Applications for New Awards; Nita M. Lowey 21st Century Community Learning Centers National Technical Assistance Center

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Published

March 31, 2023

Issuing agencies

Education Department

Abstract

The Department of Education (Department) is issuing a notice inviting applications for fiscal year (FY) 2023 for the Nita M. Lowey 21st Century Community Learning Centers (21st CCLC) National Technical Assistance Center (NTAC), Assistance Listing Number 84.287E. This notice relates to the approved information collection under OMB control number 1894-0006.

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<title>Federal Register, Volume 88 Issue 62 (Friday, March 31, 2023)</title>
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[Federal Register Volume 88, Number 62 (Friday, March 31, 2023)]
[Notices]
[Pages 19279-19285]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2023-06681]

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DEPARTMENT OF EDUCATION

Applications for New Awards; Nita M. Lowey 21st Century Community
Learning Centers National Technical Assistance Center

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) 2023 for the Nita M. Lowey
21st Century Community Learning Centers (21st CCLC) National Technical
Assistance Center (NTAC), Assistance Listing Number 84.287E. This
notice relates to the approved information collection under OMB control
number 1894-0006.

DATES:
Applications Available: March 31, 2023.
Deadline for Notice of Intent to Apply: May 1, 2023.
Deadline for Transmittal of Applications: May 30, 2023.
Deadline for Intergovernmental Review: July 31, 2023.
Pre-Application Webinar Information: The Department will hold a
pre-application meeting via webinar for prospective applicants. Once
scheduled, the date and time for the webinar will be posted at <a href="https://oese.ed.gov/21st-cclc-national-technical-assistance-center-ntac/">https://oese.ed.gov/21st-cclc-national-technical-assistance-center-ntac/</a>.

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 7, 2022 (87 FR 75045), and available at
<a href="https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs">https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs</a>. Please note that these Common Instructions supersede
the version published on December 27, 2021.

FOR FURTHER INFORMATION CONTACT: Julie Coplin, U.S. Department of
Education, 400 Maryland Avenue SW, Washington, DC 20202. Telephone:
(202) 987-1797. Email: <a href="/cdn-cgi/l/email-protection#0c3e3d7f784f4f404f4c6968226b637a"><span class="__cf_email__" data-cfemail="e8dad99b9cababa4aba88d8cc68f879e">[email&#160;protected]</span></a>.
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 this discretionary grant is to
create the 21st CCLC NTAC, which will support State educational
agencies (SEAs) and their subgrantees that operate 21st CCLC programs.
Background: The 21st CCLC program provides essential out-of-school
time learning that helps accelerate academic recovery and support
students' social, emotional, and mental health. While out-of-school
time opportunities are always essential, they have been especially
critical as students continue to recover from the impacts of the COVID-
19 pandemic. The 21st CCLC NTAC will help 21st CCLC grantees and
subgrantees provide effective out-of-school time opportunities that
have the biggest possible positive impact in students' lives.
Out-of-school time programming can be a key to success when
programs are evidence-based and effective. For

[[Page 19280]]

example, available evidence \1\ suggests that tutoring is especially
helpful when tutors are well-trained, offer high-dosage tutoring, and
are providing instruction and enrichment that is evidence-based and
culturally and linguistically responsive. Practices that support
student learning in the classroom are also important in tutoring, and
the 21st CCLC NTAC will assist SEAs and 21st CCLC subgrantees in
identifying and using evidence-based approaches and in providing
professional development to educators, tutors, mentors, and others who
support students.
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\1\ Nickow, A., Oreopoulos, P., & Quan, V. (2020, July). The
Impressive Effects of Tutoring on PreK-12 Learning: A Systematic
Review and Meta-Analysis of the Experimental Evidence.
EdWorkingPaper: 20-267. Retrieved from Annenberg Institute at Brown
University: <a href="https://doi.org/10.26300/eh0c-pc52">https://doi.org/10.26300/eh0c-pc52</a>.
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The work the 21st CCLC NTAC will do is aligned with other key
Department initiatives that are supporting access to urgently needed
out-of-school time programming. For example, the Department launched
the National Partnership for Student Success, a public-private
partnership, to help increase the number of tutors, mentors, student
success coaches, postsecondary transition coaches, and integrated
student support coordinators to help students get back on track. (See
<a href="https://sites.ed.gov/cfbnp/national-partnership-for-student-success-launched/">https://sites.ed.gov/cfbnp/national-partnership-for-student-success-launched/</a> for additional information.) In addition, the Department
launched the Engage Every Student initiative to help expand high-
quality out-of-school time learning opportunities, including those in
21st CCLCs. (See <a href="https://www.ed.gov/ost">https://www.ed.gov/ost</a> for additional information.)
The Department has also encouraged State and local leaders to partner
with AmeriCorps, including by clarifying that Department funds may be
used to meet AmeriCorps matching requirements. (See <a href="https://www2.ed.gov/policy/fund/guid/americorps-matching-letter.pdf?src=grants-page">https://www2.ed.gov/policy/fund/guid/americorps-matching-letter.pdf?src=grants-page</a> for additional information.) AmeriCorps members may in turn serve
as tutors, mentors, and student success coaches; assist with additional
administrative responsibilities resulting from the pandemic; and
provide creative enrichment opportunities, including by collaborating
with 21st CCLCs.
21st CCLCs provide academic enrichment opportunities during non-
school hours for students attending high-poverty, low-performing
schools. The Department allocates 21st CCLC funds to SEAs that, in
turn, award competitive subgrants to various entities to provide 21st
CCLC programs. The awardee of this grant will work collaboratively with
the Department to: (a) identify needs of SEAs and 21st CCLC
subgrantees, (b) provide best practices in program implementation, (c)
develop technical assistance opportunities and tools, and (d) implement
supports using a continuous improvement approach. The grantee will
build the capacity of SEAs and their 21st CCLC subgrantees through
communities of practice and the development of tools, webinars,
resources, and courses that will be disseminated through a web portal
in English, with a subset translated into Spanish, to support
independent, self-paced learning. The Department also will house
materials from the 21st CCLC Summer Symposium and annual meetings with
SEA 21st CCLC directors on the portal. Members of the public will have
access to the portal, although there will be a separate login for SEAs
and 21st CCLC subgrantees. The grantee will develop and disseminate a
monthly newsletter that will share recently developed products (e.g.,
webinars, resources, tools) and announce opportunities to participate
in a variety of convenings.
The 21st CCLC NTAC will initially focus on: (a) students' academic
and mental health needs and alignment with the traditional school day
(e.g., literacy, math, overall well-being); (b) academic recovery
(e.g., acceleration, high-dosage tutoring); (c) science, technology,
engineering, and mathematics (STEM) activities; (d) providing 21st CCLC
programming in rural areas; (e) improving attendance and student
engagement of middle and high school students; (f) re-engagement of
disengaged youth; (g) implementation and evaluation of 21st CCLC
programs; (h) supporting multilingual learners; (i) financial literacy;
(j) supporting discretionary grants funded with 21st CCLC funds,
including the Department's four current 21st CCLC Out-of-School Time
Career Pathways grants; and (k) any other priority areas mutually
identified by the grantee and the Department through annual service
plans. In addition, the 21st CCLC NTAC will provide sessions and
resources to support SEAs and their 21st CCLC subgrantees in the
development and implementation of robust 21st CCLC programs. The
grantee will periodically gather data from SEAs and a sample of 21st
CCLC subgrantees, as well as the Department, to determine its
activities and to plan its technical assistance using a multi-tiered
system of supports and/or a multi-session series that incorporates
principles of adult learning, resulting in improved systems and
processes for SEAs and 21st CCLC subgrantees.
Upon award of this grant, the grantee will enter into a cooperative
agreement with the Department that will set forth how the 21st CCLC
NTAC will be developed, managed, and evaluated. As part of the
cooperative agreement, the grantee will submit a plan to the Department
for its review and approval that, for each year of the grant, lays out
its technical assistance plan, focusing on technical assistance to
individual SEAs, groups of SEAs (and possibly including 21st CCLC
subgrantees), and to the 21st CCLC field at large.
Priorities:
This notice contains one absolute priority and three competitive
preference priorities. We are establishing the Absolute Priority for
the FY 2023 grant competition and any subsequent year in which we make
awards from the list of unfunded applications from this competition, in
accordance with section 437(d)(1) of the General Education Provisions
Act (GEPA), 20 U.S.C. 1232(d)(1). Competitive Preference Priorities 1,
2, and 3 are from the Secretary's Supplemental Priorities and
Definitions for Discretionary Grant Programs, published in the Federal
Register on December 10, 2021 (86 FR 70612) (Supplemental Priorities).
Absolute Priority: This priority is an absolute priority. Under 34
CFR 75.105(c)(3) we consider only applications that meet this priority.
This priority is:
Building Capacity in 21st CCLC Programs.
The 21st CCLC NTAC must provide high-quality, universal and
targeted capacity-building services to SEAs and 21st CCLC subgrantees
to address common implementation challenges facing SEAs and 21st CCLC
subgrantees and emerging trends in out-of-school time settings. The
initial set of proposed activities must focus on (a) students' academic
and mental health needs and alignment with the traditional school day
(e.g., literacy, math, overall well-being); (b) academic recovery
(e.g., acceleration, high-dosage tutoring); (c) STEM activities; (d)
providing 21st CCLC programming in rural areas; (e) improving
attendance and student engagement of middle and high school students;
(f) re-engagement of disengaged youth; (g) implementation and
evaluation of 21st CCLC programs; (h) supporting multilingual learners;
(i) financial literacy; (j) supporting discretionary grants funded with
21st CCLC funds, including the Department's four current 21st CCLC Out-
of-School Time Career Pathways grants; and (k)

[[Page 19281]]

any other priority areas mutually identified by the grantee and the
Department through annual service plans.
Competitive Preference Priorities: These priorities are competitive
preference priorities. Under 34 CFR 75.105(c)(2)(i), we award up to an
additional 15 points total to an application, depending on how well the
application meets these priorities. An applicant must clearly indicate
in the abstract section of its application which competitive preference
priority or priorities it addresses.
Competitive Preference Priority 1: Addressing the Impact of COVID-
19 on Students, Educators, and Faculty (up to 5 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 and the educators who serve them, both
priority areas:
(a) Providing resources and supports to meet the basic,
fundamental, health and safety needs of students and educators.
(b) 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 2: Promoting Equity in Student
Access to Educational Resources and Opportunities (up to 5 points).--
Projects that are designed to promote educational equity and
adequacy in student access to educational resources and opportunities
for underserved students:
(a) In out-of-school-time settings; and
(b) That examine the sources of inequity and inadequacy and
implement responses, by increasing student racial or socioeconomic
diversity through developing evidence related to, or providing
technical assistance on, evidence-based policies or strategies designed
to increase inclusivity with regard to race, ethnicity, culture,
language, and disability status.
Competitive Preference Priority 3: Meeting Student Social,
Emotional, and Academic Needs (up to 5 points).
Projects that are designed to improve students' social, emotional,
academic, and career development, with a focus on underserved students,
through both of the following priority areas:
(a) Providing multi-tiered systems of supports that address
learning barriers both in and out of the classroom, that enable healthy
development and respond to students' needs and which may include
evidence-based trauma-informed practices and professional development
for educators on avoiding deficit-based approaches.
(b) Preparing educators to implement project-based or experiential
learning opportunities for students to strengthen their metacognitive
skills, self-direction, self-efficacy, competency, or motivation,
including through instruction that: Connects to students' prior
knowledge and experience; provides rich, engaging, complex, and
motivating tasks; and offers opportunities for collaborative learning.
Application Requirements:
(1) Explain how the grantee's program design will create high-
quality technical assistance for SEAs and 21st CCLC subgrantees in
their work with targeted student populations and how the grantee will
develop and implement a continuous improvement cycle to support the
work.
(2) Describe how the grantee's project services will be carried out
using a multi-tiered system of support to provide technical assistance
virtually and onsite.
(3) Demonstrate expert knowledge of statutory requirements and
regulations related to Title IV, Part B of the Elementary and Secondary
Education Act of 1965 (ESEA) and current education issues and policy
initiatives for supporting the implementation and scaling of evidence-
based programs, practices, and interventions related to out-of-school
time programming.
(4) Describe the current research on adult learning principles,
coaching, and implementation science that will inform the applicant's
capacity-building services.
(5) Present a proposed 5-year service plan that considers
commonalities identified in final Department monitoring reports for
21st CCLC, implementation challenges faced by SEAs and 21st CCLC
subgrantees, and emerging trends in out-of-school time settings. The 5-
year service plan must include for each year, at a minimum, the
following elements: high-leverage problems to be addressed, capacity-
building services to be delivered both universally and through targeted
assistance to SEAs and 21st CCLC subgrantees, key personnel
responsible, milestones, outputs, and outcome measures.
(6) Present a proposed evaluation plan that describes the criteria
for whether (a) milestones are met, (b) outputs are met, (c) SEA and
21st CCLC subgrantee outcomes (i.e., short-term, mid-term, long-term)
are met, and (d) capacity-building services are implemented as
intended.
(7) A description of the applicant's demonstrated experience in
providing training, information, and support to SEAs, local educational
agencies (LEAs), schools, educators, parents, and organizations on
effective out-of-school time policies and practices.
Program Requirements:
(1) Develop a service plan annually in consultation with the
Department. The service plan must consider commonalities identified in
finalized Department monitoring report findings in 21st CCLC programs,
implementation challenges faced by SEAs and 21st CCLC subgrantees, and
emerging trends in out-of-school time settings. The annual service plan
must be an update to the 5-year plan submitted as part of the 21st CCLC
NTAC's application. The annual service plan must include, at a minimum,
the following elements: high-leverage problems to be addressed,
capacity-building services to be delivered both universally and through
targeted assistance to individual SEAs and 21st CCLC subgrantees, key
personnel responsible, milestones, outputs, and outcome measures.
(2) Create and maintain the 21st CCLC NTAC website with an easy-to-
navigate design that meets government or industry-recognized standards
for accessibility.
(3) Obtain and retain education practitioners, researchers, policy
professionals, and other consultants with direct experience with out-
of-school time programs at the State and local level. Personnel must
have a proven record of publishing in peer-reviewed journals,
presenting at national conferences, and/or delivering quality adult
learning experiences that meet SEA and 21st CCLC subgrantees' needs.
(4) Disseminate information (e.g., instructional videos, tool kits,
and briefs) including evidence-based practices to a variety of
education stakeholders, including parents, students, and the general
public, via multiple mechanisms such as the 21st CCLC NTAC website,
social media, and other channels as appropriate.
(5) Assemble a Technical Assistance Advisory Committee (TAAC)
consisting of SEAs and 21st CCLC subgrantees to work collaboratively on
education strategies in out-of-school settings and implementation
practices at least twice per year.
(6) Employ one full-time equivalent (FTE) project director who is
capable of managing all aspects of the 21st CCLC NTAC.
(7) Within 90 days of receiving funding, demonstrate that any
necessary contractors to assist in carrying out the

[[Page 19282]]

proposed services have been secured, to the extent contractors are
needed.
Definitions: For the FY 2023 grant competition and any subsequent
year in which we make awards from the list of unfunded applications
from this competition, the definition of ``evidence-based'' is from
section 8101(21) of the ESEA, and the definition of ``underserved
student'' is from the Supplemental Priorities.
Evidence-based means an activity, strategy, or intervention that--
(i) demonstrates a statistically significant effect on improving
student outcomes or other relevant outcomes based on--
(I) strong evidence from at least 1 well-designed and well-
implemented experimental study;
(II) moderate evidence from at least 1 well-designed and well-
implemented quasi-experimental study; or
(III) promising evidence from at least 1 well-designed and well-
implemented correlational study with statistical controls for selection
bias; or
(ii)(I) demonstrates a rationale based on high-quality research
findings or positive evaluation that such activity, strategy, or
intervention is likely to improve student outcomes or other relevant
outcomes; and
(II) includes ongoing efforts to examine the effects of such
activity, strategy, or intervention.
Underserved student means a student (which may include children in
early learning environments, students in K-12 programs, and students in
career and technical education, 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.
(f) A disconnected youth.
(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 performing significantly below grade level.
(p) A military- or veteran-connected student.
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (5 U.S.C. 553), the Department generally offers interested parties
the opportunity to comment on proposed priorities and application
requirements. Section 437(d)(1) of GEPA, however, allows the Secretary
to exempt from rulemaking requirements regulations governing the first
grant competition under a new or substantially revised program
authority. This is the first grant competition for this program under
section 4202(a)(2) of the ESEA, and therefore qualifies for this
exemption. In order to ensure timely grant awards, the Secretary has
decided to forgo public comment on the priorities and requirements
under section 437(d)(1) of GEPA. These priorities and requirements will
apply to the FY 2023 grant competition and any subsequent year in which
we make awards from the list of unfunded applications from this
competition.
Program Authority: 20 U.S.C. 7172(a)(2).
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, 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: Cooperative Agreement.
Estimated Available Funds: $4,600,000 in FY 2023 and $4,100,000 in
each subsequent fiscal year.
Maximum Award: We will not make an award exceeding $4,600,000 for a
single 12-month budget period.
Estimated Number of Awards: 1.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 60 months.

III. Eligibility Information

1. Eligible Applicants: Research organizations.
2. a. Cost Sharing or Matching: This competition 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 <a href="http://www2.ed.gov/about/offices/list/ocfo/intro.html">www2.ed.gov/about/offices/list/ocfo/intro.html</a>.
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: Applicants are required to
follow the Common Instructions for Applicants to Department of
Education Discretionary Grant Programs, published in the Federal
Register on December 7, 2022 (87 FR 75045) and available at <a href="https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs">https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs</a>, which contain requirements and information on how to
submit an application. Please note that these Common Instructions
supersede the version published on December 27, 2021.
2. Intergovernmental Review: This competition is subject to
Executive Order 12372 and the regulations in 34 CFR part 79.
Information about Intergovernmental Review of Federal Programs under
Executive Order 12372 is in the application package for this
competition.
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 75 pages and (2) use the
following standards:
<bullet> A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.

[[Page 19283]]

<bullet> 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.
<bullet> Use a font that is either 12 point or larger or no smaller
than 10 pitch (characters per inch).
<bullet> 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.
5. 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 addressing all of these
criteria is 100 points. The maximum score for addressing each criterion
is indicated in parentheses.
(a) Quality of the project design (20 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 one or more of 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.
(2) The extent to which there is a conceptual framework underlying
the proposed research or demonstration activities and the quality of
that framework.
(3) The extent to which performance feedback and continuous
improvement are integral to the design of the proposed project.
(b) Quality of project services (30 points).
The Secretary considers the quality of the services to be provided
by the proposed project. In determining the quality of the services to
be provided by the proposed project, the Secretary considers the
quality and sufficiency of strategies for ensuring equal access and
treatment for eligible project participants who are members of groups
that have traditionally been underrepresented based on race, color,
national origin, gender, age, or disability.
In addition, the Secretary considers one or more of the following
factors:
(1) The extent to which the services to be provided by the proposed
project are appropriate to the needs of the intended recipients or
beneficiaries of those services.
(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 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.
(4) The likelihood that the services to be provided by the proposed
project will lead to improvements in the achievement of students as
measured against rigorous academic standards.
(c) Quality of project personnel (20 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, the Secretary considers one or more of 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.
(3) The qualifications, including relevant training and experience,
of project consultants or subcontractors.
(d) Quality of the management plan (25 points).
The Secretary considers the quality of the management plan for the
proposed project. In determining the quality of the management plan for
the proposed project, the Secretary considers one or more of 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.
(e) Quality of the project evaluation (5 points).
The Secretary considers the quality of the evaluation to be
conducted of the proposed project. In determining the quality of the
evaluation, the Secretary considers the extent to which the methods of
evaluation provide for examining the effectiveness of project
implementation strategies.
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 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

[[Page 19284]]

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).
6. Build America, Buy America Act: This program is not subject to
the Build America, Buy America Act (Pub. L. 117-58) domestic sourcing
requirements.

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 also may notify you
informally.
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 <a href="http://www.ed.gov/fund/grant/apply/appforms/appforms.html">www.ed.gov/fund/grant/apply/appforms/appforms.html</a>.
5. Performance Measures: For the purposes of Department reporting
under 34 CFR 75.110, the Department has established the following
performance measures for the 21st CCLC NTAC program:
Measure 1: The percentage of 21st CCLC subgrantees reporting that
the 21st CCLC NTAC resources were useful and applicable to their work,
as evidenced by surveys.
Measure 2: The percentage of SEAs reporting that they are satisfied
with the quality, usefulness, and relevance of technical assistance
provided by the 21st CCLC NTAC, as evidenced by surveys.
Measure 3: The percentage of SEAs and 21st CCLC subgrantees that
report changed policies or practices as a result of the technical
assistance provided by the 21st CCLC NTAC, as evidenced by surveys.
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).

[[Page 19285]]

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 <a href="http://www.govinfo.gov">www.govinfo.gov</a>. 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
<a href="http://www.federalregister.gov">www.federalregister.gov</a>. 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. 2023-06681 Filed 3-30-23; 8:45 am]
BILLING CODE 4000-01-P

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