Applications for New Awards; Statewide Family Engagement Centers, 71880-71887 [2021-27489]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 86, Number 241 (Monday, December 20, 2021)]
[Notices]
[Pages 71880-71887]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2021-27489]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Statewide Family Engagement Centers

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 fiscal year (FY) 2022 for the Statewide 
Family Engagement Centers (SFEC) program, Assistance Listing Number 
(ALN) 84.310A. This notice relates to the approved information 
collection under the Office of Management and Budget (OMB) control 
number 1894-0006.

DATES: 
    Applications Available: December 20, 2021.
    Deadline for Transmittal of Applications: February 18, 2022.
    Deadline for Intergovernmental Review: April 19, 2022.
    Pre-Application Webinar Information: For information about the pre-
application webinar, visit the SFEC website at: https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/school-choice-improvement-programs/statewide-family-engagement-centers-program/.

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 13, 2019 (84 FR 3768) and available at 
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf.

FOR FURTHER INFORMATION CONTACT: Beth Yeh, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 3E335, Washington, DC 20202-
5970. Telephone: (202) 205-5798. 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 SFEC program is authorized under title IV, 
part E of the Elementary and Secondary Education Act of 1965, as 
amended (ESEA). The purpose of the SFEC program is to provide financial 
support to organizations that provide technical assistance and training 
to State educational agencies (SEAs) (as defined in the notice) and 
local educational agencies (LEAs) (as defined in the notice) in the 
implementation and enhancement of systemic and effective family 
engagement policies, programs, and activities that lead to improvements 
in student development and academic achievement. The Secretary is 
authorized to award grants to statewide organizations (or consortia of 
such organizations) to establish SFECs that (1) carry out parent 
education and family engagement in education programs, and (2) provide 
comprehensive training and technical assistance to SEAs, LEAs, schools 
identified by SEAs and LEAs, organizations that support family-school 
partnerships, and other such programs.
    Background: Deep and meaningful family engagement is critical to 
the success of all schools and all students. The SFEC program seeks to 
promote high-impact cradle-to-career family, school, and community 
engagement by funding centers that build the capacity of all 
stakeholders--including families, SEAs, LEAs, school-level staff and 
personnel, and community-based organizations--to engage in effective 
partnerships that support equity, student opportunities and 
achievement, and students' and families' social and emotional needs.
    Family, school, and community engagement must be viewed as a shared 
responsibility among all parties, in order to be effective. The 
engagement should be continuous from birth to young adulthood and 
should take place wherever children learn--at home, in school, and in 
their community.
    The Department's Dual Capacity-Building Framework for Family-School 
Partnerships \1\ identifies several key conditions essential to the 
design of high-quality activities and initiatives for building the 
capacity of families, SEAs, LEAs, and school staff to partner in ways 
that support school improvement and student opportunities and 
achievement. These conditions highlight the fact that high-quality 
activities are purposefully designed and linked to school and LEA 
achievement goals (e.g., school readiness, student achievement, and 
school improvement).
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    \1\ See: www2.ed.gov/documents/family-community/frameworks-resources.pdf.
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    The Dual Capacity-Building Framework promotes the integration of 
initiatives into the support structures and processes at the SEA and 
LEA levels, including training, professional development, teaching and 
learning, resource development and community collaboration. The 
framework also recommends that these initiatives operate with adequate 
resources, including public-private partnerships, to ensure meaningful 
and effective strategies that have the power to impact student learning 
and achievement.
    Building on years of research and lessons learned from programs 
such as the Parent Training and Information Centers,\2\ the high-impact 
family engagement envisioned in SFEC requires a focus on State and 
local policy, as well as initiatives designed to promote parental 
involvement (as defined in this notice) and other direct support for 
parents, families, and the organizations that serve them.
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    \2\ The Parent Training and Information Centers program is one 
of the primary vehicles under the Individuals with Disabilities 
Education Act (IDEA) for providing information and training to 
parents of children with disabilities.
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    In this year's SFEC competition, the Department also seeks to 
continue to build an evidence base for the program by providing 
incentives to applicants that propose: (1) Projects (as defined in the 
notice) that are supported by evidence (Competitive Preference Priority 
1); and (2) robust evaluations. Such projects would, if well 
implemented, yield promising evidence (as defined in this notice). To 
this end, we include a competitive preference priority encouraging 
projects that are based on evidence and a selection criterion factor 
that encourages applicants to further explain the conceptual framework, 
which can be outlined in a logic model.
    In addition, through Competitive Preference Priorities 2-4, we seek 
applications that propose to address the impacts from the COVID-19 
pandemic (Competitive Preference Priority 2), promote equity 
(Competitive Preference Priority 3), and support coordination 
(Competitive Preference Priority 4). These priorities are important for 
this SFEC program competition for a variety of reasons. The COVID-19 
pandemic has required LEAs and schools to work closely with families as 
schools moved in and out of remote learning, implemented return to 
school plans, and have supported students' social, emotional, mental 
health, and academic needs after significant disruption and

[[Page 71881]]

lost instructional time. Our hope is that this family school 
coordination can continue to be improved as schools focus on recovery 
efforts and meeting the needs of students and families.
    Equity has always been at the heart of the SFEC program. The 
statute requires that 65 percent of funds serve LEAs, schools, and 
community-based organizations that serve high concentrations of 
disadvantaged students. Therefore, we include a Competitive Preference 
Priority 3 focused on equity. The competitive preference priority also 
dovetails with the goals of the SFEC program to coordinate family 
engagement within states through SEAs, LEAs, schools, and community 
organizations.
    Although Competitive Preference Priorities 2-4 are focused on the 
LEA and school levels, SFECs can play a vital role in promoting these 
priorities in a variety of ways. SFECs can partner with organizations 
that emphasize these priorities in their staff and vision. SFECs can 
also highlight resources addressing these priorities on their websites, 
provide specific technical assistance around these priories through 
trainings or webinars, or address this work at Advisory committee 
meetings either through subcommittees or adding attendees to the 
committees such as additional community groups. These priorities could 
also be addressed through the evidence-based interventions in LEAs 
conducted by the SFEC.
    Applicants may address the equity priority through strategies to 
increase racial and socioeconomic diversity through robust family and 
community involvement that includes increasing the racial and 
socioeconomic diversity of families recruited for interventions, 
trainings, webinars, and advisory committee attendance with these 
specific priorities in mind. Attendance in statewide and LEA-wide 
committees that include other LEAs, regional groups, housing, and 
transportation groups could also address this priority. Additionally, 
working with any existing diversity plans at in LEA intervention sites 
would be a way to address this priority.
    Priorities: This notice contains four competitive preference 
priorities. Competitive Preference Priority 1 is from section 4503(c) 
of the ESEA. Competitive Preference Priorities 2, 3, and 4 are from the 
Secretary's Final Supplemental Priorities and Definitions for 
Discretionary Grant Programs (Supplemental Priorities), published in 
the Federal Register on December 10, 2021 (86 FR 70612).
    Competitive Preference Priorities: For FY 2022 and any subsequent 
year in which we make awards from the list of unfunded applications 
from this competition, these priorities are competitive preference 
priorities. Under 34 CFR 75.105(c)(2)(i), we award up to an additional 
three points each to an application depending on how well the 
application meets Competitive Preference Priority 1, Competitive 
Preference Priority 2, Competitive Preference Priority 3, and/or 
Competitive Preference Priority 4 for a maximum of twelve additional 
points under these priorities. The total possible points for each 
competitive preference priority are noted in parentheses.
    These priorities are:

Competitive Preference Priority 1--Evidence-Based Activities (up to 3 
Points)

    The Secretary gives priority to statewide family engagement centers 
that will use grant funds for evidence-based activities (as defined in 
this notice).

Competitive Preference Priority 2-- Addressing the Impact of COVID-19 
on Students, Educators, and Faculty (up to 3 Points)

    Projects that are designed to address the impacts of the COVID-19 
pandemic, including impacts that extend beyond the duration of the 
pandemic itself, on the students most impacted by the pandemic, with a 
focus on underserved students (as defined in this notice) and the 
educators who serve them, through one or more of the following priority 
areas:
    (a) Conducting community asset-mapping and needs assessments that 
may include an assessment of the extent to which students, including 
subgroups of students, have become disengaged from learning, including 
students not participating in in-person or remote instruction, and 
specific strategies for reengaging and supporting students and their 
families.
    (b) Providing resources and supports to meet the basic, 
fundamental, health and safety needs of students and educators.
    (c) Addressing students' social, emotional, mental health, and 
academic needs through approaches that are inclusive with regard to 
race, ethnicity, culture, language, and disability status.

Competitive Preference Priority 3--Promoting Equity in Student Access 
to Educational Resources, and Opportunities (up to 3 Points)

    Under this priority, an applicant must demonstrate that it proposes 
a project designed to promote educational equity and adequacy in 
resources and opportunity for underserved students--
    (a) In one or more of the following educational settings:
    (1) Early learning (as defined in the notice) programs.
    (2) Elementary school.
    (3) Middle school.
    (4) High school.
    (5) Career and technical education programs.
    (6) Out-of-school-time settings.
    (7) Alternative schools and programs.
    (8) Juvenile justice system or correctional facilities.
    (9) Adult learning.
    (b) That examines the sources of inequity and inadequacy and 
implement responses, that may include one or more of the following:
    (1) Establishing, expanding, or improving the engagement of 
underserved community members (including underserved students and 
families) in informing and making decisions that influence policy and 
practice at the school, district, or State level by elevating their 
voices, through their participation and their perspectives and 
providing them with access to opportunities for leadership (e.g., 
establishing student government programs and parent and caregiver 
leadership initiatives)).
    (2) Increasing student racial or socioeconomic diversity, through 
one or more of the following:
    (i) Ongoing, robust family and community involvement.
    (ii) Intra- or inter-district or regional coordination.
    (iii) Cross-agency collaboration, such as with housing or 
transportation authorities.
    (iv) Alignment with an existing public diversity plan that is 
evidence-based and designed to effectively promote diversity.

Competitive Preference Priority 4--Strengthening Cross-Agency 
Coordination and Community Engagement To Advance Systemic Change (up to 
3 Points)

    Projects that are designed to take a systemic evidence-based 
approach to improving outcomes for underserved students in the 
following priority area:
    (a) Establishing cross-agency partnerships, or community-based 
partnerships with local nonprofit organizations, businesses, 
philanthropic organizations, or others, to meet family well-being 
needs.
    Application Requirements: The following requirements are from 
section 4503 of the ESEA. For FY 2022 and any subsequent year in which 
we make

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awards from the list of unfunded applications from this competition, 
the following application requirements apply. In order to receive 
funding, an applicant must include the following in its application:
    (a) A description of the applicant's approach to family engagement 
in education.
    (b) A description of how the SEA and any partner organization will 
support the SFEC that will be operated by the applicant including a 
description of the SEA and any partner organization's commitment of 
such support.
    (c) A description of the applicant's plan for building a statewide 
infrastructure for family engagement in education, that includes--
    (1) management and governance;
    (2) statewide leadership; or
    (3) systemic services for family engagement in education.
    (d) A description of the applicant's demonstrated experience in 
providing training, information, and support, to SEAs, LEAs, schools, 
educators, parents, and organizations on family engagement in education 
policies and practices that are effective for parents (including low-
income parents) and families, parents of English learners (as defined 
in this notice), minorities, students with disabilities, homeless 
children and youth, children and youth in foster care, and migrant 
students, including evaluation results, reporting, or other data 
exhibiting such demonstrated experience.
    (e) A description of the steps the applicant will take to target 
services to low-income students and parents.
    (f) An assurance that the applicant will--
    (1) Establish a special advisory committee, the membership of which 
includes--
    (i) Parents, who shall constitute a majority of the members of the 
special advisory committee;
    (ii) Representatives of education professionals with expertise in 
improving services for disadvantaged children;
    (iii) Representatives of local elementary schools and secondary 
schools, including students;
    (iv) Representatives of the business community; and
    (v) Representatives of SEAs and LEAs;
    (2) Use not less than 65 percent of the funds received under Part E 
of the ESEA, Family Engagement in Education Programs in each fiscal 
year to serve LEAs, schools, and community-based organizations that 
serve high concentrations of disadvantaged students, including students 
who are English learners, minorities, students with disabilities, 
homeless children and youth, children and youth in foster care, and 
migrant students;
    (3) Operate a SFEC of sufficient size, scope, and quality to ensure 
that the center is adequate to serve the SEA, LEAs, and community-based 
organizations;
    (4) Ensure that the SFEC will retain staff with the requisite 
training and experience to serve parents in the State;
    (5) Serve urban, suburban, and rural LEAs and schools;
    (6) Work with--
    (i) Other SFECs assisted under Part E of the ESEA, Family 
Engagement in Education Programs; and
    (ii) Parent training and information centers and community parent 
resource centers assisted under sections 671 and 672 of the Individuals 
with Disabilities Education Act (20 U.S.C. 1471; 1472); and
    (7) Use not less than 30 percent of the funds received under this 
competition for each fiscal year to establish or expand technical 
assistance for evidence-based parent education programs;
    (8) Provide assistance to SEAs, LEAs, and community-based 
organizations that support family members in supporting student 
achievement;
    (9) Work with SEAs, LEAs, schools, educators, and parents to 
determine parental needs and the best means for delivery of services to 
address such needs;
    (10) Conduct sufficient outreach to assist parents, including 
parents who the applicant may have a difficult time engaging with a 
school or LEA; and
    (11) Conduct outreach to low-income students and parents, including 
low-income students and parents who are not proficient in English.
    (g) An assurance that the applicant will conduct training programs 
in the community to improve adult literacy, including financial 
literacy.
    Program Requirements: Program requirement (a) is from section 4504 
of the ESEA.
    (a) Uses of funds.
    Each grantee shall use the grant funds, based on the needs 
determined under Application Requirement (e)(9), to provide training 
and technical assistance to SEAs, LEAs, and organizations that support 
family-school partnerships; and activities, services, and training for 
LEAs, school leaders, educators, and parents--
    (1) To assist parents in participating effectively in their 
children's education and to help their children meet challenging State 
academic standards, such as by assisting parents--
    (i) To engage in activities that will improve student academic 
achievement, including understanding how parents can support learning 
in the classroom with activities at home and in afterschool and 
extracurricular programs;
    (ii) To communicate effectively with their children, teachers, 
school leaders, counselors, administrators, and other school personnel;
    (iii) To become active participants in the development, 
implementation, and review of school-parent compacts, family engagement 
in education policies, and school planning and improvement;
    (iv) To participate in the design and provision of assistance to 
students who are not making academic progress;
    (v) To participate in State and local decision making;
    (vi) To train other parents; and
    (vii) In learning and using technology applied in their children's 
education;
    (2) To develop and implement, in partnership with the SEA, 
statewide family engagement in education policy and systemic 
initiatives that will provide for a continuum of services to remove 
barriers for family engagement in education and support school reform 
efforts; and
    (3) To develop and implement parental involvement policies under 
the ESEA.
    Definitions: For FY 2022 and any subsequent year in which we make 
awards from the list of unfunded applications from this competition, 
the following definitions apply. The definitions of ``Local educational 
agency,'' ``Parental involvement,'' ``State educational agency'' and 
``Evidence-based'' are from section 8101of the ESEA. The definitions of 
``Experimental study,'' ``Performance measure,'' ``Performance 
target,'' ``Project,'' ``Project component,'' ``Promising evidence,'' 
``Quasi-experimental design study,'' ``Relevant outcome,'' and ``What 
Works Clearinghouse Handbook'' are from 34 CFR 77.1. The definitions of 
``Children or students with disabilities,'' Disconnected youth,'' 
``Early learning,'' ``English learner,'' ``Military- or veteran-
connected students'' and ``Underserved students'' are from the 
Supplemental Priorities.
    Children or students with disabilities means children with 
disabilities as defined in section 602(3) of the Individuals with 
Disabilities Education Act (IDEA) (20 U.S.C. 1401(3)) and 34 CFR 300.8, 
or students with disabilities, as defined in the Rehabilitation Act of 
1973 (29 U.S.C. 705(37), 705(202) (B)).
    Early learning means any (a) State-licensed or State-regulated 
program or provider, regardless of setting or funding source, that 
provides early care

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and education for children from birth to kindergarten entry, including, 
but not limited to, any program operated by a child care center or in a 
family child care home; (b) program funded by the Federal Government or 
State or local educational agencies (including any IDEA-funded 
program); (c) Early Head Start and Head Start program; (d) non-relative 
child care provider who is not otherwise regulated by the State and who 
regularly cares for two or more unrelated children for a fee in a 
provider setting; and (e) other program that may deliver early learning 
and development services in a child's home, such as the Maternal, 
Infant, and Early Childhood Home Visiting Program; Early Head Start; 
and Part C of IDEA.
    English learner means an individual who is an English learner as 
defined in section 8101(20) of the Elementary and Secondary Education 
Act of 1965, as amended, or an individual who is an English language 
learner as defined in section 203(7) of the Workforce Innovation and 
Opportunity Act.
    Evidence-based, for purposes of this notice, means an activity, 
strategy, or intervention that demonstrates a statistically significant 
effect on improving student outcomes or other relevant outcomes (as 
defined by the notice) based on promising evidence.
    Experimental study means a study that is designed to compare 
outcomes between two groups of individuals (such as students) that are 
otherwise equivalent except for their assignment to either a treatment 
group receiving a project component (as defined in the notice) or a 
control group that does not. Randomized controlled trials, regression 
discontinuity design studies, and single-case design studies are the 
specific types of experimental studies that, depending on their design 
and implementation (e.g., sample attrition in randomized controlled 
trials and regression discontinuity design studies), can meet What 
Works Clearinghouse (WWC) (as defined in the notice) standards without 
reservations as described in the WWC Handbooks:
    (i) A randomized controlled trial employs random assignment of, for 
example, students, teachers, classrooms, or schools to receive the 
project component being evaluated (the treatment group) or not to 
receive the project component (the control group).
    (ii) A regression discontinuity design study assigns the project 
component being evaluated using a measured variable (e.g., assigning 
students reading below a cutoff score to tutoring or developmental 
education classes) and controls for that variable in the analysis of 
outcomes.
    (iii) A single-case design study uses observations of a single case 
(e.g., a student eligible for a behavioral intervention) over time in 
the absence and presence of a controlled treatment manipulation to 
determine whether the outcome is systematically related to the 
treatment.
    Local educational agency (LEA) means: (a) In General. A public 
board of education or the public authority legally constituted within a 
State for either administrative control or direction of, or to perform 
a service function for, public elementary schools or secondary schools 
in a city, county, township, school district, or other political 
subdivision of a State, or of or for a combination of school districts 
or counties that is recognized in a State as an administrative agency 
for its public elementary schools or secondary schools.
    (b) Administrative Control and Direction. The term includes any 
other public institution or agency having administrative control and 
direction of a public elementary school or secondary school.
    (c) Bureau of Indian Education Schools. The term includes an 
elementary school or secondary school funded by the Bureau of Indian 
Education but only to the extent that including the school makes the 
school eligible for programs for which specific eligibility is not 
provided to the school in another provision of law and the school does 
not have a student population that is smaller than the student 
population of the LEA receiving assistance under the ESEA with the 
smallest student population, except that the school shall not be 
subject to the jurisdiction of any SEA other than the Bureau of Indian 
Education.
    (d) Educational Service Agencies. The term includes educational 
service agencies and consortia of those agencies.
    (e) State educational agency. The term includes the SEA in a State 
in which the SEA is the sole educational agency for all public schools.
    Military- or veteran-connected student means one or more of the 
following: (a) A child participating in an early learning program, a 
student enrolled in preschool through grade 12, or a student enrolled 
in career and technical education or postsecondary education who has a 
parent or guardian who is a member of the uniformed services (as 
defined by 37 U.S.C. 101), in the Army, Navy, Air Force, Marine Corps, 
Coast Guard, Space Force, National Guard, Reserves, National Oceanic 
and Atmospheric Administration, or Public Health Service or is a 
veteran of the uniformed services with an honorable discharge (as 
defined by 38 U.S.C. 3311).
    (b) A student who is a member of the uniformed services, a veteran 
of the uniformed services, or the spouse of a service member or 
veteran.
    (c) A child participating in an early learning program, a student 
enrolled in preschool through grade 12, or a student enrolled in career 
and technical education or postsecondary education who has a parent or 
guardian who is a veteran of the uniformed services (as defined by 37 
U.S.C. 101).
    Parental involvement means the participation of parents in regular, 
two-way, and meaningful communication involving student academic 
learning and other school activities, including ensuring--
    (A) That parents play an integral role in assisting their child's 
learning;
    (B) That parents are encouraged to be actively involved in their 
child's education at school;
    (C) That parents are full partners in their child's education and 
are included, as appropriate, in decision making and on advisory 
committees to assist in the education of their child; and
    (D) The carrying out of other activities, such as those described 
in section 1116 of the ESEA.
    Performance measure means any quantitative indicator, statistic, or 
metric used to gauge program or project performance.
    Performance target means a level of performance that an applicant 
would seek to meet during the course of a project or as a result of a 
project.
    Project means the activity described in the application.
    Project component means an activity, strategy, intervention, 
process, product, practice, or policy included in a project. Evidence 
may pertain to an individual project component or to a combination of 
project components (e.g., training teachers on instructional practices 
for English learners and follow-on coaching for these teachers).
    Promising evidence means that there is evidence of the 
effectiveness of a key project component in improving a relevant 
outcome, based on a relevant finding from one of the following:
    (a) A practice guide prepared by WWC reporting a ``strong evidence 
base'' or ``moderate evidence base'' for the corresponding practice 
guide recommendation;
    (b) An intervention report prepared by the WWC reporting a 
``positive effect'' or ``potentially positive effect'' on a relevant 
outcome with no reporting of a ``negative effect'' or ``potentially

[[Page 71884]]

negative effect'' on a relevant outcome; or
    (c) A single study assessed by the Department, as appropriate, 
that--
    (i) Is an experimental study (as defined in the notice), a quasi-
experimental design study (as defined in the notice), or a well-
designed and well-implemented correlational study with statistical 
controls for selection bias (e.g., a study using regression methods to 
account for differences between a treatment group and a comparison 
group); and
    (ii) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome.
    Quasi-experimental design study means a study using a design that 
attempts to approximate an experimental study by identifying a 
comparison group that is similar to the treatment group in important 
respects. This type of study, depending on design and implementation 
(e.g., establishment of baseline equivalence of the groups being 
compared), can meet WWC standards with reservations, but cannot meet 
WWC standards without reservations, as described in the WWC Handbooks.
    Relevant outcome means the student outcome(s) or other outcomes(s) 
the key project component is designed to improve, consistent with the 
specific goals of the program.
    State educational agency (SEA) means the agency primarily 
responsible for the State supervision of public elementary schools and 
secondary schools.
    Underserved student means a student (which may include children in 
early learning environments, students in K-12 programs, students in 
postsecondary education or career and technical education, and adult 
learners, as appropriate) in one or more of the following subgroups:
    (a) A student who is living in poverty or is served by schools with 
high concentrations of students living in poverty.
    (b) A student of color.
    (c) A student who is a member of a federally recognized Indian 
Tribe.
    (d) An English learner.
    (e) A child or student with a disability (as defined in the 
notice).
    (f) A disconnected youth (as defined in the notice).
    (g) A technologically unconnected youth.
    (h) A migrant student.
    (i) A student experiencing homelessness or housing insecurity.
    (j) A lesbian, gay, bisexual, transgender, queer or questioning, or 
intersex (LGBTQI+) student.
    (k) A student who is in foster care.
    (l) A student without documentation of immigration status.
    (m) A pregnant, parenting, or caregiving student.
    (n) A student impacted by the justice system, including a formerly 
incarcerated student.
    (o) A student who is the first in their family to attend 
postsecondary education.
    (p) A student enrolling in or seeking to enroll in postsecondary 
education for the first time at the age of 20 or older.
    (q) A student who is working full-time while enrolled in 
postsecondary education.
    (r) A student who is enrolled in or is seeking to enroll in 
postsecondary education who is eligible for a Pell Grant.
    (s) An adult student in need of improving their basic skills or an 
adult student with limited English proficiency.
    (t) A student performing significantly below grade level.
    (u) A military- or veteran- connected student (as defined in the 
notice).
    What Works Clearinghouse Handbooks (WWC Handbooks) means the 
standards and procedures set forth in the WWC Standards Handbook, 
Versions 4.0 or 4.1, and WWC Procedures Handbook, Versions 4.0 or 4.1, 
or in the WWC Procedures and Standards Handbook, Version 3.0 or Version 
2.1 (all incorporated by reference, see Sec.  77.2). Study findings 
eligible for review under WWC standards can meet WWC standards without 
reservations, meet WWC standards with reservations, or not meet WWC 
standards. WWC practice guides and intervention reports include 
findings from systematic reviews of evidence as described in the WWC 
Handbooks documentation.
    Program Authority: Sections 4501- 4506 of the ESEA (20 U.S.C. 7241-
46).
    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 Guidelines to 
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 
2 CFR part 180, as adopted and amended as regulations of the Department 
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost 
Principles, and Audit Requirements for Federal Awards in 2 CFR part 
200, as adopted and amended as regulations of the Department in 2 CFR 
part 3474. (d) The Supplemental Priorities.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds:
    The Administration has requested $12,500,000 for the Statewide 
Family Engagement Centers program for FY 2022, of which we intend to 
use an estimated $5,000,000 for this competition. The actual level of 
funding, if any, depends on final congressional action. However, we are 
inviting applications to allow enough time to complete the grant 
process before the end of the current fiscal year, if Congress 
appropriates funds for this program.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2023 from the list of 
unfunded applications from this competition.
    Estimated Range of Awards: $500,000-$1,000,000 per project year.
    Estimated Average Size of Awards: $750,000 per project year.
    Maximum Award: We will not make an award exceeding $1,000,000 for a 
single budget period of 12 months.
    Estimated Number of Awards: 5-7.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 60 months. Continued funding of a grant under 
this competition will be contingent on the grantee's progress toward 
meeting the performance measures (as defined in the notice) and targets 
identified in the application.

III. Eligibility Information

    1. Eligible Applicants: Statewide organizations (or consortia of 
such organizations).
    2. a. Cost Sharing or Matching: ESEA section 4502(c) requires that 
each grantee contribute non-Federal resources, which may be in cash or 
in-kind, towards its project for each fiscal year after the first 
fiscal year in which the project is funded by the Department.
    b. Administrative Cost Limitation: This program does not include 
any program specific limitation on administrative expenses. All 
administrative expenses must be reasonable and necessary and conform to 
Cost Principles described in 2 CFR part 200 subpart E of the Uniform 
Guidance.
    3. Subgrantees: A grantee under this competition may not award 
subgrants to entities to directly carry out project activities 
described in its application.

IV. Application and Submission Information

    1. Application Submission Instructions: Applicants are required to

[[Page 71885]]

follow the Common Instructions for Applicants to Department of 
Education Discretionary Grant Programs, published in the Federal 
Register on February 13, 2019 (84 FR 3768) and available at 
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf, which 
contain requirements and information on how to submit an application.
    2. Submission of Proprietary Information: Given the types of 
projects that may be proposed in applications for the SFEC program, 
your application may include business information that you consider 
proprietary. In 34 CFR 5.11 we define ``business information'' and 
describe the process we use in determining whether any of that 
information is proprietary and, thus, protected from disclosure under 
Exemption 4 of the Freedom of Information Act (5 U.S.C. 552, as 
amended).
    Because we plan to make all successful applications available to 
the public, you may wish to request 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. 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.
    4. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    5. Recommended 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 40 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, 
Courier New, 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, the preliminary memorandum of 
understanding, a logic model, or the letters of support. However, the 
recommended page limit does apply to all of the application narrative.
    6. Notice of Intent to Apply: The Department will be able to review 
grant applications more efficiently if we know the approximate number 
of applicants that intend to apply. Therefore, we strongly encourage 
each potential applicant to notify us of their intent to submit an 
application. To do so, please email the program contact person listed 
under FOR FURTHER INFORMATION CONTACT with the subject line ``Intent to 
Apply,'' and include the applicant's name and a contact person's name 
and email address. Applicants that do not submit a notice of intent to 
apply may still apply for funding; applicants that do submit a notice 
of intent to apply are not bound to apply or bound by the information 
provided.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210. The maximum score for all of the selection 
criteria is 100 points. The maximum score for each criterion is 
included in parentheses following the title of the specific selection 
criterion. Each criterion also includes the factors that reviewers will 
consider in determining the extent to which an applicant meets the 
criterion. Points awarded under these selection criteria are in 
addition to any points an applicant earns under the competitive 
preference priorities in this notice.

A. Quality of the Project Design (up to 25 Points)

    The Secretary considers the quality of the design of the proposed 
project. In determining the quality of the design of the proposed 
project, the Secretary considers the following factors--
    (1) The extent to which there is a conceptual framework underlying 
the proposed research or demonstration activities and the quality of 
that framework.
    (2) The extent to which the services to be provided by the proposed 
project reflect up-to-date knowledge from research and effective 
practice.
    (3) The extent to which the proposed project is designed to build 
capacity and yield results that will extend beyond the period of 
Federal financial assistance.

B. Quality of the Management Plan (up to 20 Points)

    The Secretary considers the quality of the management plan for the 
proposed project. In determining the quality of the management plan for 
the proposed project, the Secretary considers the following factors:
    (1) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks.
    (2) The adequacy of procedures for ensuring feedback and continuous 
improvement in the operation of the proposed project.
    (3) The adequacy of mechanisms for ensuring high-quality products 
and services from the proposed project.
    (4) The extent to which the time commitments of the project 
director and principal investigator and other key project personnel are 
appropriate and adequate to meet the objectives of the proposed 
project.
    (5) How the applicant will ensure that a diversity of perspectives 
are brought to bear in the operation of the proposed project, including 
those of parents, teachers, the business community, a variety of 
disciplinary and professional fields, recipients or beneficiaries of 
services, or others, as appropriate.

C. Project Personnel (up to 15 Points)

    The Secretary considers the quality of the personnel who will carry 
out the proposed project. In determining the quality of project 
personnel, the Secretary considers the extent to which the applicant 
encourages applications for employment from persons who are members of 
groups that have traditionally been underrepresented based on race, 
color, national origin, gender, age, or disability. In addition, in 
determining the quality of the management plan and project personnel, 
the Secretary considers the following factors--
    (1) The qualifications, including relevant training and experience, 
of the project director or principal investigator.
    (2) The qualifications, including relevant training and experience, 
of key project personnel.

[[Page 71886]]

    (3) The qualifications, including relevant training and experience, 
of project consultants or subcontractors.

D. Adequacy of Resources (up to 20 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 the following factors--
    (1) The relevance and demonstrated commitment of each partner in 
the proposed project to the implementation and success of the project.
    (2) The extent to which the costs are reasonable in relation to the 
objectives, design, and potential significance of the proposed project.
    (3) The extent to which the costs are reasonable in relation to the 
number of persons to be served and the anticipated results and 
benefits.

E. Quality of the Project Evaluation (up to 20 Points)

    The Secretary considers the quality of the evaluation to be 
conducted of the proposed project. In determining the quality of the 
evaluation, the Secretary considers--
    (1) The extent to which the methods of evaluation include the use 
of objective performance measures that are clearly related to the 
intended outcomes of the project and will produce quantitative and 
qualitative data to the extent possible.
    (2) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes.
    (3) The extent to which methods of evaluation will, if well-
implemented, produce promising evidence (as defined in 34 CFR 77.1(c)) 
about the project's effectiveness.
    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 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.206, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
200.208, the Secretary may impose specific conditions and, under 2 CFR 
3474.10, 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 
$250,000), under 2 CFR 200.206(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.
    5. In General: In accordance with the Office of Management and 
Budget's guidance located at 2 CFR part 200, all applicable Federal 
laws, and relevant Executive guidance, the Department will review and 
consider applications for funding pursuant to this notice inviting 
applications in accordance with:
    (a) Selecting recipients most likely to be successful in delivering 
results based on the program objectives through an objective process of 
evaluating Federal award applications (2 CFR 200.205);
    (b) Prohibiting the purchase of certain telecommunication and video 
surveillance services or equipment in alignment with section 889 of the 
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR 
200.216);
    (c) Providing a preference, to the extent permitted by law, to 
maximize use of goods, products, and materials produced in the United 
States (2 CFR 200.322); and
    (d) Terminating agreements in whole or in part to the greatest 
extent authorized by law if an award no longer effectuates the program 
goals or agency priorities (2 CFR 200.340).

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.

[[Page 71887]]

    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: As outlined in title IV, part E, section 
4501 of the ESEA, SFEC is focused on using family engagement to improve 
student development and academic achievement. The program recognizes 
that in order to effectively and sustainably engage parents and 
families, grantees must use training and technical assistance to build 
capacity at the State and district levels to develop and implement 
policies, programs, and activities that are inclusive of families and 
lead to improvements in student development and academic achievement. 
SFECs must also provide direct support to parents, teachers, and others 
that strengthen the relationship between parents and their children's 
school, foster greater engagement, and assist them in meeting the 
educational needs of children. SFEC will coordinate its activities with 
activities conducted under section 1116 and other parts of the ESEA, as 
well as other Federal, State, and local services and programs.
    Annual performance measures: (1) The number of parents who are 
participating in SFEC activities designed to provide them with the 
information necessary to understand their annual school report cards 
and other opportunities for engagement under section 1116 and other 
related ESEA provisions; (2) the number of high-impact activities or 
services provided to build a statewide infrastructure for systemic 
family engagement that includes support for SEA- and LEA-level 
leadership and capacity-building; (3) the number of high-impact 
activities or services implemented to ensure that parents are trained 
and can effectively engage in activities that will improve student 
academic achievement, to include an understanding of how they can 
support learning in the classroom with activities at home or outside 
the school generally, as well as how they can participate in State and 
local decision-making processes; (4) the percentage of parents and 
families receiving SFEC services who report having enhanced capacity to 
work with schools and service providers effectively in meeting the 
academic and developmental needs of their children; (5) The number of 
high-impact activities or services implemented to ensure that LEA, 
school, and community-based organization staff are trained and can 
effectively engage in activities with families that will improve 
student academic achievement, to include an understanding of how they 
can support families with activities at home or outside the school 
generally, as well as how they can help families participate in state 
and local decision-making processes; and (6) The percentage of LEA and 
school staff receiving SFEC services who report having enhanced 
capacity to work with families effectively in meeting the academic and 
developmental needs of their children.
    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, whether 
the grantee has made substantial progress in achieving the performance 
targets (as defined in the notice) 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: On request to the program contact person listed 
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities 
can obtain this document and a copy of the application package in an 
accessible format. The Department will provide the requestor with an 
accessible format that may include Rich Text Format (RTF) or text 
format (txt), a thumb drive, an MP3 file, braille, large print, 
audiotape, or compact discor other accessible format.
    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 at www.govinfo.gov. At this site you can view this 
document, as well as all other documents of this Department published 
in the Federal Register, in text or Portable Document Format (PDF). To 
use PDF you must have Adobe Acrobat Reader, which is available free at 
the site.
    You may also access documents of the Department published in the 
Federal Register by using the article search feature at 
www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.

Ian Rosenblum,
Deputy Assistant Secretary for Policy and Programs, Delegated the 
Authority to Perform the Functions and Duties of the Assistant 
Secretary, Office of Elementary and Secondary Education.
[FR Doc. 2021-27489 Filed 12-17-21; 8:45 am]
BILLING CODE 4000-01-P