oppED-GRANTS-061418-001-cfda84.299-cid84-299B2018-1-instructions.pdf

U.S. Department of Education

Office of Elementary and Secondary Education Office of Indian Education Washington, D.C. 20202

Fiscal Year 2018

Application for New Grants Under the Indian Education Professional Development Program

CFDA 84.299B

Dated Material - Open Immediately Closing Date: July 30, 2018

Approved OMB Number: 1810-0580 Expiration Date: 09/30/2018

Public Burden Statement:

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. Public reporting burden for this collection of information is estimated to average 30 hours per response, including time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. The obligation to respond to this collection is required to obtain or retain benefit (Title VI, Part A, of the Elementary and Secondary Education Act, as amended). Send comments regarding the burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to the U.S. Department of Education, 400 Maryland Ave., SW, Washington, DC 20210-4537 or email ICDocketMgr@ed.gov and reference the OMB Control Number 1810-0580. Note: Please do not return the completed Indian Education Professional Development application to this address.

If you have comments or concerns regarding the status of your individual submission of this form, write directly to: Angela Hernandez-Marshall, Indian Education Professional Development program, U.S. Department of Education, 400 Maryland Avenue, SW, Room 3W113, Washington, D.C. 20202-6200.

mailto:ICDocketMgr@ed.gov

Table of Contents

A) Program Background Information

B) Competition Priorities

C) Definitions

D) Frequently Asked Questions

E) Application Procedures

F) Application Instructions

Part 1: Preliminary Documents Part 2: Budget Information Part 3: ED Abstract Form Part 4: Project Narrative Attachment Form Part 5: Budget Narrative Part 6: Other Attachments Part 7: Assurances and Certifications Part 8: Intergovernmental Review of Federal Programs (Executive Order 12372)

G) Reporting and Accountability

H) Legal and Regulatory Information

Notice Inviting Applications

Dear Colleague:

Thank you for your interest in the Indian Education Professional Development program, administered by the Office of Elementary and Secondary Education of the U.S. Department of Education (Department).

In December 2015, Congress reauthorized the Elementary and Secondary Education Act, also known as the Every Student Succeeds Act (ESSA). Under ESSA the Department continues to build on its investments and initiatives that support Indian tribes and organizations, State and local educational agencies, postsecondary institutions, and other entities to meet the unique educational and culturally-related needs of Native youth.

To this end, the Fiscal Year (FY 18) notice inviting applications places an increased emphasis on ensuring that Professional Development grants seek to train, place and support the retention of individuals who go on to work as teachers and administrators in local education agencies, including Bureau of Indian Education (BIE) schools, that serve high proportions of Indian students. The NIA also includes this year (1) a new competitive preference priority for recruiting individuals to teach in the subject areas of science, technology, engineering, math, or computer science, (2) an increase in the total grant period from 48 to 60 months and (3) a corresponding increase in time for induction services, from one year to two years. And, as part of a broader effort to reduce barriers for applicants seeking funds under a Department of Education (Department) discretionary grant competition, the Department has issued a set of Common Instructions for Applicants available at https://www.gpo.gov/fdsys/pkg/FR-2018-02- 12/pdf/2018-02558.pdf and also in this application package. For this competition it is mandatory for applicants to use the government-wide website, Grants.gov (http://www.grants.gov), to apply. Please note that the Grants.gov site works differently than the Department’s e-Application System within the G5 grant portal.

Using FY 2018 funds, the Department expects to award $6,300,000 for new grants under this competition. We will award discretionary grants on a competitive basis for a project period of up to 60 months. Grants are expected to be awarded by September 2018.

Please visit our program website at http://www2.ed.gov/programs/indianprofdev/index.html for further information, including pre-application webinar events. If you have any questions about the program after reviewing the application package, please contact Angela Hernandez-Marshall, Indian Education Professional Development Grants, U.S. Department of Education, 400 Maryland Avenue, SW room 3W113, Washington, D.C. 20202-6335, Angela.Hernandez- Marshall, (202) 205-1909.

Tara Ramsey Acting Director Office of Indian Education Office of Elementary and Secondary Education

United States Department of Education

OFFICE OF ELEMENTARY AND SECONDARY EDUCATION

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Program Background Information

Program Overview The purposes of the Indian Education Professional Development Grants program that are relevant to this competition are to increase the number of qualified Indian individuals in professions that serve local education agencies (LEAs), including BIE schools, with a high proportion of Indian students; and to provide training to qualified Indian individuals to become teachers and administrators. .

Authority This grant program is authorized under Section 6122 of the Elementary and Secondary Education Act, 20 U.S.C. 7442, as amended.

Official Documents Notice The official document governing this competition is the Notice Inviting Applications (NIA) published in the Federal Register on June 14, 2018. (See Legal and Regulatory Documents of this application package). The NIA is also available electronically at the following Web sites:

www.FederalRegister.gov and www.gpo.gov.

Eligible Applicants Eligible applicants include

(1) An institution of higher education, including a tribal college or university (TCU);

(2) A State educational agency in consortium with an institution of higher education;

(3) An LEA in consortium with an institution of higher education;

(4) An Indian tribe or Indian organization in consortium with an institution of higher education; or

(5) A Bureau of Indian Education (BIE)-funded school, in consortium with at least one TCU, where feasible.

Eligibility of an applicant requiring a consortium with an institution of higher education requires that the institution of higher education be accredited to provide the coursework and level of degree required by the project.

An applicant applying as an Indian organization must demonstrate that the lead entity meets the definition of “Indian organization.”

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Competition Priorities

Priorities This competition contains two absolute priorities, and four competitive preference priorities. We are establishing these priorities for the FY 2018 grant competition and any subsequent year in which we make awards from the list of unfunded applications from this competition.

Absolute Priority One: Pre-Service training for teachers

Projects that –

(i) Provide support and training to Indian individuals to complete a pre-service education program before the end of the award period that enables the individuals to meet the requirements for full State certification or licensure as a teacher through-- (A) Training that leads to a degree in education; or (B) For States allowing a degree in a specific subject area, training that leads to a degree in the subject area; or (C) Training in a current or new specialized teaching assignment that requires a degree and in which a documented teacher shortage exists; and

(ii) Provide two years of induction services, during the award period, to participants after graduation, certification, or licensure, while they are completing their first two years of work as teachers in LEAs (including BIE-funded schools) that serve a high proportion of Indian students;

and

(iii) Include goals for the - (A) Number of participants to be recruited each year; (B) Number of participants to continue in the project each year; (C) Number of participants to graduate each year; and (D) Number of participants to find qualifying jobs within twelve months of completion.

Absolute Priority Two: Pre-service administrator training

Projects that

(i) Provide support and training to Indian individuals to complete a graduate degree in education administration that is provided before the end of the award period and that allows participants to meet the requirements for State certification or licensure as an education administrator; and

(ii) Provide two years of induction services, during the award period, to participants after graduation, certification, or licensure, while they are completing their first two years of work as administrators in LEAs (including BIE-funded schools) that serve a high proportion of Indian students; and

(iii) Include goals for the-- (A) Number of participants to be recruited each year; (B) Number of participants to continue in the project each year; (C) Number of participants to graduate each year; and (D) Number of participants to find qualifying jobs within twelve months of completion.

Competitive Preference Priorities (CPPs): For FY 2018 and any subsequent year in which we make awards from the list of unfunded applicants from this competition, these priorities are competitive preference priorities. Applicants may be eligible for either CPP 2or CPP 3, but not both; therefore the maximum number of CPP points allowable is 13. These thirteen points are in addition the maximum 100 points possible in the Selection Criteria, described later in this application package

Under 34 CFR 75.105(c)(2)(ii) we give preference to an application that meets one or more of these priorities over an application of comparable merit that does not meet the priorities.

Competitive Preference Priority 1 We award three points to a project that includes a letter of support signed by the authorized representative of a an LEA or BIE-funded school that agrees to consider program graduates for qualifying employment and that serves a high proportion of Indian students.

Competitive Preference Priority 2 We award five points to a project submitted by an Indian tribe, Indian organization, or 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. In order to be considered a consortium application, the application must include the consortium agreement, signed by all parties. An applicant that receives five points for this CPP is not eligible to receive three points under CPP 3.

Competitive Preference Priority 3 We award three points to a consortium application of eligible entities whose lead is non-tribal that-- (i) Meets the requirements of 34 CFR 75.127 through 75.129 and includes an Indian tribe, Indian organization, or Indian institution of higher education; and (ii) Is not eligible to receive a preference under CPP 2.

Competitive Preference Priority 4 We award up to five points to a project that is designed to increase the opportunities for high-quality preparation of, or professional development for, teachers or other educators of science, technology, engineering, math, or computer science.

For this priority, peer reviewers will evaluate and score applications according to the following two rubrics, which we are establishing for the FY 2018 grant competition and any subsequent year in which we make awards from the list of unfunded applications from this competition, in accordance with section 437(d)(1) of the General Education Provisions Act (GEPA), 20 U.S.C.

1232(d)(1).

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Competitive Preference Priority 4 Four- Teacher Training Applications

Points Criteria

0 Applicant does not make any reference to opportunities for preparation of, or professional development for, teachers in the area of STEM or computer science subjects.

Applicant proposes requiring a very short-term (e.g., one-day), stand-alone workshop on select instructional strategies around one or more STEM or computer science subjects during the training program. For example, the training may cover

(1) content knowledge acquisition of the STEM or computer science subjects that participants may teach as well as related instructional strategies; (2) how to teach inquiry-based learning; (3) teachers’ use of technology tools, lab equipment or other specialized tools to enhance student learning experiences; (4) how to incorporate experiential learning opportunities in formal and informal settings; or (5) how to facilitate students’ skills attainment in high-demand STEM or computer-science related occupations in the regional job market.

2 Applicant proposes required participation in a short-term (e.g., one-week) stand-alone workshop on employing two or more instructional strategies (for example, those mentioned in the enumerated items above) around one or more of the STEM or computer science subjects during the training program.

3 Applicant proposes required participation in a one semester course that includes training in three or more instructional strategies and teaching practices to support student achievement in STEM or computer science subjects (for example, those mentioned in the second enumerated item above) around one or more of the STEM or computer science subjects during the training program.

4 Applicant proposes required participation in a year-long program course/course sequence that provides in-depth training in five or more instructional strategies and pedagogical practices (for example, those mentioned in the second enumerated item above) to support student achievement in STEM or computer science subjects.

5 The same as the criteria for 4 points, as well as required job-embedded activities during the induction period that support application of the knowledge and skills acquired in the course.

Competitive Preference Priority 4- Administrator Training Applications

Points Criteria

0 Applicant does not make any reference to opportunities for preparation of, or professional development for, administrators in the area of STEM or computer science subjects.

Applicant proposes requiring a very short-term (e.g., one-day), stand-alone workshop on select administrative practices or instructional leader strategies around one or more STEM or computer science subjects during the training program. For example, the training could include one or more of the following administrative strategies, specific to one or more STEM or computer science subjects: 1) gain new knowledge and understanding of how to effectively leverage resources for STEM or computer science instruction, or 2) identify, establish and leverage external partners in the community and region that can support student achievement and/or career and technical education opportunities in STEM or computer science subjects; 3) employing strategies for substantially increasing the STEM or computer science knowledge and teaching skills of teachers; 4) aligning STEM or computer science curriculum, instruction and assessment with the academic goals of the school or LEA; and 5) fostering opportunities for active participation of teachers, other school leaders, parents, and representatives of Indian tribes to inform goals around STEM teaching and learning.

2 Applicant proposes requiring participation in a short-term (e.g., one-week) stand-alone workshop on employing two or more administrative practices or instructional leader strategies (for example, those mentioned in the second enumerated item above) around one or more of the STEM or computer science subjects during the training program.

3 Applicant proposes required participation in a one semester course on employing three or more administrative practices or instructional leader strategies (for example, those mentioned in the second enumerated item above) around one or more of the STEM or computer science subjects during the training program.

4 Applicant proposes required participation in a year-long program course/course sequence that provides in-depth training in five or more administrative practices or instructional leader strategies (for example, those mentioned in the enumerated items above) to support student achievement in STEM or computer science subjects.

5 The same as the criteria for 4 points, as well as required job-embedded activities during the induction period that support application of knowledge and skills acquired in the course.

Program Contact Please contact Angela Hernandez-Marshall by telephone at (202) 205-1909 or via email at Angela.Hernandez-Marshall@ed.gov after reviewing the application package if you have any questions about the program.

Project Period

The project period for this grant is up to 60 months (5 budget periods of 12 months each).

Note: Continuation of each successive grant period is subject to satisfactory performance, submission of an annual report, and availability of funds. We will award grants for an initial period of not more than 3 years, and may renew such grants for an additional period of not more than 2 years if we find that the grantee is achieving the objectives of the grant.

Grant Award Estimations We estimate that awards will range annually from $300,000 - $400,000. We expect to award 18 grants. We will not make an award exceeding $400,000 for the first, second, or third 12-month budget period. The last two 12-month budget periods will be limited to induction services only, at a cost not to exceed $120,000 per year. We will not make an award exceeding $120,000 for the fourth or fifth 12-month budget period.

Application Due Date Applications must be submitted on or before July 30, 2018. Please note that the Department of Education (Department) grant application deadlines are 4:30:00 P.M. Eastern time.

Late applications will not be accepted.

We strongly suggest that you submit your application several days before the deadline. The Department is required to enforce the established deadline to ensure fairness to all applicants.

No changes or additions to an application will be accepted after the deadline date and time.

Application Submission Submit applications for grants under the program electronically using Grants.gov. For information (including dates and times) about how to submit your application electronically, please refer to the Department’s Common Instructions for Applicants to Department of Education Discretionary Grant Programs available at https://www.gpo.gov/fdsys/pkg/FR-2018- 02-12/pdf/2018-02558.pdf and later in this application package. We do not consider an application that does not comply with the deadline requirements.

Project Director Time Commitment

Applicants are requested to provide the percentage of the Project Director’s time that will be dedicated to the grant project if funded. For example, if the Project Director works 40 hours per week and spends 20 hours per week working on grant activities, then the time commitment for the Project Director would be 50 percent. We suggest that applicants include this information in the budget narrative or add this information to the Project Director line on the Department of Education Supplement to the Standard Form 424.

E-Mail Addresses As part of our review of your application, we may need to contact you with questions for clarification. Please be sure your application contains valid e-mail addresses for the project https://www.gpo.gov/fdsys/pkg/FR-2018-02-12/pdf/2018-02558.pdf director and authorized representative or another party designated to answer questions in the event the project director and authorized representative are unavailable.

Application Requirements To be considered for an award under this competition, each eligible applicant must provide a detailed project narrative and budget narrative. Certain eligibility requirements can be addressed by applicants in the application narrative, as they are included under the selection criteria. If these application requirements are fully addressed in the narrative then no further evidence is required (see Part 4, Project Narrative Attachment Form).

Required of All Applicants Along with the application narrative, an applicant must:

1. Submit Individual Resumes for Project Directors and Key Personnel: Provide brief resumes or job descriptions that describe their qualifications for the responsibilities they will carry out under the project.

2. Submit Indirect Cost Rate Agreement

3. Describe how the project will recruit qualified Indian individuals, such as students who may not be of traditional college age, to become teachers, principals, or school leaders.

Applicants may address this requirement in their project narrative, for example, under selection criterion Quality of Project Design, subcriterion (2).

4. Describe how the project will use funds made available under the grant to support recruitment, preparation, and professional development of Indian teachers or principals in local education agencies (including BIE-funded schools) that have a high proportion of Indian students. Applicants may address these requirements in their project narrative responses to selection criterion Quality of Project Design, subcriterion (3), and Quality of Project Services, subcriteria (1) and (3)).

5. Describe how the project will assist participants in meeting the payback requirements.

Applicants may address this requirement in their project narrative responses to Quality of Project Services, subcriterion (5).

6. Describe how the application meets either Absolute Priority 1 or 2. The description of the two years of induction services could be addressed in the project narrative, Quality of Project Services, subcriterion (4). The numeric participant goals could be addressed under Quality of Project Design, subcriterion (1).

If items 3-6 are addressed in the project narrative, we request that you upload a brief statement in Part 6 indicating where each is located in the narrative (e.g., page numbers). If any of these four elements are not addressed in the project narrative, you must upload a statement in Part 6 that addresses the required element.

Required, if Applicable

1. Documentation of Indian Organization: Applicants that include an Indian organization must provide adequate documentation to demonstrate that the organization meets each element of the definition of Indian organization (See the definition listed in 34 CFR 263.3)

2. Signed Letter(s) of Support (CPP One), if applicable

3. Signed Consortium Agreement, if applicable http://www.ecfr.gov/cgi-bin/text-idx?SID=9531934a4e51e420fd4971ca60f7565a&mc=true&node=se34.1.263_13&rgn=div8 http://www.ecfr.gov/cgi-bin/text-idx?SID=9531934a4e51e420fd4971ca60f7565a&mc=true&node=se34.1.263_13&rgn=div8

4. STEM Supporting Narrative (CPP Four), if applicable (or a statement indicating where in the project narrative this information is located)

ISDEAA Hiring Preference Requirements Awards that are primarily for the benefit of Indians are subject to the provisions of section 7(b) of the Indian Self-Determination and Education Assistance Act (Pub. L. 93-638). That section requires that, to the greatest extent feasible, a grantee--

(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 section, an Indian is a member of any federally recognized Indian tribe.

Definitions

BIE-funded school means a Bureau of Indian Education (BIE) school, a contract or grant school, or a school for which assistance is provided under the Tribally Controlled Schools Act of 1988.

Computer Science means the study of computers and algorithmic processes and includes the study of computing principles and theories, computational thinking, computer hardware, software design, coding, analytics, and computer applications. Computer science often includes computer programming or coding as a tool to create software, including applications, games, websites, and tools to manage or manipulate data; or development and management of computer hardware and the other electronics related to sharing, securing, and using digital information.

In addition to coding, the expanding field of computer science emphasizes computational thinking and interdisciplinary problem-solving to equip students with the skills and abilities necessary to apply computation in our digital world. Computer science does not include using a computer for everyday activities, such as browsing the internet; use of tools like word processing, spreadsheets, or presentation software; or using computers in the study and exploration of unrelated subjects.

Department means the U.S. Department of Education

Dependent allowance means costs for the care of minor children under the age of 18 who reside with the training participant and for whom the participant has responsibility. The term does not include financial obligations for payment of child support required of the participant.

Full course load means the number of credit hours that the institution requires of a full-time student.

Full-time student means a student who—

(1) Is a degree candidate for a baccalaureate or graduate degree;

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(2) Carries a full course load; and

(3) Is not employed for more than 20 hours a week.

Good standing means a cumulative grade point average of at least 2.0 on a 4.0 grade point scale in which failing grades are computed as part of the average, or another appropriate standard established by the institution.

Graduate degree means a post-baccalaureate degree awarded by an institution of higher education.

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 described in 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 of or by charter from 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; and

(6) Is not an agency of State or local government.

Induction services means services provided after participants complete their training program and during their first two years of teaching. Induction services support and improve participants’ professional performance and promote their retention in the field of education and teaching.

They include, at a minimum, these activities:

(1) High-quality mentoring, coaching, and consultation services for the participant to improve performance;

(2) Access to research materials and information on teaching and learning;

(3) Assisting new teachers with use of technology in the classroom and use of data, particularly student achievement data, for classroom instruction;

(4) Clear, timely, and useful feedback on performance, provided in coordination with the participant’s supervisor; and

(5) Periodic meetings or seminars for participants to enhance collaboration, feedback, and peer networking and support.

In-service training means activities and opportunities designed to enhance the skills and abilities of individual in their current areas of employment.

Institution of higher education means an accredited college or university within the United States that awards a baccalaureate or post-baccalaureate degree.

Participant means an Indian individual who is being trained under the Professional Development program.

Payback means work related service or cash reimbursement to the Department of Education for the training received under the Professional Development program.

Pre-service training means training to Indian individuals to prepare them to meet the requirements for licensing or certification in a professional field requiring at least a baccalaureate degree.

Professional development activities means pre-service or in-service training offered to enhance the skills and abilities of individual participants.

Qualifying Job means employment in the participant’s field of study under this program, in an LEA (including a BIE-funded school) that serves a high proportion of Indian students.

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.

Stipend means that portion of an award that is used for room, board, and personal living expenses for full-time participants who are living at or near the institution providing the training.

Frequently Asked Questions

1. What is the Professional Development (PD) grant program and who can apply?

The PD program provides support to eligible entities to provide training to qualified Indian individuals to become teachers and administrators to increase the number of qualified Indian individuals in professions that serve Indians. To apply for this competition, an applicant must be: (1) an institution of higher education (IHE), including a tribal college or university (TCU);

(2) a State educational agency (SEA) or a local educational agency (LEA) in consortium with an IHE; (3) an Indian tribe or an Indian organization, in consortium with an IHE; or (4) a Bureau of Indian Education (BIE)-funded school, in consortium with a TCU. An Indian organization applicant must meet the definition established in 34 CFR 263.3. The term “BIE-funded school” includes tribally-controlled schools funded by the BIE, as well as BIE-operated schools.

ABSOLUTE AND COMPETITIVE PREFERENCE PRIORITIES

2. What are the absolute priorities in the Fiscal Year (FY) 2018 Notice Inviting Applications (NIA)?

This competition has two absolute priorities; to receive a grant, applicants must meet one or both priorities. Under both absolute priorities, projects must provide support and training to Indian individuals to complete a pre-service education program before the end of the award period that enables individuals to meet requirements for full State certification or licensure. Pre-service training is defined in 34 CFR 263.3 as training to Indian individuals to prepare them to meet the requirements for licensing or certification in a professional field requiring at least a baccalaureate degree. Under Absolute Priority 1, applicants provide this training for teachers; under Absolute Priority 2, applicants provide this training for administrators.

3. Can an application target both teacher and administrator training?

Yes. So long as a lead applicant or consortium partner offers both a degree that enables teacher licensure and a graduate degree enabling administrator certification, an application can target both teacher and administrator training. An applicant proposing to administer both teacher and administrator training programs should include separate goals for recruitment, retention, graduation, and employment for each participant population. Applicants do not receive additional points for targeting both teachers and administrators.

4. What is pre-service training?

Pre-service training is defined in 34 CFR 263.3, and means training to Indian individuals to prepare them to meet the requirements for licensing or certification in a professional field (in this case, education) requiring at least a baccalaureate degree. This training must be provided before the participating individuals become certified as teachers or administrators.

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5. Can the PD grant provide training to qualified Indian individuals to become teacher aides or ancillary educational personnel?

No. The absolute priorities limit project services to pre-service teacher or administrator training which results in a degree required to meet State certification or licensure in the State in which a participant is likely to be employed. Training for teacher aides and ancillary educational personnel is not permitted under either absolute priority.

6. What level of education is required for pre-service administrator training under Absolute Priority 2?

Under Absolute Priority 2, training for participants must result in a graduate degree in educational administration and must allow participants to meet the requirements for State certification or licensure as an education administrator. The requirements for certification or licensure vary across States; accordingly, any applicant should consult with its State education licensure office.

7. How does the Department define serving a “high proportion of Indian students” as required in Absolute Priorities 1 and 2, and in Competitive Preference Priority 1?

While neither the program statute nor program regulations quantify “high proportion,” the Department would generally consider an LEA or BIE-funded school that has a student population of over 50 percent American Indian/Alaska Native to be serving a high proportion of Indian students. However, individual circumstances may warrant a smaller percentage; the Department would expect a justification from the grantee to explain unique situations. Of the more than 78 LEAs, including BIE schools, that submitted letters of support on behalf of FY14 and FY16 grantees, more than 60 percent of them have district-wide Indian student populations over 50 percent.

8. What is a Competitive Preference Priority?

The Department will award additional points to an application that meets one or more of the competitive preference priorities for this program. In the FY 18 NIA for the PD competition, the Department has four competitive preference priorities. These points are in addition to the up to 100 points available under the selection criteria.

9. Will applications that propose both teacher and administrator training programs be eligible for double points under Competitive Preference Priority 4?

No. To be considered eligible for points under Competitive Preference Priority 4, applications that propose providing both a teacher training program and an administrator training program must incorporate science, technology, engineering, and math, or computer science related training for either or both program tracks. Each will be evaluated using the evaluation criteria described in the application package, specifically in Part B: Competition Priorities. The maximum number of points possible is five points.

SELECTION CRITERIA QUESTIONS

10. How should an applicant conduct a job market analysis under the selection criterion “Need for Project”?

The purpose of a job market analysis is to determine whether there is a need for qualified education personnel to fill vacancies in teacher and administrator positions within the geographic region to be served. To conduct the job market analysis, applicants may use readily available data sources at the national, State, or local level to determine current and future teacher and administrator shortages in the geographic region to be served. The analysis should document education personnel shortages in the region to be served, and the extent to which employment opportunities exist in the project's service area. Accessible resources for determining teacher shortages are available at the national level; however, applicants should rely on State and local sources for more accurate and timely data. For example, BIE-funded and public schools annually publicize vacancy announcements at their schools, and an applicant may use this information to conduct the job market analysis. The grantee should be aware of the teacher/administrator opportunities in the region to be served. The applicant should design the project to prepare personnel in specific fields and service areas to address the shortages identified in the job market analysis.

11. How can an applicant demonstrate that it has adequate procedures to ensure continuous improvement, as required under the selection criterion “Quality of Management Plan”?

Applications are evaluated on “the adequacy of procedures for ensuring feedback and continuous improvement in the operation of the proposed project.” Throughout the life of the project, the applicant should have strategies to address performance issues that may arise, in order to ensure that the grantee remains on track to meet the performance goals. For example, if the grantee’s recruitment strategies are not yielding participants that can complete work-related (i.e. service) payback, the grantee should have procedures in place to identify why the recruitment strategy is not working and how to fix it. Additionally, if the recruitment strategy results in fewer participants than initially anticipated, the grantee should have procedures in place to increase retention, graduation, and employment, to ensure that the applicant can meet the project goals.

GENERAL APPLICATION QUESTIONS

12. What changes have occurred between the PD program’s FY 2016 and FY 2018 NIAs?

The following table lists only FY 2018 PD NIA changes to priorities, eligibility, grant period, and funding amounts. This should not be used as a substitute for thorough review of the FY 2018

NIA.

Topic FY2016 NIA FY 2018 NIA Changes Absolute Priority 1

… (ii) Provide one year of induction services, during the award period, to participants after graduation, certification, or licensure, while they are completing their first year of work as teachers in schools with significant Indian student populations

…(ii) Provide two years of induction services, during the award period, to participants after graduation, certification or licensure while they are completing their first two years of work as teachers in local educational agencies (including BIE schools) that serve a high proportion of Indian students;

• FY 2018 grants will support a 60-month project period, with the last two years to support induction services.

• FY 2018 job placement must be in LEAs (including BIE schools) that serve a high proportion of Indian students.

Absolute Priority 2

… (ii) Provide one year of induction services, during the award period, to participants after graduation, certification, or licensure, while they are completing their first year of work as administrators in schools with significant Indian student populations;

(ii) Provide two years of induction services, during the award period, to participants after graduation, certification, or licensure, while they are completing their first two years of work as administrators in local educational agencies (including BIE schools) that serve a high proportion of Indian students;

• FY 2018 grants will support a 60-month project period, with the last two years to support induction services.

• FY 2018 job placement is in

LEAs (including BIE schools) that serve a high proportion of Indian students.

Competitive Preference Priority 1 (3 addition-al points)

An application that includes a letter of support signed by the authorized representative of a local educational agency (LEA) or Department of the Interior Bureau of Indian Education-funded school or other entity in the applicant's service area that agrees to consider program graduates for qualifying employment.

An application that includes a letter of support signed by the authorized representative of an LEA or BIE-funded school that agrees to consider program graduates for qualifying employment and that serves a high proportion of Indian students.

• The FY 2018 notice makes specific reference to supporting qualifying employment in an LEA or BIE-funded school that serves a high proportion of Indian students.

Topic FY2016 NIA FY 2018 NIA Changes Competitive Preference Priority 4:

Promoting Effective Instruction in Classrooms and Schools (Up to 5 points)

None An application that is designed to increase the opportunities for high-quality preparation of, or professional development for, teachers or other educators of science, technology, engineering, math, or computer science subjects.

This is a new competitive preference priority based on the Department’s supplemental priorities issued 3/02/2018 [83 FR 9096]. Applicants may earn up to five points under this competitive preference priority.

Eligible Entities

… Bureau-funded schools are eligible applicants for—

(1) An in-service training program; and

(2) A pre-service training program when the Bureau-funded school applies in consortium with an institution of higher education that is accredited to provide the coursework and level of degree required by the project.

... A Bureau of Indian Education (Bureau)-funded school, in consortium with at least one TCU.

BIE schools must apply through a consortium with a TCU. The TCU must be accredited to provide the coursework and level of degree required by the project.

Project Period

48 months 60 months The FY 2018 NIA solicits 60-month projects, to include three years of training and two years of induction services.

Annual Funding Amounts

Maximum Award: We will reject any application that proposes a budget exceeding $400,000 for the first, second, or third 12-month budget period. The last 12-month budget period of a 48-month award will be limited to induction services only, at a cost not to exceed $90,000.

Maximum Award: We will reject any application that proposes a budget exceeding $400,000 for the first, second, or third 12-month budget period. The last two 12-month budget periods of a 60-month award will be limited to induction services only, at a cost not to exceed $120,000 per year. We will reject any application that proposes a budget exceeding $120,000 for the fourth or fifth 12-month budget period.

In FY 2018, as in FY 2016, applicants may propose a maximum of $400,000 annually for each of the first three years of the project period. However, for FY 2018, applicants may now request a maximum of $120,000 annually in the fourth and fifth years of the 60-month project period.

13. Can an application be submitted for a project that is only 48 months in length?

Yes. However, please be reminded that the absolute priorities for this competition require that projects “[p]rovide two years of induction services, during the award period…” Therefore, a 48-month project must include two years for the training program and two years for induction services. An application that proposed a 48-month project with three years for the training program and one year for induction services would not meet the absolute priority for this grant competition.

14. Are there new application requirements in the FY 18 competition?

Yes. New statutory language from the Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act, and included in the FY 18 NIA requires that applicants describe how they will:

1. Recruit qualified Indian individuals, such as students who may not be of traditional college age, to become teachers, principals, or school leaders. Applicants may address this requirement in their project narrative, for example, under selection criterion Quality of Project Design, subcriterion (2).

2. Use funds made available under the grant to support recruitment, preparation, and professional development of Indian teachers or principals in LEAs (including BIE-funded schools) that have a high proportion of Indian students. Applicants may address these requirements in their project narrative responses to selection criterion Quality of Project Design, subcriterion (3), and Quality of Project Services, subcriteria (1) and (3).

3. Assist participants in meeting the payback requirements. Applicants may address this requirement in their project narrative responses to Quality of Project Services, subcriterion (5).

If an applicant responds to these new requirements in the project narrative, they are not required to attach additional narrative describing how the project will meet these requirements. However, the Department asks in Part 6 of the application that an applicant provide a reference to the sections or page numbers of the application where the applicant has responded to each element.

If an applicant does not respond to each of these application requirements in the project narrative, then they are required to upload additional information in Part 6. If an applicant does not submit this required information anywhere in the submitted application, the application will be rejected. Please see the Application Instructions section of the application package for more detailed information.

15. Under what circumstances does an applicant need to submit a consortium agreement?

Any applicant that is not an IHE or TCU must apply through a consortium with an IHE or TCU (note that BIE-funded schools can only apply through a consortium with a TCU). In addition, a consortium agreement is required for any group application submitted by two or more eligible entities (IHE, SEA, LEA, Indian tribe, TCU, or BIE-funded school). All projects must include an entity that can award the level of degree required by the project. For example, a two-year college would need to form a consortium with an IHE in order to award the degree required by the project, because only the IHE in this scenario would be able to provide the required level of degree.

All consortium agreements must meet the requirements of 34 CFR 75.127 through 75.129.

These regulations require an agreement that: (1) details the activities that each member of the group plans to perform; and (2) binds each member of the group to every statement and http://www.ecfr.gov/cgi-bin/retrieveECFR?gp=&SID=981d98d73a166b030f40209581f21cc7&mc=true&n=sp34.1.75.c&r=SUBPART&ty=HTML%20-%20sg34.1.75_1126.sg6#sg34.1.75_1126.sg6 assurance made by the applicant in the application. (34 CFR 75.128(b). If the application is funded, the lead applicant is the grantee and is legally responsible for: (1) the use of all grant funds; (2) ensuring that the project is carried out by the group in accordance with Federal requirements; and (3) ensuring that indirect cost funds are determined as required under Federal regulations. (34 CFR 75.129(a)). Each member of the consortium is legally responsible to: (1) carry out the activities it agrees to perform; and (2) use the funds that it receives under the agreement in accordance with the Federal requirements that apply to the grant. (34 CFR 75.129(b)).

A consortium agreement must be signed and dated by an authorized representative of each member of the consortium. The Department also encourages applicants to describe the roles and responsibilities of each member of the group in the project narrative in addition to the consortium agreement.

Also note that in order to be eligible for the five points for Competitive Preference Priority 2, the consortium would need to include an Indian tribe, Indian organization or TCU as the lead applicant. A consortium that includes one of these Indian entities as a member but not as the lead applicant will receive three points under Competitive Preference Priority 3.

16. Will the Department consider making PD grants to a two-year IHE as the lead applicant in a consortium?

Yes. Since all projects must include an entity that can award the level of degree required by the project, a two-year IHE which does not have a degree-granting authority cannot apply as an individual applicant. However, if a two-year IHE forms a consortium with an IHE that can award the level of degree required for the project, the two-year IHE could serve as the lead applicant in the consortium.

In this case, the application must include a consortium agreement and outline the relationship between the two-year IHE and the degree-granting IHE.