[Federal Register: May 23, 2001 (Volume 66, Number 100)]
[Notices]
[Page 28429-28449]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr23my01-48]
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DEPARTMENT OF EDUCATION
[CFDA No. 84.215X]
Teaching American History Grant Program; Notice Inviting Grant
Applications for New Awards for Fiscal Year (FY) 2001
Note to Applicants: This notice is a complete application package.
Together with the statute authorizing these grants and the Education
Department General Administrative Regulations (EDGAR), this notice
contains all of the information, application forms, and instructions
needed to apply for a Teaching American History grant under this
competition. These grants are funded under Title X, Part A of the
Elementary and Secondary Education Act of 1965, as amended (20 U.S.C.
8001 et seq.).
Purpose of Program: Teaching American History grants will support
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programs to raise student achievement by improving teachers' knowledge,
understanding, and appreciation of American history. Grant awards will
assist local educational agencies (LEAs), in partnership with entities
that have extensive content expertise, to develop, document, evaluate,
and disseminate innovative, cohesive models of professional
development. By helping teachers to develop a deeper understanding and
appreciation of American history as a separate subject matter within
the core curriculum, these programs will improve instruction and raise
student achievement.
Eligible Applicants: Local educational agencies (LEAs), working in
partnership with one or more of the following entities:
Institutions of higher education;
Non-profit history or humanities organizations; and
Libraries and museums.
Note: Groups of LEAs interested in submitting a single
application must follow the procedures for group applications in 34
CFR 75.127-129 of EDGAR.
E-Mail Notification of Intent To Apply for Funding: The Department
will be able to develop a more efficient process for reviewing grant
applications if it has a better understanding of the number of LEAs
that intend to apply for funding under this competition. Therefore, the
Secretary strongly encourages each potential applicant to notify the
Department with a short e-mail noting the intent to submit an
application for funding. The e-mail need not include information
regarding the content of the proposed application, only the applicant's
intent to submit it. The Secretary requests that this e-mail
notification be sent no later than June 22, 2001. The e-mail
notification should be sent to Ms. Christine Miller at:
TeachingAmericanHistory@ed.gov. Applicants that fail to provide this e-
mail notification may still apply for funding.
Deadline for Transmittal of Applications: July 23, 2001.
Deadline for Intergovernmental Review: September 21, 2001.
Estimated Available Funds: $50,000,000.
Estimated Range of Awards: $350,000-$1,000,000 (total funding per
grant, for a three-year project period).
Estimated Average Size: $500,000 (total for all three years).
Maximum Award Amount: The total amount of funding that an LEA may
receive under this competition is $1,000,000.
Estimated Number of Awards: 75-125.
Project Period: Up to 36 months.
Please note that applicants for multi-year awards are required to
provide detailed budget information for the total grant period
requested. The Department will determine at the time of the initial
award the funding levels for each year of the grant award. The
Department of Education is not bound by any estimates in this notice.
Note: To provide the applicant the capacity to effectively plan
for and carry out the comprehensive long-term activities involved in
ongoing, intensive professional development, to establish
partnerships to support this work, and to document and demonstrate
the effectiveness of its program for future dissemination, the
Secretary anticipates awarding the entire three-year grant amount
for the project at the time of the initial award.
Page Limits: Applicants are strongly encouraged to limit the
application narrative to no more than 20 double-spaced pages.
The following standards are preferred: (1) A ``page'' is 8.5" x 11"
(one side only) with one-inch margins (top, bottom, and sides). (2) Use
12-point font for all text in the application narrative.
The page limit does not apply to the cover sheet, the one-page
abstract, budget section, appendices, and forms and assurances.
Applicable Regulations: The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 75, 77, 79, 80, 81,
82, 85, 86, 97, 98 and 99.
SUPPLEMENTARY INFORMATION: Budgets must include funds for at least two
project staff members to attend a two-day annual meeting of the
Teaching American History Grant Program in Washington, DC, each year of
the project. Applicants must include funds to cover travel and lodging
expenses for these training activities during each year of the project.
Program Description: The Teaching American History grant program is
funded under Part A of Title X of the Elementary and Secondary
Education Act.
Students who know and appreciate the great ideas of American
history are more likely to understand and exercise their civic rights
and responsibilities. Their understanding of traditional American
history will be enhanced if teachers make the study of history more
exciting, interesting, and engaging. Students need teachers who have a
thorough understanding of American history as a separate subject within
the core curriculum, and incorporate into their teaching effective
strategies to help students learn.
The Teaching American History Grant Program will support projects
to raise student achievement in American history by improving teachers'
knowledge, understanding, and appreciation for American history through
intensive, ongoing professional development. These professional
development activities should reflect the best available research and
practice in teaching, learning, and leadership. Project activities
should enable teachers to develop further expertise in American History
subject content, teaching strategies, use of technologies, and other
essential elements of teaching to higher standards. Projects should be
driven by a coherent, long-term plan and should be evaluated on the
basis of their impact on teacher effectiveness and student learning.
This assessment should guide subsequent professional development
efforts.
This program will demonstrate how school districts and institutions
with expertise in American history can collaborate over a three-year
period to ensure that teachers develop the knowledge and skills
necessary to teach American history in an exciting and engaging way.
Through these projects, districts will demonstrate comprehensive
professional development approaches for providing high-quality American
history instruction. In addition to any dissemination conducted
directly by grantees, the Department intends to take the products and
information resulting from this grant and share the results with other
communities.
Under this program, applicants must propose projects that:
Develop and implement high-quality in-service and/or pre-
service professional development that provides educators with content
and teaching skills to prepare all students to achieve to higher
standards in American history; and
Develop and implement strategies for sustained and on-
going collaboration that will take place over the course of at least
three years among teachers and outside experts to improve instruction
in American history.
Applicants should consider projects that include at least one or
more of the following:
Supporting participation of teams of teachers in summer
institutes and summer immersion activities;
Supporting school-based collaborative efforts among
teachers, including programs that facilitate teacher observation and
analyses of fellow history teachers' classroom practice to improve
instruction;
Developing programs to assist new history teachers in the
classroom, such as--
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(a) Mentoring and coaching by trained mentor teachers over the
entire grant period;
(b) Team teaching with experienced history teachers; or
(c) Providing released time for observation and consultation with
experienced history teachers;
Providing collaborative professional development
experiences for veteran history teachers;
Establishing and maintaining professional networks that
provide a forum for interaction among teachers and that allow for the
exchange of information;
Providing guidance to teachers on the use of technology to
provide access to primary historical documents, enable cooperative
learning efforts, and develop effective presentations of historical
content; and
Creating materials documenting the implementation and
benefits of the program and products for other educators to use in the
course of teaching American history as a separate subject within the
core curriculum.
Application Content: To apply for Teaching American History program
funds, applicants must fully describe, in their project narrative,
projects that:
Further the development of high-quality professional
development programs, through collaboration, designed to improve
American history education programs in elementary, middle, or high
schools;
Develop materials designed to help replicate or adapt the
program;
Document the program's outcomes and benefits; and
Develop products and services that may be used to
replicate the program in other settings.
Thus, grant applications must describe existing or proposed
strategies that could successfully be implemented, expanded,
documented, evaluated and disseminated. Taken together, these
strategies and methods should comprise a research-based comprehensive
American History education improvement project that:
Is based on reliable theory, preliminary internal or
external research, and evaluation regarding effective practice;
Has the potential to improve students' achievement in
American history;
Highlights the development of model pre-service and/or in-
service professional development for history teachers;
Involves multiple partners and effectively combines
resources to create quality, sustainable programs;
Demonstrates the feasibility of further replication and
dissemination;
Is applicable to a broad range of rural and urban schools
serving poor and disadvantaged students, including those schools that
are chronically low-performing;
Makes effective use of technology to further the program
goals; and
Describes methods by which the applicant will assess the
project's outcomes.
Reporting Requirements and Expected Outcomes
The Secretary requires successful applicants to submit annual
performance reports that document the grantee's yearly progress toward
meeting expected programmatic outcomes. The Secretary will use these
reports to measure the success of the grantee's project and contribute
to a broader knowledge base about high-quality, effective professional
development strategies that can improve the teaching and learning of
American history nationwide. In addition, grantees will be required to
submit a final performance report, due no later than 90 days after the
end of the project period.
Waiver of Proposed Rulemaking
In accordance with the Administrative Procedure Act (5 U.S.C. 553),
it is the practice of the Secretary to offer interested parties the
opportunity to comment on proposed rules. Section 437(d)(1) of the
General Education Provisions Act (GEPA), however, allows the Secretary
to exempt from rulemaking requirements rules governing the first grant
competition under a new or substantially revised program authority (20
U.S.C. 1232(d)(1)). Funding was provided for this new initiative in the
FY 2001 appropriations act, enacted December 21, 2000. The Secretary,
in accordance with section 437(d)(1) of GEPA, has decided to forego
public comment in order to ensure timely grant awards. These
requirements will apply to the FY 2001 grant competition only.
Competition Requirements
Absolute Priority: The following requirement applies to all
applicants seeking funding under this competition. An applicant must
meet this requirement in order to be eligible for funding.
Collaboration With Other Agencies or Institutions
(a) Each applicant must propose to work in collaboration with one
or more of the following entities:
Institutions of higher education;
Non-profit history or humanities organizations; or
Libraries or museums.
(a) The applicant must identify the entity or entities with which
it will collaborate and include in its application an assurance from
appropriate officials of those entities that they will work with the
applicant in implementing the proposal.
Invitational Priority
The Secretary is particularly interested in receiving applications
from high-poverty rural and urban LEAs for projects designed to improve
American history instruction in chronically low-performing schools.
Definition: In addition to definitions in the statute and EDGAR,
the following definition applies:
Research-based, when used with respect to an activity or a program,
means that, to the extent possible, the activity or program is based on
the most rigorous theory, research, and evaluation available and
effective in improving student achievement and performance and other
program objectives.
Selection Criteria: The Secretary uses the following selection
criteria to evaluate applications for grants under this competition. In
all instances where the word ``project'' appears in the selection
criteria, the reference to a Teaching American History program should
be made.
The maximum composite score for all of these criteria is 100
points. The maximum score for each criterion is indicated in
parentheses. Within each criterion, the Secretary evaluates each factor
equally.
(a) Need for Project (10 points)
In determining the need for the proposed project, the Secretary
considers the following factors:
(i) The extent to which the proposed project addresses the needs of
disadvantaged students and students at risk of educational failure.
(ii) The extent to which specific gaps or weaknesses in services,
infrastructure, or opportunities have been identified and will be
addressed by the proposed project, including the nature and magnitude
of those gaps or weaknesses.
(b) Significance. (20 points)
In determining the significance of the proposed project, the
Secretary considers one or more of the following factors:
(i) The potential contribution of the proposed project to increased
knowledge or understanding of effective
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strategies to improve instruction and student achievement in American
History.
(ii) The likelihood that the proposed project will result in
systematic improvement in the delivery of professional development to
improve teacher's knowledge, understanding and appreciation of American
History.
(iii) The extent to which the proposed partnership with
institutions with expertise in the field will contribute to teachers'
ability to instruct students in American History in an engaging manner.
(iv) The likely utility of the products (such as information,
materials, processes, or techniques) that will result from the proposed
project, including the potential for their being used effectively in a
variety of other settings.
(c) Quality of the Project Design (25 points)
In determining the quality of the design of the proposed project,
the Secretary considers one or more of the following factors:
(i) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(ii) The extent to which the professional development activities to
be provided by the project are of sufficient quality, intensity, and
duration to lead to improved instruction in American History.
(iii) The extent to which the project involves the collaboration of
appropriate partners with expertise in the content of American History
to improve teachers' knowledge and instruction.
(iv) The extent to which coherent theory or quality external and
internal research and evaluation underlie the proposed project.
(d) Quality of the Management Plan (15 points)
In determining the quality of the management plan for the proposed
project, the Secretary considers one or more of the following factors:
(i) The adequacy of the management plan to achieve the objectives
of the proposed project on time and within budget, including clearly
defined responsibilities, timelines, continuous improvement strategies
and milestones for accomplishing project tasks.
(ii) The extent to which the time commitments of the project
director and other key project personnel are appropriate and adequate
to meet the objectives of the proposed project.
(e) Quality of Project Personnel (5 points)
In determining the quality of the project personnel, the Secretary
considers one or more of the following factors:
(i) The qualifications, including relevant training and experience
in American history, of key project personnel and major partners,
project consultants and contractors.
(ii) 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.
(f) Quality of the Project Evaluation (15 points)
In determining the quality of the evaluation, the Secretary
considers one or more of the following factors:
(i) The extent to which the methods of evaluation are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed project.
(ii) The extent to which the methods of evaluation include the use
of objective performance measures that are clearly related to the
intended outcomes of the project and will produce quantitative and
qualitative data to the extent possible.
(iii) The extent to which the evaluation will provide guidance
about effective strategies suitable for replication or testing in other
settings.
(g) Adequacy of Resources (10 points)
In determining the adequacy of resources for the proposed project,
the Secretary considers:
(i) The extent to which the costs are reasonable and the budget
sufficient in relation to the objectives, design, and scope of project
activities.
(ii) The relevance and demonstrated commitment of each partner in
the proposed project to the implementation and success of the project.
Intergovernmental Review of Federal Programs
This program is subject to the requirements of Executive Order
12372 (Intergovernmental Review of Federal Programs) and the
regulations in 34 CFR part 79.
The objective of the Executive order is to foster an
intergovernmental partnership and to strengthen federalism by relying
on State and local processes for State and local government
coordination and review of proposed Federal financial assistance.
Applicants must contact the appropriate State Single Point of
Contact to find out about, and to comply with, the State's process
under Executive Order 12372. Applicants proposing to perform activities
in more than one State should immediately contact the Single Point of
Contact for each of those States and follow the procedures established
in each State under the Executive order.
If you want to know the name and address of any State Single Point
of Contact (SPOC) you may view the latest SPOC list on the OMB Web site
at the following address: http://www.whitehouse.gov/omb/grants.
In States that have not established a process or chosen a program
for review, State, area-wide, regional, and local entities may submit
comments directly to the Department.
Any State Process Recommendation and other comments submitted by a
State Single Point of Contact and any comments from State, area-wide,
regional, and local entities must be mailed or hand-delivered by the
date indicated in this notice to the following address: The Secretary,
E.O. 12372'CFDA #84.215X, U.S. Department of Education, Room 7E200, 400
Maryland Avenue, SW., Washington, DC 20202-0125.
Proof of mailing will be determined on the same basis as
applications (see 34 CFR 75.102). Recommendations or comments may be
hand-delivered until 4:30 p.m. (Eastern Standard Time) on the date
indicated in this notice. Please note that the above address is not the
same address as the one to which the applicant submits its completed
application. Do not send applications to the above address.
Instructions for Transmittal of Applications
(a) If an applicant wants to apply for a grant, the applicant
must--
(1) Mail the original and two copies of the application on or
before the deadline date to: U.S. Department of Education, Application
Control Center, Attention: CFDA # 84.215X, Room 3633, Regional Office
Building #3, 7th and D Streets, SW., Washington, DC
or
(2) Hand deliver the original and two copies of the application by
4:30 p.m. (Eastern Standard Time) on or before the deadline date to:
U.S. Department of Education, Application Control Center, Attention:
CFDA #84.215X, Room 3633, Regional Office Building #3, 7th and D
Streets, SW., Washington, DC.
(b) An applicant must show one of the following as proof of
mailing:
(1) A legibly dated U.S. Postal Service postmark.
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(2) A legible mail receipt with the date of mailing stamped by the
U.S. Postal Service.
(3) A dated shipping label, invoice, or receipt from a commercial
carrier.
(4) Any other proof of mailing acceptable to the Secretary.
(c) If an application is mailed through the U.S. Postal Service,
the Secretary does not accept either of the following as proof of
mailing:
(1) A private metered postmark.
(2) A mail receipt that is not dated by the U.S. Postal Service.
Note: (1) The U.S. Postal Service does not uniformly provide a
dated postmark. Before relying on this method, an applicant should
check with its local post office.
(2) The Application Control Center will mail a Grant Application
Receipt Acknowledgment to each applicant. If an applicant fails to
receive the notification of application receipt within 15 days from
the date of mailing the application, the applicant should call the
U.S. Department of Education Application Control Center at (202)
708-9494.
(3) The applicant must indicate on the envelope and--if not
provided by the Department--in Item 3 of the Application for Federal
Assistance (ED 424) the CFDA number--and suffix letter, if any--of
the competition under which the application is being submitted.
Application Instructions and Forms
The appendix to this notice contains all required forms and
instructions, including instructions for preparing the application
narrative, a statement regarding estimated public reporting burden, a
notice to applicants regarding compliance with section 427 of the
General Education Provisions Act (GEPA), various assurances and
certifications, and a checklist for applicants.
To apply for an award under this competition, your application must
be organized in the following order and include the following four
parts. The parts and additional materials are as follows:
Part I: Application for Federal Assistance (ED 424, Exp. 06/30/2001)
and Instructions
Part II: Budget Information-Non-Construction Programs (ED Form No. 524)
and Instructions
An applicant for a multi-year project must provide a budget
narrative that provides budget information for each budget period of
the proposed project period.
Part III: Application Narrative
The application narrative is where an applicant addresses the
selection criteria that are used by reviewers in evaluating the
application. Applicants are strongly encouraged to limit the
application narrative to no more than 20 double-spaced, standard-type
pages. The following standards are preferred: (1) A ``page'' is 8.5" x
11" (one side only) with one-inch margins (top, bottom, and sides). (2)
If using a proportional computer font, applicants are requested to use
a 12-point font.
Part IV: Assurances and Certifications
a. Assurances--Non-Construction Programs (Standard Form 424B).
b. Certifications Regarding Lobbying; Debarment, Suspension, and
Other Responsibility Matters; and Drug-Free Workplace Requirements (ED
80-0013) and instructions.
c. Certifications regarding Debarment, Suspension, Ineligibility
and Voluntary Exclusion--Lower Tier Covered Transactions (ED 80-0014,
9/90) and instructions.
Note: ED Form 80-0014 is intended for the use of grantees and
should not be transmitted to the Department.
d. Disclosure of Lobbying Activities (Standard Form LLL) (if
applicable) and instructions.
An applicant may submit information on photostatic copies of the
application, budget forms, assurances, and certifications as printed in
this notice in the Federal Register. However, the application form,
assurances, and certifications must each have an original signature.
All applicants are required to submit ONE original signed application,
including ink signatures on all forms and assurances, and TWO copies of
the application, one bound and one unbound copy suitable for
photocopying. Please mark each application as ``original'' or ``copy.''
To aid with the review of applications, the Department encourages
applicants to submit two additional paper copies of the application.
The Department will not penalize applicants who do not provide
additional copies. No grant may be awarded unless a completed
application form, including the signed assurances and certifications,
has been received.
FOR FURTHER INFORMATION CONTACT: Christine Miller or Alex Stein,
Teaching American History Grant Program, U.S. Department of Education,
400 Maryland Avenue, SW., Washington, DC 20202-6200. Telephone (202)
260-8766 (Christine Miller) or (202) 205-9085 (Alex Stein). E-mail:
teachingamericanhistory@ed.gov. Individuals who use a
telecommunications device for the deaf (TDD) may call the Federal
Information Relay Service (FIRS) at 1-888-877-8339.
Individuals with disabilities may obtain this notice in an
alternative format (e.g., Braille, large print, audiotape, or computer
diskette) on request to the contact persons.
Electronic Access to This Document
You may view this document, as well as all other Department of
Education documents published in the Federal Register, in text or Adobe
Portable Document Format (PDF) on the Internet at the following site:
http://www.ed.gov/legislation/FedRegister.
To use PDF you must have Adobe Acrobat Reader, which is available
free at this site. If you have questions about using PDF, call the U.S.
Government Printing Office (GPO) toll free, at 1-888-293-6498; or in
the Washington, DC area at (202) 512-1530.
Note: The official version of this document is the document
published in the Federal Register. Free Internet access to the
official edition of the Federal Register and the Code of Federal
Regulations is available on GPO Access at: http://
www.access.gpo.gov/nara/index.html
Program Authority: 20 U.S.C. 8001 et seq.
Dated: May 17, 2001.
Thomas M. Corwin,
Acting Deputy Assistant Secretary for Elementary and Secondary
Education.
Appendix
Instructions for the Application Narrative
The narrative is the section of the application where the
selection criteria used by reviewers in evaluating the application
are addressed. The narrative must encompass each function or
activity for which funds are being requested. Before preparing the
application narrative, an applicant should read carefully the
description of the program and the selection criteria the Secretary
uses to evaluate applications.
Applicants should note the preferable page limits for the
application narrative stated in this notice under Page Limits.
1. Begin with a one-page Abstract summarizing the proposed
Teaching American History project, including a description of
project objectives and activities and partners in the application.
Also include a short description of the population to be served by
the project.
2. Include a table of contents listing the parts of the
narrative in the order of the selection criteria and the page
numbers where the parts of the narrative are found. Be sure to
number the pages.
3. Describe how the applicant meets the absolute priority.
4. Describe fully the proposed project in light of the selection
criteria in the order in which the criteria are listed in the
application package. Do not simply paraphrase the criteria.
5. Provide the following in response to the attached ``Notice to
all Applicants:'' (1) A
[[Page 28434]]
reference to the portion of the application in which information
appears as to how the applicant is addressing steps to promote
equitable access and participation, or (2) a separate statement that
contains that information.
6. If the application is from a group, attach the group's
agreement. When applying for funds as a group, such as a consortium,
individual eligible applicants must enter into an agreement signed
by all members of the group. The group's agreement must detail the
activities each member of the group plans to perform, and must bind
each member to every statement and assurance made in the group's
application. (The designated applicant must submit the group's
agreement with its application.)
7. Applicants may include supporting documentation as appendices
to the narrative. This material should be concise and pertinent to
the competition. Note that the Secretary considers only information
contained in the application in ranking applications for funding
consideration. Letters of support sent separately from the formal
application package are not considered in the review by the
technical review panels.
8. Attach copies of all required assurances and forms.
Estimated Public Reporting Burden
According to the Paperwork Reduction Act of 1995, you are not
required to respond to a collection of information unless it
displays a valid OMB Control Number. The valid OMB control number
for this information collection is 1810-0639, (Expiration Date: 05/
31/2004). The time required to complete this information collection
is estimated to average sixty-five (65) hours per response,
including the time to review instructions, search existing data
resources, gather the data needed, and complete and review the
information collection. If you have any comments concerning the
accuracy of the time estimate or suggestions for improving this
form, please write to: Christine Miller, Teaching American History
Grant Program, U.S. Department of Education, 400 Maryland Avenue SW,
FB-6, 5C126, Washington, DC 20202-6200.
If you have comments or concerns regarding the status of your
individual submission of this form, write directly to: Christine
Miller, Teaching American History Grant Program, U.S. Department of
Education, 400 Maryland Avenue SW, FB-6, 5C126, Washington, DC
20202-6200.
Checklist for Applicants
The following forms and other items must be included in the
application in the order listed below:
__1. Application for Federal Assistance (ED 424)
__2. Budget Information--Non-Construction Programs ED Form No. 524)
and budget narrative.
__3. Application Narrative, including information that addresses
section 427 of the General Education Provisions Act (see the section
entitled ``NOTICE TO ALL APPLICANTS''), and relevant appendices.
__4. Group agreement, if applicable.
__5. Assurances--Non-Construction Programs (SF 242B).
__6. Certifications Regarding Lobbying; Debarment, Suspension, and
Other Responsibility Matters; and Drug-Free Workplace Requirements
(ED 80-0013).
__7. Disclosure of Lobbying Activities (Standard Form LLL).
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