83_FR_37062 83 FR 36915 - Applications for New Awards; Technical Assistance and Dissemination To Improve Services and Results for Children With Disabilities-Technical Assistance and Dissemination Center on Improving Literacy Through Supporting Elementary School Leaders

83 FR 36915 - Applications for New Awards; Technical Assistance and Dissemination To Improve Services and Results for Children With Disabilities-Technical Assistance and Dissemination Center on Improving Literacy Through Supporting Elementary School Leaders

DEPARTMENT OF EDUCATION

Federal Register Volume 83, Issue 147 (July 31, 2018)

Page Range36915-36924
FR Document2018-16382

The Department of Education (Department) is issuing a notice inviting applications for new awards for fiscal year (FY) 2018 for Technical Assistance and Dissemination to Improve Services and Results for Children With Disabilities--Technical Assistance and Dissemination Center on Improving Literacy through Supporting Elementary School Leaders, Catalog of Federal Domestic Assistance (CFDA) number 84.326L.

Federal Register, Volume 83 Issue 147 (Tuesday, July 31, 2018)
[Federal Register Volume 83, Number 147 (Tuesday, July 31, 2018)]
[Notices]
[Pages 36915-36924]
From the Federal Register Online  [www.thefederalregister.org]
[FR Doc No: 2018-16382]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Technical Assistance and 
Dissemination To Improve Services and Results for Children With 
Disabilities--Technical Assistance and Dissemination Center on 
Improving Literacy Through Supporting Elementary School Leaders

AGENCY: Office of Special Education and Rehabilitative Services, 
Department of Education.

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for new awards for fiscal year (FY) 2018 for 
Technical Assistance and Dissemination to Improve Services and Results 
for Children With Disabilities--Technical Assistance and Dissemination 
Center on Improving Literacy through Supporting Elementary School 
Leaders, Catalog of Federal Domestic Assistance (CFDA) number 84.326L.

DATES: 
    Applications Available: July 31, 2018.
    Deadline for Transmittal of Applications: August 30, 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: Kristen Rhoads, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 5142, Potomac Center Plaza, 
Washington, DC 20202-5108.

[[Page 36916]]

Telephone: (202) 245-6715. Email: [email protected].
    If you use a telecommunications device for the deaf (TDD) or a text 
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purpose of the Technical Assistance and 
Dissemination to Improve Services and Results for Children with 
Disabilities program is to promote academic achievement and to improve 
results for children with disabilities by providing technical 
assistance (TA), supporting model demonstration projects, disseminating 
useful information, and implementing activities that are supported by 
scientifically based research.
    Priority: In accordance with 34 CFR 75.105(b)(2)(v), this priority 
is from allowable activities specified in the statute (see sections 663 
and 681(d) of the Individuals with Disabilities Education Act (IDEA); 
20 U.S.C. 1463 and 1481(d)).
    Absolute Priority: For FY 2018 and any subsequent year in which we 
make awards from the list of unfunded applications from this 
competition, this priority is an absolute priority. Under 34 CFR 
75.105(c)(3), we consider only applications that meet this priority.
    This priority is:
    Technical Assistance and Dissemination Center on Improving Literacy 
through Supporting Elementary School Leaders.
    Background:
    The mission of the Office of Special Education and Rehabilitative 
Services (OSERS) is to improve early childhood, educational, and 
employment outcomes and raise expectations for all people with 
disabilities, their families, their communities, and the Nation.
    The National Reading Panel report (2000) and RAND report Reading 
for Understanding (Snow, 2001) have influenced reading instruction in 
the United States for the last two decades (Connor & Al Otaiba, 2015). 
During this time, reading instruction in the primary grades has 
improved by targeting important literacy skills highlighted in the 
reports and becoming more systematic in how these skills are taught (S. 
Baker, Fien, & Baker, 2010).
    Despite noted improvements in reading instruction, the gap between 
students with disabilities and their peers on the National Assessment 
of Educational Progress (NAEP) has increased in both fourth and eighth 
grades since 2009 (U.S. Department of Education, 2017). In addition, 
less than 50 percent of teachers surveyed report that they adhere to 
their core reading curricula, and more than 60 percent of teachers 
report that they continue to use an ``eclectic approach'' combining 
different instructional methods for teaching reading (Kretlow & Helf, 
2013). Kretlow and Helf also reported that most of the curricula 
teachers used had not been evaluated for impact on student learning. 
Also, according to the Schools and Staffing Survey (Rotermund, DeRoche, 
& Ottem, 2017), 43 percent of teachers reported receiving no 
professional development on reading instruction in the last 12 months. 
Further, in a separate survey, two-thirds of teachers reported 
receiving fewer than eight hours of professional development on reading 
instruction during the last year, an intensity unlikely to improve the 
quality of reading instruction that they provide or result in improved 
student outcomes (Wei, Darling-Hammond, & Adamson, 2010; Yoon, Duncan, 
Lee, Scarloss, & Shapley, 2007).
    School leaders (as defined in this notice) have the ability to 
affect these trends, and research has clearly demonstrated the effects 
that they can have on the academic performance of their schools (Herman 
et al., 2017; Horng, Kalogrides, & Loeb, 2009; Leithwood, Seashore-
Louis, Anderson, & Wahlstrom, 2004). The Professional Standards for 
Educational Leaders,\1\ developed by the National Policy Board for 
Educational Administration (2015), illustrate the variety of activities 
under the purview of school leaders. School leaders' responsibilities 
include managing school operations and resources, including managing 
budgets, resources, and hiring personnel; overseeing curriculum, 
instruction, and assessment; striving for equity in educational 
opportunity for each student; developing the professional capacity and 
practice of school personnel; and engaging in internal and external 
relations including fostering a professional community of school 
personnel and engaging families and the community (Horng, Klasik, & 
Loeb, 2010; National Policy Board for Educational Administration, 
2015).
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    \1\ For more information about the Professional Standards for 
Educational Leaders, please see http://npbea.org/wp-content/uploads/2017/06/PSEL-WebinarPowerPointSlides.pdf.
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    School leaders' organizational management activities, such as 
managing budget and resources and hiring staff, make the school 
organization work and provide support for teaching and learning 
(Grissom & Loeb, 2011). These types of activities, as well as school 
leaders spending more time on them, have shown consistent associations 
with positive student academic outcomes (Grissom & Loeb, 2011).
    There have been mixed findings regarding the extent to which school 
leaders' instruction-related activities, such as overseeing the 
curriculum and providing professional development for staff, are 
associated with improved student outcomes (Horng et al., 2010; 
Robinson, Lloyd, & Rowe, 2008). A number of possible explanations for 
this variation exist, including potential variation in the quantity of 
time spent on instructional management, the specific types of 
instruction-related activities school leaders engage in (Grissom, Loeb, 
& Master, 2013), and the quality of instructional management training 
received by school leaders. In particular, some researchers have argued 
that current training on instruction-related activities may be too 
narrow and may not include training in the organizational management 
skills that help school leaders target resources effectively in 
addressing the instructional needs of their students (Grissom & Loeb, 
2011).
    The Center on Improving Literacy through Supporting Elementary 
School Leaders (the Center) will provide TA for school leaders on 
instructional content and leadership skills to improve teacher 
implementation of evidence-based (as defined in this notice) literacy 
practices and literacy skills of students with, or at risk for, 
literacy-related disabilities. Specifically, the Center will provide TA 
for LEAs and their school leaders on a variety of topics, namely: 
Providing professional development, including coaching, to their 
teachers and other instructional personnel on literacy; developing 
education programming related to literacy; allocating resources 
efficiently and effectively so that students with, or at risk for, 
literacy-related disabilities have access to literacy instruction and 
interventions that meet their individual needs; and improving teacher 
implementation of evidence-based literacy instruction in their schools 
and, ultimately, literacy outcomes for their students with, or at risk 
for, literacy-related disabilities. The Center may build upon the work 
of, and collaborate with, other Department TA centers including the 
National Center on Improving Literacy, the National Center on Intensive 
Intervention, and the Center on Great Teachers and Leaders. The work of 
this Center will not duplicate work being conducted by

[[Page 36917]]

other Department TA Centers. This priority is consistent with the 
Secretary's Final Supplemental Priorities and Definitions for 
Discretionary Grant Programs, published in the Federal Register on 
March 2, 2018 (83 FR 9096) (Supplemental Priorities): Supplemental 
Priority 5--Meeting the Unique Needs of Students and Children With 
Disabilities and/or Those With Unique Gifts and Talents; Supplemental 
Priority 7--Promoting Literacy; and Supplemental Priority 8--Promoting 
Effective Instruction in Classrooms and Schools.
    Priority:
    The purpose of this priority is to fund a cooperative agreement to 
establish and operate a Center on Improving Literacy through Supporting 
Elementary School Leaders (Literacy through Leaders). The Center will 
provide targeted TA to school leaders on literacy skills and concepts 
(e.g., phonemic awareness, comprehension) and leadership skills (e.g., 
coaching, instructional management and programming, organizational 
management) related to improving teachers' implementation of evidence-
based literacy practices and literacy outcomes for their students with, 
or at risk for, literacy-related disabilities. The Center will support 
school leaders in recognizing evidence-based literacy practices for 
students with, or at risk for, literacy-related disabilities and 
facilitating the implementation of these practices through developing 
education programming and professional development efforts, including 
coaching teachers. The Center must achieve, at a minimum, the following 
expected outcomes:
    (a) Improved literacy achievement and skills of students with, or 
at risk for, literacy-related disabilities;
    (b) Improved capacity of school leaders for identifying and 
supporting the implementation of evidence-based literacy practices, 
including assessments, that improve teachers' practices as well as 
literacy achievement and skills of students with, or at risk for, 
literacy-related disabilities;
    (c) Improved capacity of teachers and other instructional personnel 
to implement with fidelity evidence-based literacy practices, including 
assessments, that improve literacy achievement and skills of students 
with, or at risk for, literacy-related disabilities;
    (d) Improved quality of literacy instruction throughout the school; 
and
    (e) Reduction in the number of students inappropriately referred 
for special education and related services.
    In addition to these programmatic requirements, to be considered 
for funding under this priority, applicants must meet the application 
and administrative requirements in this priority, which are:
    (a) Demonstrate, in the narrative section of the application under 
``Significance of the Project,'' how the proposed project will--
    (1) Address current and emerging needs of elementary school leaders 
to improve teacher implementation of evidence-based literacy practices 
and outcomes of their students with, or at risk for, literacy-related 
disabilities. To meet this requirement the applicant must--
    (i) Present applicable national, State, regional, or local data 
demonstrating the need to address elementary school leaders' knowledge 
of evidence-based literacy practices and leadership skills with the 
goal of improving teacher implementation of evidence-based literacy 
practices and, ultimately, the literacy outcomes of their students 
with, or at risk for, literacy-related disabilities;
    (ii) Demonstrate knowledge of current educational issues and policy 
initiatives relating to implementing and sustaining professional 
learning practices and activities for elementary school leaders that 
have evidence for producing positive effects on teacher implementation 
of evidence-based literacy practices in their schools, students' 
literacy achievement, or reducing the numbers of students 
inappropriately referred for needing special education and related 
services; and
    (iii) Present information about the current level of implementation 
of:
    (A) Practices and activities focused on improving leadership skills 
of elementary school leaders, including developing educational 
programming, allocating resources for instruction and intervention 
effectively and efficiently, and providing professional development to 
teachers in their schools; and
    (B) Evidence-based literacy instruction, intervention, and 
assessment for students with, or at risk for, literacy-related 
disabilities in elementary schools;
    (2) Improve elementary school leaders' literacy-related knowledge 
and leadership skills; their schools' literacy-related core 
instruction, supplemental intervention, and assessment; and literacy-
related outcomes for students with, or at risk for, disabilities and 
indicate the likely magnitude or importance of the improvements.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of the 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, gender, age, or disability. To meet this requirement, the 
applicant must describe how it will--
    (i) Identify the needs of the intended recipients for TA and 
information; and
    (ii) Ensure that services and products meet the needs of the 
intended recipients of the grant;
    (2) Achieve its goals, objectives, and intended outcomes. To meet 
this requirement, the applicant must provide--
    (i) Measurable intended project outcomes; and
    (ii) In Appendix A, the logic model (as defined in this notice) by 
which the proposed project will achieve its intended outcomes that 
depicts, at a minimum, the goals, activities, outputs, and intended 
outcomes of the proposed project;
    (3) Use a conceptual framework (and provide a copy in Appendix A) 
to develop project plans and activities, describing any underlying 
concepts, assumptions, expectations, beliefs, or theories, as well as 
the presumed relationships or linkages among these variables, and any 
empirical support for this framework;
    Note: The following websites provide more information on logic 
models and conceptual frameworks: www.osepideasthatwork.org/logicModel 
and www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework.
    (4) Be based on current research and make use of evidence-based 
practices (EBPs). To meet this requirement, the applicant must 
describe--
    (i) The current research on professional learning practices for 
school leaders, particularly elementary school leaders, and school 
leader behaviors or characteristics that are associated with improved 
classroom teaching practices and positive student literacy-related 
outcomes and on related EBPs that will inform the proposed TA;
    (ii) The current research about adult learning principles and 
implementation science that will inform the proposed TA;
    (iii) How the proposed project will incorporate current research 
and EBPs in the development and delivery of its products and services; 
and
    (5) Develop products and provide services that are of high quality 
and sufficient intensity and duration to achieve the intended outcomes 
of the

[[Page 36918]]

proposed project. To address this requirement, the applicant must 
describe--
    (i) How it proposes to identify or develop the knowledge base on 
effective practices for improving literacy knowledge and instructional 
and organizational management capacity of elementary school leaders;
    (ii) Its proposed approaches to providing varying levels of 
intensity of TA (i.e., universal,\2\ targeted,\3\ intensive \4\) based 
on the needs of the field and available resources. The applicant must 
identify the intended recipients (e.g., local educational agencies 
(LEAs) and school leaders in sites other than traditional public 
elementary school settings where students are supported under IDEA, 
including private schools), including the type and number of 
recipients, that will receive the products and services through each 
approach and how they plan to reach a variety of settings and 
populations (e.g., urban, rural, suburban); and
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    \2\ ``Universal, general TA'' means TA and information provided 
to independent users through their own initiative, resulting in 
minimal interaction with TA center staff and including one-time, 
invited or offered conference presentations by TA center staff. This 
category of TA also includes information or products, such as 
newsletters, guidebooks, fact sheets, issues briefs, massive open 
online courses (MOOCs), or research syntheses, downloaded from the 
TA center's website by independent users. Brief communications by TA 
center staff with recipients, either by telephone or email, are also 
considered universal, general TA.
    \3\ ``Targeted, specialized TA'' means TA services based on 
needs common to multiple recipients and not extensively 
individualized. A relationship is established between the TA 
recipient and one or more TA center staff. This category of TA 
includes one-time, labor-intensive events, such as facilitating 
strategic planning or hosting regional or national conferences. It 
can also include episodic, less labor-intensive events that extend 
over a period of time, such as facilitating a series of conference 
calls on single or multiple topics that are designed around the 
needs of the recipients. Facilitating communities of practice can 
also be considered targeted, specialized TA.
    \4\ ``Intensive, sustained TA'' means TA services often provided 
on-site and requiring a stable, ongoing relationship between the TA 
center staff and the TA recipient. ``TA services'' are defined as 
negotiated series of activities designed to reach a valued outcome. 
This category of TA should result in changes to policy, program, 
practice, or operations that support increased recipient capacity or 
improved outcomes at one or more systems levels.
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    (A) For implementing targeted, specialized TA, its proposed 
approach to measure the readiness of potential TA recipients (e.g., 
LEAs) to work with the project, assessing, at a minimum, their current 
infrastructure, available resources, and ability to build capacity at 
the local level; and
    (B) For implementing intensive, sustained TA, its proposed approach 
to measure the readiness of the LEAs and elementary school leaders to 
work with the project, including their commitment to the initiative, 
alignment of the initiative to their needs, current infrastructure, 
available resources, and ability to build capacity at the local 
district and school level; and its proposed plan for working with 
appropriate levels of the education system (e.g., State education 
agencies (SEAs), regional TA providers, districts, schools, families) 
to ensure that there is communication between each level and that there 
are systems in place to support the use of evidence-based literacy 
practices;
    (6) Develop products and implement services that maximize 
efficiency. To address this requirement, the applicant must describe--
    (i) How the proposed project will use technology to achieve the 
intended project outcomes;
    (ii) With whom the proposed project will collaborate and not 
duplicate (e.g., The National Center on Improving Literacy, National 
Center on Intensive Intervention, State Implementation and Scaling-up 
of Evidence-based Practices Center, and related professional 
organizations, including those that offer training programs targeting 
school leaders) and the intended outcomes of this collaboration; and
    (iii) How the proposed project will use non-project resources to 
achieve the intended project outcomes.
    (c) In the narrative section of the application under ``Quality of 
the Evaluation Plan,'' include an evaluation plan for the project 
developed in consultation with and implemented by a third-party 
evaluator.\5\ The evaluation plan must--
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    \5\ A ``third-party'' evaluator is an independent and impartial 
program evaluator who is contracted by the grantee to conduct an 
objective evaluation of the project. This evaluator must not have 
participated in the development or implementation of any project 
activities, except for the evaluation activities, nor have any 
financial interest in the outcome of the evaluation.
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    (1) Articulate formative and summative evaluation questions, 
including important process and outcome evaluation questions. These 
questions should be related to the project's proposed logic model 
required in paragraph (b)(2)(ii) of this notice;
    (2) Describe how progress in and fidelity of implementation, as 
well as project outcomes, including how successfully materials are 
disseminated to, and used by, relevant stakeholder groups and 
professional organizations, will be measured to answer the evaluation 
questions. Specify the measures and associated instruments or sources 
for data appropriate to the evaluation questions. Include information 
regarding reliability and validity of measures where appropriate;
    (3) Describe strategies for analyzing data and how data collected 
as part of this plan will be used to inform and improve service 
delivery over the course of the project and to refine the proposed 
logic model and evaluation plan, including subsequent data collection;
    (4) Provide a timeline for conducting the evaluation, and include 
staff assignments for completing the plan. The timeline must indicate 
that the data will be available annually for the Annual Performance 
Report (APR) and at the end of Year 2 for the review process described 
under the heading, Fourth and Fifth Years of the Project;
    (5) Dedicate sufficient funds in each budget year to cover the 
costs of developing or refining the evaluation plan in consultation 
with a ``third-party'' evaluator, as well as the costs associated with 
the implementation of the evaluation plan by the third-party evaluator.
    (d) Demonstrate, in the narrative section of the application under 
``Adequacy of Project Resources,'' how--
    (1) The proposed project will encourage applications for employment 
from persons who are members of groups that have traditionally been 
underrepresented based on race, color, national origin, gender, age, or 
disability, as appropriate;
    (2) The proposed key project personnel, consultants, and 
subcontractors have the qualifications and experience to carry out the 
proposed activities and achieve the project's intended outcomes;
    (3) The applicant and any key partners have adequate resources to 
carry out the proposed activities; and
    (4) The proposed costs are reasonable in relation to the 
anticipated results and benefits.
    (e) Demonstrate, 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. To 
address this requirement, the applicant must describe--
    (i) Clearly defined responsibilities for key project personnel, 
consultants, and subcontractors, as applicable; and
    (ii) Timelines and milestones for accomplishing the project tasks;
    (2) Key project personnel and any consultants and subcontractors 
will be allocated and how these allocations are

[[Page 36919]]

appropriate and adequate to achieve the project's intended outcomes;
    (3) The proposed management plan will ensure that the products and 
services provided are of high quality, relevant, and useful to 
recipients; and
    (4) The proposed project will benefit from a diversity of 
perspectives, including those of families, educators, TA providers, 
researchers, and policy makers, among others, in its development and 
operation.
    (f) Address the following application requirements. The applicant 
must--
    (1) Include, in Appendix A, personnel-loading charts and timelines, 
as applicable, to illustrate the management plan described in the 
narrative;
    (2) Include, in the budget, attendance at the following:
    (i) A one and one-half day kick-off meeting in Washington, DC, 
after receipt of the award, and an annual planning meeting in 
Washington, DC, with the OSEP project officer and other relevant staff 
during each subsequent year of the project period.
    Note: Within 30 days of receipt of the award, a post-award 
teleconference must be held between the OSEP project officer and the 
grantee's project director or other authorized representative;
    (ii) A two and one-half day project directors' conference in 
Washington, DC, during each year of the project period;
    (iii) One annual trip to attend Department briefings, Department-
sponsored conferences, and other meetings, as requested by OSEP; and
    (iv) A one-day intensive 3+2 review meeting in Washington, DC, 
during the last half of the second year of the project period;
    (3) Include, in the budget, a line item for an annual set-aside of 
five percent of the grant amount to support emerging needs that are 
consistent with the proposed project's intended outcomes, as those 
needs are identified in consultation with, and approved by, the OSEP 
project officer. With approval from the OSEP project officer, the 
project must reallocate any remaining funds from this annual set-aside 
no later than the end of the third quarter of each budget period;
    (4) Maintain a high-quality website, with an easy-to-navigate 
design, that meets government or industry-recognized standards for 
accessibility; and
    (5) Include, in Appendix A, an assurance to assist OSEP with the 
transfer of pertinent resources and products and to maintain the 
continuity of services to States during the transition to this new 
award period and at the end of this award period, as appropriate.
    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--
    (a) The recommendation of a 3+2 review team consisting of experts 
selected by the Secretary. This review will be conducted during a one-
day intensive meeting that will be held during the last half of the 
second year of the project period;
    (b) The timeliness with which, and how well, the requirements of 
the negotiated cooperative agreement have been or are being met by the 
project; and
    (c) 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.
References
Baker, S.K., Fien, H., & Baker, D.L. (2010). Robust reading 
instruction in the early grades: Conceptual and practical issues in 
the integration and evaluation of tier 1 and tier 2 instructional 
supports. Focus on Exceptional Children, 42(9), 1-20.
Connor, C.M., & Al Otaiba, S. (2015). Primary grade reading 
instruction in the United States. In A. Pollatsek & R. Treiman 
(Eds.), The Oxford handbook of reading (pp. 415-430). New York: 
Oxford University Press.
Grissom, J.A., & Loeb, S. (2011). Triangulating principal 
effectiveness: How perspectives of parents, teachers, and assistant 
principals identify the central importance of managerial skills. 
American Educational Research Journal, 48(5), 1091-1123.
Grissom, J.A., Loeb, S., & Master, B. (2013). Effective 
instructional time use for school leaders: Longitudinal evidence 
from observations of principals. Educational Researcher, 42(8), 433-
444.
Herman, R., Gates, S.M., Arifkhanova, A., Bega, A., Chavez-
Herrerias, E.R., Han, E., . . . & Wrabel, S. (2017). School 
leadership interventions under the Every Student Succeeds Act: 
Evidence review. Santa Monica, CA: RAND Corporation.
Horng, E.L., Kalogrides, D., & Loeb, S. (2009). Principal 
preferences and the uneven distribution of principals across 
schools. School Leadership Research Report No. 09-2. Stanford, CA: 
Stanford University Institute for Research on Education Policy and 
Practice.
Horng, E.L., Klasik, D., & Loeb, S. (2010). Principal's time use and 
school effectiveness. American Journal of Education, 116(4), 491-
523.
Kretlow, A.G., & Helf, S.S. (2013). Teacher implementation of 
evidence-based practices in tier 1: A national survey. Teacher 
Education and Special Education, 36(3), 167-185.
Leithwood, K., Seashore-Louis, K., Anderson, S., & Wahlstrom, K. 
(2004). How leadership influences student learning. New York, NY: 
The Wallace Foundation. Retrieved from https://conservancy.umn.edu/bitstream/handle/11299/2035/CAREI%20ReviewofResearch%20How%20Leadership%20Influences.pdf?sequence=1&isAllowed=y.
National Reading Panel. (2000). Teaching children to read: An 
evidence-based assessment of the scientific research literature on 
reading and its implications for reading instruction. Washington, 
DC: National Institutes of Health.
Robinson, V.M., Lloyd, C.A., & Rowe, K.J. (2008). The impact of 
leadership on student outcomes: An analysis of the differential 
effects of leadership types. Educational Administration Quarterly, 
44(5), 635-674.
Rotermund, S., DeRoche, J., & Ottem, R. (2017). Teacher Professional 
Development By Selected Teacher and School Characteristics: 2011-
2012. Washington, DC: National Center for Education Statistics, 
Institute of Education Sciences, U.S. Department of Education.
Snow, C.E. (2001). Reading for understanding. Santa Monica, CA: RAND 
Education and the Science and Technology Policy Institute.
U.S. Department of Education, Institute of Education Sciences, 
National Center for Education Statistics. (2015). National 
Assessment of Educational Progress (NAEP) Reading Assessments. 
Accessed through the NAEP Data Explorer at http://nces.ed.gov/nationsreportcard/naepdata/.
Wei, R.C., Darling-Hammond, L., & Adamson, F. (2010). Professional 
development in the United States: Trends and challenges (Vol. 28). 
Dallas, TX: National Staff Development Council.
    Yoon, K.S., Duncan, T., Lee, S.W.Y., Scarloss, B., & Shapley, 
K.L. (2007). Reviewing the Evidence on How Teacher Professional 
Development Affects Student Achievement. Issues & Answers. REL 2007-
No. 033. Regional Educational Laboratory Southwest (NJ1).

    Definitions: The following definitions are from 34 CFR 77.1 and 
section 8101 of the Elementary and Secondary Education Act, as amended 
by the Every Student Succeeds Act (ESEA), as marked.
    Demonstrates a rationale (34 CFR 77.1) means a key project 
component included in the project's logic model is informed by research 
or evaluation findings that suggest the project component is likely to 
improve relevant outcomes.
    Evidence-based (34 CFR 77.1) means the proposed project component 
is supported by one or more of strong evidence, moderate evidence, 
promising evidence, or evidence that demonstrates a rationale.

[[Page 36920]]

    Experimental study (34 CFR 77.1) means a study that is designed to 
compare outcomes between two groups of individuals (such as students) 
that are otherwise equivalent except for their assignment to either a 
treatment group receiving a project component or a control group that 
does not. Randomized controlled trials, regression discontinuity design 
studies, and single-case design studies are the specific types of 
experimental studies that, depending on their design and implementation 
(e.g., sample attrition in randomized controlled trials and regression 
discontinuity design studies), can meet What Works Clearinghouse (WWC) 
standards without reservations as described in the WWC Handbook:
    (i) A randomized controlled trial employs random assignment of, for 
example, students, teachers, classrooms, or schools to receive the 
project component being evaluated (the treatment group) or not to 
receive the project component (the control group).
    (ii) A regression discontinuity design study assigns the project 
component being evaluated using a measured variable (e.g., assigning 
students reading below a cutoff score to tutoring or developmental 
education classes) and controls for that variable in the analysis of 
outcomes.
    (iii) A single-case design study uses observations of a single case 
(e.g., a student eligible for a behavioral intervention) over time in 
the absence and presence of a controlled treatment manipulation to 
determine whether the outcome is systematically related to the 
treatment.
    Logic model (34 CFR 77.1) (also referred to as a theory of action) 
means a framework that identifies key project components of the 
proposed project (i.e., the active ``ingredients'' that are 
hypothesized to be critical to achieving the relevant outcomes) and 
describes the theoretical and operational relationships among the key 
project components and relevant outcomes.
    Moderate evidence (34 CFR 77.1) means that there is evidence of 
effectiveness of a key project component in improving a relevant 
outcome for a sample that overlaps with the populations or settings 
proposed to receive that component, based on a relevant finding from 
one of the following:
    (i) A practice guide prepared by the WWC using version 2.1 or 3.0 
of the WWC Handbook reporting a ``strong evidence base'' or ``moderate 
evidence base'' for the corresponding practice guide recommendation;
    (ii) An intervention report prepared by the WWC using version 2.1 
or 3.0 of the WWC Handbook reporting a ``positive effect'' or 
``potentially positive effect'' on a relevant outcome based on a 
``medium to large'' extent of evidence, with no reporting of a 
``negative effect'' or ``potentially negative effect'' on a relevant 
outcome; or
    (iii) A single experimental study or quasi-experimental design 
study reviewed and reported by the WWC using version 2.1 or 3.0 of the 
WWC Handbook, or otherwise assessed by the Department using version 3.0 
of the WWC Handbook, as appropriate, and that--
    (A) Meets WWC standards with or without reservations;
    (B) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome;
    (C) Includes no overriding statistically significant and negative 
effects on relevant outcomes reported in the study or in a 
corresponding WWC intervention report prepared under version 2.1 or 3.0 
of the WWC Handbook; and
    (D) Is based on a sample from more than one site (e.g., State, 
county, city, school district, or postsecondary campus) and includes at 
least 350 students or other individuals across sites. Multiple studies 
of the same project component that each meet requirements in paragraphs 
(iii)(A), (B), and (C) of this definition may together satisfy this 
requirement.
    Project component (34 CFR 77.1) means an activity, strategy, 
intervention, process, product, practice, or policy included in a 
project. Evidence may pertain to an individual project component or to 
a combination of project components (e.g., training teachers on 
instructional practices for English learners and follow-on coaching for 
these teachers).
    Promising evidence (34 CFR 77.1) means that there is evidence of 
the effectiveness of a key project component in improving a relevant 
outcome, based on a relevant finding from one of the following:
    (i) A practice guide prepared by WWC reporting a ``strong evidence 
base'' or ``moderate evidence base'' for the corresponding practice 
guide recommendation;
    (ii) An intervention report prepared by the WWC reporting a 
``positive effect'' or ``potentially positive effect'' on a relevant 
outcome with no reporting of a ``negative effect'' or ``potentially 
negative effect'' on a relevant outcome; or
    (iii) A single study assessed by the Department, as appropriate, 
that--
    (A) Is an experimental study, a quasi-experimental design study, or 
a well-designed and well-implemented correlational study with 
statistical controls for selection bias (e.g., a study using regression 
methods to account for differences between a treatment group and a 
comparison group); and
    (B) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome.
    Quasi-experimental design study (34 CFR 77.1) means a study using a 
design that attempts to approximate an experimental study by 
identifying a comparison group that is similar to the treatment group 
in important respects. This type of study, depending on design and 
implementation (e.g., establishment of baseline equivalence of the 
groups being compared), can meet WWC standards with reservations, but 
cannot meet WWC standards without reservations, as described in the WWC 
Handbook.
    Relevant outcome (34 CFR 77.1) means the student outcome(s) or 
other outcome(s) the key project component is designed to improve, 
consistent with the specific goals of the program.
    School leader (section 8101 of the ESEA) means a principal, 
assistant principal, or other individual who is--
    (a) An employee or officer of an elementary school or secondary 
school, local educational agency, or other entity operating an 
elementary school or secondary school; and
    (b) Responsible for the daily instructional leadership and 
managerial operations in the elementary school or secondary school 
building.
    Strong evidence (34 CFR 77.1) means that there is evidence of the 
effectiveness of a key project component in improving a relevant 
outcome for a sample that overlaps with the populations and settings 
proposed to receive that component, based on a relevant finding from 
one of the following:
    (i) A practice guide prepared by the WWC using version 2.1 or 3.0 
of the WWC Handbook reporting a ``strong evidence base'' for the 
corresponding practice guide recommendation;
    (ii) An intervention report prepared by the WWC using version 2.1 
or 3.0 of the WWC Handbook reporting a ``positive effect'' on a 
relevant outcome based on a ``medium to large'' extent of evidence, 
with no reporting of a ``negative effect'' or ``potentially negative 
effect'' on a relevant outcome; or
    (iii) A single experimental study reviewed and reported by the WWC 
using version 2.1 or 3.0 of the WWC Handbook, or otherwise assessed by 
the Department using version 3.0 of the

[[Page 36921]]

WWC Handbook, as appropriate, and that--
    (A) Meets WWC standards without reservations;
    (B) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome;
    (C) Includes no overriding statistically significant and negative 
effects on relevant outcomes reported in the study or in a 
corresponding WWC intervention report prepared under version 2.1 or 3.0 
of the WWC Handbook; and
    (D) Is based on a sample from more than one site (e.g., State, 
county, city, school district, or postsecondary campus) and includes at 
least 350 students or other individuals across sites. Multiple studies 
of the same project component that each meet requirements in paragraphs 
(iii)(A), (B), and (C) of this definition may together satisfy this 
requirement.
    What Works Clearinghouse Handbook (WWC Handbook) (34 CFR 77.1) 
means the standards and procedures set forth in the WWC Procedures and 
Standards Handbook, Version 3.0 or Version 2.1 (incorporated by 
reference, see 34 CFR 77.2). Study findings eligible for review under 
WWC standards can meet WWC standards without reservations, meet WWC 
standards with reservations, or not meet WWC standards. WWC practice 
guides and intervention reports include findings from systematic 
reviews of evidence as described in the Handbook documentation.
    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (APA) (5 U.S.C. 553) the Department generally offers interested 
parties the opportunity to comment on proposed priorities and 
requirements. Section 681(d) of IDEA, however, makes the public comment 
requirements of the APA inapplicable to the priority in this notice.
    Program Authority: 20 U.S.C. 1463 and 1481.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 
97, 98, and 99. (b) The Office of Management and Budget Guidelines to 
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 
2 CFR part 180, as adopted and amended as regulations of the Department 
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost 
Principles, and Audit Requirements for Federal Awards in 2 CFR part 
200, as adopted and amended as regulations of the Department in 2 CFR 
part 3474.
    Note: The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian Tribes.
    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education (IHEs) only.

II. Award Information

    Type of Award: Cooperative agreement.
    Estimated Available Funds: $750,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2019 from the list of 
unfunded applications from this competition.
    Maximum Award: We will not make an award exceeding $750,000 for a 
single budget period of 12 months.
    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: SEAs; State lead agencies under Part C of 
the IDEA; local educational agencies (LEAs), including public charter 
schools that operate as LEAs under State law; IHEs; other public 
agencies; private nonprofit organizations; freely associated States and 
outlying areas; Indian Tribes or Tribal organizations; and for-profit 
organizations.
    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: IHEs and private nonprofit organizations suitable to carry 
out the activities proposed in the application. The grantee may award 
subgrants to entities it has identified in an approved application.
    4. Other General Requirements: (a) Recipients of funding under this 
competition must make positive efforts to employ and advance in 
employment qualified individuals with disabilities (see section 606 of 
IDEA).
    (b) Applicants for, and recipients of, funding must, with respect 
to the aspects of their proposed project relating to the absolute 
priority, involve individuals with disabilities, or parents of 
individuals with disabilities ages birth through 26, in planning, 
implementing, and evaluating the project (see section 682(a)(1)(A) of 
IDEA).

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 competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. However, 
under 34 CFR 79.8(a), we waive intergovernmental review in order to 
make an award by the end of FY 2018.
    3. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    4. Recommended 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. We recommend 
that you (1) limit the application narrative to no more than 70 pages, 
and (2) use the following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double-space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, reference citations, and captions, as well as 
all text in charts, tables, figures, graphs, and screen shots.
     Use a font that is 12 point or larger.
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.
    The recommended 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; or the 
abstract (follow the guidance provided in the application package for 
completing the abstract), the table of contents, the list of priority 
requirements, the resumes, the reference list, the letters of support, 
or the appendices. However, the recommended page limit does apply to 
all of the application narrative, including all text in charts, tables, 
figures, graphs, and screen shots.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210 and are listed below:
    (a) Significance (10 points).
    (1) The Secretary considers the significance of the proposed 
project.
    (2) In determining the significance of the proposed project, the 
Secretary considers the following factors:

[[Page 36922]]

    (i) 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.
    (ii) The importance or magnitude of the results or outcomes likely 
to be attained by the proposed project.
    (b) Quality of project services (35 points).
    (1) The Secretary considers the quality of the services to be 
provided by the proposed project.
    (2) 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.
    (3) In addition, the Secretary considers the following factors:
    (i) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable.
    (ii) The extent to which there is a conceptual framework underlying 
the proposed research or demonstration activities and the quality of 
that framework.
    (iii) The extent to which the services to be provided by the 
proposed project reflect up-to-date knowledge from research and 
effective practice.
    (iv) The extent to which the training or professional development 
services to be provided by the proposed project are of sufficient 
quality, intensity, and duration to lead to improvements in practice 
among the recipients of those services.
    (v) 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.
    (c) Quality of the project evaluation (20 points).
    (1) The Secretary considers the quality of the evaluation to be 
conducted of the proposed project.
    (2) 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.
    (ii) The extent to which the methods of evaluation provide for 
examining the effectiveness of project implementation strategies.
    (iii) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes.
    (iv) 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.
    (d) Adequacy of resources and quality of project personnel (15 
points).
    (1) The Secretary considers the adequacy of resources for the 
proposed project and the quality of the personnel who will carry out 
the proposed project.
    (2) In determining the quality of project personnel, the Secretary 
considers the extent to which the applicant encourages applications for 
employment from persons who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The qualifications, including relevant training and experience, 
of the project director or principal investigator.
    (ii) The qualifications, including relevant training and 
experience, of key project personnel.
    (iii) The qualifications, including relevant training and 
experience, of project consultants or subcontractors.
    (iv) The qualifications, including relevant training, experience, 
and independence, of the evaluator.
    (v) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization.
    (vi) The relevance and demonstrated commitment of each partner in 
the proposed project to the implementation and success of the project.
    (vii) The extent to which the budget is adequate to support the 
proposed project.
    (viii) The extent to which the costs are reasonable in relation to 
the objectives, design, and potential significance of the proposed 
project.
    (e) Quality of the management plan (20 points).
    (1) The Secretary considers the quality of the management plan for 
the proposed project.
    (2) 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.
    (ii) 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.
    (iii) The adequacy of mechanisms for ensuring high-quality products 
and services from the proposed project.
    (iv) 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.
    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 
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Additional Review and Selection Process Factors: In the past, 
the Department has had difficulty finding peer reviewers for certain 
competitions because so many individuals who are eligible to serve as 
peer reviewers have conflicts of interest. The standing panel 
requirements under section 682(b) of IDEA also have placed additional 
constraints on the availability of reviewers. Therefore, the Department 
has determined that for some discretionary grant competitions, 
applications may be separated into two or more groups and ranked and 
selected for funding within specific groups. This procedure will make 
it easier for the Department to find peer reviewers by ensuring that 
greater numbers of individuals who are eligible to serve as reviewers 
for any particular group of applicants will not have conflicts of

[[Page 36923]]

interest. It also will increase the quality, independence, and fairness 
of the review process, while permitting panel members to review 
applications under discretionary grant competitions for which they also 
have submitted applications.
    4. 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.
    5. 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.
    4. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multiyear award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    5. Performance Measures: Under the Government Performance and 
Results Act of 1993, the Department has established a set of 
performance measures, including long-term measures, that are designed 
to yield information on various aspects of the effectiveness and 
quality of the Technical Assistance and Dissemination to Improve 
Services and Results for Children With Disabilities program. These 
measures are:
     Program Performance Measure #1: The percentage of 
Technical Assistance and Dissemination products and services deemed to 
be of high quality by an independent review panel of experts qualified 
to review the substantive content of the products and services.
     Program Performance Measure #2: The percentage of Special 
Education Technical Assistance and Dissemination products and services 
deemed by an independent review panel of qualified experts to be of 
high relevance to educational and early intervention policy or 
practice.
     Program Performance Measure #3: The percentage of all 
Special Education Technical Assistance and Dissemination products and 
services deemed by an independent review panel of qualified experts to 
be useful in improving educational or early intervention policy or 
practice.
     Program Performance Measure #4: The cost efficiency of the 
Technical Assistance and Dissemination Program includes the percentage 
of milestones achieved in the current annual performance report period 
and the percentage of funds spent during the current fiscal year.
     Long-term Program Performance Measure: The percentage of 
States receiving Special Education Technical Assistance and 
Dissemination services regarding scientifically or evidence-based 
practices for infants, toddlers, children, and youth with disabilities 
that successfully promote the implementation of those practices in 
school districts and service agencies.
    The measures apply to projects funded under this competition, and 
grantees are required to submit data on these measures as directed by 
OSEP.
    Grantees will be required to report information on their project's 
performance in annual and final performance reports to the Department 
(34 CFR 75.590).
    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,

[[Page 36924]]

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) by contacting 
the Management Support Services Team, U.S. Department of Education, 400 
Maryland Avenue SW, room 5113, Potomac Center Plaza, Washington, DC 
20202-2500. Telephone: (202) 245-7363. If you use a TDD or a TTY, call 
the FRS, toll free, at 1-800-877-8339.
    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: July 26, 2018.
Johnny W. Collett,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2018-16382 Filed 7-30-18; 8:45 am]
 BILLING CODE 4000-01-P



                                                                                      Federal Register / Vol. 83, No. 147 / Tuesday, July 31, 2018 / Notices                                                 36915

                                               Transmittal No. 18–24                                              This proposed sale will contribute to              which might reduce system
                                               Notice of Proposed Issuance of Letter of                        the foreign policy and national security              effectiveness or be used in the
                                               Offer Pursuant to Section 36(b)(1) of the                       of the United States by helping to                    development of a system with similar or
                                               Arms Export Control Act, as amended                             improve the security of a NATO ally                   advanced capabilities.
                                                                                                               that is an important force for political                 3. A determination has been made
                                                 (i) Prospective Purchaser: Kingdom of                         stability and economic progress in the                that Denmark can provide substantially
                                               Denmark                                                         European region.                                      the same degree of protection for the
                                                 (ii) Total Estimated Value:                                      This proposed sale would support                   sensitive technology being released as
                                               Major Defense Equipment *                      $75 million      Denmark’s F–16 and future F–35 fighter                the U.S. Government. This sale is
                                               Other ....................................     $15 million      programs and enhance Denmark’s                        necessary in furtherance of the U.S.
                                                                                                               ability to provide for its own territorial            foreign policy and national security
                                                  TOTAL ..............................        $90 million      defense and support coalition                         objectives outlined in the Policy
                                                  (iii) Description and Quantity or                            operations. The proposed sale also                    Justification.
                                               Quantities of Articles or Services under                        enables interoperability and                             4. All defense articles and services
                                               Consideration for Purchase:                                     standardization between the armed                     listed in this transmittal have been
                                                  Major Defense Equipment (MDE):                               forces of Denmark and the United                      authorized for release and export to
                                               Twenty-eight (28) AIM–120 C–7                                   States. Denmark already maintains the                 Denmark.
                                                  Advanced Medium Range Air-to-Air                             AIM–120B in its inventory and will                    [FR Doc. 2018–16373 Filed 7–30–18; 8:45 am]
                                                  Missiles (AMRAAM)                                            have no difficulty absorbing this
                                                                                                                                                                     BILLING CODE 5001–06–P
                                               One (1) AMRAAM Spare Guidance                                   additional equipment and support into
                                                  Section                                                      its armed forces.
                                                  Non-MDE: Also included are missile                              The proposed sale of these systems
                                                                                                               and equipment will not alter the basic                DEPARTMENT OF EDUCATION
                                               containers, control section spares,
                                               weapon systems support, test                                    military balance in the region.
                                                                                                                                                                     Applications for New Awards;
                                               equipment, spare and repair parts,                                 The principal contractor will be
                                                                                                                                                                     Technical Assistance and
                                               publications and technical                                      Raytheon Cooperation in Tucson,
                                                                                                                                                                     Dissemination To Improve Services
                                               documentation, personnel training,                              Arizona. The purchaser has requested
                                                                                                                                                                     and Results for Children With
                                               training equipment, U.S. Government                             offsets. At this time, agreements are
                                                                                                                                                                     Disabilities—Technical Assistance and
                                               and contractor engineering, logistics,                          undetermined and will be defined in
                                                                                                                                                                     Dissemination Center on Improving
                                               and technical support services, and                             negotiations between the purchaser and
                                                                                                                                                                     Literacy Through Supporting
                                               other related elements of logistics and                         contractor.
                                                                                                                  Implementation of this proposed sale               Elementary School Leaders
                                               program support.
                                                  (iv) Military Department: Air Force                          will not require the assignment of any                AGENCY:  Office of Special Education and
                                               (DE–D–YAO)                                                      additional U.S. Government or                         Rehabilitative Services, Department of
                                                  (v) Prior Related Cases, if any: DE–D–                       contractor representatives to Denmark.                Education.
                                               YAS (AIM–120B)                                                     There will be no adverse impact on                 ACTION: Notice.
                                                  (vi) Sales Commission, Fee, etc., Paid,                      U.S. defense readiness as a result of this
                                               Offered, or Agreed to be Paid: None                             proposed sale.                                        SUMMARY:   The Department of Education
                                                  (vii) Sensitivity of Technology                              Transmittal No. 18–24                                 (Department) is issuing a notice inviting
                                               Contained in the Defense Article or                                                                                   applications for new awards for fiscal
                                                                                                               Notice of Proposed Issuance of Letter of              year (FY) 2018 for Technical Assistance
                                               Defense Services
                                                                                                               Offer Pursuant to Section 36(b)(1) of the             and Dissemination to Improve Services
                                                  Proposed to be Sold: See Attached
                                                                                                               Arms Export Control Act                               and Results for Children With
                                               Annex
                                                  (viii) Date Report Delivered to                              Annex                                                 Disabilities—Technical Assistance and
                                               Congress: July 10, 2018                                                                                               Dissemination Center on Improving
                                                                                                               Item No. vii
                                                  * As defined in Section 47(6) of the                                                                               Literacy through Supporting Elementary
                                                                                                                  (vii) Sensitivity of Technology:                   School Leaders, Catalog of Federal
                                               Arms Export Control Act.                                           1. AIM–120C Advance Medium Range                   Domestic Assistance (CFDA) number
                                               POLICY JUSTIFICATION                                            Air-to-Air (AMRAAM) is a radar-guided                 84.326L.
                                                                                                               missile featuring digital technology and
                                               Denmark—AIM–120 C–7 Advanced                                                                                          DATES:
                                                                                                               micro-miniature solid-state electronics.
                                               Medium Range Air-to-Air Missile                                                                                         Applications Available: July 31, 2018.
                                                                                                               AMRAAM capabilities include look-
                                               (AMRAAM)                                                                                                                Deadline for Transmittal of
                                                                                                               down/shoot-down, multiple launches
                                                  The Government of Denmark has                                against multiple targets, resistance to               Applications: August 30, 2018.
                                               requested to buy twenty-eight (28) AIM–                         electronic counter measures, and                      ADDRESSES: For the addresses for
                                               120 C–7 Advanced Medium Range Air-                              interception of high flying and low                   obtaining and submitting an
                                               to-Air Missiles (AMRAAM) and one (1)                            flying and maneuvering targets. The                   application, please refer to our Common
                                               AMRAAM spare guidance section. Also                             AMRAAM All Up Round is classified                     Instructions for Applicants to
                                               included are missile containers, control                        CONFIDENTIAL, major components                        Department of Education Discretionary
                                               section spares, weapon systems support,                         and subsystems range from                             Grant Programs, published in the
                                               test equipment, spare and repair parts,                         UNCLASSIFIED to CONFIDENTIAL,                         Federal Register on February 12, 2018
                                               publications and technical                                      and technology data and other                         (83 FR 6003) and available at
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                                               documentation, personnel training,                              documentation are classified up to                    www.gpo.gov/fdsys/pkg/FR-2018-02-12/
                                               training equipment, U.S. Government                             SECRET.                                               pdf/2018-02558.pdf.
                                               and contractor engineering, logistics,                             2. If a technologically advanced                   FOR FURTHER INFORMATION CONTACT:
                                               and technical support services, and                             adversary were to obtain knowledge of                 Kristen Rhoads, U.S. Department of
                                               other related elements of logistics and                         the hardware and software elements, the               Education, 400 Maryland Avenue SW,
                                               program support. The total estimated                            information could be used to develop                  Room 5142, Potomac Center Plaza,
                                               program cost is $90 million.                                    countermeasures or equivalent systems                 Washington, DC 20202–5108.


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                                               36916                           Federal Register / Vol. 83, No. 147 / Tuesday, July 31, 2018 / Notices

                                               Telephone: (202) 245–6715. Email:                        increased in both fourth and eighth                   organization work and provide support
                                               Kristen.Rhoads@ed.gov.                                   grades since 2009 (U.S. Department of                 for teaching and learning (Grissom &
                                                  If you use a telecommunications                       Education, 2017). In addition, less than              Loeb, 2011). These types of activities, as
                                               device for the deaf (TDD) or a text                      50 percent of teachers surveyed report                well as school leaders spending more
                                               telephone (TTY), call the Federal Relay                  that they adhere to their core reading                time on them, have shown consistent
                                               Service (FRS), toll free, at 1–800–877–                  curricula, and more than 60 percent of                associations with positive student
                                               8339.                                                    teachers report that they continue to use             academic outcomes (Grissom & Loeb,
                                               SUPPLEMENTARY INFORMATION:                               an ‘‘eclectic approach’’ combining                    2011).
                                                                                                        different instructional methods for                      There have been mixed findings
                                               Full Text of Announcement                                teaching reading (Kretlow & Helf, 2013).              regarding the extent to which school
                                               I. Funding Opportunity Description                       Kretlow and Helf also reported that                   leaders’ instruction-related activities,
                                                                                                        most of the curricula teachers used had               such as overseeing the curriculum and
                                                  Purpose of Program: The purpose of                    not been evaluated for impact on                      providing professional development for
                                               the Technical Assistance and                             student learning. Also, according to the              staff, are associated with improved
                                               Dissemination to Improve Services and                    Schools and Staffing Survey                           student outcomes (Horng et al., 2010;
                                               Results for Children with Disabilities                   (Rotermund, DeRoche, & Ottem, 2017),                  Robinson, Lloyd, & Rowe, 2008). A
                                               program is to promote academic                           43 percent of teachers reported                       number of possible explanations for this
                                               achievement and to improve results for                   receiving no professional development                 variation exist, including potential
                                               children with disabilities by providing                  on reading instruction in the last 12                 variation in the quantity of time spent
                                               technical assistance (TA), supporting                    months. Further, in a separate survey,                on instructional management, the
                                               model demonstration projects,                            two-thirds of teachers reported receiving             specific types of instruction-related
                                               disseminating useful information, and                    fewer than eight hours of professional                activities school leaders engage in
                                               implementing activities that are                         development on reading instruction                    (Grissom, Loeb, & Master, 2013), and the
                                               supported by scientifically based                        during the last year, an intensity                    quality of instructional management
                                               research.                                                unlikely to improve the quality of                    training received by school leaders. In
                                                  Priority: In accordance with 34 CFR                                                                         particular, some researchers have
                                                                                                        reading instruction that they provide or
                                               75.105(b)(2)(v), this priority is from                                                                         argued that current training on
                                                                                                        result in improved student outcomes
                                               allowable activities specified in the                                                                          instruction-related activities may be too
                                                                                                        (Wei, Darling-Hammond, & Adamson,
                                               statute (see sections 663 and 681(d) of                                                                        narrow and may not include training in
                                                                                                        2010; Yoon, Duncan, Lee, Scarloss, &
                                               the Individuals with Disabilities                                                                              the organizational management skills
                                                                                                        Shapley, 2007).
                                               Education Act (IDEA); 20 U.S.C. 1463                        School leaders (as defined in this                 that help school leaders target resources
                                               and 1481(d)).                                            notice) have the ability to affect these              effectively in addressing the
                                                  Absolute Priority: For FY 2018 and                                                                          instructional needs of their students
                                                                                                        trends, and research has clearly
                                               any subsequent year in which we make                                                                           (Grissom & Loeb, 2011).
                                                                                                        demonstrated the effects that they can
                                               awards from the list of unfunded                                                                                  The Center on Improving Literacy
                                                                                                        have on the academic performance of
                                               applications from this competition, this                                                                       through Supporting Elementary School
                                                                                                        their schools (Herman et al., 2017;
                                               priority is an absolute priority. Under 34                                                                     Leaders (the Center) will provide TA for
                                                                                                        Horng, Kalogrides, & Loeb, 2009;
                                               CFR 75.105(c)(3), we consider only                                                                             school leaders on instructional content
                                                                                                        Leithwood, Seashore-Louis, Anderson,
                                               applications that meet this priority.                                                                          and leadership skills to improve teacher
                                                                                                        & Wahlstrom, 2004). The Professional
                                                  This priority is:                                                                                           implementation of evidence-based (as
                                                  Technical Assistance and                              Standards for Educational Leaders,1
                                                                                                                                                              defined in this notice) literacy practices
                                               Dissemination Center on Improving                        developed by the National Policy Board
                                                                                                                                                              and literacy skills of students with, or
                                               Literacy through Supporting Elementary                   for Educational Administration (2015),
                                                                                                                                                              at risk for, literacy-related disabilities.
                                               School Leaders.                                          illustrate the variety of activities under
                                                                                                                                                              Specifically, the Center will provide TA
                                                  Background:                                           the purview of school leaders. School
                                                                                                                                                              for LEAs and their school leaders on a
                                                  The mission of the Office of Special                  leaders’ responsibilities include
                                                                                                                                                              variety of topics, namely: Providing
                                               Education and Rehabilitative Services                    managing school operations and
                                                                                                                                                              professional development, including
                                               (OSERS) is to improve early childhood,                   resources, including managing budgets,
                                                                                                                                                              coaching, to their teachers and other
                                               educational, and employment outcomes                     resources, and hiring personnel;
                                                                                                                                                              instructional personnel on literacy;
                                               and raise expectations for all people                    overseeing curriculum, instruction, and               developing education programming
                                               with disabilities, their families, their                 assessment; striving for equity in                    related to literacy; allocating resources
                                               communities, and the Nation.                             educational opportunity for each                      efficiently and effectively so that
                                                  The National Reading Panel report                     student; developing the professional                  students with, or at risk for, literacy-
                                               (2000) and RAND report Reading for                       capacity and practice of school                       related disabilities have access to
                                               Understanding (Snow, 2001) have                          personnel; and engaging in internal and               literacy instruction and interventions
                                               influenced reading instruction in the                    external relations including fostering a              that meet their individual needs; and
                                               United States for the last two decades                   professional community of school                      improving teacher implementation of
                                               (Connor & Al Otaiba, 2015). During this                  personnel and engaging families and the               evidence-based literacy instruction in
                                               time, reading instruction in the primary                 community (Horng, Klasik, & Loeb,                     their schools and, ultimately, literacy
                                               grades has improved by targeting                         2010; National Policy Board for                       outcomes for their students with, or at
                                               important literacy skills highlighted in                 Educational Administration, 2015).                    risk for, literacy-related disabilities. The
                                               the reports and becoming more                               School leaders’ organizational                     Center may build upon the work of, and
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                                               systematic in how these skills are taught                management activities, such as                        collaborate with, other Department TA
                                               (S. Baker, Fien, & Baker, 2010).                         managing budget and resources and                     centers including the National Center on
                                                  Despite noted improvements in                         hiring staff, make the school                         Improving Literacy, the National Center
                                               reading instruction, the gap between                       1 For more information about the Professional
                                                                                                                                                              on Intensive Intervention, and the
                                               students with disabilities and their                     Standards for Educational Leaders, please see
                                                                                                                                                              Center on Great Teachers and Leaders.
                                               peers on the National Assessment of                      http://npbea.org/wp-content/uploads/2017/06/          The work of this Center will not
                                               Educational Progress (NAEP) has                          PSEL-WebinarPowerPointSlides.pdf.                     duplicate work being conducted by


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                                                                               Federal Register / Vol. 83, No. 147 / Tuesday, July 31, 2018 / Notices                                          36917

                                               other Department TA Centers. This                           In addition to these programmatic                  ‘‘Quality of the Project Services,’’ how
                                               priority is consistent with the                          requirements, to be considered for                    the proposed project will—
                                               Secretary’s Final Supplemental                           funding under this priority, applicants                  (1) Ensure equal access and treatment
                                               Priorities and Definitions for                           must meet the application and                         for members of groups that have
                                               Discretionary Grant Programs,                            administrative requirements in this                   traditionally been underrepresented
                                               published in the Federal Register on                     priority, which are:                                  based on race, color, national origin,
                                               March 2, 2018 (83 FR 9096)                                  (a) Demonstrate, in the narrative                  gender, age, or disability. To meet this
                                               (Supplemental Priorities): Supplemental                  section of the application under                      requirement, the applicant must
                                               Priority 5—Meeting the Unique Needs                      ‘‘Significance of the Project,’’ how the              describe how it will—
                                               of Students and Children With                            proposed project will—                                   (i) Identify the needs of the intended
                                               Disabilities and/or Those With Unique                       (1) Address current and emerging                   recipients for TA and information; and
                                               Gifts and Talents; Supplemental Priority                 needs of elementary school leaders to                    (ii) Ensure that services and products
                                               7—Promoting Literacy; and                                improve teacher implementation of                     meet the needs of the intended
                                               Supplemental Priority 8—Promoting                        evidence-based literacy practices and                 recipients of the grant;
                                               Effective Instruction in Classrooms and                  outcomes of their students with, or at                   (2) Achieve its goals, objectives, and
                                               Schools.                                                 risk for, literacy-related disabilities. To           intended outcomes. To meet this
                                                  Priority:                                             meet this requirement the applicant                   requirement, the applicant must
                                                  The purpose of this priority is to fund               must—                                                 provide—
                                               a cooperative agreement to establish and                    (i) Present applicable national, State,               (i) Measurable intended project
                                               operate a Center on Improving Literacy                   regional, or local data demonstrating the             outcomes; and
                                               through Supporting Elementary School                     need to address elementary school                        (ii) In Appendix A, the logic model
                                               Leaders (Literacy through Leaders). The                  leaders’ knowledge of evidence-based                  (as defined in this notice) by which the
                                               Center will provide targeted TA to                       literacy practices and leadership skills              proposed project will achieve its
                                               school leaders on literacy skills and                    with the goal of improving teacher                    intended outcomes that depicts, at a
                                               concepts (e.g., phonemic awareness,                      implementation of evidence-based                      minimum, the goals, activities, outputs,
                                               comprehension) and leadership skills                     literacy practices and, ultimately, the               and intended outcomes of the proposed
                                               (e.g., coaching, instructional                           literacy outcomes of their students with,             project;
                                               management and programming,                              or at risk for, literacy-related                         (3) Use a conceptual framework (and
                                               organizational management) related to                    disabilities;                                         provide a copy in Appendix A) to
                                               improving teachers’ implementation of                       (ii) Demonstrate knowledge of current              develop project plans and activities,
                                               evidence-based literacy practices and                    educational issues and policy initiatives             describing any underlying concepts,
                                               literacy outcomes for their students                     relating to implementing and sustaining               assumptions, expectations, beliefs, or
                                               with, or at risk for, literacy-related                   professional learning practices and                   theories, as well as the presumed
                                               disabilities. The Center will support                    activities for elementary school leaders              relationships or linkages among these
                                               school leaders in recognizing evidence-                  that have evidence for producing                      variables, and any empirical support for
                                               based literacy practices for students                    positive effects on teacher                           this framework;
                                               with, or at risk for, literacy-related                   implementation of evidence-based                         Note: The following websites provide
                                               disabilities and facilitating the                        literacy practices in their schools,                  more information on logic models and
                                               implementation of these practices                        students’ literacy achievement, or                    conceptual frameworks:
                                               through developing education                             reducing the numbers of students                      www.osepideasthatwork.org/logicModel
                                               programming and professional                             inappropriately referred for needing                  and www.osepideasthatwork.org/
                                               development efforts, including coaching                  special education and related services;               resources-grantees/program-areas/ta-ta/
                                               teachers. The Center must achieve, at a                  and                                                   tad-project-logic-model-and-conceptual-
                                               minimum, the following expected                             (iii) Present information about the                framework.
                                               outcomes:                                                current level of implementation of:                      (4) Be based on current research and
                                                  (a) Improved literacy achievement                        (A) Practices and activities focused on            make use of evidence-based practices
                                               and skills of students with, or at risk for,             improving leadership skills of                        (EBPs). To meet this requirement, the
                                               literacy-related disabilities;                           elementary school leaders, including                  applicant must describe—
                                                  (b) Improved capacity of school                       developing educational programming,                      (i) The current research on
                                               leaders for identifying and supporting                   allocating resources for instruction and              professional learning practices for
                                               the implementation of evidence-based                     intervention effectively and efficiently,             school leaders, particularly elementary
                                               literacy practices, including                            and providing professional development                school leaders, and school leader
                                               assessments, that improve teachers’                      to teachers in their schools; and                     behaviors or characteristics that are
                                               practices as well as literacy achievement                   (B) Evidence-based literacy                        associated with improved classroom
                                               and skills of students with, or at risk for,             instruction, intervention, and                        teaching practices and positive student
                                               literacy-related disabilities;                           assessment for students with, or at risk              literacy-related outcomes and on related
                                                  (c) Improved capacity of teachers and                 for, literacy-related disabilities in                 EBPs that will inform the proposed TA;
                                               other instructional personnel to                         elementary schools;                                      (ii) The current research about adult
                                               implement with fidelity evidence-based                      (2) Improve elementary school                      learning principles and implementation
                                               literacy practices, including                            leaders’ literacy-related knowledge and               science that will inform the proposed
                                               assessments, that improve literacy                       leadership skills; their schools’ literacy-           TA;
                                               achievement and skills of students with,                 related core instruction, supplemental                   (iii) How the proposed project will
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                                               or at risk for, literacy-related                         intervention, and assessment; and                     incorporate current research and EBPs
                                               disabilities;                                            literacy-related outcomes for students                in the development and delivery of its
                                                  (d) Improved quality of literacy                      with, or at risk for, disabilities and                products and services; and
                                               instruction throughout the school; and                   indicate the likely magnitude or                         (5) Develop products and provide
                                                  (e) Reduction in the number of                        importance of the improvements.                       services that are of high quality and
                                               students inappropriately referred for                       (b) Demonstrate, in the narrative                  sufficient intensity and duration to
                                               special education and related services.                  section of the application under                      achieve the intended outcomes of the


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                                               36918                           Federal Register / Vol. 83, No. 147 / Tuesday, July 31, 2018 / Notices

                                               proposed project. To address this                        elementary school leaders to work with                  evaluation questions. Include
                                               requirement, the applicant must                          the project, including their commitment                 information regarding reliability and
                                               describe—                                                to the initiative, alignment of the                     validity of measures where appropriate;
                                                  (i) How it proposes to identify or                    initiative to their needs, current                         (3) Describe strategies for analyzing
                                               develop the knowledge base on effective                  infrastructure, available resources, and                data and how data collected as part of
                                               practices for improving literacy                         ability to build capacity at the local                  this plan will be used to inform and
                                               knowledge and instructional and                          district and school level; and its                      improve service delivery over the course
                                               organizational management capacity of                    proposed plan for working with                          of the project and to refine the proposed
                                               elementary school leaders;                               appropriate levels of the education                     logic model and evaluation plan,
                                                  (ii) Its proposed approaches to                       system (e.g., State education agencies                  including subsequent data collection;
                                               providing varying levels of intensity of                 (SEAs), regional TA providers, districts,                  (4) Provide a timeline for conducting
                                               TA (i.e., universal,2 targeted,3                         schools, families) to ensure that there is              the evaluation, and include staff
                                               intensive 4) based on the needs of the                   communication between each level and                    assignments for completing the plan.
                                               field and available resources. The                       that there are systems in place to                      The timeline must indicate that the data
                                               applicant must identify the intended                     support the use of evidence-based                       will be available annually for the
                                               recipients (e.g., local educational                      literacy practices;                                     Annual Performance Report (APR) and
                                               agencies (LEAs) and school leaders in                       (6) Develop products and implement                   at the end of Year 2 for the review
                                               sites other than traditional public                      services that maximize efficiency. To                   process described under the heading,
                                               elementary school settings where                         address this requirement, the applicant                 Fourth and Fifth Years of the Project;
                                               students are supported under IDEA,                       must describe—                                             (5) Dedicate sufficient funds in each
                                               including private schools), including                       (i) How the proposed project will use                budget year to cover the costs of
                                               the type and number of recipients, that                  technology to achieve the intended                      developing or refining the evaluation
                                               will receive the products and services                   project outcomes;                                       plan in consultation with a ‘‘third-
                                               through each approach and how they                          (ii) With whom the proposed project                  party’’ evaluator, as well as the costs
                                               plan to reach a variety of settings and                  will collaborate and not duplicate (e.g.,               associated with the implementation of
                                               populations (e.g., urban, rural,                         The National Center on Improving                        the evaluation plan by the third-party
                                               suburban); and                                           Literacy, National Center on Intensive                  evaluator.
                                                  (A) For implementing targeted,                        Intervention, State Implementation and
                                               specialized TA, its proposed approach                                                                               (d) Demonstrate, in the narrative
                                                                                                        Scaling-up of Evidence-based Practices                  section of the application under
                                               to measure the readiness of potential TA                 Center, and related professional
                                               recipients (e.g., LEAs) to work with the                                                                         ‘‘Adequacy of Project Resources,’’
                                                                                                        organizations, including those that offer               how—
                                               project, assessing, at a minimum, their                  training programs targeting school
                                               current infrastructure, available                                                                                   (1) The proposed project will
                                                                                                        leaders) and the intended outcomes of                   encourage applications for employment
                                               resources, and ability to build capacity                 this collaboration; and
                                               at the local level; and                                                                                          from persons who are members of
                                                                                                           (iii) How the proposed project will                  groups that have traditionally been
                                                  (B) For implementing intensive,                       use non-project resources to achieve the
                                               sustained TA, its proposed approach to                                                                           underrepresented based on race, color,
                                                                                                        intended project outcomes.                              national origin, gender, age, or
                                               measure the readiness of the LEAs and                       (c) In the narrative section of the                  disability, as appropriate;
                                                  2 ‘‘Universal, general TA’’ means TA and
                                                                                                        application under ‘‘Quality of the                         (2) The proposed key project
                                               information provided to independent users through        Evaluation Plan,’’ include an evaluation                personnel, consultants, and
                                               their own initiative, resulting in minimal               plan for the project developed in                       subcontractors have the qualifications
                                               interaction with TA center staff and including one-      consultation with and implemented by                    and experience to carry out the
                                               time, invited or offered conference presentations by     a third-party evaluator.5 The evaluation
                                               TA center staff. This category of TA also includes                                                               proposed activities and achieve the
                                               information or products, such as newsletters,            plan must—                                              project’s intended outcomes;
                                               guidebooks, fact sheets, issues briefs, massive open        (1) Articulate formative and                            (3) The applicant and any key
                                               online courses (MOOCs), or research syntheses,           summative evaluation questions,                         partners have adequate resources to
                                               downloaded from the TA center’s website by               including important process and
                                               independent users. Brief communications by TA                                                                    carry out the proposed activities; and
                                               center staff with recipients, either by telephone or     outcome evaluation questions. These                        (4) The proposed costs are reasonable
                                               email, are also considered universal, general TA.        questions should be related to the                      in relation to the anticipated results and
                                                  3 ‘‘Targeted, specialized TA’’ means TA services      project’s proposed logic model required                 benefits.
                                               based on needs common to multiple recipients and         in paragraph (b)(2)(ii) of this notice;
                                               not extensively individualized. A relationship is                                                                   (e) Demonstrate, in the narrative
                                                                                                           (2) Describe how progress in and
                                               established between the TA recipient and one or                                                                  section of the application under
                                               more TA center staff. This category of TA includes       fidelity of implementation, as well as
                                                                                                                                                                ‘‘Quality of the Management Plan,’’
                                               one-time, labor-intensive events, such as facilitating   project outcomes, including how
                                               strategic planning or hosting regional or national                                                               how—
                                                                                                        successfully materials are disseminated
                                               conferences. It can also include episodic, less labor-                                                              (1) The proposed management plan
                                                                                                        to, and used by, relevant stakeholder
                                               intensive events that extend over a period of time,                                                              will ensure that the project’s intended
                                               such as facilitating a series of conference calls on     groups and professional organizations,
                                                                                                                                                                outcomes will be achieved on time and
                                               single or multiple topics that are designed around       will be measured to answer the
                                               the needs of the recipients. Facilitating                                                                        within budget. To address this
                                                                                                        evaluation questions. Specify the
                                               communities of practice can also be considered                                                                   requirement, the applicant must
                                                                                                        measures and associated instruments or
                                               targeted, specialized TA.                                                                                        describe—
                                                  4 ‘‘Intensive, sustained TA’’ means TA services       sources for data appropriate to the
                                                                                                                                                                   (i) Clearly defined responsibilities for
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                                               often provided on-site and requiring a stable,
                                               ongoing relationship between the TA center staff           5 A ‘‘third-party’’ evaluator is an independent and
                                                                                                                                                                key project personnel, consultants, and
                                               and the TA recipient. ‘‘TA services’’ are defined as     impartial program evaluator who is contracted by        subcontractors, as applicable; and
                                               negotiated series of activities designed to reach a      the grantee to conduct an objective evaluation of the      (ii) Timelines and milestones for
                                               valued outcome. This category of TA should result        project. This evaluator must not have participated      accomplishing the project tasks;
                                               in changes to policy, program, practice, or              in the development or implementation of any
                                               operations that support increased recipient capacity     project activities, except for the evaluation
                                                                                                                                                                   (2) Key project personnel and any
                                               or improved outcomes at one or more systems              activities, nor have any financial interest in the      consultants and subcontractors will be
                                               levels.                                                  outcome of the evaluation.                              allocated and how these allocations are


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                                                                               Federal Register / Vol. 83, No. 147 / Tuesday, July 31, 2018 / Notices                                              36919

                                               appropriate and adequate to achieve the                  at the end of this award period, as                       Education, 36(3), 167–185.
                                               project’s intended outcomes;                             appropriate.                                          Leithwood, K., Seashore-Louis, K., Anderson,
                                                  (3) The proposed management plan                         Fourth and Fifth Years of the Project:                 S., & Wahlstrom, K. (2004). How
                                               will ensure that the products and                           In deciding whether to continue                        leadership influences student learning.
                                                                                                                                                                  New York, NY: The Wallace Foundation.
                                               services provided are of high quality,                   funding the project for the fourth and
                                                                                                                                                                  Retrieved from https://
                                               relevant, and useful to recipients; and                  fifth years, the Secretary will consider                  conservancy.umn.edu/bitstream/handle/
                                                  (4) The proposed project will benefit                 the requirements of 34 CFR 75.253(a), as                  11299/2035/CAREI%
                                               from a diversity of perspectives,                        well as—                                                  20ReviewofResearch%20How%
                                               including those of families, educators,                     (a) The recommendation of a 3+2                        20Leadership%20Influences.pdf?
                                               TA providers, researchers, and policy                    review team consisting of experts                         sequence=1&isAllowed=y.
                                               makers, among others, in its                             selected by the Secretary. This review                National Reading Panel. (2000). Teaching
                                               development and operation.                               will be conducted during a one-day                        children to read: An evidence-based
                                                  (f) Address the following application                 intensive meeting that will be held                       assessment of the scientific research
                                                                                                                                                                  literature on reading and its implications
                                               requirements. The applicant must—                        during the last half of the second year                   for reading instruction. Washington, DC:
                                                  (1) Include, in Appendix A,                           of the project period;                                    National Institutes of Health.
                                               personnel-loading charts and timelines,                     (b) The timeliness with which, and                 Robinson, V.M., Lloyd, C.A., & Rowe, K.J.
                                               as applicable, to illustrate the                         how well, the requirements of the                         (2008). The impact of leadership on
                                               management plan described in the                         negotiated cooperative agreement have                     student outcomes: An analysis of the
                                               narrative;                                               been or are being met by the project; and                 differential effects of leadership types.
                                                  (2) Include, in the budget, attendance                   (c) The quality, relevance, and                        Educational Administration Quarterly,
                                               at the following:                                        usefulness of the project’s products and                  44(5), 635–674.
                                                  (i) A one and one-half day kick-off                   services and the extent to which the                  Rotermund, S., DeRoche, J., & Ottem, R.
                                               meeting in Washington, DC, after receipt                                                                           (2017). Teacher Professional
                                                                                                        project’s products and services are
                                                                                                                                                                  Development By Selected Teacher and
                                               of the award, and an annual planning                     aligned with the project’s objectives and                 School Characteristics: 2011–2012.
                                               meeting in Washington, DC, with the                      likely to result in the project achieving                 Washington, DC: National Center for
                                               OSEP project officer and other relevant                  its intended outcomes.                                    Education Statistics, Institute of
                                               staff during each subsequent year of the                                                                           Education Sciences, U.S. Department of
                                               project period.                                          References                                                Education.
                                                  Note: Within 30 days of receipt of the                Baker, S.K., Fien, H., & Baker, D.L. (2010).          Snow, C.E. (2001). Reading for
                                               award, a post-award teleconference                           Robust reading instruction in the early               understanding. Santa Monica, CA: RAND
                                               must be held between the OSEP project                        grades: Conceptual and practical issues               Education and the Science and
                                                                                                            in the integration and evaluation of tier             Technology Policy Institute.
                                               officer and the grantee’s project director
                                                                                                            1 and tier 2 instructional supports. Focus        U.S. Department of Education, Institute of
                                               or other authorized representative;                                                                                Education Sciences, National Center for
                                                  (ii) A two and one-half day project                       on Exceptional Children, 42(9), 1–20.
                                                                                                        Connor, C.M., & Al Otaiba, S. (2015). Primary             Education Statistics. (2015). National
                                               directors’ conference in Washington,                         grade reading instruction in the United               Assessment of Educational Progress
                                               DC, during each year of the project                          States. In A. Pollatsek & R. Treiman                  (NAEP) Reading Assessments. Accessed
                                               period;                                                      (Eds.), The Oxford handbook of reading                through the NAEP Data Explorer at
                                                  (iii) One annual trip to attend                           (pp. 415–430). New York: Oxford                       http://nces.ed.gov/nationsreportcard/
                                               Department briefings, Department-                            University Press.                                     naepdata/.
                                               sponsored conferences, and other                         Grissom, J.A., & Loeb, S. (2011).                     Wei, R.C., Darling-Hammond, L., & Adamson,
                                               meetings, as requested by OSEP; and                          Triangulating principal effectiveness:                F. (2010). Professional development in
                                                                                                            How perspectives of parents, teachers,                the United States: Trends and challenges
                                                  (iv) A one-day intensive 3+2 review                                                                             (Vol. 28). Dallas, TX: National Staff
                                               meeting in Washington, DC, during the                        and assistant principals identify the
                                                                                                            central importance of managerial skills.              Development Council.
                                               last half of the second year of the project                                                                      Yoon, K.S., Duncan, T., Lee, S.W.Y.,
                                                                                                            American Educational Research Journal,
                                               period;                                                      48(5), 1091–1123.                                 Scarloss, B., & Shapley, K.L. (2007).
                                                  (3) Include, in the budget, a line item               Grissom, J.A., Loeb, S., & Master, B. (2013).         Reviewing the Evidence on How Teacher
                                               for an annual set-aside of five percent of                   Effective instructional time use for              Professional Development Affects Student
                                               the grant amount to support emerging                         school leaders: Longitudinal evidence             Achievement. Issues & Answers. REL 2007-
                                               needs that are consistent with the                           from observations of principals.                  No. 033. Regional Educational Laboratory
                                               proposed project’s intended outcomes,                        Educational Researcher, 42(8), 433–444.           Southwest (NJ1).
                                               as those needs are identified in                         Herman, R., Gates, S.M., Arifkhanova, A.,                Definitions: The following definitions
                                               consultation with, and approved by, the                      Bega, A., Chavez-Herrerias, E.R., Han, E.,        are from 34 CFR 77.1 and section 8101
                                               OSEP project officer. With approval                          . . . & Wrabel, S. (2017). School                 of the Elementary and Secondary
                                                                                                            leadership interventions under the Every
                                               from the OSEP project officer, the                                                                             Education Act, as amended by the Every
                                                                                                            Student Succeeds Act: Evidence review.
                                               project must reallocate any remaining                        Santa Monica, CA: RAND Corporation.               Student Succeeds Act (ESEA), as
                                               funds from this annual set-aside no later                Horng, E.L., Kalogrides, D., & Loeb, S. (2009).       marked.
                                               than the end of the third quarter of each                    Principal preferences and the uneven                 Demonstrates a rationale (34 CFR
                                               budget period;                                               distribution of principals across schools.        77.1) means a key project component
                                                  (4) Maintain a high-quality website,                      School Leadership Research Report No.             included in the project’s logic model is
                                               with an easy-to-navigate design, that                        09–2. Stanford, CA: Stanford University           informed by research or evaluation
                                               meets government or industry-                                Institute for Research on Education               findings that suggest the project
                                               recognized standards for accessibility;                      Policy and Practice.                              component is likely to improve relevant
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                                               and                                                      Horng, E.L., Klasik, D., & Loeb, S. (2010).           outcomes.
                                                  (5) Include, in Appendix A, an                            Principal’s time use and school                      Evidence-based (34 CFR 77.1) means
                                                                                                            effectiveness. American Journal of
                                               assurance to assist OSEP with the                            Education, 116(4), 491–523.
                                                                                                                                                              the proposed project component is
                                               transfer of pertinent resources and                      Kretlow, A.G., & Helf, S.S. (2013). Teacher           supported by one or more of strong
                                               products and to maintain the continuity                      implementation of evidence-based                  evidence, moderate evidence, promising
                                               of services to States during the                             practices in tier 1: A national survey.           evidence, or evidence that demonstrates
                                               transition to this new award period and                      Teacher Education and Special                     a rationale.


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                                               36920                           Federal Register / Vol. 83, No. 147 / Tuesday, July 31, 2018 / Notices

                                                  Experimental study (34 CFR 77.1)                      the WWC Handbook reporting a                          designed and well-implemented
                                               means a study that is designed to                        ‘‘positive effect’’ or ‘‘potentially positive         correlational study with statistical
                                               compare outcomes between two groups                      effect’’ on a relevant outcome based on               controls for selection bias (e.g., a study
                                               of individuals (such as students) that are               a ‘‘medium to large’’ extent of evidence,             using regression methods to account for
                                               otherwise equivalent except for their                    with no reporting of a ‘‘negative effect’’            differences between a treatment group
                                               assignment to either a treatment group                   or ‘‘potentially negative effect’’ on a               and a comparison group); and
                                               receiving a project component or a                       relevant outcome; or                                     (B) Includes at least one statistically
                                               control group that does not.                                (iii) A single experimental study or               significant and positive (i.e., favorable)
                                               Randomized controlled trials, regression                 quasi-experimental design study                       effect on a relevant outcome.
                                               discontinuity design studies, and single-                reviewed and reported by the WWC                         Quasi-experimental design study (34
                                               case design studies are the specific                     using version 2.1 or 3.0 of the WWC                   CFR 77.1) means a study using a design
                                               types of experimental studies that,                      Handbook, or otherwise assessed by the                that attempts to approximate an
                                               depending on their design and                            Department using version 3.0 of the                   experimental study by identifying a
                                               implementation (e.g., sample attrition in                WWC Handbook, as appropriate, and                     comparison group that is similar to the
                                               randomized controlled trials and                         that—                                                 treatment group in important respects.
                                               regression discontinuity design studies),                   (A) Meets WWC standards with or                    This type of study, depending on design
                                               can meet What Works Clearinghouse                        without reservations;                                 and implementation (e.g., establishment
                                               (WWC) standards without reservations                        (B) Includes at least one statistically            of baseline equivalence of the groups
                                               as described in the WWC Handbook:                        significant and positive (i.e., favorable)            being compared), can meet WWC
                                                  (i) A randomized controlled trial                     effect on a relevant outcome;                         standards with reservations, but cannot
                                               employs random assignment of, for                           (C) Includes no overriding statistically           meet WWC standards without
                                               example, students, teachers, classrooms,                 significant and negative effects on                   reservations, as described in the WWC
                                               or schools to receive the project                        relevant outcomes reported in the study               Handbook.
                                               component being evaluated (the                           or in a corresponding WWC                                Relevant outcome (34 CFR 77.1)
                                               treatment group) or not to receive the                   intervention report prepared under                    means the student outcome(s) or other
                                               project component (the control group).                   version 2.1 or 3.0 of the WWC                         outcome(s) the key project component is
                                                  (ii) A regression discontinuity design                Handbook; and                                         designed to improve, consistent with
                                               study assigns the project component                         (D) Is based on a sample from more                 the specific goals of the program.
                                               being evaluated using a measured                         than one site (e.g., State, county, city,
                                                                                                                                                                 School leader (section 8101 of the
                                               variable (e.g., assigning students reading               school district, or postsecondary
                                                                                                                                                              ESEA) means a principal, assistant
                                               below a cutoff score to tutoring or                      campus) and includes at least 350
                                                                                                                                                              principal, or other individual who is—
                                               developmental education classes) and                     students or other individuals across
                                                                                                                                                                 (a) An employee or officer of an
                                               controls for that variable in the analysis               sites. Multiple studies of the same
                                                                                                                                                              elementary school or secondary school,
                                               of outcomes.                                             project component that each meet
                                                  (iii) A single-case design study uses                                                                       local educational agency, or other entity
                                                                                                        requirements in paragraphs (iii)(A), (B),
                                               observations of a single case (e.g., a                                                                         operating an elementary school or
                                                                                                        and (C) of this definition may together
                                               student eligible for a behavioral                                                                              secondary school; and
                                                                                                        satisfy this requirement.
                                               intervention) over time in the absence                      Project component (34 CFR 77.1)                       (b) Responsible for the daily
                                               and presence of a controlled treatment                   means an activity, strategy, intervention,            instructional leadership and managerial
                                               manipulation to determine whether the                    process, product, practice, or policy                 operations in the elementary school or
                                               outcome is systematically related to the                 included in a project. Evidence may                   secondary school building.
                                               treatment.                                               pertain to an individual project                         Strong evidence (34 CFR 77.1) means
                                                  Logic model (34 CFR 77.1) (also                       component or to a combination of                      that there is evidence of the
                                               referred to as a theory of action) means                 project components (e.g., training                    effectiveness of a key project component
                                               a framework that identifies key project                  teachers on instructional practices for               in improving a relevant outcome for a
                                               components of the proposed project                       English learners and follow-on coaching               sample that overlaps with the
                                               (i.e., the active ‘‘ingredients’’ that are               for these teachers).                                  populations and settings proposed to
                                               hypothesized to be critical to achieving                    Promising evidence (34 CFR 77.1)                   receive that component, based on a
                                               the relevant outcomes) and describes                     means that there is evidence of the                   relevant finding from one of the
                                               the theoretical and operational                          effectiveness of a key project component              following:
                                               relationships among the key project                      in improving a relevant outcome, based                   (i) A practice guide prepared by the
                                               components and relevant outcomes.                        on a relevant finding from one of the                 WWC using version 2.1 or 3.0 of the
                                                  Moderate evidence (34 CFR 77.1)                       following:                                            WWC Handbook reporting a ‘‘strong
                                               means that there is evidence of                             (i) A practice guide prepared by WWC               evidence base’’ for the corresponding
                                               effectiveness of a key project component                 reporting a ‘‘strong evidence base’’ or               practice guide recommendation;
                                               in improving a relevant outcome for a                    ‘‘moderate evidence base’’ for the                       (ii) An intervention report prepared
                                               sample that overlaps with the                            corresponding practice guide                          by the WWC using version 2.1 or 3.0 of
                                               populations or settings proposed to                      recommendation;                                       the WWC Handbook reporting a
                                               receive that component, based on a                          (ii) An intervention report prepared               ‘‘positive effect’’ on a relevant outcome
                                               relevant finding from one of the                         by the WWC reporting a ‘‘positive                     based on a ‘‘medium to large’’ extent of
                                               following:                                               effect’’ or ‘‘potentially positive effect’’           evidence, with no reporting of a
                                                  (i) A practice guide prepared by the                  on a relevant outcome with no reporting               ‘‘negative effect’’ or ‘‘potentially
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                                               WWC using version 2.1 or 3.0 of the                      of a ‘‘negative effect’’ or ‘‘potentially             negative effect’’ on a relevant outcome;
                                               WWC Handbook reporting a ‘‘strong                        negative effect’’ on a relevant outcome;              or
                                               evidence base’’ or ‘‘moderate evidence                   or                                                       (iii) A single experimental study
                                               base’’ for the corresponding practice                       (iii) A single study assessed by the               reviewed and reported by the WWC
                                               guide recommendation;                                    Department, as appropriate, that—                     using version 2.1 or 3.0 of the WWC
                                                  (ii) An intervention report prepared                     (A) Is an experimental study, a quasi-             Handbook, or otherwise assessed by the
                                               by the WWC using version 2.1 or 3.0 of                   experimental design study, or a well-                 Department using version 3.0 of the


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                                                                               Federal Register / Vol. 83, No. 147 / Tuesday, July 31, 2018 / Notices                                            36921

                                               WWC Handbook, as appropriate, and                          Note: The regulations in 34 CFR part                submit an application please refer to our
                                               that—                                                    79 apply to all applicants except                     Common Instructions for Applicants to
                                                  (A) Meets WWC standards without                       federally recognized Indian Tribes.                   Department of Education Discretionary
                                               reservations;                                              Note: The regulations in 34 CFR part                Grant Programs, published in the
                                                  (B) Includes at least one statistically               86 apply to institutions of higher                    Federal Register on February 12, 2018
                                               significant and positive (i.e., favorable)               education (IHEs) only.                                (83 FR 6003) and available at
                                               effect on a relevant outcome;                            II. Award Information                                 www.gpo.gov/fdsys/pkg/FR-2018-02-12/
                                                                                                                                                              pdf/2018-02558.pdf.
                                                  (C) Includes no overriding statistically                 Type of Award: Cooperative                            2. Intergovernmental Review: This
                                               significant and negative effects on                      agreement.                                            competition is subject to Executive
                                               relevant outcomes reported in the study                     Estimated Available Funds: $750,000.               Order 12372 and the regulations in 34
                                               or in a corresponding WWC                                   Contingent upon the availability of                CFR part 79. However, under 34 CFR
                                               intervention report prepared under                       funds and the quality of applications,                79.8(a), we waive intergovernmental
                                               version 2.1 or 3.0 of the WWC                            we may make additional awards in FY                   review in order to make an award by the
                                               Handbook; and                                            2019 from the list of unfunded
                                                                                                                                                              end of FY 2018.
                                                  (D) Is based on a sample from more                    applications from this competition.                      3. Funding Restrictions: We reference
                                               than one site (e.g., State, county, city,                   Maximum Award: We will not make
                                                                                                                                                              regulations outlining funding
                                               school district, or postsecondary                        an award exceeding $750,000 for a
                                                                                                                                                              restrictions in the Applicable
                                               campus) and includes at least 350                        single budget period of 12 months.
                                                                                                           Estimated Number of Awards: 1.                     Regulations section of this notice.
                                               students or other individuals across                                                                              4. Recommended Page Limit: The
                                               sites. Multiple studies of the same                         Note: The Department is not bound by
                                                                                                        any estimates in this notice.                         application narrative (Part III of the
                                               project component that each meet                                                                               application) is where you, the applicant,
                                                                                                           Project Period: Up to 60 months.
                                               requirements in paragraphs (iii)(A), (B),                                                                      address the selection criteria that
                                               and (C) of this definition may together                  III. Eligibility Information                          reviewers use to evaluate your
                                               satisfy this requirement.                                   1. Eligible Applicants: SEAs; State                application. We recommend that you (1)
                                                  What Works Clearinghouse Handbook                     lead agencies under Part C of the IDEA;               limit the application narrative to no
                                               (WWC Handbook) (34 CFR 77.1) means                       local educational agencies (LEAs),                    more than 70 pages, and (2) use the
                                               the standards and procedures set forth                   including public charter schools that                 following standards:
                                               in the WWC Procedures and Standards                      operate as LEAs under State law; IHEs;                   • A ‘‘page’’ is 8.5″ x 11″, on one side
                                               Handbook, Version 3.0 or Version 2.1                     other public agencies; private nonprofit              only, with 1″ margins at the top, bottom,
                                               (incorporated by reference, see 34 CFR                   organizations; freely associated States               and both sides.
                                               77.2). Study findings eligible for review                and outlying areas; Indian Tribes or                     • Double-space (no more than three
                                               under WWC standards can meet WWC                         Tribal organizations; and for-profit                  lines per vertical inch) all text in the
                                               standards without reservations, meet                     organizations.                                        application narrative, including titles,
                                               WWC standards with reservations, or                         2. Cost Sharing or Matching: This                  headings, footnotes, quotations,
                                               not meet WWC standards. WWC                              program does not require cost sharing or              reference citations, and captions, as well
                                               practice guides and intervention reports                 matching.                                             as all text in charts, tables, figures,
                                               include findings from systematic                            3. Subgrantees: Under 34 CFR                       graphs, and screen shots.
                                               reviews of evidence as described in the                  75.708(b) and (c) a grantee under this                   • Use a font that is 12 point or larger.
                                               Handbook documentation.                                  competition may award subgrants—to                       • Use one of the following fonts:
                                                  Waiver of Proposed Rulemaking:                        directly carry out project activities                 Times New Roman, Courier, Courier
                                               Under the Administrative Procedure Act                   described in its application—to the                   New, or Arial.
                                               (APA) (5 U.S.C. 553) the Department                      following types of entities: IHEs and                    The recommended page limit does not
                                               generally offers interested parties the                  private nonprofit organizations suitable              apply to Part I, the cover sheet; Part II,
                                               opportunity to comment on proposed                       to carry out the activities proposed in               the budget section, including the
                                               priorities and requirements. Section                     the application. The grantee may award                narrative budget justification; Part IV,
                                               681(d) of IDEA, however, makes the                       subgrants to entities it has identified in            the assurances and certifications; or the
                                               public comment requirements of the                       an approved application.                              abstract (follow the guidance provided
                                               APA inapplicable to the priority in this                    4. Other General Requirements: (a)                 in the application package for
                                               notice.                                                  Recipients of funding under this                      completing the abstract), the table of
                                                                                                        competition must make positive efforts                contents, the list of priority
                                                  Program Authority: 20 U.S.C. 1463                     to employ and advance in employment                   requirements, the resumes, the reference
                                               and 1481.                                                qualified individuals with disabilities               list, the letters of support, or the
                                                  Applicable Regulations: (a) The                       (see section 606 of IDEA).                            appendices. However, the
                                               Education Department General                                (b) Applicants for, and recipients of,             recommended page limit does apply to
                                               Administrative Regulations in 34 CFR                     funding must, with respect to the                     all of the application narrative,
                                               parts 75, 77, 79, 81, 82, 84, 86, 97, 98,                aspects of their proposed project                     including all text in charts, tables,
                                               and 99. (b) The Office of Management                     relating to the absolute priority, involve            figures, graphs, and screen shots.
                                               and Budget Guidelines to Agencies on                     individuals with disabilities, or parents
                                               Governmentwide Debarment and                             of individuals with disabilities ages                 V. Application Review Information
                                               Suspension (Nonprocurement) in 2 CFR                     birth through 26, in planning,                          1. Selection Criteria: The selection
                                               part 180, as adopted and amended as                      implementing, and evaluating the                      criteria for this competition are from 34
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                                               regulations of the Department in 2 CFR                   project (see section 682(a)(1)(A) of                  CFR 75.210 and are listed below:
                                               part 3485. (c) The Uniform                               IDEA).                                                  (a) Significance (10 points).
                                               Administrative Requirements, Cost                                                                                (1) The Secretary considers the
                                               Principles, and Audit Requirements for                   IV. Application and Submission                        significance of the proposed project.
                                               Federal Awards in 2 CFR part 200, as                     Information                                             (2) In determining the significance of
                                               adopted and amended as regulations of                      1. Application Submission                           the proposed project, the Secretary
                                               the Department in 2 CFR part 3474.                       Instructions: For information on how to               considers the following factors:


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                                               36922                           Federal Register / Vol. 83, No. 147 / Tuesday, July 31, 2018 / Notices

                                                  (i) The extent to which specific gaps                    (iii) The extent to which the methods              proposed project on time and within
                                               or weaknesses in services,                               of evaluation will provide performance                budget, including clearly defined
                                               infrastructure, or opportunities have                    feedback and permit periodic                          responsibilities, timelines, and
                                               been identified and will be addressed by                 assessment of progress toward achieving               milestones for accomplishing project
                                               the proposed project, including the                      intended outcomes.                                    tasks.
                                               nature and magnitude of those gaps or                       (iv) The extent to which the methods                  (ii) The extent to which the time
                                               weaknesses.                                              of evaluation include the use of                      commitments of the project director and
                                                  (ii) The importance or magnitude of                   objective performance measures that are               principal investigator and other key
                                               the results or outcomes likely to be                     clearly related to the intended outcomes              project personnel are appropriate and
                                               attained by the proposed project.                        of the project and will produce                       adequate to meet the objectives of the
                                                  (b) Quality of project services (35                   quantitative and qualitative data to the              proposed project.
                                               points).                                                 extent possible.                                         (iii) The adequacy of mechanisms for
                                                  (1) The Secretary considers the                          (d) Adequacy of resources and quality              ensuring high-quality products and
                                               quality of the services to be provided by                of project personnel (15 points).                     services from the proposed project.
                                               the proposed project.                                       (1) The Secretary considers the                       (iv) How the applicant will ensure
                                                  (2) In determining the quality of the                 adequacy of resources for the proposed                that a diversity of perspectives are
                                               services to be provided by the proposed                  project and the quality of the personnel              brought to bear in the operation of the
                                               project, the Secretary considers the                     who will carry out the proposed project.              proposed project, including those of
                                               quality and sufficiency of strategies for                   (2) In determining the quality of                  parents, teachers, the business
                                               ensuring equal access and treatment for                  project personnel, the Secretary                      community, a variety of disciplinary
                                               eligible project participants who are                    considers the extent to which the                     and professional fields, recipients or
                                               members of groups that have                              applicant encourages applications for                 beneficiaries of services, or others, as
                                               traditionally been underrepresented                      employment from persons who are                       appropriate.
                                               based on race, color, national origin,                   members of groups that have                              2. Review and Selection Process: We
                                               gender, age, or disability.                              traditionally been underrepresented                   remind potential applicants that in
                                                  (3) In addition, the Secretary                        based on race, color, national origin,                reviewing applications in any
                                               considers the following factors:                         gender, age, or disability.                           discretionary grant competition, the
                                                  (i) The extent to which the goals,                       (3) In addition, the Secretary                     Secretary may consider, under 34 CFR
                                               objectives, and outcomes to be achieved                  considers the following factors:                      75.217(d)(3), the past performance of the
                                               by the proposed project are clearly                         (i) The qualifications, including                  applicant in carrying out a previous
                                               specified and measurable.                                relevant training and experience, of the              award, such as the applicant’s use of
                                                  (ii) The extent to which there is a                   project director or principal                         funds, achievement of project
                                               conceptual framework underlying the                      investigator.                                         objectives, and compliance with grant
                                               proposed research or demonstration                          (ii) The qualifications, including                 conditions. The Secretary may also
                                               activities and the quality of that                       relevant training and experience, of key              consider whether the applicant failed to
                                               framework.                                               project personnel.                                    submit a timely performance report or
                                                  (iii) The extent to which the services                   (iii) The qualifications, including                submitted a report of unacceptable
                                               to be provided by the proposed project                   relevant training and experience, of                  quality.
                                               reflect up-to-date knowledge from                        project consultants or subcontractors.                   In addition, in making a competitive
                                               research and effective practice.                            (iv) The qualifications, including                 grant award, the Secretary requires
                                                  (iv) The extent to which the training                 relevant training, experience, and                    various assurances, including those
                                               or professional development services to                  independence, of the evaluator.                       applicable to Federal civil rights laws
                                               be provided by the proposed project are                     (v) The adequacy of support,                       that prohibit discrimination in programs
                                               of sufficient quality, intensity, and                    including facilities, equipment,                      or activities receiving Federal financial
                                               duration to lead to improvements in                      supplies, and other resources, from the               assistance from the Department of
                                               practice among the recipients of those                   applicant organization or the lead                    Education (34 CFR 100.4, 104.5, 106.4,
                                               services.                                                applicant organization.                               108.8, and 110.23).
                                                  (v) The extent to which the technical                    (vi) The relevance and demonstrated                   3. Additional Review and Selection
                                               assistance services to be provided by the                commitment of each partner in the                     Process Factors: In the past, the
                                               proposed project involve the use of                      proposed project to the implementation                Department has had difficulty finding
                                               efficient strategies, including the use of               and success of the project.                           peer reviewers for certain competitions
                                               technology, as appropriate, and the                         (vii) The extent to which the budget               because so many individuals who are
                                               leveraging of non-project resources.                     is adequate to support the proposed                   eligible to serve as peer reviewers have
                                                  (c) Quality of the project evaluation                 project.                                              conflicts of interest. The standing panel
                                               (20 points).                                                (viii) The extent to which the costs are           requirements under section 682(b) of
                                                  (1) The Secretary considers the                       reasonable in relation to the objectives,             IDEA also have placed additional
                                               quality of the evaluation to be                          design, and potential significance of the             constraints on the availability of
                                               conducted of the proposed project.                       proposed project.                                     reviewers. Therefore, the Department
                                                  (2) In determining the quality of the                    (e) Quality of the management plan                 has determined that for some
                                               evaluation, the Secretary considers the                  (20 points).                                          discretionary grant competitions,
                                               following factors:                                          (1) The Secretary considers the                    applications may be separated into two
                                                  (i) The extent to which the methods                   quality of the management plan for the                or more groups and ranked and selected
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                                               of evaluation are thorough, feasible, and                proposed project.                                     for funding within specific groups. This
                                               appropriate to the goals, objectives, and                   (2) In determining the quality of the              procedure will make it easier for the
                                               outcomes of the proposed project.                        management plan for the proposed                      Department to find peer reviewers by
                                                  (ii) The extent to which the methods                  project, the Secretary considers the                  ensuring that greater numbers of
                                               of evaluation provide for examining the                  following factors:                                    individuals who are eligible to serve as
                                               effectiveness of project implementation                     (i) The adequacy of the management                 reviewers for any particular group of
                                               strategies.                                              plan to achieve the objectives of the                 applicants will not have conflicts of


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                                                                               Federal Register / Vol. 83, No. 147 / Tuesday, July 31, 2018 / Notices                                         36923

                                               interest. It also will increase the quality,               If your application is not evaluated or             Act of 1993, the Department has
                                               independence, and fairness of the                        not selected for funding, we notify you.              established a set of performance
                                               review process, while permitting panel                     2. Administrative and National Policy               measures, including long-term
                                               members to review applications under                     Requirements: We identify                             measures, that are designed to yield
                                               discretionary grant competitions for                     administrative and national policy                    information on various aspects of the
                                               which they also have submitted                           requirements in the application package               effectiveness and quality of the
                                               applications.                                            and reference these and other                         Technical Assistance and Dissemination
                                                  4. Risk Assessment and Specific                       requirements in the Applicable                        to Improve Services and Results for
                                               Conditions: Consistent with 2 CFR                        Regulations section of this notice.                   Children With Disabilities program.
                                               200.205, before awarding grants under                      We reference the regulations outlining              These measures are:
                                               this competition the Department                          the terms and conditions of an award in                  • Program Performance Measure #1:
                                               conducts a review of the risks posed by                  the Applicable Regulations section of                 The percentage of Technical Assistance
                                               applicants. Under 2 CFR 3474.10, the                     this notice and include these and other               and Dissemination products and
                                               Secretary may impose specific                            specific conditions in the GAN. The                   services deemed to be of high quality by
                                               conditions and, in appropriate                           GAN also incorporates your approved                   an independent review panel of experts
                                               circumstances, high-risk conditions on a                 application as part of your binding                   qualified to review the substantive
                                               grant if the applicant or grantee is not                 commitments under the grant.                          content of the products and services.
                                               financially stable; has a history of                       3. Open Licensing Requirements:                        • Program Performance Measure #2:
                                               unsatisfactory performance; has a                        Unless an exception applies, if you are               The percentage of Special Education
                                               financial or other management system                     awarded a grant under this competition,               Technical Assistance and Dissemination
                                               that does not meet the standards in 2                    you will be required to openly license                products and services deemed by an
                                               CFR part 200, subpart D; has not                         to the public grant deliverables created              independent review panel of qualified
                                               fulfilled the conditions of a prior grant;               in whole, or in part, with Department                 experts to be of high relevance to
                                               or is otherwise not responsible.                         grant funds. When the deliverable                     educational and early intervention
                                                  5. Integrity and Performance System:                  consists of modifications to pre-existing             policy or practice.
                                               If you are selected under this                           works, the license extends only to those                 • Program Performance Measure #3:
                                               competition to receive an award that                     modifications that can be separately                  The percentage of all Special Education
                                               over the course of the project period                    identified and only to the extent that                Technical Assistance and Dissemination
                                               may exceed the simplified acquisition                    open licensing is permitted under the                 products and services deemed by an
                                               threshold (currently $150,000), under 2                  terms of any licenses or other legal                  independent review panel of qualified
                                               CFR 200.205(a)(2) we must make a                         restrictions on the use of pre-existing               experts to be useful in improving
                                               judgment about your integrity, business                  works. Additionally, a grantee or                     educational or early intervention policy
                                               ethics, and record of performance under                  subgrantee that is awarded competitive                or practice.
                                               Federal awards—that is, the risk posed                   grant funds must have a plan to                          • Program Performance Measure #4:
                                               by you as an applicant—before we make                    disseminate these public grant                        The cost efficiency of the Technical
                                               an award. In doing so, we must consider                  deliverables. This dissemination plan                 Assistance and Dissemination Program
                                               any information about you that is in the                 can be developed and submitted after                  includes the percentage of milestones
                                               integrity and performance system                         your application has been reviewed and                achieved in the current annual
                                               (currently referred to as the Federal                    selected for funding. For additional                  performance report period and the
                                               Awardee Performance and Integrity                        information on the open licensing                     percentage of funds spent during the
                                               Information System (FAPIIS)),                            requirements please refer to 2 CFR                    current fiscal year.
                                               accessible through the System for                        3474.20.                                                 • Long-term Program Performance
                                               Award Management. You may review                           4. Reporting: (a) If you apply for a                Measure: The percentage of States
                                               and comment on any information about                     grant under this competition, you must                receiving Special Education Technical
                                               yourself that a Federal agency                           ensure that you have in place the                     Assistance and Dissemination services
                                               previously entered and that is currently                 necessary processes and systems to                    regarding scientifically or evidence-
                                               in FAPIIS.                                               comply with the reporting requirements                based practices for infants, toddlers,
                                                  Please note that, if the total value of               in 2 CFR part 170 should you receive                  children, and youth with disabilities
                                               your currently active grants, cooperative                funding under the competition. This                   that successfully promote the
                                               agreements, and procurement contracts                    does not apply if you have an exception               implementation of those practices in
                                               from the Federal Government exceeds                      under 2 CFR 170.110(b).                               school districts and service agencies.
                                               $10,000,000, the reporting requirements                    (b) At the end of your project period,                 The measures apply to projects
                                               in 2 CFR part 200, Appendix XII,                         you must submit a final performance                   funded under this competition, and
                                               require you to report certain integrity                  report, including financial information,              grantees are required to submit data on
                                               information to FAPIIS semiannually.                      as directed by the Secretary. If you                  these measures as directed by OSEP.
                                               Please review the requirements in 2 CFR                  receive a multiyear award, you must                      Grantees will be required to report
                                               part 200, Appendix XII, if this grant                    submit an annual performance report                   information on their project’s
                                               plus all the other Federal funds you                     that provides the most current                        performance in annual and final
                                               receive exceed $10,000,000.                              performance and financial expenditure                 performance reports to the Department
                                                                                                        information as directed by the Secretary              (34 CFR 75.590).
                                               VI. Award Administration Information                     under 34 CFR 75.118. The Secretary                       6. Continuation Awards: In making a
                                                  1. Award Notices: If your application                 may also require more frequent                        continuation award under 34 CFR
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                                               is successful, we notify your U.S.                       performance reports under 34 CFR                      75.253, the Secretary considers, among
                                               Representative and U.S. Senators and                     75.720(c). For specific requirements on               other things: whether a grantee has
                                               send you a Grant Award Notification                      reporting, please go to www.ed.gov/                   made substantial progress in achieving
                                               (GAN); or we may send you an email                       fund/grant/apply/appforms/                            the goals and objectives of the project;
                                               containing a link to access an electronic                appforms.html.                                        whether the grantee has expended funds
                                               version of your GAN. We may notify                         5. Performance Measures: Under the                  in a manner that is consistent with its
                                               you informally, also.                                    Government Performance and Results                    approved application and budget; and,


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                                               36924                           Federal Register / Vol. 83, No. 147 / Tuesday, July 31, 2018 / Notices

                                               if the Secretary has established                         SUMMARY:    Sempra Gas & Power                        accordance with FERC Rule 214 (18 CFR
                                               performance measurement                                  Marketing, LLC (Applicant) has applied                385.214). Five (5) copies of such
                                               requirements, the performance targets in                 for authority to transmit electric energy             comments, protests, or motions to
                                               the grantee’s approved application.                      from the United States to Mexico                      intervene should be sent to the address
                                                  In making a continuation award, the                   pursuant to the Federal Power Act.                    provided above on or before the date
                                               Secretary also considers whether the                     DATES: Comments, protests, or motions                 listed above.
                                               grantee is operating in compliance with                  to intervene must be submitted on or                     Comments and other filings
                                               the assurances in its approved                           before August 30, 2018.                               concerning the Applicant’s application
                                               application, including those applicable                  ADDRESSES: Comments, protests,
                                                                                                                                                              to export electric energy to Mexico
                                               to Federal civil rights laws that prohibit               motions to intervene, or requests for                 should be clearly marked with OE
                                               discrimination in programs or activities                 more information should be addressed                  Docket No. EA–458. An additional copy
                                               receiving Federal financial assistance                   to: Office of Electricity, Mail Code: OE–             is to be provided to both Daniel A. King,
                                               from the Department (34 CFR 100.4,                                                                             Sempra Infrastructure, LLC, 488 8th
                                                                                                        20, U.S. Department of Energy, 1000
                                               104.5, 106.4, 108.8, and 110.23).                                                                              Avenue, HQ12, San Diego, CA 92101
                                                                                                        Independence Avenue SW, Washington,
                                                                                                                                                              and Kevin Ding, Sempra Infrastructure,
                                               VII. Other Information                                   DC 20585–0350. Because of delays in
                                                                                                                                                              LLC, 488 8th Avenue, HQ11, San Diego,
                                                 Accessible Format: Individuals with                    handling conventional mail, it is
                                                                                                                                                              CA 92101.
                                               disabilities can obtain this document                    recommended that documents be                            A final decision will be made on this
                                               and a copy of the application package in                 transmitted by overnight mail, by                     application after the environmental
                                               an accessible format (e.g., braille, large               electronic mail to Electricity.Exports@               impacts have been evaluated pursuant
                                               print, audiotape, or compact disc) by                    hq.doe.gov, or by facsimile to 202–586–               to DOE’s National Environmental Policy
                                               contacting the Management Support                        8008.                                                 Act Implementing Procedures (10 CFR
                                               Services Team, U.S. Department of                        SUPPLEMENTARY INFORMATION: Exports of                 part 1021) and after a determination is
                                               Education, 400 Maryland Avenue SW,                       electricity from the United States to a               made by DOE that the proposed action
                                               room 5113, Potomac Center Plaza,                         foreign country are regulated by the                  will not have an adverse impact on the
                                               Washington, DC 20202–2500.                               United States Department of Energy                    sufficiency of supply or reliability of the
                                               Telephone: (202) 245–7363. If you use a                  (DOE) pursuant to sections 301(b) and                 U.S. electric power supply system.
                                               TDD or a TTY, call the FRS, toll free, at                402(f) of the Department of Energy                       Copies of this application will be
                                               1–800–877–8339.                                          Organization Act (42 U.S.C. 7151(b) and               made available, upon request, for public
                                                 Electronic Access to This Document:                    7172(f)) and require authorization under              inspection and copying at the address
                                               The official version of this document is                 section 202(e) of the Federal Power Act               provided above, by accessing the
                                               the document published in the Federal                    (16 U.S.C. 824a(e)).                                  program website at http://energy.gov/
                                               Register. You may access the official                       On July 23, 2018, DOE received an                  node/11845, or by emailing Angela Troy
                                               edition of the Federal Register and the                  application from the Applicant for                    at Angela.Troy@hq.doe.gov.
                                               Code of Federal Regulations via the                      authority to transmit electric energy                   Signed in Washington, DC, on July 24,
                                               Federal Digital System at: www.gpo.gov/                  from the United States to Mexico as a                 2018.
                                               fdsys. At this site you can view this                    power marketer for a five-year term                   Christopher Lawrence,
                                               document, as well as all other                           using existing international
                                                                                                                                                              Electricity Policy Analyst, Office of Electricity.
                                               documents of this Department                             transmission facilities.
                                                                                                                                                              [FR Doc. 2018–16349 Filed 7–30–18; 8:45 am]
                                               published in the Federal Register, in                       In its application, the Applicant states
                                                                                                        that it does not own or control any                   BILLING CODE 6450–01–P
                                               text or Portable Document Format
                                               (PDF). To use PDF you must have                          electric generation or transmission
                                               Adobe Acrobat Reader, which is                           facilities, and it does not have a
                                                                                                                                                              DEPARTMENT OF ENERGY
                                               available free at the site.                              franchised service area. The electric
                                                 You may also access documents of the                   energy that the Applicant proposes to                 Federal Energy Regulatory
                                               Department published in the Federal                      export to Mexico would be surplus                     Commission
                                               Register by using the article search                     energy purchased from third parties
                                               feature at: www.federalregister.gov.                     such as electric utilities and Federal                [Docket No. EL18–188–000]
                                               Specifically, through the advanced                       power marketing agencies pursuant to
                                                                                                                                                              NRG Curtailment Solutions, Inc. v. New
                                               search feature at this site, you can limit               voluntary agreements. The existing
                                                                                                                                                              York Independent System Operator;
                                               your search to documents published by                    international transmission facilities to
                                                                                                                                                              Notice of Complaint
                                               the Department.                                          be utilized by the Applicant have
                                                 Dated: July 26, 2018.                                  previously been authorized by                            Take notice that on July 24, 2018,
                                               Johnny W. Collett,                                       Presidential Permits issued pursuant to               pursuant to sections 206 and 306 of the
                                               Assistant Secretary for Special Education and
                                                                                                        Executive Order 10485, as amended,                    Federal Power Act, 16 U.S.C. 824e and
                                               Rehabilitative Services.                                 and are appropriate for open access                   825e and Rule 206 of the Federal Energy
                                                                                                        transmission by third parties.                        Regulatory Commission’s (Commission)
                                               [FR Doc. 2018–16382 Filed 7–30–18; 8:45 am]
                                                                                                           Procedural Matters: Any person                     Rules of Practice and Procedure, 18 CFR
                                               BILLING CODE 4000–01–P
                                                                                                        desiring to be heard in this proceeding               385.206, NRG Curtailment Solutions,
                                                                                                        should file a comment or protest to the               Inc. (Complainant) filed a formal
                                                                                                        application at the address provided                   complaint against New York
                                               DEPARTMENT OF ENERGY                                     above. Protests should be filed in                    Independent System Operator
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                                               [OE Docket No. EA–458]                                   accordance with Rule 211 of the Federal               (Respondent) alleging that,
                                                                                                        Energy Regulatory Commission’s                        Respondent’s rules that Curtailment
                                               Application to Export Electric Energy;                   (FERC’s) Rules of Practice and                        Service Providers and Responsible
                                               Sempra Gas & Power Marketing, LLC                        Procedure (18 CFR 385.211). Any                       Interface Parties must be certified by the
                                               AGENCY:   Office of Electricity, DOE.                    person desiring to become a party to                  New York Department of Public Service
                                                                                                        these proceedings should file a motion                is unjust and unreasonable, all as more
                                               ACTION:   Notice of application.
                                                                                                        to intervene at the above address in                  fully explained in the complaint.


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Document Created: 2018-11-06 10:30:21
Document Modified: 2018-11-06 10:30:21
CategoryRegulatory Information
CollectionFederal Register
sudoc ClassAE 2.7:
GS 4.107:
AE 2.106:
PublisherOffice of the Federal Register, National Archives and Records Administration
SectionNotices
ActionNotice.
DatesApplications Available: July 31, 2018.
ContactKristen Rhoads, U.S. Department of Education, 400 Maryland Avenue SW, Room 5142, Potomac Center Plaza, Washington, DC 20202-5108. Telephone: (202) 245-6715. Email: [email protected]
FR Citation83 FR 36915 

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