
Common Core of Data: Code 33 (Remote Town); Code 41 (Fringe Rural);
Code 42 (Distant Rural);
[[Page 37800]]
and Code 43 (Remote Rural). LEA locale codes may be obtained by
searching the Common Core of Data database at: https://nces.ed.gov/ccd/districtsearch/.
SEA means a State educational agency as defined by section 8101(49)
of the ESEA (20 U.S.C. 7801(49)).
State means any of the 50 States, the District of Columbia, and the
Commonwealth of Puerto Rico, and each of the outlying areas as defined
in this notice. (ESEA section 8101(48), 20 U.S.C. 7801(48)).
Technical assistance means consultations, information, referrals,
logistical support, and other assistance on specific issues, topics, or
problems as requested by the LEAs and other stakeholders. The grantee
disseminates materials collected, developed, adapted, and adopted for
this assistance. Technical assistance may proceed, follow, or be
combined with training activities.
Training means instruction directed toward imparting knowledge,
skills, and attitudes supportive of change by engaging, informing,
equipping, and motivating trainees toward the development and
implementation of action plans responsive to the specific need or
circumstances of the trainees. Training may consist of various formats
(e.g., workshops, seminars, or computer-assisted tutorials).
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (5 U.S.C. 553) the Department generally offers interested parties
the opportunity to comment on proposed priorities, requirements, and
definitions. Section 437(d)(1) of GEPA (20 U.S.C. 1232(d)(1)), however,
allows the Secretary to exempt from rulemaking requirements,
regulations governing the first grant competition under a new or
substantially revised program authority. This is the first grant
competition for this program under title IV, part F, subpart 3 of the
ESEA (20 U.S.C. 7281), and therefore qualifies for this exemption. In
order to ensure timely grant awards, the Secretary has decided to forgo
public comment on the priorities, requirements, and definitions in this
notice under section 437(d)(1) of GEPA. These priorities, requirements,
and definitions will apply to the FY 2018 grant competition and any
subsequent year in which we make awards from the list of unfunded
applications from this competition.
Program Authority: Title IV, part F, subpart 3 of the ESEA (20
U.S.C. 7281).
Applicable Regulations: (a) The Education Department General
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86,
97, 98, and 99. (b) The Office of Management and Budget (OMB)
Guidelines to Agencies on Governmentwide Debarment and Suspension
(Nonprocurement) in 2 CFR part 180, as adopted and amended as
regulations of the Department in 2 CFR part 3485. (c) The Uniform
Administrative Requirements, Cost Principles, and Audit Requirements
for Federal Awards in 2 CFR part 200, as adopted and amended as
regulations of the Department in 2 CFR part 3474. (d) The regulations
in 34 CFR part 299.
II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds: $8,000,000.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in subsequent years from
the list of unfunded applications from this competition.
Estimated Range of Awards: $250,000 to $750,000 per year for up to
5 years.
Estimated Average Size of Awards: $500,000.
Maximum Award: We will not make an award exceeding $750,000 for a
single budget period of 12 months.
Estimated Number of Awards: 16.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: SEAs.
Note: Consistent with the definitions in this notice, eligible
applicants include SEAs in the 50 States, the District of Columbia, the
Commonwealth of Puerto Rico, the United States Virgin Islands, Guam,
American Samoa, the Commonwealth of the Northern Mariana Islands, the
Federated States of Micronesia, and the Republic of the Marshall
Islands. Eligible applicants may collaborate informally or contract
with other agencies to provide services to LEAs, including agencies
such as:
A State school safety center;
The State emergency management agency; and
The State homeland security department.
2. Cost Sharing or Matching: This program does not require cost
sharing or matching.
3. Subgrantees: A grantee under this competition may not award
subgrants to entities to directly carry out project activities
described in its application.
4. Administrative Direction and Control: Administrative direction
and control over grant funds must remain with the grantee.
5. Limitation on Applications: The Department will accept only one
application per SEA.
IV. Application and Submission Information
1. Application Submission Instructions: For information on how to
submit an application please refer to our Common Instructions for
Applicants to Department of Education Discretionary Grant Programs,
published in the Federal Register on February 12, 2018 (83 FR 6003) and
available at www.gpo.gov/fdsys/pkg/FR-2018-02-12/pdf/2018-02558.pdf.
2. Intergovernmental Review: This program is subject to Executive
Order 12372 and the regulations in 34 CFR part 79. However, under 34
CFR 79.8(a), we waive intergovernmental review in order to make awards
by the end of FY 2018.
V. Application Review Information
1. Selection Criteria: The selection criteria for this program are
from 34 CFR 75.210. The maximum score for all selection criteria is 100
points. The points or weights assigned to each criterion are indicated
in parentheses. Non-Federal peer reviewers will review each application
and will evaluate and score each program narrative against the
following selection criteria:
(a) Significance. (20 points)
The Secretary considers the significance of the proposed project.
In determining the significance of the proposed project, the Secretary
considers the following factors:
(i) The likelihood that the proposed project will result in system
change or improvement. (10 points)
(ii) The extent to which the proposed project is likely to build
local capacity to provide, improve, or expand services that address the
needs of the target population. (10 points)
(b) Quality of the Project Design. (30 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:
(i) The extent to which the design of the proposed project is
appropriate to, and will successfully address, the needs of the target
population or other identified needs. (15 points)
(ii) The extent to which the design of the proposed project
reflects up-to-date knowledge from research and effective practice. (15
points)
(c) Quality of Project Services. (30 points)
The Secretary considers the quality of the services to be provided
by the proposed project.
[[Page 37801]]
(i) In determining the quality of the services to be provided by
the proposed project, the Secretary considers the quality and
sufficiency of strategies for ensuring equal access and treatment for
eligible project participants who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability. (5 points)
In addition, the Secretary considers the following factors:
(ii) The extent to which the services to be provided by the
proposed project are appropriate to the needs of the intended
recipients or beneficiaries of those services. (10 points)
(iii) The extent to which the training or professional development
services to be provided by the proposed project are of sufficient
quality, intensity, and duration to lead to improvements in practice
among the recipients of those services. (10 points)
(iv) 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. (5 points)
(d) Adequacy of Resources. (20 points)
The Secretary considers adequacy of resources for the proposed
project. In determining the adequacy of resources for the proposed
project, the Secretary considers the potential for continued support
for the project after Federal funding ends, including as appropriate,
the demonstrated commitment of appropriate entities to such support.
(20 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
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
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. Risk Assessment and Specific 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 specific 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 the System for Award Management. You may
review and comment on any information about yourself that a Federal
agency previously entered and that is currently in FAPIIS.
Please note that, if the total value of your currently active
grants, cooperative agreements, and procurement contracts from the
Federal Government exceeds $10,000,000, the reporting requirements in 2
CFR part 200, Appendix XII, require you to report certain integrity
information to FAPIIS semiannually. Please review the requirements in 2
CFR part 200, Appendix XII, if this grant plus all the other Federal
funds you receive exceed $10,000,000.
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN); or we may send you an email containing a link to
access an electronic version of your GAN. We may notify you informally,
also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Open Licensing Requirements: Unless an exception applies, if you
are awarded a grant under this competition, you will be required to
openly license to the public grant deliverables created in whole, or in
part, with Department grant funds. When the deliverable consists of
modifications to pre-existing works, the license extends only to those
modifications that can be separately identified and only to the extent
that open licensing is permitted under the terms of any licenses or
other legal restrictions on the use of pre-existing works.
Additionally, a grantee or subgrantee that is awarded competitive grant
funds must have a plan to disseminate these public grant deliverables.
This dissemination plan can be developed and submitted after your
application has been reviewed and selected for funding. For additional
information on the open licensing requirements please refer to 2 CFR
3474.20.
4. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multiyear award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
5. Performance Measures: The Department has established the
following Government Performance and Results Act of 1993 (GPRA)
performance measures for the GSEM program:
(a) The number of training events provided by the GSEM program to
assist LEAs in the development and implementation of high-quality
school EOPs.
(b) The extent to which the GSEM program expands the capacity of
the SEAs to provide training and technical assistance to LEAs for the
development
[[Page 37802]]
and implementation of high-quality school EOPs.
6. Continuation Awards: In making a continuation award under 34 CFR
75.253, the Secretary considers, among other things: whether a grantee
has made substantial progress in achieving the goals and objectives of
the project; whether the grantee has expended funds in a manner that is
consistent with its approved application and budget; and, if the
Secretary has established performance measurement requirements, the
performance targets in the grantee's approved application.
In making a continuation award, the Secretary also considers
whether the grantee is operating in compliance with the assurances in
its approved application, including those applicable to Federal civil
rights laws that prohibit discrimination in programs or activities
receiving Federal financial assistance from the Department (34 CFR
100.4, 104.5, 106.4, 108.8, and 110.23).
VII. Other Information
Accessible Format: 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.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. You may
access the official edition of the Federal Register and the Code of
Federal Regulations 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 Adobe Portable Document Format (PDF). To use PDF you must have Adobe
Acrobat Reader, which is available free at this 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: July 27, 2018.
Frank Brogan,
Assistant Secretary of Elementary and Secondary Education.
[FR Doc. 2018-16540 Filed 8-1-18; 8:45 am]
BILLING CODE 4000-01-P
