420 Federal Register / Vol. 84, No. 18 / Monday, January 28, 2019 / Notices 

EDUCATION DOMAIN—Continued 

Outcome measure Interim indicator 

• Grade point average. 

• Credit accumulation. 

College completion ................................................................................... • Enrollment. 

• Course attendance. 

• Credit accumulation. 

• Retention. 

EMPLOYMENT DOMAIN

Outcome measure Interim indicator 

Sustained Employment ............................................................................. • Unsubsidized employment at time periods after exit from the program. 

• Median earnings at time periods after exit from the program. 

For each finalist, ED and any other 

Agencies implicated in the pilot will 

negotiate the performance agreement. If 

a performance agreement cannot be 

finalized for an applicant, an alternative 

applicant may be selected as a finalist 

instead. The recommended projects will 

be considered finalists until 

performance agreements are signed by 

all parties, and pilot designation will be 

awarded only after finalization and 

approval of each finalist’s performance 

agreement. 

VI. Designation Administration 

Information 

1. Designation Notices: If your 

application is successful, we notify your 

U.S. Representative(s) and U.S. Senators 

and send you a letter notification of 

your selection as a pilot. We may notify 

you informally, also. 

If your application is not evaluated or 

not selected as a pilot, we notify you. 

2. Performance Measures: As 

described earlier in this notice, the 

performance agreement for each pilot 

will include outcome measures, interim 

indicators, and targets. 

VII. Other Information 

Accessible Format: Individuals with 

disabilities can obtain this document 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: January 22, 2019. 

Scott Stump, 

Assistant Secretary for Career, Technical, and 

Adult Education. 

[FR Doc. 2019–00200 Filed 1–25–19; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; 

Competitive Grants for State 

Assessments Program 

AGENCY: Office of Elementary and 

Secondary Education, Department of 

Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

is issuing a notice inviting applications 

for fiscal year (FY) 2019 for the 

Competitive Grants for State 

Assessments program, Catalog of 

Federal Domestic Assistance (CFDA) 

number 84.368A. 

DATES:

Applications Available: January 28, 

2019. 

Deadline for Notice of Intent To 

Apply: February 27, 2019. 

Deadline for Transmittal of 

Applications: March 29, 2019. 

Deadline for Intergovernmental 

Review: May 28, 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.gpo.gov/fdsys/pkg/FR-2018-02-12/ 

pdf/2018-02558.pdf. 

FOR FURTHER INFORMATION CONTACT: 

Donald Peasley, Office of Elementary 

and Secondary Education, U.S. 

Department of Education, 400 Maryland 

Avenue SW, Room 3E124, Washington, 

DC 20202–6132. Telephone: (202) 453– 

7982. Email: Donald.Peasley@ed.gov. 

If you use a telecommunications 

device for the deaf (TDD) or a text 

telephone (TTY), call the Federal Relay 

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

8339. 

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: The purpose of 

the Competitive Grants for State 

Assessments program is to enhance the 

quality of assessment instruments and 

assessment systems used by States for 

measuring the academic achievement of 

elementary and secondary school 

students. 

Priorities: This competition includes 

six absolute priorities and two 

invitational priorities. The absolute 

priorities are from section 1203(b)(1) of 

the Elementary and Secondary 

Education Act of 1965, as amended by 

the Every Student Succeeds Act (ESEA). 

The invitational priorities are from the 

Secretary’s Final Supplemental 

Priorities and Definitions for 

Discretionary Grant Programs 

(Supplemental Priorities), published in 

the Federal Register on March 2, 2018 

(83 FR 9096). 

Absolute Priorities: For FY 2019 and 

any subsequent year in which we make 

awards from the list of unfunded 


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applications from this competition, 

these priorities are absolute priorities. 

Under 34 CFR 75.105(c)(3) we consider 

only applications that meet one or more 

of these priorities. Eligible applicants 

must specify which absolute 

priority(ies) they are applying under. 

These priorities are: 

Absolute Priority 1: Developing or 

improving assessments for English 

learners, including assessments of 

English language proficiency as required 

under section 1111(b)(2)(G) of the ESEA 

and academic assessments in languages 

other than English to meet the State’s 

obligations under section 1111(b)(2)(F) 

of the ESEA. 

Absolute Priority 2: Developing or 

improving models to measure and 

assess student progress or student 

growth on State assessments under 

section 1111(b)(2) of the ESEA and other 

assessments not required under section 

1111(b)(2) of the ESEA. 

Absolute Priority 3: Developing or 

improving assessments for children 

with disabilities, including alternate 

assessments aligned to alternate 

academic achievement standards for 

students with the most significant 

cognitive disabilities described in 

section 1111(b)(2)(D) of the ESEA, and 

using the principles of universal design 

for learning. 

Absolute Priority 4: Allowing for 

collaboration with institutions of higher 

education, other research institutions, or 

other organizations to improve the 

quality, validity, and reliability of State 

academic assessments beyond the 

requirements for such assessments 

described in section 1111(b)(2) of the 

ESEA. 

Absolute Priority 5: Measuring 

student academic achievement using 

multiple measures of student academic 

achievement from multiple sources. 

Absolute Priority 6: Evaluating 

student academic achievement through 

the development of comprehensive 

academic assessment instruments (such 

as performance and technology-based 

academic assessments, computer 

adaptive assessments, projects, or 

extended performance task assessments) 

that emphasize the mastery of standards 

and aligned competencies in a 

competency-based education model. 

Invitational 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 

invitational priorities. Under 34 CFR 

75.105(c)(1) we do not give an 

application that meets an invitational 

priority any preference over other 

applications. 

The priorities are: 

Promoting Literacy. Projects that are 

designed to address facilitating the 

accurate and timely use of data by 

educators to improve reading 

instruction and make informed 

decisions about how to help children or 

students build literacy skills while 

protecting student and family privacy. 

Promoting Science, Technology, 

Engineering, or Math (STEM) Education, 

With a Particular Focus on Computer 

Science. Projects designed to improve 

student achievement or other 

educational outcomes in one or more of 

the following areas: Science, 

technology, engineering, math, or 

computer science (as defined in this 

notice). 

Definitions: For FY 2019 and any 

subsequent year in which we make 

awards from the list of unfunded 

applications from this competition, the 

following definitions apply. The 

definitions of ‘‘English Learner’’, ‘‘Child 

with a Disability’’ and ‘‘Universal 

Design for Learning’’ are from section 

8101 of the ESEA (20 U.S.C. 7801). The 

definitions of ‘‘Demonstrates a 

rationale,’’ ‘‘Logic model,’’ ‘‘Project 

component,’’ and ‘‘Relevant outcome’’ 

are from 34 CFR 77.1. The definition of 

‘‘computer science’’ is from the 

Supplemental Priorities. 

Child with a disability, as defined in 

section 602 of the Individuals with 

Disabilities Education Act, means— 

(A) A child— 

(i) With intellectual disabilities, 

hearing impairments (including 

deafness), speech or language 

impairments, visual impairments 

(including blindness), serious emotional 

disturbance (referred to in the IDEA as 

‘‘emotional disturbance’’), orthopedic 

impairments, autism, traumatic brain 

injury, other health impairments, or 

specific learning disabilities; and 

(ii) Who, by reason thereof, needs 

special education and related services. 

(B) The term ‘‘child with a disability’’ 

for a child aged 3 through 9 (or any 

subset of that age range, including ages 

three through five), may, at the 

discretion of the State and the local 

educational agency, include a child— 

(i) Experiencing developmental 

delays, as defined by the State and as 

measured by appropriate diagnostic 

instruments and procedures, in 1 or 

more of the following areas: Physical 

development; cognitive development; 

communication development; social or 

emotional development; or adaptive 

development; and 

(ii) Who, by reason thereof, needs 

special education and related services. 

Computer science means the study of 

computers and algorithmic processes 

and includes the study of computing 

principles and theories, computational 

thinking, computer hardware, software 

design, coding, analytics, and computer 

applications. 

Computer science often includes 

computer programming or coding as a 

tool to create software, including 

applications, games, websites, and tools 

to manage or manipulate data; or 

development and management of 

computer hardware and the other 

electronics related to sharing, securing, 

and using digital information. 

In addition to coding, the expanding 

field of computer science emphasizes 

computational thinking and 

interdisciplinary problem-solving to 

equip students with the skills and 

abilities necessary to apply computation 

in our digital world. 

Computer science does not include 

using a computer for everyday activities, 

such as browsing the internet; use of 

tools like word processing, 

spreadsheets, or presentation software; 

or using computers in the study and 

exploration of unrelated subjects. 

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. 

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)(i) Who was not born in the United 

States or whose native language is a 

language other than English; 

(ii)(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 

(iii) 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— 

(i) The ability to meet the challenging 

State academic standards; 

(ii) The ability to successfully achieve 

in classrooms where the language of 

instruction is English; or 

(iii) The opportunity to participate 

fully in society. 

Logic model (also referred to as a 

theory of action) means a framework 


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1For purposes of this notice, English learner and 

limited English proficient have the same meaning. 

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. 

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). 

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. 

Universal Design for Learning, as 

defined under section 103 of the Higher 

Education Act of 1965, as amended, 

means a scientifically valid framework 

for guiding educational practice that— 

(a) Provides flexibility in the ways 

information is presented, in the ways 

students respond or demonstrate 

knowledge and skills, and in the ways 

students are engaged; and 

(b) Reduces barriers in instruction, 

provides appropriate accommodations, 

supports, and challenges, and maintains 

high achievement expectations for all 

students, including students with 

disabilities and students who are 

limited English proficient.1

Program Authority: Section 1203(b)(1) 

of the ESEA (20 U.S.C. 6363(b)(1)). 

Applicable Regulations: (a) The 

Education Department General 

Administrative Regulations in 34 CFR 

parts 75, 77, 79, 81, 82, 84, 86, 97, 98, 

and 99. (b) The Office of Management 

and Budget Guidelines to Agencies on 

Governmentwide Debarment and 

Suspension (Nonprocurement) in 2 CFR 

part 180, as adopted and amended as 

regulations of the Department in 2 CFR 

part 3485. (c) The Uniform 

Administrative Requirements, Cost 

Principles, and Audit Requirements for 

Federal Awards in 2 CFR part 200, as 

adopted and amended as regulations of 

the Department in 2 CFR part 3474. (d) 

The Supplemental Priorities. 

II. Award Information 

Type of Award: Discretionary grants. 

Estimated Available Funds: 

$17,622,000. 

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: 

$1,000,000 to $4,000,000 total over a 48- 

month project period. 

Estimated Average Size of Awards: 

$2,500,000. 

Estimated Number of Awards: 4–8. 

Note: The Department is not bound by any 

estimates in this notice. The Department will 

not make an award for less than the amount 

specified in section 1203(b)(1)(C) of the 

ESEA. 

Project Period: Up to 48 months. 

III. Eligibility Information 

1. Eligible Applicants: State 

educational agencies (SEAs), as defined 

in section 8101(49) of the ESEA, of the 

50 States, the District of Columbia, and 

the Commonwealth of Puerto Rico, and 

consortia of such SEAs. 

2. Cost Sharing or Matching: This 

competition does not require cost 

sharing or matching. 

3. Subgrantees: A grantee under this 

competition may not award subgrants to 

entities to directly carry out project 

activities described in its application. 

4. Other: An application from a 

consortium of SEAs must designate one 

SEA as the fiscal agent. 

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.gpo.gov/fdsys/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 

the Competitive Grants for State 

Assessment, 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 all 

application materials 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 

competition is subject to Executive 

Order 12372 and the regulations in 34 

CFR part 79. Information about 

Intergovernmental Review of Federal 

Programs under Executive Order 12372 

is in the application package for this 

competition. 

4. Funding Restrictions: We reference 

regulations outlining funding 

restrictions in the Applicable 

Regulations section of this notice. 

5. Recommended Page Limit: The 

project narrative is where you, the 

applicant, address the selection criteria 

that reviewers use to evaluate your 

application. We recommend that you (1) 

limit the application narrative to the 

equivalent of no more than 65 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. 

The recommended page limit applies 

to the project narrative, including the 

table of contents, which must include a 

discussion of how the application meets 

one or more of the absolute priorities; 

and how well the application addresses 

each of the selection criteria. The 

recommended page limit also applies to 

any attachments to the project narrative 

other than the items mentioned in Part 

6 of the application package, including 

the references/bibliography. In other 

words, we recommend that the entirety 

of the project narrative, including the 

aforementioned discussion and any 

attachments to the project narrative, be 

limited to the equivalent of no more 

than 65 pages. The only allowable 

attachments other than those included 

in the project narrative are outlined in 

Part 6, ‘‘Other Attachments Forms,’’ in 

the application package. 

The recommended 65-page limit, or 

its equivalent, does not apply to the 

following sections of an application: 

Part 1 (including the response regarding 

research activities involving human 


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subjects); Part 2 (budget information); 

Part 3 (two-page project abstract); Part 5 

(the budget narrative); Part 6 

(memoranda of understanding or other 

binding agreement, if applicable; copy 

of applicant’s indirect cost rate 

agreement; letters of commitment and 

support from collaborating SEAs and 

organizations; other attachments forms, 

including, if applicable, references/ 

bibliography for the project narrative 

and individual re ́sume ́s for project 

director(s) and key personnel); and Part 

7 (standard assurances and 

certifications). Applicants are 

encouraged to limit each re ́sume ́ to no 

more than five pages. 

In addition, you must not use 

hyperlinks in an application. Reviewers 

will be instructed not to follow 

hyperlinks if included. Applicants are 

encouraged to submit applications that 

meet the page limit following the 

standards outlined in this section rather 

than submitting applications that are the 

equivalent of the page limit applying 

other standards. 

6. Notice of Intent to Apply: We will 

be able to develop a more efficient 

process for reviewing grant applications 

if we have a better understanding of the 

number of applicants that intend to 

apply for funding under this 

competition. Therefore, we strongly 

encourage each potential applicant to 

notify us of their intent to submit an 

application for funding. This 

notification should be brief, and identify 

the SEA applicant and, if applicable, the 

SEA that it will designate as the fiscal 

agent for an award (in the case of 

consortia applicants). Submit this 

notification by email to 

Donald.Peasley@ed.gov with ‘‘Intent to 

Apply’’ in the email subject line or mail 

to Donald Peasley, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 3E124, Washington, DC 20202– 

6132. Applicants that do not provide 

this notification may still apply for 

funding. 

V. Application Review Information 

1. Selection Criteria: The selection 

criteria for this competition are from 34 

CFR 75.210. We will award up to 105 

points to an application under the 

selection criteria; the total possible 

points for each selection criterion are 

noted in parentheses. 

(a) Need for project (up to 10 points). 

The Secretary considers the need for the 

proposed project. In determining the 

need for the proposed project, the 

Secretary considers 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. 

(b) Significance (up to 10 points). The 

Secretary considers the significance of 

the proposed project. In determining the 

significance of the proposed project, the 

Secretary considers the extent to which 

the proposed project is likely to build 

local capacity to provide, improve, or 

expand services that address the needs 

of the target population. 

(c) Quality of the project design (up to 

20 points). The Secretary considers the 

quality of the design of the proposed 

project. In determining the quality of the 

design of the proposed project, the 

Secretary considers the following 

factors: 

(1) The extent to which the goals, 

objectives, and outcomes to be achieved 

by the proposed project are clearly 

specified and measurable. (5 points) 

(2) The extent to which the proposed 

project will establish linkages with 

other appropriate agencies and 

organizations providing services to the 

target population. (5 points) 

(3) The extent to which the proposed 

project is part of a comprehensive effort 

to improve teaching and learning and 

support rigorous academic standards for 

students. (5 points) 

(4) The extent to which the proposed 

project demonstrates a rationale (as 

defined in this notice). (5 points) 

(d) Quality of project services (up to 

25 points). The Secretary considers the 

quality of the services to be provided by 

the proposed project. In determining the 

quality of the services to be provided by 

the proposed project, the Secretary 

considers the quality and sufficiency of 

strategies for ensuring equal access and 

treatment for eligible project 

participants who are members of groups 

that have traditionally been 

underrepresented based on race, color, 

national origin, gender, age, or 

disability. (10 points) 

In addition, the Secretary considers: 

(1) The extent to which the services 

to be provided by the proposed project 

are appropriate to the needs of the 

intended recipients or beneficiaries of 

those services. (10 points) 

(2) 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. (5 points) 

(e) Adequacy of resources (up to 10 

points). The Secretary considers the 

adequacy of resources for the proposed 

project. In determining the adequacy of 

resources for the proposed project, the 

Secretary considers the extent to which 

the costs are reasonable in relation to 

the number of persons to be served and 

to the anticipated results and benefits. 

(f) Quality of the management plan 

(up to 20 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. (5 points) 

(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. (10 points) 

(g) Quality of the project evaluation 

(up to 10 points). The Secretary 

considers the quality of the evaluation 

to be conducted of the proposed project. 

In determining the quality of the 

evaluation, the Secretary considers the 

extent to which the methods of 

evaluation will provide performance 

feedback and permit periodic 

assessment of progress toward achieving 

intended outcomes. 

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. 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 


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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 SAM. 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. 

(c) 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: Under the 

Government Performance and Results 

Act of 1993, the Department has 

developed three measures to evaluate 

the overall effectiveness of the 

Competitive Assessment Grant program: 

(1) The percentage of grantees, for 

each grant cycle, that demonstrate 

significant progress towards improving, 

developing, or implementing a new 

model for measuring the achievement of 

students. 

(2) The percentage of grantees, for 

each grant cycle, that demonstrate 

collaboration with institutions of higher 

education, other research institutions, or 

other organizations to develop or 

improve state assessments. 

(3) The percentage of grantees that, at 

least three times during the period of 

their grants, make available to SEA staff 

in non-participating States and to 

assessment researchers information on 

findings resulting from the Competitive 

Grants for State Assessments program 

through presentations at national 

conferences, publications in refereed 

journals, or other products disseminated 

to the assessment community. 

Grantees will be expected to include 

in their interim and final performance 

reports information about the 

accomplishments of their projects. 

VII. Other Information 

Accessible Format: Individuals with 

disabilities can obtain this document 

and a copy of the application package in 

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

print, audiotape, or compact disc) on 

request to the program contact person 

listed under FOR FURTHER INFORMATION

CONTACT. 

Electronic Access to This Document: 

The official version of this document is 

the document published in the Federal 

Register. You may access the official 

edition of the Federal Register and the 

Code of Federal Regulations via the 

Federal Digital System at: www.gpo.gov/ 

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: January 22, 2019. 

Frank Brogan, 

Assistant Secretary for Elementary and 

Secondary Education. 

[FR Doc. 2019–00217 Filed 1–25–19; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF ENERGY 

Amended Record of Decision for the 

Direct-Feed Low-Activity Waste 

Approach at the Hanford Site, 

Washington 

AGENCY: Department of Energy. 

ACTION: Amended record of decision. 


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