30430 Federal Register / Vol. 83, No. 125 / Thursday, June 28, 2018 / Notices 

Innovation Board was unable to provide 

public notification required by 41 CFR 

102–3.150(a) concerning the meeting on 

July 11, 2018, of the Defense Innovation 

Board. Accordingly, the Advisory 

Committee Management Officer for the 

Department of Defense, pursuant to 41 

CFR 102–3.150(b), waives the 15- 

calendar day notification requirement. 

This meeting is being held under the 

provisions of the Federal Advisory 

Committee Act (FACA) of 1972 (5 

U.S.C., Appendix, as amended), the 

Government in the Sunshine Act of 

1976 (5 U.S.C. 552b, as amended), and 

41 CFR 102–3.140 and 102–3.150. 

Purpose of the Meeting: The mission 

of the DIB is to examine and provide the 

Secretary of Defense and the Deputy 

Secretary of Defense independent 

advice and recommendations on 

innovative means to address future 

challenges in terms of integrated change 

to organizational structure and 

processes, business and functional 

concepts, and technology applications. 

The DIB focuses on (a) technology and 

capabilities, (b) practices and 

operations, and (c) people and culture. 

Agenda: During the meeting, the DIB 

will deliberate on building innovation 

capacity among allies and partners, 

metrics for software development and 

acquisition programs from the Software 

Acquisition and Practices (SWAP) 

study, and development and 

deployment of emerging technologies 

within DoD. Mr. Joshua Marcuse, in his 

role as the Innovation Advisor to the 

Chief Management Officer, will brief the 

DIB on DoD’s latest implementation 

activities related to DIB 

recommendations. Members of the 

public will have an opportunity to 

provide oral comments to the DIB 

regarding the DIB’s deliberations and 

potential recommendations. See below 

for additional information on how to 

sign up to provide public comments. 

Meeting Accessibility: Pursuant to 

Federal statutes and regulations (the 

FACA, the Sunshine Act, and 41 CFR 

102–3.140 through 102–3.165) and the 

availability of space, the meeting is 

open to the public from 2:30 p.m. to 

5:00 p.m. Seating is on a first-come 

basis. Members of the public wishing to 

attend the meeting or wanting to receive 

a link to the live stream webcast should 

register on the DIB website, http://

innovation.defense.gov, no later than 

July 6, 2018. Members of the media 

should RSVP to Lieutenant Colonel 

Mike Andrews, U.S. Air Force, Office of 

the Secretary of Defense Public Affairs, 

at michael.r.andrews16.mil@mail.mil. 

Written Statements: Pursuant to 

section 10(a)(3) of the FACA and 41 CFR 

102–3.140, the public or interested 

organizations may submit written 

comments to the DIB about its approved 

agenda pertaining to this meeting or at 

any time regarding the DIB’s mission. 

Individuals submitting a written 

statement must submit their statement 

to the DFO (see FOR FURTHER

INFORMATION CONTACT section for contact 

information). Written comments that do 

not pertain to a scheduled meeting may 

be submitted at any time. However, if 

individual comments pertain to a 

specific topic being discussed at the 

planned meeting, then such comments 

must be received in writing not later 

than July 6, 2018. The DFO will compile 

all written submissions and provide 

them to DIB members for consideration. 

Oral Presentations: Individuals 

wishing to make an oral statement to the 

DIB at the public meeting may be 

permitted to speak for up to two 

minutes. Anyone wishing to speak to 

the DIB should submit a request by 

email at osd.innovation@mail.mil not 

later than July 6, 2018 for planning. 

Requests for oral comments should 

include a copy or summary of planned 

remarks for archival purposes. 

Individuals may also be permitted to 

submit a comment request at the public 

meeting; however, depending on the 

number of individuals requesting to 

speak, the schedule may limit 

participation. Webcast attendees will be 

provided instructions with the live 

stream link if they wish to submit 

comments during the open meeting. 

Dated: June 25, 2018. 

Shelly E. Finke, 

Alternate OSD Federal Register, Liaison 

Officer, Department of Defense. 

[FR Doc. 2018–13919 Filed 6–27–18; 8:45 am] 

BILLING CODE 5001–06–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; 

Statewide Family Engagement Centers 

AGENCY: Office of Innovation and 

Improvement, Department of Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

(Department) is issuing a notice inviting 

applications for fiscal year (FY) 2018 for 

the Statewide Family Engagement 

Centers (SFEC) program, Catalog of 

Federal Domestic Assistance (CFDA) 

number 84.310A. 

DATES: 

Applications Available: June 28, 2018. 

Deadline for Notice of Intent to Apply: 

July 13, 2018. 

Deadline for Transmittal of 

Applications: July 30, 2018. 

Pre-Application Webinar Information: 

For information about the preapplication webinar, visit the SFEC 

website at: https://innovation.ed.gov/ 

statewide-family-engagement-centersprogram/. 

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: Jane 

Hodgdon, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 4W248, Washington, DC 20202– 

5970. Telephone: (202) 453–6620. 

Email: SFEC@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 SFEC 

program is authorized under title IV, 

part E of the Elementary and Secondary 

Education Act of 1965, as amended 

(ESEA). The purpose of the SFEC 

program is to provide financial support 

to organizations that provide technical 

assistance and training to State 

educational agencies (SEAs) and local 

educational agencies (LEAs) in the 

implementation and enhancement of 

systemic and effective family 

engagement policies, programs, and 

activities that lead to improvements in 

student development and academic 

achievement. The Secretary is 

authorized to award grants to statewide 

organizations (or consortia of such 

organizations) in partnership with an 

SEA to establish SFECs that (1) carry out 

parent education and family 

engagement in education programs, and 

(2) provide comprehensive training and 

technical assistance to SEAs, LEAs, 

schools identified by SEAs and LEAs, 

organizations that support family-school 

partnerships, and other such programs. 

Background: The SFEC program seeks 

to promote high-impact cradle-to-career 

family, school, and community 

engagement by funding centers that 

build the capacity of all stakeholders— 

including families, SEAs, LEAs, schoollevel staff and personnel, and 

community based organizations—to 

engage in effective partnerships that 

support student achievement and school 


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1See: www2.ed.gov/documents/familycommunity/partners-education.pdf. 

2Parent Information Centers program is one of the 

primary vehicles under the Individuals with 

Disabilities Education Act (IDEA) for providing 

information and training to parents of children with 

disabilities. 

improvement and increase the number 

of high-quality educational options 

available to families. 

Family, school, and community 

engagement must be viewed as a shared 

responsibility among all parties, in 

order to be effective. The engagement 

should be continuous from birth to 

young adulthood and should take place 

wherever children learn—at home, in 

school, and in their community. 

The Department’s Dual CapacityBuilding Framework for Family-School 

Partnerships 1 identifies several key 

conditions essential to the design of 

effective, high-impact activities and 

initiatives for building the capacity of 

families, SEAs, LEAs, and school staff to 

partner in ways that support student 

achievement and school improvement. 

These conditions highlight the fact that 

effective, high-impact activities are 

purposefully designed and linked to 

school and LEA achievement goals (e.g., 

school readiness, student achievement, 

and school improvement). 

The capacity building initiatives 

should be embedded into the support 

structures and processes at the SEA and 

LEA levels, including training, 

professional development, teaching and 

learning, curriculum, and community 

collaboration. These initiatives should 

also operate with adequate resources, 

including public-private partnerships, 

to ensure meaningful and effective 

strategies that have the power to impact 

student learning and achievement. 

Building on years of research and 

lessons learned from programs such as 

Parent Information Centers,2 the highimpact family engagement envisioned in 

SFEC requires a focus on State and local 

policy, as well as initiatives designed to 

promote parental involvement (as 

defined in this notice) and other direct 

support for parents, families, and the 

organizations that serve them. 

In this year’s SFEC competition, the 

Department also seeks to build an 

evidence base for the program by 

providing incentives to applicants that 

propose: (1) Projects that are supported 

by evidence and (2) robust evaluations. 

Such projects would, if wellimplemented, yield promising evidence 

(as defined in this notice). To this end, 

we include a competitive preference 

priority encouraging projects that are 

based on evidence, with a specific 

interest in providing families with 

evidence-based strategies for promoting 

literacy, an application requirement that 

requires applicants to submit a logic 

model as part of their applications, and 

a selection criterion that encourages 

applicants to further explain the 

conceptual framework outlined in the 

logic model. In addition, through our 

competitive preference priorities, we 

seek applications that propose to 

support families in making informed 

decisions about educational 

opportunities that will meet the unique 

needs of each student. 

Priorities: This notice contains two 

competitive preference priorities. Under 

section 437(d)(1) of the General 

Education Provisions Act (GEPA), we 

are establishing Competitive Preference 

Priorities 1(a) and 2. Competitive 

Preference Priority 1(b) is from the 

Secretary’s Final Supplemental 

Priorities and Definitions for 

Discretionary Grant Programs 

(Supplemental Priorities), published in 

the Federal Register on March 2, 2018 

(83 FR 9096). 

Competitive Preference 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 

competitive preference priorities. Under 

34 CFR 75.105(c)(2)(i), we award an 

additional three points to an application 

that meets either Competitive Preference 

Priority 1(a) or Competitive Preference 

Priority 1(b), and we award up to an 

additional three points to an application 

depending on how well the application 

meets Competitive Preference Priority 2, 

for a maximum of six additional points 

under these priorities. The total possible 

points for each competitive preference 

priority are noted in parentheses. 

These priorities are: 

Competitive Preference Priority 1 (0 or 

3 points). 

The Secretary gives priority to 

projects that are designed to— 

(a) Create SFECs that will provide 

direct services to parents and families 

through evidence-based (as defined in 

this notice) activities. 

(b) Provide families with evidencebased (as defined in this notice) 

strategies for promoting literacy. This 

may include providing families with 

access to books or other physical or 

digital materials or content about how to 

support their child’s reading 

development, or providing family 

literacy activities (as defined in section 

203(9) of the Workforce Innovation and 

Opportunity Act). 

Note: An application will not receive 

points for both (a) and (b) under Competitive 

Preference Priority 1. 

Competitive Preference Priority 2 (up 

to 3 points). 

The Secretary gives priority to 

projects that are designed to provide 

families with the information and tools 

they need to make important decisions 

regarding the educational choice (as 

defined in this notice) that is most 

appropriate for their children. 

Application Requirements: The 

following requirements (a) (b), and (d)– 

(g) are from section 4503 of the ESEA. 

Under section 437(d)(1) of GEPA, we are 

establishing application requirements 

(c), (h), (i), and (j). For FY 2018, and any 

subsequent year in which we make 

awards from the list of unfunded 

applications from this competition, the 

following application requirements 

apply. In order to receive funding, an 

applicant must include the following in 

its application: 

(a) A description of the applicant’s 

approach to family engagement in 

education. 

(b) A description of how the SEA and 

any partner organization will support 

the SFEC that will be operated by the 

applicant including a description of the 

SEA’s and any partner organization’s 

commitment of such support. 

(c) A description of the applicant’s 

plan for building a statewide 

infrastructure for family engagement in 

education, that includes— 

(1) Management and governance; 

(2) Statewide leadership, including 

the development and implementation, 

in partnership with the SEA(s), of 

statewide family engagement in 

education policy and systemic 

initiatives that will provide for a 

continuum of services to remove 

barriers for family engagement in 

education and support school reform 

efforts as well as parental involvement 

policies under the ESEA; and 

(3) Systemic services for family 

engagement in education, including 

assistance for effective participation by 

parents in their children’s education in 

order to help their children meet 

challenging State academic standards, 

such as by assisting parents— 

(i) To engage in activities that will 

improve student academic achievement, 

including understanding how parents 

can support learning in the classroom 

with activities at home and in afterschool and extracurricular programs; 

(ii) To communicate effectively with 

their children, teachers, school leaders, 

counselors, administrators, and other 

school personnel; 

(iii) To become active participants in 

the development, implementation, and 

review of school-parent compacts, 

family engagement in education 


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policies, and school planning and 

improvement; 

(iv) To participate in the design and 

provision of assistance to students who 

are not making academic progress; 

(v) To participate in State and local 

decision making; 

(vi) To train other parents; and 

(vii) In learning and using technology 

applied in their children’s education; 

(d) A description of the applicant’s 

demonstrated experience in providing 

training, information, and support, to 

SEAs, LEAs, schools, educators, parents, 

and organizations on family engagement 

in education policies and practices that 

are effective for parents (including lowincome parents) and families, parents of 

English learners, minorities, students 

with disabilities, homeless children and 

youth, children and youth in foster care, 

and migrant students, including 

evaluation results, reporting, or other 

data exhibiting such demonstrated 

experience. 

(e) A description of the steps the 

applicant will take to target services to 

low-income students and parents. 

(f) An assurance that the applicant 

will— 

(1) Establish a special advisory 

committee, the membership of which 

includes— 

(i) Parents, who shall constitute a 

majority of the members of the special 

advisory committee; 

(ii) Representatives of education 

professionals with expertise in 

improving services for disadvantaged 

children; 

(iii) Representatives of local 

elementary schools and secondary 

schools, including students; 

(iv) Representatives of the business 

community; and 

(v) Representatives of SEAs and LEAs; 

(2) Use not less than 65 percent of the 

funds received under this part in each 

fiscal year to serve LEAs, schools, and 

community-based organizations that 

serve high concentrations of 

disadvantaged students, including 

students who are English language 

learners, minorities, students with 

disabilities, homeless children and 

youth, children and youth in foster care, 

and migrant students; 

(3) Operate a SFEC of sufficient size, 

scope, and quality to ensure that the 

center is adequate to serve the SEA, 

LEAs, and community-based 

organizations; 

(4) Ensure that the SFEC will retain 

staff with the requisite training and 

experience to serve parents in the State; 

(5) Serve urban, suburban, and rural 

LEAs and schools; 

(6) Work with— 

(i) Other SFECs assisted under this 

part; and 

(ii) Parent training and information 

centers and community parent resource 

centers assisted under sections 671 and 

672 of the Individuals with Disabilities 

Education Act (20 U.S.C. 1471; 1472); 

and 

(7) Use not less than 30 percent of the 

funds received under this competition 

for each fiscal year to establish or 

expand technical assistance for 

evidence-based (as defined in this 

notice) parent education programs; 

(8) Provide assistance to SEAs, LEAs, 

and community-based organizations 

that support family members in 

supporting student achievement; 

(9) Work with SEAs, LEAs, schools, 

educators, and parents to determine 

parental needs and the best means for 

delivery of services to address such 

needs; 

(10) Conduct sufficient outreach to 

assist parents, including parents who 

the applicant may have a difficult time 

engaging with a school or LEA; and 

(11) Conduct outreach to low-income 

students and parents, including lowincome students and parents who are 

not proficient in English. 

(g) An assurance that the applicant 

will conduct training programs in the 

community to improve adult literacy, 

including financial literacy. 

(h) A description of how the applicant 

will meet program requirement (a) to 

obtain a non-Federal matching 

contribution in each fiscal year after the 

first fiscal year in which the project is 

funded. 

(i) A preliminary memorandum of 

understanding (MOU), signed by each 

organization or agency with which it 

would partner in implementing the 

proposed SFEC, including the partner 

SEA(s), which details each partner’s 

financial, programmatic, and long-term 

commitment with respect to the 

strategies described in the application. 

(j) A logic model that identifies the 

key project components, explains how 

the key project components will lead to 

relevant outcomes, and informs the 

applicant’s performance measures and 

project evaluation design. 

Program Requirements: Program 

requirement (b) is from section 4504 of 

the ESEA. In addition, under section 

437(d)(1) of the GEPA, we are 

establishing program requirements for a 

final MOU and that no SEA may partner 

with more than one SFEC grantee. We 

also are establishing a requirement for a 

minimum match. We note that section 

4502(c) of the ESEA already requires 

grantees to obtain matching funds after 

the first year of the grant; in this notice 

we are establishing the specific 

minimum percentage of non-Federal 

contributions, which may be in cash or 

in-kind, that each grantee must secure 

in years two through five of the grant. 

For FY 2018 and any subsequent year in 

which we make awards from the list of 

unfunded applications from this 

competition, the following program 

requirements apply. 

(a) Matching funds for grant renewal. 

Each grantee must contribute nonFederal matching funds or in-kind 

donations equal to at least 15 percent of 

its SFEC grant award in project years 

two through five. 

(b) Uses of funds. 

Each grantee shall use the grant funds, 

based on the needs determined under 

Application Requirement (f)(9), to 

provide training and technical 

assistance to SEAs, LEAs, and 

organizations that support family-school 

partnerships; and activities, services, 

and training for LEAs, school leaders, 

educators, and parents— 

(1) To assist parents in participating 

effectively in their children’s education 

and to help their children meet 

challenging State academic standards, 

such as by assisting parents— 

(i) To engage in activities that will 

improve student academic achievement, 

including understanding how parents 

can support learning in the classroom 

with activities at home and in afterschool and extracurricular programs; 

(ii) To communicate effectively with 

their children, teachers, school leaders, 

counselors, administrators, and other 

school personnel; 

(iii) To become active participants in 

the development, implementation, and 

review of school-parent compacts, 

family engagement in education 

policies, and school planning and 

improvement; 

(iv) To participate in the design and 

provision of assistance to students who 

are not making academic progress; 

(v) To participate in State and local 

decision making; 

(vi) To train other parents; and 

(vii) In learning and using technology 

applied in their children’s education; 

(2) To develop and implement, in 

partnership with the SEA, statewide 

family engagement in education policy 

and systemic initiatives that will 

provide a continuum of services to 

remove barriers for family engagement 

in education and support school reform 

efforts; and 

(3) To develop and implement 

parental involvement policies under the 

ESEA. 

(c) Final MOU. 

Within the first 12 months of the 

project, each grantee must submit a final 

MOU, signed by each organization or 

agency with which it is partnering to 

implement the SFEC, including the 


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partner SEA(s), that details each 

partner’s financial, programmatic, and 

long-term commitment. 

(d) SEA partnership. 

While each SFEC grantee must 

partner with at least one SEA, no SEA 

may partner with more than one SFEC 

grantee. 

Definitions: For FY 2018 and any 

subsequent year in which we make 

awards from the list of unfunded 

applications from this competition, the 

following definitions apply. The 

definitions of ‘‘Local educational 

agency,’’ ‘‘Parental involvement,’’ and 

‘‘State educational agency’’ are from 

section 8101 of the ESEA (20 U.S.C. 

7801). The definition of ‘‘Educational 

choice’’ is from the Supplemental 

Priorities. The definition of ‘‘Evidencebased’’ is from sections 4503(c) and 

8101(21) of the ESEA. The definitions of 

‘‘Experimental study,’’ ‘‘Logic model,’’ 

‘‘Performance measure,’’ ‘‘Performance 

target,’’ ‘‘Project,’’ ‘‘Project component,’’ 

‘‘Promising evidence,’’ ‘‘Quasiexperimental design study,’’ ‘‘Relevant 

outcome,’’ and ‘‘What Works 

Clearinghouse Handbook’’ are from 34 

CFR 77.1. The definition of ‘‘Family 

literacy activities’’ is from section 203(9) 

of the Workforce Innovation and 

Opportunity Act. In addition, we are 

establishing a definition of ‘‘Statewide 

organization’’ under section 437(d)(1) of 

GEPA. 

Educational choice means the 

opportunity for a child or student (or a 

family member on their behalf) to create 

a high-quality personalized path for 

learning that is consistent with 

applicable Federal, State, and local 

laws; is in an educational setting that 

best meets the child’s or student’s 

needs; and, where possible, incorporates 

evidence-based activities, strategies, or 

interventions. Opportunities made 

available to a student through a grant 

program are those that supplement what 

is provided by a student’s 

geographically assigned school or the 

institution in which he or she is 

currently enrolled and may include one 

or more of the options listed below: 

(1) Public educational programs or 

courses including those offered by 

traditional public schools, public 

charter schools, public magnet schools, 

public online education providers, or 

other public education providers. 

(2) Private or home-based educational 

programs or courses including those 

offered by private schools, private 

online providers, private tutoring 

providers, community or faith-based 

organizations, or other private education 

providers. 

(3) Internships, apprenticeships, or 

other programs offering access to 

learning in the workplace. 

(4) Part-time coursework or career 

preparation, offered by a public or 

private provider in person or through 

the internet or another form of distance 

learning, that serves as a supplement to 

full-time enrollment at an educational 

institution, as a stand-alone program 

leading to a credential, or as a 

supplement to education received in a 

homeschool setting. 

(5) Dual or concurrent enrollment 

programs or early college high schools 

(as defined in section 8101(15) and (17) 

of the ESEA), or other programs that 

enable secondary school students to 

begin earning credit toward a 

postsecondary degree or credential prior 

to high school graduation. 

(6) Other educational services 

including credit-recovery, accelerated 

learning, or tutoring. 

Evidence-based, for purposes of this 

notice, means an activity, strategy, or 

intervention that demonstrates a 

statistically significant effect on 

improving student outcomes or other 

relevant outcomes based on promising 

evidence from at least one welldesigned and well-implemented 

correlational study with statistical 

controls for selection bias. 

Experimental study means a study 

that is designed to compare outcomes 

between two groups of individuals 

(such as students) that are otherwise 

equivalent except for their assignment 

to either a treatment group receiving a 

project component or a control group 

that does not. Randomized controlled 

trials, regression discontinuity design 

studies, and single-case design studies 

are the specific types of experimental 

studies that, depending on their design 

and implementation (e.g., sample 

attrition in randomized controlled trials 

and regression discontinuity design 

studies), can meet What Works 

Clearinghouse (WWC) standards 

without reservations as described in the 

WWC Handbook: 

(i) A randomized controlled trial 

employs random assignment of, for 

example, students, teachers, classrooms, 

or schools to receive the project 

component being evaluated (the 

treatment group) or not to receive the 

project component (the control group). 

(ii) A regression discontinuity design 

study assigns the project component 

being evaluated using a measured 

variable (e.g., assigning students reading 

below a cutoff score to tutoring or 

developmental education classes) and 

controls for that variable in the analysis 

of outcomes. 

(iii) A single-case design study uses 

observations of a single case (e.g., a 

student eligible for a behavioral 

intervention) over time in the absence 

and presence of a controlled treatment 

manipulation to determine whether the 

outcome is systematically related to the 

treatment. 

Family literacy activities means 

activities that are of sufficient intensity 

and quality, to make sustainable 

improvements in the economic 

prospects for a family and that better 

enable parents or family members to 

support their children’s learning needs, 

and that integrate all of the following 

activities: 

(a) Parent or family adult education 

and literacy activities that lead to 

readiness for postsecondary education 

or training, career advancement, and 

economic self-sufficiency. 

(b) Interactive literacy activities 

between parents or family members and 

their children. 

(c) Training for parents or family 

members regarding how to be the 

primary teacher for their children and 

full partners in the education of their 

children. 

(d) An age-appropriate education to 

prepare children for success in school 

and life experiences. 

Local educational agency (LEA) 

means: 

(a) In General. A public board of 

education or other public authority 

legally constituted within a State for 

either administrative control or 

direction of, or to perform a service 

function for, public elementary schools 

or secondary schools in a city, county, 

township, school district, or other 

political subdivision of a State, or of or 

for a combination of school districts or 

counties that is recognized in a State as 

an administrative agency for its public 

elementary schools or secondary 

schools. 

(b) Administrative Control and 

Direction. The term includes any other 

public institution or agency having 

administrative control and direction of 

a public elementary school or secondary 

school. 

(c) Bureau of Indian Education 

Schools. The term includes an 

elementary school or secondary school 

funded by the Bureau of Indian 

Education but only to the extent that 

including the school makes the school 

eligible for programs for which specific 

eligibility is not provided to the school 

in another provision of law and the 

school does not have a student 

population that is smaller than the 

student population of the LEA receiving 

assistance under the ESEA with the 

smallest student population, except that 


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the school shall not be subject to the 

jurisdiction of any SEA other than the 

Bureau of Indian Education. 

(d) Educational Service Agencies. The 

term includes educational service 

agencies and consortia of those 

agencies. 

(e) State educational agency. The term 

includes the SEA in a State in which the 

SEA is the sole educational agency for 

all public schools. 

Logic model (also referred to as theory 

of action) means a reasonable 

conceptual framework that identifies 

key 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. 

Parental involvement means the 

participation of parents in regular, twoway, and meaningful communication 

involving student academic learning 

and other school activities, including 

ensuring— 

(A) That parents play an integral role 

in assisting their child’s learning; 

(B) That parents are encouraged to be 

actively involved in their child’s 

education at school; 

(C) That parents are full partners in 

their child’s education and are 

included, as appropriate, in decisionmaking and on advisory committees to 

assist in the education of their child; 

and 

(D) The carrying out of other 

activities, such as those described in 

section 1116 of the ESEA. 

Performance measure means any 

quantitative indicator, statistic, or 

metric used to gauge program or project 

performance. 

Performance target means a level of 

performance that an applicant would 

seek to meet during the course of a 

project or as a result of a project. 

Project means the activity described 

in the application. 

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). 

Promising evidence means that there 

is evidence of the effectiveness of a key 

project component in improving a 

relevant outcome, based on a relevant 

finding from one of the following: 

(a) A practice guide prepared by 

WWC reporting a ‘‘strong evidence 

base’’ or ‘‘moderate evidence base’’ for 

the corresponding practice guide 

recommendation; 

(b) An intervention report prepared by 

the WWC reporting a ‘‘positive effect’’ 

or ‘‘potentially positive effect’’ on a 

relevant outcome with no reporting of a 

‘‘negative effect’’ or ‘‘potentially 

negative effect’’ on a relevant outcome; 

or 

(c) A single study assessed by the 

Department, as appropriate, that— 

(i) Is an experimental study, a quasiexperimental design study, or a welldesigned and well-implemented 

correlational study with statistical 

controls for selection bias (e.g., a study 

using regression methods to account for 

differences between a treatment group 

and a comparison group); and 

(ii) Includes at least one statistically 

significant and positive (i.e., favorable) 

effect on a relevant outcome. 

Quasi-experimental design study 

means a study using a design that 

attempts to approximate an 

experimental study by identifying a 

comparison group that is similar to the 

treatment group in important respects. 

This type of study, depending on design 

and implementation (e.g., establishment 

of baseline equivalence of the groups 

being compared), can meet WWC 

standards with reservations, but cannot 

meet WWC standards without 

reservations, as described in the WWC 

Handbook. 

Relevant outcome means the student 

outcome(s) or other outcomes(s) the key 

project component is designed to 

improve, consistent with the specific 

goals of the program. 

State educational agency (SEA) 

means the agency primarily responsible 

for the State supervision of public 

elementary schools and secondary 

schools. 

Statewide organization means a 

public or private organization that— 

(1) Provides family engagement 

support or services; 

(2) Demonstrates capacity to provide 

such support or services statewide to all 

States participating in its proposed 

project; and 

(3) Is not an SEA or LEA. 

What Works Clearinghouse Handbook 

(WWC Handbook) means the standards 

and procedures set forth in the WWC 

Procedures and Standards Handbook, 

Version 3.0 or Version 2.1 (incorporated 

by reference, see 34 CFR 77.2). Study 

findings eligible for review under WWC 

standards can meet WWC standards 

without reservations, meet WWC 

standards with reservations, or not meet 

WWC standards. WWC practice guides 

and intervention reports include 

findings from systematic reviews of 

evidence as described in the Handbook 

documentation. 

Waiver of Proposed Rulemaking: 

Under the Administrative Procedure Act 

(5 U.S.C. 553) the Department generally 

offers interested parties the opportunity 

to comment on proposed definitions 

and other requirements. Section 

437(d)(1) of GEPA, however, allows the 

Secretary to exempt from rulemaking 

requirements regulations governing the 

first grant competition under a new or 

substantially revised program authority. 

This is the first grant competition for 

this program under sections 4501–4506 

of the ESEA, as amended by the Every 

Student Succeeds Act, and, therefore, 

qualifies for this exemption. In order to 

ensure timely grant awards, the 

Secretary has decided to forgo public 

comment on the priorities, requirements 

and definitions under section 437(d)(1) 

of GEPA. These definitions and 

requirements will apply to the FY 2018 

grant competition and any subsequent 

year in which we make awards from the 

list of unfunded applications from this 

competition. 

Program Authority: Sections 4501– 

4506 of the ESEA (20 U.S.C. 7241–46). 

Applicable Regulations: (a) The 

Education Department General 

Administrative Regulations in 34 CFR 

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

and 99. (b) The Office of Management 

and Budget Guidelines to Agencies on 

Governmentwide Debarment and 

Suspension (Nonprocurement) in 2 CFR 

part 180, as adopted and amended as 

regulations of the Department in 2 CFR 

part 3485. (c) The Uniform 

Administrative Requirements, Cost 

Principles, and Audit Requirements for 

Federal Awards in 2 CFR part 200, as 

adopted and amended as regulations of 

the Department in 2 CFR part 3474. (d) 

The Supplemental Priorities. 

II. Award Information 

Type of Award: Discretionary grants. 

Estimated Available Funds: 

$9,700,000. 

Contingent upon the availability of 

funds and the quality of applications, 

we may make additional awards in 

subsequent years from the list of 

unfunded applications from this 

competition. 

Estimated Range of Awards: 

$500,000–$1,000,000 per project year. 

Maximum Award: We will not make 

an award exceeding $1,000,000 for a 

single project year. 

Estimated Number of Awards: 10. 

Note: The Department is not bound by any 

estimates in this notice. 

Project Period: Up to 60 months. 

Continued funding of a grant under 

this competition after the third year will 


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be contingent on the grantee’s progress 

toward meeting the performance 

measures and targets identified in the 

application. 

III. Eligibility Information 

1. Eligible Applicants: Statewide 

organizations (or consortia of such 

organizations) in partnership with at 

least one SEA. 

2. Cost Sharing or Matching: ESEA 

section 4502(c) requires that each 

grantee contribute non-Federal 

resources, which may be in cash or inkind, towards its project for each fiscal 

year after the first fiscal year in which 

the project is funded by the Department. 

We are establishing a program 

requirement under section 437(d)(1) of 

GEPA that a grantee must obtain 

matching funds or in-kind donations 

equal to at least 15 percent of its grant 

award in project years two through five. 

Applicants must include a budget 

showing their matching contributions 

on an annual basis relative to the annual 

budget amount of SFEC grant funds in 

years two through five. 

3. Subgrantees: A grantee under this 

competition may not award subgrants to 

entities to directly carry out project 

activities described in its application. 

IV. Application and Submission 

Information 

1. Application Submission 

Instructions: For information on how to 

submit an application please refer to our 

Common Instructions for Applicants to 

Department of Education Discretionary 

Grant Programs, published in the 

Federal Register on February 12, 2018 

(83 FR 6003), and available at 

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

pdf/2018-02558.pdf. 

2. Submission of Proprietary 

Information: Given the types of projects 

that may be proposed in applications for 

SFEC, your application may include 

business information that you consider 

proprietary. In 34 CFR 5.11 we define 

‘‘business information’’ and describe the 

process we use in determining whether 

any of that information is proprietary 

and, thus, protected from disclosure 

under Exemption 4 of the Freedom of 

Information Act (5 U.S.C. 552, as 

amended). 

Because we plan to make all 

successful applications available to the 

public, you may wish to request 

confidentiality of business information. 

Consistent with Executive Order 

12600, please designate in your 

application any information that you 

believe is exempt from disclosure under 

Exemption 4. In the appropriate 

Appendix section of your application, 

under ‘‘Other Attachments Form,’’ 

please list the page number or numbers 

on which we can find this information. 

For additional information please see 34 

CFR 5.11(c). 

3. Intergovernmental Review: This 

program is subject to Executive Order 

12372 and the regulations in 34 CFR 

part 79. However, under 34 CFR 79.8(a), 

we waive intergovernmental review in 

order to make awards by the end of FY 

2018. 

4. Funding Restrictions: We reference 

regulations outlining funding 

restrictions in the Applicable 

Regulations section of this notice. 

5. Recommended Page Limit: The 

application narrative (Part III of the 

application) 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 40 pages and (2) use the 

following standards: 

• A ‘‘page’’ is 8.5′′ x 11′′, on one side 

only, with 1′′ margins at the top, bottom, 

and both sides. 

• Double space (no more than three 

lines per vertical inch) all text in the 

application narrative, including titles, 

headings, footnotes, quotations, 

references, and captions, as well as all 

text in charts, tables, figures, and 

graphs. 

• Use a font that is either 12 point or 

larger or no smaller than 10 pitch 

(characters per inch). 

• Use one of the following fonts: 

Times New Roman, Courier, Courier 

New, or Arial. 

The recommended page limit does not 

apply to Part I, the cover sheet; Part II, 

the budget section, including the 

narrative budget justification; Part IV, 

the assurances and certifications; or the 

one-page abstract, the resumes, the 

bibliography, the preliminary MOU, the 

logic model, or the letters of support. 

However, the recommended page limit 

does apply to all of the application 

narrative. 

6. Notice of Intent to Apply: The 

Department will be able to develop a 

more efficient process for reviewing 

grant applications if it has a better 

understanding of the number of entities 

that intend to apply for funding under 

this competition. Therefore, the 

Secretary strongly encourages each 

potential applicant to notify the 

Department of the applicant’s intent to 

submit an application for funding by 

sending a short email message 

indicating the applicant’s intent to 

submit an application for funding. The 

email need not include information 

regarding the content of the proposed 

application, only the applicant’s intent 

to submit it. This email notification 

should be sent to SFEC@ed.gov with 

‘‘INTENT TO APPLY’’ in the subject 

line by July 13, 2018. Applicants that do 

not notify us of their intent to apply 

may still apply for funding. 

V. Application Review Information 

1. Selection Criteria: The selection 

criteria for this competition are from 34 

CFR 75.210. The maximum score for all 

of the selection criteria is 100 points. 

The maximum score for each criterion is 

included in parentheses following the 

title of the specific selection criterion. 

Each criterion also includes the factors 

that reviewers will consider in 

determining the extent to which an 

applicant meets the criterion. 

Points awarded under these selection 

criteria are in addition to any points an 

applicant earns under the competitive 

preference priorities in this notice. 

The selection criteria are as follows: 

A. Quality of the Project Design (up to 

30 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— 

(1) The extent to which there is a 

conceptual framework underlying the 

proposed research or demonstration 

activities and the quality of that 

framework. 

(2) The extent to which the services 

to be provided by the proposed project 

reflect up-to-date knowledge from 

research and effective practice. 

(3) The extent to which the proposed 

project is designed to build capacity and 

yield results that will extend beyond the 

period of Federal financial assistance. 

B. Quality of the Management Plan 

and Project Personnel (up to 20 points). 

The Secretary considers the quality of 

the services to be provided by the 

proposed project. In determining the 

quality of project personnel, the 

Secretary considers 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. 

In addition, in determining the 

quality of the management plan and 

project personnel, the Secretary 

considers— 

(1) How the applicant will ensure that 

a diversity of perspectives are brought to 

bear in the operation of the proposed 

project, including those of parents, 

teachers, the business community, a 

variety of disciplinary and professional 

fields, recipients or beneficiaries of 

services, or others, as appropriate. 


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(2) The extent to which the services 

to be provided by the proposed project 

involve the collaboration of appropriate 

partners for maximizing the 

effectiveness of project services. 

(3) The adequacy of the management 

plan to achieve the objectives of the 

proposed project on time and within 

budget, including clearly defined 

responsibilities, timelines, and 

milestones for accomplishing project 

tasks. 

(4) The qualifications, including 

relevant training and experience, of key 

project personnel. 

C. Adequacy of Resources (up to 20 

points). 

The Secretary considers the adequacy 

of resources for the proposed project. In 

determining the adequacy of resources 

for the proposed project, the Secretary 

considers— 

(1) The relevance and demonstrated 

commitment of each partner in the 

proposed project to the implementation 

and success of the project. 

(2) The extent to which the costs are 

reasonable in relation to the objectives, 

design, and potential significance of the 

proposed project. 

(3) The extent to which the costs are 

reasonable in relation to the number of 

persons to be served and the anticipated 

results and benefits. 

D. Quality of the Project Evaluation 

(up to 30 points). 

The Secretary considers the quality of 

the evaluation to be conducted of the 

proposed project. In determining the 

quality of the evaluation, the Secretary 

considers— 

(1) 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 will produce 

quantitative and qualitative data to the 

extent possible. 

(2) The extent to which the evaluation 

will provide performance feedback and 

permit periodic assessment of progress 

toward achieving intended outcomes. 

(3) The extent to which methods of 

evaluation will, if well-implemented, 

produce promising evidence (as defined 

in 34 CFR 77.1(c)) about the project’s 

effectiveness. 

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). 

Additionally, as stated in Program 

Requirement (d), no SEA may partner 

with more than one SFEC grantee. We 

will review applications scoring within 

the funding range to ensure that SEAs 

are represented on only one funded 

application. If changes are necessary to 

a highly ranked applicant’s proposed 

SEA partners, such changes may 

constitute a change in the scope and 

objectives of the grant, which may result 

in an application not being selected for 

funding. 

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. 

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). 


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Federal Register / Vol. 83, No. 125 / Thursday, June 28, 2018 / Notices 30437 

(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: As outlined 

in title IV, part E, section 4501 of the 

ESEA, SFEC is focused on using family 

engagement to improve student 

development and academic 

achievement. The program recognizes 

that in order to effectively and 

sustainably engage parents and families, 

grantees must use training and technical 

assistance to build capacity at the State 

and district levels to develop and 

implement policies, programs, and 

activities that are inclusive of families 

and lead to improvements in student 

development and academic 

achievement. SFECs must also provide 

direct support to parents, teachers, and 

others that strengthen the relationship 

between parents and their children’s 

school, foster greater engagement, and 

assist them in meeting the educational 

needs of children. SFEC will coordinate 

its activities with activities conducted 

under section 1116 and other parts of 

the ESEA, as well as other Federal, 

State, and local services and programs. 

Annual performance measures: (1) 

The number of parents who are 

participating in SFEC activities 

designed to provide them with the 

information necessary to understand 

their annual school report cards and 

other opportunities for engagement 

under section 1116 and other related 

ESEA provisions; (2) the number of 

high-impact activities or services 

provided to build a statewide 

infrastructure for systemic family 

engagement that includes support for 

SEA- and LEA-level leadership and 

capacity-building; (3) the number of 

high-impact activities or services 

implemented to ensure that parents are 

trained and can effectively engage in 

activities that will improve student 

academic achievement, to include an 

understanding of how they can support 

learning in the classroom with activities 

at home or outside the school generally, 

as well as how they can participate in 

State and local decision-making 

processes; and (4) the percentage of 

parents and families receiving SFEC 

services who report having enhanced 

capacity to work with schools and 

service providers effectively in meeting 

the academic and developmental needs 

of their children. 

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 person 

listed under FOR FURTHER INFORMATION

CONTACT. 

Electronic Access to This Document: 

The official version of this document is 

the document published in the Federal 

Register. You may access the official 

edition of the Federal Register and the 

Code of Federal Regulations via the 

Federal Digital System at: www.gpo.gov/ 

fdsys. At this site you can view this 

document, as well as all other 

documents of this Department 

published in the Federal Register, in 

text or Portable Document Format 

(PDF). To use PDF you must have 

Adobe Acrobat Reader, which is 

available free at the site. 

You may also access documents of the 

Department published in the Federal 

Register by using the article search 

feature at: www.federalregister.gov. 

Specifically, through the advanced 

search feature at this site, you can limit 

your search to documents published by 

the Department. 

Dated: June 25, 2018. 

James Blew, 

Acting Assistant Deputy, Secretary for 

Innovation and Improvement. 

[FR Doc. 2018–13913 Filed 6–27–18; 8:45 am] 

BILLING CODE 4000–01–P 

ENVIRONMENTAL PROTECTION 

AGENCY 

[EPA–HQ–OPP–2018–0008; FRL–9978–35] 

Pesticide Product Registration; 

Receipt of Applications for New Uses 

AGENCY: Environmental Protection 

Agency (EPA). 

ACTION: Notice. 

SUMMARY: EPA has received applications 

to register new uses for pesticide 

products containing currently registered 

active ingredients. Pursuant to the 

Federal Insecticide, Fungicide, and 

Rodenticide Act (FIFRA), EPA is hereby 

providing notice of receipt and 

opportunity to comment on these 

applications. 

DATES: Comments must be received on 

or before July 30, 2018. 

ADDRESSES: Submit your comments, 

identified by the Docket Identification 

(ID) Number and the File Symbol of 

interest as shown in the body of this 

document, by one of the following 

methods: 

• Federal eRulemaking Portal: http:// 

www.regulations.gov. Follow the online 

instructions for submitting comments. 

Do not submit electronically any 

information you consider to be 

Confidential Business Information (CBI) 

or other information whose disclosure is 

restricted by statute. 

• Mail: OPP Docket, Environmental 

Protection Agency Docket Center (EPA/ 

DC), (28221T), 1200 Pennsylvania Ave. 

NW, Washington, DC 20460–0001. 

• Hand Delivery: To make special 

arrangements for hand delivery or 

delivery of boxed information, please 

follow the instructions at http://

www.epa.gov/dockets/contacts.html. 

Additional instructions on 

commenting or visiting the docket, 

along with more information about 

dockets generally, is available at http:// 

www.epa.gov/dockets. 

FOR FURTHER INFORMATION CONTACT: 

Michael Goodis, Registration Division 

(RD) (7505P), main telephone number: 

(703) 305–7090; email address: 

RDFRNotices@epa.gov, Anita Pease, 

Antimicrobials Division (AD) (7510P), 

main telephone number: (703) 305– 

7090; email address: ADFRNotices@

epa.gov. The mailing address for each 

contact person is: Office of Pesticide 

Programs, Environmental Protection 

Agency, 1200 Pennsylvania Ave. NW, 

Washington, DC 20460–0001. 

SUPPLEMENTARY INFORMATION: 


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