Federal Register / Vol. 83, No. 248 / Friday, December 28, 2018 / Notices 67241 

1 Italicized terms are defined in the Definitions 

section of this notice. 

2Prior to enactment of the Every Student 

Succeeds Act (ESSA), the ESEA, as amended by the 

No Child Left Behind Act of 2001 (NCLB), 

authorized the Secretary to make awards to State 

educational agencies (SEAs) to enable them to 

conduct charter school subgrant programs in their 

States. State entities, which include SEAs, are 

eligible applicants under the ESSA. In December 

2015, Congress enacted the ESSA, which 

reauthorized the ESEA, as amended by NCLB. 

Confined Disposal Facility (CDF). With 

over 1.3 million CY placed since 

inception in 1984, the CDF will reach 

capacity in 2022. The plan will include 

disposal management of more highly 

contaminated dredged sediment and 

beneficial use planning for material that 

is deemed suitable for various identified 

uses. The study is identifying and 

analyzing potential locations along the 

Calumet harbor and River to construct a 

new sediment management facility, as 

well as the feasibility of expanding the 

existing CDF to provide the required 

capacity for safely handling material 

that is too contaminated for beneficial 

use. 

The Corps has hosted a number of 

stakeholder engagements and public 

workshops up to this point and is 

continuing to coordinate with 

stakeholders and resource agencies to 

identify and assess any potentially 

significant adverse impacts to human 

health and the environment associated 

with the study. Availability of the Draft 

Dredged Material Management Plan and 

EIS is anticipated in the spring of 2019 

for a 45-day period of public review. A 

public hearing(s) will be conducted 

following public release. 

Additional information about the 

Chicago Area Waterway System and the 

Dredged Material Management Plan is 

available on the study website at: 

https://www.lrc.usace.army.mil/ 

Missions/Civil-Works-Projects/CalumetHarbor-and-River/. 

Felicia Kirksey, 

Assistant Chief, Planning Programs and 

Project Management Division, U.S. Army 

Corps of Engineers, Chicago District. 

[FR Doc. 2018–28344 Filed 12–27–18; 8:45 am] 

BILLING CODE 3720–58–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; 

Expanding Opportunity Through 

Quality Charter Schools Program 

(CSP)—Grants to State Entities 

AGENCY: Office of Innovation and 

Improvement, Department of Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

is issuing a notice inviting applications 

for fiscal year (FY) 2019 for CSP— 

Grants to State Entities, Catalog of 

Federal Domestic Assistance (CFDA) 

number 84.282A. 

DATES: Applications Available: 

December 28, 2018. 

Date of Pre-Application Webinar: 

January 3, 2019, 2 p.m., Eastern Time. 

Deadline for Transmittal of 

Applications: February 12, 2019. 

Deadline for Intergovernmental 

Review: April 15, 2019. 

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.govinfo.gov/content/pkg/FR-2018- 

02-12/pdf/2018-02558.pdf. 

FOR FURTHER INFORMATION CONTACT: 

Ashley Gardner, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 4W216, Washington, DC 20202– 

5970. Telephone: (202) 453–6787. 

Email: ashley.gardner@ed.gov. 

If you use a telecommunications 

device for the deaf (TDD) or a text 

telephone (TTY), call the Federal Relay 

Service (FRS), toll free, at 1–800–877– 

8339. 

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: The major 

purposes of the CSP are to expand 

opportunities for all students, 

particularly traditionally underserved 

students, to attend public charter 

schools 1 and meet challenging State 

academic standards; provide financial 

assistance for the planning, program 

design, and initial implementation of 

charter schools; increase the number of 

high-quality charter schools available to 

students across the United States; 

evaluate the impact of charter schools 

on student achievement, families, and 

communities; share best practices 

between charter schools and other 

public schools; encourage States to 

provide facilities support to charter 

schools; and support efforts to 

strengthen the charter school 

authorizing process. 

Through the CSP Grants to State 

Entities (CSP State Entities) competition 

(CFDA number 84.282A), the 

Department awards grants to State 

entities that, in turn, award subgrants to 

eligible applicants for the purpose of 

opening and preparing for the operation 

of new charter schools and replicated 

high-quality charter schools, and 

expanding high-quality charter schools. 

Grant funds may also be used to provide 

technical assistance to eligible 

applicants and authorized public 

chartering agencies in opening and 

preparing for the operation of new 

charter schools and replicating and 

expanding high-quality charter schools; 

and to work with authorized public 

chartering agencies in the State to 

improve authorizing quality, including 

developing capacity for, and 

conducting, fiscal oversight and 

auditing of charter schools. 

Background: The CSP State Entities 

program provides financial assistance to 

State entities (SEs) to support charter 

schools that serve elementary and 

secondary school students in a given 

State. Charter schools receiving funds 

under the CSP State Entities program 

also may serve students in early 

childhood education programs or 

postsecondary students. 

The CSP State Entities program is 

authorized under Title IV, Part C of the 

Elementary and Secondary Education 

Act of 1965, as amended by the Every 

Student Succeeds Act (ESEA) (20 U.S.C. 

7221–7221j).2 This notice contains 

information regarding eligibility, 

priorities, definitions, application 

requirements, and selection criteria 

under the CSP State Entities program. 

All charter schools receiving CSP 

funds must meet each element of the 

definition of charter school in section 

4310(2) of the ESEA, including the 

requirement to comply with the Age 

Discrimination Act of 1975, Title VI of 

the Civil Rights Act of 1964, Title IX of 

the Education Amendments of 1972, 

section 504 of the Rehabilitation Act of 

1973, the Americans with Disabilities 

Act of 1990, section 444 of the General 

Education Provisions Act (GEPA), and 

part B of the Individuals with 

Disabilities Education Act (IDEA). 

Priorities: This notice includes six 

competitive preference priorities. In 

accordance with 34 CFR 

75.105(b)(2)(iv), these priorities are from 

section 4303(g)(2) of the ESEA. 

Competitive Preference Priorities: For 

FY 2019 and any subsequent year in 

which we make awards from the list of 

unfunded applications from this 

competition, these priorities are 

competitive preference priorities. Under 

34 CFR 75.105(c)(2)(i) we award: 

• An additional two points to an 

application that meets competitive 

preference priority 1; and 

• Up to an additional 16 points to an 

application that meets one or more of 

competitive preference priorities 2 

through 6, depending on how well the 

application addresses the priorities. 


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3For purposes of this competition, ‘‘students with 

disabilities’’ or ‘‘student with a disability’’ has the 

same meaning as children with disabilities or child 

with a disability. 

An application may receive a total of 

up to 18 additional points under the 

competitive preference priorities. 

These priorities are: 

Competitive Preference Priority 1—At 

Least One Authorized Public Chartering 

Agency Other than a Local Educational 

Agency, or an Appeals Process (0 or 2 

points). 

To meet this priority, an applicant 

must demonstrate that it is located in a 

State that— 

(a) Allows at least one entity that is 

not a local educational agency (LEA) to 

be an authorized public chartering 

agency for developers seeking to open a 

charter school in the State; or 

(b) In the case of a State in which 

LEAs are the only authorized public 

chartering agencies, the State has an 

appeals process for the denial of an 

application for a charter school. 

Competitive Preference Priority 2— 

Equitable Financing (up to 3 points). 

To be eligible to receive points under 

this priority, an applicant must 

demonstrate the extent to which the 

State in which it is located ensures 

equitable financing, as compared to 

traditional public schools, for charter 

schools and students in a prompt 

manner. 

Competitive Preference Priority 3— 

Charter School Facilities (up to 4 

points). 

To be eligible to receive points under 

this priority, an applicant must 

demonstrate the extent to which the 

State in which it is located provides 

charter schools one or more of the 

following: 

(a) Funding for facilities; 

(b) Assistance with facilities 

acquisition; 

(c) Access to public facilities; 

(d) The ability to share in bonds or 

mill levies; 

(e) The right of first refusal to 

purchase public school buildings; or 

(f) Low- or no-cost leasing privileges. 

Competitive Preference Priority 4— 

Best Practices to Improve Struggling 

Schools and LEAs (up to 2 points). 

To be eligible to receive points under 

this priority, an applicant must 

demonstrate the extent to which the 

State in which it is located uses best 

practices from charter schools to help 

improve struggling schools and LEAs. 

Competitive Preference Priority 5— 

Serving At-Risk Students (up to 3 

points). 

To be eligible to receive points under 

this priority, an applicant must 

demonstrate the extent to which it 

supports charter schools that serve atrisk students through activities such as 

dropout prevention, dropout recovery, 

or comprehensive career counseling 

services. 

Competitive Preference Priority 6— 

Best Practices for Charter School 

Authorizing (up to 4 points). 

To be eligible to receive points under 

this priority, an applicant must 

demonstrate the extent to which it has 

taken steps to ensure that all authorized 

public chartering agencies implement 

best practices for charter school 

authorizing. 

Note: For purposes of this competition, 

‘‘best practices for charter school 

authorizing’’ includes, but is not limited to, 

the practices for monitoring charter schools 

described in Assurance E below. 

Application Requirements: 

These application requirements are 

from section 4303(f) of the ESEA (20 

U.S.C. 7221b(f)). The Department will 

reject an application that does not meet 

each application requirement. 

Under selection criterion (b) 

Objectives, the Secretary considers the 

ambitiousness of the State entity’s 

objectives for its quality charter school 

program. An applicant may choose to 

respond to some or all of the elements 

of application requirement (I) 

Description of Program in the context of 

its response to selection criterion (b) 

Objectives, and should note the 

locations and page numbers of the 

responses accordingly. 

Applications for funding under the 

CSP State Entities program must contain 

the following: 

(I) Description of Program—A 

description of the State entity’s 

objectives in running a quality charter 

school program and how the objectives 

of the program will be carried out, 

including— 

(A) A description of how the State 

entity will— 

(1) Support the opening of charter 

schools through the startup of new 

charter schools and, if applicable, the 

replication of high-quality charter 

schools, and the expansion of highquality charter schools (including the 

proposed number of new charter 

schools to be opened, high-quality 

charter schools to be opened as a result 

of the replication of a high-quality 

charter school, or high-quality charter 

schools to be expanded under the State 

entity’s program); 

(2) Inform eligible charter schools, 

developers, and authorized public 

chartering agencies of the availability of 

funds under the program; 

(3) Work with eligible applicants to 

ensure that the eligible applicants 

access all Federal funds that such 

applicants are eligible to receive, and 

help the charter schools supported by 

the applicants and the students 

attending those charter schools— 

(a) Participate in the Federal programs 

in which the schools and students are 

eligible to participate; 

(b) Receive the commensurate share of 

Federal funds the schools and students 

are eligible to receive under such 

programs; and 

(c) Meet the needs of students served 

under such programs, including 

students with disabilities 3 and English 

learners; 

(4) Ensure that authorized public 

chartering agencies, in collaboration 

with surrounding LEAs where 

applicable, establish clear plans and 

procedures to assist students enrolled in 

a charter school that closes or loses its 

charter to attend other high-quality 

schools; 

(5) In the case of a State entity that is 

not a State educational agency (SEA)— 

(a) Work with the SEA and charter 

schools in the State to maximize charter 

school participation in Federal and 

State programs for which charter 

schools are eligible; and 

(b) Work with the SEA to operate the 

State entity’s program under section 

4303 of the ESEA, if applicable; 

(6) Ensure that each eligible applicant 

that receives a subgrant under the State 

entity’s program— 

(a) Is using funds provided under this 

program for one of the activities 

described in section 4303(b)(1) of the 

ESEA; and 

(b) Is prepared to continue to operate 

charter schools funded under section 

4303 of the ESEA in a manner 

consistent with the eligible applicant’s 

application for such subgrant once the 

subgrant funds under this program are 

no longer available; 

(7) Support— 

(a) Charter schools in LEAs with a 

significant number of schools identified 

by the State for comprehensive support 

and improvement under section 

1111(c)(4)(D)(i) of the ESEA; and 

(b) The use of charter schools to 

improve struggling schools, or to turn 

around struggling schools; 

(8) Work with charter schools on— 

(a) Recruitment and enrollment 

practices to promote inclusion of all 

students, including by eliminating any 

barriers to enrollment for educationally 

disadvantaged students (who include 

foster youth and unaccompanied 

homeless youth); and 

(b) Supporting all students once they 

are enrolled to promote retention, 

including by reducing the overuse of 

discipline practices that remove 

students from the classroom; 


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4 In accordance with 34 CFR 105(c)(2)(i), 

applications are not required to address competitive 

preference priorities but may receive additional 

points if they do so. However, to meet this 

application requirement, the State entity must 

describe the extent to which it is able to meet and 

carry out competitive preference priorities 1 

through 6. If the State entity is unable to meet and 

carry out one or more of these competitive 

preference priorities, the description for that 

priority should state that the State entity is unable 

to meet or carry out the priority. 

(9) Share best and promising practices 

between charter schools and other 

public schools; 

(10) Ensure that charter schools 

receiving funds under the State entity’s 

program meet the educational needs of 

their students, including children with 

disabilities and English learners; 

(11) Support efforts to increase charter 

school quality initiatives, including 

meeting the quality authorizing 

elements described in section 

4303(f)(2)(E) of the ESEA; 

(12)(a) In the case of a State entity that 

is not a charter school support 

organization, a description of how the 

State entity will provide oversight of 

authorizing activity, including how the 

State will help ensure better 

authorizing, such as by establishing 

authorizing standards that may include 

approving, monitoring, and reapproving or revoking the authority of 

an authorized public chartering agency 

based on the performance of the charter 

schools authorized by such agency in 

the areas of student achievement, 

student safety, financial and operational 

management, and compliance with all 

applicable statutes and regulations; and 

(b) In the case of a State entity that is 

a charter school support organization, a 

description of how the State entity will 

work with the State to support the 

State’s system of technical assistance 

and oversight, as described in 

subsection (a), of the authorizing 

activity of authorized public chartering 

agencies; and 

(13) Work with eligible applicants 

receiving a subgrant under the State 

entity’s program to support the opening 

of new charter schools or charter school 

models described in application 

requirement (I)(A)(1) that are high 

schools; 

(B) A description of the extent to 

which the State entity— 

(1) Is able to meet and carry out 

competitive preference priorities 1 

through 6; 4

(2) Is working to develop or 

strengthen a cohesive statewide system 

to support the opening of new charter 

schools and, if applicable, the 

replication of high-quality charter 

schools, and the expansion of highquality charter schools; and 

(3) Is working to develop or 

strengthen a cohesive strategy to 

encourage collaboration between charter 

schools and LEAs on the sharing of best 

practices; 

(C) A description of how the State 

entity will award subgrants, on a 

competitive basis, including— 

(1) A description of the application 

each eligible applicant desiring to 

receive a subgrant will be required to 

submit, which application shall 

include— 

(a) A description of the roles and 

responsibilities of eligible applicants, 

partner organizations, and charter 

management organizations, including 

the administrative and contractual roles 

and responsibilities of such partners; 

(b) A description of the quality 

controls agreed to between the eligible 

applicant and the authorized public 

chartering agency involved, such as a 

contract or performance agreement, how 

a school’s performance in the State’s 

accountability system and impact on 

student achievement (which may 

include student academic growth) will 

be one of the most important factors for 

renewal or revocation of the school’s 

charter, and how the State entity and 

the authorized public chartering agency 

involved will reserve the right to revoke 

or not renew a school’s charter based on 

financial, structural, or operational 

factors involving the management of the 

school; 

(c) A description of how the 

autonomy and flexibility granted to a 

charter school is consistent with the 

definition of charter school in section 

4310 of the ESEA; 

(d) A description of how the eligible 

applicant will solicit and consider input 

from parents and other members of the 

community on the implementation and 

operation of each charter school that 

will receive funds under the State 

entity’s program; 

(e) A description of the eligible 

applicant’s planned activities and 

expenditures of subgrant funds to 

support opening and preparing for the 

operation of new charter schools, 

opening and preparing for the operation 

of replicated high-quality charter 

schools, or expanding high-quality 

charter schools, and how the eligible 

applicant will maintain financial 

sustainability after the end of the 

subgrant period; and 

(f) A description of how the eligible 

applicant will support the use of 

effective parent, family, and community 

engagement strategies to operate each 

charter school that will receive funds 

under the State entity’s program; and 

(2) A description of how the State 

entity will review applications from 

eligible applicants; 

(D) In the case of a State entity that 

partners with an outside organization to 

carry out the State entity’s quality 

charter school program, in whole or in 

part, a description of the roles and 

responsibilities of the partner; 

(E) A description of how the State 

entity will ensure that each charter 

school receiving funds under the State 

entity’s program has considered and 

planned for the transportation needs of 

the school’s students; 

(F) A description of how the State in 

which the State entity is located 

addresses charter schools in the State’s 

open meetings and open records laws; 

and 

(G) A description of how the State 

entity will support diverse charter 

school models, including models that 

serve rural communities. 

(II) Assurances—Assurances that— 

(A) Each charter school receiving 

funds through the State entity’s program 

will have a high degree of autonomy 

over budget and operations, including 

autonomy over personnel decisions; 

(B) The State entity will support 

charter schools in meeting the 

educational needs of their students, 

including children with disabilities and 

English learners; 

(C) The State entity will ensure that 

the authorized public chartering agency 

of any charter school that receives funds 

under the State entity’s program 

adequately monitors each charter school 

under the authority of such agency in 

recruiting, enrolling, retaining, and 

meeting the needs of all students, 

including children with disabilities and 

English learners; 

(D) The State entity will provide 

adequate technical assistance to eligible 

applicants to meet the objectives 

described in application requirement 

(I)(A)(8); 

(E) The State entity will promote 

quality authorizing, consistent with 

State law, such as through providing 

technical assistance to support each 

authorized public chartering agency in 

the State to improve such agency’s 

ability to monitor the charter schools 

authorized by the agency, including 

by— 

(1) Assessing annual performance 

data of the schools, including, as 

appropriate, graduation rates, student 

academic growth, and rates of student 

attrition; 

(2) Reviewing the schools’ 

independent, annual audits of financial 

statements prepared in accordance with 

generally accepted accounting 


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principles and ensuring that any such 

audits are publically reported; and 

(3) Holding charter schools 

accountable to the academic, financial, 

and operational quality controls agreed 

to between the charter school and the 

authorized public chartering agency 

involved, such as renewal, non-renewal, 

or revocation of the school’s charter; 

(F) The State entity will work to 

ensure that charter schools are included 

with the traditional public schools in 

decisionmaking about the public school 

system in the State; and 

(G) The State entity will ensure that 

each charter school receiving funds 

under the State entity’s program makes 

publicly available, consistent with the 

dissemination requirements of the 

annual State report card under section 

1111(h) of the ESEA, including on the 

website of the school, information to 

help parents make informed decisions 

about the education options available to 

their children, including— 

(1) Information on the educational 

program; 

(2) Student support services; 

(3) Parent contract requirements (as 

applicable), including any financial 

obligations or fees; 

(4) Enrollment criteria (as applicable); 

and 

(5) Annual performance and 

enrollment data for each of the 

subgroups of students, as defined in 

section 1111(c)(2) of the ESEA, except 

that such disaggregation of performance 

and enrollment data shall not be 

required in a case in which the number 

of students in a group is insufficient to 

yield statistically reliable information or 

the results would reveal personally 

identifiable information about an 

individual student. 

(III) Waivers—Requests for 

information about waivers, including— 

(A) A request and justification for 

waivers of any Federal statutory or 

regulatory provisions that the State 

entity believes are necessary for the 

successful operation of the charter 

schools that will receive funds under 

the State entity’s program under section 

4303 of the ESEA or, in the case of a 

State entity that is a charter school 

support organization, a description of 

how the State entity will work with the 

State to request such necessary waivers, 

where applicable; and 

(B) A description of any State or local 

rules, generally applicable to public 

schools, that will be waived or 

otherwise not apply to such schools. 

Definitions: 

The following definitions are from 

sections 4303(a), 4310, and 8101 of the 

ESEA (20 U.S.C. 7221b(a), 7221i, and 

7801); and 34 CFR 77.1. 

Ambitious means promoting 

continued, meaningful improvement for 

program participants or for other 

individuals or entities affected by the 

grant, or representing a significant 

advancement in the field of education 

research, practices, or methodologies. 

When used to describe a performance 

target, whether a performance target is 

ambitious depends upon the context of 

the relevant performance measure and 

the baseline for that measure (34 CFR 

77.1). 

Authorized public chartering agency 

means a State educational agency, local 

educational agency, or other public 

entity that has the authority pursuant to 

State law and approved by the Secretary 

to authorize or approve a charter school 

(ESEA section 4310(1)). 

Baseline means the starting point 

from which performance is measured 

and targets are set (34 CFR 77.1). 

Charter school means a public school 

that— 

(a) In accordance with a specific State 

statute authorizing the granting of 

charters to schools, is exempt from 

significant State or local rules that 

inhibit the flexible operation and 

management of public schools, but not 

from any rules relating to the other 

requirements of this definition; 

(b) Is created by a developer as a 

public school, or is adapted by a 

developer from an existing public 

school, and is operated under public 

supervision and direction; 

(c) Operates in pursuit of a specific set 

of educational objectives determined by 

the school’s developer and agreed to by 

the authorized public chartering agency; 

(d) Provides a program of elementary 

or secondary education, or both; 

(e) Is nonsectarian in its programs, 

admissions policies, employment 

practices, and all other operations, and 

is not affiliated with a sectarian school 

or religious institution; 

(f) Does not charge tuition; 

(g) Complies with the Age 

Discrimination Act of 1975, title VI of 

the Civil Rights Act of 1964, title IX of 

the Education Amendments of 1972, 

section 504 of the Rehabilitation Act of 

1973, the Americans with Disabilities 

Act of 1990 (42 U.S.C. 12101 et seq.), 

section 444 of GEPA (20 U.S.C. 1232g) 

(commonly referred to as the ‘‘Family 

Educational Rights and Privacy Act of 

1974’’), and part B of the IDEA; 

(h) Is a school to which parents 

choose to send their children, and 

that— 

(1) Admits students on the basis of a 

lottery, consistent with section 

4303(c)(3)(A) of the ESEA, if more 

students apply for admission than can 

be accommodated; or 

(2) In the case of a school that has an 

affiliated charter school (such as a 

school that is part of the same network 

of schools), automatically enrolls 

students who are enrolled in the 

immediate prior grade level of the 

affiliated charter school and, for any 

additional student openings or student 

openings created through regular 

attrition in student enrollment in the 

affiliated charter school and the 

enrolling school, admits students on the 

basis of a lottery as described in 

paragraph (1); 

(i) Agrees to comply with the same 

Federal and State audit requirements as 

do other elementary schools and 

secondary schools in the State, unless 

such State audit requirements are 

waived by the State; 

(j) Meets all applicable Federal, State, 

and local health and safety 

requirements; 

(k) Operates in accordance with State 

law; 

(l) Has a written performance contract 

with the authorized public chartering 

agency in the State that includes a 

description of how student performance 

will be measured in charter schools 

pursuant to State assessments that are 

required of other schools and pursuant 

to any other assessments mutually 

agreeable to the authorized public 

chartering agency and the charter 

school; and 

(m) May serve students in early 

childhood education programs or 

postsecondary students (ESEA section 

4310(2)). 

Charter management organization 

means a nonprofit organization that 

operates or manages a network of 

charter schools linked by centralized 

support, operations, and oversight 

(ESEA section 4310(3)). 

Charter school support organization 

means a nonprofit, non-governmental 

entity that is not an authorized public 

chartering agency and provides, on a 

statewide basis— 

(a) Assistance to developers during 

the planning, program design, and 

initial implementation of a charter 

school; and 

(b) Technical assistance to operating 

charter schools (ESEA section 4310(4)). 

Child with a disability means— 

(a) A child (1) with intellectual 

disabilities, hearing impairments 

(including deafness), speech or language 

impairments, visual impairments 

(including blindness), serious emotional 

disturbance (referred to as ‘‘emotional 

disturbance’’), orthopedic impairments, 

autism, traumatic brain injury, other 

health impairments, or specific learning 

disabilities; and (2) who, by reason 


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thereof, needs special education and 

related services. 

(b) For a child aged 3 through 9 (or 

any subset of that age range, including 

ages 3 through 5), may, at the discretion 

of the State and the LEA, include a 

child (1) experiencing developmental 

delays, as defined by the State and as 

measured by appropriate diagnostic 

instruments and procedures, in one or 

more of the following areas: Physical 

development; cognitive development; 

communication development; social or 

emotional development; or adaptive 

development; and (2) who, by reason 

thereof, needs special education and 

related services (ESEA section 8101(4)). 

Demonstrates a rationale 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 (34 CFR 

77.1). 

Developer means an individual or 

group of individuals (including a public 

or private nonprofit organization), 

which may include teachers, 

administrators and other school staff, 

parents, or other members of the local 

community in which a charter school 

project will be carried out (ESEA section 

4310(5)). 

Early childhood education program 

means (a) a Head Start program or an 

Early Head Start program carried out 

under the Head Start Act (42 U.S.C. 

9831 et seq.), including a migrant or 

seasonal Head Start program, an Indian 

Head Start program, or a Head Start 

program or an Early Head Start program 

that also receives State funding; (b) a 

State licensed or regulated child care 

program; or (c) a program that (1) serves 

children from birth through age six that 

addresses the children’s cognitive 

(including language, early literacy, and 

early mathematics), social, emotional, 

and physical development; and (2) is (i) 

a State prekindergarten program; (ii) a 

program authorized under section 619 

or part C of the IDEA; or (iii) a program 

operated by an LEA (ESEA section 

8101(16)). 

Eligible applicant means a developer 

that has— 

(a) Applied to an authorized public 

chartering authority to operate a charter 

school; and 

(b) Provided adequate and timely 

notice to that authority (ESEA section 

4310(6)). 

English learner, when used with 

respect to an individual, means an 

individual— 

(a) Who is aged 3 through 21; 

(b) Who is enrolled or preparing to 

enroll in an elementary school or 

secondary school; 

(c)(1) Who was not born in the United 

States or whose native language is a 

language other than English; 

(2)(i) Who is a Native American or 

Alaska Native, or a native resident of the 

outlying areas; and 

(ii) Who comes from an environment 

where a language other than English has 

had a significant impact on the 

individual’s level of English language 

proficiency; or 

(3) Who is migratory, whose native 

language is a language other than 

English, and who comes from an 

environment where a language other 

than English is dominant; and 

(d) Whose difficulties in speaking, 

reading, writing, or understanding the 

English language may be sufficient to 

deny the individual— 

(1) The ability to meet the challenging 

State academic standards; 

(2) The ability to successfully achieve 

in classrooms where the language of 

instruction is English; or 

(3) The opportunity to participate 

fully in society (ESEA section 8101(20)). 

Expand, when used with respect to a 

high-quality charter school, means to 

significantly increase enrollment or add 

one or more grades to the high-quality 

charter school (ESEA section 4310(7)). 

High-quality charter school means a 

charter school that— 

(a) Shows evidence of strong 

academic results, which may include 

strong student academic growth, as 

determined by a State; 

(b) Has no significant issues in the 

areas of student safety, financial and 

operational management, or statutory or 

regulatory compliance; 

(c) Has demonstrated success in 

significantly increasing student 

academic achievement, including 

graduation rates where applicable, for 

all students served by the charter 

school; and 

(d) Has demonstrated success in 

increasing student academic 

achievement, including graduation rates 

where applicable, for each of the 

subgroups of students, as defined in 

section 1111(c)(2) of the ESEA, except 

that such demonstration is not required 

in a case in which the number of 

students in a group is insufficient to 

yield statistically reliable information or 

the results would reveal personally 

identifiable information about an 

individual student (ESEA section 

4310(8)). 

Logic model (also referred to as 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 (34 CFR 77.1). 

Parent includes a legal guardian or 

other person standing in loco parentis 

(such as a grandparent or stepparent 

with whom the child lives, or a person 

who is legally responsible for the child’s 

welfare) (ESEA section 8101(38)). 

Performance measure means any 

quantitative indicator, statistic, or 

metric used to gauge program or project 

performance (34 CFR 77.1). 

Performance target means a level of 

performance that an applicant would 

seek to meet during the course of a 

project or as a result of a project (34 CFR 

77.1). 

Project component 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) (34 CFR 77.1). 

Relevant outcome 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 (34 CFR 77.1). 

Replicate, when used with respect to 

a high-quality charter school, means to 

open a new charter school, or a new 

campus of a high-quality charter school, 

based on the educational model of an 

existing high-quality charter school, 

under an existing charter or an 

additional charter, if permitted or 

required by State law (ESEA section 

4310(9)). 

State means each of the 50 States, the 

District of Columbia, the 

Commonwealth of Puerto Rico, and 

each of the outlying areas (ESEA section 

8101(48)). 

State educational agency means the 

agency primarily responsible for the 

State supervision of public elementary 

schools and secondary schools (ESEA 

section 8101(49)). 

State entity means— 

(a) A State educational agency; 

(b) A State charter school board; 

(c) A Governor of a State; or 

(d) A charter school support 

organization (ESEA section 4303(a)). 

Program Authority: Title IV, part C of 

the ESEA (20 U.S.C. 7221–7221j). 

Applicable Regulations: (a) The 

Education Department General 

Administrative Regulations in 34 CFR 

parts 75, 76, 77, 79, 81, 82, 84, 97, 98, 

and 99. (b) The Office of Management 

and Budget Guidelines to Agencies on 

Governmentwide Debarment and 

Suspension (Nonprocurement) in 2 CFR 

part 180, as adopted and amended as 


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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. 

II. Award Information 

Type of Award: Discretionary grant. 

Estimated Available Funds: 

$108,000,000. 

Contingent upon the availability of 

funds and the quality of applications, 

we may make additional awards in 

subsequent years from the list of 

unfunded applications from this 

competition. 

Estimated Range of Awards: 

$2,000,000 to $25,000,000 per year. 

Estimated Average Size of Awards: 

$10,000,000 per year. 

Maximum Award: See section III.4.(a) 

of this notice, Reasonable and 

Necessary Costs, for information 

regarding the maximum amount of 

funds that SEs may award for each 

charter school receiving subgrant funds. 

Estimated Number of Awards: 3–8. 

Note: The Department is not bound by any 

estimates in this notice. The estimated range 

and average size of awards are based on a 

single 12-month budget period. We may use 

FY 2019 funds to support multiple 12-month 

budget periods for one or more grantees. 

Project Period: Up to five years. 

III. Eligibility Information 

1. Eligible Applicants: SEs in States 

with a specific State statute authorizing 

the granting of charters to schools. 

Under section 4303(e)(1) of the ESEA, 

no SE may receive a grant under this 

competition for use in a State in which 

an SE has a current CSP State Entities 

grant. The Department awarded new 

CSP State Entities grants under section 

4303 of the ESEA in FY 2017 and FY 

2018. 

Accordingly, no SE may receive a 

grant under this competition for use in 

a State in which an SE received a CSP 

State Entities grant in FY 2017 or FY 

2018, and is currently using the grant; 

these States are Arizona, Arkansas, 

Colorado, Delaware, Idaho, Indiana, 

Maryland, Michigan, Minnesota, 

Mississippi, New Mexico, New York, 

North Carolina, Oklahoma, Rhode 

Island, Texas, and Wisconsin. SEs in 

States in which an SEA has a current 

CSP grant for SEAs that was awarded 

prior to FY 2017, under the ESEA, as 

amended by the NCLB, are eligible to 

apply for a CSP State Entities grant 

under this competition, so long as no 

other SE in the State has a current CSP 

State Entities grant. 

In addition, consistent with section 

4303(e)(1) of the ESEA, if multiple SEs 

in a State submit applications that 

receive high enough scores to be 

recommended for funding under this 

competition, only the highest-scoring 

application among such State entities 

would be funded. 

2. Cost Sharing or Matching: This 

program does not require cost sharing or 

matching. 

3. Subgrantees: (a) Under section 

4303(b) and (c)(2) of the ESEA, an SE 

may award subgrants to eligible 

applicants and technical assistance 

providers. 

(b) Under section 4303(d)(2) of the 

ESEA, an SE awarding subgrants to 

eligible applicants must use a peerreview process to review applications. 

Note: An eligible applicant (i.e., charter 

school developer or charter school) in a State 

in which no SE has an approved grant 

application under section 4303 of the ESEA 

may apply for funding directly from the 

Department under the CSP Grants to 

Developers (CFDA number 84.282B or 

84.282E) competition. Additional 

information about the CSP Grants to 

Developers program and any upcoming 

competitions is available at https://

innovation.ed.gov/what-we-do/charterschools/charter-schools-program-non-stateeducational-agencies-non-sea-planningprogram-design-and-initial-implementationgrant/. 

4. Other: (a) Reasonable and 

Necessary Costs: The Secretary may 

elect to impose maximum limits on the 

amount of subgrant funds that an SE 

may award to an eligible applicant per 

new charter school created or 

replicated, per charter school expanded, 

or per new school seat created. 

For this competition, the maximum 

amount of subgrant funds an SE may 

award to a subgrantee per new charter 

school, replicated high-quality charter 

school, or expanding high-quality 

charter school over a five-year subgrant 

period is $1,500,000. 

Note: Applicants must ensure that all costs 

included in the proposed budget are 

necessary and reasonable to meet the goals 

and objectives of the proposed project. Any 

costs determined by the Secretary to be 

unreasonable or unnecessary will be removed 

from the final approved budget. 

(b) Audits: (i) A non-Federal entity 

that expends $750,000 or more during 

the non-Federal entity’s fiscal year in 

Federal awards must have a single or 

program-specific audit conducted for 

that year in accordance with the 

provisions of 2 CFR part 200. (2 CFR 

200.501(a)). 

(ii) A non-Federal entity that expends 

less than $750,000 during the nonFederal entity’s fiscal year in Federal 

awards is exempt from Federal audit 

requirements for that year, except as 

noted in 2 CFR 200.503 (Relation to 

other audit requirements), but records 

must be available for review or audit by 

appropriate officials of the Federal 

agency, pass-through entity, and 

Government Accountability Office. (2 

CFR 200.501(d)). 

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.govinfo.gov/content/pkg/FR-2018- 

02-12/pdf/2018-02558.pdf. 

2. Submission of Proprietary 

Information: Given the types of projects 

that may be proposed in applications for 

funds under the CSP State Entities grant 

competition, your application may 

include business information that you 

consider proprietary. In 34 CFR 5.11 we 

define ‘‘business information’’ and 

describe the process we use in 

determining whether any of that 

information is proprietary and, thus, 

protected from disclosure under 

Exemption 4 of the Freedom of 

Information Act (5 U.S.C. 552, as 

amended). 

Because we plan to make successful 

applications available to the public, you 

may wish to request confidentiality of 

business information. 

Consistent with Executive Order 

12600, please designate in your 

application any information that you 

believe is exempt from disclosure under 

Exemption 4. In the appropriate 

Appendix section of your application, 

under ‘‘Other Attachments Form,’’ 

please list the page number or numbers 

on which we can find this information. 

For additional information please see 34 

CFR 5.11(c). 

3. Intergovernmental Review: This 

program is subject to Executive Order 

12372 and the regulations in 34 CFR 

part 79. Information about 

Intergovernmental Review of Federal 

Programs under Executive Order 12372 

is in the application package for this 

competition. 

4. Funding Restrictions: In accordance 

with section 4303(c) of the ESEA, an SE 

receiving a grant under this program 

shall: (a) Use not less than 90 percent of 

the grant funds to award subgrants to 

eligible applicants, in accordance with 

the quality charter school program 

described in the SE’s application 

pursuant to section 4303(f), for activities 


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5Section 4303(e)(2) of the ESEA prescribes the 

circumstances under which an eligible applicant 

may be eligible to apply to an SE for a second 

subgrant for an individual charter school for a fiveyear period. The eligible applicant still would have 

to meet all program requirements, including the 

requirements for replicating or expanding a highquality charter school. 

related to opening and preparing for the 

operation of new charter schools and 

replicated high-quality charter schools, 

or expanding high-quality charter 

schools; (b) reserve not less than 7 

percent of the grant funds to provide 

technical assistance to eligible 

applicants and authorized public 

chartering agencies in carrying out such 

activities, and to work with authorized 

public chartering agencies in the State 

to improve authorizing quality, 

including developing capacity for, and 

conducting, fiscal oversight and 

auditing of charter schools; and (c) 

reserve not more than 3 percent of the 

grant funds for administrative costs, 

which may include technical assistance. 

An SE may use a grant received under 

this program to provide technical 

assistance and to work with authorized 

public chartering agencies to improve 

authorizing quality under section 

4303(b)(2) of the ESEA directly or 

through grants, contracts, or cooperative 

agreements. 

Limitation on Grants and Subgrants: 

Under section 4303(d) of the ESEA, a 

grant awarded by the Secretary to an SE 

under this competition shall be for a 

period of not more than five years. 

A subgrant awarded by an SE under 

this program shall be for a period of not 

more than five years, of which an 

eligible applicant may use not more 

than 18 months for planning and 

program design. An eligible applicant 

may not receive more than one subgrant 

under this program for each individual 

charter school for a five-year period, 

unless the eligible applicant 

demonstrates to the SE that such 

individual charter school has at least 

three years of improved educational 

results for students enrolled in such 

charter school, with respect to the 

elements described in section 

4310(8)(A) and (D) of the ESEA.5

Other CSP Grants: A charter school 

that previously received CSP funds for 

opening or preparing to operate a new 

charter school, replication, or expansion 

under this program, the CSP Grants to 

Charter Management Organizations for 

the Replication and Expansion of HighQuality Charter Schools (CMO) program 

(CFDA number 84.282M), or the CSP 

Grants to Developers for the Opening of 

New Charter Schools and for the 

Replication and Expansion of Highquality Charter Schools (Developer) 

program (CFDA numbers 84.282B and 

84.282E) may not use funds under this 

program to carry out the same activities. 

However, such charter school may be 

eligible to receive funds under this 

competition to expand the charter 

school beyond the existing grade levels 

or student count. 

Likewise, a charter school that 

receives funds from an SE under this 

program is ineligible to receive funds to 

carry out the same activities under the 

CMO program (CFDA number 84.282M) 

or Developer program (CFDA numbers 

84.282B and 84.282E), including for 

opening or preparing to operate a new 

charter school, replication, or 

expansion. 

Uses of Subgrant Funds: State entities 

awarded grants under this competition 

shall award subgrants to eligible 

applicants to enable such eligible 

applicants to— 

(a) Open and prepare for the operation 

of new charter schools; 

(b) Open and prepare for the 

operation of replicated high-quality 

charter schools; or 

(c) Expand high-quality charter 

schools. 

An eligible applicant receiving a 

subgrant under this program shall use 

such funds to support activities related 

to opening and preparing for the 

operation of new charter schools or 

replicating or expanding high-quality 

charter schools, which shall include one 

or more of the following: 

(a) Preparing teachers, school leaders, 

and specialized instructional support 

personnel, including through paying 

costs associated with— 

(i) Providing professional 

development; and 

(ii) Hiring and compensating, during 

the eligible applicant’s planning period 

specified in the application for subgrant 

funds, one or more of the following: 

(A) Teachers. 

(B) School leaders. 

(C) Specialized instructional support 

personnel. 

(b) Acquiring supplies, training, 

equipment (including technology), and 

educational materials (including 

developing and acquiring instructional 

materials). 

(c) Carrying out necessary renovations 

to ensure that a new school building 

complies with applicable statutes and 

regulations, and minor facilities repairs 

(excluding construction). 

(d) Providing one-time, startup costs 

associated with providing transportation 

to students to and from the charter 

school. 

(e) Carrying out community 

engagement activities, which may 

include paying the cost of student and 

staff recruitment. 

(f) Providing for other appropriate, 

non-sustained costs related to opening, 

replicating, or expanding high-quality 

charter schools when such costs cannot 

be met from other sources. 

Diversity of Projects: Each State entity 

awarding subgrants under this 

competition shall award subgrants in a 

manner that, to the extent practicable 

and applicable, ensures that such 

subgrants— 

(a) Are distributed throughout 

different areas, including urban, 

suburban, and rural areas; and 

(b) Will assist charter schools 

representing a variety of educational 

approaches. 

Award Basis: In determining whether 

to approve a grant award and the 

amount of such award, the Department 

will consider, among other things, the 

applicant’s performance and use of 

funds under a previous or existing 

award under any Department program 

(34 CFR 75.217(d)(3)(ii) and 233(b)). In 

assessing the applicant’s performance 

and use of funds under a previous or 

existing award, the Secretary will 

consider, among other things, the 

outcomes the applicant has achieved 

and the results of any Departmental 

grant monitoring, including the 

applicant’s progress in remedying any 

deficiencies identified in such 

monitoring. 

We reference additional regulations 

outlining funding restrictions in the 

Applicable Regulations section of this 

notice. 

5. Recommended Page Limit and 

English Language Requirement: The 

application narrative (Part III of the 

application) is where you, the applicant, 

address the priorities, selection criteria, 

and application requirements that 

reviewers use to evaluate your 

application. We recommend that you (1) 

limit the application narrative to no 

more than 60 pages and (2) use the 

following standards: 

• A ‘‘page’’ is 8.5′′ x 11′′, on one side 

only, with 1′′ margins at the top, bottom, 

and both sides. 

• Double-space (no more than three 

lines per vertical inch) all text in the 

application narrative, including titles, 

headings, footnotes, quotations, 

references, and captions, as well as all 

text in charts, tables, figures, and 

graphs. 

• Use a font that is either 12 point or 

larger or no smaller than 10 pitch 

(characters per inch). 

• Use one of the following fonts: 

Times New Roman, Courier, Courier 

New, or Arial. 

Applications must be in English, and 

peer reviewers will only consider 


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supporting documents submitted with 

the application that are in English. 

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 

one-page abstract, the resumes, the 

bibliography, or the letters of support. 

However, the recommended page limit 

does apply to all of the application 

narrative. 

6. Pre-Application Webinar 

Information: The Department will hold 

a pre-application meeting via webinar 

for prospective applicants on January 3, 

2019, 2 p.m., Eastern Time. Individuals 

interested in attending this meeting are 

encouraged to pre-register by emailing 

their name, organization, and contact 

information with the subject heading 

‘‘STATE ENTITIES GRANTS PRE– 

APPLICATION MEETING’’ to 

CharterSchools@ed.gov. There is no 

registration fee for attending this 

meeting. 

For further information about the preapplication meeting, contact Ashley 

Gardner, U.S. Department of Education, 

400 Maryland Avenue SW, Room 

4W216, Washington, DC 20202–5970. 

Telephone: (202) 453–6787. Email: 

ashley.gardner@ed.gov. 

V. Application Review Information 

1. Selection Criteria: The selection 

criteria for this competition are from 

section 4303(g)(1) of the ESEA (20 

U.S.C. 7221b(g)(1)) and 34 CFR 75.210. 

The maximum possible total score an 

application can receive for addressing 

the criteria is 100 points. The maximum 

possible score for addressing each 

criterion is indicated in parentheses 

following the criterion. 

(a) Quality of the Project Design (up 

to 15 points). The Secretary considers 

the quality of the design of the proposed 

project. In determining the quality of the 

design of the proposed project, the 

Secretary considers: 

(1) The extent to which the proposed 

project demonstrates a rationale (up to 

10 points); and 

(2) The extent to which the goals, 

objectives, and outcomes to be achieved 

by the proposed project are clearly 

specified and measurable (up to 5 

points). 

(b) Objectives (up to 20 points): The 

ambitiousness of the State entity’s 

objectives for the quality charter school 

program carried out under the CSP State 

Entities program. 

Note: In response to this criterion, an 

applicant may address (or cross-reference) 

some or all of the components of application 

requirements (I)(A)–(G) in this notice, which 

require the applicant to provide a description 

of the State entity’s objectives in running a 

quality charter school program and how the 

objectives of the program will be carried out. 

(c) Quality of Eligible Subgrant 

Applicants (up to 15 points): The 

likelihood that the eligible applicants 

receiving subgrants under the program 

will meet those objectives and improve 

educational results for students. 

(d) State Plan (up to 20 points): The 

State entity’s plan to— 

(1) Adequately monitor the eligible 

applicants receiving subgrants under 

the State entity’s program (up to 5 

points); 

(2) Work with the authorized public 

chartering agencies involved to avoid 

duplication of work for the charter 

schools and authorized public 

chartering agencies (up to 5 points); and 

(3) Provide technical assistance and 

support for— 

(i) The eligible applicants receiving 

subgrants under the State entity’s 

program; and 

(ii) Quality authorizing efforts in the 

State (up to 10 points). 

(e) Quality of the Management Plan 

(up to 15 points). The Secretary 

considers the quality of the management 

plan for the proposed project. In 

determining the quality of the 

management plan for the proposed 

project, the Secretary considers: 

(1) The adequacy of the management 

plan to achieve the objectives of the 

proposed project on time and within 

budget, including clearly defined 

responsibilities, timelines, and 

milestones for accomplishing project 

tasks; and 

(2) The extent to which the time 

commitments of the project director and 

principal investigator and other key 

project personnel are appropriate and 

adequate to meet the objectives of the 

proposed project. 

(f) Parent and Community 

Involvement (up to 10 points): The State 

entity’s plan to solicit and consider 

input from parents and other members 

of the community on the 

implementation and operation of 

charter schools in the State. 

(g) Flexibility (up to 5 points): The 

degree of flexibility afforded by the 

State’s charter school law and how the 

State entity will work to maximize the 

flexibility provided to charter schools 

under such law. 

2. Review and Selection Process: We 

remind potential applicants that in 

reviewing applications in any 

discretionary grant competition, the 

Secretary may consider, under 34 CFR 

75.217(d)(3), the past performance of the 

applicant in carrying out a previous 

award, such as the applicant’s use of 

funds, achievement of project 

objectives, and compliance with grant 

conditions. The Secretary may also 

consider whether the applicant failed to 

submit a timely performance report or 

submitted a report of unacceptable 

quality. 

In addition, in making a competitive 

grant award, the Secretary requires 

various assurances, including those 

applicable to Federal civil rights laws 

that prohibit discrimination in programs 

or activities receiving Federal financial 

assistance from the Department (34 CFR 

100.4, 104.5, 106.4, 108.8, and 110.23). 

3. Risk Assessment and Specific 

Conditions: Consistent with 2 CFR 

200.205, before awarding grants under 

this competition the Department 

conducts a review of the risks posed by 

applicants. Under 2 CFR 3474.10, the 

Secretary may impose specific 

conditions and, in appropriate 

circumstances, high-risk conditions on a 

grant if the applicant or grantee is not 

financially stable; has a history of 

unsatisfactory performance; has a 

financial or other management system 

that does not meet the standards in 2 

CFR part 200, subpart D; has not 

fulfilled the conditions of a prior grant; 

or is otherwise not responsible. 

4. Integrity and Performance System: 

If you are selected under this 

competition to receive an award that 

over the course of the project period 

may exceed the simplified acquisition 

threshold (currently $150,000) under 2 

CFR 200.205(a)(2), we must make a 

judgment about your integrity, business 

ethics, and record of performance under 

Federal awards—that is, the risk posed 

by you as an applicant—before we make 

an award. In doing so, we must consider 

any information about you that is in the 

integrity and performance system 

(currently referred to as the Federal 

Awardee Performance and Integrity 

Information System (FAPIIS)), 

accessible through the System for 

Award Management. You may review 

and comment on any information about 

yourself that a Federal agency 

previously entered and that is currently 

in FAPIIS. 

Please note that, if the total value of 

your currently active grants, cooperative 

agreements, and procurement contracts 

from the Federal Government exceeds 

$10,000,000, the reporting requirements 

in 2 CFR part 200, Appendix XII, 

require you to report certain integrity 

information to FAPIIS semiannually. 

Please review the requirements in 2 CFR 

part 200, Appendix XII, if this grant 

plus all the other Federal funds you 

receive exceed $10,000,000. 


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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. 

(c) In accordance with section 4303(i) 

of the ESEA, each State entity receiving 

a grant under this section must submit 

to the Secretary, at the end of the third 

year of the five-year grant period (or at 

the end of the second year if the grant 

period is less than five years), and at the 

end of such grant period, a report that 

includes the following: 

(1) The number of students served by 

each subgrant awarded under this 

section and, if applicable, the number of 

new students served during each year of 

the period of the subgrant. 

(2) A description of how the State 

entity met the objectives of the quality 

charter school program described in the 

State entity’s application, including— 

(A) How the State entity met the 

objective of sharing best and promising 

practices as outlined in section 

4303(f)(1)(A)(ix) of the ESEA in areas 

such as instruction, professional 

development, curricula development, 

and operations between charter schools 

and other public schools; and 

(B) If known, the extent to which such 

practices were adopted and 

implemented by such other public 

schools. 

(3) The number and amount of 

subgrants awarded under this program 

to carry out activities described in 

section 4303(b)(1)(A) through (C) of the 

ESEA. 

(4) A description of— 

(A) How the State entity complied 

with, and ensured that eligible 

applicants complied with, the 

assurances included in the State entity’s 

application; and 

(B) How the State entity worked with 

authorized public chartering agencies, 

and how the agencies worked with the 

management company or leadership of 

the schools that received subgrant funds 

under this program, if applicable. 

(d) Under 34 CFR 75.250(b), the 

Secretary may provide a grantee with 

additional funding for data collection 

analysis and reporting. In this case the 

Secretary establishes a data collection 

period. 

5. Performance Measures: 

(a) The Secretary has established two 

performance indicators to measure 

annual progress towards achieving the 

purposes of the program, which are 

discussed elsewhere in this notice. The 

performance indicators are: (1) The 

number of new charter schools and 

charter school campuses in operation 

around the Nation; (2) the number of 

States that demonstrate annual 

increases in the percentage of fourthand eighth-grade charter school 

students who are achieving at or above 

the proficient level on State assessments 

in mathematics and reading/language 

arts; (3) the number of States that 

demonstrate annual decreases in the 

percentage of charter schools that are 

identified as a comprehensive support 

and improvement school. Additionally, 

the Secretary has established the 

following measure to examine the 

efficiency of the CSP: The Federal cost 

per student in implementing a 

successful school (defined as a school in 

operation for three or more consecutive 

years). 

(b) Project-Specific Performance 

Measures. Applicants must propose 

project-specific performance measures 

and performance targets consistent with 

the objectives of the proposed project. 

Applications must provide the 

following information as directed under 

34 CFR 75.110(b) and (c). 

(1) Performance measures. How each 

proposed performance measure would 

accurately measure the performance of 

the project and how the proposed 

performance measure would be 

consistent with the performance 

measures established for the program 

funding the competition. 

(2) Baseline data. (i) Why each 

proposed baseline is valid; or (ii) if the 

applicant has determined that there are 

no established baseline data for a 

particular performance measure, an 

explanation of why there is no 

established baseline and of how and 

when, during the project period, the 

applicant would establish a valid 

baseline for the performance measure. 

(3) Performance targets. Why each 

proposed performance target is 

ambitious yet achievable compared to 

the baseline for the performance 

measure and when, during the project 

period, the applicant would meet the 

performance target(s). 

(4) Data collection and reporting. (i) 

The data collection and reporting 

methods the applicant would use and 

why those methods are likely to yield 

reliable, valid, and meaningful 

performance data; and (ii) the 

applicant’s capacity to collect and 

report reliable, valid, and meaningful 

performance data, as evidenced by highquality data collection, analysis, and 

reporting in other projects or research. 

All grantees must submit an annual 

performance report with information 

that is responsive to these performance 

measures. 


amozie on DSK3GDR082PROD with NOTICES1
67250 Federal Register / Vol. 83, No. 248 / Friday, December 28, 2018 / Notices 

6. Continuation Awards: In making a 

continuation award under 34 CFR 

75.253, the Secretary considers, among 

other things: Whether a grantee has 

made substantial progress in achieving 

the goals and objectives of the project; 

whether the grantee has expended funds 

in a manner that is consistent with its 

approved application and budget; and, 

if the Secretary has established 

performance measurement 

requirements, the performance targets 

in the grantee’s approved application. 

In making a continuation award, the 

Secretary also considers whether the 

grantee is operating in compliance with 

the assurances in its approved 

application, including those applicable 

to Federal civil rights laws that prohibit 

discrimination in programs or activities 

receiving Federal financial assistance 

from the Department (34 CFR 100.4, 

104.5, 106.4, 108.8, and 110.23). 

7. Project Director’s Meeting: 

Applicants approved for funding under 

this competition must attend a two-day 

meeting for project directors at a 

location to be determined in the 

continental United States during each 

year of the project. Applicants may 

include the cost of attending this 

meeting in their proposed budgets as 

allowable administrative costs. 

VII. Other Information 

Accessible Format: Individuals with 

disabilities can obtain this document 

and a copy of the application package in 

an accessible format (e.g., braille, large 

print, audiotape, or compact disc) on 

request to the program contact person 

listed under FOR FURTHER INFORMATION

CONTACT. 

Electronic Access to This Document: 

The official version of this document is 

the document published in the Federal 

Register. You may access the official 

edition of the Federal Register and the 

Code of Federal Regulations at: 

www.govinfo.gov. At this site you can 

view this document, as well as all other 

documents of this Department 

published in the Federal Register, in 

text or Portable Document Format 

(PDF). To use PDF you must have 

Adobe Acrobat Reader, which is 

available free at the site. 

You may also access documents of the 

Department published in the Federal 

Register by using the article search 

feature at: www.federalregister.gov. 

Specifically, through the advanced 

search feature at this site, you can limit 

your search to documents published by 

the Department. 

Dated: December 21, 2018. 

James C. Blew, 

Acting Assistant Deputy Secretary for 

Innovation and Improvement. 

[FR Doc. 2018–28284 Filed 12–27–18; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF ENERGY 

Notice of Availability of Supplemental 

Environmental Impact Statement for 

Disposition of Depleted Uranium Oxide 

Conversion Product Generated From 

DOE’s Inventory of Depleted Uranium 

Hexafluoride 

AGENCY: Office of Environmental 

Management, U.S. Department of 

Energy. 

ACTION: Notice of availability and public 

hearings. 

SUMMARY: The U.S. Department of 

Energy (DOE), Office of Environmental 

Management, announces the availability 

of the Draft Supplemental 

Environmental Impact Statement for 

Disposition of Depleted Uranium Oxide 

Conversion Product Generated from 

DOE’s Inventory of Depleted Uranium 

Hexafluoride (Draft SEIS) (DOE/EIS– 

0359–S1; DOE/EIS–0360–S1). DOE also 

announces three web-based public 

hearings to receive comments on the 

Draft SEIS. The Draft SEIS evaluates the 

potential environmental impacts 

associated with the transportation to 

final disposition of depleted uranium 

(DU) oxide conversion product from its 

depleted uranium hexafluoride (DUF6) 

conversion facilities at the Paducah, 

Kentucky, and Portsmouth, Ohio, sites 

at three alternative offsite low-level 

radioactive waste disposal facilities: The 

DOE-owned low-level radioactive waste 

disposal facility at the Nevada National 

Security Site (NNSS) in Nye County, 

Nevada; the EnergySolutions low-level 

radioactive waste disposal facility in 

Clive, Utah; and the Waste Control 

Specialists LLC (WCS) low-level 

radioactive waste disposal facility in 

Andrews, Texas. 

DATES: DOE is inviting public comments 

on the Draft SEIS starting with the date 

of publication of this Notice and ending 

on Monday, February 11, 2019. DOE 

will host three web-based public 

hearings to receive comments on the 

Draft SEIS. Comments submitted during 

this public comment period will be 

considered in preparation of the Final 

SEIS. DOE will consider late comments 

to the extent practicable. DOE will 

conduct web-based public comment 

hearings on the dates indicated below: 

• Tuesday, January 22, 2019 from 

2:00–4:00 p.m., Web-based 

• Wednesday, January 23, 2019 from 

4:00–6:00 p.m., Web-based 

• Thursday, January 24, 2019, from 

7:00–9:00 p.m., Web-based 

ADDRESSES: Comments on the Draft SEIS 

maybe be submitted by any of the 

following methods: 

• Mail: Ms. Jaffet Ferrer-Torres, 

Document Manager, Office of 

Environmental Management, 

Department of Energy, EM–4.22, 1000 

Independence Avenue SW, Washington, 

DC 20585. Note: Comments submitted 

by U.S. Postal Service may be delayed 

by mail screening. 

• Email: DUF6_NEPA@em.doe.gov. 

• WebEx Meeting Room (during 

scheduled dates see Web-based Public 

Hearing Information Section): 

Æ https://doe.webex.com/join/duf6_

nepa (Copy and Paste into web 

browser). 

• DU Oxide SEIS Website: http://

www.energy.gov/em/dispositionuranium-oxide-conversion-depleteduranium-hexafluoride. 

This NOA, the Environmental 

Protection Agency NOA, and the Draft 

SEIS will be posted on the DOE NEPA 

website at http://energy.gov/nepa. These 

documents, and additional materials 

relating to this Draft SEIS, will be also 

available on the DU Oxide SEIS website 

at: http://www.energy.gov/em/ 

disposition-uranium-oxide-conversiondepleted-uranium-hexafluoride. 

FOR FURTHER INFORMATION CONTACT: For 

further information about this Draft 

SEIS, please contact Ms. Jaffet FerrerTorres, U.S. Department of Energy at the 

mailing addresses listed in ADDRESSES. 

For information on DOE’s NEPA 

process, please contact Mr. William 

Ostrum, Acting NEPA Compliance 

Officer, Office of Regulatory 

Compliance, U.S. Department of Energy, 

1000 Independence Avenue SW, 

Washington, DC 20585; or email at 

askNEPA@hq.doe.gov. 

SUPPLEMENTARY INFORMATION: 

The Draft SEIS has been prepared in 

accordance with Council on 

Environmental Quality (CEQ) and DOE 

NEPA implementing regulations at 40 

CFR parts 1500–1508 and 10 CFR part 

1021, respectively. The Draft SEIS 

evaluates the potential impacts from 

three Action Alternatives and the No 

Action alternative (in accordance with 

40 CFR 1502.14). Under the No Action 

alternative, transportation to and 

disposal of the conversion product at an 

offsite low-level waste disposal facility 

would not occur and refilled cylinders 

of DU oxide conversion product would 

remain in storage at DOE’s Paducah and 

Portsmouth sites. 


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