15180 Federal Register / Vol. 89, No. 42 / Friday, March 1, 2024 / Notices 

school-based mental health services 

providers. 

These measures constitute the 

Department’s indicators of success for 

this program. Consequently, we advise 

an applicant for a grant under this 

program to give careful consideration to 

these measures in conceptualizing the 

approach for its proposed project plan. 

Each grantee will be required to 

provide, in its annual performance and 

final reports, data about its progress in 

meeting these measures. These data will 

be considered by the Department in 

making potential continuation awards. 

Consistent with 34 CFR 75.591, 

grantees funded under this program 

must meet the requirements of any 

evaluation of the program conducted by 

the Department or an evaluator selected 

by the Department. 

Performance measure targets: The 

applicant must propose annual targets 

for the measures listed above in their 

application. Applicants must also 

provide the following information as 

directed under 34 CFR 75.110(b) and (c): 

(1) An explanation of how each

proposed performance target is 

ambitious (as defined in this notice) yet 

achievable compared to the baseline (as 

defined in this notice) for the 

performance measure. 

(2) An explanation of the data

collection and reporting methods the 

applicant would use and why those 

methods are likely to yield reliable, 

valid, and meaningful performance data. 

(3) An explanation of the applicant’s

capacity to collect and report reliable, 

valid, and meaningful performance data, 

as evidenced by high-quality data 

collection, analysis, and reporting in 

other projects or research. 

Note: If the applicant does not have 

experience with collection and 

reporting of performance data through 

other projects or research, the applicant 

should provide other evidence of 

capacity to successfully carry out data 

collection and reporting for its proposed 

project. 

The reviewers of each application will 

score related selection criteria on the 

basis of how well an applicant has 

considered these measures in 

conceptualizing the approach and 

evaluation of the project. 

All grantees must submit an annual 

performance report and final 

performance report with information 

that is responsive to these performance 

measures. 

6. Continuation Awards: In making a

continuation award under 34 CFR 

75.253, the Secretary considers, among 

other things, whether a grantee has 

made substantial progress in achieving 

the goals and objectives of the project; 

whether the grantee has expended funds 

in a manner that is consistent with its 

approved application and budget; and, 

if the Secretary has established 

performance measurement 

requirements, whether the grantee has 

made substantial progress in achieving 

the performance targets in the grantee’s 

approved application. 

In making a continuation award, the 

Secretary also considers whether the 

grantee is operating in compliance with 

the assurances in its approved 

application, including those applicable 

to Federal civil rights laws that prohibit 

discrimination in programs or activities 

receiving Federal financial assistance 

from the Department (34 CFR 100.4, 

104.5, 106.4, 108.8, and 110.23). 

VII. Other Information

Accessible Format: On request to the 

program contact person listed under FOR

FURTHER INFORMATION CONTACT, 

individuals with disabilities can obtain 

this document and a copy of the 

application package in an accessible 

format. The Department will provide the 

requestor with an accessible format that 

may include Rich Text Format (RTF) or 

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

file, braille, large print, audiotape, 

compact disc, or other accessible format. 

Electronic Access to This Document: 

The official version of this document is 

the document published in the Federal 

Register. You may access the official 

edition of the Federal Register and the 

Code of Federal Regulations at 

www.govinfo.gov. At this site you can 

view this document, as well as all other 

documents of this Department 

published in the Federal Register, in 

text or Portable Document Format 

(PDF). To use PDF you must have 

Adobe Acrobat Reader, which is 

available free at the site. 

You may also access documents of the 

Department published in the Federal 

Register by using the article search 

feature at www.federalregister.gov. 

Specifically, through the advanced 

search feature at this site, you can limit 

your search to documents published by 

the Department. 

Adam Schott, 

Deputy Assistant Secretary for Policy and 

Programs, Delegated the Authority to Perform 

the Functions and Duties of the Assistant 

Secretary Office of Elementary and Secondary 

Education. 

[FR Doc. 2024–04358 Filed 2–29–24; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; Mental 

Health Service Professional 

Demonstration Grant Program 

AGENCY: Office of Elementary and 

Secondary Education, Department of 

Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

(Department) is issuing a notice inviting 

applications for fiscal year (FY) 2024 for 

the Mental Health Service Professional 

(MHSP) Demonstration Grant Program, 

Assistance Listing Number 84.184X. 

This notice relates to the approved 

information collection under OMB 

control number 1810–0772. 

DATES: 

Applications Available: March 1, 

2024. 

Deadline for Transmittal of 

Applications: May 15, 2024. 

Deadline for Intergovernmental 

Review: July 15, 2024. 

Pre-Application Webinar Information: 

The Department will hold a preapplication meeting via webinar for 

prospective applicants on TBD, at 1:00 

p.m. and TBD at 1:00 p.m. Eastern Time.

To register, please visit the program

website at: https://oese.ed.gov/offices/

office-of-formula-grants/safesupportive-schools/mental-healthservice-professional-demonstrationgrant-program/.

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 December 7, 2022

(87 FR 75045) and available at https://

www.federalregister.gov/documents/

2022/12/07/2022-26554/commoninstructions-for-applicants-todepartment-of-education-discretionarygrant-programs.

FOR FURTHER INFORMATION CONTACT:

Nicole White, U.S. Department of

Education, 400 Maryland Avenue, 4th

Floor, Washington, DC 20202–6450.

Telephone: (202) 453–6729. Email:

Mental.Health@ed.gov.

If you are deaf, hard of hearing, or 

have a speech disability and wish to 

access telecommunications relay 

services, please dial 7–1–1. 

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement 

I. Funding Opportunity Description

Purpose of Program: The MHSP

Program provides competitive grants to 

support and demonstrate innovative 


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1Centers for Disease Control and Prevention. 

www.cdc.gov/mentalhealth/learn/index.htm. 

Accessed on February 12, 2024. 

partnerships to train school-based 

mental health services providers (as 

defined in section 4102 of the 

Elementary and Secondary Education 

Act of 1965, as amended (ESEA)) 

(services providers) for employment in 

schools and local educational agencies 

(LEAs). The goal of this program is to 

increase the number and diversity of 

high-quality, trained providers available 

to address the shortages of mental 

health services professionals in schools 

served by high-need LEAs (as defined in 

this notice). The partnerships must 

include (1) one or more high-need LEAs 

or a State educational agency (SEA) on 

behalf of one or more high-need LEAs 

and (2) one or more eligible institutions 

of higher education (eligible IHE) (as 

defined in this notice). 

Partnerships must provide 

opportunities to place postsecondary 

education graduate students in schoolbased mental health fields into highneed schools (as defined in this notice) 

served by the participating high-need 

LEAs to complete required field work, 

credit hours, internships, or related 

training, as applicable, for the degree or 

credential program of each student. In 

addition to the placement of graduate 

students, grantees may also develop 

mental health career pathways as early 

as secondary school, through career and 

technical education opportunities, or 

through paraprofessional support degree 

programs at local community or 

technical colleges. 

Background: 

Like good physical health, positive 

mental health promotes success in life. 

As defined by the Centers for Disease 

Control and Prevention (CDC), ‘‘Mental 

health includes our emotional, 

psychological, and social well-being. It 

affects how we think, feel, and act. It 

also helps determine how we handle 

stress, relate to others, and make healthy 

choices. Mental health is important at 

every stage of life, from childhood and 

adolescence through adulthood.’’ 1

Support for the mental health of 

children and youth advances 

educational opportunities by helping to 

create conditions for students to fully 

engage in learning. The increases in 

mental health related needs, including 

those resulting from traumatic events 

such as the COVID–19 pandemic, 

community violence, adverse childhood 

experiences, the impact of social media, 

and more present challenges for 

children and youth that for many 

impact their overall emotional, 

psychological, and social well-being and 

their ability to fully engage in learning. 

The priorities, requirements, and 

definitions used in this notice aim to 

address student mental health needs by 

training more school-based mental 

health services providers who will be 

available to work in high-need LEAs. 

While the complementary K–12 mental 

health program, the School-Based 

Mental Health Services Program 

(SBMH), focuses on the immediate need 

of hiring more school-based mental 

health services providers, the MHSP 

program is designed to increase the 

overall number of services providers 

prepared to enter the workforce. 

Additionally, we aim to make more 

awards to eligible applicants who have 

not yet benefited from an MHSP grant, 

to increase the number of services 

providers from diverse backgrounds or 

from the school communities they will 

serve, and to ensure that all services 

providers are trained in inclusive 

practices, including ensuring access to 

services for children and youth who are 

English learners. 

In developing applications that meet 

the absolute priorities, we encourage 

applicants to consider the needs of 

individuals from diverse backgrounds 

and utilize the program’s broad 

allowability to use funds to provide 

support services that will have a 

meaningful impact on diversifying the 

school-based mental health services 

workforce. For example, projects may 

pay for participants’ tuition, provide a 

modest salary for internships, cover the 

cost of transportation to and from the 

high-need school where the participant 

is placed, pay for childcare while the 

participant is working at the high-need 

school, and pay for administrative 

expenses, such as background check 

fees that are necessary for placement in 

a participating school. Such uses of 

funds may be especially critical in 

supporting individuals from lowincome backgrounds who are pursuing 

careers as school-based mental health 

services providers. 

Priorities: This competition has three 

absolute priorities and three competitive 

preference priorities. Absolute Priority 1 

and the competitive preference 

priorities are from the notice of final 

priorities, requirements, and definitions 

for the MHSP Program published in the 

Federal Register on October 4, 2022 (87 

FR 60083) (the NFP). Absolute Priority 

2 and Absolute Priority 3 are from the 

Administrative Priorities for 

Discretionary Grants Programs 

(Administrative Priorities), published in 

the Federal Register on March 9, 2020 

(85 FR 13640). 

Absolute Priorities: For FY 2024 and 

any subsequent year in which we make 

awards from the list of unfunded 

applications from this competition, 

these priorities are absolute priorities. 

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

only applications that meet Absolute 

Priority 1 and Absolute Priority 2 or 

Absolute Priority 3. 

The Secretary intends to create two 

funding slates for MHSP applications, 

one slate for applications that meet 

Absolute Priority 1 and Absolute 

Priority 2 and a second slate for 

applications that meet Absolute Priority 

1 and 3. As a result, the Secretary may 

fund applications out of the overall rank 

order. 

These priorities are: 

Absolute Priority 1—Expand Capacity 

of High-need LEAs. 

Projects that propose to expand the 

capacity of high-need LEAs in 

partnership with eligible IHEs to train 

school-based mental health services 

providers (as defined in this notice), 

with the goal of expanding the number 

of these professionals available to 

address the shortages of school-based 

mental health services providers in 

high-need schools. 

To meet this priority, the applicant 

must propose a school-based mental 

health partnership (as defined in this 

notice) to place the IHE’s graduate 

students in school-based mental health 

services fields into high-need schools 

served by the participating high-need 

LEAs for the purpose of completing 

required field work, credit hours, 

internships, or related training 

necessary to complete their degree or 

obtain a credential as a school-based 

mental health services provider. 

Absolute Priority 2—Applications 

From New Potential Grantees. 

Under this priority, an applicant must 

demonstrate the following: 

(a) The applicant does not, as of the 

deadline date for submission of 

applications, have an active grant, 

including through membership in a 

group application submitted in 

accordance with 34 CFR 75.127–75.129, 

under the program from which it seeks 

funds. 

(b) For the purpose of this priority, a 

grant is active until the end of the 

grant’s project or funding period, 

including any extensions of those 

periods that extend the grantee’s 

authority to obligate funds. 

Absolute Priority 3—Applications 

from Grantees that Are Not New 

Potential Grantees. 

Under this priority, an applicant must 

demonstrate the following: 

(a) The applicant has, as of the 

deadline date for submission of 


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2All strategies to increase the diversity of 

providers must comply with applicable Federal 

civil rights laws, including title VI of the Civil 

Rights Act of 1964. 

3An identity-safe environment is a place where 

every student feels physically and emotionally safe. 

Perceptions of safety often differ across different 

groups of students, and each intervention and 

support measure should be designed to ensure the 

safety and belonging of all students. 

applications, an active grant, including 

through membership in a group 

application submitted in accordance 

with 34 CFR 75.127–75.129, under the 

program from which it seeks funds. 

(b) For the purpose of this priority, a 

grant is active until the end of the 

grant’s project or funding period, 

including any extensions of those 

periods that extend the grantee’s 

authority to obligate funds. 

Competitive Preference Priorities: For 

FY 2024 and any subsequent year in 

which we make awards from the list of 

unfunded applications from this 

competition, these priorities are 

competitive preference priorities. Under 

34 CFR 75.105(c)(2)(i), we award up to 

an additional 5 points for Competitive 

Preference Priority 1, depending on how 

well the application meets the priority. 

We award up to an additional 5 points 

for Competitive Preference Priority 2, 

depending on how well the application 

meets the priority. We award an 

additional 5 points to an application 

that meets Competitive Preference 

Priority 3. The total number of 

competitive preference points an 

applicant may receive is 15. 

An applicant must clearly identify in 

the project abstract and the project 

narrative section of its application the 

competitive preference priority or 

priorities it wishes the Department to 

consider for purposes of earning 

competitive preference priority points. 

These priorities are: 

Competitive Preference Priority 1- 

Increase the Number of Qualified 

School Based Mental Health Services 

Providers in High-Need LEAs Who Are 

from Diverse Backgrounds or from 

Communities Served by the High-Need 

LEAs. (Up to 5 points) 

Projects that propose to increase the 

number of qualified school-based 

mental health services providers in 

high-need LEAs who are from diverse 

backgrounds (i.e., backgrounds that 

reflect the communities, identities, 

races, ethnicities, abilities, and cultures 

of the students in the high-need LEA, 

including underserved students) or who 

are from communities served by the 

high-need LEAs.2

Applicants must describe how their 

proposal to increase the number of 

school-based mental health services 

providers who are from diverse 

backgrounds or who are from the 

communities served by the high-need 

LEA will help increase access to mental 

health services for students within the 

high-need LEA and best meet the mental 

health needs of the diverse populations 

of students to be served. 

Competitive Preference Priority 2– 

Promote Inclusive Practices. (Up to 5 

points) 

Projects that propose to provide 

evidence-based (as defined in this 

notice) pedagogical practices in mental 

health services provider preparation 

programs or professional development 

programs that are inclusive with regard 

to race, ethnicity, culture, language, 

disability, and for students who identify 

as LGBTQI+, and that prepare schoolbased mental health services providers 

to create culturally and linguistically 

inclusive and identity-safe 3

environments for students when 

providing services. 

Applicants must describe how their 

proposal to provide evidence-based 

pedagogical practices in mental health 

services provider preparation programs 

or professional development programs 

will prepare school-based mental health 

services providers to provide inclusive 

practices and to create culturally and 

linguistically inclusive and identity-safe 

environments for students when 

providing services. 

Competitive Preference Priority 3- 

Partnerships with HBCUs, TCUs, or 

other MSIs. (0 or 5 points) 

Applicants that propose to implement 

their projects by or in partnership with 

one or more of the following entities: 

(1) Historically Black Colleges and 

Universities (HBCUs) (as defined in 34 

CFR 608.2). 

(2) Tribal Colleges and Universities 

(TCUs) (as defined in section 316(b)(3) 

of the HEA). 

(3) Minority-Serving Institutions 

(MSIs) (as defined in sections 316 

through 320 of part A of title III, under 

part B of title III, or under title V of the 

HEA). 

Note: Only institutions that the 

Department determined to be eligible 

through the FY 2024 process for eligible 

MSI designation (which includes HBCU 

and TCU designations), or which were 

granted a waiver under the process, may 

be considered eligible for this 

competitive preference priority. 

Requirements: These application 

requirements are from the NFP. These 

requirements are: 

Program Requirement: Eligible 

applicants for this program are highneed LEAs, SEAs on behalf of one or 

more high-need LEAs, and IHEs. Highneed LEA applicants and SEA 

applicants on behalf of one or more 

high-need LEAs must propose to work 

in partnership with an eligible IHE, 

which may include institutions that 

serve diverse learners such as an HBCU 

(as defined in 34 CFR 608.2), TCU (as 

defined in section 316(b)(3) of the HEA), 

or other MSI (as defined in sections 316 

through 320 of part A of title III, under 

part B of title III, or under title V of the 

HEA). Eligible IHE applicants must 

propose to work in partnership with one 

or more high-need LEAs or an SEA. 

Application Requirements: An 

applicant must include the following in 

its application: 

(a) Identification of schools to be 

served by the proposed project. 

Applicants must identify or describe 

how they will identify the high-need 

schools to be served in each high-need 

LEA that is part of the school-based 

mental health partnership. 

(b) A description of the nature and 

magnitude of the problem. 

Applicants must describe how the 

lack of school-based mental health 

services providers is specifically 

affecting students in the high-need 

schools to be served by project 

activities. Applicants must describe the 

nature of the problem for the LEA, based 

on, but not limited to, the most recent 

available ratios of school-based mental 

health services providers to students 

enrolled in the schools in each highneed LEA that is part of the schoolbased mental health partnership (in the 

aggregate and disaggregated by 

profession (e.g., school social workers, 

school psychologists, and school 

counselors)). The description may also 

include LEA and school-level 

demographic data, including chronic 

absenteeism and discipline data, school 

climate surveys, school violence/crime 

data, data related to suicide rates, and 

descriptions of barriers to hiring and 

retaining services providers in the LEA. 

(c) A plan to enhance LEA capacity to 

provide mental health services to 

students. 

Applicants must describe the specific 

activities they will conduct to expand 

and improve LEA capacity to provide 

mental health services to students in 

high-need LEAs and ensure that 

students receive appropriate, evidencebased, and culturally and linguistically 

inclusive mental health services. To 

meet this requirement, the applicant 

must propose a school-based mental 

health partnership established for the 

purpose of placing the IHE’s graduate 

students in school-based mental health 

fields into high-need schools served by 

the participating high-need LEAs to 

complete required field work, credit 


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hours, internships, or related training as 

applicable for the degree or credential 

program of each student. If the applicant 

intends to establish a program that 

directly benefits an individual graduate 

student, such as through a stipend or 

tuition credit, the applicant must 

describe its approach to implementing a 

service obligation for such graduate 

student as a school-based mental health 

services provider in a high-need LEA 

commensurate with the level of support 

the graduate student receives. 

(d) A memorandum of understanding 

(MOU), a memorandum of agreement 

(MOA), or letter of agreement between 

the LEA or SEA, and the IHE. 

Applicants must include with their 

application an MOU, MOA, or letter of 

agreement that is signed by the 

authorized representatives of the LEA or 

SEA, and the IHE. The MOU, MOA, or 

letter of agreement must provide details 

regarding the roles and responsibilities 

of each entity in the partnership and 

include a description of how the 

partnership will place graduate students 

into high-need schools served by the 

participating high-need LEAs to 

complete required field work, credit 

hours, internships, or related training 

necessary to complete their degree or 

obtain a credential as a school-based 

mental health services provider. 

Additionally, SEA and LEA applicants 

must describe in the MOU, MOA, or 

letter of agreement how leaders across 

all levels of the project will be engaged 

in the implementation and evaluation of 

the project. The MOU, MOA, or letter of 

agreement must also include the 

estimated number of mental health 

services providers that will be placed 

into employment in high-need schools 

and high-need LEAs on an annual basis. 

(e) A plan for collaboration and 

coordination with related Federal, State, 

and local initiatives. 

Applicants must propose a plan that 

describes: 

(1) The activities to be carried out in 

coordination with the national, State, or 

local mental health, public health, child 

welfare, and other community agencies, 

which may include school-based health 

centers, to achieve the plan goals and 

objectives of establishing a pipeline 

program to train and expand the 

capacity of school-based mental health 

services providers in high-need LEAs; 

and 

(2) How they will leverage other 

available Federal, State, and local 

resources to achieve project goals and 

objectives and sustain investments 

beyond the budget period. Applicants 

must identify these other available 

resources and describe how they will be 

used to promote success across 

programs. 

Evidence of collaboration and 

coordination described in paragraph 

(e)(1) must be provided through letters 

of support or MOAs/MOUs from State 

or local organizations or agencies, where 

applicable. 

(f) A description of the process to 

identify students for mental health 

services. 

Applicants must describe the specific 

process and activities they will use to 

ensure students in high-need LEAs who 

need school-based mental health 

services are properly identified, 

assessed, and provided the appropriate 

school-based mental health services by 

qualified personnel in consultation with 

educators, including school leaders, and 

parents and families, as appropriate. To 

meet this requirement, applicants must 

also describe how they will ensure that 

services are evidence-based and 

inclusive with regard to race, ethnicity, 

culture, language, disability, 

homelessness, and for students who 

identify as LGBTQI+, and are accessible 

to all. Further, applicants must describe 

how LEAs will engage parents and 

families for the purposes of raising 

awareness about the availability of 

services and connecting students to 

services. 

Definitions: The definitions of 

‘‘eligible institution of higher 

education,’’ ‘‘high-need LEA,’’ ‘‘highneed school,’’ ‘‘school-based mental 

health partnership,’’ and ‘‘students/ 

children from low-income 

backgrounds’’ are from the NFP. The 

definitions of ‘‘evidence-based’’ (20 

U.S.C. 7801(21), ‘‘institution of higher 

education’’ (20 U.S.C. 7801(29), ‘‘local 

educational agency’’ (20 U.S.C. 

7801(30)), ‘‘State educational agency’’ 

(20 U.S.C. 7801(49)), and ‘‘school-based 

mental health services provider’’ (20 

U.S.C. 7112(6)) are from the Elementary 

and Secondary Education Act of 1965, 

as amended (ESEA). The definitions of 

‘‘ambitious,’’ ‘‘baseline,’’ ‘‘demonstrates 

a rationale,’’ ‘‘logic model,’’ ‘‘project 

component,’’ and ‘‘relevant outcome’’ 

are from 34 CFR 77.1. These definitions 

apply to the FY 2024 MHSP Program 

competition and any subsequent year in 

which we make awards from the list of 

unfunded applications from this 

competition. 

These definitions are: 

Ambitious means promoting 

continued meaningful improvement for 

program participants or for other 

individuals or entities affected by the 

grant, or representing a significant 

advancement in the field of education 

research, practices, or methodologies. 

When used to describe a performance 

target, whether a performance target is 

ambitious depends upon the context of 

the relevant performance measure and 

the baseline for that measure. 

Baseline means the starting point 

from which performance is measured 

and targets are set. 

Demonstrates a rationale means a key 

project component included in the 

project’s logic model is informed by 

research or evaluation findings that 

suggest the project component is likely 

to improve relevant outcomes. 

Eligible institution of higher 

education means an institution of 

higher education that offers a program 

of study that leads to a master’s degree 

or other graduate degree— 

(a) In school psychology that prepares 

students in such program for a State 

credential as a school psychologist; 

(b) In school counseling that prepares 

students in such program for a State 

credential in school counseling; 

(c) In school social work that prepares 

students in such program for a State 

credential in school social work; 

(d) In another school-based mental 

health field that prepares students in 

such program for a State credential to 

deliver school-based mental health 

services; or 

(e) In any combination of study 

described in paragraphs (a) through (d). 

Evidence-based, when used with 

respect to a State, local educational 

agency, or school activity, means an 

activity, strategy, or intervention that— 

(a) demonstrates a statistically 

significant effect on improving student 

outcomes or other relevant outcomes 

based on—(i) strong evidence from at 

least 1 well-designed and wellimplemented experimental study; (ii) 

moderate evidence from at least 1 welldesigned and well-implemented quasiexperimental study; or (iii) promising 

evidence from at least 1 well-designed 

and well-implemented correlational 

study with statistical controls for 

selection bias; or (b)(i) demonstrates a 

rationale based on high-quality research 

findings or positive evaluation that such 

activity, strategy, or intervention is 

likely to improve student outcomes or 

other relevant outcomes; and (ii) 

includes ongoing efforts to examine the 

effects of such activity, strategy, or 

intervention. 

High-need local educational agency 

(LEA) means an LEA— 

(a)(1) For which at least 20 percent of 

the children served by the agency are 

children from low-income backgrounds; 

(2) That serves at least 10,000 

children from low-income backgrounds; 

(3) That meets the eligibility 

requirements for funding under the 

Small, Rural School Achievement 


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(SRSA) program under section 5211(b) 

of the ESEA; or 

(4) That meets the eligibility 

requirements for funding under the 

Rural and Low-Income School (RLIS) 

program under section 5221(b) of the 

ESEA; and— 

(b) For which there is a high student 

to qualified mental health services 

provider ratio as compared to other 

LEAs statewide or nationally. 

High-need school means a school that, 

based on the most recent data available, 

meets at least one of the following: 

(a) The school is in the highest 

quartile of all schools served by an LEA 

ranked in descending order by 

percentage of students from low-income 

backgrounds enrolled in such schools, 

as determined by the LEA based on one 

of the following measures of poverty: 

(1) The percentage of students aged 5 

through 17 in poverty counted in the 

most recent census data approved by the 

Secretary. 

(2) The percentage of students eligible 

for a free or reduced-price school lunch 

under the Richard B. Russell National 

School Lunch Act based on the most 

recently available data. 

(3) The percentage of students in 

families receiving assistance under the 

State program funded under part A of 

title IV of the Social Security Act. 

(4) The percentage of students eligible 

to receive medical assistance under the 

Medicaid program. 

(5) A composite of two or more of the 

measures described in paragraphs (a)(1) 

through (4). 

(b) In the case of— 

(1) An elementary school, the school 

serves students not less than 60 percent 

of whom are eligible for a free or 

reduced-price school lunch under the 

Richard B. Russell National School 

Lunch Act based on the most recently 

available data; or 

(2) Any other school that is not an 

elementary school, the other school 

serves students not less than 45 percent 

of whom are eligible for a free or 

reduced-price school lunch under the 

Richard B. Russell National School 

Lunch Act based on the most recently 

available data. 

Institution of higher education has the 

meaning given to such term in section 

101(a) of the Higher Education Act of 

1965 (20 U.S.C. 1001). 

Local educational agency means 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) The term includes any other 

public institution or agency having 

administrative control and direction of 

a public elementary school or secondary 

school. 

(c) 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 local educational agency receiving 

assistance under this Act with the 

smallest student population, except that 

the school shall not be subject to the 

jurisdiction of any State educational 

agency other than the Bureau of Indian 

Education. 

(d) The term includes educational 

service agencies and consortia of those 

agencies. 

(e) The term includes the State 

educational agency in a State in which 

the State educational agency is the sole 

educational agency for all public 

schools. 

Logic model (also referred to as a 

theory of action) means a framework 

that identifies key project components 

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

‘‘ingredients’’ that are hypothesized to 

be critical to achieving the relevant 

outcomes) and describes the theoretical 

and operational relationships among the 

key project components and relevant 

outcomes. 

Project component means an activity, 

strategy, intervention, process, product, 

practice, or policy included in a project. 

Evidence may pertain to an individual 

project component or to a combination 

of project components (e.g., training 

teachers on instructional practices for 

English learners and follow-on coaching 

for these teachers). 

Relevant outcome means the student 

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

project component is designed to 

improve, consistent with the specific 

goals of the program. 

School-based mental health 

partnership means the formal 

relationship, established for the purpose 

of training school-based mental health 

services providers for employment in 

schools and LEAs, between— 

(a) One or more high-need LEAs or an 

SEA on behalf of one or more high-need 

LEAs; and 

(b) One or more eligible IHEs, 

including HBCUs (as defined in 34 CFR 

608.2), MSIs (as defined in sections 316 

through 320 of part A of title III, under 

part B of title III, or under title V of the 

HEA), and TCUs (as defined in section 

316(b)(3) of the HEA). 

School-based mental health services 

provider means a State-licensed or 

State-certified school counselor, school 

psychologist, school social worker, or 

other State licensed or certified mental 

health professional qualified under 

State law to provide mental health 

services to children and adolescents. 

Students/children from low-income 

backgrounds means students whose 

families meet any of the poverty 

thresholds established in section 1113 

of the ESEA for the relevant grade level. 

State educational agency means the 

agency primarily responsible for the 

State supervision of public elementary 

schools and secondary schools. 

Program Authority: Section 

4631(a)(1)(B) of the ESEA (20 U.S.C. 

7281). 

Note: Projects will be awarded and 

must be operated in a manner consistent 

with the nondiscrimination 

requirements contained in Federal civil 

rights laws. 

Applicable Regulations: (a) The 

Education Department General 

Administrative Regulations in 34 CFR 

parts 75, 77, 81, 82, 84, 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 NFP. (e) The Administrative 

Priorities. 

II. Award Information 

Type of Award: Discretionary grants. 

Estimated Available Funds: 

$19,000,000. 

The actual level of funding, if any, 

depends on final congressional action. 

However, we are inviting applications to 

allow enough time to complete the grant 

process if Congress appropriates funds 

for this program. 

Contingent upon the availability of 

funds and the quality of applications, 

we may make additional awards in 

subsequent years from the list of 

unfunded applications from this 

competition. 

Estimated Range of Awards: $400,000 

to $1,000,000. 


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Estimated Average Size of Awards: 

$700,000 for each 12-month period. 

Estimated Number of Awards: 

Between 23–33 awards. 

Note: The Department is not bound by 

any estimates in this notice. 

Project Period: Up to 60 months. 

III. Eligibility Information

1. Eligible Applicants: High-need

LEAs, SEAs on behalf of one or more 

high-need LEAs, and IHEs. High-need 

LEA applicants and SEA applicants on 

behalf of one or more high-need LEAs 

must propose to work in partnership 

with an eligible IHE, which may include 

institutions that serve diverse learners 

such as an HBCU (as defined in 34 CFR 

608.2), TCU (as defined in section 

316(b)(3) of the HEA), or other MSI (as 

defined in sections 316 through 320 of 

part A of title III, under part B of title 

III, or under title V of the HEA). Eligible 

IHE applicants must propose to work in 

partnership with one or more high-need 

LEAs or a SEA. 

2. a. Cost Sharing or Matching: This

competition does not require cost 

sharing or matching. 

b. Indirect Cost Rate Information: This

program uses an unrestricted indirect 

cost rate. For more information 

regarding indirect costs, or to obtain a 

negotiated indirect cost rate, please see 

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

intro.html. 

c. Administrative Cost Limitation:

This program does not include any 

program-specific limitation on 

administrative expenses. All 

administrative expenses must be 

reasonable and necessary and conform 

to Cost Principles described in 2 CFR 

part 200 subpart E of the Uniform 

Guidance. 

3. Subgrantees: A grantee under this

competition may not award subgrants to 

entities to directly carry out project 

activities described in its application. 

4. Limitation on Awards: The

Department will make only one award 

that serves any individual LEA. 

IV. Application and Submission

Information

1. Application Submission

Instructions: Applicants are required to 

follow the Common Instructions for 

Applicants to Department of Education 

Discretionary Grant Programs, 

published in the Federal Register on 

December 7, 2022 (87 FR 75045), and 

available at https://

www.federalregister.gov/documents/ 

2022/12/07/2022-26554/commoninstructions-for-applicants-todepartment-of-education-discretionarygrant-programs, which contain 

requirements and information on how to 

submit an application. Please note that 

these Common Instructions supersede 

the version published on December 7, 

2021. 

2. Intergovernmental Review: This

program is subject to Executive Order 

12372 and the regulations in 34 CFR 

part 79. Information about 

Intergovernmental Review of Federal 

Programs under Executive Order 12372 

is in the application package for this 

competition. 

3. Funding Restrictions: We reference

regulations outlining funding 

restrictions in the Applicable 

Regulations section of this notice. In 

addition, we remind applicants that 

sections 4001(a) and 4001(b) of the 

ESEA (20 U.S.C. 7101) apply to this 

program. Section 4001(a) requires 

entities receiving funds under title IV of 

the ESEA to obtain prior, written, 

informed consent from the parent of 

each child who is under 18 years of age 

to participate in any mental-health 

assessment or service that is funded 

under title IV of the ESEA and 

conducted in connection with an 

elementary or secondary school. Section 

4001(b) prohibits the use of funds for 

medical services or drug treatment or 

rehabilitation, except for integrated 

student supports, specialized 

instructional support services, or 

referral to treatment for impacted 

students, which may include students 

who are victims of, or witnesses to, 

crime or who illegally use drugs. This 

prohibition does not preclude the use of 

funds to support mental health 

counseling and support services, 

including those provided by a mental 

health services provider outside of 

school, so long as such services are not 

medical. 

V. Application Review Information

1. Selection Criteria: The selection

criteria for this program are from 34 CFR 

75.210. The maximum score for all 

selection criteria is 100 points. The 

points assigned to each criterion are 

indicated in parentheses. Non-Federal 

peer reviewers will evaluate and score 

each application program narrative 

against the following selection criteria: 

(a) Need for the Project and

Significance (Up to 15 points) 

(1) The Secretary considers the need

for the proposed project. In determining 

the need for the proposed project, the 

Secretary considers the extent to which 

specific gaps or weaknesses in services, 

infrastructure, or opportunities have 

been identified and will be addressed by 

the proposed project, including the 

nature and magnitude of those gaps or 

weaknesses. (Up to 10 points) 

(2) The Secretary considers the

significance of the proposed project. In 

determining the significance of the 

proposed project, the Secretary 

considers the extent to which the 

proposed project is likely to build local 

capacity to provide, improve, or expand 

services that address the needs of the 

target population. (Up to 5 points) 

(b) Quality of the project design (Up

to 25 points) 

(1) The Secretary considers the

quality of the design of the proposed 

project. 

(2) In determining the quality of the

design of the proposed project, the 

Secretary considers the following 

factors: 

(i) The extent to which the design of

the proposed project includes a 

thorough, high-quality review of the 

relevant literature, a high-quality plan 

for project implementation, and the use 

of appropriate methodological tools to 

ensure successful achievement of 

project objectives. (Up to 15 points) 

(ii) The extent to which the proposed

project represents an exceptional 

approach to the priority or priorities 

established for the competition. (Up to 

5 points) 

(iii) The extent to which the proposed

project demonstrates a rationale (as 

defined in 34 CFR 77.1(c)). (Up to 5 

points) 

(c) Quality of project services (Up to

30 points) 

(1) The Secretary considers the

quality of the services to be provided by 

the proposed project. 

(2) In determining the quality of the

services to be provided by the proposed 

project, the Secretary considers the 

quality and sufficiency of strategies for 

ensuring equal access and treatment for 

eligible project participants who are 

members of groups that have 

traditionally been underrepresented 

based on race, color, national origin, 

gender, age, or disability. (Up to 15 

points) 

(3) In addition, the Secretary

considers the extent to which the 

training or professional development 

services to be provided by the proposed 

project are likely to alleviate the 

personnel shortages that have been 

identified or are the focus of the 

proposed project. (Up to 15 points) 

(d) Management Plan and Adequacy

of Resources (Up to 20 points). 

(1) The Secretary considers the

management plan and the adequacy of 

resources for the proposed project. 

(2) In determining the quality of the

management plan and the adequacy of 

resources for the proposed project, the 

Secretary considers: 


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(i) The adequacy of mechanisms for 

ensuring high-quality products and 

services from the proposed project. (Up 

to 10 points) 

(ii) The relevance and demonstrated 

commitment of each partner in the 

proposed project to the implementation 

and success of the project. (Up to 10 

points) 

(e) Quality of the project evaluation 

(Up to 10 points) 

(1) The Secretary considers the 

quality of the evaluation to be 

conducted of the proposed project. 

(2) In determining the quality of the 

evaluation, the Secretary considers the 

following factors: 

(i) The extent to which the methods 

of evaluation are thorough, feasible, and 

appropriate to the goals, objectives, and 

outcomes of the proposed project. (Up 

to 5 points) 

(ii) The extent to which the methods 

of evaluation will provide performance 

feedback and permit periodic 

assessment of progress toward achieving 

intended outcomes. (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 

200.206, before awarding grants under 

this program the Department conducts a 

review of the risks posed by applicants. 

Under 2 CFR 200.208, the Secretary may 

impose specific conditions and, under 2 

CFR 3474.10, in appropriate 

circumstances, high-risk conditions on a 

grant if the applicant or grantee is not 

financially stable; has a history of 

unsatisfactory performance; has a 

financial or other management system 

that does not meet the standards in 2 

CFR part 200, subpart D; has not 

fulfilled the conditions of a prior grant; 

or is otherwise not responsible. 

4. Integrity and Performance System: 

If you are selected under this 

competition to receive an award that 

over the course of the project period 

may exceed the simplified acquisition 

threshold (currently $250,000), under 2 

CFR 200.206(a)(2) we must make a 

judgment about your integrity, business 

ethics, and record of performance under 

Federal awards—that is, the risk posed 

by you as an applicant—before we make 

an award. In doing so, we must consider 

any information about you that is in the 

integrity and performance system 

(currently referred to as the Federal 

Awardee Performance and Integrity 

Information System (FAPIIS)), 

accessible through the System for 

Award Management. You may review 

and comment on any information about 

yourself that a Federal agency 

previously entered and that is currently 

in FAPIIS. 

Please note that, if the total value of 

your currently active grants, cooperative 

agreements, and procurement contracts 

from the Federal Government exceeds 

$10,000,000, the reporting requirements 

in 2 CFR part 200, appendix XII, require 

you to report certain integrity 

information to FAPIIS semiannually. 

Please review the requirements in 2 CFR 

part 200, appendix XII, if this grant plus 

all the other Federal funds you receive 

exceed $10,000,000. 

5. In General: In accordance with the 

Office of Management and Budget’s 

guidance located at 2 CFR part 200, all 

applicable Federal laws, and relevant 

Executive guidance, the Department 

will review and consider applications 

for funding pursuant to this notice 

inviting applications in accordance 

with: 

(a) Selecting recipients most likely to 

be successful in delivering results based 

on the program objectives through an 

objective process of evaluating Federal 

award applications (2 CFR 200.205); 

(b) Prohibiting the purchase of certain 

telecommunication and video 

surveillance services or equipment in 

alignment with section 889 of the 

National Defense Authorization Act of 

2019 (Pub. L. 115–232) (2 CFR 200.216); 

(c) Providing a preference, to the 

extent permitted by law, to maximize 

use of goods, products, and materials 

produced in the United States (2 CFR 

200.322); and 

(d) Terminating agreements in whole 

or in part to the greatest extent 

authorized by law if an award no longer 

effectuates the program goals or agency 

priorities (2 CFR 200.340). 

VI. Award Administration Information 

1. Award Notices: If your application 

is successful, we 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 will 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 


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Federal Register / Vol. 89, No. 42 / Friday, March 1, 2024 / Notices 15187 

reporting, please go to www.ed.gov/ 

fund/grant/apply/appforms/ 

appforms.html. 

(c) Under 34 CFR 75.250(b), the 

Secretary may provide a grantee with 

additional funding for data collection 

analysis and reporting. In this case the 

Secretary establishes a data collection 

period. 

5. Performance Measures: The 

Department has established the 

following performance measures for 

Department reporting under 34 CFR 

75.110 for the Mental Health Service 

Professional Demonstration Grant 

Program: 

(a) The unduplicated, cumulative 

number of school-based mental health 

services providers trained by the grantee 

under the project to provide schoolbased mental health services in highneed LEAs. 

(b) The unduplicated, cumulative 

number of school-based mental health 

services providers placed in a practicum 

or internship by the grantee in highneed LEAs to provide school-based 

mental health services. 

(c) The unduplicated, cumulative 

number of school-based mental health 

services providers hired by high-need 

LEAs to provide school-based mental 

health services. 

(d) For grantees that addressed 

Competitive Preference Priority 1, the 

number of such grantees that met their 

goal of increasing the diversity of 

school-based mental health services 

providers. 

These measures constitute the 

Department’s indicators of success for 

this program. Consequently, we advise 

an applicant for a grant under this 

program to give careful consideration to 

these measures in conceptualizing the 

approach and evaluation for its 

proposed project. Each grantee will be 

required to provide, in its annual 

performance and final reports, data 

about its progress in meeting these 

measures. This data will be considered 

by the Department in making potential 

continuation awards. 

Consistent with 34 CFR 75.591, 

grantees funded under this program 

shall cooperate in any evaluation of the 

program conducted by the Department 

or an evaluator selected by the 

Department. 

Performance measure targets: The 

applicant must propose annual targets 

for the measures listed above in their 

application. Applications must also 

provide the following information as 

directed under 34 CFR 75.110(b) and (c): 

(1) An explanation of how each 

proposed performance target is 

ambitious (as defined in this notice) yet 

achievable compared to the baseline (as 

defined in this notice) for the 

performance measure. 

(2) An explanation of the data 

collection and reporting methods the 

applicant would use and why those 

methods are likely to yield reliable, 

valid, and meaningful performance data; 

and 

(3) An explanation of the applicant’s 

capacity to collect and report reliable, 

valid, and meaningful performance data, 

as evidenced by high-quality data 

collection, analysis, and reporting in 

other projects or research. 

Note: If the applicant does not have 

experience with the collection and 

reporting of performance data through 

other projects or research, the applicant 

should provide other evidence of 

capacity to successfully carry out data 

collection and reporting for its proposed 

project. 

The reviewers of each application will 

score related selection criteria on the 

basis of how well an applicant has 

considered these measures in 

conceptualizing the approach and 

evaluation of the project. 

All grantees must submit an annual 

performance report and final 

performance report with information 

that is responsive to these performance 

measures. 

6. Continuation Awards: In making a 

continuation award under 34 CFR 

75.253, the Secretary considers, among 

other things, whether a grantee has 

made substantial progress in achieving 

the goals and objectives of the project; 

whether the grantee has expended funds 

in a manner that is consistent with its 

approved application and budget; and, 

if the Secretary has established 

performance measurement 

requirements, whether the grantee has 

made substantial progress in achieving 

the performance targets in the grantee’s 

approved application. 

In making a continuation award, the 

Secretary also considers whether the 

grantee is operating in compliance with 

the assurances in its approved 

application, including those applicable 

to Federal civil rights laws that prohibit 

discrimination in programs or activities 

receiving Federal financial assistance 

from the Department (34 CFR 100.4, 

104.5, 106.4, 108.8, and 110.23). 

VII. Other Information 

Accessible Format: On request to the 

program contact person listed under FOR

FURTHER INFORMATION CONTACT, 

individuals with disabilities can obtain 

this document in an accessible format. 

The Department will provide the 

requestor with an accessible format that 

may include Rich Text Format (RTF) or 

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

file, braille, large print, audiotape, or 

compact disc, or other accessible format. 

Electronic Access to This Document: 

The official version of this document is 

the document published in the Federal 

Register. You may access the official 

edition of the Federal Register and the 

Code of Federal Regulations at 

www.govinfo.gov. At this site you can 

view this document, as well as all other 

documents of this Department 

published in the Federal Register, in 

text or Portable Document Format 

(PDF). To use PDF, you must have 

Adobe Acrobat Reader, which is 

available free at the site. 

You may also access documents of the 

Department published in the Federal 

Register by using the article search 

feature at www.federalregister.gov. 

Specifically, through the advanced 

search feature at this site, you can limit 

your search to documents published by 

the Department. 

Adam Schott, 

Deputy Assistant Secretary for Policy and 

Programs, Delegated the Authority to Perform 

the Functions and Duties of the Assistant 

Secretary, Office of Elementary and 

Secondary Education. 

[FR Doc. 2024–04356 Filed 2–29–24; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; 

Educational Technology, Media, and 

Materials for Individuals With 

Disabilities Program—Stepping-Up 

Technology Implementation 

AGENCY: Office of Special Education and 

Rehabilitative Services, Department of 

Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

(Department) is issuing a notice inviting 

applications for new awards for fiscal 

year (FY) 2024 for Stepping-up 

Technology Implementation, Assistance 

Listing Number 84.327S. This notice 

relates to the approved information 

collection under OMB control number 

1820–0028. 


ddrumheller on DSK120RN23PROD with NOTICES1