[Federal Register Volume 84, Number 18 (Monday, January 28, 2019)]
[Notices]
[Pages 420-424]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2019-00217]


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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.

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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: <a href="/cdn-cgi/l/email-protection#286c474649444c06784d495b444d51684d4c064f475e"><span class="__cf_email__" data-cfemail="3e7a51505f525a106e5b5f4d525b477e5b5a10595148">[email protected]</span></a>.
    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

[[Page 421]]

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

[[Page 422]]

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\
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    \1\ For purposes of this notice, English learner and limited 
English proficient have the same meaning.
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    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:
    <bullet> A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
    <bullet> 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.
    <bullet> Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
    <bullet> 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

[[Page 423]]

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 r[eacute]sum[eacute]s for project 
director(s) and key personnel); and Part 7 (standard assurances and 
certifications). Applicants are encouraged to limit each 
r[eacute]sum[eacute] 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 <a href="/cdn-cgi/l/email-protection#581c373639343c76083d392b343d21183d3c763f372e"><span class="__cf_email__" data-cfemail="eda982838c8189c3bd888c9e818894ad8889c38a829b">[email protected]</span></a> 
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

[[Page 424]]

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


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