83 FR 22644 - Applications for New Award; Center To Improve Social and Emotional Learning and School Safety-Cooperative Agreement

DEPARTMENT OF EDUCATION

Federal Register Volume 83, Issue 95 (May 16, 2018)

Page Range		22644-22649
FR Document		2018-10474

The Department of Education (Department) is issuing a notice inviting applications for a new award for fiscal year (FY) 2018 for the Center To Improve Social and Emotional Learning and School Safety (Center)--Cooperative Agreement, Catalog of Federal Domestic Assistance (CFDA) number 84.424B.

Federal Register, Volume 83 Issue 95 (Wednesday, May 16, 2018)

[Federal Register Volume 83, Number 95 (Wednesday, May 16, 2018)]
[Notices]
[Pages 22644-22649]
From the Federal Register Online [www.thefederalregister.org]
[FR Doc No: 2018-10474]

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DEPARTMENT OF EDUCATION

Applications for New Award; Center To Improve Social and
Emotional Learning and School Safety--Cooperative Agreement

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 a new award for fiscal year (FY) 2018 for the
Center To Improve Social and Emotional Learning and School Safety
(Center)--Cooperative Agreement, Catalog of Federal Domestic Assistance
(CFDA) number 84.424B.

DATES:
Applications Available: May 16, 2018.
Deadline for Transmittal of Applications: July 2, 2018.
Deadline for Intergovernmental Review: August 29, 2018.

ADDRESSES: For the addresses for obtaining and submitting an
application, please refer to our Common Instructions for Applicants to
Department of Education Discretionary Grant Programs, published in the
Federal Register on February 12, 2018 (83 FR 6003) and available at
www.thefederalregister.org/fdsys/pkg/FR-2018-02-12/pdf/2018-02558.pdf.

FOR FURTHER INFORMATION CONTACT: Eve Birge, U.S. Department of
Education, 400 Maryland Avenue SW, Room 3C147, Washington, DC 20202-
6450. Telephone: (202) 453-6717. Email: eve.birge@ed.gov.
If you use a telecommunications device for the deaf (TDD) or a text
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.

SUPPLEMENTARY INFORMATION:

Full Text of Announcement

I. Funding Opportunity Description

Purpose of Program: The purpose of the Center is to provide
technical assistance to support States and districts in the
implementation of social and emotional learning evidence-based (as
defined in this notice) programs and practices. The Center will enhance
the capacity of (1) State educational agencies (SEAs) to support their
local educational agencies (LEAs) and (2) LEAs to support their
schools.
Background: The Center will be supported by funds reserved for
Title IV, Part A technical assistance and capacity building, pursuant
to section 4103(a)(3) of the Elementary and Secondary Education Act of
1965 (ESEA).\1\
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\1\ In December 2015, Congress enacted the Every Student
Succeeds Act (ESSA), which reauthorized the ESEA. Therefore, for
purposes of this notice, unless otherwise indicated, all references
to the ``ESEA'' are to the ``ESEA, as amended by the ESSA.''
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Positive social and emotional skills and abilities help students
attain and apply knowledge and attitudes that enhance personal
development, social relationships, and ethical behavior.\2\ These
skills and abilities help inform how students relate to each other and
adults.
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\2\ Weissberg, R.P., & O'Brien, M.U. (2004). What works in
school-based social and emotional learning programs for positive
youth development. The ANNALS of the American Academy of Political
and Social Science, 591(1), 86-97.
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Research shows that how students interact with their peers and
teachers, approach their schoolwork, and form beliefs about learning
has implications on how they perform in the classroom.\3\ Evidence-
based programs and practices (EBPPs) designed to foster social and
emotional learning (SEL) are associated with positive outcomes ranging
from better test scores and higher graduation rates to improved social
behavior.\4\
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\3\ Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D.
& Schellinger, K.B. (2011). The impact of enhancing students' social
and emotional learning: A meta-analysis of school-based universal
interventions. Child Development, January/February 2011, Volume 82,
Number 1, 405-432. Retrieved at: www.casel.org/wp-content/uploads/2016/06/meta-analysis-child-development-1.pdf.
\4\ Payton, J., Weissberg, R.P., Durlak, J.A., Dymnicki, A.B.,
Taylor, R.D., Schellinger, K.B., & Pachan, M. (2008). The positive
impact of social and emotional learning for kindergarten to eighth-
grade students: Findings from three scientific reviews. Chicago, IL:
Collaborative for Academic, Social, and Emotional Learning.
Retrieved at: www.casel.org/wp-content/uploads/2016/08/PDF-4-the-positive-impact-of-social-and-emotional-learning-for-kindergarten-to-eighth-grade-students-executive-summary.pdf.
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A recent meta-study of 82 school-based, universal SEL interventions
involving nearly 100,000 students found that SEL benefits youth
development, including improved social and emotional skills, attitudes,
indicators of well-being, and increased graduation rates.\5\ Benefits
were similar regardless of students' race, socioeconomic background, or
school location.
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\5\ Taylor, R.D., Oberle, E., Durlak, J.A., & Weissberg, R.P.
(2017). Promoting positive youth development through school-based
social and emotional learning interventions: A meta-analysis of
follow-up effects. Child Development, 88(4):1156-1171. doi: 10.1111/
cdev.12864.
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Another study analyzed the economic impact of six SEL programs and
found that on average, every dollar invested yields $11 in long-term
benefits, ranging from improved mental and physical health, reduced
juvenile crime, and higher lifetime earnings.\6\
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\6\ Belfield, C., Bowden, B., Klapp, A., Levin, H., Shand, R., &
Zander, S. (2015). The Economic Value of Social and Emotional
Learning. New York, NY: Center for Benefit-Cost Studies in
Education. Retrieved at: http://cbcse.org/wordpress/wp-content/uploads/2015/02/SEL-Revised.pdf.
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But implementation is not always consistent. When there is not
adequate training or understanding by implementers, assessment of
efficacy, or accountability, it can jeopardize positive student
impacts.\7\ The technical assistance described in this notice will
support States and districts by enhancing their capacity to
successfully implement EBPPs.
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\7\ Evans, R., Murphy, S., & Scourfield, J. Implementation of a
school-based social and emotional learning intervention:
Understanding diffusion processes within complex systems. Prevention
Science. 2015;16(5):754-764. doi:10.1007/s11121-015-0552-0.
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For the purpose of this notice inviting applications, SEL includes
developing and maintaining positive relationships with peers and
adults; using self-control; building social skills, including
recognizing and managing emotions in oneself; understanding others'
emotions and perspectives; making responsible

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decisions (i.e., ``making good choices''); working effectively in
cooperative groups; coping with frustration; reading social cues;
resolving interpersonal conflicts; demonstrating compassion and empathy
toward others; exercising persistence; building resilience; and
developing other SEL skills and abilities.
Under the ESEA, States have an opportunity to broaden their
measures of student success to include SEL measures. LEAs that receive
funds under the ESEA Title IV-A Student Support and Academic Enrichment
(SSAE) Grants program may, under section 4107(a)(3)(J) of the ESEA, use
those funds for SEL activities, including interventions that build
resilience, self-control, empathy, persistence, and other social and
behavioral skills. The following excerpt is taken from the guidance
published by the Department on the SSAE grant program (https://www2.ed.gov/policy/elsec/leg/essa/essassaegrantguid10212016.pdf):
``Extensive research, as well as educators' own experiences, shows that
school-based SEL programs play an important role in fostering healthy
relationships and increasing academic and career success.\8\ A growing
body of research in this field is demonstrating that various tools and
practices can enhance students' social and emotional development.\9\
For example, implementing practices that support students' sense of
belonging and value can increase students' academic success.'' \10\
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\8\ Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D.,
& Schellinger, K.B. (2011). The impact of enhancing students' social
and emotional learning: A meta-analysis of school-based universal
interventions. Child Development, 82(1), pp. 405-432. Retrieved at:
www.casel.org/wp-content/uploads/2016/06/meta-analysis-child-development-1.pdf.
\9\ CASEL Guide to Effective Social and Emotional Learning
Programs (www.casel.org/guide/).
\10\ Blackwell, L.A., Trzesniewski, K.H., & Dweck, C.S. (2007).
Implicit theories of intelligence and achievement across the junior
high school transition: A longitudinal study and an intervention.
Child Development, 78, 246-263. Retrieved at: mtoliveboe.org/cmsAdmin/uploads/blackwell-theories-of-intelligence-child-dev-2007.pdf. Cohen, G.L., Garcia, J., Purdie-Vaugns, V., Apfel, N., &
Brzustoski, P. (2009). Recursive processes in self-affirmation:
Intervening to close the minority achievement gap. Science, 324,
400-403.
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State-level policies are being developed that reflect these
competencies, their expansion, and measurement. Forty-five out of
fifty-six ESSA State plans submitted to the Department included SEL
programming and skill building. Recently released findings of the 2015-
2016 School Survey on Crime and Safety revealed that 66.3 percent of
all public schools have SEL programs for students.\11\ Increasingly,
schools across the country are implementing SEL \12\ as there is
increasing awareness about how to support students experiencing
violence in their neighborhoods and abuse in their homes, drug and
alcohol addiction, and pressure to succeed in school. We anticipate
that there will be an increased need for technical assistance and
training in order to implement programs effectively and with fidelity.
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\11\ Diliberti, M., Jackson, M., and Kemp, J. (2017). Crime,
Violence, Discipline, and Safety in U.S. Public Schools: Findings
from the School Survey on Crime and Safety: 2015-2016 (NCES 2017-
122). U.S. Department of Education, National Center for Education
Statistics. Washington, DC. Retrieved at: http://nces.ed.gov/pubsearch.
\12\ Wanless, S.B. & Domitrovich, C.E. Prevention Science (2015)
16: 1037. Retrieved at: https://doi.org/10.1007/s11121-015-0612-5.
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The Aspen Institute's National Commission on Social, Emotional, and
Academic Development released a report in January 2018, How learning
happens: Supporting students' social, emotional, and academic
development, in which they demonstrate that SEL programming and skill
building are inextricably linked to improved academic outcomes and
student success; particularly salient is the assertion that
professional development and training are essential in order for
potential gains to be realized.\13\ This lends further support to the
Department's decision to launch a Center to Improve Social and
Emotional Learning and School Safety.
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\13\ The Aspen Institute National Commission on Social,
Emotional, and Academic Development. How Learning Happens:
Supporting Students' Social, Emotional, and Academic Development.
Retrieved at https://assets.aspeninstitute.org/content/uploads/2018/01/2017_Aspen_InterimReport_Update2.pdf.
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There are many approaches to improving SEL skills and abilities. In
order to meet the unique needs and preferences of States and districts,
the Center must be able to provide technical assistance on a wide array
of approaches. The Center must be able to identify core features of SEL
and the components necessary to support implementation so that it can
support States and districts with a variety of EBPPs that fit their
local contexts. This flexibility and the capacity to accommodate a
range of needs and requests can be accomplished, in part, by reviewing
the research and evidence and developing a common understanding of the
tenets or foundations on which this body of work and assistance can be
built.
Priorities: This notice contains one absolute priority. We are
establishing the absolute priority for the FY 2018 grant competition
and any subsequent year in which we make awards from the list of
unfunded applications from this competition, in accordance with section
437(d)(1) of the General Education Provisions Act (GEPA), 20 U.S.C.
1232(d)(1).
Absolute Priority: This priority is an absolute priority. Under 34
CFR 75.105(c)(3), we consider only applications that meet this
priority.
This priority is:

Supporting the Implementation of Social and Emotional Learning
Evidence-Based Programs and Practices

The purpose of the Center is to provide technical assistance to
support implementation of social and emotional learning (SEL) evidence-
based programs and practices (EBPPs) by enhancing the capacity of (1)
SEAs to support their LEAs and (2) LEAs to support their schools.
To meet this priority, applicants must submit a plan demonstrating
that the Center will be designed to--
(a) Improve skills of SEA personnel to--
(1) Promote SEL EBPPs through policies, funding mechanisms, and
interagency coordination;
(2) Collect and analyze data to inform decision-making regarding
implementation of SEL EBPPs; and
(3) Develop the capacity, partnerships, and proficiency needed to
provide expert technical assistance regarding implementation of SEL
EBPPs.
(b) Improve skills of LEA personnel to--
(1) Implement SEL EBPPs; and
(2) Collect and use data to inform decision-making regarding
implementation of SEL EBPPs.
(c) Establish a cadre of subject matter experts to provide training
to SEAs and LEAs on how to implement a wide array of SEL EBPPs.
(d) Develop reliable and valid tools and processes for measuring
outcomes and evaluating the fidelity of the implementation of SEL
EBPPs.
(e) Coordinate with other federally funded technical assistance
centers, such as the Department's Office of Safe and Healthy Students'
(OSHS) National Technical Assistance Center for the Education of
Neglected or Delinquent Children and Youth, the Department's Office of
Special Education Programs' (OSEP) and OSHS' Positive Behavioral
Interventions and Supports OSEP Technical Assistance Center, and OSEP's
Technical Assistance and Dissemination to Improve Services and Results
for Children with Disabilities--Technical Assistance Center on Positive

[[Page 22646]]

Social, Emotional, and Behavioral Outcomes for Young Children with, and
at Risk for, Developmental Delays or Disabilities.
Fourth and fifth years of the project: In deciding whether to
continue funding the project for the fourth and fifth years, the
Secretary will consider the requirements of 34 CFR 75.253(a), as well
as: (i) The recommendation of a review team consisting of experts
selected by the Secretary and convening for a one-day intensive review
during the last half of the second year of the project period; (ii) the
timeliness with which, and how well, the requirements of the negotiated
cooperative agreement have been or are being met by the project; and
(iii) the quality, relevance, and usefulness of the project's products
and services and the extent to which the project's products and
services are aligned with the project's objectives and likely to result
in the project achieving its intended outcomes.
Definitions: The following definitions apply to this competition.
The definition of ``evidence-based'' is from section 8101 of the ESEA.
The definitions of ``baseline,'' ``performance measure,'' and
``performance target'' are from 34 CFR 77.1.
Evidence-based, when used with respect to a State, local
educational agency, or school activity, 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 one well-designed and well-
implemented experimental study;
(II) Moderate evidence from at least one well-designed and well-
implemented quasi-experimental study; or
(III) Promising evidence from at least one 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.
Baseline means the starting point from which performance is
measured and targets are set.
Performance measure means any quantitative indicator, statistic, or
metric used to gauge program or project performance.
Performance target means a level of performance that an applicant
would seek to meet during the course of a project or as a result of a
project.
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
Title IV, Part A (section 4103 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 absolute priority and
application requirements under section 437(d)(1) of GEPA. This priority
and the application requirements will apply to the FY 2018 grant
competition and any subsequent year in which we make awards from the
list of unfunded applications from this competition.
Program Authority: This grant program is authorized by Title IV,
Part A, Subpart 1 (4103(3), 20 U.S.C. 7113(3)).
Applicable Regulations: (a) The Education Department General
Administrative Regulations (EDGAR) 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 regulations
in 34 CFR part 299.

II. Award Information

Type of Award: Cooperative agreement.
Estimated Available Funds: $1,000,000.
Estimated Award: $1,000,000 per year for up to 5 years.
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: Public agencies and private nonprofit or
for-profit organizations, including institutions of higher education,
with the demonstrated ability and capacity to carry out the activities
described in this notice.
2. Cost Sharing or Matching: This program does not require cost
sharing or matching.
3. Subgrantees: Under 34 CFR 75.708(b) and (c) a grantee under this
competition may award subgrants--to directly carry out project
activities described in its application--to the following types of
entities: Local educational agencies, State educational agencies,
institutions of higher education, and nonprofit organizations. The
grantee may award subgrants to entities it has identified in an
approved application or that it selects through a competition under
procedures established by the grantee.
4. Participation of Faith-based Organizations: Faith-based
organizations are eligible to apply for grants under this competition
provided they meet all statutory and regulatory requirements.

IV. Application and Submission Information

1. Application Submission Instructions: For information on how to
submit an application please refer to our Common Instructions for
Applicants to Department of Education Discretionary Grant Programs,
published in the Federal Register on February 12, 2018 (83 FR 6003) and
available at www.thefederalregister.org/fdsys/pkg/FR-2018-02-12/pdf/2018-02558.pdf.
2. Intergovernmental Review: This program is subject to Executive
Order 12372 and the regulations in 34 CFR part 79. Information about
Intergovernmental Review of Federal Programs under Executive Order
12372 is in the application package for this program.
3. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.

V. Application Review Information

1. Selection Criteria and Application Requirements: The selection
criteria for this competition are from 34 CFR 75.210. We are
establishing the application requirements accompanying the selection
criteria for the FY 2018 grant competition and any subsequent year in
which we make awards from the list of unfunded applications from this
competition, in accordance with section 437(d)(1) of GEPA, 20 U.S.C.
1232(d)(1).
The maximum score for addressing all of the selection criteria is
100 points. The points assigned to each criterion are indicated in
parentheses following the criterion. Non-Federal peer reviewers will
review each application and score

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each program narrative against the following selection criteria:
(a) Significance of the Project (up to 30 points)
The Secretary considers the significance of the proposed project.
In determining the significance of the proposed project, the Secretary
considers the following factors:
(i) The extent to which the proposed project is likely to build
local capacity to provide, improve, or expand services that address the
needs of the target population. (10 points)
(ii) The importance or magnitude of the results or outcomes likely
to be attained by the proposed project. (10 points)
(iii) The likelihood that the proposed project will result in
system change or improvement. (10 points)
In addressing this criterion, an applicant must describe, in the
narrative section of the application under ``Significance of the
Project,'' how the proposed project will--
(1) Address the current and emerging needs of SEAs and LEAs to
implement, scale-up, and sustain SEL EBPPs as evidenced by the ability
and capacity to (i) present applicable national, State, regional, or
local data demonstrating the needs of SEAs and LEAs to implement,
scale-up, and sustain SEL EBPPs; and (ii) demonstrate knowledge of
current policy initiatives and issues relating to implementing,
scaling, and sustaining SEL EBPPs within the context of school
improvement efforts; and
(2) Result in (i) improved quality of SEL programming
implementation; and (ii) increased scale-up of program implementation
in LEAs and SEAs over the course of the project period.
(b) Quality of Project Services (up to 35 points)
The Secretary considers the quality of the services to be provided
by the proposed project.
(i) In determining the quality of the services to be provided by
the proposed project, the Secretary considers the quality and
sufficiency of strategies for ensuring equal access and treatment for
eligible project participants who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability. (5 points)
In addition, the Secretary considers the following factors:
(ii) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(15 points)
(iii) The extent to which the technical assistance services to be
provided by the proposed project involve the use of efficient
strategies, including the use of technology, as appropriate, and the
leveraging of non-project resources. (15 points)
In addressing this criterion, an applicant must describe, in the
narrative section of the application under ``Quality of Project
Services,'' how the proposed project will--
(1) Ensure equal access and treatment for members of groups that
have traditionally been underrepresented based on race, color, national
origin, linguistic diversity, gender, age, or disability; in addition
to vulnerable populations such as students that have had contact with
the child welfare or juvenile justice systems or who have experienced
homelessness. For example, describe the process that will be used to
(i) identify the needs of the intended recipients for technical
assistance and information; and (ii) ensure that services and products
meet the needs of the intended recipients;
(2) Achieve its goals, objectives, and intended outcomes. Evidence
to address this includes (i) measurable intended project outcomes; and
(ii) the theory of action on how the proposed project will achieve the
intended project outcomes;
(3) Use a conceptual framework to guide the development of project
plans and activities, describing any underlying concepts, assumptions,
expectations, beliefs, or theories, as well as the presumed
relationship or linkages among these variables, and any empirical
support for this framework;
(4) Develop products and provide services that are of sufficient
quality, intensity, and duration to achieve the intended outcomes of
the proposed project. For example, describe (i) proposed activities to
identify, develop, or expand the knowledge base of researchers,
trainers, technical assistance providers, and practitioners; (ii)
proposed approach to general technical assistance, including the
intended recipients of the products and services under this approach;
(iii) proposed approach to targeted technical assistance, including the
intended recipients of the products and services, and its proposed
approach to measure the readiness of potential recipients to work with
the project, including their infrastructure, available resources, and
ability to build capacity; and (iv) proposed approach to intensive,
sustained technical assistance, including the intended recipients of
the products and services under this approach;
(5) Develop products and implement services to maximize the
project's efficiency. For example, describe (i) how the proposed
project will use technology to achieve the intended project outcomes;
(ii) how the proposed project will collaborate with other related
centers supported by the Department; (iii) with whom the proposed
project will collaborate and the intended outcomes of this
collaboration; and (iv) how the proposed project will use non-project
resources effectively to achieve the intended project outcomes; and
(6) Maintain a website that meets government or industry-recognized
standards for accessibility.
(c) Quality of the Evaluation Plan (up to 10 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 following factors:
(i) The extent to which the methods of evaluation are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed project. (5 points)
(ii) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes. (5 points)
In addressing this criterion, an applicant must describe, in the
narrative section of the application under ``Quality of the Evaluation
Plan,'' how--
(1) The proposed project will collect and analyze data related to
specific and measurable goals, objectives, and intended outcomes of the
project. Evidence to address this includes (i) proposed evaluation
methodologies, including instruments, data collection methods, and
possible analyses; (ii) proposed standards or targets for determining
effectiveness; and (iii) proposed methods for collecting data on
implementation supports and fidelity of implementation;
(2) The proposed project will use the evaluation results to examine
the effectiveness of the project's implementation strategies and the
progress toward achieving intended outcomes;
(3) The methods of evaluation will produce quantitative and
qualitative data that demonstrate whether the project achieved the
intended outcomes; and
(4) The proposed project will identify key components (i.e., the
active ``ingredients'' that are hypothesized to be critical to
achieving the relevant outcomes) through the depiction of a logic model
that lays out the goals, activities, outputs, and outcomes of the
proposed project.
(d) Quality of the Management Plan (up to 25 points)

[[Page 22648]]

The Secretary considers the quality of the management plan for the
proposed project. In determining the quality of the management plan for
the proposed project, the Secretary considers the following factors:
(i) 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. (10 points)
(ii) The adequacy of mechanisms for ensuring high-quality products
and services from the proposed project. (10 points)
(iii) How the applicant will ensure that a diversity of
perspectives are brought to bear in the operation of the proposed
project, including those of parents, teachers, the business community,
a variety of disciplinary and professional fields, recipients or
beneficiaries of services, or others, as appropriate. (5 points)
In addressing this criterion, an applicant must describe, in the
narrative section of the application under ``Quality of the Management
Plan,'' how--
(1) The proposed management plan will ensure that the project's
intended outcomes will be achieved on time and within budget. For
example, clearly define and describe (i) responsibilities for key
project personnel, consultants, and subcontractors, as appropriate; and
(ii) timelines and milestones for accomplishing the project tasks,
recognizing the proposed project period spans up to 60 months;
(2) Key project personnel and any consultants and subcontractors
will be allocated to the project and demonstrate the appropriateness
and adequacy of these time allocations to achieve the project's
intended outcomes;
(3) The proposed management plan will ensure that the products and
services provided are of high quality, including the method and
regularity by which quantitative data will be collected on the scope
and frequency of product use and the role(s) of users;
(4) The proposed project will benefit from a diversity of
perspectives, including families, educators, technical assistance
providers, researchers, and policy makers, among others, in its
development and operation; and
(5) The proposed costs are reasonable in relation to the
anticipated results and benefits.
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
200.205, before awarding grants under this competition the Department
conducts a review of the risks posed by applicants. Under 2 CFR
3474.10, the Secretary may impose specific conditions and, in
appropriate circumstances, high-risk conditions on a grant if the
applicant or grantee is not financially stable; has a history of
unsatisfactory performance; has a financial or other management system
that does not meet the standards in 2 CFR part 200, subpart D; has not
fulfilled the conditions of a prior grant; or is otherwise not
responsible.
4. Integrity and Performance System: If you are selected under this
competition to receive an award that over the course of the project
period may exceed the simplified acquisition threshold (currently
$150,000), under 2 CFR 200.205(a)(2) we must make a judgment about your
integrity, business ethics, and record of performance under Federal
awards--that is, the risk posed by you as an applicant--before we make
an award. In doing so, we must consider any information about you that
is in the integrity and performance system (currently referred to as
the Federal Awardee Performance and Integrity Information System
(FAPIIS)), accessible through the System for Award Management. You may
review and comment on any information about yourself that a Federal
agency previously entered and that is currently in FAPIIS.
Please note that, if the total value of your currently active
grants, cooperative agreements, and procurement contracts from the
Federal Government exceeds $10,000,000, the reporting requirements in 2
CFR part 200, Appendix XII, require you to report certain integrity
information to FAPIIS semiannually. Please review the requirements in 2
CFR part 200, Appendix XII, if this grant plus all the other Federal
funds you receive exceed $10,000,000.

VI. Award Administration Information

1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN); or we may send you an email containing a link to
access an electronic version of your GAN. We may notify you informally,
also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Open Licensing Requirements: Unless an exception applies, if you
are awarded a grant under this competition, you will be required to
openly license to the public grant deliverables created in whole, or in
part, with Department grant funds. When the deliverable consists of
modifications to pre-existing works, the license extends only to those
modifications that can be separately identified and only to the extent
that open licensing is permitted under the terms of any licenses or
other legal restrictions on the use of pre-existing works.
Additionally, a grantee or subgrantee that is awarded competitive grant
funds must have a plan to disseminate these public grant deliverables.
This dissemination plan can be developed and submitted after your
application has been reviewed and selected for funding. For additional
information on the open licensing requirements please refer to 2 CFR
3474.20(c).
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

[[Page 22649]]

that provides the most current performance and financial expenditure
information as directed by the Secretary under 34 CFR 75.118. The
Secretary may also require more frequent performance reports under 34
CFR 75.720(c). For specific requirements on reporting, please go to
www.ed.gov/fund/grant/apply/appforms/appforms.html.
5. Performance Measures:
(a) Program performance measures. The Department has established
the following performance measures for assessing the effectiveness of
the Center to Improve Social and Emotional Learning and School Safety--
Cooperative Agreement:
The number of training and technical assistance events
provided by the Center to SEAs and LEAs.
The percentage of training and technical assistance
services and products provided by the Center to SEAs and LEAs that are
deemed to be useful through an independent expert review.
For a representative sample of LEAs that receive training
or technical assistance, the percentage of LEAs in which SEL EBPPs are
implemented in schools with fidelity as determined through an
independent expert review.
(b) Performance measure targets. The applicant must propose in the
application annual targets for the measures listed in paragraph (a). As
directed under 34 CFR 75.110(b), applicants must include why each
proposed performance target is ambitious yet achievable compared to the
baseline for the performance measure.
(c) As required under 34 CFR 75.110(c), the applicant must also
describe:
(1) The data collection and reporting methods the applicant would
use and why those methods are likely to yield reliable, valid, and
meaningful performance data; and
(2) The applicant's capacity to collect and report reliable, valid,
and meaningful performance data, as evidenced by high-quality data
collection, analysis, and reporting in other projects or research.

Note: If the applicant does not have experience with collection
and reporting of performance data through other projects or
research, the applicant should provide other evidence of capacity to
successfully carry out data collection and reporting for its
proposed project. The reviewers of each application will score
related selection criteria on the basis of how well an applicant has
considered the requirements in paragraphs (a), (b), and (c) in
conceptualizing the approach and evaluation of the project.

The grantee must submit an annual performance report and final
performance report with information that is responsive to the
performance measures. The Department will consider these data in making
annual continuation awards.
Consistent with 34 CFR 75.591, the grantee funded under this
program shall comply with the requirements of any evaluation of the
program conducted by the Department or an evaluator selected by the
Department.
6. Continuation Awards: In making a continuation award under 34 CFR
75.253, the Secretary considers, among other things: Whether a grantee
has made substantial progress in achieving the goals and objectives of
the project; whether the grantee has expended funds in a manner that is
consistent with its approved application and budget; and, if the
Secretary has established performance measurement requirements, the
performance targets in the grantee's approved application.
In making a continuation award, the Secretary also considers
whether the grantee is operating in compliance with the assurances in
its approved application, including those applicable to Federal civil
rights laws that prohibit discrimination in programs or activities
receiving Federal financial assistance from the Department (34 CFR
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Other Information

Accessible Format: Individuals with disabilities can obtain this
document and a copy of the application package in an accessible format
(e.g., braille, large print, audiotape, or compact disc) on request to
the program contact person listed under FOR FURTHER INFORMATION
CONTACT.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. You may
access the official edition of the Federal Register and the Code of
Federal Regulations via the Federal Digital System at: www.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 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: May 11, 2018.
Jason Botel,
Principal Deputy Assistant Secretary, Delegated the Authority to
Perform the Functions and Duties of the Assistant Secretary of
Elementary and Secondary Education.
[FR Doc. 2018-10474 Filed 5-15-18; 8:45 am]
BILLING CODE 4000-01-P

22648 Federal Register / Vol. 83, No. 95 / Wednesday, May 16, 2018 / Notices

The Secretary considers the quality of 75.217(d)(3), the past performance of the plus all the other Federal funds you
the management plan for the proposed applicant in carrying out a previous receive exceed $10,000,000.
project. In determining the quality of the award, such as the applicant’s use of
VI. Award Administration Information
management plan for the proposed funds, achievement of project
project, the Secretary considers the objectives, and compliance with grant 1. Award Notices: If your application
following factors: conditions. The Secretary may also is successful, we notify your U.S.
(i) The adequacy of the management consider whether the applicant failed to Representative and U.S. Senators and
plan to achieve the objectives of the submit a timely performance report or send you a Grant Award Notification
proposed project on time and within submitted a report of unacceptable (GAN); or we may send you an email
budget, including clearly defined quality. containing a link to access an electronic
responsibilities, timelines, and In addition, in making a competitive version of your GAN. We may notify
milestones for accomplishing project grant award, the Secretary requires you informally, also.
tasks. (10 points) various assurances including those If your application is not evaluated or
(ii) The adequacy of mechanisms for applicable to Federal civil rights laws not selected for funding, we notify you.
ensuring high-quality products and 2. Administrative and National Policy
that prohibit discrimination in programs
services from the proposed project. (10 Requirements: We identify
or activities receiving Federal financial
points) administrative and national policy
assistance from the Department (34 CFR
(iii) How the applicant will ensure requirements in the application package
100.4, 104.5, 106.4, 108.8, and 110.23).
that a diversity of perspectives are and reference these and other
3. Risk Assessment and Specific requirements in the Applicable
brought to bear in the operation of the Conditions: Consistent with 2 CFR
proposed project, including those of Regulations section of this notice.
200.205, before awarding grants under We reference the regulations outlining
parents, teachers, the business this competition the Department
community, a variety of disciplinary the terms and conditions of an award in
conducts a review of the risks posed by the Applicable Regulations section of
and professional fields, recipients or applicants. Under 2 CFR 3474.10, the
beneficiaries of services, or others, as this notice and include these and other
Secretary may impose specific specific conditions in the GAN. The
appropriate. (5 points) conditions and, in appropriate
In addressing this criterion, an GAN also incorporates your approved
circumstances, high-risk conditions on a application as part of your binding
applicant must describe, in the narrative grant if the applicant or grantee is not
section of the application under commitments under the grant.
financially stable; has a history of 3. Open Licensing Requirements:
‘‘Quality of the Management Plan,’’ unsatisfactory performance; has a
how— Unless an exception applies, if you are
financial or other management system awarded a grant under this competition,
(1) The proposed management plan
that does not meet the standards in 2 you will be required to openly license
will ensure that the project’s intended
CFR part 200, subpart D; has not to the public grant deliverables created
outcomes will be achieved on time and
fulfilled the conditions of a prior grant; in whole, or in part, with Department
within budget. For example, clearly
or is otherwise not responsible. grant funds. When the deliverable
define and describe (i) responsibilities
4. Integrity and Performance System: consists of modifications to pre-existing
for key project personnel, consultants,
If you are selected under this works, the license extends only to those
and subcontractors, as appropriate; and
competition to receive an award that modifications that can be separately
(ii) timelines and milestones for
over the course of the project period identified and only to the extent that
accomplishing the project tasks,
may exceed the simplified acquisition open licensing is permitted under the
recognizing the proposed project period
threshold (currently $150,000), under 2 terms of any licenses or other legal
spans up to 60 months;
(2) Key project personnel and any CFR 200.205(a)(2) we must make a restrictions on the use of pre-existing
consultants and subcontractors will be judgment about your integrity, business works. Additionally, a grantee or
allocated to the project and demonstrate ethics, and record of performance under subgrantee that is awarded competitive
the appropriateness and adequacy of Federal awards—that is, the risk posed grant funds must have a plan to
these time allocations to achieve the by you as an applicant—before we make disseminate these public grant
project’s intended outcomes; an award. In doing so, we must consider deliverables. This dissemination plan
(3) The proposed management plan any information about you that is in the can be developed and submitted after
will ensure that the products and integrity and performance system your application has been reviewed and
services provided are of high quality, (currently referred to as the Federal selected for funding. For additional
including the method and regularity by Awardee Performance and Integrity information on the open licensing
which quantitative data will be Information System (FAPIIS)), requirements please refer to 2 CFR
collected on the scope and frequency of accessible through the System for 3474.20(c).
product use and the role(s) of users; Award Management. You may review 4. Reporting: (a) If you apply for a
(4) The proposed project will benefit and comment on any information about grant under this competition, you must
from a diversity of perspectives, yourself that a Federal agency ensure that you have in place the
including families, educators, technical previously entered and that is currently necessary processes and systems to
assistance providers, researchers, and in FAPIIS. comply with the reporting requirements
policy makers, among others, in its Please note that, if the total value of in 2 CFR part 170 should you receive
development and operation; and your currently active grants, cooperative funding under the competition. This
agreements, and procurement contracts
sradovich on DSK3GMQ082PROD with NOTICES

(5) The proposed costs are reasonable does not apply if you have an exception
in relation to the anticipated results and from the Federal Government exceeds under 2 CFR 170.110(b).
benefits. $10,000,000, the reporting requirements (b) At the end of your project period,
2. Review and Selection Process: We in 2 CFR part 200, Appendix XII, you must submit a final performance
remind potential applicants that in require you to report certain integrity report, including financial information,
reviewing applications in any information to FAPIIS semiannually. as directed by the Secretary. If you
discretionary grant competition, the Please review the requirements in 2 CFR receive a multiyear award, you must
Secretary may consider, under 34 CFR part 200, Appendix XII, if this grant submit an annual performance report

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Document Created: 2018-11-02 09:13:55
Document Modified: 2018-11-02 09:13:55

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: May 16, 2018.
Contact		Eve Birge, U.S. Department of Education, 400 Maryland Avenue SW, Room 3C147, Washington, DC 20202- 6450. Telephone: (202) 453-6717. Email: [email protected]
FR Citation		83 FR 22644