i 

U.S. DEPARTMENT OF EDUCATION

Office of Postsecondary Education 

Washington, DC 20202

https://www2.ed.gov/programs/iduesannh/index.html.

Fiscal Year 2024 

APPLICATION FOR GRANTS 

UNDER THE

Title III, Part A 

Alaska Native and Native Hawaiian-Serving Institutions Program

ALN # 84.031N (Alaska Native) and 84.031W (Native Hawaiian)

Form Approved

OMB No. 1840-0810, Exp. Date: 04/30/2024

CLOSING DATE: 04/29/2024 
2 

Table of Contents Page

Dear Applicant Letter......................................................................... 3 

Competition Highlights.............................................................................................. 4 

Grants.gov Submission Procedures and Tips for Applicants............................. 12 

Application Transmittal Instructions..................................................... 16 

Notice Inviting Applications for New Awards.................................................... 17 

Program Statute.................................................................................. 51 

Intergovernmental Review..................................................................... 52 

General Education Provisions Act (GEPA)..................................................... 53 

Performance Indicators.............................................................................. 54 

Instructions for Completing the Application Package.................................... 56 

Instructions for Addressing the Project Narrative ......................................... 58 

Instructions for Addressing the Priorities................................................... 73 

Instructions for Standard Forms ............................................................. 75 

Supplemental Information and Instructions................................................. 76 

ANNH Program Profile Form.............................................................. . 77 

Application Checklist ......................................................................... 80 

Paperwork Burden Statement.................................................................. 81 
3 

UNITED STATES DEPARTMENT OF EDUCATION

OFFICE OF POSTSECONDARY EDUCATION

Dear Applicant:

Thank you for your interest in applying for a new grant under the fiscal year (FY) 2024 Title III, Part 

A, Alaska Native and Native Hawaiian-Serving Institutions (ANNH) Program grant competition, 

Assistance Listing Numbers (ALN) 84.031N and 84.031W. In FY 2024, the U.S. Department of 

Education (Department) will award both Individual Development Grants and Cooperative 

Arrangement Development Grants. 

The purpose of ANNH is to provide grants to eligible institutions of higher education (IHE) to enable 

them to improve and expand their capacity to serve Alaska Native and Native Hawaiian students. 

Institutions may use these grants to plan, develop, or implement activities that strengthen the 

institution. An IHE that is interested in applying for funding must be deemed an eligible institution 

through the Department’s Designation of Eligibility process and must also meet the program 

eligibility requirements for the ANNH program. Applicants must self-certify their undergraduate 

enrollment of either Alaska Native students (20 percent) or Native Hawaiian students (10 percent) at 

the time of application. 

The Department is especially interested in programs that support the social, emotional, and academic 

needs of students, student success, native language preservation and revitalization, and efforts that 

support the Native Hawaiian institutions impacted by the national wildfire emergency. Therefore, 

this year’s competition has two Competitive Preference Priorities (CPPs) and two Invitational 

Priorities (IPs). We encourage applicants to address more than one priority. In addressing both 

CPPs, applicants may receive up to 12 additional points depending on how well the applicant 

responds to the priorities. No additional points are assigned to the IPs. 

The Notice published in the Federal Register is the official competition document. You should not 

rely upon any other information that is inconsistent with the guidance contained in the official 

document. 

If you have questions or require additional information, please contact Robyn Wood at 

robyn.wood@ed.gov or by telephone at 202-987-1577. 

We appreciate your interest in the ANNH, Part A Program and look forward to receiving your 

application.

Sincerely,

 /s/

Nasser H. Paydar

Assistant Secretary 

for Postsecondary Education.
4 

Competition Highlights 

Application Components

This application package contains detailed instructions for every required component of your 

application. It also includes an Application Checklist for your convenience. Note: If all required 

documents are not submitted with your application, it may be deemed ineligible. 

Deadline

The deadline to submit applications to the FY 2024 ANNH, Part A Competition is 

April 29, 2024 at 11:59:59 p.m., Eastern Time. 

Eligible Applicants

Institutions of Higher Education (IHEs) must:

a. Be designated as an eligible institution in FY 2024; and

b. Meet program eligibility requirements for the Alaska Native and Native Hawaiian 

Serving Institutions Program (ANNH) at the time of application. 

You must self-certify (see Program Profile) at the time of application that your institution either 

has an enrollment of undergraduate students that is at least twenty percent (20 percent) Alaska 

Native (84.031N) or ten percent (10 percent) Native Hawaiian (84.031W). 

Applicants who do not meet these eligibility requirements will not have their application 

reviewed.

The Department utilizes the Eligibility Matrix (EM) process. With the EM, the Department uses 

applicants’ Integrated Postsecondary Education Data System (IPEDS) data to determine 

eligibility. The Federal Register Notice announcing the opening of the eligibility and waiver 

request period was published on January 22, 2024. Waiver decisions will be emailed to 

applicants. 

Your institution's application for a FY 2024 ANNH, Part A grant MUST be in the same name 

that appears in the FY 2024 Eligibility Matrix, or your application may be deemed ineligible and 

not be reviewed. 

 

An eligible ANNH institution may submit only one grant application for an Individual 

Development Grant and/or only one grant application as the lead of a Cooperative Arrangement 

Development Grant. 

Who May Apply 

Eligible institutions, who meet eligibility requirements and program eligibility, may apply for 

grant awards under this competition. 
5

However, an eligible ANNH institution may not concurrently hold multiple Title III, Part A 

awards with other Title III, Part A programs.

Other Title III, Part A programs include:

Program Assistance Listing Number

Strengthening Institution Program (SIP) 84.031A and 84.031F

Asian American Native American Pacific Islander-Serving 

Institutions Program

(AANAPISI)

84.031L

Native American-Serving Non-Tribal Institutions Program

(NASNTI)

84.031X

Tribally Controlled Colleges and Universities Program

(TCCU)

84.031T

In addition, if an institution currently holds a Title III, Part A ANNH Individual Development 

Grant Award or is the lead for a Cooperative Development Arrangement Grant Award, please 

see the table, below, to determine whether you may receive grant awards from this competition:

An eligible ANNH institution may submit only ONE grant application for an Individual 

Development Grant and only ONE grant application as the lead of a Cooperative Arrangement 

Development Grant.

*If your current individual development grant ends on September 30, 2024, you may also apply 

for an individual development grant.

**If your current cooperative arrangement development grant ends on September 30, 2024, you 

may apply as a lead institution.

Type of Grant Currently Held Type of Grant You May Apply For Under 

This Competition

*Individual Development Grants (Part A) – ONLY May submit an application as the lead and 

potentially receive funding for a Cooperative 

Arrangement Development Grant Award.

**Cooperative Arrangement Development Grants 

(Lead) (Part A) - ONLY

May submit an application for and potentially 

receive funding for an Individual Development 

Grant Award.

Individual Development Grant and Cooperative 

Development Grant (Lead) – CONCURRENTLY

May not receive funding from this competition 

UNLESS one or both grants end on 

September 30, 2024.
6

Please note that an institution may partner with a lead institution on a Cooperative Arrangement 

Development Grant. Only the lead institution must meet the eligibility requirements. The lead 

institution is responsible for applying for the grant award.
7 

Competitive Preference Priorities (Optional) 

There are two Competitive Preference Priorities (CPPs) for the FY 2024 competition. Responses 

are optional. CPP 1 is worth up to 4 points and CPP 2 is worth up to 8 points. The CPPs are:

Competitive Preference Priority 1: 

Meeting Student Social, Emotional, and Academic Needs (up to 4 points). 

Projects that are designed to improve students' social, emotional, academic, and career 

development, with a focus on underserved students (as defined in the notice), by creating a 

positive, inclusive, and identity-safe climate at IHEs through one or more of the following 

activities:

(a) Fostering a sense of belonging and inclusion for underserved students. 

(b) Implementing evidence-based practices for advancing student success for underserved 

students.

Competitive Preference Priority 2

Increasing Postsecondary Education Access, Affordability, Completion, and Post-Enrollment 

Success (up to 8 points). 

Projects that are designed to increase postsecondary access, affordability, completion, and 

success for underserved students by addressing one or more of the following priority areas: 

(a) Increasing the number and proportion of underserved students who enroll in and complete 

postsecondary education programs, which may include strategies related to college 

preparation, awareness, application, selection, advising, counseling, and enrollment.

(b) Supporting the development and implementation of student success programs that 

integrate multiple comprehensive and evidence-based services or initiatives, such as 

academic advising, structured/guided pathways, career services, credit-bearing academic 

undergraduate courses focused on career, and programs to meet basic needs, such as 

housing, childcare, transportation, student financial aid, and access to technological 

devices.

Note: Under 34 CFR 607.10(c)(13), grantees may not use funds awarded under this 

program to pay directly for childcare and transportation expenses. Grantees also may not

use funds awarded under this program for student financial aid. 

(c) Supporting the development and implementation of high-quality and accessible learning 

opportunities, including learning opportunities that are accelerated or hybrid online; 

credit-bearing; work-based; and flexible for working students. 
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(d) Providing secondary school students with access to career exploration and advising 

opportunities to help students make informed decisions about their postsecondary 

enrollment decisions and to place them on a career path. 

Invitational Priorities (Optional)

There are two Invitational Priorities (IPs). A response to the IP is optional. There are zero points 

assigned to the IP. The Invitational Priorities are: 

Invitational Priority 1: 

Projects that support activities to strengthen and institutionalize Native language 

preservation and revitalization.

Invitational Priority 2: 

Projects that address the challenges related to the national wildfire emergency. (Native 

Hawaiian-serving institutions)

Allowable Activities and Program Regulations

Authorized grant activities for the ANNH program are listed in Title III, Part A, Section 317 of 

the Higher Education Act, as amended (HEA): 

https://uscode.house.gov/view.xhtml?req=(title:20%20section:1059d%20edition:prelim)

Applicants should review the program regulations for guidance on which activities and costs are 

allowable (34 CFR §607.10(b)(14)). Applicants should also review the program regulations for 

unallowable activities (34 CFR §607.10(c)): 

Allowable Activities:

https://www.ecfr.gov/current/title-34/subtitle-B/chapter-VI/part-607/subpart-A/section607.10#p-607.10(b)(14)

Unallowable Activities:

https://www.ecfr.gov/current/title-34/subtitle-B/chapter-VI/part-607/subpart-A/section607.10#p-607.10(c)

For further guidance, applicants should also review the Uniform Guidance (2 CFR §200 – 

Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal 

Awards): 

https://www.ecfr.gov/current/title-2/subtitle-A/chapter-II/part-200#subject-groupECFRea20080eff2ea53
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Page Limits and Points

Individual Development Grants

Application

Section

Recommended

Page Limit

Where to attach in

Grants.gov

Maximum

Points

Selection Criteria (Individual) 55 Project Narrative 

Attachment Form

100

CPP 1 5 Other Attachment Form 4

CPP 2 5 Other Attachment Form 8

IP 1 5 Other Attachment Form 0

IP 2 5 Other Attachment Form 0

Total Recommended Page Limit 75 Maximum possible 

points:

112

Cooperative Arrangement Development Grants

Application

Section

Recommended

Page Limit

Where to attach in

Grants.gov

Maximum

Points

Selection Criteria (Coop) 75 Project Narrative 

Attachment Form

100

CPP 1 5 Other Attachment Form 4

CPP 2 5 Other Attachment Form 8

IP 1 5 Other Attachment Form 0

IP 2 5 Other Attachment Form 0

Total Recommended Page Limit 95 Maximum possible 

points:

112

Program Profile and Abstract

All applicants are strongly encouraged to submit an ANNH Program Profile Form, which 

contains the tie-breaker information. This form is also where the applicant will self-certify as an 

Alaska Native or Native-Hawaiian-serving institution. If you do not submit this form and there 

is a tie-breaker situation, your institution may not be considered in the tie-breaker.

Applicants are asked to carefully read question #4 on the Program Profile Form regarding the 

self-certification as an Alaska Native or Native Hawaiian-serving institution. 

All applicants must provide an abstract limited to one single-spaced page. The abstract should 

be uploaded as a PDF file only. Complete instructions for submitting the abstract are included 

in the Instructions for Completing the Application Package.

Electronic Submission of Application

Applications must be submitted electronically using Grants.gov, accessible through its portal 

page at: http://www.grants.gov. Applicants are required to follow the Common Instructions for 
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Applicants to Department of Education Discretionary Grant Programs published in the Federal 

Register on December 7, 2022 and available at www.federalregister.gov/d/2022-26554. 

The Grants.gov site does not allow applicants to “un-submit” applications. Therefore, if you 

discover that changes or additions are needed once your application has been accepted and 

validated by the Department, you must “re-submit” the application. Please know that, if the 

Department receives duplicate applications, we will accept and process the application with the 

latest “date/time received” validation. 

The application must be received on or before the deadline date and time. Late applications will 

not be accepted. We suggest that you submit your application several days before the deadline. 

The Department must adhere to the established deadline to ensure fairness to all applicants. No 

changes or additions to an application will be accepted after the deadline date. 

General Education Provisions Act (GEPA) 

All applicants are required to complete the GEPA 427 Standard Form in Grants.gov.

See pg. 53 for more details.

Format of Applications

We recommend that you limit the application narrative to no more than 55 pages for an 

Individual Development Grant, and to no more than 75 pages for a Cooperative Arrangement 

Development Grant. We also recommend that you 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, and no smaller than 10 pitch 

(characters per inch); and use one of the following fonts: Times New Roman, Courier, Courier 

New, or Arial. We also recommend that you limit your responses to CPP 1 to no more than five 

pages, CPP 2 to no more than five pages, Invitational Priority 1 to no more than five pages, and 

Invitational Priority 2 to no more than five pages. The Notice contains additional information 

governing formatting instructions.

All attachments must be in PDF format only. Other types of files will not be accepted. 

Notice to Successful Applicants 

The Department’s Office of Legislation and Congressional Affairs will inform Congress 

regarding applications approved for new program grants. Successful applicants will receive 

award notices by mail or e-mail shortly after Congress is notified. No funding information will 

be released before Congress is notified.

Notice to Unsuccessful Applicants 

Unsuccessful applicants will be notified in writing following the notice to successful applicants.
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Technical Assistance

A pre-application technical assistance webinar will be provided by the competition manager. 
12

Grants.gov Submission Procedures and 

Tips for Applicants

Revised 12/2023 

IMPORTANT – PLEASE READ FIRST

U.S. Department of Education

Grants.gov Submission Procedures and Tips for Applicants

To facilitate your use of Grants.gov, this document includes important submission procedures you need to be aware 

of to ensure your application is received in a timely manner and accepted by the Department of Education. 

Browser Support

The latest versions of Microsoft Internet Explorer (IE), Mozilla Firefox, Google Chrome, and Apple Safari are 

supported for use with Grants.gov. However, these web browsers undergo frequent changes and updates, so we 

recommend you have the latest version when using Grants.gov. Legacy versions of these web browsers may be 

functional, but you may experience issues. Grants.gov no longer provides support for Microsoft Internet Explorer 9 

or below.

For additional information or updates, please see the Grants.gov Browser information in the Applicant FAQs: 

http://www.grants.gov/web/grants/applicants/applicant-faqs.html#browser

ATTENTION – Workspace, Adobe Forms and PDF Files 

Grants.gov applicants can apply online using Workspace. Workspace is a shared, online environment where 

members of a grant team may simultaneously access and edit different web forms within an application. For each 

funding opportunity announcement (FOA), you can create individual instances of a workspace.

Below is an overview of applying on Grants.gov. For access to complete instructions on how to apply for 

opportunities, refer to: https://www.grants.gov/web/grants/applicants/workspace-overview.html

1) Create a Workspace: Creating a workspace allows you to complete it online and route it through your 

organization for review before submitting.

2) Complete a Workspace: Add participants to the workspace to work on the application together, complete 

all the required forms online or by downloading PDF versions, and check for errors before submission. The 

Workspace progress bar will display the state of your application process as you apply. As you apply using 

Workspace, you may click the blue question mark icon near the upper-right corner of each page to access 

context-sensitive help.

a. Adobe Reader: If you decide not to apply by filling out web forms you can download individual 

PDF forms in Workspace. The individual PDF forms can be downloaded and saved to your local 

device storage, network drive(s), or external drives, then accessed through Adobe Reader.

NOTE: Visit the Adobe Software Compatibility page on Grants.gov to download the appropriate 

version of the software at: https://www.grants.gov/web/grants/applicants/adobe-softwarecompatibility.html 
13

b. Mandatory Fields in Forms: In the forms, you will note fields marked with an asterisk and a 

different background color. These fields are mandatory fields that must be completed to 

successfully submit your application.

c. Complete SF-424 Fields First: The forms are designed to fill in common required fields across 

other forms, such as the applicant name, address, and Unique Entity Identifier (UEI) Number. 

Once it is completed, the information will transfer to the other forms.

3) Submit a Workspace: An application may be submitted through workspace by clicking the Sign and Submit 

button on the Manage Workspace page, under the Forms tab. Grants.gov recommends submitting your 

application package at least 24-48 hours prior to the close date to provide you with time to correct any 

potential technical issues that may disrupt the application submission.

4) Track a Workspace Submission: After successfully submitting a workspace application, a Grants.gov 

Tracking Number (GRANTXXXXXXXX) is automatically assigned to the application. The number will be 

listed on the Confirmation page that is generated after submission. Using the tracking number, access the 

Track My Application page under the Applicants tab or the Details tab in the submitted workspace.

For additional training resources, including video tutorials, refer to 

https://www.grants.gov/web/grants/applicants/applicant-training.html.

Helpful Reminders

1) REGISTER EARLY – Grants.gov registration involves many steps including registration on SAM 

(www.sam.gov), which usually takes approximately 7 to 10 business days, but can take longer depending on the 

completeness and accuracy of the data entered into the SAM database by an applicant. You may begin working 

on your application while completing the registration process, but you cannot submit an application until all of 

the Registration steps are complete. Please note that once your SAM registration is active, it will take 24-48 

hours for the information to be available in Grants.gov, and before you can submit an application through 

Grants.gov. For detailed information on the Registration Steps, please go to: 

http://www.grants.gov/web/grants/register.html. Please note that your organization will need to update its SAM 

registration annually.

To register in SAM.gov, click on the “Get Started” link under the “Register Your Entity...” heading in 

SAM.gov. Grantees, and other entities wanting to do business with the U.S. Department of Education (e.g., 

entities applying for a grant), that are not already registered in SAM.gov must complete the “Register Entity” 

registration option and NOT the “Get a Unique Entity ID” option. The “Get a Unique Entity ID” option, which 

is not a full registration, is only available to entities for reporting purposes. Failing to complete the “Register 

Entity” option may result in loss of funding, loss of applicant eligibility, and/or delays in receiving a grant

award. Information about SAM is available at www.SAM.gov. To further assist you with registering in SAM 

or updating your existing SAM registration, see the Quick Start Guide for Grant Registrations and the Entity 

Registration Video at https://sam.gov/content/entity-registration. 

2) SUBMIT EARLY – We strongly recommend that you do not wait until the last day to submit your 

application. Grants.gov will put a date/time stamp on your application and then process it after it is 

fully uploaded. The time it takes to upload an application will vary depending on a number of factors 

including the size of the application and the speed of your Internet connection, and the time it takes 

Grants.gov to process the application will vary as well. If Grants.gov rejects your application (see step 

three below), you will need to resubmit successfully to Grants.gov before 11:59:59 p.m. Eastern Time on 

the deadline date. 

You must provide the UEI on your application that was used when you registered as an Authorized 

Organization Representative (AOR) on Grants.gov. This UEI is assigned to your organization in SAM at 

the time your organization registers in SAM. If you do not enter the UEI assigned by SAM on your 

application, Grants.gov will reject your application.
14

3) VERIFY SUBMISSION IS OK – You will want to verify that Grants.gov received your application 

submission on time and that it was validated successfully. To see the date/time your application was 

received, login to Grants.gov and click on the Track My Application link. For a successful submission, the 

date/time received should be earlier than 11:59:59 p.m. Eastern Time, on the deadline date, AND the 

application status should be: Validated, Received by Agency, or Agency Tracking Number Assigned. 

Once the Department of Education receives your application from Grants.gov, an Agency Tracking 

Number (PR/award number) will be assigned to your application and will be available for viewing on 

Grants.gov’s Track My Application link.

If the date/time received is later than 11:59:59 p.m. Eastern Time, on the deadline date, your application is 

late. If your application has a status of “Received” it is still awaiting validation by Grants.gov. Once 

validation is complete, the status will either change to “Validated” or “Rejected with Errors.” If the status 

is “Rejected with Errors,” your application has not been received successfully. Some of the reasons 

Grants.gov may reject an application can be found on the Grants.gov site: 

http://www.grants.gov/web/grants/applicants/encountering-error-messages.html. For more detailed 

information on troubleshooting Adobe errors, you can review the Adobe Reader Software Tip Sheet at: 

http://www.grants.gov/web/grants/applicants/adobe-software-compatibility.html. If you discover your 

application is late or has been rejected, please see the instructions below. Note: You will receive a series of 

confirmations both online and via e-mail about the status of your application. Please do not rely solely on

e-mail to confirm whether your application has been received timely and validated successfully. 

Submission Problems – What should you do?

If you have problems submitting to Grants.gov before the closing date, please contact Grants.gov Customer Support 

at 1-800-518-4726 or email at: mailto:support@grants.gov or access the Grants.gov Self-Service Knowledge Base 

web portal at: https://grants-portal.psc.gov/Welcome.aspx?pt=Grants

We discourage paper applications, but if electronic submission is not possible ( e.g., you do not have access to the 

internet), (1) you must provide a prior written notification that you intend to submit a paper application and (2) your 

paper application must be postmarked by the application deadline date. If you submit your prior written notification 

by email, it must be received by the Department no later than 14 calendar days before the application deadline date. 

If you mail your notification to the Department, it must be postmarked no later than 14 calendar days before the 

application deadline date (See the 2022 Common Instructions for detailed instructions regarding this procedure). 

Helpful Hints When Working with Grants.gov

Please go to http://www.grants.gov/web/grants/support.html for help with Grants.gov. For additional tips related to 

submitting grant applications, please refer to the Grants.gov Applicant FAQs found at this Grants.gov link: 

http://www.grants.gov/web/grants/applicants/applicant-faqs.html as well as additional information on Workspace at 

https://www.grants.gov/web/grants/applicants/applicant-faqs.html#workspace. 

Slow Internet Connections

When using a slow internet connection, such as a dial-up connection, to upload and submit your application, it can 

take significantly longer than when you are connected to the Internet with a high-speed connection, e.g., cable 

modem/DSL/T1. While times will vary depending upon the size of your application, it can take a few minutes to a 

few hours to complete your grant submission using a dial up connection. Failure to fully upload an application by 

the deadline date and time will result in your application being marked late in the G5 system. If you do not have 

access to a high-speed internet connection, you may want to consider following the instructions in the Federal 

Register notice to obtain an exception to the electronic submission requirement no later than 14 calendar 

days before the application deadline date. (See the Federal Register notice for detailed instructions and the 2022 

Common Instructions.) 

Attaching Files – Additional Tips

Please note the following tips related to attaching files to your application:

• When you submit your application electronically, you must upload any narrative sections and all other 

attachments to your application as files in either Portable Document Format (PDF) or Microsoft Word. 
15

Although applicants have the option of uploading any narrative sections and all other attachments to 

their application in either PDF or Microsoft Word, we recommend applicants submit all documents as 

read-only flattened PDFs, meaning any fillable PDF files must be saved and submitted as non-fillable 

PDF files and not as interactive or fillable PDF files, to better ensure applications are processed in a 

more timely, accurate, and efficient manner. 

• Grants.gov cannot process an application that includes two or more files that have the same name 

within a grant submission. Therefore, each file uploaded to your application package should have a 

unique file name.

• When attaching files, applicants should follow the guidelines established by Grants.gov on the size and 

content of file names. Uploaded file names must be fewer than 50 characters, and, in general, 

applicants should not use any special characters. However, Grants.gov does allow for the following 

UTF-8 characters when naming your attachments: A-Z, a-z, 0-9, underscore, hyphen, space, period, 

parenthesis, curly braces, square brackets, ampersand, tilde, exclamation point, comma, semi colon, 

apostrophe, at sign, number sign, dollar sign, percent sign, plus sign, and equal sign. Applications 

submitted that do not comply with the Grants.gov guidelines will be rejected at Grants.gov and not 

forwarded to the Department. 

• Applicants should limit the size of their file attachments. Documents submitted that contain graphics 

and/or scanned material often greatly increase the size of the file attachments and can result in 

difficulties opening the files. For reference, the average discretionary grant application package with 

all attachments is less than 5 MB. Therefore, you may want to check the total size of your package 

before submission.
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Application Transmittal Instructions

This program requires the electronic submission of applications; specific requirements and 

waiver instructions can be found in the Federal Register NIA. 

Applications Submitted Electronically

You must submit your grant application through the Internet using the software provided on the 

Grants.gov Web site (http://www.grants.gov) by 11:59:59 p.m. (Eastern Time) on or before the 

closing date of April 29, 2024.

If you submit your application through the Internet via the Grants.gov Web site, you will receive 

an automatic acknowledgement when we receive your application. 

For more information on using Grants.gov, please refer to NIA that was published in the Federal 

Register or visit http://www.grants.gov. 

Other Submission Instructions

For detailed instructions on applications sent by mail or delivery, please review the Common 

Instructions for Applicants to Department of Education Discretionary Grant Programs Notice, 

published in the Federal Register on December 7, 2022 (87 FR 75045), and available at:

www.federalregister.gov/d/2022-26554. 

Late Applications

If your application is late, we will notify you that we will not consider the application.
17

Notice Inviting Applications

4000-01-U 

DEPARTMENT OF EDUCATION 

Applications for New Awards; Alaska Native and Native HawaiianServing Institutions Program, Part A 

AGENCY: Office of Postsecondary Education, Department of 

Education. 

ACTION: Notice. 

SUMMARY: The Department of Education (Department) is issuing a 

notice inviting applications for new awards for fiscal year (FY) 

2024 for the Alaska Native and Native Hawaiian-Serving 

Institutions (ANNH) Program, Part A, Assistance Listing Numbers 

84.031N (Alaska Native) and 84.031W (Native Hawaiian). This 

notice relates to the approved information collection under OMB 

control number 1840-0810. 

DATES: 

Applications Available: February 27, 2024. 

Deadline for Transmittal of Applications: April 29, 2024. 

Deadline for Intergovernmental Review: June 26, 2024. 

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 
18

December 7, 2022 (87 FR 75045) and available at 

www.federalregister.gov/d/2022-26554. Please note that these 

Common Instructions supersede the version published on December 

27, 2021. 

FOR FURTHER INFORMATION CONTACT: Robyn Wood, U.S. Department of 

Education, 400 Maryland Avenue, SW, 5th Floor, Washington, DC 

20202-4260. Telephone: (202) 987-1577. Email: 

Robyn.Wood@ed.gov. 

If you are deaf, hard of hearing, or have a speech 

disability and wish to access telecommunications relay services, 

please dial 7-1-1. 

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: The ANNH Program provides grants to 

eligible institutions of higher education (IHEs) to enable them 

to improve and expand their capacity to serve Alaska Native and 

Native Hawaiian students. Institutions may use these grants to 

plan, develop, or implement activities that strengthen the 

institution. 

Background: 

The Alaska Native and Native Hawaiian populations 

experience disparities in college access and completion. A 2018 

report found that degree attainment for Alaska Native adults at 
19

the associate’s degree level and higher was 11 percent, compared 

to over 43 percent for White adults in Alaska.1 In three-year 

American Community Survey data (2011–2013), the bachelor’s 

degree attainment rate for Native Hawaiians was 20.5 percent, 

and the national bachelor’s degree attainment rate was 29.1 

percent.2 The degree attainment gap between Native Hawaiians and 

White adults was 21 percentage points, according to a 2018 

report.3 In addition, according to U.S. Census Bureau data, 53% 

of Native Hawaiians had not enrolled in any postsecondary 

education, as compared to 54.9% of the total U.S. population who 

had attended college.4 To increase access to, and success in, 

postsecondary education by Alaska Native and Native Hawaiian 

students, the Department, through the FY 2024 ANNH competitive 

preference priorities, encourages projects that are designed to 

reduce these disparities by addressing students’ social, 

emotional, and academic needs, as well as projects designed to 

1 Pilar, W. D. (2018, November 15). Degree attainment for Native American adults. 

Degree Attainment for Native American Adults. https://edtrust.org/resource/degreeattainment-for-native-americanadults/#:~:text=Degree%20attainment%20for%20Native%20Hawaiians%20is%20significantly%20

higher,points%20higher%20than%20degree%20attainment%20for%20Native%20Alaskans. 2 Teranishi, R. T., Le, A., Gutierrez, R. A. E., Venturanza, R., Hafoka, ‘Inoke, Gogue, 

D. T.-L., & Uluave, L. (2019). APIA scholars -- Asian Pacific Islander American 

scholars : APIA scholars. Native Hawaiians and Pacific Islanders in Higher Education: 

A Call to Action. https://apiascholars.org/wp-content/uploads/2019/12/NHPI_Report.pdf 3 Pilar, W. D. (2018, November 15). Degree attainment for Native American adults. 

Degree Attainment for Native American Adults. https://edtrust.org/resource/degreeattainment-for-native-americanadults/#:~:text=Degree%20attainment%20for%20Native%20Hawaiians%20is%20significantly%20

higher,points%20higher%20than%20degree%20attainment%20for%20Native%20Alaskans. 4 Teranishi, R. T., Le, A., Gutierrez, R. A. E., Venturanza, R., Hafoka, ‘Inoke, Gogue, 

D. T.-L., & Uluave, L. (2019). APIA scholars -- Asian Pacific Islander American 

scholars : APIA scholars. Native Hawaiians and Pacific Islanders in Higher Education: 

A Call to Action. https://apiascholars.org/wp-content/uploads/2019/12/NHPI_Report.pdf
20

increase access and success in postsecondary education. 

Through the first invitational priority in this 

competition, the Department seeks to encourage Alaska Native and 

Native Hawaiian-serving institutions to support Native language 

revitalization and preservation. There are more than 200 Tribal 

communities without living speakers of their native language.5 

Prior to the Native American Languages Act of 1990, Native 

languages were excluded from classrooms, and the Federal Indian 

boarding school system “discouraged and prevented” the use of 

Alaska Native and Native Hawaiian languages.6 Furthermore, the 

COVID-19 pandemic had a devastating impact on Native language 

communities, especially among the elderly population, who are 

often fluent Native language speakers.7

Through the second invitational priority, the Department 

encourages projects to support Native Hawaiian-serving 

institutions impacted by the wildfires that occurred in August 

2023 on the island of Maui. According to the National Fire 

Protection Association, the 2023 Maui wildfire ranked among the 

5 Committee on Indian Affairs. (2018, August 22). Examining Efforts to Maintain and 

Revitalize Native Language for Future Generations. 

https://www.govinfo.gov/content/pkg/CHRG-115shrg32539/html/CHRG-115shrg32539.htm

6 Newland, B. (2022, May). Federal Indian Boarding School Initiative Investigative 

Report. https://www.bia.gov/sites/default/files/dup/inlinefiles/bsi_investigative_report_may_2022_508.pdf

7 Suave, M. (2021, May 26). Examining the COVID-19 response in Native Communities. 

Testimony from Michelle Sauve on Examining the COVID-19 Response in Native 

Communities: Native Languages One Year Later before Senate Committee on Indian 

Affairs. https://www.hhs.gov/about/agencies/asl/testimony/2021/05/26/examining-thecovid-19-response-in-native-communities.html
21

top 10 deadliest wildfires on record since 1871.8 The disaster 

has had a devastating impact on the State’s economy.9

Priorities: This notice contains two competitive preference 

priorities and two invitational priorities. The competitive 

preference priorities are from the Secretary’s Supplemental 

Priorities and Definitions for Discretionary Grants Programs, 

published in the Federal Register on December 10, 2021 (86 FR 

70612) (Supplemental Priorities). 

Competitive Preference Priorities: For FY 2024 and any 

subsequent year in which we make awards from the list of 

unfunded applicants from this competition, these priorities are 

competitive preference priorities. Under 34 CFR 75.105(c)(2)(i), 

we award up to an additional 4 to 8 points to an application for 

each priority, depending on how well the application meets the 

priorities. Applicants may respond to one or both priorities, 

for a total of up to 12 additional points. 

These priorities are: 

Competitive Preference Priority 1: Meeting Student Social, 

Emotional, and Academic Needs (up to 4 points). 

Projects that are designed to improve students' social, 

emotional, academic, and career development, with a focus on 

8 Carli, L. (2023, August 12). Maui wildfire one of deadliest in U.S. history. 

Nfpa.org. https://www.nfpa.org/news-blogs-and-articles/blogs/2023/09/19/maui-wildfireone-of-deadliest-in-us-history?l=41

9 UHERO Forecast for the State of Hawaiʻi: Wildfires deliver heavy blow to Maui 

economy - UHERO (hawaii.edu)
22

underserved students, by creating a positive, inclusive, and 

identity-safe climate at IHEs through one or both of the 

following activities:

(a) Fostering a sense of belonging and inclusion for 

underserved students. (up to 2 points)

(b) Implementing evidence-based practices for advancing 

student success for underserved students. (up to 2 points)

Competitive Preference Priority 2: Increasing 

Postsecondary Education Access, Affordability, Completion, and 

Post-Enrollment Success (up to 8 points).

Projects that are designed to increase postsecondary 

education access, affordability, completion, and success for 

underserved students by addressing one or more of the following 

priority areas:

(a) Increasing the number and proportion of underserved 

students who enroll in and complete postsecondary education 

programs, which may include strategies related to college 

preparation, awareness, application, selection, advising, 

counseling, and enrollment. (up to 2 points)

(b) Supporting the development and implementation of 

student success programs that integrate multiple comprehensive 

and evidence-based services or initiatives, such as academic 

advising, structured/guided pathways, career services, creditbearing academic undergraduate courses focused on career, and 
23

programs to meet basic needs, such as housing, childcare and 

transportation, student financial aid, and access to 

technological devices. (up to 2 points)

Note: Under 34 CFR 607.10(c)(13), grantees may not use funds 

awarded under this program to pay directly for childcare and 

transportation expenses. Grantees also may not use funds 

awarded under this program for student financial aid.

(c) Supporting the development and implementation of highquality and accessible learning opportunities, including 

learning opportunities that are accelerated or hybrid online; 

credit-bearing; work-based; and flexible for working students. 

(up to 2 points) 

(d) Providing secondary school students with access to 

career exploration and advising opportunities to help students 

make informed decisions about their postsecondary enrollment 

decisions and to place them on a career path. (up to 2 points)

Invitational Priorities: For FY 2024 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 these invitational priorities a competitive or absolute 

preference over other applicants. 

These priorities are:

Invitational Priority 1.
24

Projects that support activities to strengthen and 

institutionalize Native language preservation and 

revitalization.

Invitational Priority 2.

In the case of Native Hawaiian-serving institutions, 

projects that address the challenges related to the national 

wildfire emergency.

Note: Applicants must include in the one-page abstract 

submitted with the application a statement indicating whether 

they are addressing Competitive Preference Priority 1, 

Competitive Preference Priority 2, Invitational Priority 1, 

Invitational Priority 2, any combination of these priorities, or 

all of these priorities. If the applicant has addressed the 

priorities, this information also must be listed on the ANNH 

Program Profile form in the application booklet.

Definitions: The definitions below apply to this competition 

and are from 20 U.S.C. 1059d, 20 U.S.C. 7517, 20 U.S.C 7546, 43 

U.S.C. 1602, 34 CFR 77.1, and the Final Priorities and 

Definitions - Secretary’s Supplemental Priorities and 

Definitions for Discretionary Grants Programs (86 FR 70612).

Alaska Native has the same meaning as the term "Native" has 

in section 1602(b) of title 43 and includes the descendants of 

individuals so defined. (20 U.S.C. 7546)

Alaska Native-serving institution means an institution of 
25

higher education that-

(1) Is an eligible institution under section 1058(b) of 

title 20; and

(2) At the time of application, has an enrollment of 

undergraduate students that is at least 20 percent Alaska Native 

students. (20 U.S.C. 1059d)

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)

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.

Fiscal year means the Federal fiscal year--a period 

beginning on October 1 and ending on the following September 30. 

(34 CFR 77.1)

Grantee means the legal entity to which a grant is awarded 

and that is accountable to the Federal Government for the use of 

the funds provided. The grantee is the entire legal entity even 

if only a particular component of the entity is designated in 

the grant award notice (GAN). For example, a GAN may name as 

the grantee one school or campus of a university. In this case, 

the granting agency usually intends, or actually intends, that 

the named component assume primary or sole responsibility for 
26

administering the grant-assisted project or program. 

Nevertheless, the naming of a component of a legal entity as the 

grantee in a grant award document shall not be construed as 

relieving the whole legal entity from accountability to the 

Federal Government for the use of the funds provided. (This 

definition is not intended to affect the eligibility provision 

of grant programs in which eligibility is limited to 

organizations that may be only components of a legal entity.) 

The term “grantee” does not include any secondary recipients, 

such as subgrantees and contractors, that may receive funds from 

a grantee pursuant to a subgrant or contract. (34 CFR 77.1) 

Logic model (also referred to as theory of action) means a 

framework that identifies key project components of the proposed 

project (i.e., the active “ingredients” that are hypothesized to 

be critical to achieving the relevant outcomes) and describes 

the theoretical and operational relationships among the key 

project components and relevant outcomes. (34 CFR 77.1) 

Note: In developing logic models, applicants may want to use 

resources such as the Regional Educational Laboratory Program’s 

(REL Pacific) Education Logic Model Application User Guide, 

available at 

https://ies.ed.gov/ncee/rel/regions/pacific/pdf/ELMUserGuideJune

2014.pdf. Other sources include: Logic Models: At tool for 

effective program planning, collaboration and monitoring
27

(https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014025.p

df), and Logic models: A tool for designing and monitoring 

program evaluations 

(https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014007.

pdf), and Logic models for program design, implementation, and 

evaluation: Workshop toolkit 

(https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_201505

7.pdf) 

Military- or veteran-connected student means one or more of 

the following: 

(1) A child participating in an early learning program, a 

student enrolled in preschool through grade 12, or a student 

enrolled in career and technical education or postsecondary 

education who has a parent or guardian who is a member of the 

uniformed services (as defined by 37 U.S.C. 101), in the Army, 

Navy, Air Force, Marine Corps, Coast Guard, Space Force, 

National Guard, Reserves, National Oceanic and Atmospheric 

Administration, or Public Health Service or is a veteran of the 

uniformed services with an honorable discharge (as defined by 38 

U.S.C. 3311). 

(2) A student who is a member of the uniformed services, a 

veteran of the uniformed services, or the spouse of a service 

member or veteran. 

(3) A child participating in an early learning program, a 
28

student enrolled in preschool through grade 12, or a student 

enrolled in career and technical education or postsecondary 

education who has a parent or guardian who is a veteran of the 

uniformed services (as defined by 37 U.S.C. 101). (86 FR 70612)

Native means a citizen of the United States who is a person 

of one-fourth degree or more Alaska Indian (including Tsimshian 

Indians not enrolled in the Metlaktla Indian Community) Eskimo, 

or Aleut blood, or combination thereof. The term includes any 

Native as so defined either or both of whose adoptive parents 

are not Natives. It also includes, in the absence of proof of a 

minimum blood quantum, any citizen of the United States who is 

regarded as an Alaska Native by the Native village or Native 

group of which he claims to be a member and whose father or 

mother is (or, if deceased, was) regarded as Native by any 

village or group. Any decision of the Secretary regarding 

eligibility for enrollment shall be final. (43 U.S.C. 1602b)

Native Hawaiian means any individual who is-

(1) A citizen of the United States; and

(2) A descendant of the aboriginal people who, prior to 

1778, occupied and exercised sovereignty in the area that now 

comprises the State of Hawaii, as evidenced by-

(i) Genealogical records;

(ii) Kupuna (elders) or Kamaaina (long-term community 

residents) verification; or
29

(iii) Certified birth records. (20 U.S.C. 7517)

Native Hawaiian-serving institution means an institution of 

higher education which-

(1) Is an eligible institution under section 1058(b) of 

title 20; and

(2) At the time of application, has an enrollment of 

undergraduate students that is at least 10 percent Native 

Hawaiian students. (20 U.S.C. 1059d)

Project component means an activity, strategy, 

intervention, process, product, practice, or policy included in 

a project. Evidence may pertain to an individual project 

component or to a combination of project components (e.g., 

training teachers on instructional practices for English 

learners and follow-on coaching for these teachers). (34 CFR 

77) 

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)

Underserved student means a student in one or more of the 

following subgroups: 

(1) A student who is living in poverty or is served by 

schools with high concentrations of students living in poverty. 

(2) A child or student with a disability. 

(3) A lesbian, gay, bisexual, transgender, queer or 
30

questioning, or intersex (LGBTQI+) student. 

(4) A pregnant, parenting, or caregiving student, 

(5) A student impacted by the justice system, including a 

formerly incarcerated student. 

(6) A student who is the first in their family to attend 

postsecondary education. 

(7) A student who is working full-time while enrolled in 

postsecondary education. 

(8) A student enrolling in or seeking to enroll in 

postsecondary education for the first time at the age of 20 or 

older.

(9) A student who is enrolled in or is seeking to enroll in 

postsecondary education who is eligible for a Pell Grant. 

(10) A military- or veteran- connected student.

(86 FR 70612) 

Program Authority: 20 U.S.C. 1059d.

Note: In 2008, the HEA was amended by the Higher Education 

Opportunity Act of 2008 (HEOA), Pub. L. 110-315. Please note 

that the regulations for ANNH in 34 CFR part 607 have not been 

updated to reflect these statutory changes. The statute 

supersedes all other regulations.

Note: Projects will be awarded and must be operated in a manner 

consistent with the nondiscrimination requirements contained in 

the Federal civil rights laws.
31

Applicable Regulations: (a) The Education Department General 

Administrative Regulations in 34 CFR parts 75, 77, 79, 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 regulations for this program in 34 CFR part 

607. (e) The Supplemental Priorities. 

II. Award Information

Type of Award: Discretionary grants. Five-year Individual 

Development Grants and Cooperative Arrangement Development 

Grants will be awarded in FY 2024. 

Note: A cooperative arrangement is an arrangement to carry out 

allowable grant activities between an institution eligible to 

receive a grant under this part and one or more other eligible 

or ineligible IHEs, under which the resources of the cooperating 

institutions are combined and shared to better achieve the 

purposes of this part and avoid costly duplication of effort. 

Estimated Available Funds: The Administration has requested 

$25,044,000 for ANNH in FY 2024, of which we intend to use an 

estimated $17,299,105 for new awards. The actual level of 
32

funding, if any, depends on final congressional action. 

However, we are inviting applications to allow enough time to 

complete the grant process if Congress appropriates funds for 

this program.

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.

Individual Development Grants: 

Estimated Range of Awards: $850,000 - $900,000 per year.

Estimated Average Size of Awards: $875,000 per year. 

Maximum Award: We will not make an award exceeding $900,000 for 

a single budget period of 12 months.

Estimated Number of Awards: 6.

Cooperative Arrangement Development Grants: 

Estimated Range of Awards: $950,000 - $1,000,000 per year.

Estimated Average Size of Awards: $975,000 per year.

Maximum Award: We will not make an award exceeding $1,000,000 

for a single budget period of 12 months.

Estimated Number of Awards: 12.

Note: The Department is not bound by any estimates in this 

notice.

Project Period: Up to 60 months.

III. Eligibility Information
33

1.a. Eligible Applicants: This program is authorized by 

title III, part A, of the HEA. At the time of submission of 

their applications, applicants must certify that an Alaska 

Native-serving institution has an enrollment of undergraduate 

students that are at least 20 percent Alaska Native students or 

that a Native Hawaiian-serving institution has an enrollment of 

undergraduate students that is at least 10 percent Native 

Hawaiian students. An assurance form, which is included in the 

application materials for this competition, must be signed by an 

official for the applicant and submitted with this application. 

To qualify as an eligible institution under the ANNH 

Program, an institution also must--

(i) Be accredited or preaccredited by a nationally 

recognized accrediting agency or association that the Secretary 

has determined to be a reliable authority as to the quality of 

education or training offered;

(ii) Be legally authorized by the State in which it is 

located to be a junior or community college or to provide an 

educational program for which it awards a bachelor’s degree; 

(iii) Demonstrate that it (1) has an enrollment of needy 

students as described in 34 CFR 607.3; and (2) has low average 

education and general expenditures per full-time equivalent 

(FTE) undergraduate student as described in 34 CFR 607.4. 
34

b. Relationship between the Title III, Part A Programs 

and the Developing Hispanic-Serving Institutions (HSI) Program: 

A grantee under the HSI Program, which is authorized under title 

V of the HEA, may not receive a grant under any HEA, title III, 

part A program. 20 U.S.C. 1101d. The title III, part A 

programs are the Strengthening Institutions Program, the ANNH 

program, the Tribally Controlled Colleges and Universities 

Program, the Asian American and Native American Pacific 

Islander-Serving Institutions Program, the Predominantly Black 

Institutions Program, and the Native American-Serving Nontribal 

Institutions Program. Furthermore, a current title III, Part A 

or title V program grantee may not give up its grant to receive 

a grant under ANNH, as described in 34 CFR 607.2(g)(1).

An eligible IHE that is not a current grantee under the 

above-cited programs may apply for a FY 2024 grant under all 

title III, part A programs for which it is eligible, as well as 

receive consideration for a grant under the HSI program. 

However, a successful applicant may receive only one grant, as 

described in 34 CFR 607.2(g)(1).

c. Individual Development and Cooperative Arrangement 

Grants: An eligible IHE that submits applications for an 

Individual Development Grant and a Cooperative Arrangement 

Development Grant in this competition may be awarded both in the 

same fiscal year. However, we will not award a second 
35

Cooperative Arrangement Development Grant to an otherwise 

eligible IHE as the lead institution for an award year for which 

the IHE already has a Cooperative Arrangement Development Grant 

as the lead institution under the ANNH Program. A grantee with 

an Individual Development Grant or a Cooperative Arrangement 

Development Grant may be a partner in one or more Cooperative 

Arrangement Development Grants. The lead institution in a 

Cooperative Arrangement Development Grant must be an eligible 

institution. Partners are not required to be eligible 

institutions. 

2. a. Cost Sharing or Matching: This program does not 

require cost sharing or matching. 

 b. Supplement-Not-Supplant: This program involves 

supplement-not-supplant funding requirements. Grant funds must 

be used so that they supplement and, to the extent practical, 

increase the funds that would otherwise be available for the 

activities to be carried out under the grant and in no case 

supplant those funds (34 CFR 607.30(b)). 

c. Administrative Cost Limitation: This program does not 

include any program-specific limitation on administrative 

expenses. All administrative expenses must be reasonable and 

necessary and conform to Cost Principles described in 2 CFR part 

200 subpart E of the Uniform Guidance. 

 3. Subgrantees: A grantee under this competition may not 
36

award subgrants to entities to directly carry out project 

activities described in its application.

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 December 7, 2022 (87 FR 75045), and 

available at www.federalregister.gov/d/2022-26554, which contain 

requirements and information on how to submit an application. 

Please note that these Common Instructions supersede the version 

published on December 27, 2021.

2. Intergovernmental Review: This program is subject to 

Executive Order 12372 and the regulations in 34 CFR part 79. 

Information about Intergovernmental Review of Federal Programs 

under Executive Order 12372 is in the application package for 

this program. 

3. Funding Restrictions: We specify unallowable costs in 

34 CFR 607.10(c). We reference additional regulations outlining 

funding restrictions in the Applicable Regulations section of 

this notice. 

4. 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 55 pages 
37

for Individual Development Grants and to no more than 75 pages 

for Cooperative Arrangement Development Grants and (2) use the 

following standards below. If you are addressing one or more 

priorities, we recommend that you limit your response to no more 

than an additional 20 pages total, 5 additional pages for 

Competitive Preference Priority 1, 5 additional pages for 

Competitive Preference Priority 2, 5 additional pages for 

Invitational Priority 1, and 5 additional pages for Invitational 

Priority 2. Please include a separate heading when responding 

to one or more competitive or invitational priorities. 

• 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 and 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 does not apply to the cover 

sheet; the budget section, including the narrative budget 
38

justification; the assurances and certifications; or the onepage abstract and the bibliography. However, the recommended 

page limit does apply to all of the application narrative. 

Note: The Budget Information Non-Construction Programs form (ED 

524) sections A-C are not the same as the narrative response to 

the Budget section of the selection criteria.

V. Application Review Information

1. Selection Criteria: The following selection criteria 

for this competition are from 34 CFR 607.22(a) through (g) and 

34 CFR 75.210. Applicants should address each of the following 

selection criteria separately for each proposed activity. The 

selection criteria are worth a total of 100 points. The maximum 

score for each criterion is noted in parentheses. An applicant 

that also chooses to address the competitive preference 

priorities can earn up to 112 total points.

(a) Quality of the applicant’s comprehensive development 

plan. (up to 20 points)

The extent to which--

(1) The strengths, weaknesses, and significant problems of 

the institution’s academic programs, institutional management, 

and fiscal stability are clearly and comprehensively analyzed 

and result from a process that involved major constituencies of 

the institution. 

(5 points)
39

(2) The goals for the institution’s academic programs, 

institutional management, and fiscal stability are realistic and 

based on comprehensive analysis. 

(5 points) 

(3) The objectives stated in the plan are measurable, 

related to institutional goals, and, if achieved, will 

contribute to the growth and self-sufficiency of the 

institution. (5 points)

(4) The plan clearly and comprehensively describes the 

methods and resources the institution will use to 

institutionalize practice and improvements developed under the 

proposed project, including, in particular, how operational 

costs for personnel, maintenance, and upgrades of equipment will 

be paid with institutional resources. (5 points)

(b) Quality of activity objectives. (up to 15 points)

The extent to which the objectives for each activity are--

(1) Realistic and defined in terms of measurable results. 

(8 points)

(2) Directly related to the problems to be solved and to 

the goals of the comprehensive development plan. (7 points)

(c) Quality of the project design. (up to 12 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 extent to 
40

which the proposed project demonstrates a rationale.

(d) Quality of implementation strategy. (up to 16 points)

The extent to which--

(1) The implementation strategy for each activity is 

comprehensive. (6 points)

(2) The rationale for the implementation strategy for each 

activity is clearly described and is supported by the results of 

relevant studies or projects. (6 points)

(3) The timetable for each activity is realistic and 

likely to be attained. (4 points)

(e) Quality of key personnel. (up to 8 points)

The extent to which--

(1) The past experience and training of key professional 

personnel are directly related to the stated activity 

objectives. (4 points) 

(2) The time commitment of key personnel is realistic. (4 

points)

(f) Quality of project management plan. (up to 10 points)

The extent to which--

(1) Procedures for managing the project are likely to 

ensure efficient and effective project implementation. (5 

points)

(2) The project coordinator and activity directors have 

sufficient authority to conduct the project effectively, 
41

including access to the president or chief executive officer. (5 

points)

(g) Quality of evaluation plan. (up to 12 points)

The extent to which--

(1) The data elements and the data collection procedures 

are clearly described and appropriate to measure the attainment 

of activity objectives and to measure the success of the project 

in achieving the goals of the comprehensive development plan. (6 

points)

(2) The data analysis procedures are clearly described and 

are likely to produce formative and summative results on 

attaining activity objectives and measuring the success of the 

project on achieving the goals of the comprehensive development 

plan. (6 points)

(h) Budget. (up to 7 points)

The extent to which the proposed costs are necessary and 

reasonable in relation to the project’s objectives and scope.

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 
42

applicant failed to submit a timely performance report or 

submitted a report of unacceptable quality.

In addition, in making a competitive grant award, the 

Secretary requires various assurances, including those 

applicable to Federal civil rights laws that prohibit 

discrimination in programs or activities receiving Federal 

financial assistance from the Department (34 CFR 100.4, 104.5, 

106.4, 108.8, and 110.23).

A panel of three non-Federal reviewers will review and 

score each application in accordance with the selection criteria 

and the competitive preference priorities. A rank order funding 

slate will be made from this review. Awards will be made in 

rank order according to the average score received from the peer 

review. 

In tie-breaking situations for development grants, under 34 

CFR 607.23(b), we must award additional points in the following 

three areas. We award one additional point to an application 

from an IHE that has an endowment fund of which the current 

market value, per full-time equivalent enrolled student, is less 

than the average current market value of the endowment funds, 

per FTE enrolled student, at comparable type institutions that 

offer similar instruction. We award one additional point to an 

application from an IHE that has expenditures for library 

materials per FTE enrolled student that are less than the 
43

average expenditure for library materials per FTE enrolled 

student at similar type institutions. We also add one 

additional point to an application from an IHE that proposes to 

carry out one or more of the following activities--

 (1) Faculty development;

 (2) Funds and administrative management;

(3) Development and improvement of academic programs;

(4) Acquisition of equipment for use in strengthening 

management and academic programs;

 (5) Joint use of facilities; and

 (6) Student services. 

For the purpose of these funding considerations, we use 

2021-2022 data. 

If a tie remains after applying the tie-breaker mechanism 

above, priority will be given to applicants that have the lowest 

endowment values per FTE enrolled student.

3. Risk Assessment and Specific Conditions: Consistent 

with 2 CFR 200.206, before awarding grants under this program 

the Department conducts a review of the risks posed by 

applicants. Under 2 CFR 200.208, the Secretary may impose 

specific conditions and, under 2 CFR 3474.10, 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 
44

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 200.206(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 
45

exceed $10,000,000. 

5. In General: In accordance with the Office of 

Management and Budget’s guidance located at 2 CFR part 200, all 

applicable Federal laws, and relevant Executive guidance, the 

Department will review and consider applications for funding 

pursuant to this notice inviting applications in accordance 

with:

(a) Selecting recipients most likely to be successful in 

delivering results based on the program objectives through an 

objective process of evaluating Federal award applications (2 

CFR 200.205);

(b) Prohibiting the purchase of certain telecommunication 

and video surveillance services or equipment in alignment with 

section 889 of the National Defense Authorization Act of 2019 

(Pub. L. No. 115—232) (2 CFR 200.216);

(c) Providing a preference, to the extent permitted by 

law, to maximize use of goods, products, and materials produced 

in the United States (2 CFR 200.322); and

(d) Terminating agreements in whole or in part to the 

greatest extent authorized by law if an award no longer 

effectuates the program goals or agency priorities (2 CFR 

200.340).

VI. Award Administration Information

1. Award Notices: If your application is successful, we 
46

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 preexisting 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. 
47

Additionally, a grantee or subgrantee that is awarded 

competitive grant funds must have a plan to disseminate these 

public grant deliverables. This dissemination plan can be 

developed and submitted after your application has been reviewed 

and selected for funding. For additional information on the 

open licensing requirements please refer to 2 CFR 3474.20. 

4. Reporting: (a) If you apply for a grant under this 

competition, you must ensure that you have in place the 

necessary processes and systems to comply with the reporting 

requirements in 2 CFR part 170 should you receive funding under 

the competition. This does not apply if you have an exception 

under 2 CFR 170.110(b). 

(b) At the end of your project period, you must submit a 

final performance report, including financial information, as 

directed by the Secretary. If you receive a multiyear award, 

you must submit an annual performance report that provides the 

most current performance and financial expenditure information 

as directed by the Secretary under 34 CFR 75.118. The Secretary 

may also require more frequent performance reports under 34 CFR 

75.720(c). For specific requirements on reporting, please go to 

www.ed.gov/fund/grant/apply/appforms/appforms.html. 

5. Performance Measures: The Secretary has established 

the following key performance measures for the purpose of 

Department reporting under 34 CFR 75.110. 
48

(a) The percentage change, over the 5-year period, of the 

number of full-time degree-seeking undergraduates enrolled at 

Alaska Native and Native Hawaiian-Serving Institutions (Note: 

This is a long-term measure, which will be used to periodically 

gauge performance);

(b) The percentage of first-time, full-time degree-seeking 

undergraduate students at 4-year Alaska Native and Native 

Hawaiian-Serving Institutions who were in their first year of 

postsecondary enrollment in the previous year and are enrolled 

in the current year at the same Alaska Native and Native 

Hawaiian-Serving Institution;

(c) The percentage of first-time, full-time degree-seeking 

undergraduate students at 2-year Alaska Native and Native 

Hawaiian-Serving Institutions who were in their first year of 

postsecondary enrollment in the previous year and are enrolled 

in the current year at the same Alaska Native and Native 

Hawaiian-Serving Institution; 

(d) The percentage of first-time, full-time degree-seeking 

undergraduate students enrolled at 4-year Alaska Native and 

Native Hawaiian-Serving Institutions who graduate within 6 years 

of enrollment; and 

(e) The percentage of first-time, full-time degree-seeking 

undergraduate students enrolled at 2-year Alaska Native and 

Native Hawaiian-Serving Institutions who graduate within 3 years 
49

of enrollment.

 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, whether the 

grantee has made substantial progress in achieving 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 
50

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 

feature at this site, you can limit your search to documents 

published by the Department. 

Dated: 2-22-2024

 /s/ 

____________________________ 

Nasser H. Paydar, 

Assistant Secretary for Postsecondary 

Education.
51

Program Statute 

Legislation: 

• Higher Education Act of 1965, as amended; Alaska Native and Native Hawaiian-serving 

institutions; Title III, Part A, §1059d; CFDA 84.031N(Alaska Native) and 84.031W 

(Native Hawaiian) 

• Higher Education Opportunity Act of 2008 §304

Regulations: 

• 34 CFR Part 607.1-607.31 

Government-wide Guidance: 

• Uniform Administrative Requirements, Cost Principles, and Audit 

Requirements for Federal Awards (2 CFR 200).
52

Intergovernmental Review of Federal Programs

EXECUTIVE ORDER 12372

This program falls under the rubric of Executive Order 12372 (Intergovernmental Review of 

Federal Programs) and the regulations in 34 CFR Part 79. One of the objectives of the Executive 

order is to strengthen federalism—or the distribution of responsibility between localities, States, 

and the Federal government—by fostering intergovernmental partnerships. This idea includes 

supporting processes that State or local governments have devised for coordinating and 

reviewing proposed Federal financial grant applications. 

The process for doing this requires grant applicants to contact State Single Points of Contact for 

information on how this works. Multi-state applicants should follow procedures specific to each 

state. Further information about the State Single Point of Contact process and a list of names by 

State can be found at: 

https://www.whitehouse.gov/wp-content/uploads/2023/06/SPOC-list-as-of-2023.pdf

Absent specific State review programs, applicants may submit comments directly to the 

Department. All recommendations and comments must be mailed or hand-delivered by the date 

indicated in the actual application notice to the following address: The Secretary, EO 12372—

ALN# 84.031N/W, U.S. Department of Education, room 7E200, 400 Maryland Avenue, SW., 

Washington, DC 20202. 

Proof of mailing will be determined on the same basis as applications (see 34 CFR 75.102). 

Recommendations or comments may be hand-delivered until 11:59:59 p.m. (Eastern Time) on 

the closing date indicated in this notice.

Important note: The above address is not the same address as the one to which the applicant 

submits its completed applications. Do not send applications to the above address. 
53

General Education Provisions Act (GEPA) 

Effective April 3, 2023, applicants are required to complete the new GEPA 427 form in 

Grants.gov. Previously, applicants created a general statement in response to the GEPA 

requirement. 

The updated form requires responses to four questions. These four questions will assist 

applicants in identifying specific barriers to equitable access by describing in detail how the 

applicant will address those barriers consistent with GEPA 427.

Applicants may identify any barriers that may impede equitable access and participation in the 

proposed project activity, including, but not limited to, barriers based on economic disadvantage, 

gender, race, ethnicity, color, national origin, disability, age, language, migrant status, rural 

status, homeless status or housing insecurity, pregnancy, parenting, or caregiving status, and 

sexual orientation. 

Applicants are encouraged to take the computer-based training, Ensuring Equitable 

Opportunities Under the GEPA 427 on the ED.gov website at Grants Training and Management 

Resources, Online Grants Training Courses (ed.gov) and to visit the Department of Education 

Equity Action Plan. 

Instructions for completing the GEPA 427 Form can be found on the ED.gov website at Grant 

Application and Other Forms (ed.gov).
54

Performance Indicators

The Department of Education has prepared a strategic plan for 2022-2026. This plan reflects the 

Department’s priorities and integrates them with its mission and program authorities and describes how 

the Department will work to improve education for all children and adults in the U.S. The 2022-2026 plan 

includes the following five goals: 

Goal 1: Promote equity in student access to educational resources, opportunities, and inclusive 

environments. 

Goal 2: Support a diverse and talented educator workforce and professional growth to strengthen 

student learning.

Goal 3: Meet students’ social, emotional, and academic needs.

Goal 4: Increase postsecondary value by focusing on equity-conscious strategies to address 

access to high-quality institutions, affordability, completion, post-enrollment success, and 

support for inclusive institutions. 

Goal 5: Enhance the Department’s internal capacity to optimize the delivery of its mission.

What are the performance indicators for the Alaska Native and Native Hawaiian-Serving 

Institution (ANNH) Program?

The performance indicators for the ANNH program are part of the Department’s plan for 

meeting Goal 4. The specific goal for the ANNH program is “to increase the number of 

individuals trained at the highest academic level” in the areas of national need. 

The performance indicators for the ANNH program are as follows:

1. The number of full-time degree-seeking undergraduates enrolled at ANNH institutions. 

Note that this is a long-term measure, which will be used periodically to gauge performance, 

beginning in FY 2009. 

2. The percentage of first-time, full-time degree-seeking undergraduate students at 4-year 

ANNH institutions who were in their first year of postsecondary enrollment in the previous 

year and are enrolled in the current year at the same ANNH institution.

3. The percentage of first-time, full-time degree-seeking undergraduate students at 2-year 

ANNH institutions who were in their first year of postsecondary enrollment in the previous 

year and are enrolled in the current year at the same ANNH institution.

4. The percentage of first-time, full-time degree-seeking undergraduate students enrolled at 4-
55

year ANNH institutions graduating within six years of enrollment.

5. The percentage of first-time, full-time degree-seeking undergraduate students enrolled at 2-

year ANNH institutions who graduate within three years of enrollment. 

6. The cost per successful program outcome: federal cost per undergraduate and graduate 

degree at ANNH institutions.

How does the Department of Education determine whether performance goals have been 

met?

An applicant that receives a grant award will be required to submit annual progress reports and a 

final report as a condition of the award. The reports will document the extent to which project 

goals and objectives are met. 
56

Instructions for Completing the Application Package

The ANNH application consists of the following sections. These sections are organized in the 

same manner that the submitted application should be organized. Remember to upload all forms 

and sections and follow carefully the Grants.gov application instructions. The sections are as 

follows: 

Standard Forms

• Application for Federal Assistance (SF 424) 

• Department of Education Supplemental Information form for SF 424 

Note: 

• Applicants must complete the Application for Federal Assistance SF 424 first because

some of the information provided here is automatically inserted into other sections of 

the Grants.gov application package. 

• Do not attach any narratives, supporting files, or application components to the SF 424. 

Although the form accepts attachments, the Department of Education will only review 

materials/files attached to the forms listed below.

U.S. Department of Education Budget Summary Forms:

• ED 524 (Section A and Section B) 

The “U.S. Department of Education Budget Information for Non-Construction Programs”

is where applicants provide budget information for Section A – Budget Summary U.S. 

Department of Education Funds and Section B – Budget Summary Non-Federal Funds. 

Applicants should include costs for all project years. Note: Section C – Budget Narrative should 

be included in the “Budget Narrative Attachment Form.”

Assurances for Non-Construction Programs (SF-424B) 

Disclosure of Lobbying Activities (SF-LLL)

GEPA Section 427 Form 

ED Abstract Form: 

Attach your one-page project abstract that will provide an overview of the proposed project. 

Project Narrative Attachment Form: 

The project narrative should include narrative responses to the selection criteria. Please include 

a Table of Contents as the first page of the application narrative. We recommend that your 

project narrative is no more than 55 pages for Individual Development Grants and 75 pages for 
57

Cooperative Arrangement Development Grants. The project narrative should be consecutively 

numbered. 

Budget Narrative Attachment Form: 

The budget narrative should include a detailed line-item budget to justify costs are reasonable 

and necessary to accomplish the proposed project objectives. Note: The selection criterion also 

requires a budget section that you will respond to as a part of your project narrative (selection 

criteria). 

Program Profile: 

Included in this application is an ANNH Program Profile. This form should be attached to the 

“Other Attachments Form” in Grants.gov.

Other Attachments: 

In this section, you will include your responses to the priorities.

** Grants.gov Upload Requirements**:

Please review the Grants.gov Submission Procedures and Tips for Applicants for upload 

requirements. 
58

Instructions for Addressing the 

Project Narrative 

The project narrative shall be attached to the “Project Narrative Attachment Form” in 

Grants.gov. 

Before preparing the Project Narrative, applicants should review the program statute, program 

regulations, the Federal Register Notice, the Dear Applicant Letter, and the Competition 

Highlights for specific guidance and requirements. 

The Secretary evaluates an application according to the program specific criteria identified in 34 

CFR §607.22 and 34 CFR §75.210. The Project Narrative should provide in detail the responses 

to each selection criterion. The maximum possible score for each category of selection criterion 

is indicated in parenthesis. For ease of reading by the reviewers, applicants should follow the 

sequence of the criteria as provided below. Applications should be written in a concise and clear 

manner. We recommend you limit the section of the narrative that addresses the selection 

criteria to no more than 55 pages for an individual development grant and to no more than 75 

pages for a cooperative arrangement development grant. 

Selection Criteria:

The maximum score that any application may receive on the selection criteria is 100 points. The 

selection criteria and factors for applications in this competition are as follows:

Applicants should address each of the following ANNH selection criteria (required): 

Criterion Points Value

Quality of Comprehensive Development Plan 20

Quality of Activity Objectives 15

Quality of Project Design 12

Quality of Implementation Strategy 16

Quality of Key Personnel 8

Quality of Project Management Plan 10

Quality of Evaluation Plan 12

Quality of Budget 7

Total Maximum Points 100
59

Optional

Competitive Preference Priorities Points Value

CPP 1: Meeting Student Social, Emotional, and Academic Needs

Projects that are designed to improve students' social, emotional, academic, and 

career development, with a focus on underserved students (as defined in this 

notice), by creating a positive, inclusive, and identity-safe climate at IHEs through 

one or more of the following activities:

(a) Fostering a sense of belonging and inclusion for underserved students. (up 

to 2 points)

(b) Implementing evidence-based practices for advancing student success for 

underserved students. (up to 2 points)

4

CPP 2: Increasing Postsecondary Education Access, Affordability, 

Completion, and Post-Enrollment Success (up to 5 points).

Projects that are designed to increase postsecondary access, affordability, 

completion, and success for underserved students by addressing one or more of the 

following priority areas:

(a) Increasing the number and proportion of underserved students 

who enroll in and complete postsecondary education programs, which may 

include strategies related to college preparation, awareness, application, 

selection, advising, counseling, and enrollment. (up to 2 points)

(b) Supporting the development and implementation of student success 

programs that integrate multiple comprehensive and evidence-based services or 

initiatives, such as academic advising, structured/guided pathways, career 

services, credit-bearing academic undergraduate courses focused on career, and 

programs to meet basic needs, such as housing, childcare, 

transportation, student financial aid, and access to technological 

devices. (up to 2 points)

(c) Supporting the development and implementation of high-quality and 

accessible learning opportunities, including learning opportunities that are 

accelerated or hybrid online; credit-bearing; work-based; and flexible for 

working students. (up to 2 points)

(d) Providing secondary school students with access to career 

exploration and advising opportunities to help students make 

informed decisions about their postsecondary enrollment 

decisions and to place them on a career path. (up to 2 points)

8

Invitational Priorities 

IP 1: Projects that support activities to strengthen and institutionalize Native 

language preservation and revitalization.

0

IP 2: In the case of Native Hawaiian-serving institutions, projects that address the 

challenges related to the national wildfire emergency.

0

Total Maximum Priority Points 12
60

ANNH grants are institutional grants. They are designed to strengthen Alaska Native and Native 

Hawaiian institutions to expand their capacity to serve Alaska Natives and Native Hawaiians. 

Therefore, the activities you propose should achieve long-term and substantive change at the 

institution. This is why there is a selection criterion that specifically asks about the how the 

particular implementation of the selected activities was chosen – whether based on existing 

literature or a successful project at a similar institution (Quality of Implementation Strategy).

The Department has added a selection criterion whereby applicants submit a logic model. That 

logic model should be a visual depiction that displays the rationale for the chosen activities, 

including the expected objectives and outcomes. To create a logic model for an ANNH grant, we 

recommend you examine the data regarding the strengths and weaknesses of your organization, 

in order to identify the problem to be solved. Once the problem(s) is (are) identified, the next 

step is to establish the desired outcome/outcomes—the long-term change that is expected to 

result. Knowing what is effective (strengths), what is less effective (weaknesses) and what you 

want to achieve (long term outcome), you can now determine what you will do 

(activity/activities) to reach your long-term outcome (after 5 years of ANNH funding) and your 

yearly outcomes. Though there is no need to attach a study for the FY 2024 competition, the 

activity chosen should be validated by existing studies that have explored that particular method. 

The goal is the same, long-term outcomes to strengthen the institution, the difference is the 

method—an attached study is not required. 

The following guidance may assist you in addressing the questions that will be used to evaluate 

your responses to the selection criteria:

(a) Quality of Comprehensive Development Plan (Maximum: 20 points) The extent to which- 

(1) The strengths, weaknesses, and significant problems of the institution’s academic 

programs, institutional management, and fiscal stability are clearly and comprehensively 

analyzed and result from a process that involved major constituencies of the institution. (5 

points)

Content: Separately describe and analyze your institution's strengths, weaknesses, 

and significant problems in the following three areas as they relate to each proposed 

activity:

1. Academic programs,

2. Institutional management, and 

3. Fiscal stability.

We are considering “weaknesses” and “significant problems” to be one and the same. Use the 

grant funds to address some of these weaknesses and problems. Here are some guidelines for 

stating the problems: 

• State what is “too high” or what is “too low.” For example, the percentage of freshmen 

students who fail four courses is too high. When you state the problem this way, the 

objectives become obvious. Such as, “to decrease, from 42 percent to 30 percent, the 

percentage of freshmen students who fail four courses.”
61

• Avoid problem statements that declare the problem as "the lack of " or "the need for" the 

very solution you are proposing for funding. Such as, “the problem with our academic 

programs is a lack of or need for student services outside the classroom. Thus, we propose 

an activity to establish those student services." This type of statement usually contains 

circular reasoning. 

• Provide summaries of or excerpts from recent data, reports, evaluations or studies that 

demonstrate that you have objectively and thoroughly analyzed your institution’s main 

problems. 

• Describe the process you used to formulate the above information. 

• Provide evidence of the extent and nature of the faculty, staff, students, community, industry, 

and other major constituents' involvement in this process. You may rely on previously 

written information, such as a self-study for accreditation, as long as your process for 

developing the information involved the major constituencies' representatives and reflects 

your institution's current situation.

(2) The goals for the institution’s academic programs, institutional management, and fiscal 

stability are realistic and based on comprehensive analysis. (5 points) 

Content: Based on a comprehensive analysis of your institution's strengths, weaknesses, and 

significant problems, separately state the institutional goals as they relate to each proposed 

activity you plan to address using Title III, Part A ANNH Program funds. These will be the 

overall goals you expect from the successful implementation of the activity/activities. 

(3) The objectives stated in the plan are measurable, related to institutional goals, and, if 

achieved, will contribute to the growth and self-sufficiency of the institution. (5 points)

Content: Focusing only on the overall (5-year) institutional outcomes/objectives that are 

specifically related to your proposed Title III, Part A, ANNH Program activities, separately 

provide measurable objectives for how you will reach each of the goals as you discussed in #2. 

Achieving the objectives outlined should contribute to the growth and self-sufficiency of the 

institution. For example, by revamping the curriculum (academic stability) to include 

technology and other pedagogical best practices, the goal is to increase the retention of first-year 

students by 40% by 9/30/20XX. These outcomes/objectives are directly related to the individual 

activity objectives, but they are not the same. These are the cumulative result of each activity’s 

objectives. To continue with the above example, yearly objectives will show shorter increases in 

retention of first-year students—5% in year one, 10% in year two 20% in year three, 30% in year 

four and 40% in year five. 

Describe in measurable terms how objectives are related to the goals of the institution. The 

description should include details on the following:

Specific Tasks

Institutionalize personnel, programs, and services. 
62

Methods Involved 

Operational funding budgeted and allocated to sustain improvements. 

Tangible Results 

Program, services, and personnel fully institutionalized. 

(4) The plan clearly and comprehensively describes the methods and resources the 

institution will use to institutionalize practice and improvements developed under the 

proposed project, including, in particular, how operational costs for personnel, 

maintenance, and upgrades of equipment will be paid with institutional resources. 

(5 points)

Content: In this section, separately describe the following for each proposed activity:

The methods your institution will use to integrate practices and improvements developed into its 

operations and, if appropriate, continue them after the grant ends. For example, provide specifics 

on how your institution will obtain approval from appropriate internal and/or external 

governance authorities to conduct new or revised curricula and use new intervention strategies. 

What will the time period be for these actions?

Provide the resources you will need to institutionalize newly developed practices and 

improvements and, most importantly, how you will fund them. In particular, discuss how your 

institution will fund operational costs such as personnel, maintenance, and upgraded equipment. 

For example, one way to ensure that positions continue after the grant ends is for your institution 

to pay a percentage of the salary during the grant and increase that percentage during years two, 

three, four, and five. 

Your response should be clear, specific, and realistic. It is not realistic to solely depend on 

revenue from the expected increase in retention or enrollment (long-term outcome) to fund the 

institutionalization of the activity/activities. Should these increases not materialize, how will the 

institution continue to implement successful activities?

(b) Quality of Activity Objectives (Maximum: 15 Points)

(1) The extent to which the objectives for each activity are realistic and defined in terms of 

measurable results. (8 points)

Content: State your yearly objectives, separately for each activity, which, when combined with 

their performance indicator(s), are measurable and realistic (not too high, not too low). Connect 

each objective to the problem or weakness it should address, as you described in the CDP. In 

addition: 

• DO NOT identify process objectives such as: “To establish a college-wide committee”, 

whose measurement is: “We formed a committee.” Identify processes or tasks under the 

Implementation Strategy as discussed next. 
63

• DO NOT begin your objective with words such as “to provide,” “to develop,” or “to 

establish.” This heightens the likelihood you may be describing a process or task rather than 

an outcome objective.

• DO use words such as “to increase” or “to decrease” since you are more likely to be 

describing a genuine, outcome objective. However, please add a measurable target by which 

you will increase or decrease your proposed action and a date by which you expect the 

increase or decrease to be completed.

• DO provide a realistic number of objectives and performance indicators for each proposed 

activity and for each year you are requesting funds for that activity.

For example: 

Objective: 

• By the end of year 2 (9/30/20XX) 30% of all incoming freshmen will have a college pathway 

plan established. 

Some Possible Performance Indicators: 

• Train an additional 15 faculty members on advising methods by October 30, 20XX 

• By October 1st, schedule advising appointments for 60% of incoming freshmen. 

• Send electronic reminders to all scheduled students (60% of incoming freshmen) regarding 

their upcoming appointments. 

(2) The extent to which the objectives for each activity are directly related to the problems 

to be solved and to the goals of the comprehensive development plan. (7 points)

Content: Separately describe how meeting the objectives of each proposed activity will address 

a problem identified in the CDP and affect your institution’s ability to address its goals for its 

academic programs, institutional management, or fiscal stability.

If you need funds for more than one activity, you may propose different start and end dates and 

vary the duration of each. For example, you may need only three years to develop a new 

curriculum but five years to develop a new management information system. Any proposed 

activity should address a critical problem that the CDP describes as hindering institutional 

growth and self-sufficiency. 

Please note that there is a difference between the objectives mentioned in the CDP section 

and the objectives in this section. The word objective is equal to the word goals in the CDP 

section. The CDP objectives are the “grand” objectives, such as to increase enrollment, 

retention, and strengthen fiscal stability. For example, you have a problem with retention and, 

realize that those dropping out are low-income and/or minority students who need additional 

academic assistance. You design an activity to offer intensive advising, a first-year experience 

(FYE) program, etc. In this example, the CDP goals/objectives would be something like 

increase freshman retention by 5% at the end of the grant (current baseline 55%). 
64

Your activity objectives would be those tasks directly related to the activity you have 

decided to implement to address your retention issue. Those would perhaps include, by Y5, 

100% of courses with high DFW rates across Departments (15) will have established 

learning communities (3 by Y2, 7 by Y3, etc.). Performance Indicators would be: By the 

end of Y1, instructors for all 3 gateway courses (6 instructors) are trained in creating 

learning communities. 

If you are a visual learner, please see the table below. Note that the table has different 

examples, to provide more options. 

CDP Objective--OUTCOMES Activity Activity Objectives Performance 

Indicators-- OUTPUTS

By end of the grant, increase 

retention of FT degree-seeking 

students by 5% (current baseline 

55%).

Create internal support 

systems via tutoring, 

mentoring, and learning 

communities. 

By Fall of Year 2, 

25% of at-risk 

students will enroll in 

learning communities 

to increase a sense of 

belonging. (Year 3 

40%; Year 4 50%; 

Year 5 65%.)

By the end of Year 1, 

identify courses and build 

block schedules for 20 

learning communities (750 

students) to be 

implemented in Year 2. 

(Year 3: 18 new sections 

(1200 total

students); Year 4 12 new 

sections (2100 total 

students); Year 5: 12 

sections (1800 students).

By end of the grant, increase 

retention of FT degree-seeking 

students by 5% (current baseline: 

55%).

Create internal support 

systems via tutoring, 

mentoring, and learning 

communities. 

By Fall of Year 2, 

25% of at-risk 

students will enroll in 

learning communities 

to increase sense of 

belonging. (Year 3: 

40%; Year 4: 50%; 

Year 5: 65%.)

Sense of belonging 

survey designed and 

administered Year 1 to 

establish baseline. Year 2 

to 5, sense of belonging 

survey administered with 

the goal of 2.5% annual 

increase from prior year.

By the end of the grant, decrease 

the number of students in 

academic probation by 50% 

(baseline: 1,250 students). 

Develop and scale recovery 

courses for students on 

academic probation.

By the end of Year 1, 

the academic 

probation recovery 

course will be 

available to 50% of 

students on probation. 

(Year 2: 60%; Year 3: 

70%; Year 4 75%; 

Year 5 100%)

By the end of Year 1, 

recruit and train 10 

additional UNIV 1101 

instructors for Fall 202X 

courses. (Year 2: 12 

instructors; Year 3: 12 

instructors; Year 4 12 

instructors)

(c) Quality of the Project Design (Maximum: 12 points) 
65

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 extent to 

which the proposed project demonstrates a rationale.

Definitions:

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.

Logic model (also referred to as theory of action) means a framework that identifies key project 

components of the proposed project (i.e., the active “ingredients” that are hypothesized to be 

critical to achieving the relevant outcomes) and describes the theoretical and operational 

relationships among the key project components and relevant outcomes. 

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. 

Content: A logic model shows the reasoning of your project, what resources you have, how you 

will implement them and what you expect to change as a result of those actions. In your logic 

model, include the main institutional objectives that you outline in your CDP (increase retention, 

graduation, etc.), as part of your long-term outcomes. The connections between the resources, 

individual activities and outputs should show how they all “feed” into achieving the overall goals 

of the CDP (and the program—the performance measures on page 51). 

 

As defined above, the logic model is analogous to the theory of action/theory of change. Theory 

of change shows the ideas (activities) that are expected to lead to change (outcomes). Theory of 

action details how the theory of change is delivered/implemented. A logic model encompasses 

both. This means that your logic model and your Implementation Strategy are in direct 

relationship to each other. The goals and activities in the logic model should also be listed in 

the implementation strategy table and vice-versa. 

A logic model does not have to be only one page; it can be longer. We encourage applicants to 

provide a thorough and detailed logic model. Nevertheless, you may not be able to include every 

component of the inputs, activities, outputs and outcomes of your proposed project. These 

complete, detailed steps needed for the thorough grant execution should be entirely represented 

in your Implementation Strategy section of the application. 

When creating a logic model, it is usually best to start with your end in mind. What is your 

overall goal (outcomes = CDP and program performance goals)? Build your logic model by 
66

reverse engineering. How are you going to achieve these goals (activities)? What are the 

tangible measures that will indicate you are on the right path (outputs)? 

In general, 

o Inputs are fixed characteristics that serve as resources or barriers for 

organizational or student change. 

o Activities are the intended development, implementation, or restructuring of 

projects, programs, and services. 

o Outputs are evidence that the intended activities are being implemented 

(participation rates or numbers served).

o Outcomes are student or organizational changes in attitudes, behaviors, 

knowledge, skills, status, or levels of functioning. 

 Short-term outcomes reflect yearly/bi-yearly changes.

 Long-term outcomes are the changes you will see after 5 years of grant 

implementation. 

o Impacts are what you hope happens to your students or organization as a result of 

the long-term outcomes. These include changes you expect to see after 

institutionalizing the grant activities, which should include the program 

performance indicators. 

Do not just include a logic model. There should be a narrative section (can be a table) that 

explains the study chosen to validate the activity selection and how the activity aligns with the 

selected study.

In developing logic models, you may want to use resources such as the Regional Educational 

Laboratory Program’s (REL Pacific) Education Logic Model Application User Guide, available 

at The ELM Application (ed.gov). 

 

Other sources include: Logic models: A tool for effective program planning, collaboration, and 

monitoring (ed.gov), Logic models: A tool for designing and monitoring program evaluations 

(ed.gov), and Logic models for program design, implementation, and evaluation: Workshop 

toolkit (ed.gov). 

We have also included a sample logic model below, to assist you with the development of the 

logic model and the ANNH grant.
67
68

(d) Quality of Implementation Strategy (Maximum: 16 Points)

(1) The extent to which the implementation strategy for each activity is comprehensive. 

(6 points)

(2) The extent to which the rationale for the implementation strategy for each activity is 

clearly described and is supported by the results of relevant studies or projects. (6 points)

Content: For each proposed activity, explain why you chose a specific method for 

implementing that activity. Indicate the relevant studies that you reviewed and experts that you 

consulted. In this section, expand on the selected study that guided your project and logic model. 

While you are not required to use a study cleared by the What Works Clearinghouse (WWC), as 

in recent years, keep in mind that a study is not an article in a magazine or newspaper. Studies 

are peer-reviewed and generally appear in journals or books. 

(3) The timetable for each activity is realistic and likely to be attained. (4 points)

• Chart an implementation strategy to meet your objectives for each year you are requesting 

funds and for each activity. 

• Use time frames that are realistic for completing a task. Chart each of the five years using 

the budget period of October 1 to September 30. 

• Describe in a comprehensive, sequential and clear manner who will do what and how they 

will do it to meet the objectives of each activity.

• Identify, by title, the primary participants who will carry out the tasks to meet the objectives. 

Describe how the personnel will perform the tasks and the results you expect from them.

(e) Quality of Key Personnel (Maximum: 8 Points) 

(1) The extent to which the experience and training of key professional personnel are 

directly related to the stated activity objectives. (4 points)

(2) The extent to which the time commitment of key personnel is realistic. (4 points)

Content: For each proposed activity, list, by title which positions are being proposed to manage 

the Title III grant and describe the qualifications you require of that position and the amount of 

time each person will allot to the proposed activity. This information should be included for 

all staff that are key for the successful implementation of the grant, not only the project 

director or the Activity Director, regardless of whether they are paid by the grant or by the 

institution. For example, in a project that requires significant software and IT hardware updates, 

the institution’s IT manager’s experience and training are relevant and should be included. 

If you want to use a consultant, explain why a consultant is more advantageous than using the 

institution’s personnel. 
69

Include the director/coordinator's required qualifications (education, experience, training) and the 

specific duties of the position. Directly relate the duties to the stated purposes and objectives of 

the project.

Indicate how much time (level of effort) the Title III, Part A, director/coordinator and other key 

staff will commit to the project. Make the time commitment realistic, not too high nor too low, 

and relative to the tasks the individual will perform. 

Note: Your Title III, Part A director/coordinator’s time commitment to a project may vary 

considerably from that in another project or another institution’s project. One project focused on 

developing a management information system, for example, may have a director/coordinator 

who is the director of technology in the ordinary hierarchy of the college. They may allot 10 

percent time to coordinate the project for which the college will pay. On the other hand, a new 

coordinator of a faculty development project may be an instructional developer with a 50 percent 

time or 100 percent time commitment paid for with Title III, Part A, funds. Carefully think 

through the management structure and time commitment that will work best at your institution 

and specify the reasons for your choice. 

(f) Quality of Project Management Plan (Maximum: 10 Points)

(1) The extent to which procedures for managing the project are likely to ensure efficient 

and effective project implementation. (5 points)

(2) The extent to which project coordinator and activity directors have sufficient authority 

to conduct the project effectively, including access to the president or chief executive 

officer. (5 points)

Content: 

• Describe the procedures the project director/project coordinator will use to manage and 

monitor the project's progress such as how information will be provided to key administrators 

so they can integrate project activities with related, on-going institutional activities.

• Describe the project director/project coordinator administrative authority over the activity 

director(s) who is normally responsible for accomplishing a specific activity's objectives. 

Also, describe the administrative authority of the activity director(s) over subordinates. 

• Chart the lines of authority of the project director/project coordinator to key institutional 

decision makers, including the president. 

(g) Quality of Evaluation Plan (Maximum: 12 Points)

(1) The extent to which the data elements and the data collection procedures are clearly 

described and appropriate to measure the attainment of activity objectives and to measure 
70

the success of the project in achieving the goals of the comprehensive development plan. (6 

points)

Content:

For each proposed activity, describe the data collection procedures the institution will use to 

identify the data elements, objectives, and goals identified in the CDP. Include measure 

attainment of each proposed activity. Include procedures for analyzing and using both formative 

and summative data.

The overall impact indicator, the goals and the objectives in the implementation of this grant 

have been identified. How will they be measured? What elements need to be measured? How 

will information on those elements be collected? How often? Who is going to do it? Will it be 

an internal evaluator (an institutional staff member) or an external one? What are the benefits of 

the chosen measures? When will the evaluator begin work?

For the Title III, ANNH Program, the evaluation plan should produce a valid assessment of the 

implementation strategies. It should also result in annual, quantifiable evidence of the attainment 

of objectives for each activity and of the goals in the CDP. 

(2) The data analysis procedures are clearly described and are likely to produce formative 

and summative results on attaining activity objectives and measuring the success of the 

project on achieving the goals of the comprehensive development plan. (6 points)

Content: For each proposed activity, describe in detail the project’s evaluation plan, including 

who, what, when and how. Define the baseline indicators of progress that you will use. Once 

the above data are established, how will they be analyzed to show what the yearly (formative) 

and the 5-year (summative) results are? Will the analysis lead to obtaining formative and 

summative results, ones that are clearly linked to the activity objectives and the CDP goals?

The detailed evaluation plan should:

• Produce a valid assessment of your implementation strategies; 

• Result in annual, quantifiable evidence of the extent to which you attained your objectives 

for each activity and your goals for which funding is requested; 

• Include the data elements and collection procedures that you will use; and

• Describe procedures for analyzing and using both formative and summative data. 

All applicants must submit a plan to conduct a project evaluation as part of their grant activities. 

The planned evaluation should be systematic in assessing the worth of a project and useful in 

guiding project objectives and focus primarily on determining the outcomes and impacts of the 

project relative to those objectives. The evaluation should also serve to strengthen the 

management of the project and lead to better knowledge of what works in producing the desired 

outcomes.
71

An individual or organization, independent of the project team (and all of its partners), but not 

necessarily external to the grantee institution, should execute the project evaluation plan. This 

independent evaluator should assist in the initial preparation of the evaluation plan and be willing 

to work alongside the project team throughout the duration of the project. The evaluator should 

possess good evaluation skills commonly found among practitioners of the American Evaluation 

Association. 

The project director and team should be committed to gathering the best evaluation data possible 

for formative and summative purposes. Projects should collect baseline data before the project 

starts as a basis for measuring progress. 

(h) Budget (Maximum: 7 Points) 

The extent to which the proposed costs are necessary and reasonable in relation to the 

project’s objectives and scope.

Content: Review the program regulations (34 CFR 607.10 and 607.30) for guidance on which 

activities and costs are allowable. For example, you may not use your grant funds to: 

• Recruit students;

• Carry out activities that are operational rather than developmental;

• Carry out student activities such as entertainment, cultural or social enrichment programs, 

student publications, social clubs or associations; 

• Pay for organized fund raising and; 

• Cover indirect costs. 

Prepare a separate, detailed, budget narrative for each proposed activity for each year you are 

requesting grant funds. Demonstrate and justify that all costs are reasonable in today’s market 

and necessary to accomplish your activity objectives. For each activity, provide itemized costs 

(in dollars), and a narrative justification to support your request for: 

• Personnel 

• Fringe Benefits

• Travel

• Equipment 

• Supplies 

• Contractual

• Construction 

• Other

• Total

You must provide details so we can determine if the costs are allowable, necessary and 

reasonable. 
72

Note: The Title III, Part A, ANNH Program, ALN 84.031 N&W, does not reimburse grantees 

for indirect costs they incur in carrying out a project funded under this program. Therefore, 

applicants should not show any dollar amounts for indirect costs on either line 10 of the 

application budget form (ED 524) or in their budget narrative. Applicants should also be aware 

that un-reimbursed indirect costs under grants of this program may not be charged as direct cost 

items in the same award, used to satisfy matching or cost-sharing requirements, or charged to 

another Federal award.

Note: Check all combined totals for the proposed activity budgets and compare it to the total on 

the ED 524. The totals must match. 

U. S. Department of Education Budget Information Non-Construction Programs (Section 

A - Budget Summary U.S. Department of Education Funds and Section B – Budget 

Summary Non-Federal Funds (ED 524 form)).

First, carefully read the instructions contained in this document. Then, using the Department of 

Education Budget Information for Non-Construction Programs (ED 524) form, prepare a budget 

for the entire project that totals all the costs for each year of the grant. 
73

Instructions for Addressing the Priorities

Competitive Preference Priorities: 

CPP 1: Meeting Student Social, Emotional, and Academic Needs (up to 4 points). 

Projects that are designed to improve students' social, emotional, academic, and career 

development, with a focus on underserved students (as defined in this notice), by 

creating a positive, inclusive, and identity-safe climate at IHEs through one or more of 

the following activities:

(a) Fostering a sense of belonging and inclusion for underserved students. (up to 2 

points) 

(b) Implementing evidence-based practices for advancing student success for 

underserved students. (up to 2 points) 

• The response to this priority is optional

• An applicant may receive up to four points for this priority.

• We recommend five pages maximum to address CPP 1. 

• Attach your response to the “Other Attachments” form in Grants.gov, titled “Competitive

Preference Priority 1 Response. 

CPP 2: Increasing Postsecondary Education Access, Affordability, Completion, and PostEnrollment Success (up to 8 points). 

Projects that are designed to increase postsecondary access, affordability, completion, 

and success for underserved students by addressing one or more of the following priority 

areas:

(a) Increasing the number and proportion of underserved students who enroll in and 

complete postsecondary education programs, which may include strategies related to 

college preparation, awareness, application, selection, advising, counseling, and 

enrollment. (up to 2 points)

(b) Supporting the development and implementation of student success programs that 

integrate multiple comprehensive and evidence-based services or initiatives, such as 

academic advising, structured/guided pathways, career services, credit-bearing 

academic undergraduate courses focused on career, and programs to meet basic needs, 

such as housing, childcare, transportation, student financial aid, and access to 

technological devices. (up to 2 points)

(c) Supporting the development and implementation of high-quality and accessible 

learning opportunities, including learning opportunities that are accelerated or hybrid 

online; credit-bearing; work-based; and flexible for working students. (up to 2 points)
74

(d) Providing secondary school students with access to career exploration and advising 

opportunities to help students make informed decisions about their postsecondary 

enrollment decisions and to place them on a career path. (up to 2 points) 

• The response to this priority is optional

• An applicant may receive up to eight points assigned to this priority

• We recommend five pages maximum to address CPP 2. 

• Attach your response to the “Other Attachments” form in Grants.gov, titled “Competitive

Preference Priority 2 Response. 

Invitational Priorities:

IP 1: Projects that support activities to strengthen and institutionalize Native language 

preservation and revitalization.

• The response to this priority is optional. 

• There are no points assigned to this priority

• We recommend five pages maximum to address IP 1. 

• Attach your five-page response to the “Other Attachments” form in Grants.gov, titled 

“Invitational Priority 1 Response”. 

IP 2: In the case of Native Hawaiian-serving institutions, projects that address the challenges 

related to the national wildfire emergency. 

• The response to this priority is optional.

• There are no points assigned to this priority

• We recommend five pages maximum to address IP 2. 

• Attach your five-page response to the “Other Attachments” form in Grants.gov, titled 

“Invitational Priority 2 Response”. 
75

Instructions for Standard Forms

To obtain instructions for standard forms included in this 

application package, please visit Grant Application and 

Other Forms (ed.gov). 

Other Information and Guidance 

● Supplemental Information and Instructions

● Program Profile Instructions
76

Supplemental Information and Instructions

ANNH Program Profile: All applicants must complete the information requested on this page. 

Using the profile, the applicant will provide information on Assurances and Eligibility. Do not 

modify, amend or delete any of this document. 

Applicants must copy and paste this page into a separate document or recreate the page exactly 

as it appears. Then, complete the page, save it to your computer and attach it to the “ANNH 

Program Profile Form,” in Grants.gov, as a .PDF document. Do not modify or amend the 

contents of the form in any way. 

Page Limits: The project narrative is where you, the applicant, address the selection criteria that 

reviewers use to evaluate your application. We have established recommended page limits for 

Individual Development and Cooperative Arrangement Development Grant applications. It is 

recommended to limit the section of the narrative that addresses the selection criteria to no more 

than 55 pages for the Individual Development Grant. For the Cooperative Arrangement 

Development Grant, the recommended page limit is 75 pages. It is recommended that you use 

up to five additional pages for your response to Competitive Preference Priority 1, up to five 

additional pages for your response to Competitive Preference Priority 2, up to five pages for 

Invitational Priority 1, and up to five additional pages for Invitational Priority 2. 

The page limit does not apply to Part I, the Application for Federal Assistance (SF 424); the 

Department of Education Supplemental Information form (SF 424); Part II, Budget 

Information—Non-Construction Programs (ED Form 524); Part IV, the assurances and 

certifications; or the one-page project abstract, program activity budget detail form and 

supporting narrative, and the five-year plan. However, the page limit does apply to all of the 

project narrative section (Part III), including the budget narrative of the selection criteria. You 

must include your complete response to the selection criteria in the project narrative.

Formatting Requirements: A ‘‘page’’ is 8.5′′ x 11′′, on one side only, with 1 inch 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, captions 

and all text in charts, tables, and graphs. Use one of the following fonts: Times New Roman, 

Courier, Courier New, or Arial. Use font size 12 or larger and no smaller than 10 pitch 

(characters per inch).
77

84.031 N & W Alaska Native and Native Hawaiian-Serving Institutions 

Program Profile

INSTRUCTIONS: ALL applicants must complete these pages. The completed pages 

must be attached to the “Other Attachments Form” in the application package in the 

Grants.gov system (as a .PDF document). DO NOT MODIFY OR AMEND THESE 

PAGES.

 OPE ID #___________

1. INSTITUTION (Legal Name): 

_____________________________________________________________________ 

2. Are you applying as a Branch Campus? _____YES _____NO

3. ADDRESS (Applicants must indicate the address where the project will be 

located):

Project Address: _______________________________________________________

City: _____________________________________State: ______Zip: _____________

4. Alaska Native and Native Hawaiian-Serving Institutions Certification: 

 By checking this box (or placing an “X” beside it), the applicant certifies pursuant 

to the statutory requirements governing the Alaska Native and Native Hawaiian-Serving 

Institutions Program, authorized under Title III, Part A, Section 317 of the Higher 

Education Act of 1965, as amended (HEA) by the Higher Education Opportunity Act of 

2008 (HEOA) that: 

The named institution of higher education, at the time of application, has an enrollment 

of undergraduate students that is at least twenty percent (20%) Alaska Native (84.031N) 

or ten percent (10%) Native Hawaiian (84.031W). The term “Alaska Native” means a 

citizen of the United States who is a person of one-fourth degree or more Alaska Indian 

(including Tsimshian Indians not enrolled in the Metlaktla Indian Community) Eskimo, or 

Aleut blood, or combination thereof. The term includes any Native as so defined either 

or both of whose adoptive parents are not Natives. It also includes, in the absence of 

proof of a minimum blood quantum, any citizen of the United States who is regarded as 

an Alaska Native by the Native village or Native group of which he claims to be a 

member and whose father or mother is (or, if deceased, was) regarded as Native by any 

village or group. Any decision of the Secretary regarding eligibility for enrollment shall 

be final. (See 43 U.S. Code §1602-Definitions) The term “Native Hawaiian” means any 

individual who is— 

(A) a citizen of the United States; and
78

(B) a descendant of the aboriginal people who, prior to 1778, occupied and exercised 

sovereignty in the area that now comprises the State of Hawaii, as evidenced by— 

(i) genealogical records;

(ii) Kupuna (elders) or Kamaaina (long-term community residents) verification; or

(iii) certified birth records. (See 20 U.S. Code §7517 – Definitions)

5. Cooperative Arrangement for Participating Institutions: The applicant institution 

must provide for each Participating Institution: the Institution Name, DUNS 

Number, Location (City and State). 

6. Priorities

Responded to Competitive Preference Priority 1: _____YES _____NO

Responded to Competitive Preference Priority 2: _____YES _____NO

Responded to Invitational Priority 1: _____YES _____NO

Responded to Invitational Priority 2: _____YES _____NO

7. Tie-Breaker Information

If the selection process ends in a tie and funds are not sufficient to fund all 

institutions, we will use the information provided here to determine who will receive 

a grant. In accordance with the Code of Federal Regulations; Title 34, Section 

607.23(b), the Secretary will award up to three (3) additional points based on the 

information provided here.

Content: On a separate page, provide the following information:

TOTAL 2021-2022 FULL-TIME EQUIVALENT (FTE) STUDENTS=___________

A. Total market value of endowment fund at the end of 2021-2022 $__________

B. Total expenditures for library materials during 2021-2022 $__________

C. Check activities applicant proposes to carry out in application: 

a. Faculty development ____________

b. Funds and administrative management ____________

 

c. Development and improvement of academic ____________

 programs

Institution Name DUNS Number City State
79

d. Acquisition of equipment for use in strengthening ____________

management and academic programs

e. Joint use of facilities ____________

f. Student services ____________
80

Application Checklist

Use This Checklist While Preparing Your Application Package. All items listed on this checklist 

are required except as noted. 

 Application for Federal Assistance (SF 424) 

 Department of Education Supplemental Information for SF 424 

 Department of Education Budget Information Non-Construction Programs Form 

(ED 524) 

 One-page Program Abstract (Use “ED Abstract Form”) 

Note: Include whether replying to Competitive Preference Priority 1, Competitive 

Preference Priority 2, Invitational Priority 1, Invitational Priority 2 or any combination of 

the priorities, or all of the priorities.

 Project Narrative for the proposed grant (Use “Project Narrative Attachment Form”)

 Budget Narrative (“Use Budget Narrative Attachment Form”)

 Other Attachments (Use “Other Attachments Form”) 

 ANNH Program Profile 

 Competitive Preference Priority 1 – Titled: “Competitive Preference Priority -1 

Response”

 Competitive Preference Priority 2 – Titled: “Competitive Preference Priority - 2 

Response” 

 Invitational Preference Priority 1 -Titled: “Invitational Priority Response - 1” 

 Invitational Preference Priority 2 -Titled: “Invitational Priority Response - 2” 

 Assurances and Certifications 

 

 Grants.gov Lobbying Form (ED 80-0013) 

 Disclosure of Lobbying Activities (SF-LLL) - OPTIONAL

 ED GEPA 427 Form 
81

Paperwork Burden Statement

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a 

collection of information unless such collection displays a valid OMB control number. Public 

reporting burden for this collection of information is estimated to average 160 hours per 

response, including time for reviewing instructions, searching existing data sources, gathering 

and maintaining the data needed, and completing and reviewing the collection of 

information. The obligation to respond to this collection is required to obtain or retain benefit 

(Title III, Part F, Section 371 of the Higher Education Act of 1965 as amended by the HEOA). 

Send comments regarding the burden estimate or any other aspect of this collection of 

information, including suggestions for reducing this burden, to regulations.gov during the public 

comment period for this collection of information. If you have specific questions about the form, 

instrument or survey, please contact: Alaska Native and Native Hawaiian-Serving Institutions 

Program, U.S. Department of Education, 400 Maryland Avenue, S.W., Rm. 2B203, Washington, 

DC 20202-8510.