Applications for New Awards; Project Prevent Grant Program, 51072-51078 [2022-17932]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 87, Number 160 (Friday, August 19, 2022)]
[Notices]
[Pages 51072-51078]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2022-17932]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Project Prevent Grant 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 fiscal year (FY) 2022 for the Project Prevent 
grant program, Assistance Listing Number 84.184M. This notice relates 
to the approved information collection under OMB control number 1810-
0766.

DATES: Applications available: August 19, 2022.
    Deadline for transmittal of applications: October 3, 2022.
    Deadline for intergovernmental review: December 2, 2022.
    Pre-application webinar information: The Department will hold a 
pre-application workshop via webinar for prospective applicants. The 
date and

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time of the workshop will be announced on the Department's website at 
https://oese.ed.gov/offices/office-of-formula-grants/safe-supportive-schools/project-prevent-grant-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 December 27, 2021 (86 FR 73264), and available at 
www.federalregister.gov/d/2021-27979. Please note that these Common 
Instructions supersede the version published on February 13, 2019, and, 
in part, describe the transition from the requirement to register in 
SAM.gov a Data Universal Numbering System (DUNS) number to the 
implementation of the Unique Entity Identifier (UEI). More information 
on the phase-out of DUNS numbers is available at https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf.

FOR FURTHER INFORMATION CONTACT: Nicole White. Telephone: (202) 453-
6732. Email: [email protected].
    If you are deaf, hard of hearing, or have a speech disability and 
wish to access telecommunications relay services, please dial 7-1-1.

SUPPLEMENTARY INFORMATION:

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purpose of the Project Prevent Grant 
Program is to provide grants to local educational agencies (LEAs) 
impacted by community violence and to expand the capacity of LEAs to 
implement community- and school-based strategies to help prevent 
community violence and mitigate the impacts of exposure to community 
violence.
    Background: Children and youth's exposure to community violence, 
whether as victims or witnesses, is often associated with long-term 
physical, psychological, and emotional harms. Research has demonstrated 
that community violence is a risk factor for experiencing an adverse 
childhood experience (ACE), such as abuse, neglect, witnessing 
violence, or having a family member who is incarcerated, and has an 
impact on future violence and victimization in a community.\1\ ACEs can 
lead children and youth to experience depression, anxiety, and post-
traumatic disorders; have difficulty in, or disconnect from, school and 
the workforce; and engage in delinquency or violent acts, potentially 
perpetuating the conditions that contribute to a cycle of community 
violence.\2\
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    \1\ Centers for Disease Control and Prevention. Adverse 
Childhood Experiences (ACEs), Risk and Protective Factors. 
www.cdc.gov/violenceprevention/aces/riskprotectivefactors.html.
    \2\ See id.; Healthy People 2030--Crime and Violence. 
www.health.gov/healthypeople/priority-areas/social-determinants-health/literature-summaries/crime-and-violence.
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    Community violence, which is defined in this document, is a 
significant public health, public safety, and community infrastructure 
concern nationwide and is a leading cause of death, injury, and 
intergenerational trauma for people in the United States.\3\ Community 
violence imposes enormous human, social, and economic costs, including 
disruption to employment and hindering a community's social and 
economic development.\4\ While the majority of young people resiliently 
persevere, those who have been victims of violence are at substantially 
higher risk of being violently re-attacked or killed.\5\ Additionally, 
both direct and indirect violence exposure have been associated with 
poor health outcomes, including chronic illness, anxiety, depression, 
and substance misuse and with poor economic outcomes.\6\
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    \3\ Centers for Disease Control and Prevention. Adverse 
Childhood Experiences (ACEs), Risk and Protective Factors. 
www.cdc.gov/violenceprevention/aces/riskprotectivefactors.html.
    \4\ Break the Cycle of Violence Act, S. 2275, 117th Cong., sec. 
2 (2021). https://www.govinfo.gov/content/pkg/BILLS-117s2275is/html/BILLS-117s2275is.htm. See generally U.S. Department of Health and 
Human Services, Office of Disease Prevention and Health Promotion. 
Healthy People 2030--Crime and Violence. https://health.gov/healthypeople/objectives-and-data/social-determinants-health/literature-summaries/crime-and-violence.
    \5\ See Break the Cycle of Violence Act, S. 2275, 117th Cong., 
sec. 2 (2021). https://www.govinfo.gov/content/pkg/BILLS-117s2275is/html/BILLS-117s2275is.htm.
    U.S. Department of Justice. Violent Victimization as a Risk 
Factor for Violent Offending Among Juveniles (Dec. 2002). https://www.ojp.gov/pdffiles1/ojjdp/195737.pdf.
    \6\ See Break the Cycle of Violence Act, S. 2275, 117th Cong., 
sec. 2 (2021). https://www.govinfo.gov/content/pkg/BILLS-117s2275is/html/BILLS-117s2275is.htm.
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    Programs facilitated in schools by counselors, mental health 
services providers, school support personnel, and community leaders for 
students who have been exposed to or are at high risk of involvement in 
community violence have been shown to help students develop the social 
and emotional resiliency skills needed to navigate difficult 
circumstances outside of the classroom and to turn away from violence 
and reengage in school.\7\ When properly implemented and consistently 
funded, we believe that coordinated, community-based strategies that 
utilize trauma-responsive care and interrupt cycles of community 
violence may produce lifesaving and cost-saving results in a short 
period of time. These strategies should identify those at the highest 
risk, coordinate individualized wraparound resources, provide pathways 
to healing and stability, and monitor and support long-term success.
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    \7\ See, e.g., Chicago Lab Crime Report. https://www.youth-guidance.org/bam/.
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    The Biden-Harris Administration is taking a number of steps to 
prioritize investment in community violence interventions that are 
proven strategies for reducing gun violence in urban communities 
through approaches other than incarceration.\8\ Congress also 
introduced a bill in 2021 focusing on effective community-based 
violence reduction initiatives to reduce crime and build safer, 
thriving communities.\9\
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    \8\ The White House. FACT SHEET: Biden-Harris Administration 
Announces Initial Actions to Address the Gun Violence Public Health 
Epidemic (April 7, 2021). www.whitehouse.gov/briefing-room/statements-releases/2021/04/07/fact-sheet-biden-harris-administration-announces-initial-actions-to-address-the-gun-violence-public-health-epidemic/.
    \9\ Break the Cycle of Violence Act, S. 2275, 117th Cong., sec. 
2 (2021). https://www.govinfo.gov/content/pkg/BILLS-117s2275is/html/BILLS-117s2275is.htm.
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    Priorities: This competition includes one absolute priority and two 
competitive preference priorities. We are establishing the one absolute 
priority and two competitive preference priorities for the FY 2022 
grant competition and any subsequent year in which we make awards from 
the list of unfunded applications from this competition. In accordance 
with 34 CFR 75.105(b)(2)(ii), the absolute priority and the competitive 
preference priorities are from the Department's Notice of Final 
Priorities, Requirements and Definition for the Project Prevent grant 
program (Project Prevent NFP), published elsewhere in this issue of the 
Federal Register.
    Absolute Priority: For FY 2022, and any subsequent year in which we 
make awards from the list of unfunded applications from this 
competition, this priority is an absolute priority.
    This priority is:
    Absolute Priority--Addressing the Impacts of Community Violence.
    Projects that implement community- and school-based strategies to 
help prevent community violence and mitigate the impacts of children 
and youth's exposure to community violence in collaboration with local 
community-based organizations (e.g., local civic or community service 
organizations, local faith-based organizations, or local foundations or 
nonprofit organizations) and include

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community and family engagement in the implementation of the 
strategies.
    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 the competitive preference 
priorities. Under 34 CFR 75.105(c)(2)(i) we may award up to an 
additional 5 points for these two competitive preference priorities 
depending on how well the application addresses them. An applicant must 
clearly indicate in the abstract section of its application which 
competitive preference priorities they are addressing.
    The priorities are:
    Competitive Preference Priority 1--Established Partnership with a 
Local Community-Based Organization (up to 2 points).
    An application that includes at least one memorandum of agreement 
(MOA) or memorandum of understanding (MOU) signed by the authorized 
representative of a local community-based organization that agrees to 
partner with the applicant on the proposed project and provide 
resources or administer services that are likely to substantially 
contribute to positive outcomes for the proposed project. The MOA or 
MOU must clearly delineate the roles and responsibilities of each 
entity.
    Competitive Preference Priority 2--Supporting Children and Youth 
from Low-Income Backgrounds (up to 3 points).
    In its application, an applicant must demonstrate, based on Small 
Area Income and Poverty Estimates (SAIPE) data from the U.S. Census 
Bureau or, for an LEA for which SAIPE data are not available, the same 
State-derived equivalent of SAIPE data that the State uses to make 
allocations under part A of title I of the Elementary and Secondary 
Education Act of 1965, as amended (ESEA), one of the following:
    (a) At least 20 percent of the students enrolled in the LEA to be 
served by the proposed project are from families with an income below 
the poverty line. (1 point)
    (b) At least 25 percent of the students enrolled in the LEA to be 
served by the proposed project are from families with an income below 
the poverty line. (2 points)
    (c) At least 30 percent of the students enrolled in the LEA to be 
served by the proposed project are from families with an income below 
the poverty line. (3 points)
    Requirements: We are establishing these program requirements and 
application requirements for the FY 2022 grant competition and any 
subsequent year in which we make awards from the list of unfunded 
applications from this competition. These requirements are from the 
Project Prevent NFP.
    Application Requirements:
    (a) Severity and magnitude of the problem; identification of 
schools to be served by the proposed project. Applicants must--
    (1) Identify the schools proposed to be served by project 
activities;
    (2) Collaborate and coordinate with community-based organizations 
to describe the community violence that affects students in those 
schools utilizing data such as incidents of community violence, gun 
crime and other violent crime, rates of child abuse and neglect, and 
other school and community crime and safety data, including on a per 
capita basis (such as homicides per 100,000 persons); prevalence of 
risk factors associated with violence-related injuries and deaths; 
findings from student mental health screenings or assessments, school 
climate surveys, and student engagement surveys; demographic data 
provided by U.S. Census surveys; and other relevant data and 
information; and
    (3) Provide a comparison of the school and community data cited to 
similar data at the State or local level, if available.
    (b) Collaboration and coordination with community-based 
organizations. Applicants must--
    (1) Describe how they intend to work collaboratively with 
community-based organizations to achieve project goals and objectives;
    (2) Provide evidence of collaboration and coordination through 
letters of support, memoranda of agreement, or memoranda of 
understanding from at least one community-based organization;
    (3) Describe how they will use grant program funds to supplement, 
rather than supplant, existing or new efforts to reduce community 
violence and mitigate the direct and indirect effects of community 
violence on students; and
    (4) Describe how they utilized a formal mechanism (e.g., surveys of 
families and community members) to obtain community feedback during the 
process of identifying community-based organizations with which to 
partner or collaborate, and the formal mechanism that will be utilized 
throughout the duration of the project to gather feedback on the impact 
of project activities.
    (c) Project activities. Applicants must propose to conduct three or 
more of the following:
    (1) Appropriately tailored professional development opportunities 
for LEA and school mental health staff (e.g., counselors, 
psychologists, and social workers), other specialized instructional 
support personnel, and other school staff, as appropriate, on how to 
screen for and respond to violence-related trauma and implement 
appropriate school-based interventions to help prevent community 
violence and mitigate the impacts of children and youth's exposure to 
community violence.
    (2) Activities designed to improve the range, availability, and 
quality of culturally and linguistically competent, inclusive, and 
evidence-based school-based mental health services by increasing the 
number and diversity of staff positions (e.g., school and clinical 
psychologists, school counselors, school social workers, or 
occupational therapists) or other appropriate school support personnel, 
and by hiring staff who are diverse and reflective of the community, 
with expertise or training in violence prevention, trauma-informed 
care, and healing-centered strategies, and who are qualified to respond 
to the mental and behavioral health needs of students who have 
experienced trauma as a result of exposure to community violence.\10\
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    \10\ All strategies to increase the diversity of providers must 
comply with applicable Federal civil rights laws, including title VI 
of the Civil Rights Act of 1964.
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    (3) Training for school staff (e.g., teachers, administrators, 
specialized instructional support personnel, and support staff), 
community partners, youth, and families on the effects of exposure to 
community violence, the importance of screening students, how to screen 
students exposed to community violence in a manner that minimizes bias 
and stereotypes, and how to provide interventions.
    (4) Developing or improving processes to better target services to 
students who are exposed to community violence and to assess such 
students who may be experiencing mental, social, emotional, or 
behavioral challenges as a result of this exposure.
    (5) Enhancing linkages between LEA mental health services and 
community mental health systems to help ensure affected students 
receive referrals to treatment that is culturally and linguistically 
competent and evidence-based, as appropriate.
    (6) Undertaking activities in collaboration and coordination with 
law enforcement to address community violence affecting students, to 
support victims' rights, and to promote public safety.

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    (d) Evidence-based, culturally and linguistically competent, and 
developmentally appropriate programs and practices. Applicants must--
    (1) Describe the continuum of evidence-based, culturally and 
linguistically competent, and developmentally appropriate (as defined 
in 34 CFR 77.1(c)) programs and practices that will be implemented at 
the school and community levels and how these programs and practices 
will be organized to provide differentiated support based on student 
need in an equitable and inclusive manner, free from bias, to help 
break the cycle of community violence. These programs and practices 
must include all of the following:
    (i) Interventions and activities that are available to all students 
in a school, in a manner that is equitable and inclusive, with the goal 
of preventing negative or violent behavior (such as harassment, 
bullying, fighting, gang participation, sexual assault, and substance 
use) and enhancing student knowledge and interpersonal and emotional 
skills regarding positive behavior (such as communication and problem-
solving, empathy, conflict management, de-escalation, and mediation).
    (ii) Interventions and activities related to positive coping 
techniques, anger management, conflict management, de-escalation, 
mediation, promotion of positive behavior, and development of 
protective factors.
    (iii) Interventions and services, such as mentorship programming, 
that target individual students who are at a higher risk for committing 
or being a victim of violence.
    (2) Describe the research and evidence supporting the proposed 
programs and practices and the expected effects on the target 
population.
    (e) Framework for planning, implementation, and sustainability. 
Applicants must--
    (1) Describe how the proposed project is integrated and aligned 
with the mission and vision of the LEA, including a description of the 
relationship of the project to the LEA's existing school safety or 
related plan;
    (2) Describe the anticipated challenges to success of the project 
and how they will be addressed, such as sustaining project 
implementation beyond the availability of grant funds and mitigating 
turnover at the LEA leadership, school leadership, and staff levels; 
and
    (3) Include a timeline of activities for--
    (i) Planning that includes conducting a needs assessment that is 
comprehensive and examines areas for improvement, both within the 
school and the community, related to learning conditions that create a 
safe and healthy environment for students; creating a logic model (as 
defined in 34 CFR 77.1); completing resource mapping; selecting 
evidence-based, culturally and linguistically competent, and 
developmentally appropriate programs; developing evaluation plans; and 
engaging community and school partners, families, and other 
stakeholders;
    (ii) Implementation that includes training on and execution of 
evidence-based, culturally and linguistically competent, and 
developmentally appropriate programs; continuing engagement with 
stakeholders; communicating and collaborating strategically with 
community partners; and evaluating program implementation; and
    (iii) Sustainability that includes further developing and expanding 
on the project's successes beyond the end of the grant, at the school 
and community levels, in alignment with other related efforts.
    (f) Planning period. Projects funded under this program may use up 
to 12 months during the first year of the project period for program 
planning. Applicants that propose a planning period must provide 
sufficient justification for why this program planning time is 
necessary, provide the intended outcomes of program planning in Year 1, 
and include a description of the proposed strategies and activities to 
be supported.
    Definition: The definition of ``community violence'' is from the FY 
2022 Project Prevent NFP.
    Community violence is intentional acts of interpersonal violence 
(e.g., firearm injuries, assaults, and homicides) committed in public 
areas by individuals outside the context of a familial or romantic 
relationship.
    Program Authority: 20 U.S.C. 7281.
    Note: Projects will be awarded and must be operated in a manner 
consistent with the nondiscrimination requirements contained in Federal 
civil rights laws.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 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 Project Prevent Grant NFP.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $6,800,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2023 and subsequent 
years from the list of unfunded applications from this competition.
    Estimated Range of Awards: $250,000 to $800,000 per year for up to 
5 years.
    Estimated Average Size of Awards: $600,000.
    Maximum Award: We will not make an award exceeding $600,000 for a 
single budget period of 12 months.
    Estimated Number of Awards: 10-13.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants:
    Eligible applicants for this program are local educational agencies 
(LEAs), as defined in 20 U.S.C. 7801(30).
    2. Cost Sharing or Matching: a. This program does not require cost 
sharing or matching.
    b. Indirect Cost Rate Information: This program uses an 
unrestricted indirect cost rate. For more information regarding 
indirect costs, or to obtain a negotiated indirect cost rate, please 
see www2.ed.gov/about/offices/list/ocfo/intro.html.
    c. 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: 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 December 27, 2021 (86 FR 73264), 
and available at www.federalregister.gov/d/2021-27979, which contains 
requirements and information on how to

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submit an application. Please note that these Common Instructions 
supersede the version published on February 13, 2019, and, in part, 
describe the transition from the requirement to register in SAM.gov a 
DUNS number to the implementation of the UEI. More information on the 
phase-out of DUNS numbers is available at https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf.
    2. 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 competition.
    3. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    4. 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 25 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, or the letters of support. However, the recommended 
page limit does apply to all of the application narrative.

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. Applications may receive up to 5 additional points under the 
competitive preference priorities, for a total score of up to 105 
points. The points or weights assigned to each criterion are indicated 
in parentheses. Non-Federal peer reviewers will evaluate and score each 
application program narrative against the following selection criteria:
    (a) Need for Project (15 points).
    In determining the need for the proposed project, the Secretary 
considers the following factors:
    (1) The magnitude of the need for the services to be provided or 
the activities to be carried out by the proposed project. (10 points)
    (2) The extent to which specific gaps or weaknesses in services, 
infrastructure, or opportunities have been identified and will be 
addressed by the proposed project, including the nature and magnitude 
of those gaps or weaknesses. (5 points)
    (b) Significance (15 points).
    In determining the significance of the proposed project, the 
Secretary considers 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.
    (c) Quality of the Project Design (15 points).
    In determining the quality of the design of the proposed project, 
the Secretary considers the following factors:
    (1) 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. (5 points)
    (2) The extent to which the proposed project will integrate with or 
build on similar or related efforts to improve relevant outcomes (as 
defined in 34 CFR 77.1(c)), using existing funding streams from other 
programs or policies supported by community, State, and Federal 
resources. (5 points)
    (3) The extent to which the proposed project is supported by 
promising evidence (as defined in 34 CFR 77.1 (c)). (5 points)
    (d) Quality of the Project Services (25 points).
    In determining the quality of the project services to be provided 
by the proposed project, the Secretary considers the following factors:
    (1) 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)
    (2) The extent to which the services to be provided by the proposed 
project reflect up-to-date knowledge from research and effective 
practice. (5 points)
    (3) The extent to which the services to be provided by the proposed 
project involve the collaboration of appropriate partners for 
maximizing the effectiveness of project services. (5 points)
    (4) 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)
    (e) Quality of the Management Plan (15 points).
    In determining the quality of the management plan for the proposed 
project, the Secretary considers 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.
    (f) Quality of the Project Evaluation (15 points).
    In determining the quality of the evaluation of the proposed 
project, the Secretary considers the following factors:
    (1) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project. (10 points)
    (2) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes. (5 points)
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
requires various assurances including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (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 program 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

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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.
    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 performance measures for the Project Prevent program for the 
purpose of Department reporting under 34 CFR 75.110:
    (1) The percentage of grantees that report an annual measurable 
decrease in violent, aggressive, and disruptive behavior in schools 
served by the grant.
    (2) The percentage of grantees that report an annual measurable 
increase in the number of students in schools served by the grant 
receiving school-based and community mental health services to address 
student needs resulting from exposure to community violence.
    (3) The percentage of grantees that report an annual measurable 
increase in the school engagement of students served by the grant, as 
defined and measured by the grantee.
    (4) The percentage of grantees that report an annual measurable 
increase in the quality of family engagement and grantee engagement 
with community-based organization(s), as defined and measured by the 
grantee.
    (5) The percentage of grantees that report an annual measurable 
increase in the number of school staff or other specialized 
instructional support personnel trained in violence-related trauma and 
appropriate school-based interventions to help prevent community 
violence.
    These measures constitute the Department's indicators of success 
for this program. Consequently, we advise an applicant for a grant 
under this program to give careful consideration to these measures in 
conceptualizing the approach and evaluation for its proposed project. 
Each grantee will be required to provide, in its annual performance and 
final reports, data about its progress in meeting these measures. These 
data will be considered by the Department in making continuation 
awards.
    Consistent with 34 CFR 75.591, grantees funded under this program

[[Page 51078]]

shall comply with the requirements of any evaluation of the program 
conducted by the Department or an evaluator selected by the Department.
    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 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 disc, or 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.

James F. Lane,
Senior Advisor, Office of the Secretary Delegated the Authority to 
Perform the Functions and Duties of the Assistant Secretary, Office of 
Elementary and Secondary Education.
[FR Doc. 2022-17932 Filed 8-18-22; 8:45 am]
BILLING CODE 4000-01-P