[Federal Register Volume 84, Number 129 (Friday, July 5, 2019)]
[Notices]
[Pages 32128-32134]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2019-14408]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Trauma Recovery Demonstration Grant
Program
AGENCY: Office of Elementary and Secondary Education, Department of
Education.
ACTION: Notice.
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SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for fiscal year (FY) 2019 for the Trauma Recovery
Demonstration Grant Program, Catalog of Federal Domestic Assistance
(CFDA) number 84.424C. This notice relates to the approved information
collection under OMB control number 1894-0006.
DATES:
Applications Available: July 5, 2019.
Deadline for Transmittal of Applications: August 14, 2019.
ADDRESSES: For the addresses for obtaining and submitting an
application, please refer to our Common Instructions for Applicants to
Department of Education Discretionary Grant Programs, published in the
Federal Register on February 13, 2019 (84 FR 3768) and available at
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf.
FOR FURTHER INFORMATION CONTACT: Shauna Knox, U.S. Department of
Education, 400 Maryland Avenue SW, Room 3E250, Washington, DC 20202-
6450. Telephone: (202) 453-5953. Email: [email protected].
If you use a telecommunications device for the deaf (TDD) or a text
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.
SUPPLEMENTARY INFORMATION:
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The Trauma Recovery Demonstration Grant Program
provides competitive grants to State educational agencies (SEAs) to
support model programs that enable a student from a low-income family
(as defined in this notice) who has experienced trauma that negatively
affects the student's educational experience to access the trauma-
specific mental-health services from the provider that best meets the
student's needs. The parent (as defined in this notice) of such a
student from a low-income family may request services on behalf of the
student.
Background: A landmark study of adverse childhood experiences by
the Centers for Disease Control and Kaiser Permanente found that over
half of respondents reported experiencing adverse childhood
experiences. The study linked adverse experiences--particularly
exposure to multiple categories of adverse experiences--with negative
adult health outcomes.\1\ Since that study, additional research on
adverse childhood experiences confirms the prevalence of experiencing
such potentially traumatic events is near 50 percent of children from
birth through age 17, though rates vary by locale.\2\ Relatedly,
exposure to violence has been linked with negative school outcomes,
such as decreased school attendance, more behavioral challenges or
symptoms of anxiety and depression, and lower grades.3 4
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\1\ Felitti, Vincent J., et al. (1998). Relationship of
Childhood Abuse and Household Dysfunction to Many of the Leading
Causes of Death in Adults. American Journal of Preventive Medicine,
14(4), 245-258.
\2\ Sacks, V., Murphy, D., & Moore, K. (2014). Adverse Childhood
Experiences: National and State-level Prevalence. Child Trends.
Publication #2014-28. https://www.childtrends.org/wp-content/uploads/2014/07/Brief-adverse-childhood-experiences_FINAL.pdf.
Accessed May 14, 2019.
\3\ Aviles, A., Anderson, T.R., & Davila, E.R. (2006). Child and
Adolescent Social-Emotional Development within the Context of
School. Child and Adolescent Mental Health. 11(1): 32-39.
\4\ Hurt, H., et al. (2001). Exposure to Violence: Psychological
and Academic Correlates in Child Witnesses. Journal of the American
Medical Association Pediatrics. 155(12): 1351-1356.
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In December 2018, the Federal Commission on School Safety (FCSS)
released its final report, including recommendations for State, local,
and Federal leaders to improve school safety.\5\ In the report, the
FCSS recommended States and school districts expand students' access to
mental health services. By expanding student access to trauma-specific
mental health services and encouraging cross-agency collaboration to
promote access to mental health services, the Trauma Recovery
Demonstration Grant Program will support States' and school districts'
efforts to implement this recommendation as well as recommendations
related to addressing cyberbullying and school safety and creating a
culture of connectedness.
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\5\ DeVos, B., et al. Final Report of the Federal Commission on
School Safety. (2018). https://www2.ed.gov/documents/school-safety/school-safety-report.pdf.
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In keeping with the FCSS report, the Department acknowledges that
it may be necessary for students to receive trauma-specific mental
health services outside of a school setting. Through this grant
program, a student from a low-income family (as defined in this notice)
who has experienced trauma that negatively affects the student's
educational experience or the parent (as defined in this notice) of
such a student acting on the student's behalf will have greater access
to the trauma-specific mental-health services from the provider that
best meets the student's needs. This program is being established with
funds from the two percent reservation under section 4103(a)(3) of the
Elementary and Secondary Education Act (ESEA), which provides for
technical assistance and capacity building to support title IV, part A
of the ESEA. Specifically, projects funded under the program are
intended to help build the capacity of SEAs and local educational
agencies (LEAs) by demonstrating alternative models for delivering
trauma-specific mental health services that States and LEAs may support
with formula grant funds received under the Student Support and
Academic Enrichment program authorized by title IV, part A of the ESEA.
An eligible student is a preschool, elementary, or secondary school
student from a low-income family (as defined in this notice) who has
experienced trauma (as defined in this notice) and subsequently
demonstrates academic, behavioral, attendance, or other issues at
school, as identified by the SEA in its application. Incidents of
trauma may include bullying (including cyberbullying); \6\ harassment;
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experiencing violence, such as school shootings or suicide clusters; or
other physically or emotionally harmful or life-threatening events that
have lasting adverse effects on an individual's functioning and mental,
physical, social, or emotional health. Traumatic incidents may be those
that occur either within or outside a school environment.
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\6\ Note that whether bullying or cyberbullying results in
trauma will depend on the individual circumstances and whether the
event is physically or emotionally harmful or life-threatening and
has lasting adverse effects on an individual's functioning and
mental, physical, social, or emotional health.
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Trauma-specific mental health services as defined in this notice
may include those the Substance Abuse and Mental Health Services
Administration (SAMHSA) identified in a Treatment Improvement Protocol
(TIP) for ``Trauma-Informed Care in Behavioral Health Services.'' \7\
In that TIP, and in ``SAMHSA's Concept of Trauma and Guidance for a
Trauma-Informed Approach,'' \8\ SAMHSA identified trauma-specific
interventions such as trauma-focused cognitive behavioral therapy,
trauma-related cognitive processing therapy, relaxation training,
biofeedback, breathing training, exposure therapy, eye movement
desensitization and reprocessing, narrative therapy, skills training in
affective and interpersonal regulation, stress inoculation training, or
trauma incident reduction, among others. In the TIP, SAMHSA describes
the selected practices as a non-exhaustive list of potential ways to
promote recovery from trauma. In addition, SAMHSA acknowledges that
only some of the treatments listed in the TIP are ``evidence based''
because additional research is needed and some practices are emerging.
Grantees may also support other interventions focused on supporting
trauma recovery so long as the provider is State-licensed for the
relevant trauma-specific mental health service she or he offers.
Grantees are encouraged but not required to focus their support on
interventions that are evidence based. Medical services are not
allowable uses of funds under this grant. In general, mental health
counseling is not prohibited by this limitation. However, any mental
health services provided by a psychiatrist would need to be carefully
evaluated by the grantee before services are rendered. Because
psychiatrists are trained medical doctors, they can prescribe
medications, and may spend time with patients on medication management
as part of treatment. Funding from this program must not be used to
provide these medical services or any medical procedure.
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\7\ Substance Abuse and Mental Health Services Administration.
(2014). Trauma-Informed Care in Behavioral Health Services.
Treatment Improvement Protocol (TIP) Series 57. HHS Publication No.
(SMA) 13-4801, 137. Rockville, MD: Substance Abuse and Mental Health
Services Administration.
\8\ Substance Abuse and Mental Health Services Administration.
(2014). SAMHSA's Concept of Trauma and Guidance for a Trauma-
Informed Approach. HHS Publication No. (SMA) 14-4884, 7. Rockville,
MD: Substance Abuse and Mental Health Services Administration.
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SEAs are eligible to apply for grants under this competition. An
SEA, at its discretion, may partner with one or more nonprofit
organizations, institutions of higher education (IHEs), or State or
local mental health agencies to carry out its project. If an SEA
establishes a partnership for this purpose, the SEA may apply under the
competitive preference priority on the basis of such a partnership.
SEAs will use grant funds to pay providers for the trauma-specific
mental health services a student receives. To support the student or
parent, an SEA may, but is not required to, identify common forms of
trauma-specific mental health services; identify State-licensed service
providers who offer trauma-specific mental health services; and provide
eligible students or the parents of eligible students with the option
to seek services from SEA-identified providers while not prohibiting
students or parents from identifying providers not already identified
by the State. That is, an SEA has flexibility to design its program by
(1) establishing eligible providers proactively and reviewing
additional requested providers, or (2) solely reviewing requested
providers. Whether or not an SEA proactively identifies providers that
meet the criteria depends on how the SEA proposes to operationalize its
program. The SEA will pay providers of trauma-specific mental health
services for services a student receives. Regardless of the method an
SEA uses, it must ensure that any provider is implementing trauma-
specific mental health services to support an eligible student; is
State-licensed for the services supported by the grant funds; and is
providing secular, neutral, and non-ideological services. Additionally,
a student or parent may request a service provider that delivers
services virtually or through other video, audio, or mobile platforms
so long as such service meets the definition of ``trauma-specific
mental health services.'' After approving a student for support and
explaining to the student and parent the process by which the SEA will
provide support, the SEA pays providers for the trauma-specific mental
health services a student receives.
SEAs must ensure that, to the extent possible, Department grant
funds support only services that an individual affirms are
unaffordable, not covered, or insufficiently covered by public or
commercial health insurance programs. An individual may determine that
services are unaffordable because, for example, the co-payment or
deductible is too high. Likewise, an individual may determine that a
service is insufficiently covered because the cost of the service would
exceed an annual insurance cap. In either of these examples, Department
grant funds may support services. In addition, SEAs are required to
implement policies and procedures that ensure other sources of funding
are utilized first when practicable and available for that individual.
An SEA may propose to leverage a partnership, including a partnership
proposed under the competitive preference priority, as a mechanism to
assist in ensuring that insurance or other revenue are used before
grant funds wherever practicable. SEAs should also refer appropriate
individuals to other systems from which a student may be eligible to
receive services (for example, the Children's Health Insurance Program
(CHIP)), if appropriate for and desired by that individual student or
parent to meet the needs of the student.
Consistent with ESEA section 4001(a), an SEA must obtain prior
written, informed consent from the parent of each child who is under 18
years of age to participate in any mental health assessment or service
that is funded under this program. In obtaining such prior written,
informed consent, an SEA could, for example, include a question about
whether an individual student has access to public or commercial health
insurance that would support access to the provider from whom an
individual is requesting services. The inclusion of such a question on
a form confirming written, informed consent for mental health
assessment or services under this program would meet the SEA's
obligation described above related to insurance.
SEAs may also use the administrative portion of grant awards under
this program to provide training to LEA- or school-based staff or
community members or other appropriate individuals on trauma-specific
mental health services and trauma screenings or trauma assessments,
consistent with Application Requirements 1 and 7. This training may
strengthen local capacity to support students in school by expanding
awareness of trauma symptoms and providing staff and other appropriate
individuals with strategies
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to identify students who need trauma-specific mental health
services.\9\
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\9\ The Department of Health and Human Services Administration
for Children and Families compiled a set of trauma resources for
schools, available at https://www.acf.hhs.gov/trauma-toolkit/schools.
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In administering the program, the SEA accepts requests for services
that originate either from a student or the student's parent or from an
LEA or school referral to the program. The SEA must establish a method
to ensure that each student that receives support is a student from a
low-income family who has experienced trauma that is impacting the
student's academic experience (e.g., attendance, behavior, academic
performance, or another measure proposed by the SEA in its
application), and that the service is not otherwise covered or is
unaffordable.
This program is aligned with Supplemental Priority 10(b) from the
Department's notice of Final Supplemental Priorities and Definitions
for Discretionary Grant Programs (Supplemental Priorities), published
in the Federal Register on March 2, 2018 (83 FR 9096), which encourages
projects designed to create positive and safe learning environments
that support the needs of all students, including by providing school
personnel with effective strategies. If students who have experienced
trauma exhibit symptoms that negatively impact the learning
environment, recovery from such trauma, supported by trauma-specific
mental health services through this program, may improve the overall
classroom environment.
Supplemental Priority 2(g) emphasizes the importance of
partnerships with other State or local entities, not-for-profit
organizations, or IHEs. Both the FCSS report and the literature on
trauma-informed care emphasize the importance of collaboration across
agencies and sectors to promote comprehensive support for students who
have experienced trauma. The competitive preference priority in this
notice is adapted from Supplemental Priority 2(g) and is intended to
encourage applicants to partner with appropriate entities to best serve
students and build State and local capacity. An SEA may partner with
one or more State or local mental health agency or agencies and receive
points under this priority, since such agencies are local or State
entities.
Priorities: This notice contains one absolute priority and one
competitive preference priority. We are establishing these priorities
for the FY 2019 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).
Absolute Priority: This priority is an absolute priority. Under 34
CFR 75.105(c)(3) we consider only applications that meet this priority.
This priority is:
Empowering Individual Students (or their Parents on Behalf of the
Students, as appropriate) from Low-Income Families Who Have Experienced
Trauma to Obtain Trauma-Specific Mental Health Services from the
Providers that Best Meet Their Needs.
Under this priority, the Department supports projects in which an
SEA compensates providers for trauma-specific mental health services
for students who are from low-income families and who have experienced
trauma that is impacting their educational experiences (e.g., by
negatively affecting attendance, behavior, academic performance, or
another measure identified by the SEA in its application). Such
services should not already be covered by insurance or are
unaffordable. Students may seek, on their own or through their parents,
school, or school district, as appropriate, a provider of trauma-
specific mental health services that--
(a) Is State-licensed for the services provided;
(b) Provides services that are secular, neutral, and non-
ideological.
Competitive Preference Priority: This priority is a competitive
preference priority. Under 34 CFR 75.105(c)(2)(i), we award up to an
additional five points to an application, depending on how well the
application meets this priority. An applicant that addresses the
competitive preference priority should indicate so in the abstract
section of its application.
This priority is:
Building and Maintaining Partnership(s) to Support Students
Recovering from Trauma. (0 to 5 points)
Projects that propose to work with one or more local or State
entities, such as nonprofit organizations, IHEs, or State or local
mental health agencies, to implement the project. Such an application
includes a memorandum of agreement (MOA) or memorandum of understanding
(MOU) signed by the authorized representatives of the SEA and partner
entity specifying how each will provide resources and/or administer
services that are likely to substantially contribute to positive
outcomes for the proposed project.
Note: Points will be awarded based on the strength of the
partnership agreement and the quality of the management plan as
reflected in the MOA or MOU, which articulates the roles and
responsibilities of each partner, and not based on the number of
partners.
Requirements: We are establishing these requirements for the FY
2019 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 GEPA, 20 U.S.C. 1232(d)(1).
Application Requirements: An SEA must include the following in its
application:
(1) A description of the SEA's approach to increasing access to
trauma-specific mental health services using this grant and other
resources.
An SEA must describe its approach to increasing access to trauma-
specific mental health services (such as those referenced in the
Background Section regarding SAMHSA TIP 57) through this program. An
SEA may use, in total, no more than 15 percent of grant funds for grant
administration, which may include collaboration with other agencies or
training for LEA- or school-based staff, community members, or other
appropriate individuals provided through this program (see Application
Requirement 7 regarding the Budget). An SEA must describe how this work
will complement, rather than duplicate, existing efforts to provide
school-based mental health services and how the project funds will
supplement, and not supplant, non-Federal funds that would otherwise be
available for activities funded under this program.
(2) A description of the approach to identifying, referring, and
serving students in need of trauma-specific mental health services
through this grant. An SEA must--
(a) Describe how a student, or a parent on behalf of a student,
accesses the program. Specifically, the SEA must describe how it will
support schools and LEAs in identifying, referring, and serving
students from low-income families whose experience with trauma is
affecting school performance, including academic progress, behavior,
attendance at school, or another measure proposed by the SEA in its
application. Such a description may include the trauma screening
tool(s) or trauma assessment(s) used in schools in the State (or a
description of how the applicant will develop or recommend such tools)
and a description of how an applicant will train school staff and, as
appropriate, community members to identify symptoms of trauma. The
description must include the methods the State will use to communicate
the
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availability of funding under this program to LEAs, schools, and
parents and to process requests for trauma-specific mental health
services from students or their parents, whether those requests come
directly from students or their parents or from an LEA or school on
behalf of the student, consistent with applicable privacy requirements;
(b) Describe the process it will use to establish that a student
requesting services is eligible, including how it will confirm that a
student has experienced trauma that has had a negative impact on school
performance (e.g., attendance, referrals for behavior, academic
achievement or grades, or another measure proposed by the SEA in its
application) and that the student is a student from a low-income
family, as defined in this notice. In describing how it will confirm
that a student is a student from a low-income family, the SEA must
specify the poverty measure(s) and threshold(s) it will use from among
those identified in 20 U.S.C. 6313 (title I, part A of the ESEA),
consistent with the definition of ``student from a low-income family''
in this notice, and must also describe the method it will use to verify
that a student is from a low-income family and how such method is
minimally burdensome on the requesting student or parent;
(c) Describe how it will include private school students from low-
income families on an equitable basis, in accordance with section 8501
of the ESEA (20 U.S.C. 7881), in identifying and serving students in
need of trauma-specific mental health services;
(d) Describe how it will obtain prior written, informed consent
from the parent of each child who is under 18 years of age to
participate in any mental health assessment or service that is funded
under this program; and
(e) Describe how it will ensure that, to the extent possible,
Department grant funds support only services that the student, or
parent, as applicable, affirms are unaffordable, not covered, or
insufficiently covered, by public or commercial health insurance
programs.
(3) A description of the approach to paying eligible providers of
trauma-specific mental health services.
An SEA must--
(a) Describe the methods it will use to pay appropriate providers
of trauma-specific mental health services; and
(b) Describe any criteria it will use to determine that a provider
offers trauma-specific mental health services, how it will ensure that
providers are State-licensed, and the method it will use to offer
relevant information about eligible providers to students and parents
seeking support through this program, while also allowing students and
parents to identify the State-licensed provider that best meets their
needs and offers secular, neutral, and non-ideological services, while
not prohibiting students or parents from identifying providers not
already identified by the State on a list, if applicable.
(4) A project plan that includes a specific timeline for planning,
outreach, and service delivery. An SEA must provide a detailed project
plan specifying its methods for communicating the availability of
funds, providing services and payments to providers with minimal burden
on students and parents, and continuously improving grant activities.
As necessary and appropriate, an SEA may describe in its plan a period
of up to 12 months during the first year of the project period for
program planning. SEAs that propose to use this option must provide
sufficient justification for why this program planning time is
necessary, provide the intended outcomes of program planning in Year 1,
and include a description of the proposed strategies and activities to
be supported, such as recruiting and vetting eligible providers,
performing outreach to communities in need of support, and training
schools, LEAs, and community members, including any trauma screener(s)
or trauma assessment(s) the SEA, at its discretion, recommends.
(5) A list of key project personnel and a description of each of
their qualifications to serve in the identified role. An SEA must
provide a list of key project personnel, including, at a minimum, the
project director, key project personnel, and, as applicable, project
consultants or subcontractors, and describe their roles and relevant
training and experience. To the greatest extent practicable, the SEA
should include a resume for all key project personnel and any
additional description of training and qualifications.
(6) A description of how an SEA will document the results of the
funded project and continuously improve services provided with grant
funds to support student academic success. An SEA must--
(a) Describe how it will document the specific types of trauma-
specific mental health services supported by the project and how it
will share results of the project, consistent with the Family
Educational Rights and Privacy Act (FERPA) and the Health Insurance
Portability and Accountability Act (HIPAA) requirements, to promote
improved capacity in other communities and schools. Such efforts must
include, at a minimum, how the SEA will identify the individual trauma-
specific mental health services provided and how the SEA will document
any changes in individual student academic success, including changes
in attendance, behavior, and academic progress, of individual students
who participate in the program. This description must include an
explanation of the SEA's approach to contributing to the evidence basis
for trauma-specific mental health services while protecting student
privacy;
(b) Describe how it will define changes in attendance, behavior,
and academic progress;
(c) Describe its approach to measuring student and/or parent
satisfaction with grant-funded services; and
(d) Explain how it will use this information during the grant
period for continuous improvement.
(7) A detailed project budget. An SEA must provide a specific
project budget. In the budget, the SEA must specify the portion of
funds that will be used for outreach, administration, and continuous
improvement as compared with funds that directly support trauma-
specific mental health services for the students. In total,
administrative costs, including (1) training for LEA or school staff or
community members on such topics as how to identify trauma symptoms and
administer trauma assessments, (2) outreach to LEAs, schools, and the
public to increase awareness about the available funds, and (3) other
administrative expenses, may not exceed 15 percent of the annual grant
award amount or $30,000, whichever is greater.
Definitions: We establish the definitions of ``student from a low-
income family,'' ``trauma,'' and ``trauma-specific mental health
services'' for the FY 2019 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 GEPA, 20 U.S.C.
1232(d)(1). The definitions of ``local educational agency,''
``parent,'' and ``State educational agency'' are from 20 U.S.C. 7801.
These definitions are:
Local educational agency (LEA) means:
(a) A public board of education or other public authority legally
constituted within a State for either administrative control or
direction of, or to perform a service function for, public elementary
schools or secondary schools in a city, county, township, school
district, or other political
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subdivision of a State, or of or for a combination of school districts
or counties that is recognized in a State as an administrative agency
for its public elementary schools or secondary schools.
(b) The term includes any other public institution or agency having
administrative control and direction of a public elementary school or
secondary school.
(c) The term includes an elementary school or secondary school
funded by the Bureau of Indian Education but only to the extent that
including the school makes the school eligible for programs for which
specific eligibility is not provided to the school in another provision
of law and the school does not have a student population that is
smaller than the student population of the LEA receiving assistance
under this chapter with the smallest student population, except that
the school shall not be subject to the jurisdiction of any SEA other
than the Bureau of Indian Education.
(d) The term includes educational service agencies and consortia of
those agencies.
(e) The term includes the SEA in a State in which the SEA is the
sole educational agency for all public schools.
Parent--The term ``parent'' includes a legal guardian or other
person standing in loco parentis (such as a grandparent or stepparent
with whom the child lives, or a person who is legally responsible for
the child's welfare).
State educational agency (SEA) means the agency primarily
responsible for the State supervision of public elementary or secondary
schools.
Student from a low-income family means any student who is
determined by an SEA, LEA, or school to be from a low-income family
using a measure(s) of poverty identified in ESEA section 1113(a)(5)(A)
by applying the measure(s) and threshold(s) specified by the SEA in its
application.
Trauma means an event, series of events, or set of circumstances
that is experienced by an individual as physically or emotionally
harmful or life threatening and that has lasting adverse effects on the
individual's functioning and mental, physical, social, or emotional
well-being.
Trauma-specific mental health services are mental health treatment
approaches designed specifically to treat trauma-related symptoms,
trauma-related disorders, and specific disorders of traumatic stress,
such as trauma-focused cognitive behavioral therapy, trauma-related
cognitive processing therapy, relaxation training, biofeedback,
breathing training, exposure therapy, eye movement desensitization and
reprocessing, narrative therapy, skills training in affective and
interpersonal regulation, stress inoculation training, trauma incident
reduction, or other interventions focused on supporting trauma
recovery. Note: Medical services are not allowable uses of funds under
this grant. In general, mental health counseling is not prohibited by
this limitation. However, any mental health services provided by a
psychiatrist would need to be carefully evaluated by the grantee before
services are rendered. Because psychiatrists are trained medical
doctors, they can prescribe medications, and may spend time with
patients on medication management as part of treatment. Funding from
this program must not be used to provide these medical services or any
medical procedure.
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (5 U.S.C. 553), the Department generally offers interested parties
the opportunity to comment on proposed priorities, definitions, and
requirements. Section 437(d)(1) of GEPA, however, allows the Secretary
to exempt from rulemaking requirements regulations governing the first
grant competition under a new or substantially revised program
authority. This is the first grant competition for this program under
title IV, part A, subpart 1 of the ESEA (20 U.S.C. 7113(a)(3)) and
therefore qualifies for this exemption. In order to ensure timely grant
awards, the Secretary has decided to forgo public comment on the
priorities, definitions, and requirements under section 437(d)(1) of
GEPA. These priorities, definitions, and requirements will apply to the
FY 2019 grant competition and any subsequent year in which we make
awards from the list of unfunded applications from this competition.
Program Authority: Section 4103(a)(3) of Title IV, Part A of the
ESEA (20 U.S.C. 7113).
Applicable Regulations: (a) The Education Department General
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 97,
98, and 99. (b) The Office of Management and Budget Guidelines to
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in
2 CFR part 180, as adopted and amended as regulations of the Department
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost
Principles, and Audit Requirements for Federal Awards in 2 CFR part
200, as adopted and amended as regulations of the Department in 2 CFR
part 3474.
II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds: $5,000,000.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in FY 2020 and subsequent
years from the list of unfunded applications from the competition
announced in this notice.
Estimated Range of Awards: $500,000 to $1,500,000 per year.
Estimated Average Size of Awards: $1,000,000 per year.
Maximum Award: We will not make an award exceeding $1,500,000 for a
single budget period of 12 months.
Estimated Number of Awards: 4-10.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: SEAs.
2. a. Cost Sharing or Matching: This program does not require cost
sharing or matching.
b. Supplement-Not-Supplant: This program involves supplement-not-
supplant requirements.
3. Subgrantees: A grantee under this competition may not award
subgrants to entities to directly carry out project activities
described in its application.
4. Equitable Services: A grantee under this program is required to
provide for the equitable participation of private school children, in
accordance with section 8501 of the ESEA (20 U.S.C. 7881).
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 February 13, 2019 (84 FR 3768) and available at
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf, which
contain requirements and information on how to submit an application.
2. Intergovernmental Review: This program is subject to Executive
Order 12372 and the regulations in 34 CFR part 79. However, under 34
CFR 79.8(a), we waive intergovernmental review in order to make awards
by the end of FY 2019.
3. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice. In
addition, we remind applicants that section 4001(b) of the ESEA (20
U.S.C.
[[Page 32133]]
7101) prohibits the use of funds for medical services or drug treatment
or rehabilitation, except for integrated student supports, specialized
instructional support services, or referral to treatment for impacted
students, which may include students who are victims of, or witnesses
to, crime or who illegally use drugs. In general, mental health
counseling is not prohibited by this limitation. However, any mental
health services provided by a psychiatrist would need to be carefully
evaluated by the grantee before services are rendered. Because
psychiatrists are trained medical doctors, they can prescribe
medications, and may spend time with patients on medication management
as part of treatment. Funding from this program must not be used to
provide these medical services or any medical procedure.
V. Application Review Information
1. Selection Criteria: The selection criteria for this program are
from 34 CFR 75.210. The maximum score for all selection criteria is 100
points. The points or weights assigned to each criterion are indicated
in parentheses. Non-Federal peer reviewers will evaluate and score each
application against the following selection criteria:
(a) Significance (25 points).
The Secretary considers the significance of the proposed project.
In determining the significance of the proposed project, the Secretary
considers the following factors:
(i) The extent to which the proposed project is likely to yield
findings that may be utilized by other appropriate agencies and
organizations.
(ii) The extent to which the proposed project is likely to build
local capacity to provide, improve, or expand services that address the
needs of the target population.
(iii) The potential replicability of the proposed project or
strategies, including, as appropriate, the potential for implementation
in a variety of settings.
(b) Quality of the Project Design (15 points).
The Secretary considers the quality of the design of the proposed
project. In determining the quality of the design of the proposed
project, the Secretary considers the following factors:
(i) 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.
(ii) The extent to which the design of the proposed project
reflects up-to-date knowledge from research and effective practice.
(iii) The quality of the proposed demonstration design and
procedures for documenting project activities and results.
(c) 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:
(i) The extent to which the services to be provided by the proposed
project are appropriate to the needs of the intended recipients or
beneficiaries of those services.
(ii) The quality of plans for providing an opportunity for
participation in the proposed project of students enrolled in private
schools.
(d) Quality of Project Personnel (10 points).
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:
(i) The qualifications, including relevant training and experience,
of the project director or principal investigator.
(ii) The qualifications, including relevant training and
experience, of key project personnel.
(e) Quality of the Management Plan (20 points).
The Secretary considers the quality of the management plan for the
proposed project. In determining the quality of the management plan for
the proposed project, the Secretary considers 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.
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
also requires various assurances including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. Risk Assessment and Specific Conditions: Consistent with 2 CFR
200.205, before awarding grants under this program the Department
conducts a review of the risks posed by applicants. Under 2 CFR
3474.10, the Secretary may impose specific conditions and, in
appropriate circumstances, high-risk conditions on a grant if the
applicant or grantee is not financially stable; has a history of
unsatisfactory performance; has a financial or other management system
that does not meet the standards in 2 CFR part 200 subpart D; has not
fulfilled the conditions of a prior grant; or is otherwise not
responsible.
4. Integrity and Performance System: If you are selected under this
competition to receive an award that over the course of the project
period may exceed the simplified acquisition threshold (currently
$250,000), under 2 CFR 200.205(a)(2) we must make a judgment about your
integrity, business ethics, and record of performance under Federal
awards--that is, the risk posed by you as an applicant--before we make
an award. In doing so, we must consider any information about you that
is in the integrity and performance system (currently referred to as
the Federal Awardee Performance and Integrity Information System
(FAPIIS)), accessible through the System for Award Management. You may
review and comment on any information about yourself that a Federal
agency previously entered and that is currently in FAPIIS.
Please note that, if the total value of your currently active
grants, cooperative agreements, and procurement contracts from the
Federal Government exceeds $10,000,000, the reporting requirements in 2
CFR part 200, Appendix XII, require you to report certain integrity
information to FAPIIS semiannually. Please review the requirements in 2
CFR
[[Page 32134]]
part 200, Appendix XII, if this grant plus all the other Federal funds
you receive exceed $10,000,000.
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN); or we may send you an email containing a link to
access an electronic version of your GAN. We may notify you informally,
also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Open Licensing Requirements: Unless an exception applies, if you
are awarded a grant under this competition, you will be required to
openly license to the public grant deliverables created in whole, or in
part, with Department grant funds. When the deliverable consists of
modifications to pre-existing works, the license extends only to those
modifications that can be separately identified and only to the extent
that open licensing is permitted under the terms of any licenses or
other legal restrictions on the use of pre-existing works.
Additionally, a grantee or subgrantee that is awarded competitive grant
funds must have a plan to disseminate these public grant deliverables.
This dissemination plan can be developed and submitted after your
application has been reviewed and selected for funding. For additional
information on the open licensing requirements please refer to 2 CFR
3474.20.
4. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multiyear award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
5. Performance Measures: The Department has established the
following Government Performance and Results Act of 1993 performance
measures for the Trauma Recovery Demonstration Grant Program:
(a) Cumulative, unduplicated number of students receiving trauma-
specific mental health services from a provider chosen by the student
or parent and supported by funds from this grant.
(b) Cumulative, unduplicated number and percentage of students or
parents reporting satisfaction with the services provided under this
grant as it relates to addressing the student's trauma symptoms.
(c) Consistent with applicable privacy laws and regulations, the
percentage of students who have received trauma-specific mental health
services who improved their attendance compared with a baseline of the
same students' attendance in the period prior to receiving services
through this grant.
These measures constitute the Department's indicators of success
for this program. Consequently, we advise an applicant for a grant
under this program to carefully consider these measures in
conceptualizing the approach and evaluation for its proposed project.
Each grantee will be required to provide, in its annual performance and
final reports, data about its progress in meeting these measures. This
data will be considered by the Department in making continuation
awards.
Consistent with 34 CFR 75.591, grantees funded under this program
must comply with the requirements of any evaluation of the program
conducted by the Department or an evaluator selected by the Department.
Note: If the applicant does not have experience with collection and
reporting of performance data through other projects or research, the
applicant should provide other evidence of capacity to successfully
carry out data collection and reporting for its proposed project.
The reviewers of each application will score related selection
criteria on the basis of how well an applicant has considered these
measures in conceptualizing the approach and evaluation of the project.
All grantees must submit an annual performance report and final
performance report with information that is responsive to these
performance measures.
6. Continuation Awards: In making a continuation award under 34 CFR
75.253, the Secretary considers, among other things: Whether a grantee
has made substantial progress in achieving the goals and objectives of
the project; whether the grantee has expended funds in a manner that is
consistent with its approved application and budget; and, if the
Secretary has established performance measurement requirements, the
performance targets in the grantee's approved application.
In making a continuation award, the Secretary also considers
whether the grantee is operating in compliance with the assurances in
its approved application, including those applicable to Federal civil
rights laws that prohibit discrimination in programs or activities
receiving Federal financial assistance from the Department (34 CFR
100.4, 104.5, 106.4, 108.8, and 110.23).
VII. Other Information
Accessible Format: Individuals with disabilities can obtain this
document and a copy of the application package in an accessible format
(e.g., braille, large print, audiotape, or compact disc) on request to
the program contact person listed under FOR FURTHER INFORMATION
CONTACT.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. You may
access the official edition of the Federal Register and the Code of
Federal Regulations at www.govinfo.gov. At this site you can view this
document, as well as all other documents of this Department published
in the Federal Register, in text or Adobe Portable Document Format
(PDF). To use PDF you must have Adobe Acrobat Reader, which is
available free at the site.
You may also access documents of the Department published in the
Federal Register by using the article search feature at
www.federalregister.gov. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.
Dated: July 1, 2019.
Frank T. Brogan,
Assistant Secretary for Elementary and Secondary Education.
[FR Doc. 2019-14408 Filed 7-3-19; 8:45 am]
BILLING CODE 4000-01-P