Source: https://www.federalregister.gov/documents/2019/05/03/2019-09057/applications-for-new-awards-jacob-k-javits-gifted-and-talented-students-education-program
Timestamp: 2019-05-24 23:18:25
Document Index: 717511569

Matched Legal Cases: ['arts 75', 'art 180', 'art 3485', 'art 200', 'art 3474', 'art 299', 'art 79', 'art 86']

19068-19073 (6 pages)
https://www.federalregister.gov/d/2019-09057 https://www.federalregister.gov/d/2019-09057
Jennifer Brianas, U.S. Department of Education, 400 Maryland Avenue SW, Room number 3E320, Washington, DC 20202-6200. Telephone: (202) 401-0299. Email: jennifer.brianas@ed.gov; or Sharon Burton, U.S. Department of Education, 400 Maryland Avenue SW, Room number 3E256, Washington, DC 20202-6200. Telephone: (202) 453-6569. Email: sharon.burton@ed.gov.
Purpose of Program: The Javits program supports evidence-based [1] research, demonstration projects, innovative strategies, and similar activities designed to build and enhance the ability of elementary schools and secondary schools nationwide to identify gifted and talented students and meet their special educational needs.
Priorities: This competition includes three competitive preference priorities. Competitive Preference Priority 1 is from section 4644(f)(1)(B) of the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act (ESEA), and Competitive Preference Priorities 2 and 3 are from the Secretary's Final Supplemental Priorities and Definitions for Discretionary Grant Programs published in the Federal Register on March 2, 2018 (83 FR 9096) (Supplemental Priorities).
Competitive Preference Priorities: For FY 2019 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 13 points to an application, depending on how well the application meets these priorities.
Priority 1—Identification of, and Provision of Services to, Gifted and Talented Students (up to 5 points).
Projects designed to develop new information that assists schools in the identification of, and provision of services to, gifted and talented students (including economically disadvantaged individuals, individuals who are English learners, and children with disabilities) who may not be identified and served through traditional assessment methods.
Priority 2—Promoting Science, Technology, Engineering, or Math (STEM) Education, With a Particular Focus on Computer Science (up to 5 points).
Projects designed to improve student achievement or other educational outcomes in computer science. These projects must be designed to expand access to and participation in rigorous computer science coursework for traditionally underrepresented students such as racial or ethnic minorities, women, students in communities served Start Printed Page 19069by rural local educational agencies, children or students with disabilities, or low-income individuals (as defined under section 312(g) of the Higher Education Act of 1965, as amended).
Priority 3—Promoting Effective Instruction in Classrooms and Schools (up to 3 points).
Projects that are designed to promote innovative strategies to increase the number of students who have access to effective educators in one or both of the following:
(a) Schools that are located in communities served by rural local educational agencies.
(b) High-poverty schools.
Examples of innovative strategies to increase the number of students who have access to effective educators may include, but are not limited to, universal screening of all students in one or more grade levels; assessment instruments that are culturally sensitive and account for language differences; preparation programs that are designed to enhance knowledge and academic skills; and identification committees that include representatives from various roles, responsibilities, and cultural backgrounds.
Application Requirements: These application requirements are from section 4644 of the ESEA (20 U.S.C. 7294). For FY 2019, and any subsequent year in which we make awards from the list of unfunded applications from this competition, the following application requirements apply:
(1) The proposed identification methods, as well as gifted and talented services, materials, and methods, can be adapted, if appropriate, for use by all students;
(2) The proposed programs can be evaluated;
(3) The proposed project will, where appropriate, provide for the equitable participation of students and teachers in private nonprofit elementary schools and secondary schools, including the participation of teachers and other personnel in professional development programs serving such students;
(4) The proposed project will use funds to carry out one or more of the following activities:
(a) Conducting evidence-based research on methods and techniques for identifying and teaching gifted and talented students and for using gifted and talented programs and methods to identify and provide the opportunity for all students to be served, particularly low-income and at-risk students;
(b) Establishing and operating programs and projects for identifying and serving gifted and talented students, including innovative methods and strategies (such as summer programs, mentoring programs, peer tutoring programs, service learning programs, and cooperative learning programs involving business, industry, and education) for identifying and educating students who may not be served by traditional gifted and talented programs;
(c) Providing technical assistance and disseminating information, which may include how gifted and talented programs and methods may be adapted for use by all students, particularly low-income and at-risk students; or
(d) Training of personnel in the identification and education of gifted and talented students and in the use, where appropriate, of gifted and talented services, materials, and methods for all students.
Definitions: The definitions listed below are from section 8101 of the ESEA, 34 CFR 77.1, and the Supplemental Priorities. These definitions apply to the FY 2019 Javits grant competition and any subsequent year in which we make awards from the list of unfunded applications from this competition.
Child with a disability, as defined in section 602 of the Individuals with Disabilities Education Act (IDEA), means—
(i) With intellectual disabilities, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance (referred to in the IDEA as “emotional disturbance”), orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities; and
(b) The term “child with a disability,” for a child aged three through nine (or any subset of that age range, including ages three through five), may, at the discretion of the State and the local educational agency, include a child—
Evidence-based, when used with respect to a State, local educational agency, or school activity, means an activity, strategy, or intervention that demonstrates a statistically significant effect on improving student outcomes or other relevant outcomes based on—
(b) Moderate evidence from at least one well-designed and well-Start Printed Page 19070implemented quasi-experimental study; or
Experimental study means a study that is designed to compare outcomes between two groups of individuals (such as students) that are otherwise equivalent except for their assignment to either a treatment group receiving a project component or a control group that does not. Randomized controlled trials, regression discontinuity design studies, and single-case design studies are the specific types of experimental studies that, depending on their design and implementation (e.g., sample attrition in randomized controlled trials and regression discontinuity design studies), can meet What Works Clearinghouse (WWC) standards without reservations as described in the What Works Clearinghouse Handbook (WWC Handbook):
(ii) An intervention report prepared by the WWC reporting a “positive effect” or “potentially positive effect” on a relevant outcome with no reporting of a negative effect” or “potentially negative effect” on a relevant outcome; or
(i) A practice guide prepared by the WWC using version 2.1 or 3.0 of the WWC Handbook reporting a “strong evidence base” for the corresponding practice guide recommendation;Start Printed Page 19071
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 OMB 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 in 2 CFR part 3474. (d) The regulations in 34 CFR part 299. (e) The Supplemental Priorities.
The regulations in 34 CFR part 79 apply to all applicants except federally recognized Indian Tribes. The regulations in 34 CFR part 86 apply to institutions of higher education (IHEs) only.
Estimated Available Funds: $4,700,000.
Estimated Range of Awards: $450,000 to $600,000.
Estimated Number of Awards: 8-11.
4. Recommended Page Limit: The application narrative is where you, the applicant, address the selection criteria that reviewers use to evaluate your application. We recommend you (1) limit the application narrative to no more than 35 pages and (2) use the following standards:
1. Selection Criteria: The selection criteria for this competition are from 34 CFR 75.210. The maximum possible score for addressing all selection criteria is 100 points. The maximum possible score for addressing each criterion is indicated in parentheses. The selection criteria for this competition are as follows:
(a) Quality of the Project Design (30 points).
(2) The extent to which the design of the proposed project is appropriate to, and will successfully address, the needs of the target population or other identified needs;
(3) The extent to which the proposed project represents an exceptional approach for meeting statutory purposes and requirements;
(4) The extent to which the proposed project is supported by promising evidence; and
(5) The extent to which performance feedback and continuous improvement are integral to the design of the proposed project.Start Printed Page 19072
The Secretary considers the quality of the personnel who will carry out the proposed project. In determining the quality of project personnel, the Secretary considers the extent to which the applicant encourages applications for employment from persons who are members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability. In addition, the Secretary considers the following factors-
(c) Quality of the Management Plan (15 points).
(1) The adequacy of the management plan to achieve the objectives of the proposed project on time and within budget, including clearly defined responsibilities, timelines, and milestones for accomplishing project tasks; and
(d) Quality of Project Services (30 points).
The Secretary considers the quality of the services to be provided by the proposed project. 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. In addition, the Secretary considers the likely impact of the services to be provided by the proposed project on the intended recipients of those services.
(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 (APR) 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 Start Printed Page 1907375.720(c). For specific requirements on reporting, please go to www.ed.gov/​fund/​grant/​apply/​appforms/​appforms.html.
5. Performance Measures: Pursuant to the Government Performance and Results Act of 1993, the Department has developed the following measures for assessing progress toward achieving the purposes of this program:
(1) The number of students newly identified as gifted and talented under the program;
(2) The percentage of students newly identified as gifted and talented under the program who were served under the program;
(3) Of the students served under the program who were in tested grades, the percentage who made gains on State assessments in mathematics;
(4) Of the students served under the program who were in tested grades, the percentage who made gains on State assessments in science; and
(5) The number of teachers and other educators who received services that enable them to better identify and improve instruction for gifted and talented students.
For performance measure #5, the Department is particularly interested in evidence, such as may be obtained through surveys of teachers and other educators, that the services provided are of high quality and contribute to improved efforts to both identify and improve outcomes for gifted and talented students.
All grantees must submit APRs that include data addressing these performance measures to the extent that they apply to the grantee's project. Performance targets must be established by each grantee for each year of the five-year performance period.
1. For the convenience of applicants, the definitions of italicized terms are provided in the Definitions section of this notice inviting applications.
[FR Doc. 2019-09057 Filed 5-2-19; 8:45 am]