Federal Register / Vol. 85, No. 244 / Friday, December 18, 2020 / Notices 82463 

1Romero-Little, M.E., McCarty, T.L., Warhol, L., 

and Zepeda, O. (2007). Language policies in 

practice: Preliminary findings from a large-scale 

study of Native American language shift. TESOL 

Quarterly 41:3, 607–618. 

2 Valentino, R.A., and Reardon, S.F. (2015). 

Effectiveness of four instructional programs 

designed to serve English language learners: 

Variation by ethnicity and initial English 

proficiency. Educational Evaluation and Policy 

Analysis, doi: 10.3102/0162373715573310. 

3Lindholm-Leary, K.J. (2001). Dual-language 

education (Vol. 28). Multilingual Matters. 

Dated: December 15, 2020. 

Stephanie Valentine, 

PRA Coordinator, Strategic Collections and 

Clearance, Governance and Strategy Division, 

Office of Chief Data Officer, Office of 

Planning, Evaluation and Policy 

Development. 

[FR Doc. 2020–27879 Filed 12–17–20; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Application for New Awards; Native 

American and Alaska Native Children 

in School Program 

AGENCY: Office of English Language 

Acquisition, Department of Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

(Department) is issuing a notice inviting 

applications for fiscal year (FY) 2021 for 

the Native American and Alaska Native 

Children in School (NAM) Program, 

Assistance Listing Number 84.365C. 

This notice relates to the approved 

information collection under OMB 

control number 1894–0006. 

DATES: 

Applications Available: December 18, 

2020. 

Deadline for Notice of Intent to Apply: 

January 4, 2021. 

Deadline for Transmittal of 

Applications: March 3, 2021. 

Deadline for Intergovernmental 

Review: May 3, 2021. 

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 13, 2019 

(84 FR 3768) and available at 

www.govinfo.gov/content/pkg/FR–2019– 

02–13/pdf/2019–02206.pdf. 

FOR FURTHER INFORMATION CONTACT: 

Celeste McLaughlin, U.S. Department of 

Education, 400 Maryland Avenue SW, 

room 4W206, Washington, DC 20202. 

Telephone: (202) 453–6054. Email: 

NAM2021@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 NAM program is to award grants to 

eligible entities to develop and enhance 

capacity to provide effective instruction 

and support to Native American and 

Alaska Native students, including 

Native Hawaiian and Native American 

Pacific Islander students, who are 

identified as English learners (ELs). The 

goal of this program is to support the 

teaching, learning, and studying of 

Native American languages while also 

increasing the English language 

proficiency and academic achievement 

of students served. 

Background: Through previous 

competitions, the NAM program has 

funded a range of grantees that are 

currently implementing 17 projects 

across the country. As we are focused 

on closing longstanding achievement 

and attainment gaps that have 

continued to grow, there is also a need 

to increase the knowledge of what 

practices work to effectively improve 

learning outcomes for Native American 

and Alaska Native ELs. 

Congress, in the Native American 

Languages Act of 1990, recognized the 

fundamental importance of preserving 

Native American languages. This 

legislation provides that it is the policy 

of the United States to: 

Preserve, protect, and promote the 

rights and freedom of Native Americans 

to use, practice, and develop Native 

American languages. 

25 U.S.C. 2903(1) 

In addition, the legislation states that 

it is the policy of the United States to 

encourage and support the use of Native 

American languages as a medium of 

instruction in order to encourage and 

support— 

(A) Native American language 

survival, 

(B) Educational opportunity, 

(C) Increased student success and 

performance, 

(D) Increased student awareness and 

knowledge of their culture and history, 

and 

(E) Increased student and community 

pride. 

25 U.S.C. 2903(3) 

This Federal policy is supported by 

growing recognition of the importance 

of Native language preservation in 

facilitating educational success for 

Native students. In a 2007 study by 

Teachers of English to Students of Other 

Languages (TESOL), the majority of 

Native youth surveyed stated that they 

value their Native language, view it as 

integral to their sense of self, want to 

learn it, and view it as a means of 

facilitating their success in school and 

life.1 Collaborative efforts between 

educators, families, and communities, 

the study suggests, may be especially 

promising ways to ensure that all Native 

students have the critical opportunity to 

learn their Native languages. 

Not only is Native language 

instruction critical for student 

engagement and fostering a rich sense of 

self, but research has shown that 

students who are bilingual have certain 

cognitive and social benefits that their 

monolingual peers may lack.2

Additionally, for students who are 

classified as ELs, well-implemented 

language instruction educational 

programs (as defined in this notice), 

including dual language approaches, 

may result in ELs performing equal to or 

better than their peers in English-only 

language instruction programs. These 

approaches have shown promise in 

increasing language acquisition in 

English and Native languages, and may 

also promote greater achievement in the 

academic content areas, including 

English language arts and mathematics.3

Therefore, to facilitate high-quality 

language instruction and academic 

success for Native American and Alaska 

Native students who are classified as 

ELs, this competition includes an 

absolute priority for projects that will 

support the preservation and 

revitalization of Native American 

languages while also increasing the 

English language proficiency of the 

children served under the project. 

For this competition, the Department 

also seeks projects designed to promote 

seamless integration of in-person and 

remote learning needs through digital 

learning. Accordingly, this notice 

includes an invitational priority related 

to instructional adaptation for remote 

learning and educator professional 

development related to remote 

instruction. 

In addition, the Department is 

interested in projects designed to 

promote literacy. Families play a critical 

role in preparing their children to enter 

kindergarten ready to succeed in school 

and in life. Research suggests that when 

families and schools work together and 

support each other in their respective 

roles, children have a more positive 

attitude toward school and experience 

more school success. Specifically, 

research has found that having parents 

reinforce specific literacy skills is 

effective in improving children’s 


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82464 Federal Register / Vol. 85, No. 244 / Friday, December 18, 2020 / Notices 

4Henderson, A.T. & Mapp, K.L. (2002). A new 

wave of evidence: The impact of school, family, and 

community connections on student achievement. 

Austin: SEDL. 

literacy.4 Accordingly, this notice 

includes two invitational priorities 

related to remote learning and 

promoting literacy. The promoting 

literacy invitational priority is from the 

Department’s Notice of Final 

Supplemental Priorities and Definitions 

for Discretionary Grant Programs, 

published in the Federal Register on 

March 2, 2018 (83 FR 9096). An 

applicant may address these priorities 

by proposing to improve remote 

learning and build greater and more 

effective family engagement in the 

education of the children it proposes to 

serve. 

In order to grow the evidence 

available on effective ways to support 

Native American and Alaska Native ELs, 

we include a selection criterion to 

evaluate the extent to which an 

applicant’s proposed project design is 

supported by a logic model that 

connects key project components to 

outcomes relevant to the program’s 

purpose. Under the Government 

Performance and Results Act (GPRA), 

the Department has established 

measures that constitute the 

Department’s indicators of success for 

this program. Consequently, we advise 

an applicant for a grant under this 

program to carefully consider these 

measures in conceptualizing the 

approach to, and evaluation for, its 

proposed project. Each grantee will be 

required to provide, in its annual 

performance and final reports, data 

about its progress in meeting these 

measures. Such evaluations help ensure 

that projects contribute to expanding the 

knowledge base on effective language 

instruction educational programs, 

including dual language practices, that 

prepare Native American and Alaska 

Native ELs to achieve college, career, 

and life success. 

Priorities: This notice includes an 

absolute priority and two invitational 

priorities. The absolute priority is from 

section 3127 of the Elementary and 

Secondary Education Act of 1965, as 

amended by the Every Student Succeeds 

Act (ESEA) (20 U.S.C. 6848). 

Absolute Priority: For FY 2021 and 

any subsequent year in which we make 

awards from the list of unfunded 

applications from this competition, this 

priority is an absolute priority. Under 34 

CFR 75.105(c)(3) we consider only 

applications that meet this priority. 

This priority is: 

Projects that support the teaching, 

learning, and studying of Native 

American languages while also 

increasing the English language 

proficiency of the children served. 

Invitational Priorities: For FY 2021 

and any subsequent years 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 a competitive or 

absolute preference over other 

applications. 

These priorities are: 

Remote Learning 

Under this invitational priority, an 

applicant must propose a project that is 

designed to address one or both of the 

following priority areas: 

(a) Adopting and supporting models 

that leverage technology (e.g., universal 

design for learning, competency-based 

education, or hybrid/blended learning) 

and provide high-quality digital 

learning content, applications, and 

tools. 

(b) Providing personalized and jobembedded professional learning to build 

the capacity of educators to effectively 

use technology to create remote learning 

experiences that advance student 

engagement and learning (e.g., 

synchronous and asynchronous 

professional learning, professional 

learning networks or communities, and 

coaching). 

For the purpose of this invitational 

priority— 

Remote learning means programming 

where at least part of the learning occurs 

away from the physical school building 

in a manner that addresses a learner’s 

educational needs. Remote learning may 

include online, hybrid/blended 

learning, or non-technology-based 

learning (e.g., lab kits, project supplies, 

paper packets); and 

Competency-based education (CBE) 

(also called proficiency-based or 

mastery-based learning) means learning 

based on knowledge and skills that are 

transparent and measurable. Progression 

is based on demonstrated mastery of 

what students are expected to know 

(knowledge) and be able to do (skills), 

rather than seat time or age. 

Promoting Literacy 

Projects that provide families with 

evidence-based (as defined in this 

notice) strategies for promoting literacy. 

Such strategies may include providing 

families with access to books or other 

physical or digital materials or content 

about how to support their child’s 

reading development, or providing 

family literacy activities as defined in 

section 203(9) of the Workforce 

Innovation and Opportunity Act 

(WIOA). 

Definitions: The following definitions 

are from 34 CFR 77.1, sections 3201 and 

8101 of the ESEA (20 U.S.C. 7011 and 

7801), and section 203(9) of the WIOA 

and apply to the priorities, selection 

criteria, and performance measures in 

this notice. The source of each 

definition is noted in parentheses 

following the text of the definition. 

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) 

Baseline means the starting point 

from which performance is measured 

and targets are set. (34 CFR 77.1) 

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) 

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 State’s 

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. (Section 8101 of the 

ESEA) 


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Evidence-based means the proposed 

project component is supported by one 

or more of strong evidence, moderate 

evidence, promising evidence, or 

evidence that demonstrates a rationale. 

(34 CFR 77.1) 

Family literacy activities means 

activities that are of sufficient intensity 

and quality, to make sustainable 

improvements in the economic 

prospects for a family and that better 

enable parents or family members to 

support their children’s learning needs, 

and that integrate all of the following 

activities: 

(A) Parent or family adult education 

and literacy activities that lead to 

readiness for postsecondary education 

or training, career advancement, and 

economic self-sufficiency. 

(B) Interactive literacy activities 

between parents or family members and 

their children. 

(C) Training for parents or family 

members regarding how to be the 

primary teacher for their children and 

full partners in the education of their 

children. 

(D) An age-appropriate education to 

prepare children for success in school 

and life experiences. (Section 203(9) of 

the WIOA) 

Language instruction educational 

program means an instruction course— 

(A) In which an English learner is 

placed for the purpose of developing 

and attaining English proficiency, while 

meeting challenging State academic 

standards; and 

(B) That may make instructional use 

of both English and a child’s Native 

language to enable the child to develop 

and attain English proficiency, and may 

include the participation of English 

proficient children if such course is 

designed to enable all participating 

children to become proficient in English 

and a second language. (Section 3201 of 

the ESEA) 

Logic model (also referred to as a 

theory of action) means a framework 

that identifies key project components 

of the proposed project (i.e., the active 

‘‘ingredients’’ that are hypothesized to 

be critical to achieving the relevant 

outcomes) and describes the theoretical 

and operational relationships among the 

key project components and relevant 

outcomes. (34 CFR 77.1) 

Note: Applicants may use resources such 

as the Pacific Education Laboratory’s 

Education Logic Model Application (https:// 

ies.ed.gov/ncee/edlabs/regions/pacific/ 

elm.asp or https://eric.ed.gov/?id=ED544752) 

to help design their logic models. 

Native Hawaiian or Native American 

Pacific Islander Native language 

educational organization means a 

nonprofit organization with— 

(A) A majority of its governing board 

and employees consisting of fluent 

speakers of the traditional Native 

American languages used in the 

organization’s educational programs; 

and 

(B) Not less than five years successful 

experience in providing educational 

services in traditional Native American 

languages. (Section 3201 of the ESEA) 

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 those 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) 

Program Authority: 20 U.S.C. 6822. 

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 

Government-wide 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 in 2 CFR part 

3474. 

Note: The regulations in 34 CFR part 79 

apply to all applicants except federally 

recognized Indian Tribes. 

Note: The regulations in 34 CFR part 86 

apply to institutions of higher education 

(IHEs) only. 

II. Award Information 

Type of Award: Discretionary grants. 

Estimated Available Funds: The 

Administration’s budget request for FY 

2021 does not include funds for this 

program. However, we are inviting 

applications to allow enough time to 

complete the grant process before the 

end of the current fiscal year, if 

Congress appropriates funds for this 

program. 

Contingent upon the availability of 

funds and the quality of applications, 

we may make additional awards in FY 

2022 and any subsequent year from the 

list of unfunded applications from this 

competition. 

Estimated Range of Awards: 

$275,000–325,000 per year. 

Estimated Average Size of Awards: 

$300,000. 

Estimated Number of Awards: 8. 

Note: The Department is not bound by any 

estimates in this notice. 

Project Period: Up to 60 months. 

III. Eligibility Information 

1. Eligible Applicants: The following 

entities, when they operate elementary, 

secondary, or postsecondary schools 

primarily for Native American children 

(including Alaska Native children), are 

eligible applicants under this program: 

(a) Indian Tribes. 

(b) Tribally sanctioned educational 

authorities. 

(c) Native Hawaiian or Native 

American Pacific Islander Native 

language educational organizations. 

(d) Elementary schools or secondary 

schools that are operated or funded by 

the Department of the Interior’s Bureau 

of Indian Education, or a consortium of 

these schools. 

(e) Elementary schools or secondary 

schools operated under a contract with 

or grant from the Bureau of Indian 

Education in consortium with another 

such school or a Tribal or community 

organization. 

(f) Elementary schools or secondary 

schools operated by the Bureau of 

Indian Education and an IHE, in 

consortium with an elementary school 

or secondary school operated under a 

contract with or a grant from the Bureau 

of Indian Education or a Tribal or 

community organization. 

Note: Eligible applicants applying as a 

consortium should read and follow the 

regulations in 34 CFR 75.127 through 75.129. 

Under section 3112(c) of the ESEA, EL 

students served under NAM grants must 

not be included in the child count 

submitted by a school district under 

section 3114(a) for purposes of receiving 

funding under the English Language 

Acquisition State Grants program. 

2. a. Cost Sharing or Matching: This 

program does not require cost sharing or 

matching. 

b. Indirect Cost Rate Information: This 

program uses a restricted indirect cost 

rate. For more information regarding 

indirect costs, or to obtain a negotiated 

indirect cost rate, please see 

www2.ed.gov/about/offices/list/ocfo/ 

intro.html. 

3. Subgrantees: A grantee under this 

competition may not award subgrants to 

entities to directly carry out project 

activities described in its application. 

4. Equitable Participation by Public 

and Private School Students and 


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Educational Personnel in an ESEA Title 

III Program: An entity that receives a 

grant under the NAM program must 

provide for the equitable participation 

of private school children and their 

teachers or other educational personnel. 

To ensure that grant program activities 

address the needs of private school 

children, the applicant must engage in 

timely and meaningful consultation 

with appropriate private school officials 

during the design and development of 

the program. This consultation must 

take place before the applicant makes 

any decision that affects the 

opportunities for participation by 

eligible private school children, 

teachers, and other educational 

personnel. Administrative direction and 

control over grant funds must remain 

with the grantee. (See section 8501 of 

the ESEA, Participation by Private 

School Children and Teachers.) 

IV. Application and Submission 

Information 

1. Application Submission 

Instructions: Applicants are required to 

follow the Common Instructions for 

Applicants to Department of Education 

Discretionary Grant Programs, 

published in the Federal Register on 

February 13, 2019 (84 FR 3768) and 

available at www.govinfo.gov/content/ 

pkg/FR-2019-02-13/pdf/2019-02206.pdf, 

which contain requirements and 

information on how to submit an 

application. 

2. Submission of Proprietary 

Information: Given the types of projects 

that may be proposed in applications for 

the NAM 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). 

Consistent with the process followed 

in the FY 2016 and FY 2018 

competitions, we plan to post on our 

website the abstracts of all applications. 

Therefore, 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 

application 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 no 

more than 35 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. 

V. Application Review Information 

1. Selection Criteria: The selection 

criteria for this competition are from 34 

CFR 75.210. The maximum score for all 

of these criteria is 100 points. The 

maximum score for each criterion is 

indicated in parentheses. 

(a) Quality of the project design. (up 

to 40 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. 

(2) The extent to which the design for 

implementing and evaluating the 

proposed project will result in 

information to guide possible 

replications of project activities or 

strategies including information about 

the effectiveness of the approach or 

strategies employed by the project. 

(3) The extent to which the proposed 

project demonstrates a rationale (as 

defined in this notice). 

(b) Quality of project personnel. (up to 

10 points) 

The Secretary considers the quality of 

the personnel who will carry out the 

proposed project. In determining the 

quality of project personnel, the 

Secretary considers the following 

factors: 

(1) The extent to which the applicant 

encourages applications for employment 

from persons who are members of 

groups that have traditionally been 

underrepresented based on race, color, 

national origin, gender, age, or 

disability. 

(2) The qualifications, including 

relevant training and experience, of key 

project personnel. 

(c) Quality of the management plan. 

(up to 30 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 the 

following factors: 

(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. 

(2) The extent to which the time 

commitments of the project director and 

the principal investigator and other key 

project personnel are appropriate and 

adequate to meet the objectives of the 

proposed project. 

(d) Quality of the project evaluation. 

(up to 20 points) 

The Secretary considers the quality of 

the evaluation to be conducted of the 

proposed project. In determining the 

quality of the evaluation, the Secretary 

considers the following factors: 

(1) The extent to which the methods 

of evaluation are thorough, feasible, and 

appropriate to the goals, objectives, and 

outcomes of the proposed project. 

(2) 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. 


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In addition, in making a competitive 

grant award, the Secretary also 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). 

The Department will screen 

applications that are submitted for NAM 

grants in accordance with the 

requirements in this notice and 

determine which applications meet the 

eligibility and other requirements. Peer 

reviewers will review all eligible 

applications for NAM grants that are 

submitted by the established deadline 

on the four selection criteria. 

Applicants should note, however, that 

we may screen for eligibility at multiple 

points during the competition process, 

including before and after peer review; 

applicants that are determined to be 

ineligible will not receive a grant award 

regardless of peer reviewer scores or 

comments. If we determine that a NAM 

grant application does not meet a NAM 

eligibility requirement, the application 

will not be considered for funding. 

3. Risk Assessment and Special 

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 special 

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 $250,000), under 2 

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

judgment about your integrity, business 

ethics, and record of performance under 

Federal awards—that is, the risk posed 

by you as an applicant—before we make 

an award. In doing so, we must consider 

any information about you that is in the 

integrity and performance system 

(currently referred to as the Federal 

Awardee Performance and Integrity 

Information System (FAPIIS)), 

accessible through the System for 

Award Management. You may review 

and comment on any information about 

yourself that a Federal agency 

previously entered and that is currently 

in FAPIIS. 

Please note that, if the total value of 

your currently active grants, cooperative 

agreements, and procurement contracts 

from the Federal Government exceeds 

$10,000,000, the reporting requirements 

in 2 CFR part 200, Appendix XII, 

require you to report certain integrity 

information to FAPIIS semiannually. 

Please review the requirements in 2 CFR 

part 200, Appendix XII, if this grant 

plus all the other Federal funds you 

receive exceed $10,000,000. 

VI. Award Administration Information 

1. Award Notices: If your application 

is successful, we notify your U.S. 

Representative and U.S. Senators and 

send you a Grant Award Notification 

(GAN). 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 www2.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 

GPRA, Federal departments and 

agencies must clearly describe the goals 

and objectives of programs, identify 

resources and actions needed to 

accomplish goals and objectives, 

develop a means of measuring progress 

made, and regularly report on 

achievement. One important source of 

program information on successes and 

lessons learned is the project evaluation 

conducted under individual grants. 

(a) Measures. The Department has 

developed the following GPRA 

performance measures for evaluating the 

overall effectiveness of the NAM 

program and for Department reporting 

under 34 CFR 75.110: 

• Measure 1: The number and 

percentage of ELs served by the project 

who score proficient or above on the 

State reading assessment. 

• Measure 2: The number and 

percentage of ELs served by the project 

who have attained proficiency in 

English as measured by the Stateapproved English language proficiency 

assessment. 

• Measure 3: The number and 

percentage of students participating in 

the Native language program who are 

making progress in learning a Native 

language, as determined by each 

grantee, including through measures 

such as performance tasks, portfolios, 

and pre- and post-tests. 

(b) Baseline data. Applicants must 

provide baseline data for each of the 

GPRA performance measures listed in 

paragraph (a) and include why each 

proposed baseline is valid; or, if the 

applicant has determined that there are 

no established baseline data for a 

particular performance measure, explain 

why there is no established baseline and 


khammond on DSKJM1Z7X2PROD with NOTICES
82468 Federal Register / Vol. 85, No. 244 / Friday, December 18, 2020 / Notices 

explain how and when, during the 

project period, the applicant will 

establish a valid baseline for the 

performance measure. 34 CFR 75.110 

(c) Performance measure targets. In 

addition, the applicant must propose in 

its application annual targets for the 

measures listed in paragraph (a). 

Applications must also include the 

following information as directed under 

34 CFR 75.110(b) and (c): 

(1) Why each proposed performance 

target (as defined in this notice) is 

ambitious (as defined in this notice) yet 

achievable compared to the baseline for 

the performance measure. 

(2) The data collection and reporting 

methods the applicant would use and 

why those methods are likely to yield 

reliable, valid, and meaningful 

performance data. 

(3) The applicant’s capacity to collect 

and report reliable, valid, and 

meaningful performance data, as 

evidenced by high-quality data 

collection, analysis, and reporting in 

other projects or research. 

Note: If the applicant does not have 

experience with collection and reporting of 

performance data through other projects or 

research, the applicant should provide other 

evidence of capacity to successfully carry out 

data collection and reporting for its proposed 

project. 

(d) Performance reports. All grantees 

must submit an annual performance 

report and final performance report with 

information that is responsive to these 

performance measures. The Department 

will consider these data in making 

annual continuation awards. 

(1) The performance reports for all 

NAM 2021 grantees must include the 

following project performance data (34 

CFR 75.253, 75.590, 75.591, and 

75.720): 

• The number of students who are 

eligible to participate in the program. 

• The number of participants in the 

program. 

• The number of participants who 

met the performance target. 

(2) The performance reports for the 

NAM 2021 grantees that addressed the 

promoting literacy priority must also 

include the number of family literacy 

activities including the number of or 

access to books or other physical or 

digital materials or content that they 

provided. 

(e) Department evaluations. 

Consistent with 34 CFR 75.591, grantees 

funded under this program must comply 

with the requirements of any evaluation 

of the program conducted by the 

Department or an evaluator selected by 

the Department. 

6. Continuation Awards: In making a 

continuation award under 34 CFR 

75.253, the Secretary considers, among 

other things: whether a grantee has 

made substantial progress in achieving 

the goals and objectives of the project; 

whether the grantee has expended funds 

in a manner that is consistent with its 

approved application and budget; and, 

if the Secretary has established 

performance measurement 

requirements, the performance targets in 

the grantee’s approved application. 

In making a continuation award, the 

Secretary also considers whether the 

grantee is operating in compliance with 

the assurances in its approved 

application, including those applicable 

to Federal civil rights laws that prohibit 

discrimination in programs or activities 

receiving Federal financial assistance 

from the Department (34 CFR 100.4, 

104.5, 106.4, 108.8, and 110.23). 

VII. Other Information 

Accessible Format: On request to the 

program contact person listed under FOR

FURTHER INFORMATION CONTACT, 

individuals with disabilities can obtain 

this document and a copy of the 

application package in an accessible 

format. The Department will provide the 

requestor with an accessible format that 

may include Rich Text Format (RTF) or 

text format (txt), a thumb drive, an MP3 

file, braille, large print, audiotape, or 

compact disc, or other accessible format. 

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. 

Lorena McElwain, 

Assistant Deputy Secretary and Director, 

Office of English Language Acquisition. 

[FR Doc. 2020–27882 Filed 12–17–20; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF ENERGY 

Federal Energy Regulatory 

Commission 

[Docket No. NJ21–5–000] 

City of Banning, California; Notice of 

Petition for Declaratory Order 

Take notice that on December 9, 2020, 

pursuant to Rules 205 and 207 of the 

Commission’s Rules of Practice and 

Procedure, 18 CFR 385.205, 385.207, 

and consistent with the provisions of 

the Transmission Owner (TO) Tariff, the 

City of Banning, California (Banning), 

submitted a petition for a declaratory 

order by the Commission (1) accepting 

Banning’s annual revisions to its 

Transmission Revenue Balancing 

Account Adjustment (TRBAA); (2) 

approving Banning’s annual update to 

the costs of its Existing Transmission 

Contract (ETC) with Southern California 

Edison Company (SCE) for purposes of 

recovery of such costs through the ETC 

Pass-Through Clause contained in 

Banning’s TO Tariff; (3) accepting 

revisions to Appendix I to Banning’s TO 

Tariff to reflect Banning’s revised 

TRBAA, ETC costs, and updated Base 

and High Voltage Transmission Revenue 

Requirements (TRRs); (4) to the extent 

necessary, waiving the sixty-day notice 

requirement provided for in the 

Commission’s regulations at 18 CFR 

35.3(a); (5) waiving the filing fee 

associated with this Petition that is 

provided for by Rule 207 of the 

Commission’s Rules of Practice and 

Procedure, 18 CFR 385.207; and (6) 

granting any other relief or waivers 

necessary or appropriate for approval 

and implementation of the revisions to 

Banning’s Base TRR (including the 

updated ETC cost components), 

TRBAA, High Voltage TRR, and 

modifications to Banning’s TO Tariff 

effective as of January 1, 2021, as more 

fully explained in the petition. 

Any person desiring to intervene or to 

protest this filing must file in 

accordance with Rules 211 and 214 of 

the Commission’s Rules of Practice and 

Procedure (18 CFR 385.211, 385.214). 

Protests will be considered by the 

Commission in determining the 

appropriate action to be taken, but will 

not serve to make protestants parties to 

the proceeding. Any person wishing to 

become a party must file a notice of 

intervention or motion to intervene, as 

appropriate. Such notices, motions, or 

protests must be filed on or before the 

comment date. Anyone filing a motion 

to intervene or protest must serve a copy 

of that document on the Petitioner. 

The Commission strongly encourages 

electronic filings of comments, protests 


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