80 FR 52459 - Applications for New Awards; Juvenile Justice Reentry Education Program: Opening Doors to College and Careers Through Career and Technical Education

DEPARTMENT OF EDUCATION

Federal Register Volume 80, Issue 168 (August 31, 2015)

Page Range		52459-52468
FR Document		2015-21533

Federal Register, Volume 80 Issue 168 (Monday, August 31, 2015)

[Federal Register Volume 80, Number 168 (Monday, August 31, 2015)]
[Notices]
[Pages 52459-52468]
From the Federal Register Online [www.thefederalregister.org]
[FR Doc No: 2015-21533]

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DEPARTMENT OF EDUCATION

Applications for New Awards; Juvenile Justice Reentry Education
Program: Opening Doors to College and Careers Through Career and
Technical Education

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

ACTION: Notice.

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Overview Information: Juvenile Justice Reentry Education Program:
Opening Doors to College and Careers through Career and Technical
Education (JJ Reentry CTE Program) Notice inviting applications for new
awards in fiscal year (FY) 2016.
Catalog of Federal Domestic Assistance (CFDA) Number: 84.051A.

DATES: Applications Available: August 31, 2015.
Date of Pre-Application Meeting: September 9, 2015.
Deadline for Transmittal of Applications: October 30, 2015.
Deadline for Intergovernmental Review: December 29, 2015.

Full Text of Announcement

I. Funding Opportunity Description

Purpose of Program: The purpose of this program is to improve
outcomes for justice-involved youth through the provision of career and
technical education (CTE) programs, reentry services, and post-release
CTE and employment training opportunities for juveniles in and exiting
from juvenile justice confinement.
Background: On any given day, more than 60,000 young people under
age 21 are confined in juvenile justice facilities throughout the
United States.\1\ Youths involved in the juvenile justice system
typically have a history of poor school attendance, grade retention, or
disengagement from school due to academic failure and school
disciplinary issues. These youths also have lower literacy and numeracy
skills than their peers, and many are eligible for special education
services.\2\ Less than 20 percent are estimated to have obtained their
General Educational Development (GED) or high school diploma.\3\
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\1\ National Report Series Bulletin. Aug. 2014. ``Juveniles in
Residential Placement, 2011.'' U.S. Department of Justice, Office of
Justice Programs, Juvenile Justice and Delinquency Prevention.
www.ojjdp.gov/pubs/246826.pdf.
\2\ Leone, Peter, and Lois Weinberg. 2012. ``Addressing the
Unmet Educational Needs of Children and Youth in the Juvenile
Justice and Child Welfare Systems.'' Washington, DC: Center for
Juvenile Justice Reform. pp. 10-11. http://cjjr.georgetown.edu/wp-content/uploads/2015/03/EducationalNeedsofChildrenandYouth_May2010.pdf">cjjr.georgetown.edu/wp-content/uploads/2015/03/EducationalNeedsofChildrenandYouth_May2010.pdf.
\3\ Osgood, D. Wayne, E. Michael Foster, and Mark E. Courtney.
2010. ``Vulnerable Populations and the Transition to Adulthood.''
The Future of Children 20 (1): pp. 209-229.
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Many justice-involved youths come from families and neighborhoods
considered high risk for involvement not only in the juvenile justice
system, but also in the child welfare system. Commonly referred to as
cross-over youths (defined as youth who often alternate between the
child welfare and juvenile justice systems), these youths often have
suffered abuse and neglect. Many also have the additional barriers of
mental health and substance abuse problems. These issues not only put
them at a greater risk for offending, but complicate service delivery
once they enter the juvenile justice system.\4\
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\4\ Bonnie, Richard J., Robert L. Johnson, Betty M. Chemers, and
Julie Schuck. 2013. ``Reforming Juvenile Justice: A Developmental
Approach.'' Washington, DC: National Research Council of the
National Academies.
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Youths involved in the juvenile justice system are often ``hidden''
from the public educational systems because they may not be enrolled in
local district schools. As a result, the responsibility for these
students' education becomes diffused or ignored and the students'
academic outcomes are no longer a priority. Also, agencies sometimes
duplicate or fragment services due to various inefficiencies,
conflicting program implementation requirements, and other issues.\5\
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\5\ Leone, Peter, and Weinberg, Lois, Addressing the Unmet
Educational Needs of Children and Youth in the Juvenile Justice and
Child Welfare Systems, Center for Juvenile Justice Reform,
Georgetown University, 2012. pp. 2-4. http://cjjr.georgetown.edu/wp-content/uploads/2015/03/EducationalNeedsofChildrenandYouth_May2010.pdf.
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The most recent Census of Juveniles in Residential Treatment found
that approximately 1,470,000 youths were arrested and slightly more
than 61,000 were confined in 2011. The majority of these youths were
males between the ages of 15 and 17. Blacks comprised more than half of
the confined population, followed in descending order by Whites,
Hispanics, American Indians, Asians, and Pacific Islanders.\6\
Information on length of stay is not collected at the national level,
but studies show that length of stay can vary from less than 60 days to
well over a year.\7\
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\6\ Sickmund, Melissa T., T.J. Sladky, Wei Kang, and Charles
Puzzanchera. 2013. Easy Access to the Census of Juveniles in
Residential Placement. www.ojjdp.gov/ojstatbb/ezacjrp.
\7\ The Census of Juveniles in Residential Treatment survey
documented that 49 percent of youths had been confined for 60 days
or less; 29 percent had been confined for 61 to 180 days; and 7
percent had been confined for more than a year (Sickmund et al.
2013).

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Once released, many justice-involved youths do not return to
school. Their juvenile justice placements often create severe
disruptions in their education, for the following reasons:
Educational credits from juvenile justice facilities may
not be accepted at the student's public school when they return.
Juvenile justice facility schools often do a poor job of
administering education.
Records may not transfer promptly from school to facility
or between facilities.
Students returning from the juvenile justice system are
often rerouted into alternative-education programs or treated as
``troublemakers.''
Youths returning to school after placement often face a
host of social challenges and stigmas.\8\
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\8\ Juvenile Law Center. March 12, 2014. Lessons from ``Kids for
Cash,'' Part 5: Disruptions in Education Disrupt Lives. www.jlc.org/blog/lessons-kids-cash-part-5-disruptions-education-disrupt-lives.
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Many youths in the juvenile justice population have had little
employment experience before confinement. Their employment challenges
often intensify postrelease, with many struggling to find and keep
jobs.\9\ This is particularly true if youths' records have not been
expunged; if they have not been able to earn an educational credential;
or if they have a disability.\10\ Having been out of the labor force
for a period of time also puts justice-involved youths at a
disadvantage. In addition to lacking technical skills and work
experience, these youths lack critical employability skills, sometimes
called ``soft skills'' or ``workforce readiness skills,'' which are the
general skills necessary for success in the labor market, for all
industries and at all career levels.\11\
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\9\ Wald, Michael, and Tia Martinez. 2003. ``Connected by 25:
Improving the Life Chances of the Country's Most Vulnerable 14-24
Year Olds.'' Stanford, CA: Hewlett Foundation.
\10\ Waintrup, Miriam G., and Deanne Unrah. 2008. ``Career
Development Programming Strategies for Transitioning Incarcerated
Adolescents to the World of Work.'' The Journal of Correctional
Education 59 (2): pp 127-144.
\11\ See cte.ed.gov/employabilityskills/index.php/framework/.
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The lack of transition planning for juveniles makes successful
reentry and integration into the community extremely difficult. Service
providers often receive inadequate professional development and
specialized transition training. Due to a lack of interdisciplinary
collaboration, service providers often are unprepared to provide
appropriate transition services.\12\
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\12\ Leone, Peter, and Weinberg, Lois, Addressing the Unmet
Educational Needs of Children and Youth in the Juvenile Justice and
Child Welfare Systems, Center for Juvenile Justice Reform,
Georgetown University, 2012. pp. 19-22. http://cjjr.georgetown.edu/wp-content/uploads/2015/03/EducationalNeedsofChildrenandYouth_May2010.pdf.
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Information on recidivism rates is not collected at the national
level because States use different definitions of recidivism. However,
we know that justice-involved youths are at high risk for recidivism.
The Annie Casey Foundation found that studies of youths released from
residential corrections programs indicate that 70 to 80 percent of
those youths are rearrested within 3 years. Studies also find that 38
to 58 percent of youths released from juvenile corrections facilities
are found guilty of new offenses (as a juvenile or an adult) within 2
years and 45 to 72 percent within 3 years.\13\
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\13\ Mendel, Richard A. 2011. ``No Place for Kids: The Case for
Reducing Juvenile Incarceration.'' Baltimore, MD: The Annie E. Casey
Foundation. www.aecf.org/resources/no-place-for-kids-full-report/.
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It has become clear that no single agency can address the myriad
needs of justice-involved youth. Justice-involved youths often are
involved with multiple systems of care and their needs transcend
professional boundaries and agency mandates. Historically, the juvenile
justice system has worked in isolation, with inadequate communication
and collaboration among agencies serving youths both within facilities
and between facilities and the community. The lack of coordination and
collaboration among key stakeholders has been a major barrier to
addressing the poor education, employment, and well-being outcomes for
justice-involved youths.\14\
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\14\ Leone, Peter, and Weinberg, Lois, Addressing the Unmet
Educational Needs of Children and Youth in the Juvenile Justice and
Child Welfare Systems, Center for Juvenile Justice Reform,
Georgetown University, 2012. Pp. 18-20 and 47-51. http://
http://cjjr.georgetown.edu/wp-content/uploads/2015/03/EducationalNeedsofChildrenandYouth_May2010.pdf">cjjr.georgetown.edu/wp-content/uploads/2015/03/EducationalNeedsofChildrenandYouth_May2010.pdf
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The past decade has seen increased funding to improve programs,
services, and outcomes for justice-involved youths. Multiple Federal
agencies, including the Departments of Justice (Office of Juvenile
Justice and Delinquency Prevention), Health and Human Services
(Substance Abuse and Mental Health Services Administration, National
Institutes of Health), Labor (Employment and Training Administration),
and Education (Office for Civil Rights, Office of Elementary and
Secondary Education), have taken on the issue of juvenile justice
reform. Significant Federal funding has been dedicated to this issue,
such as funding under the Second Chance Act and the Workforce
Investment Act (WIA) (recently reauthorized as the Workforce Innovation
and Opportunity Act of 2014 (WIOA), 29 U.S.C. 3101 et seq.). Federal
and State partnerships with the philanthropic community, such as the
John D. and Catherine T. MacArthur Foundation's ``Models for Change''
initiative, have also spurred innovation and reform in the juvenile
justice system.
Just as juvenile justice reform efforts have intensified in the
past decade, so too have efforts to improve the effectiveness of
workforce education and training programs. The career pathways approach
to workforce development is the most recent expression of efforts to
meet workforce and industry demands through focused education and
training.\15\ Career pathways link education, training, and support
services to enable individuals to secure industry-relevant
certification, obtain employment within an industry or occupational
sector, and advance to successively higher levels of education and
employment in that sector. Advanced education and training are now
requirements for many jobs and professional careers. This has led to
shifts in the ways in which public agencies design CTE and workforce
programs and collaborate with partners across systems.
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\15\ ``Career Pathways Toolkit: Six Key Elements for Success''
(Toolkit), Social Policy Research Associates for the U.S. Department
of Labor, September 2011, pp 8-9.
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In this spirit of cross-system collaboration, in recent years,
Federal agencies and a variety of national, State, and local
stakeholders have worked together to encourage the development of
career pathways. At the Federal level, three Federal agencies, the U.S.
Departments of Education (ED or the Department), Health and Human
Services, and Labor, have led an interagency effort to advance career
pathway systems,\16\ which has grown to include the U.S. Departments of
Agriculture, Commerce, Housing and Urban Development, Transportation,
and Energy. WIOA also promotes a career pathways approach to workforce
development, stressing cross-agency workforce, education, and human
services systems-building, and coordinated service delivery to create
career pathways.\17\ In addition, section 129 of WIOA, 29 U.S.C. 3164,
authorizes

[[Page 52461]]

youth workforce investment activities that support further education
and employment training for in-school and out-of-school youths,
including justice-involved youths.
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\16\ See www.careertech.org/sites/default/files/Joint_Letter_Career_Pathways.pdf.
\17\ www.thefederalregister.org/fdsys/pkg/PLAW-113publ128/pdf/PLAW-113publ128.pdf.
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OCTAE has led the career pathways interagency effort for ED because
CTE and career pathways are clearly interrelated. Both CTE and career
pathways are informed by local labor market trends and designed to meet
employer needs. For many, secondary CTE programs are the first point of
entry into a career pathway.
CTE will be the primary education focus of projects funded under
this grant competition. Studies of incarcerated adults have suggested
that participating in CTE may reduce parole violations and recidivism
rates and increase the likelihood of employment after release, in
addition to promoting the acquisition of knowledge and skills. While
similar research for justice-involved youths is limited, CTE
potentially may offer these benefits to confined juveniles as well as
adults.\18\
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\18\ Davis, Lois M., Steele, Jennifer L. et el., ``Effective Is
Correctional Education, and Where Do We Go from Here? The Results of
a Comprehensive Evaluation.'' Rand Corporation, 2014. pp 47-50.
www.rand.org/content/dam/rand/pubs/research_reports/RR500/RR564/RAND_RR564.pdf.
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CTE programs, commonly referred to as ``vocational education'' in
the juvenile justice setting, help students acquire the skills and
knowledge they need for success in further education and careers.
Generally, the Carl D. Perkins Career and Technical Education Act of
2006 (Pub. L. 109-270), 20 U.S.C. 2301 et seq. (Perkins IV or Act),\19\
defines CTE in section 3(5), 20 U.S.C. 2302(5), as organized
educational activities that offer a sequence of courses that provides
individuals with the academic and technical knowledge and skills needed
to prepare for further education and for careers in current or emerging
employment sectors. CTE contributes to students' academic knowledge,
higher-order reasoning and problem-solving skills, work attitudes,
general employability skills, technical skills, and occupation-specific
skills. Competency-based applied learning, work-based learning, and
comprehensive career development are key components of CTE. Section
112(a)(2)(A) of the Act, 20 U.S.C. 2322(a)(2)(A), requires each State
to make available up to one percent of the State's allotment under
section 111 to serve individuals in State institutions, such as State
correctional institutions and institutions that serve individuals with
disabilities. Recognizing the importance of offering effective CTE
programs to justice-involved youths, during program year 2013-14, more
than half of the States reported using Perkins IV funds to support CTE
programming in juvenile justice facilities.\20\ We would expect
projects funded under this grant competition to build on these ongoing
efforts.
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\19\ See www.thefederalregister.org/fdsys/pkg/PLAW-109publ270/pdf/PLAW-109publ270.pdf.
\20\ This information was reported in the States' 2013-2014
Perkins Consolidated Annual Reports.
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In 2014, the U.S. Departments of Education and Justice identified
evidence-based principles and promising practices to assist juvenile
justice providers in addressing the systemic challenges described at
the beginning of this Background section. The recently released
``Guiding Principles for Improving Education Programs in Juvenile
Justice Secure Care Settings'' (Guiding Principles) \21\ have informed
the development of this grant opportunity because they provide a
framework for implementing a comprehensive system of support services
and educational programming to improve education outcomes for justice-
involved youths in and upon leaving confinement. They underscore the
need for a strong program infrastructure,\22\ as well as the need for
cross-agency coordination and collaboration to create systemic reforms
that will address the myriad needs of justice-involved youths. The five
Guiding Principles, each followed by specific practices of particular
relevance to this grant opportunity, are:
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\21\ www2.ed.gov/policy/gen/guid/correctional-education/index.html.
\22\ For further guidance on developing and maintaining a strong
program infrastructure, the following resources are particularly
important: ``Core Principles for Reducing Recidivism and Improving
Other Outcomes for Youth in the Juvenile Justice System'' from the
National Evaluation and Technical Assistance Center (NDTAC) for
Education of Children and Youth who are Neglected, Delinquent, and
At-Risk (csgjusticecenter.org/youth/publications/juvenile-justice-white-paper/); and ``Transition Toolkit 2.0'' from the NDTAC for
Education of Children and Youth who are Neglected, Delinquent, and
At-Risk (www.neglected-delinquent.org/resource/transition-toolkit-20-meeting-educational-needs-youth-exposed-juvenile-justice-system).
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Principle I. A safe, healthy facility-wide climate that prioritizes
education, provides the conditions for learning, and encourages the
necessary behavioral and social support services that address the
individual needs of all youths, including those with disabilities and
English learners.
Juvenile justice facilities should prioritize education, create the
appropriate conditions for learning, and address individual needs
through support services. Support services should be comprehensive and
should align with the educational program. Facilities should: Use
evidence-based assessments to identify appropriate activities; promote
active youth engagement; include well-monitored prerelease planning
that addresses the youths' diverse needs (e.g., mental health,
substance abuse, family reengagement, and social, emotional, and
behavioral skills deficits); provide care throughout all phases of
reentry; and include approaches such as case management and mentoring.
Principle II. Necessary funding to support educational
opportunities for all youths within long-term secure care facilities,
including those with disabilities and English learners, comparable to
opportunities for peers who are not system-involved.
Juvenile justice facilities should receive sufficient funding to
ensure all justice-involved youths receive a quality education compared
to peers who are not system-involved. Sufficient resources are needed
to ensure a strong sustainable program infrastructure that supports a
process for collecting, analyzing, and using data to improve program
quality.
Principle III. Recruitment, employment, and retention of qualified
education staff with skills relevant in juvenile justice settings who
can positively impact long-term student outcomes through demonstrated
abilities to create and sustain effective teaching and learning
environments.
Juvenile justice facilities should recruit, employ, and retain
qualified education staff. Staff should be trained on cultural
competency in working with individuals of different socioeconomic
status, race, and age. Staff also should learn how to create
cooperative, supportive learning environments in a juvenile justice
setting; build positive relationships with students; and help students
meet program requirements and transition to the larger community.
Principle IV. Rigorous and relevant curricula aligned with State
academic and career and technical education standards that utilize
instructional methods, tools, materials, and practices that promote
college- and career-readiness.
Juvenile justice facilities should provide rigorous, relevant
curricula that is standards-driven and uses appropriate instructional
practices that prepare students for college and the workforce.
Education services should: Be tailored to the youths' age, prior
experiences, and specific developmental needs (e.g., disabilities and
English language skills); connect to career pathways that incorporate
students' needs and interests; involve students in

[[Page 52462]]

planning; and include programs such as CTE, youth-centered career
development services, and work-based learning.
Principle V. Formal processes and procedures--through statutes,
memoranda of understanding, and practices--that ensure successful
navigation across child-serving systems and smooth reentry into
communities.
Juvenile justice facilities should implement processes and
procedures to support the youths' transition from confinement to the
community. This requires collaborative, well-defined partnerships that
bridge facility- and community-based providers and systems that serve
justice-involved youths, as well as other youth-serving systems, such
as education, child welfare, employment, housing, behavioral health,
and physical health services. These partnerships should have policies
and procedures that support communication, youth transitions, data
sharing, and accountability.
Projects funded under this grant competition must be implemented in
partnership with a variety of providers and systems, to garner the
resources and expertise needed to implement specific practices from the
Guiding Principles that will address the specific, identified needs of
youths to be served under the proposed JJ Reentry CTE program, and to
support their successful transition from confinement to the community.
We would expect funded projects to use partner resources to provide
programming and wraparound services that address participating youths'
broader education and well-being needs and support successful reentry.
We would expect funded projects to use JJ Reentry CTE Program funds for
CTE-related programs and services, such as youth-centered career
development services, effective CTE programs (including work-based
learning where feasible), and career pathways, that support successful
transitions from confinement to the community and to further education
and employment.
Nearly all youths leave juvenile justice facilities and return to
their communities. For successful reentry to their communities, youths
must be prepared to return to school, to access postsecondary education
or employment training, or to enter employment. Through this
competition, the Secretary will support the establishment and operation
of projects that build on existing efforts to improve reentry outcomes
for justice-involved youths, make CTE the education focus of their
efforts, and build strong partnerships to implement a comprehensive,
collaborative approach to improving education, employment, and other
positive, well-being outcomes for justice-involved youths.
Priorities: This notice includes three absolute priorities, one
competitive preference priority, and one invitational priority.
We are establishing the absolute and competitive preference
priorities in a FY 2016 grant competition and any subsequent year in
which we make awards from the list of unfunded applicants from this
competition, in accordance with section 437(d)(1) of the General
Education Provisions Act (GEPA), 20 U.S.C. 1232(d)(1). The invitational
priority is from the Secretary's final supplemental priorities and
definitions for discretionary grant programs (Supplemental Priorities)
published in the Federal Register on December 10, 2014 (79 FR 73425).
Absolute Priorities: The following priorities are absolute
priorities. Under 34 CFR 75.105(c)(3) we consider only applications
that meet all three of these absolute priorities.
These priorities are:
Absolute Priority 1: Improving School Climate, Behavioral Supports,
and Correctional Education.
To meet this priority, an applicant must propose a project designed
to improve the quality of CTE programs in juvenile justice facilities
(such as detention facilities and secure and non-secure placements) and
support reentry after release, by linking the youths to education,
wraparound services and youth centered job training programs.
Absolute Priority 2: Enhancing State or Local Efforts to Improve
Reentry Outcomes.
To meet this priority, an applicant must propose a project designed
to build upon and enhance State or local efforts to improve reentry
outcomes for justice-involved youth, such as those carried out under
the Elementary and Secondary Education Act's Title I, Part D,
Prevention and Intervention Programs for Children and Youth Who are
Neglected, Delinquent, or At-Risk, the Second Chance Act, Perkins IV,
WIA/WIOA Youth Workforce Investment Activities, the Department of Labor
Employment Training Administration Reentry Employment Opportunities
programs, career pathways initiatives, or other Federal, State, local,
or philanthropy-funded initiatives.
Absolute Priority 3: Partnerships.
To meet this priority, an applicant must propose to implement a
project in partnership with a variety of providers and systems. An
applicant must--
(a) Identify required partners which must include at least one of
each of the following--
(1) Juvenile justice agency;
(2) Local educational agency (including representatives
specializing, for instance, in CTE, special education, and other
fields);
(3) Postsecondary institution (including representatives
specializing, for instance, in postsecondary CTE, workforce
development, and other fields); and
(4) Workforce development agency.
(b) In addition, the applicant may identify other potential
partners, including--
(1) Child welfare agencies;
(2) Workforce investment boards;
(3) Employers;
(4) Labor organizations;
(5) Other social service agencies;
(6) Community-based organizations; and
(7) Other entities.
(c) Include a letter of commitment from each entity with which it
will partner to implement the proposed project.
Competitive Preference Priorities: These priorities are competitive
preference priorities. Under 34 CFR 75.105(c)(2)(i), we award up to an
additional 10 points for each competitive preference priority,
depending on how well the application meets the priority.
These priorities are:
Competitive Preference Priority 1: Coordinating Juvenile Justice
Reentry Education Programs and Services.
Projects that are designed to coordinate juvenile justice reentry
education programs and services to be provided with programs and
services being provided through subgrants received under Title I, Part
D, Prevention and Intervention Programs for Children and Youth Who are
Neglected, Delinquent, or At-Risk of the Elementary and Secondary
Education Act.
Competitive Preference Priority 2: Improving Job-Driven Training
and Employment Outcomes.
Projects that are designed to improve job-driven training and
employment outcomes for participating justice-involved youths by
integrating the education and training to be provided into a career
pathways program or system that: (1) Aligns education and training
programs offered by community colleges, other institutions of higher
education, and other workforce training providers; (2) offers related
stackable credentials (as defined in this notice); and (3) provides
support services that enable high-need students (as defined in

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this notice) to obtain industry-recognized credentials and obtain
employment within an occupational area with the potential to advance to
higher levels of education and employment in that area.
Under this competition we are particularly interested in
applications that address the following priority.
Invitational Priority: For FY 2015 and any subsequent year in which
we make awards from the list of unfunded applicants from this
competition, this priority is an invitational priority. Under 34 CFR
75.105(c)(1) we do not give an application that meets this invitational
priority a competitive or absolute preference over other applications.
This priority is:
Invitational Priority: Leveraging Technology To Support
Instructional Practice and Professional Development.
Projects that are designed to leverage technology through
implementing high-quality accessible digital tools, assessments, and
materials that are aligned with rigorous college- and career-ready
standards.
Application Requirements
The application requirements are:
(a) Applicants must propose to serve the residents of at least one
residential juvenile justice facility.
(b) Applicants must--
(1) Identify specific practices from the ``Guiding Principles for
Improving Education Programs in Juvenile Justice Secure Care Settings''
that are based on strong theory (as defined in this notice) and that
they will implement and describe how those practices will address the
specific, identified needs of youths to be served.
(2) Describe each partner's role in implementing the specific
practices identified under Application Requirement (b)(1); and
(3) Describe each partner's relevant experience, including
experience working with justice-involved youths.
(c) Applicants must describe how the CTE programs to be offered
under the JJ Reentry CTE Program will--
(1) Be supported by current labor market information;
(2) Respond to employer needs;
(3) Integrate general employability skills with career and
technical instruction;
(4) Provide career exploration, guidance, and planning; and
(5) Lead to industry-recognized credentials that align with
secondary and postsecondary CTE programs and/or other workforce
training and employment opportunities post-release.
(d) Applicants must describe how professional development needs
will be identified and addressed in the project in order to address the
needs of participating justice-involved youths and to deliver high-
quality CTE services.
(e) Applicants must submit a detailed project plan, for the entire
project period. The plan must include a timeline of specific activities
to be carried out in each year of the project.
(f) Applicants must--
(1) Include a plan for annual project evaluations that will assess
the project's progress in meeting its goals and objectives, provide
feedback for the project partners on the effectiveness of key project
components, and identify areas needing improvement; and
(2) Describe current capacity to share participant data collected
by the different project partners and a plan to improve that capacity
if necessary, for the purpose of meeting participant needs and
reporting valid and reliable data on the required performance measures.
Definitions
The definitions of ``regular high school diploma'' and ``stackable
credentials'' are from the Supplemental Priorities. The definition of
``high-need students'' is based on the Supplemental Priorities. The
definitions of ``logic model'' and ``strong theory'' are from the
Education Department General Administrative Regulations (EDGAR) at 34
CFR 77.1(c).
High-need students means students who are at risk of educational
failure or otherwise in need of special assistance and support, such as
students who are living in poverty, who attend high-minority schools,
who are far below grade level, who have left school before receiving a
regular high school diploma, who are at risk of not graduating with a
diploma on time, who are homeless, who are in foster care, who have
been incarcerated, who have disabilities, or who are English learners.
Logic model (also referred to as theory of action) means a well-
specified conceptual framework that identifies key components of the
proposed process, product, strategy, or practice (i.e., the active
``ingredients'' that are hypothesized to be critical to achieving the
relevant outcomes) and describes the relationships among the key
components and outcomes, theoretically and operationally.
Regular high school diploma means the standard high school diploma
that is awarded to students in the State and that is fully aligned with
the State's academic content standards or a higher diploma and does not
include a General Education Development (GED) credential, certificate
of attendance, or any alternative award.
Stackable credentials means credentials that are part of a sequence
of credentials that can be accumulated over time to increase an
individual's qualifications and help him or her to advance along a
career pathway to different and potentially higher-paying jobs.
Strong theory means a rationale for the proposed process, product,
strategy, or practice that includes a logic model.
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, definitions and
other 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 114(c)(1) of the Perkins IV (20 U.S.C. 2324(c)(1)) and
therefore qualifies for this exemption. In order to ensure timely grant
awards, the Secretary has decided to forgo public comment on the
priorities, definitions, and other requirements under section 437(d)(1)
of GEPA. These priorities, definitions, and other requirements will
apply to the FY 2016 grant competition and any subsequent year in which
we make awards from the list of unfunded applicants from this
competition.

Program Authority: 20 U.S.C. 2324; 42 U.S.C. 3797.

Applicable Regulations: (a) EDGAR in 34 CFR parts 75, 77, 81, 82,
84, 86, 97, 98, and 99. (b) The Office of Management and Budget
Guidelines to Agencies on Governmentwide Debarment and Suspension
(Nonprocurement) in 2 CFR part 180, as adopted and amended as
regulations of the Department in 2 CFR part 3485. (c) The Uniform
Administrative Requirements, Cost Principles, and Audit Requirements
for Federal Awards in 2 CFR part 200, as adopted and amended in 2 CFR
part 3474. (d) The Supplemental Priorities.

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

II. Award Information

Type of Award: Discretionary grants.
Estimated Available Funds: $1,900,000 for the first 12 months of
the project period. Funding for years two and three is subject to the
availability of funds and to a grantee meeting the requirements of 34
CFR 75.253.

[[Page 52464]]

Estimated Range of Awards: $200,000-$400,000.
Estimated Average Size of Award: $315,000.
Estimated Number of Awards: 6.

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

Project Period: Up to 36 months. Applicants under this competition
are required to provide detailed budget information for each of the 3
years of this project and for the total grant.

III. Eligibility Information

1. Eligible Applicants: Perkins IV eligible recipients, which are--
(a) Eligible agencies defined in section 3(12) of the Act, 20
U.S.C. 2302(12), as a State board designated or created consistent with
State law as the sole State agency responsible for the administration
of CTE in the State or for the supervision of the administration of CTE
in the State; and
(b) Eligible recipients defined in section 3(14) of the Act, 20
U.S.C. 2302(14), as--
(1) A local educational agency (including a public charter school
that operates as a local educational agency), an area CTE school, an
educational service agency, or a consortium, eligible to receive
assistance under section 131 of the Act; or
(2) An eligible institution or consortium of eligible institutions
eligible to receive assistance under section 132 of the Act.

Note: Section 3(13) of the Act, 20 U.S.C. 2302(13), defines
``eligible institution'' as (a) a public or nonprofit private
institution of higher education that offers CTE courses that lead to
technical skill proficiency, an industry-recognized credential, a
certificate, or a degree; (b) a local educational agency providing
education at the postsecondary level; (c) an area CTE school
providing education at the postsecondary level; (d) a postsecondary
educational institution controlled by the Bureau of Indian Affairs
or operated by or on behalf of any Indian tribe that is eligible to
contract with the Secretary of the Interior for the administration
of programs under the Indian Self-Determination and Education
Assistance Act (925 U.S.C. 450 et seq.) or the Act of April 16, 1934
(25 U.S.C. 452 et seq.); (e) an educational service agency; or (f) a
consortium of two or more of the entities described in (a) through
(e).

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

IV. Application and Submission Information

1. Address to Request Application Package: You can obtain an
application package via the Internet or from the Education Publications
Center (ED Pubs), or from the program office. To obtain a copy via the
Internet, use the following address: www.ed.gov/fund/grant/apply/grantapps/index.html. To obtain a copy from ED Pubs, write, fax, or
call the following: ED Pubs, U.S. Department of Education, P.O. Box
22207, Alexandria, VA 22304. Telephone, toll free: 1-877-433-7827. FAX:
(703) 605-6794. If you use a telecommunications device for the deaf
(TDD) or a text telephone (TTY), call, toll free: 1-877-576-7734.
You can contact ED Pubs at its Web site, also: www.EDPubs.gov or at
its email address: [email protected].
If you request an application package from ED Pubs, be sure to
identify this program or competition as follows: CFDA number 84.051A.
To obtain a copy from the program office, contact the persons
listed under For Further Information Contact in section VII of this
notice.
Individuals with disabilities can obtain a copy of the application
package in an accessible format (e.g., braille, large print, audiotape,
or compact disc) by contacting the person or team listed under
Accessible Format in section VIII of this notice.
2. a. Content and Form of Application Submission: Requirements
concerning the content of an application, together with the forms you
must submit, are in the application package for this competition.
Page Limit: The application narrative (Part III of the application)
is where you, the applicant, address the selection criteria that
reviewers use to evaluate your application. You must limit the
application narrative to no more than 35 pages, using 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. An application submitted in any other font
(including Times Roman or Arial Narrow) will not be accepted.
The page limit does not apply to Part I, the cover sheet; Part II,
the budget section, including the narrative budget justification; Part
IV, the assurances and certifications; the one-page abstract, or the
resumes, bibliography, letters of support, or other appendices.
Our reviewers will not read any pages of your application that
exceed the page limit.
b. Submission of Proprietary Information:
Given the types of projects that may be proposed in applications
for the JJ Reentry CTE Program, your application may include business
information that the applicant considers proprietary. The Department's
regulations define ``business information'' in 34 CFR 5.11.
Because we plan to make successful applications available to the
public upon request, you may wish to request confidentiality of
business information. Consistent with Executive Order 12600, please
designate in your application any information that you feel is exempt
from disclosure under Exemption 4 of the Freedom of Information Act. In
the appropriate Appendix section of your application, under ``Other
Attachments Form,'' please list the page number or numbers on which we
can find this information. For additional information please see 34 CFR
5.11(c).
3. Submission Dates and Times:
Applications Available: August 31, 2015.
Date of Pre-Application Meeting: September 9, 2015.
Deadline for Transmittal of Applications: October 30, 2015.
Applications for grants under this competition must be submitted
electronically using the Grants.gov Apply site (Grants.gov). For
information (including dates and times) about how to submit your
application electronically, or in paper format by mail or hand delivery
if you qualify for an exception to the electronic submission
requirement, please refer to section IV. 7. Other Submission
Requirements of this notice.
We do not consider an application that does not comply with the
deadline requirements.
Individuals with disabilities who need an accommodation or
auxiliary aid in connection with the application process should contact
the person listed under FOR FURTHER INFORMATION CONTACT in section VII
of this notice. If the Department provides an

[[Page 52465]]

accommodation or auxiliary aid to an individual with a disability in
connection with the application process, the individual's application
remains subject to all other requirements and limitations in this
notice.
Deadline for Intergovernmental Review: December 29, 2015.
4. Intergovernmental Review: This program is subject to Executive
Order 12372 and the regulations in 34 CFR part 79. Information about
Intergovernmental Review of Federal Programs under Executive Order
12372 is in the application package for this program.
5. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
6. Data Universal Numbering System Number, Taxpayer Identification
Number, and System for Award Management: To do business with the
Department of Education, you must--
a. Have a Data Universal Numbering System (DUNS) number and a
Taxpayer Identification Number (TIN);
b. Register both your DUNS number and TIN with the System for Award
Management (SAM) (formerly the Central Contractor Registry (CCR)),the
Government's primary registrant database;
c. Provide your DUNS number and TIN on your application; and
d. Maintain an active SAM registration with current information
while your application is under review by the Department and, if you
are awarded a grant, during the project period.
You can obtain a DUNS number from Dun and Bradstreet. A DUNS number
can be created within one to two business days.
If you are a corporate entity, agency, institution, or
organization, you can obtain a TIN from the Internal Revenue Service.
If you are an individual, you can obtain a TIN from the Internal
Revenue Service or the Social Security Administration. If you need a
new TIN, please allow two to five weeks for your TIN to become active.
The SAM registration process can take approximately seven business
days, but may take upwards of several weeks, depending on the
completeness and accuracy of the data entered into the SAM database by
an entity. Thus, if you think you might want to apply for Federal
financial assistance under a program administered by the Department,
please allow sufficient time to obtain and register your DUNS number
and TIN. We strongly recommend that you register early.

Note: Once your SAM registration is active, you will need to
allow 24 to 48 hours for the information to be available in
Grants.gov and before you can submit an application through
Grants.gov.

If you are currently registered with SAM, you may not need to make
any changes. However, please make certain that the TIN associated with
your DUNS number is correct. Also note that you will need to update
your registration annually. This may take three or more business days.
Information about SAM is available at www.SAM.gov. To further
assist you with obtaining and registering your DUNS number and TIN in
SAM or updating your existing SAM account, we have prepared a SAM.gov
Tip Sheet, which you can find at: www2.ed.gov/fund/grant/apply/sam-faqs.html.
In addition, if you are submitting your application via Grants.gov,
you must (1) be designated by your organization as an Authorized
Organization Representative (AOR); and (2) register yourself with
Grants.gov as an AOR. Details on these steps are outlined at the
following Grants.gov Web page: www.grants.gov/web/grants/register.html.
7. Other Submission Requirements: Applications for grants under
this program must be submitted electronically unless you qualify for an
exception to this requirement in accordance with the instructions in
this section.
a. Electronic Submission of Applications.
Applications for grants under the JJ Reentry CTE Program
competition, CFDA number 84.051A, must be submitted electronically
using the Governmentwide Grants.gov Apply site at www.Grants.gov.
Through this site, you will be able to download a copy of the
application package, complete it offline, and then upload and submit
your application. You may not email an electronic copy of a grant
application to us.
We will reject your application if you submit it in paper format
unless, as described elsewhere in this section, you qualify for one of
the exceptions to the electronic submission requirement and submit, no
later than two weeks before the application deadline date, a written
statement to the Department that you qualify for one of these
exceptions. Further information regarding calculation of the date that
is two weeks before the application deadline date is provided later in
this section under Exception to Electronic Submission Requirement.
You may access the electronic grant application for the JJ Reentry
CTE Program at www.Grants.gov. You must search for the downloadable
application package for this program by the CFDA number. Do not include
the CFDA number's alpha suffix in your search (e.g., search for 84.051,
not 84.051A).
Please note the following:
When you enter the Grants.gov site, you will find
information about submitting an application electronically through the
site, as well as the hours of operation.
Applications received by Grants.gov are date and time
stamped. Your application must be fully uploaded and submitted and must
be date and time stamped by the Grants.gov system no later than 4:30:00
p.m., Washington, DC time, on the application deadline date.
Except as otherwise noted in this section, we will not accept your
application if it is received--that is, date and time stamped by the
Grants.gov system--after 4:30:00 p.m., Washington, DC time, on the
application deadline date. We do not consider an application that does
not comply with the deadline requirements. When we retrieve your
application from Grants.gov, we will notify you if we are rejecting
your application because it was date and time stamped by the Grants.gov
system after 4:30:00 p.m., Washington, DC time, on the application
deadline date.
The amount of time it can take to upload an application
will vary depending on a variety of factors, including the size of the
application and the speed of your Internet connection. Therefore, we
strongly recommend that you do not wait until the application deadline
date to begin the submission process through Grants.gov.
You should review and follow the Education Submission
Procedures for submitting an application through Grants.gov that are
included in the application package for this competition to ensure that
you submit your application in a timely manner to the Grants.gov
system. You can also find the Education Submission Procedures
pertaining to Grants.gov under News and Events on the Department's G5
system home page at www.G5.gov.
You will not receive additional point value because you
submit your application in electronic format, nor will we penalize you
if you qualify for an exception to the electronic submission
requirement, as described elsewhere in this section, and submit your
application in paper format.
You must submit all documents electronically, including
all information you typically provide on the following forms: The
Application for Federal Assistance (SF 424), the Department of
Education Supplemental Information for SF 424, Budget Information--Non-

[[Page 52466]]

Construction Programs (ED 524), and all necessary assurances and
certifications.
You must upload any narrative sections and all other
attachments to your application as files in a PDF (Portable Document)
read-only, non-modifiable format. Do not upload an interactive or
fillable PDF file. If you upload a file type other than a read-only,
non-modifiable PDF or submit a password-protected file, we will not
review that material.
Your electronic application must comply with any page-
limit requirements described in this notice.
After you electronically submit your application, you will
receive from Grants.gov an automatic notification of receipt that
contains a Grants.gov tracking number. (This notification indicates
receipt by Grants.gov only, not receipt by the Department.) The
Department then will retrieve your application from Grants.gov and send
a second notification to you by email. This second notification
indicates that the Department has received your application and has
assigned your application a PR/Award number (an ED-specified
identifying number unique to your application).
We may request that you provide us original signatures on
forms at a later date.
Application Deadline Date Extension in Case of Technical Issues
with the Grants.gov System: If you are experiencing problems submitting
your application through Grants.gov, please contact the Grants.gov
Support Desk, toll free, at 1-800-518-4726. You must obtain a
Grants.gov Support Desk Case Number and must keep a record of it.
If you are prevented from electronically submitting your
application on the application deadline date because of technical
problems with the Grants.gov system, we will grant you an extension
until 4:30:00 p.m., Washington, DC time, the following business day to
enable you to transmit your application electronically or by hand
delivery. You also may mail your application by following the mailing
instructions described elsewhere in this notice.
If you submit an application after 4:30:00 p.m., Washington, DC
time, on the application deadline date, please contact the person
listed under For Further Information Contact in section VII of this
notice and provide an explanation of the technical problem you
experienced with Grants.gov, along with the Grants.gov Support Desk
Case Number. We will accept your application if we can confirm that a
technical problem occurred with the Grants.gov system and that that
problem affected your ability to submit your application by 4:30:00
p.m., Washington, DC time, on the application deadline date. The
Department will contact you after a determination is made on whether
your application will be accepted.

Note: The extensions to which we refer in this section apply
only to the unavailability of, or technical problems with, the
Grants.gov system. We will not grant you an extension if you failed
to fully register to submit your application to Grants.gov before
the application deadline date and time or if the technical problem
you experienced is unrelated to the Grants.gov system.

Exception to Electronic Submission Requirement: You qualify for an
exception to the electronic submission requirement, and may submit your
application in paper format, if you are unable to submit an application
through the Grants.gov system because--
You do not have access to the Internet; or
You do not have the capacity to upload large documents to
the Grants.gov system;

and

No later than two weeks before the application deadline
date (14 calendar days or, if the fourteenth calendar day before the
application deadline date falls on a Federal holiday, the next business
day following the Federal holiday), you mail or fax a written statement
to the Department, explaining which of the two grounds for an exception
prevents you from using the Internet to submit your application.
If you mail your written statement to the Department, it must be
postmarked no later than two weeks before the application deadline
date. If you fax your written statement to the Department, we must
receive the faxed statement no later than two weeks before the
application deadline date.
Address and mail or fax your statement to: Laura Messenger, U.S.
Department of Education, 400 Maryland Avenue SW., PCP, Room 11028,
Washington, DC 20202-7241. FAX: (202) 245-7170.
Your paper application must be submitted in accordance with the
mail or hand delivery instructions described in this notice.
b. Submission of Paper Applications by Mail.
If you qualify for an exception to the electronic submission
requirement, you may mail (through the U.S. Postal Service or a
commercial carrier) your application to the Department. You must mail
the original and two copies of your application, on or before the
application deadline date, to the Department at the following address:
U.S. Department of Education, Application Control Center, Attention:
(CFDA Number 84.051A) LBJ Basement Level 1, 400 Maryland Avenue SW.,
Washington, DC 20202-4260.
You must show proof of mailing consisting of one of the following:
(1) A legibly dated U.S. Postal Service postmark.
(2) A legible mail receipt with the date of mailing stamped by the
U.S. Postal Service.
(3) A dated shipping label, invoice, or receipt from a commercial
carrier.
(4) Any other proof of mailing acceptable to the Secretary of the
U.S. Department of Education.
If you mail your application through the U.S. Postal Service, we do
not accept either of the following as proof of mailing:
(1) A private metered postmark.
(2) A mail receipt that is not dated by the U.S. Postal Service. If
your application is postmarked after the application deadline date, we
will not consider your application.

Note: The U.S. Postal Service does not uniformly provide a dated
postmark. Before relying on this method, you should check with your
local post office.

c. Submission of Paper Applications by Hand Delivery.
If you qualify for an exception to the electronic submission
requirement, you (or a courier service) may deliver your paper
application to the Department by hand. You must deliver the original
and two copies of your application by hand, on or before the
application deadline date, to the Department at the following address:
U.S. Department of Education, Application Control Center, Attention:
(CFDA Number 84.051A) 550 12th Street SW., Room 7039 Potomac Center
Plaza, Washington, DC 20202-4260.
The Application Control Center accepts hand deliveries daily
between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except
Saturdays, Sundays, and Federal holidays.

Note for Mail or Hand Delivery of Paper Applications: If you
mail or hand deliver your application to the Department--
(1) You must indicate on the envelope and--if not provided by
the Department--in Item 11 of the SF 424 the CFDA number, including
suffix letter, if any, of the competition under which you are
submitting your application; and
(2) The Application Control Center will mail to you a
notification of receipt of your grant application. If you do not
receive this notification within 15 business days from the
application deadline date, you should call the U.S. Department of
Education Application Control Center at (202) 245-6288.

[[Page 52467]]

V. Application Review Information

1. Selection Criteria: The selection criteria for this program are
from 34 CFR 75.210 of EDGAR and are listed in the following paragraphs.
The maximum score for all the selection criteria is 100 points. In
addressing the criteria, applicants are encouraged to make explicit
connections to the priorities and application requirements listed
elsewhere in this notice. The selection criteria are as follows:
a. Need for project. (up to 15 points) The Secretary considers the
need for the proposed project. In determining the need for the proposed
project, the Secretary considers--
1. The magnitude of the need for the services to be provided or the
activities to be carried out by the proposed project (up to 5 points);
and
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 (up to 10 points).
b. Significance. (up to 10 points) The Secretary considers the
significance of the proposed project. In determining the significance
of the proposed project, the Secretary considers--
1. The likelihood that the proposed project will result in system
change or improvement (up to 5 points); and
2. 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 (up to 5 points).
c. Quality of the project design. (up to 30 points) The Secretary
considers the quality of the design of the proposed project. In
determining the quality of the design of the proposed project, the
Secretary considers--
1. The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable
(up to 5 points);
2. 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 (up to 5 points);
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 (up to 5 points);
4. The extent to which the proposed project represents an
exceptional approach to the priority or priorities established for the
competition (up to 10 points); and
5. The extent to which the proposed project is supported by strong
theory (as defined in 34 CFR 77.1(c)) (up to 5 points).
d. Quality of the management plan. (up to 15 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--
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 (up to 10 points); and
2. 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
(up to 5 points).
e. Adequacy of resources. (up to 15 points) The Secretary considers
the adequacy of resources for the proposed project. In determining the
adequacy of resources for the proposed project, the Secretary
considers--
1. The relevance and demonstrated commitment of each partner in the
proposed project to the implementation and success of the project (up
to 5 points);
2. The extent to which the costs are reasonable in relation to the
objectives, design, and potential significance of the proposed project
(up to 5 points); and
3. The potential for continued support of the project after Federal
funding ends, including, as appropriate, the demonstrated commitment of
appropriate entities to such support (up to 5 points).
f. Quality of the project evaluation. (up to 15 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 are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed project (up to 5 points);
2. 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 (up to 5 points); and
3. The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes (up to 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
also requires various assurances including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. Special Conditions: Under 2 CFR 3474.10, the Secretary may
impose special conditions and, in appropriate circumstances, high-risk
conditions on a grant if the applicant or grantee is not financially
stable; has a history of unsatisfactory performance; has a financial or
other management system that does not meet the standards in 2 CFR part
200, subpart D; has not fulfilled the conditions of a prior grant; or
is otherwise not responsible.

VI. Award Administration Information

1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN); or we may send you an email containing a link to
access an electronic version of your GAN. We may notify you informally,
also. If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).

[[Page 52468]]

(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 multi-year 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.
4. Performance Measures: Under the Government Performance and
Results Act, Federal departments and agencies must clearly describe the
goals and objectives of their programs, identify resources and actions
needed to accomplish these goals and objectives, develop a means of
measuring progress made, and regularly report on their achievement. One
important source of program information is the annual project
evaluation conducted under individual grants. To determine the overall
effectiveness of projects funded under this competition, grantees must
be prepared to measure and report on the following measures of
effectiveness:
(a) The number and percentage of youths served by the JJ Reentry
CTE Program that are enrolled in further education or training, post-
release, such as:
(1) Secondary education or other State-approved equivalent;
(2) GED bridge program;
(3) Postsecondary education; or
(4) Workforce training program.
(b) The number and percentage of youths served by the JJ Reentry
CTE Program that complete secondary education.
(c) The number and percentage of youths served by the JJ Reentry
CTE Program that attain an industry-recognized credential, certificate,
or degree.
(d) The number and percentage of youths served by the JJ Reentry
CTE Program that seek and obtain employment after release.
(e) The number and percentage of youths served by the JJ Reentry
CTE Program that are adjudicated within one year of release, as
evidenced by rearrest, conviction for new offenses (as a juvenile or
adult), and reincarceration.
In addition to these measures, applicants may establish interim or
other measures that they think will be useful in measuring positive
outcomes for participating youths, such as learning gains, continued
enrollment in CTE courses that support the student's career goals,
desired changes in behavior, and other measures of positive youth
gains. Grantees will be responsible for collecting and reporting data
annually on the required performance measures as well as any other
performance measures they choose to establish for this JJ Reentry CTE
Program.
5. Continuation Awards: In making a continuation award under 34 CFR
75.253, the Secretary considers, among other things: whether a grantee
has made substantial progress in achieving the goals and objectives of
the project; whether the grantee has expended funds in a manner that is
consistent with its approved application and budget; and, if the
Secretary has established performance measurement requirements, the
performance targets in the grantee's approved application. In making a
continuation grant, 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. Agency Contacts

FOR FURTHER INFORMATION CONTACT: Laura Messenger, U.S. Department of
Education, 400 Maryland Avenue SW., Room 11028, Washington, DC 20202.
Telephone: (202)245-7840 or by email: [email protected].
If you use a TDD or TTY, call the FRS, toll free, at 1-800-877-
8339.

VIII. Other Information

Accessible Format: Individuals with disabilities can obtain this
document and a copy of the application package in an accessible format
(e.g., braille, large print, audiotape, or compact disc) on request to
the program contact person listed under FOR FURTHER INFORMATION CONTACT
in section VII of this notice.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. Free
Internet access to the official edition of the Federal Register and the
Code of Federal Regulations is available via the Federal Digital System
at: www.thefederalregister.org/fdsys. At this site you can view this document, as well
as all other documents of this Department published in the Federal
Register, in text or Adobe Portable Document Format (PDF). To use PDF
you must have Adobe Acrobat Reader, which is available free at the
site.
You may also access documents of the Department published in the
Federal Register by using the article search feature at:
www.federalregister.gov. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.

Dated: August 25, 2015.
Johan E. Uvin,
Acting Assistant Secretary for Career, Technical, and Adult Education.
[FR Doc. 2015-21533 Filed 8-28-15; 8:45 am]
BILLING CODE 4000-01-P

52464 Federal Register / Vol. 80, No. 168 / Monday, August 31, 2015 / Notices

Estimated Range of Awards: activities. Further, the prohibition • Use one of the following fonts:
$200,000–$400,000. against supplanting also means that Times New Roman, Courier, Courier
Estimated Average Size of Award: grantees will be required to use their New, or Arial. An application submitted
$315,000. negotiated restricted indirect cost rates in any other font (including Times
Estimated Number of Awards: 6. under this program. (34 CFR 75.563) Roman or Arial Narrow) will not be
Note: The Department is not bound by any accepted.
IV. Application and Submission The page limit does not apply to Part
estimates in this notice.
Information I, the cover sheet; Part II, the budget
Project Period: Up to 36 months.
1. Address to Request Application section, including the narrative budget
Applicants under this competition are
Package: You can obtain an application justification; Part IV, the assurances and
required to provide detailed budget
package via the Internet or from the certifications; the one-page abstract, or
information for each of the 3 years of
Education Publications Center (ED the resumes, bibliography, letters of
this project and for the total grant.
Pubs), or from the program office. To support, or other appendices.
III. Eligibility Information obtain a copy via the Internet, use the Our reviewers will not read any pages
1. Eligible Applicants: Perkins IV following address: www.ed.gov/fund/ of your application that exceed the page
eligible recipients, which are— grant/apply/grantapps/index.html. To limit.
(a) Eligible agencies defined in section obtain a copy from ED Pubs, write, fax, b. Submission of Proprietary
3(12) of the Act, 20 U.S.C. 2302(12), as or call the following: ED Pubs, U.S. Information:
a State board designated or created Department of Education, P.O. Box Given the types of projects that may
consistent with State law as the sole 22207, Alexandria, VA 22304. be proposed in applications for the JJ
State agency responsible for the Telephone, toll free: 1–877–433–7827. Reentry CTE Program, your application
administration of CTE in the State or for FAX: (703) 605–6794. If you use a may include business information that
the supervision of the administration of telecommunications device for the deaf the applicant considers proprietary. The
CTE in the State; and (TDD) or a text telephone (TTY), call, Department’s regulations define
(b) Eligible recipients defined in toll free: 1–877–576–7734. ‘‘business information’’ in 34 CFR 5.11.
section 3(14) of the Act, 20 U.S.C. You can contact ED Pubs at its Web Because we plan to make successful
2302(14), as— site, also: www.EDPubs.gov or at its applications available to the public
(1) A local educational agency email address: edpubs@inet.ed.gov. upon request, you may wish to request
(including a public charter school that If you request an application package confidentiality of business information.
operates as a local educational agency), from ED Pubs, be sure to identify this Consistent with Executive Order 12600,
an area CTE school, an educational program or competition as follows: please designate in your application any
service agency, or a consortium, eligible CFDA number 84.051A. information that you feel is exempt from
to receive assistance under section 131 To obtain a copy from the program disclosure under Exemption 4 of the
of the Act; or office, contact the persons listed under Freedom of Information Act. In the
(2) An eligible institution or FOR FURTHER INFORMATION CONTACT in appropriate Appendix section of your
consortium of eligible institutions section VII of this notice. application, under ‘‘Other Attachments
eligible to receive assistance under Individuals with disabilities can Form,’’ please list the page number or
section 132 of the Act. obtain a copy of the application package numbers on which we can find this
in an accessible format (e.g., braille, information. For additional information
Note: Section 3(13) of the Act, 20 U.S.C.
large print, audiotape, or compact disc) please see 34 CFR 5.11(c).
2302(13), defines ‘‘eligible institution’’ as (a)
a public or nonprofit private institution of by contacting the person or team listed 3. Submission Dates and Times:
higher education that offers CTE courses that under Accessible Format in section VIII Applications Available: August 31,
lead to technical skill proficiency, an of this notice. 2015.
industry-recognized credential, a certificate, 2. a. Content and Form of Application Date of Pre-Application Meeting:
or a degree; (b) a local educational agency Submission: Requirements concerning September 9, 2015.
providing education at the postsecondary the content of an application, together Deadline for Transmittal of
level; (c) an area CTE school providing with the forms you must submit, are in Applications: October 30, 2015.
education at the postsecondary level; (d) a the application package for this Applications for grants under this
postsecondary educational institution competition must be submitted
competition.
controlled by the Bureau of Indian Affairs or electronically using the Grants.gov
operated by or on behalf of any Indian tribe
Page Limit: The application narrative
that is eligible to contract with the Secretary (Part III of the application) is where you, Apply site (Grants.gov). For information
of the Interior for the administration of the applicant, address the selection (including dates and times) about how
programs under the Indian Self- criteria that reviewers use to evaluate to submit your application
Determination and Education Assistance Act your application. You must limit the electronically, or in paper format by
(925 U.S.C. 450 et seq.) or the Act of April application narrative to no more than 35 mail or hand delivery if you qualify for
16, 1934 (25 U.S.C. 452 et seq.); (e) an pages, using the following standards: an exception to the electronic
educational service agency; or (f) a • A ‘‘page’’ is 8.5’’ x 11’’, on one side submission requirement, please refer to
consortium of two or more of the entities only, with 1’’ margins at the top, section IV. 7. Other Submission
described in (a) through (e). bottom, and both sides. Requirements of this notice.
2. Cost Sharing or Matching: This • Double space (no more than three We do not consider an application
program does not require cost sharing or lines per vertical inch) all text in the that does not comply with the deadline
matching. application narrative, including titles, requirements.
tkelley on DSK3SPTVN1PROD with NOTICES

3. Supplement-not-Supplant: This headings, footnotes, quotations, Individuals with disabilities who
program is subject to supplement-not- references, and captions, as well as all need an accommodation or auxiliary aid
supplant funding requirements. In text in charts, tables, figures, and in connection with the application
accordance with section 311(a) of the graphs. process should contact the person listed
Act, 20 U.S.C. 2391(a), funds under this • Use a font that is either 12 point or under FOR FURTHER INFORMATION
program may not be used to supplant larger or no smaller than 10 pitch CONTACT in section VII of this notice. If
non-Federal funds used to carry out CTE (characters per inch). the Department provides an

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Category		Regulatory Information
Collection		Federal Register
sudoc Class		AE 2.7: GS 4.107: AE 2.106:
Publisher		Office of the Federal Register, National Archives and Records Administration
Section		Notices
Action		Notice.
Dates		Applications Available: August 31, 2015.
Contact		Laura Messenger, U.S. Department of Education, 400 Maryland Avenue SW., Room 11028, Washington, DC 20202. Telephone: (202)245-7840 or by email: [email protected]
FR Citation		80 FR 52459