```

[Federal Register Volume 90, Number 11 (Friday, January 17, 2025)]
[Notices]
[Pages 5863-5869]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2025-01315]

-----------------------------------------------------------------------

DEPARTMENT OF EDUCATION

Applications for New Awards; Indian Education Discretionary 
Grants Programs; Professional Development Program--Native American 
Teacher Retention Initiative

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 new awards for fiscal year (FY) 2025 for 
Indian Education Discretionary Grants Programs; Professional 
Development Program (PD)--Native American Teacher Retention Initiative 
(NATRI).

DATES: 
    Applications Available: January 17, 2025.
    Deadline for Notice of Intent to Apply: February 18, 2025.
    Date of Pre-Application Webinar: February 11, 2025.
    Deadline for Transmittal of Applications: April 28, 2025.
    Deadline for Intergovernmental Review: June 26, 2025.

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 23, 2024 (89 FR 104528) and available at 
https://www.federalregister.gov/documents/2024/12/23/2024-30488/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs.

FOR FURTHER INFORMATION CONTACT: Linda Brake, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 3W239, Washington, DC 20202. 
Telephone: (202) 987-0796. Email: [email protected].
    If you are deaf, hard of hearing, or have a speech disability and 
wish to access telecommunications relay services, please dial 7-1-1.

[[Page 5864]]

SUPPLEMENTARY INFORMATION:

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purposes of the PD Program that are 
relevant to this competition are to improve the skills of qualified 
Indian individuals who serve in the education field; and develop and 
implement initiatives to promote retention of effective teachers, 
principals, and school leaders who have a record of success in helping 
low-achieving Indian students improve their academic achievement, 
outcomes, and preparation for postsecondary education or employment.
    Assistance Listing Number: 84.299B.
    OMB Control Number: 1810-0580.
    Background: To be successful, every student should have access to 
outstanding, well-prepared, well-supported educators who reflect the 
diversity of the students they serve. PD--NATRI provides critical 
support to retain qualified Indian educators and administrators serving 
Indian students who can help meet the unique linguistic and cultural 
needs of Native American students. It is the policy of the United 
States to fulfill the Federal Government's unique and continuing trust 
relationship with, and responsibility to, the Indian people for the 
education of Indian children. The Federal Government will continue to 
work with local educational agencies, Indian Tribes and organizations, 
postsecondary institutions, and other entities toward the goal of 
ensuring that programs that serve Indian children are of the highest 
quality and provide for basic educational needs. The Department is 
committed to supporting opportunities for educator retention in ways 
that create a diverse and well-prepared educator workforce. PD--NATRI 
can help advance participants' skills and opportunities. We encourage 
applicants to consider creative ways to overcome barriers and fully 
meet the needs of Native American educators and administrators to 
support retention efforts.
    One critical means of improving educational opportunities and 
achievement of Indian children and youth is addressing the need for 
Native American educators in schools that serve Native American 
children and youth. Ninety-three percent of all Native American 
students attend public schools, where they make up 1 percent of the 
total student population.\1\ Yet only 0.5 percent of public-school 
educators identify as American Indian/Alaska Native.\2\
---------------------------------------------------------------------------

    \1\ National Center for Education Statistics (NCES), Common Core 
of Data, Public Elementary/Secondary School Universe Survey, 2020-21 
v.1a.
    \2\ NCES, National Teacher and Principal Survey, 2017-2018, 
https://nces.ed.gov/surveys/ntps/tables/ntps1718_200724_t1n.asp
---------------------------------------------------------------------------

    In many schools there is ``little to no exposure to Indigenous 
educators and funds of knowledge'' and Native American students ``are 
burdened with various obstacles such as low teacher expectations, 
inappropriate tracking into special education, and unfair disciplinary 
practices.'' \3\ Yet, cultural acknowledgement and teaching has been 
linked with improved outcomes for Native American students. 
``[A]cademic performance is associated with educational experiences 
structured around local knowledge, culture, and language.'' \4\
---------------------------------------------------------------------------

    \3\ Anthony-Stevens, V., Mahfouz, J., & Bisbee, Y. (2020). 
Indigenous Teacher Education Is Nation Building: Reflections of 
Capacity Building and Capacity Strengthening in Idaho. Journal of 
School Leadership, 30(6), 541-564.
    \4\ Beaulieu, D., Figueira, A.M., Viri, D. (2005). Indigenous 
Teacher Education: Research-Based Model. Australian Association for 
Research in Education.
---------------------------------------------------------------------------

    Research underscores that teacher quality matters more than any 
other school-related factor and that educators play an important role 
in educating students about Native American knowledge, culture, and 
language.\5\ When Native American and Alaska Native students in the 
fourth and eighth grade were asked who taught them most of what they 
know about Native American history, language, and traditions, they 
ranked educators second only to their families.\6\ Yet 60 percent of 
those students had educators who reported never attending professional 
development programs aimed at developing culturally specific 
instructional practices for American Indian/Alaska Native students over 
the past two years.\7\ Because educators play a unique role in 
educating Native American students about their history, language, and 
traditions, which can increase cultural acknowledgement and improve 
educational outcomes, the Department supports projects that promote the 
retention of experienced, effective, and well-trained educators who can 
incorporate Native American knowledge, culture, and language into their 
work.
---------------------------------------------------------------------------

    \5\ See RAND Education, ``Teachers Matter: Understanding 
Teachers' Impact on Student Achievement,''
    http://www.rand.org/education/projects/measuring-teacher-effectiveness/teachers-matter.html (last accessed April 26, 2023).
    \6\ NCES, National Indian Education Study, 2019, 13-14. https://nces.ed.gov/nationsreportcard/subject/publications/studies/pdf/2021018.pdf.
    \7\ Id. at 30.
---------------------------------------------------------------------------

    Due to the Federal Government's unique political and legal 
relationship with Tribes--as set forth in the Constitution of the 
United States, treaties, Federal law, and Executive orders--the 
Department held a virtual Tribal consultation on January 24, 2023. This 
consultation was announced through various external listservs and 
social media. The Department requested input from Tribal Nations during 
Tribal Consultation where leaders supported incentives for educators to 
stay in schools serving Native American students, including higher 
salaries and other benefits that could keep educators from leaving the 
profession or finding better opportunities in higher-paying areas. 
Tribal leaders said that having more Native American educators would 
result in Native American students being exposed to the idea of the 
teaching profession as an option for them. The Department aims to 
promote teacher retention to help address the shortage of Native 
American educators and expand their impact on Native American students' 
education.
    Applicants must propose a project that is designed to retain 
educators in a local educational agency (LEA) that serves a high 
proportion of Indian students, particularly through building teacher 
leadership models for educators from traditionally underrepresented 
backgrounds and the communities they serve. Teacher leadership allows 
teachers to grow professionally and earn additional compensation while 
remaining in the classroom, and provides the opportunity to do one or 
more of the following:
    (1) Increase the number of qualified Indian educators and 
administrators serving Indian students;
    (2) Provide training and support to qualified Indian individuals to 
enable such individuals to remain effective educators, principals, 
other school leaders, administrators, paraprofessionals, counselors, 
social workers, and specialized instructional support personnel;
    (3) Improve the skills of qualified Indian individuals who serve in 
the capacities described in paragraph (2); and
    (4) Develop and implement initiatives to promote retention of 
effective educators, principals, and school leaders who have a record 
of success in helping low-achieving Indian students improve their 
academic achievement, outcomes, and preparation for postsecondary 
education or employment.
    Priorities: This competition includes one absolute priority and 
three competitive preference priorities. In accordance with 34 CFR 
75.105(b)(2)(ii), these priorities are from regulations (34

[[Page 5865]]

CFR 263.6(a), (b)(5)(i) and (ii), and (b)(6), as amended pursuant to 
the notice of final regulations for this program published elsewhere in 
this issue of the Federal Register (Final Rule)).
    Absolute Priority: For FY 2025 and any subsequent year in which we 
make awards from the list of unfunded applications from this 
competition, this priority is an absolute priority. Under 34 CFR 
75.105(c)(3), we consider only applications that meet this priority.
    This priority is:
    Indian Educator Retention
    To meet this priority, applicants must propose projects that--
    (a) Propose an educator retention initiative to help address the 
shortage of fully certified Indian educators to help ensure that Indian 
students gain knowledge and understanding of Native communities, 
languages, histories, traditions, and cultures, and expand their impact 
on Indian students' education; or
    (b) Support compensated educator leadership models designed to 
increase the retention of effective, experienced Indian educators who 
take on additional leadership and peer support responsibilities such 
that Indian teachers have the opportunity to advance in their careers 
and earn additional compensation.
    Competitive Preference Priorities: For FY 2025 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 5 
points to an application that meets Competitive Preference Priority 1 
or an additional 3 points to an application that meets Competitive 
Preference Priority 2 or 3. Applicants are eligible for points under 
Competitive Preference Priority 1, 2, or 3, but may not receive points 
under more than one of these competitive preference priorities; thus, 
the maximum number of points is 5.
    These priorities are:
    Competitive Preference Priority 1: Tribal Applicants (Zero or five 
points).
    An application submitted by an Indian Tribe, Indian organization, 
or Tribal college or university (TCU) that is eligible to participate 
in the Professional Development program. A consortium application of 
eligible entities that meets the requirements of 34 CFR 75.127 through 
75.129 and includes an Indian Tribe, Indian organization, or TCU will 
be considered eligible to receive preference under this priority only 
if the lead applicant for the consortium is the Indian Tribe, Indian 
organization, or TCU. To be considered a consortium application, the 
application must include the consortium agreement, signed by all 
parties.
    Competitive Preference Priority 2: Consortium Applicants, Non-
Tribal Lead (Zero or three points).
    (1) A consortium application of eligible entities that--
    (a) Meets the requirements of 34 CFR 75.127 through 75.129 and 
includes an Indian Tribe, Indian organization, or TCU; and
    (b) Is not eligible to receive a preference under Competitive 
Preference Priority 1.
    Competitive Preference Priority 3: State Educational Agency or LEA 
or Bureau of Indian Education School Lead Applicants (Zero or three 
points).
    An application submitted by one or more of the below types of 
applicants in consortia with institutions of higher education (IHEs), 
which could include a Tribal college or university:
    (i) State educational agency.
    (ii) Local educational agency.
    (iii) Bureau of Indian Education school.
    Application Requirements: For FY 2025 and any subsequent year in 
which we make awards from the list of unfunded applications from this 
competition, applicants must meet the following application 
requirements from 34 CFR 263.5, as amended by the Final Rule.
    Each applicant must--
    (a) Describe how it will--
    (1) Recruit qualified Indian individuals, such as students who may 
not be of traditional college age, to become teachers, principals, or 
school leaders, if applicable;
    (2) Use funds made available under the grant to support the 
recruitment, preparation, retention, and professional development of 
Indian teachers or principals in LEAs that serve a high proportion of 
Indian students, as applicable; and
    (3) Assist participants who receive pre-service training in meeting 
the payback requirements under 34 CFR 263.9(b), if applicable;
    (b) If applying as an Indian organization, demonstrate that the 
entity meets the definition of ``Indian organization'';
    (c) If it is an affected LEA that is subject to the requirements of 
section 8538 of the Elementary and Secondary Education Act of 1965, as 
amended (ESEA), consult with appropriate officials from Tribe(s) or 
Tribal organizations approved by the Tribes located in the area served 
by the LEA prior to its submission of an application, as required under 
ESEA section 8538; and
    (d) Comply with any other requirements in the application package.
    Note: This competition is focused on the retention of Indian 
educators, and the Department is conducting a separate competition 
focused on the recruitment, preparation, and professional development 
of Indian teachers or administrators. Accordingly, we expect that, of 
the allowable activities described in application requirements (a)(1)-
(3) above, the only activities applicable to the applicant's proposed 
project will be the use of funds to support the retention of Indian 
educators in LEAs that that serve a high proportion of Indian students, 
which aligns with application requirement (a)(2). Therefore applicants 
for this program should focus on addressing application requirement 
(a)(2) rather than (a)(1) and (a)(3).

Statutory Hiring Preference

    Awards are subject to the provisions of section 7(b) of the Indian 
Self-Determination and Education Assistance Act (Pub. L. 93-638). To 
the greatest extent feasible, a grantee must--
    (1) Give to Indians preferences and opportunities for training and 
employment in connection with the administration of the grant; and
    (2) Give to Indian organizations and to Indian-owned economic 
enterprises, as defined in section 3 of the Indian Financing Act of 
1974 (25 U.S.C. 1452(e)), preference in the award of contracts in 
connection with the administration of the grant.
    For purposes of this preference, an Indian is a member of any 
federally recognized Indian Tribe. (25 U.S.C. 1452(b)).
    Definitions: The following definitions are from 34 CFR 263.3, as 
amended by the Final Rule, and apply to this competition.
    BIE-funded school means a Bureau of Indian Education school, a 
contract or grant school, or a school for which assistance is provided 
under the Tribally Controlled Schools Act of 1988.
    Department means the U.S. Department of Education.
    Educator means an individual who is one or more of--
    (1) A teacher (including an early education teacher);
    (2) A principal or other school leader;
    (3) An administrator;
    (4) Specialized instructional personnel (e.g., school psychologist, 
school counselor, school social worker, school nurse, librarian, early 
intervention service personnel);

[[Page 5866]]

    (5) A paraprofessional; or
    (6) Faculty.
    Indian means an individual who is--
    (1) A member of an Indian tribe or band, as membership is defined 
by the Indian tribe or band, including any tribe or band terminated 
since 1940, and any tribe or band recognized by the State in which the 
tribe or band resides;
    (2) A descendant of a parent or grandparent who meets the 
requirements of paragraph (1) of this definition;
    (3) Considered by the Secretary of the Interior to be an Indian for 
any purpose;
    (4) An Eskimo, Aleut, or other Alaska Native; or
    (5) A member of an organized Indian group that received a grant 
under the Indian Education Act of 1988 as it was in effect on October 
19, 1994.
    Indian organization means an organization that--
    (1) Is legally established--
    (i) By tribal or inter-tribal charter or in accordance with State 
or tribal law; and
    (ii) With appropriate constitution, by-laws, or articles of 
incorporation;
    (2) Includes in its purposes the promotion of the education of 
Indians;
    (3) Is controlled by a governing board, the majority of which is 
Indian;
    (4) If located on an Indian reservation, operates with the sanction 
or by charter of the governing body of that reservation;
    (5) Is neither an organization or subdivision of, nor under the 
direct control of, any institution of higher education or TCU; and
    (6) Is not an agency of State or local government.
    Institution of higher education (IHE) has the meaning given that 
term in section 101(a) of the Higher Education Act of 1965 (20 U.S.C. 
1001(a)).
    Local educational agency (LEA) that serves a high proportion of 
Indian students means--
    (1) An LEA, including a BIE-funded school, that serves a high 
proportion of Indian students in the LEA as compared to other LEAs in 
the State; or
    (2) An LEA, including a BIE-funded school, that serves a high 
proportion of Indian students in the school in which the participant 
works compared to other LEAs in the State, even if the LEA as a whole 
in which the participant works does not have a high proportion of 
Indian students compared to other LEAs in the State.
    Secretary means the Secretary of the Department of Education or an 
official or employee of the Department acting for the Secretary under a 
delegation of authority.
    Program Authority: 20 U.S.C. 7442.
    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, 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 Guidance for Federal Financial Assistance 
in 2 CFR part 200, as adopted and amended as regulations of the 
Department in 2 CFR part 3474. (d) The regulations for this program in 
34 CFR part 263, as amended by the Final Rule.
    Note: As of October 1, 2024, grant applicants must follow the 
provisions stated in the updated Uniform Guidance (89 FR 30046, April 
22, 2024) when preparing an application. For more information about 
these regulations please visit: https://www.cfo.gov/resources-coffa/uniform-guidance/.
    Note: The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian Tribes.
    Note: The regulations in 34 CFR part 86 apply to IHEs only.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: The Administration requested $72,000,000 
for Special Programs for Indian Children, of which we intend to use an 
estimated $13,000,000 for this competition. 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 FY 2026 and subsequent 
years from the list of unfunded applications from this competition.
    Estimated Range of Awards: $400,000-$500,000.
    Estimated Average Size of Awards: $450,000.
    Estimated Number of Awards: 29.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 36 months with the potential for renewal of 
up to an additional 24 months.
    Note: Under ESEA section 6122(g), the Secretary awards grants for 
an initial period of not more than 36 months and may renew them for up 
to 24 months if the Secretary determines that the grantee has made 
substantial progress in carrying out activities under the grant. The 
Department requests that applicants provide budget information in their 
applications for the full period, up to 60 months, for which they hope 
to be funded.

III. Eligibility Information

    1. Eligible Applicants: The following entities, either alone or in 
a consortium, are eligible under this program:
    (1) An institution of higher education, or a TCU;
    (2) A State educational agency in consortium with an institution of 
higher education or a TCU;
    (3) A local educational agency (LEA) in consortium with an 
institution of higher education or a TCU;
    (4) An Indian tribe or Indian organization in consortium with an 
institution of higher education or a TCU; or
    (5) A BIE-funded school in consortium with at least one TCU, where 
feasible.
    2. a. Cost Sharing or Matching: This program does not require cost 
sharing or matching.
    b. Indirect Cost Rate Information: This program uses a training 
indirect cost rate. This limits indirect cost reimbursement to an 
entity's actual indirect costs, as determined in its negotiated 
indirect cost rate agreement, or eight percent of a modified total 
direct cost base, whichever amount is less. For more information 
regarding training indirect cost rates, see 34 CFR 75.562. For more 
information regarding indirect costs, or to obtain a negotiated 
indirect cost rate, please see https://www.ed.gov/about/ed-offices/ofo#Indirect-Cost-Division. Note, however, that consistent with 34 CFR 
75.562(c)(4), this training rate limitation does not apply to agencies 
of Indian Tribal governments.
    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 Guidance 
for Federal Financial Assistance.
    d. Subgrantees: A grantee under this competition may not award 
subgrants to entities to directly carry out project activities 
described in its application.
    3. Other: Projects funded under this competition must budget for a 
two-day Project Directors' meeting in Washington, DC during each year 
of the project period. This meeting may be

[[Page 5867]]

held virtually if conditions warrant such format.

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 23, 2024 (89 FR 104528) and available at https://www.federalregister.gov/documents/2024/12/23/2024-30488/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs, which contain requirements and information on how to 
submit an application.
    2. Submission of Proprietary Information: Given the types of 
projects that may be proposed in applications for the PD Program, 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 successful applications available to the 
public by posting them on our website, you may wish to request 
confidentiality of business information.
    Consistent with Executive Order 12600, please designate in your 
application any information that you believe is exempt from disclosure 
under Exemption 4. In the appropriate Appendix section of your 
application, under ``Other Attachments Form,'' please list the page 
number or numbers on which we can find this information. For additional 
information please see 34 CFR 5.11(c).
    3. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. 
Information about Intergovernmental Review of Federal Programs under 
Executive Order 12372 is in the application package for this 
competition.
    4. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    5. Recommended Page Limit: The application narrative is where you, 
the applicant, address the selection criteria that reviewers use to 
evaluate your application. We recommend that you (1) limit the 
application narrative to no more than 30 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 the cover sheet; the 
budget section, including the narrative budget justification; the 
assurances and certifications; or the one-page abstract, the resumes, 
the bibliography, the letter(s) of support, or the signed consortium 
agreement. However, the recommended page limit does apply to all of the 
application narrative.
    An application will not be disqualified if it exceeds the 
recommended page limit.
    6. Notice of Intent to Apply: The Department will be able to review 
grant applications more efficiently if we know the approximate number 
of applicants that intend to apply. Therefore, we strongly encourage 
each potential applicant to notify us of their intent to submit an 
application. To do so, please email the program contact person listed 
under FOR FURTHER INFORMATION CONTACT with the subject line ``Intent to 
Apply,'' and include the applicant's name and a contact person's name 
and email address. Applicants that do not submit a notice of intent to 
apply may still apply for funding; applicants that do submit a notice 
of intent to apply are not bound to apply or bound by the information 
provided.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from CFR 75.210 and 263.7. An applicant may earn up to a total of 
100 points based on the selection criteria. The maximum score for each 
criterion is indicated in parentheses. Each criterion also includes the 
factors that the reviewers will consider in determining how well an 
application meets the criterion. The criteria are as follows:
    (a) Need for project (up to 5 points). In determining the need for 
the proposed project, the Secretary considers the extent to which the 
proposed project will provide support, resources, or services; or 
otherwise address the needs of the target population, including 
addressing the needs of underserved populations most affected by the 
issue, challenge, or opportunity, to be addressed by the proposed 
project and close gaps in educational opportunity.
    (b) Quality of project design (up to 20 points). The Secretary 
considers the following factors in determining the quality of the 
design of the proposed project:
    (1) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified, measurable, and 
ambitious yet achievable within the project period, and aligned with 
the purposes of the grant program. (Up to 5 points)
    (2) The extent to which the design of the proposed project 
demonstrates meaningful community engagement and input to ensure that 
the project is appropriate to successfully address the needs of the 
target population or other identified needs and will be used to inform 
continuous improvement strategies. (Up to 5 points)
    (3) The extent to which the proposed project demonstrates that it 
is designed to build capacity and yield sustainable results that will 
extend beyond the project period. (Up to 5 points)
    (4) The extent to which the proposed project is part of a 
comprehensive effort to improve teaching and learning and support 
rigorous academic standards and increased social, emotional, and 
educational development for students, including members of underserved 
populations. (up to 5 points)
    (c) Quality of project services (up to 20 points). The Secretary 
considers the following factors in determining the quality of the 
design of project services:
    (1) The likelihood that the proposed project will provide 
participants with learning experiences that develop needed skills for 
successful teaching and/or administration in LEAs that serve a high 
proportion of Indian students. (up to 5 points)
    (2) The extent to which the services to be provided by the proposed 
project are likely to provide long-term solutions to alleviate the 
personnel shortages that have been identified or are the focus of the 
proposed project. (Up to 5 points)
    (3) The extent to which the proposed project prepares participants 
to adapt teaching and/or administrative practices to meet the breadth 
of Indian student needs. (up to 10 points)
    (d) Quality of project personnel (up to 15 points). When 
determining the quality of the personnel who will carry out the 
proposed project, the Secretary considers the qualifications, including 
relevant training, experience, and

[[Page 5868]]

cultural competence, of the project director and the amount of time 
this individual will spend directly involved in the project.
    (e) Adequacy of resources (up to 10 points). In determining the 
adequacy of resources for the proposed project, the Secretary considers 
the following factors:
    (1) The relevance and demonstrated commitment of each partner in 
the proposed project to the implementation and success of the project. 
(Up to 5 points)
    (2) The extent to which the budget is adequate to support the 
proposed project and the costs are reasonable in relation to the 
objectives, design, and potential significance of the proposed project. 
(Up to 5 points)
    (f) Quality of the management plan (10 points). In determining the 
quality of the management plan for the proposed project, the Secretary 
considers the following factors:
    (1) The feasibility of the management plan to achieve project 
objectives and goals on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks. (Up to 5 points)
    (2) The adequacy of plans for ensuring the use of quantitative and 
qualitative data, including meaningful community member and partner 
input, to inform continuous improvement in the operation of the 
proposed project. (Up to 5 points).
    (g) Quality of the project evaluation or other evidence-building. 
(up to 20 points). In determining the quality of the evaluation or 
other evidence-building of the proposed project, the Secretary 
considers the following factors:
    (1) The extent to which the methods of evaluation or other 
evidence-building are appropriate to the context within which the 
project operates and the target population of the proposed project. (Up 
to 10 points)
    (2) The extent to which the methods of evaluation or other 
evidence-building are designed to measure the fidelity of 
implementation of the project. (Up to 10 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).
    The Department will screen applications that are submitted in 
accordance with the requirements in this notice, and determine which 
applications are eligible to be read based on whether they have met the 
eligibility, priorities and application requirements in this notice. 
The Department will use reviewers with knowledge and expertise on 
issues related to educator training and improving outcomes for Native 
American youth, as well as knowledge of teacher retention, to score the 
selection criteria. The Department will thoroughly screen all reviewers 
for conflicts of interest to ensure a fair and competitive review.
    In reviewing applications, the Department will assign points for 
Competitive Preference Priorities 1, 2, or 3 based on each 
application's adherence to the requirements of each.
    Technical scoring. Reviewers will read, prepare a written 
evaluation, and assign a technical score to the applications assigned 
to their panel, using the selection criteria provided in this notice. 
The Department will then prepare rank order(s) of applications based on 
their technical scores.
    3. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.206, before awarding grants under this competition, 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.

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

[[Page 5869]]

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. See the standards in 
2 CFR 170.105 to determine whether you are covered by 2 CFR part 170.
    (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.
    (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: For the purpose of Department reporting 
under 34 CFR 75.110, the Department has established the following 
performance measure: The unduplicated, cumulative number of Indian 
educators served by the grant that remained in their role or advance in 
their field annually and by the end of the grant period.
    This measure constitutes the Department's indicator of success for 
this program. Consequently, we advise an applicant for a grant under 
this program to carefully consider this measure in conceptualizing the 
approach to, and evaluation for, its proposed project. Each grantee 
will be required to provide, in its annual performance and final 
reports, data about its progress in meeting this measure.
    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, the 
performance targets in the grantee's approved application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Other Information

    Accessible Format: On request to the program contact person listed 
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities 
can obtain this document and a copy of the application package in an 
accessible format. The Department will provide the requestor with an 
accessible format that may include Rich Text Format (RTF) or text 
format (txt), a thumb drive, an MP3 file, braille, large print, 
audiotape, 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 Department documents 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 Department documents 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,
Principal Deputy Assistant Secretary, Delegated the Authority To 
Perform the Functions and Duties of the Assistant Secretary, Office of 
Elementary and Secondary Education.
[FR Doc. 2025-01315 Filed 1-15-25; 4:15 pm]
BILLING CODE 4000-01-P
```