Federal Register / Vol. 83, No. 124 / Wednesday, June 27, 2018 / Notices 30151 

following issues: (1) Is this collection 

necessary to the proper functions of the 

Department; (2) will this information be 

processed and used in a timely manner; 

(3) is the estimate of burden accurate; 

(4) how might the Department enhance 

the quality, utility, and clarity of the 

information to be collected; and (5) how 

might the Department minimize the 

burden of this collection on the 

respondents, including through the use 

of information technology. Please note 

that written comments received in 

response to this notice will be 

considered public records. 

Title of Collection: High School 

Equivalency Program (HEP) Annual 

Performance Report. 

OMB Control Number: 1810–0684. 

Type of Review: A revision of an 

existing information collection. 

Respondents/Affected Public: State, 

Local, and Tribal Governments. 

Total Estimated Number of Annual 

Responses: 51. 

Total Estimated Number of Annual 

Burden Hours: 1,173. 

Abstract: The High School 

Equivalency Program (HEP) office staff 

collects information for the HEP Annual 

Performance Report (APR) in 

compliance with Higher Education Act 

of 1965, as amended, Title IV, Sec. 

418A; 20 U.S.C. 1070d–2 (special 

programs for students whose families 

are engaged in migrant and seasonal 

farmwork), and the Code of Federal 

Regulations (CFR), 2 CFR 200.238. CFR 

states that recipients of multi-year 

discretionary grants must submit an 

APR demonstrating that that substantial 

progress has been made towards 

meeting the approved objectives. The 

HEP office staff requests to continue a 

customized APR that goes beyond the 

generic 524B APR to facilitate the 

collection of more standardized and 

comprehensive data to inform GPRA, to 

improve the overall quality of data 

collected, and to increase the quality of 

data that can be used to inform policy 

decisions. 

Dated: June 22, 2018. 

Tomakie Washington, 

Acting Director, Information Collection 

Clearance Division, Office of the Chief Privacy 

Officer, Office of Management. 

[FR Doc. 2018–13823 Filed 6–26–18; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; Native 

Hawaiian Career and Technical 

Education Program (NHCTEP) 

AGENCY: Office of Career, Technical, and 

Adult 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) 2018 for the Native Hawaiian 

Career and Technical Education 

Program (NHCTEP), Catalog of Federal 

Domestic Assistance (CFDA) number 

84.259A. 

DATES:

Applications Available: June 27, 2018. 

Deadline for Notice of Intent to Apply: 

July 9, 2018. We will be able to develop 

a more efficient process for reviewing 

grant applications if we can anticipate 

the number of applicants that intend to 

apply for funding under this 

competition. Therefore, we strongly 

encourage each potential applicant to 

notify us of the applicant’s intent to 

submit an application for funding by 

sending a short email message. This 

short email should provide the 

applicant organization’s name and 

address. Please send this email 

notification to NHCTEPgrant@ed.gov 

with ‘‘Intent to Apply’’ in the email 

subject line. Applicants that do not 

provide this email notification may still 

apply for funding. 

Deadline for Transmittal of 

Applications: July 27, 2018. 

Pre-Application Teleconference 

Information: The Department will hold 

a pre-application meeting via 

teleconference for prospective 

applicants on July 9, 2018 at 2:00 p.m. 

Eastern Time. The teleconference is 

intended to provide technical assistance 

to all interested grant applicants. 

Information regarding the 

teleconference can be found on the 

Perkins Collaborative Resource Network 

at http://cte.ed.gov/. 

ADDRESSES: For the addresses for 

obtaining and submitting an 

application, please refer to our Common 

Instructions for Applicants to 

Department of Education Discretionary 

Grant Programs, published in the 

Federal Register on February 12, 2018 

(83 FR 6003) and available at 

www.gpo.gov/fdsys/pkg/FR-2018-02-12/ 

pdf/2018-02558.pdf. 

FOR FURTHER INFORMATION CONTACT: 

Linda Mayo, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Potomac Center Plaza, Room 11075, 

Washington, DC 20202–7241. 

Telephone: (202) 245–7792. Email: 

linda.mayo@ed.gov. 

If you use a telecommunications 

device for the deaf (TDD) or a text 

telephone (TTY), call the Federal Relay 

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

8339. 

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: The Native 

Hawaiian Career and Technical 

Education Program (NHCTEP) provides 

grants to eligible community-based 

organizations to plan, conduct, and 

administer programs, or portions of 

programs, that are for the benefit of 

Native Hawaiians and authorized by 

and consistent with the purposes of 

section 116 of the Carl D. Perkins Career 

and Technical Education Act of 2006 

(Act). Section 116(e) of the Act provides 

that programs, services, and activities 

funded under NHCTEP must support 

and improve career and technical 

education programs. (20 U.S.C. 2326(e)) 

Background: Under section 116(h) of 

the Act, eligible community-based 

organizations receive NHCTEP grants to 

plan, conduct, and administer programs, 

or portions thereof that are consistent 

with the purposes of section 116 of the 

Act, for the benefit of Native Hawaiians. 

Section 116(e) of the Act provides that 

educational programs, services, and 

activities funded under NHCTEP must 

support and help to improve career and 

technical education programs. (20 

U.S.C. 2326(e)). This requirement, along 

with the statutory definition of ‘‘career 

and technical education,’’ aligns 

NHCTEP with other programs 

authorized under the Act that offer a 

sequence of courses that provides 

individuals with coherent and rigorous 

content. 

Under section 3(5)(A) of the Act (20 

U.S.C. 2302(5)(A)), the Department 

awards grants under this competition to 

carry out career and technical education 

projects that provide organized 

educational activities offering a 

sequence of courses that— 

(a) Provides individuals with coherent 

and rigorous content aligned with 

challenging academic standards and 

relevant technical knowledge and skills 

needed to prepare for further education 

and careers in current or emerging 

professions; 

(b) Provides technical skill 

proficiency, an industry-recognized 

credential, a certificate, or an associate 

degree; and 

(c) Includes competency-based 

applied learning that contributes to the 


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academic knowledge, higher-order 

reasoning and problem-solving skills, 

work attitudes, general employability 

skills, technical skills, and occupationspecific skills, and knowledge of all 

aspects of an industry, including 

entrepreneurship, of an individual. 

Projects may include prerequisite 

courses (other than remedial courses) 

that meet the definition of ‘‘career and 

technical education,’’ in section 3(5)(A) 

of the Act. (20 U.S.C. 2302(5)(A)). In 

addition, at the secondary level, 

coherent and rigorous academic 

curriculum in reading or language arts 

and in mathematics must be aligned 

with challenging academic content 

standards and student academic 

achievement standards that the State in 

which the applicant is located has 

established under the Elementary and 

Secondary Education Act of 1965 

(ESEA). 

Note: Contacts for State ESEA programs 

may be found on the internet at: www.ed.gov/ 

about/contacts/state/index.html. 

Priority: This notice contains one 

invitational priority. The invitational 

priority is from the Secretary’s Final 

Supplemental Priorities and Definitions 

for Discretionary Grant Programs, 

published on March 2, 2018 (83 FR 

9096) (Secretary’s Supplemental 

Priorities). 

Invitational Priority: For FY 2018 and 

any subsequent year in which we make 

awards from the list of unfunded 

applications from this competition, this 

priority is an invitational priority. 

Under 34 CFR 75.105(c)(1) we do not 

give an application that meets this 

invitational priority a competitive or 

absolute preference over other 

applications. 

This priority is: 

Creating or expanding opportunities 

for students to obtain recognized 

postsecondary credentials in science, 

technology, engineering, mathematics, 

or computer science. 

For the purposes of this invitational 

priority, computer science means the 

study of computers and algorithmic 

processes and includes the study of 

computing principles and theories, 

computational thinking, computer 

hardware, software design, coding, 

analytics, and computer applications. 

Computer science often includes 

computer programming or coding as a 

tool to create software, including 

applications, games, websites, and tools 

to manage or manipulate data; or 

development and management of 

computer hardware and the other 

electronics related to sharing, securing, 

and using digital information. 

In addition to coding, the expanding 

field of computer science emphasizes 

computational thinking and 

interdisciplinary problem-solving to 

equip students with the skills and 

abilities necessary to apply computation 

in our digital world. 

Computer science does not include 

using a computer for everyday activities, 

such as browsing the internet; use of 

tools like word processing, 

spreadsheets, or presentation software; 

or using computers in the study and 

exploration of unrelated subjects. (See 

definition of ‘‘computer science’’ in the 

Secretary’s Supplemental Priorities) 

Requirements: Requirements 1–6 are 

from the notice of final requirements, 

definitions, and selection criteria for 

this program (notice of final 

requirements), published in the Federal 

Register on March 24, 2009 (74 FR 

12341). Requirement 7 is from section 

315 of the Act. 

Requirement 1—Authorized 

Programs: 

(a) In accordance with section 116(e) 

of the Act, under this program, NHCTEP 

projects must— 

(1) Develop new programs, services, 

or activities or improve or expand 

existing programs, services, or activities 

that are consistent with the purposes of 

the Act. In other words, the Department 

will support ‘‘expansions’’ or 

‘‘improvements’’ that include, but are 

not necessarily limited to, the expansion 

of effective programs or practices; 

upgrading of activities, equipment, or 

materials; increasing staff capacity; 

adoption of new technology; 

modification of curriculum; or 

implementation of new policies to 

improve program effectiveness and 

outcomes; and 

(2) Fund a CTE program, service, or 

activity that— 

(i) Is a new program, service, or 

activity that was not provided by the 

applicant during the instructional term 

(a defined period, such as a semester, 

trimester, or quarter, within the 

academic year) that preceded the 

request for funding under NHCTEP; 

(ii) Will improve or expand an 

existing CTE program; or 

(iii) Inherently improves CTE. A 

program, service, or activity ‘‘inherently 

improves CTE’’ if it— 

(A) Develops new CTE programs of 

study for approval by the appropriate 

accreditation agency; 

(B) Strengthens the rigor of the 

academic and career and technical 

components of funded programs; 

(C) Uses curriculum that is aligned 

with industry-recognized standards and 

will result in students attaining 

industry-recognized credentials, 

certificates, or degrees; 

(D) Integrates academics (other than 

remedial courses) with CTE programs 

through a coherent sequence of courses 

to help ensure learning in the core 

academic and career and technical 

subjects; 

(E) Links CTE at the secondary level 

with CTE at the postsecondary level and 

facilitates students’ pursuit of a 

baccalaureate degree; 

(F) Expands the scope, depth, and 

relevance of curriculum, especially 

content that provides students with a 

comprehensive understanding of all 

aspects of an industry and a variety of 

hands-on, job-specific experiences; or 

(G) Offers— 

(1) Work-related experience, 

internships, cooperative education, 

school-based enterprises, studies in 

entrepreneurship, community service 

learning, and job shadowing that are 

related to CTE programs; 

(2) Coaching/mentoring, support 

services, and extra help for students 

after school, on the weekends, or during 

the summer, so they can meet higher 

standards; 

(3) Career guidance and academic 

counseling for students participating in 

CTE programs under NHCTEP; 

(4) Placement services for students 

who have successfully completed CTE 

programs and attained a technical skill 

proficiency that is aligned with 

industry-recognized standards; 

(5) Professional development 

programs for teachers, counselors, and 

administrators; 

(6) Strong partnerships among 

grantees and local educational agencies, 

postsecondary institutions, community 

leaders, adult education providers, and, 

as appropriate, other entities, such as 

employers, labor organizations, parents, 

and local partnerships, to enable 

students to achieve State academic 

standards and attain career and 

technical skills; 

(7) The use of student assessment and 

evaluation data to improve continually 

instruction and staff development; or 

(8) Research, development, 

demonstration, dissemination, 

evaluation and assessment, capacitybuilding, and technical assistance, 

related to CTE programs. 

Requirement 2—Evaluation: 

To help ensure the high quality of 

NHCTEP projects and the achievement 

of the goals and purposes of section 

116(h) of the Act, each grantee must 

budget for and conduct an ongoing 

evaluation of the effectiveness of its 

project. An independent evaluator must 

conduct the evaluation. The evaluation 

must— 


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(a) Be appropriate for the project and 

be both formative and summative in 

nature; and 

(b) Include— 

(1) Collection and reporting of the 

performance measures for NHCTEP that 

are identified in the Performance 

Measures section of this notice; and 

(2) Qualitative and quantitative data 

with respect to— 

(i) Academic and career and technical 

competencies demonstrated by the 

participants and the number and kinds 

of academic and work credentials 

acquired by individuals, including their 

participation in programs providing 

skill proficiency assessments, industry 

certifications, or training at the associate 

degree level that is articulated with an 

advanced degree option; 

(ii) Enrollment, completion, and 

placement of participants by gender, for 

each occupation for which training was 

provided; 

(iii) Job or work skill attainment or 

enhancement, including participation in 

apprenticeship and work-based learning 

programs, and student progress in 

achieving technical skill proficiencies 

necessary to obtain employment in the 

field for which the student has been 

prepared, including attainment or 

enhancement of technical skills in the 

industry the student is preparing to 

enter; 

(iv) Activities, during the formative 

stages of the project, to help guide and 

improve the project, as well as a 

summative evaluation that includes 

recommendations for disseminating 

information on project activities and 

results; 

(v) The number and percentage of 

students who obtained industryrecognized credentials, certificates, or 

degrees; 

(vi) The outcomes of students’ 

technical assessments, by type and 

scores, if available; 

(vii) The rates of attainment of a 

proficiency credential or certificate, in 

conjunction with a secondary school 

diploma; 

(viii) The effectiveness of the project, 

including a comparison between the 

intended and observed results and a 

demonstration of a clear link between 

the observed results and the specific 

treatment given to project participants; 

(ix) The extent to which information 

about or resulting from the project was 

disseminated at other sites, such as 

through the grantee’s development and 

use of guides or manuals that provide 

step-by-step directions for practitioners 

to follow when initiating similar efforts; 

and 

(x) The impact of the project, e.g., 

follow-up data on students’ 

employment, sustained employment, 

promotions, further and continuing 

education or training, or the impact the 

project had on Native Hawaiian 

economic development or career and 

technical education activities. 

Requirement 3—Student Stipends: 

A portion of an award under this 

program may be used to provide 

stipends (as defined in the Definitions 

section of this notice) to help students 

meet the costs of participation in a 

NHCTEP project. 

(1) To be eligible for a stipend a 

student must— 

(i) Be enrolled in a CTE project 

funded under this program; 

(ii) Be in regular attendance in a 

NHCTEP project and meet the training 

institution’s attendance requirement; 

(iii) Maintain satisfactory progress in 

his or her program of study according to 

the training institution’s published 

standards for satisfactory progress; and 

(iv) Have an acute economic need 

that— 

(A) Prevents participation in a project 

funded under this program without a 

stipend; and 

(B) Cannot be met through a workstudy program. 

(2) The amount of a stipend is the 

greater of either the minimum hourly 

wage prescribed by State or local law or 

the minimum hourly wage established 

under the Fair Labor Standards Act. 

(3) A grantee may award a stipend 

only if the stipend combined with other 

resources the student receives does not 

exceed the student’s financial need. A 

student’s financial need is the difference 

between the student’s cost of attendance 

and the financial aid or other resources 

available to defray the student’s cost of 

attending a NHCTEP project. 

(4) To calculate the amount of a 

student’s stipend, a grantee must 

multiply the number of hours a student 

actually attends CTE instruction by the 

amount of the minimum hourly wage 

that is prescribed by State or local law, 

or by the minimum hourly wage that is 

established under the Fair Labor 

Standards Act. The grantee must reduce 

the amount of a stipend if necessary to 

ensure that it does not exceed the 

student’s financial need. 

Example: If a grantee uses the Fair 

Labor Standards Act minimum hourly 

wage of $7.25 and a student attends 

classes for 20 hours a week, the 

student’s stipend would be $145 for the 

week during which the student attends 

classes ($7.25 × 20 = $145.00). If the 

program lasts 16 weeks and the 

student’s total financial need is $2,000, 

the grantee must reduce the weekly 

stipend to $125, because the total 

stipend for the course would otherwise 

exceed the student’s financial need by 

$320 (or $20 a week). 

Note: Grantees must maintain records that 

fully support their decisions to award 

stipends to students, as well as the amounts 

that are paid, such as proof of a student’s 

enrollment in a NHCTEP project, stipend 

applications, timesheets showing the number 

of hours of student attendance that are 

confirmed in writing by an instructor, 

student financial status information, and 

evidence that a student could not participate 

in the NHCTEP project without a stipend. 

(See generally 20 U.S.C. 1232f; 34 CFR 

75.700–75.702; 75.730; and 75.731.) 

(5) An eligible student may receive a 

stipend when taking a course for the 

first time. However, generally a stipend 

may not be provided to a student who 

has already taken, completed, and had 

the opportunity to benefit from a course 

and is merely repeating the course. 

(6) An applicant must include in its 

application the procedure it intends to 

use to determine student eligibility for 

stipends and stipend amounts, and its 

oversight procedures for the awarding 

and payment of stipends. 

Requirement 4—Direct Assistance to 

Students: 

A grantee may provide direct 

assistance (as defined elsewhere in this 

notice under the heading Definitions) to 

a student only if the following 

conditions are met: 

(1) The recipient of the direct 

assistance is an individual who is a 

member of a special population (as 

defined in section 3(29) of the Act) and 

who is participating in a NHCTEP 

project. 

(2) The direct assistance is needed to 

address barriers to the individual’s 

successful participation in a NHCTEP 

project. 

(3) The direct assistance is part of a 

broader, more generally focused 

program or activity for addressing the 

needs of an individual who is a member 

of a special population. 

Note: Direct assistance to individuals who 

are members of special populations is not, by 

itself, a ‘‘program or activity for special 

populations.’’ 

(4) The grant funds used for direct 

assistance must be expended to 

supplement, and not supplant, 

assistance that is otherwise available 

from non-Federal sources. For example, 

generally, a community-based 

organization could not use NHCTEP 

funds to provide child care for single 

parents if non-Federal funds previously 

were made available for this purpose, or 

if non-Federal funds are used to provide 

child care services for single parents 

participating in non-career and 

technical education programs and these 

services otherwise (in the absence of 


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NHCTEP funds) would have been 

available to CTE students. 

(5) In determining how much of the 

NHCTEP grant funds it will use for 

direct assistance to an eligible student, 

a grantee— 

(i) May only provide assistance to the 

extent that it is needed to address 

barriers to the individual’s successful 

participation in CTE; and 

(ii) Considers whether the specific 

services to be provided are a reasonable 

and necessary cost of providing career 

and technical education programs for 

special populations. However, the 

Secretary does not envision a 

circumstance in which it would be a 

reasonable and necessary expenditure of 

NHCTEP project funds for a grantee to 

utilize a majority of a project’s budget to 

pay direct assistance to students, in lieu 

of providing the students served by the 

project with CTE. 

Requirement 5—Career and Technical 

Education Agreement: 

Any applicant that is not proposing to 

provide CTE directly to Native 

Hawaiian students and proposes instead 

to pay one or more qualified educational 

entities to provide such CTE to Native 

Hawaiian students must include with its 

application a written CTE agreement 

between the applicant and the 

educational entity. The written 

agreement must describe the 

commitment between the applicant and 

the educational entity and must include, 

at a minimum, a statement of the 

responsibilities of the applicant and the 

entity. The agreement must be signed by 

the appropriate individuals on behalf of 

each party, such as the authorizing 

official or administrative head of the 

applicant Native Hawaiian communitybased organization. 

Requirement 6: Supplement-NotSupplant: 

Grantees may not use funds under 

NHCTEP to replace otherwise available 

non-Federal funding for ‘‘direct 

assistance to students’’ (as defined 

elsewhere in this notice under the 

heading Definitions) and family 

assistance programs. For example, 

NHCTEP funds must not be used to 

supplant non-Federal funds to pay the 

costs of students’ tuition, dependent 

care, transportation, books, supplies, 

and other costs associated with 

participation in a CTE program. 

Further, funds under NHCTEP may 

not be used to replace Federal student 

financial aid. The Act does not 

authorize the Secretary to fund projects 

that serve primarily as entities through 

which students may apply for and 

receive tuition and other financial 

assistance. 

Requirement 7—Additional Statutory 

Requirement Limiting Services: 

Section 315 of the Act prohibits the 

use of funds received under the Act to 

provide vocational and technical 

education programs to students prior to 

the seventh grade, except that 

equipment and facilities purchased with 

funds under the Act may be used by 

such students. (20 U.S.C. 2395) 

Definitions: These definitions are 

from the Act and the notice of final 

requirements. The source of each 

definition is noted after the definition. 

Acute economic need means an 

income that is at or below the national 

poverty level according to the latest 

available data from the U.S. Department 

of Commerce or the U.S. Department of 

Health and Human Services Poverty 

Guidelines. (Notice of Final 

Requirements) 

Career and technical education (CTE) 

means organized educational activities 

that— 

(a) Offer a sequence of courses that— 

(1) Provides individuals with 

coherent and rigorous content aligned 

with challenging academic standards 

and relevant technical knowledge and 

skills needed to prepare for further 

education and careers in current or 

emerging professions; 

(2) Provides technical skill 

proficiency, an industry-recognized 

credential, a certificate, or an associate 

degree; and 

(3) May include prerequisite courses 

(other than a remedial course) that meet 

the requirements of this definition; and 

(b) Include competency-based applied 

learning that contributes to the 

academic knowledge, higher-order 

reasoning and problem-solving skills, 

work attitudes, general employability 

skills, technical skills, and occupationspecific skills, and knowledge of all 

aspects of an industry, including 

entrepreneurship, of an individual. (20 

U.S.C. 2302(5)) 

Coherent sequence of courses means a 

series of courses in which career and 

academic education is integrated, and 

that directly relates to, and leads to, 

both academic and occupational 

competencies. The term includes 

competency-based education and 

academic education, and adult training 

or retraining, including sequential units 

encompassed within a single adult 

retraining course, that otherwise meets 

the requirements of this definition. 

(Notice of Final Requirements) 

Direct assistance to students means 

tuition, dependent care, transportation, 

books, and supplies that are necessary 

for a student to participate in a project 

funded under this program. (Notice of 

Final Requirements) 

Individual with a disability means an 

individual with any disability (as 

defined in section 12102 of title 42) (20 

U.S.C. 2302(17) 

Individual with limited English 

proficiency means a secondary school 

student, an adult, or an out-of-school 

youth, who has limited ability in 

speaking, reading, writing, or 

understanding the English language, 

and— 

(a) Whose native language is a 

language other than English; or 

(b) Who lives in a family or 

community environment in which a 

language other than English is the 

dominant language. (20 U.S.C. 2302(16)) 

Native Hawaiian means any 

individual any of whose ancestors were 

natives, prior to 1778, of the area which 

now comprises the State of Hawaii. (20 

U.S.C. 2326(a)(4)) 

Special populations means— 

(a) Individuals with disabilities; 

(b) Individuals from economically 

disadvantaged families, including foster 

children; 

(c) Individuals preparing for 

nontraditional fields; 

(d) Single parents, including single 

pregnant women; 

(e) Displaced homemakers; and 

(f) Individuals with limited English 

proficiency. (20 U.S.C. 2302(29)) 

Stipend means a subsistence 

allowance— 

(a) For a student who is enrolled in a 

CTE program funded under the 

NHCTEP; 

(b) For a student who has an acute 

economic need that cannot be met 

through work-study programs; and 

(c) That is necessary for the student to 

participate in a project funded under 

this program. (Notice of Final 

Requirements) 

Support services means services 

related to curriculum modification, 

equipment modification, classroom 

modification, supportive personnel, and 

instructional aids and devices. (20 

U.S.C. 2302(31)) 

Program Authority: 20 U.S.C. 2301, et 

seq., particularly 2326(a)–(g). 

Applicable Regulations: (a) The 

Education Department General 

Administrative Regulations in 34 CFR 

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

99. (b) The Office of Management and 

Budget Guidelines to Agencies on 

Governmentwide Debarment and 

Suspension (Nonprocurement) in 2 CFR 

part 180, as adopted and amended as 

regulations of the Department in 2 CFR 

part 3485. (c) The Uniform 

Administrative Requirements, Cost 

Principles, and Audit Requirements for 

Federal Awards in 2 CFR part 200, as 

adopted and amended as regulations of 


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the Department in 2 CFR part 3474. (d) 

The notice of final requirements 

published in the Federal Register on 

March 24, 2009 (74 FR 12341). (e) The 

Secretary’s Supplemental Priorities 

published on March 2, 2018 (83 FR 

9096). 

II. Award Information 

Type of Award: Discretionary grants. 

Estimated Available Funds: 

$2,753,000, for the first 12 months of the 

project period. Funding for years two 

and three is subject to the availability of 

funds and to a grantee meeting the 

requirements of 34 CFR 75.253. 

Contingent upon the availability of 

funds and the quality of applications, 

we may make additional awards in FY 

2019 or in subsequent years from the list 

of unfunded applications from this 

competition. 

Estimated Range of Awards: $250,000 

to $500,000. 

Estimated Average Size of Awards: 

$276,000. 

Maximum Award: We will not make 

an award exceeding $500,000 for a 

single budget period of 12 months. 

Estimated Number of Awards: 10. 

Note: The Department is not bound by any 

estimates in this notice. 

Project Period: Up to 36 months. The 

Secretary may extend the performance 

periods of funded NHCTEP grantees for 

an additional two years, should 

Congress continue to appropriate funds 

under the Act. 

III. Eligibility Information 

1. Eligible Applicants: The following 

entities are eligible to apply under this 

competition: 

(a) Community-based organizations 

primarily serving and representing 

Native Hawaiians. For purposes of the 

NHCTEP, a community-based 

organization means a public or private 

organization that provides career and 

technical education, or related services, 

to individuals in the Native Hawaiian 

community. 

(b) Any community-based 

organization may apply individually or 

as part of a consortium with one or more 

eligible community-based organizations. 

(Eligible applicants seeking to apply for 

funds as a consortium must meet the 

requirements in 34 CFR 75.127–75.129.) 

2. (a) Cost Sharing or Matching: This 

program does not require cost sharing or 

matching. 

(b) Supplement-Not-Supplant: This 

program involves supplement-notsupplant funding requirements. In 

accordance with section 311(a) of the 

Act, funds under this program may not 

be used to supplant non-Federal funds 

used to carry out CTE activities. Further, 

the prohibition against supplanting also 

means that grantees are required to use 

their negotiated restricted indirect cost 

rates under this program. (34 CFR 

75.563) 

We caution applicants not to plan to 

use funds under NHCTEP to replace 

otherwise available non-Federal funding 

for direct assistance to students and 

family assistance programs. For 

example, NHCTEP funds must not be 

used to supplant non-Federal funds 

with Federal funds in order to pay the 

costs of students’ tuition, dependent 

care, transportation, books, supplies, 

and other costs associated with 

participation in a CTE program. 

Funds under NHCTEP should not be 

used to replace Federal student 

financial aid. The Act does not 

authorize the Secretary to fund projects 

that serve primarily as entities through 

which students may apply for and 

receive tuition and other financial 

assistance. 

(c) Limitation on Services: Section 315 

of the Act prohibits the use of funds 

received under the Act to provide CTE 

programs to students prior to the 

seventh grade. 

IV. Application and Submission 

Information 

1. Application Submission 

Instructions: For information on how to 

submit an application please refer to our 

Common Instructions for Applicants to 

Department of Education Discretionary 

Grant Programs, published in the 

Federal Register on February 12, 2018 

(83 FR 6003) and available at 

www.gpo.gov/fdsys/pkg/FR-2018-02-12/ 

pdf/2018-02558.pdf. 

2. Intergovernmental Review: This 

program is not subject to Executive 

Order 12372 and the regulations in 34 

CFR part 79. 

3. Funding Restrictions: We reference 

regulations outlining funding 

restrictions in the Applicable 

Regulations section of this notice. 

4. Notice of Intent to Apply: The 

Department will be able to review grant 

applications more efficiently if we know 

the approximate number of applicants 

that intend to apply. Therefore, we 

strongly encourage each potential 

applicant to notify us of their intent to 

submit an application. To do so, please 

email NHCTEPgrant@ed.gov with the 

subject line ‘‘Intent to Apply,’’ and 

include the applicant’s name and a 

contact person’s name and email 

address. Applicants that do not submit 

a notice of intent to apply may still 

apply for funding; applicants that do 

submit a notice of intent to apply are 

not bound to apply or bound by the 

information provided. 

V. Application Review Information 

1. Selection Criteria: The selection 

criteria for this program are from the 

notice of final requirements, and are as 

follows. 

The maximum possible score for 

addressing each criterion is indicated in 

parentheses. 

(a) Quality of the Project Design (35 

points). In determining the quality of the 

design of the proposed project, we 

consider the following factors: 

(1) The extent to which the design of 

the proposed project is appropriate to 

and will successfully address the needs 

of the target population or other 

identified needs (as evidenced by such 

data as local labor market demand, 

occupational trends, and surveys). (Up 

to 5 points) 

(2) The extent to which goals, 

objectives, and outcomes are clearly 

specified and measurable. (For example, 

we look for clear descriptions of 

proposed student career and technical 

education activities; recruitment and 

retention strategies; expected student 

enrollments, completions, and 

placements in jobs, military specialties, 

and continuing education/training 

opportunities; the number of teachers, 

counselors, and administrators to be 

trained; and identification of 

requirements for each program of study 

to be provided under the project, 

including related training areas and a 

description of performance outcomes.) 

(Up to 10 points) 

(3) The extent to which the proposed 

project will establish linkages with 

other appropriate agencies (e.g., 

community, State, and other Federal 

resources) and organizations providing 

services to the target population in order 

to improve services to students and 

strengthen outcomes for the proposed 

project. (Up to 5 points) 

(4) The extent to which the services 

to be provided by the proposed project 

will create and offer activities that focus 

on enabling participants to obtain the 

skills necessary to gain employment in 

high-skill, high-wage, and high-demand 

occupations in emerging fields or in a 

specific career field. (Up to 5 points) 

(5) The extent to which the services 

to be provided by the proposed project 

will create opportunities for students to 

acquire skills identified by the State at 

the secondary level or by industryrecognized career and technical 

education programs for licensure, 

degree, certification, or as required by a 

career or profession. (Up to 5 points) 

(6) The extent to which the proposed 

project will provide opportunities for 


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30156 Federal Register / Vol. 83, No. 124 / Wednesday, June 27, 2018 / Notices 

1This may include the Government Performance 

and Results Act of 1993 (GPRA) performance 

measures. 

high-quality training or professional 

development services that— 

(i) Are of sufficient quality, intensity, 

and duration to lead to improvements in 

practice among instructional personnel; 

(ii) Will improve and increase 

instructional personnel’s knowledge 

and skills to help students meet 

challenging and rigorous academic and 

career and technical skill proficiencies; 

(iii) Will advance instructional 

personnel’s understanding of effective 

instructional strategies that are 

supported by scientifically based 

research; and 

(iv) Include professional development 

plans that clearly address ways in 

which learning gaps will be addressed 

and how continuous review of 

performance will be conducted to 

identify training needs. (Up to 5 points) 

(b) Quality of the Management Plan 

(15 points). In determining the quality of 

the management plan for the proposed 

project, we consider the following 

factors: 

(1) The adequacy of the management 

plan to achieve the objectives of the 

proposed project on time and within 

budget, including clearly defined 

responsibilities, timelines, and the 

milestones and performance standards 

for accomplishing project tasks. (Up to 

5 points) 

(2) The extent to which the time 

commitments of the project director and 

other key project personnel, including 

instructors, are appropriate and 

adequate to meet the objectives of the 

proposed project. (Up to 5 points) 

(3) The adequacy of procedures for 

ensuring feedback and continuous 

improvement in the operation of the 

proposed project. (Up to 5 points) 

(c) Quality of Project Personnel (25 

points). In determining the quality of 

project personnel, we consider the 

following factors: 

(1) The extent to which the applicant 

encourages applications for employment 

from persons who are members of 

groups that have traditionally been 

underrepresented based on race, color, 

national origin, gender, age, or 

disability. (Up to 5 points) 

(2) The qualifications, including 

relevant training, expertise, and 

experience, of the project director. (Up 

to 10 points) 

(3) The qualifications, including 

relevant training, expertise, and 

experience, of key project personnel, 

especially the extent to which the 

project will use instructors who are 

certified to teach in the field in which 

they will provide instruction. (Up to 5 

points) 

(4) The qualifications, including 

training, expertise, and experience, of 

project consultants. (Up to 5 points) 

(d) Adequacy of Resources (20 

points). In determining the adequacy of 

resources for the proposed project, we 

consider the following factors: 

(1) The adequacy of support, 

including facilities, equipment, 

supplies, and other resources, from the 

applicant organization(s) and the 

entities to be served, including the 

evidence and relevance of commitments 

(e.g., articulation agreements, 

memoranda of understanding, letters of 

support, or commitments to employ 

project participants) of the applicant, 

local employers, or entities to be served 

by the project. (Up to 10 points) 

(2) The extent to which the budget is 

adequate and costs are reasonable in 

relation to the objectives and design of 

the proposed project. (Up to 5 points) 

(3) The potential for continued 

support of the project after Federal 

funding ends. (Up to 5 points) 

(e) Quality of the Project Evaluation 

(25 points). In determining the quality of 

the evaluation, we consider the 

following factors: 

(1) The extent to which the methods 

of evaluation proposed by the grantee 

are thorough, feasible, and appropriate 

to the goals, objectives, and outcomes of 

the proposed project.1 (Up to 10 points) 

(2) The extent to which the methods 

of evaluation include the use of 

objective performance measures that are 

clearly related to the intended outcomes 

of the project and the performance 

measures discussed elsewhere in this 

notice and will produce quantitative 

and qualitative data, to the extent 

possible. (Up to 5 points) 

(3) The extent to which the methods 

of evaluation will provide performance 

feedback and continuous improvement 

toward achieving intended outcomes. 

(Up to 5 points) 

(4) The quality of the proposed 

evaluation to be conducted by an 

external evaluator with the necessary 

background and technical expertise to 

carry out the evaluation. (Up to 5 

points) 

2. Review and Selection Process: We 

remind potential applicants that in 

reviewing applications in any 

discretionary grant competition, the 

Secretary may consider, under 34 CFR 

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

applicant in carrying out a previous 

award, such as the applicant’s use of 

funds, achievement of project 

objectives, and compliance with grant 

conditions. The Secretary may also 

consider whether the applicant failed to 

submit a timely performance report or 

submitted a report of unacceptable 

quality. 

In addition, in making a competitive 

grant award, the Secretary requires 

various assurances including those 

applicable to Federal civil rights laws 

that prohibit discrimination in programs 

or activities receiving Federal financial 

assistance from the Department (34 CFR 

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

3. Risk Assessment and Specific 

Conditions: Consistent with 2 CFR 

200.205, before awarding grants under 

this competition, the Department 

conducts a review of the risks posed by 

applicants. Under 2 CFR 3474.10, the 

Secretary may impose specific 

conditions and, in appropriate 

circumstances, high-risk conditions on a 

grant if the applicant or grantee is not 

financially stable; has a history of 

unsatisfactory performance; has a 

financial or other management system 

that does not meet the standards in 2 

CFR part 200, subpart D; has not 

fulfilled the conditions of a prior grant; 

or is otherwise not responsible. 

4. Integrity and Performance System: 

If you are selected under this 

competition to receive an award that 

over the course of the project period 

may exceed the simplified acquisition 

threshold (currently $150,000), under 2 

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

judgment about your integrity, business 

ethics, and record of performance under 

Federal awards—that is, the risk posed 

by you as an applicant—before we make 

an award. In doing so, we must consider 

any information about you that is in the 

integrity and performance system 

(currently referred to as the Federal 

Awardee Performance and Integrity 

Information System (FAPIIS)), 

accessible through the System for 

Award Management. You may review 

and comment on any information about 

yourself that a Federal agency 

previously entered and that is currently 

in FAPIIS. 

Please note that, if the total value of 

your currently active grants, cooperative 

agreements, and procurement contracts 

from the Federal Government exceeds 

$10,000,000, the reporting requirements 

in 2 CFR part 200, Appendix XII, 

require you to report certain integrity 

information to FAPIIS semiannually. 

Please review the requirements in 2 CFR 

part 200, Appendix XII, if this grant 

plus all the other Federal funds you 

receive exceed $10,000,000. 

VI. Award Administration Information 

1. Award Notices: If your application 

is successful, we notify your U.S. 


daltland on DSKBBV9HB2PROD with NOTICES
Federal Register / Vol. 83, No. 124 / Wednesday, June 27, 2018 / Notices 30157 

Representative and U.S. Senators and 

send you a Grant Award Notification 

(GAN); or we may send you an email 

containing a link to access an electronic 

version of your GAN. We may notify 

you informally, also. 

If your application is not evaluated or 

not selected for funding, we notify you. 

2. Administrative and National Policy 

Requirements: We identify 

administrative and national policy 

requirements in the application package 

and reference these and other 

requirements in the Applicable 

Regulations section of this notice. 

We reference the regulations outlining 

the terms and conditions of an award in 

the Applicable Regulations section of 

this notice and include these and other 

specific conditions in the GAN. The 

GAN also incorporates your approved 

application as part of your binding 

commitments under the grant. 

3. Open Licensing Requirements: 

Unless an exception applies, if you are 

awarded a grant under this competition, 

you will be required to openly license 

to the public grant deliverables created 

in whole, or in part, with Department 

grant funds. When the deliverable 

consists of modifications to pre-existing 

works, the license extends only to those 

modifications that can be separately 

identified and only to the extent that 

open licensing is permitted under the 

terms of any licenses or other legal 

restrictions on the use of pre-existing 

works. Additionally, a grantee or 

subgrantee that is awarded competitive 

grant funds must have a plan to 

disseminate these public grant 

deliverables. This dissemination plan 

can be developed and submitted after 

your application has been reviewed and 

selected for funding. For additional 

information on the open licensing 

requirements please refer to 2 CFR 

3474.20. 

4. Reporting: (a) If you apply for a 

grant under this competition, you must 

ensure that you have in place the 

necessary processes and systems to 

comply with the reporting requirements 

in 2 CFR part 170 should you receive 

funding under the competition. This 

does not apply if you have an exception 

under 2 CFR 170.110(b). 

(b) At the end of your project period, 

you must submit a final performance 

report, including financial information, 

as directed by the Secretary. If you 

receive a multiyear award, you must 

submit an annual performance report 

that provides the most current 

performance and financial expenditure 

information as directed by the Secretary 

under 34 CFR 75.118. The Secretary 

may also require more frequent 

performance reports under 34 CFR 

75.720(c). For specific requirements on 

reporting, please go to www.ed.gov/ 

fund/grant/apply/appforms/ 

appforms.html. 

5. Performance Measures: Under the 

Government Performance and Results 

Act of 1993 (GPRA), Federal 

departments and agencies must clearly 

describe the goals and objectives of their 

programs, identify resources and actions 

needed to accomplish these goals and 

objectives, develop a means of 

measuring progress made, and regularly 

report on their achievement. One 

important source of program 

information on successes and lessons 

learned is the project evaluation 

conducted under individual grants. The 

Department has established the 

following core factors and measures for 

evaluating the overall effectiveness of 

the NHCTEP and projects supported 

under this program. Consequently, we 

advise an applicant for a grant under 

this program to give careful 

consideration to these core factors and 

measures. 

(a) Number of Secondary, 

Postsecondary, and Adult Projects. The 

number of secondary, postsecondary, 

and adult projects that— 

(1) Apply industry-recognized skill 

standards so that students can earn skill 

certificates in those projects; and 

(2) Offer skill competencies, related 

assessments, and industry-recognized 

skill certificates in an area of study 

offered by secondary and postsecondary 

institutions. 

(b) Secondary Projects. The 

percentage of participating secondary 

career and technical education students 

who— 

(1) Meet or exceed State proficiency 

standards in reading/language arts and 

mathematics; 

(2) Attain a secondary school diploma 

or its State-recognized equivalent, or a 

proficiency credential in conjunction 

with a secondary school diploma; 

(3) Attain career and technical 

education skill proficiencies aligned 

with industry-recognized standards; and 

(4) Are placed in postsecondary 

education, advanced training, military 

service, or employment in high-skill, 

high-wage, and high-demand 

occupations or in current or emerging 

occupations. 

(c) Postsecondary Projects. The 

percentage of participating 

postsecondary students in career and 

technical education programs who— 

(1) Receive postsecondary degrees, 

certificates, or credentials; 

(2) Attain career and technical 

education skill proficiencies aligned 

with industry-recognized standards; 

(3) Receive industry-recognized 

credentials, certificates, or degrees; 

(4) Are retained in postsecondary 

education or transfer to a baccalaureate 

degree program; and 

(5) Are placed in military service or 

apprenticeship programs, or are placed 

in employment, receive an employment 

promotion, or retain employment. 

Note: All grantees must submit an annual 

performance report addressing these 

performance measures, to the extent feasible 

and to the extent that they apply to each 

grantee’s NHCTEP project. 

6. Continuation Awards: In making a 

continuation award under 34 CFR 

75.253, the Secretary considers, among 

other things: Whether a grantee has 

made substantial progress in achieving 

the goals and objectives of the project; 

whether the grantee has expended funds 

in a manner that is consistent with its 

approved application and budget; and, 

if the Secretary has established 

performance measurement 

requirements, the performance targets in 

the grantee’s approved application. 

In making a continuation award, the 

Secretary also considers whether the 

grantee is operating in compliance with 

the assurances in its approved 

application, including those applicable 

to Federal civil rights laws that prohibit 

discrimination in programs or activities 

receiving Federal financial assistance 

from the Department (34 CFR 100.4, 

104.5, 106.4, 108.8, and 110.23). 

VII. Other Information 

Accessible Format: Individuals with 

disabilities can obtain this document 

and a copy of the application package in 

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

print, audiotape, or compact disc) on 

request to the program contact persons 

listed under FOR FURTHER INFORMATION

CONTACT. 

Electronic Access to This Document: 

The official version of this document is 

the document published in the Federal 

Register. You may access the official 

edition of the Federal Register and the 

Code of Federal Regulations via the 

Federal Digital System at: 

www.gpo.gov/fdsys. At this site you can 

view this document, as well as all other 

documents of this Department 

published in the Federal Register, in 

text or Portable Document Format 

(PDF). To use PDF you must have 

Adobe Acrobat Reader, which is 

available free at the site. 

You may also access documents of the 

Department published in the Federal 

Register by using the article search 

feature at: www.federalregister.gov. 

Specifically, through the advanced 

search feature at this site, you can limit 


daltland on DSKBBV9HB2PROD with NOTICES
30158 Federal Register / Vol. 83, No. 124 / Wednesday, June 27, 2018 / Notices 

your search to documents published by 

the Department. 

Dated: June 22, 2018. 

Michael E. Wooten, 

Acting Assistant Secretary for Career, 

Technical, and Adult Education. 

[FR Doc. 2018–13856 Filed 6–26–18; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; Training 

Program for Federal TRIO Programs 

AGENCY: Office of Postsecondary 

Education, Department of Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

is issuing a notice inviting applications 

for new awards for fiscal year (FY) 2018 

for the Training Program for Federal 

TRIO Programs (Training Program), 

Catalog of Federal Domestic Assistance 

(CFDA) number 84.103A. 

DATES: 

Applications Available: June 27, 2018. 

Deadline for Transmittal of 

Applications: July 27, 2018. 

Deadline for Intergovernmental 

Review: September 25, 2018. 

ADDRESSES: For the addresses for 

obtaining and submitting an 

application, please refer to our Common 

Instructions for Applicants to 

Department of Education Discretionary 

Grant Programs, published in the 

Federal Register on February 12, 2018 

(83 FR 6003) and available at 

www.gpo.gov/fdsys/pkg/FR-2018-02-12/ 

pdf/2018-02558.pdf. 

FOR FURTHER INFORMATION CONTACT: 

Suzanne Ulmer or, if unavailable, 

Carmen Gordon, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 278–44, Washington, DC 20202. 

Telephone: (202) 453–7700. Email: 

TRIO@ed.gov. 

If you use a telecommunications 

device for the deaf (TDD) or a text 

telephone (TTY), contact the Federal 

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

877–8339. 

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: The Training 

Program provides grants to train the 

staff and leadership personnel 

employed in, participating in, or 

preparing for employment in, projects 

funded under the Federal TRIO 

Programs, so as to improve the 

operation of these projects. 

Priorities: This notice contains six 

absolute priorities and three invitational 

priorities. In accordance with 34 CFR 

75.105(b)(2)(iv) and 34 CFR 

75.105(b)(2)(ii), the absolute priorities 

are selected from section 402G(b) of the 

Higher Education Act of 1965, as 

amended (HEA), and the regulations for 

this program at 34 CFR 642.24. 

Absolute Priorities: For FY 2018 and 

any subsequent year in which we make 

awards from the list of unfunded 

applications from this competition, 

these priorities are absolute priorities. 

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

only applications that meet these 

absolute priorities. 

In accordance with 34 CFR 642.7, 

each application must clearly identify 

the specific absolute priority for which 

a grant is requested. An applicant must 

submit a separate application for each 

absolute priority it proposes to address. 

If an applicant submits more than one 

application for the same absolute 

priority, we will accept only the 

application with the latest ‘‘date/time 

received’’ validation. 

These priorities are: 

Absolute Priority 1. Training to 

improve reporting of student and project 

performance and the evaluation of 

project performance in order to design 

and operate a model project funded 

under the Federal TRIO Programs. 

Estimated number of awards: 2. 

Maximum award amount: $265,764. 

Absolute Priority 2. Training on 

budget management and the statutory 

and regulatory requirements for 

operation of projects funded under the 

Federal TRIO Programs. 

Estimated number of awards: 2. 

Maximum award amount: $265,764. 

Absolute Priority 3. Training on 

assessment of student needs; retention 

and graduation strategies; and the use of 

appropriate educational technology in 

the operation of projects funded under 

the Federal TRIO programs. 

Estimated number of awards: 1. 

Maximum award amount: $344,945. 

Absolute Priority 4. Training on 

assisting students in receiving adequate 

financial aid from programs assisted 

under title IV of the HEA and from other 

programs, on college and university 

admissions policies and procedures, 

and on proven strategies to improve the 

financial literacy and economic literacy 

of students, including topics such as 

basic personal finance information, 

household money management and 

financial planning skills, and basic 

economic decision making skills. 

Estimated number of awards: 2. 

Maximum award amount: $265,764. 

Absolute Priority 5. Training on 

strategies for recruiting and serving hard 

to reach populations, including students 

who are limited English proficient, 

students from groups that are 

traditionally underrepresented in 

postsecondary education, students with 

disabilities, students who are homeless 

children and youths (as this term is 

defined in section 725 of the McKinneyVento Homeless Assistance Act (42 

U.S.C. 11434a)), students who are in 

foster care or are aging out of the foster 

care system, or other disconnected 

students. 

Estimated number of awards: 1. 

Maximum award amount: $344,945. 

Absolute Priority 6. Training on 

general project management for new 

project directors who have been in their 

positions less than two years, including 

training on the content of absolute 

priorities 1 through 5. The training 

should provide new directors with the 

basic tools required to be a successful 

TRIO project director. 

Estimated number of awards: 2. 

Maximum award amount: $294,464. 

Under this competition we are 

particularly interested in applications 

that address the following priorities. 

Invitational Priorities: For FY 2018 

and any subsequent year in which we 

make awards from the list of unfunded 

applications for 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 

applications. 

These priorities are: 

Invitational Priority 1: 

Applications that propose projects 

designed to address one or more of the 

following priority areas: 

(a) Implementing strategies that 

ensure education funds are spent in a 

way that increases their efficiency and 

cost-effectiveness, including by 

reducing waste or achieving better 

outcomes. 

(b) Supporting training toward 

innovative strategies or research that 

have the potential to lead to significant 

and wide-reaching improvements in the 

delivery of educational services. 

(c) Reducing compliance burden 

within the grantee’s operations 

(including on partners working to 

achieve grant objectives or being served 

by the grant) in a manner that decreases 

paperwork or staff time spent on 

administrative functions, or other 

measurable ways that help education 

providers to save money, benefit more 

students, or improve results. 

Invitational Priority 2: 

Applications that propose projects 

designed to assist TRIO grantees with 

the ongoing implementation of the 

evidence-based strategies for which they 


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