83_FR_22128 83 FR 22036 - Application for New Awards; Teacher Quality Partnership Grant Program

83 FR 22036 - Application for New Awards; Teacher Quality Partnership Grant Program

DEPARTMENT OF EDUCATION

Federal Register Volume 83, Issue 92 (May 11, 2018)

Page Range22036-22049
FR Document2018-10124

The Department of Education is issuing a notice inviting applications for fiscal year (FY) 2018 for the Teacher Quality Partnership Grant Program, Catalog of Federal Domestic Assistance (CFDA) number 84.336S.

Federal Register, Volume 83 Issue 92 (Friday, May 11, 2018)
[Federal Register Volume 83, Number 92 (Friday, May 11, 2018)]
[Notices]
[Pages 22036-22049]
From the Federal Register Online  [www.thefederalregister.org]
[FR Doc No: 2018-10124]


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DEPARTMENT OF EDUCATION


Application for New Awards; Teacher Quality Partnership Grant 
Program

AGENCY: Office of Innovation and Improvement, Department of Education.

ACTION: Notice.

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SUMMARY: The Department of Education is issuing a notice inviting 
applications for fiscal year (FY) 2018 for the Teacher Quality 
Partnership Grant Program, Catalog of Federal Domestic Assistance 
(CFDA) number 84.336S.

DATES: 
    Applications Available: May 11, 2018.
    Pre-Application Webinars: The Office of Innovation and Improvement 
intends to post pre-recorded informational webinars designed to provide 
technical assistance to interested applicants for grants under the 
Teacher Quality Partnership (TQP) program. These informational webinars 
will be available on the TQP web page shortly after this notice is 
published in the Federal Register at http://innovation.ed.gov/what-we-do/teacher-quality/teacher-quality-partnership/applicant-info-and-eligibility/.
    Deadline for Notice of Intent to Apply: June 11, 2018.

[[Page 22037]]

    Deadline for Transmittal of Applications: June 26, 2018.
    Deadline for Intergovernmental Review: August 24, 2018.

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 12, 2018 (83 FR 6003) or at or at 
www.thefederalregister.org/fdsys/pkg/FR-2018-02-12/pdf/2018-02558.pdf.

FOR FURTHER INFORMATION CONTACT: Mia Howerton, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 4W205, Washington, DC 20202-
5960. Telephone: (202) 205-0147. Email: [email protected] or 
[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 purposes of the TQP program are to improve 
student achievement; improve the quality of prospective and new 
teachers by improving the preparation of prospective teachers and 
enhancing professional development activities for new teachers; hold 
teacher preparation programs at institutions of higher education (IHEs) 
accountable for preparing teachers who meet applicable State 
certification and licensure requirements; and recruit highly qualified 
individuals, including minorities and individuals from other 
occupations, into the teaching force.
    Priorities: This notice contains two absolute priorities and three 
competitive preference priorities. In accordance with 34 CFR 
75.105(b)(2)(iv), Absolute Priority 1 is from section 202(d) of the 
Higher Education Act of 1965, as amended (HEA) and Absolute Priority 2 
is from HEA section 202(e). Competitive Preference Priorities 1 and 2 
are from the Department's notice of final supplemental priorities and 
definitions, published in the Federal Register on March 2, 2018 (83 FR 
9096) (Supplemental Priorities). Competitive Preference Priority 3 is 
from 34 CFR 75.225.
    Absolute Priorities: For FY 2018 and any subsequent year in which 
we make awards from the list of unfunded applications from this 
competition, these priorities are absolute priorities. Under 34 CFR 
75.105(c)(3) we consider only applications that meet one of the two 
absolute priorities. All applicants must address one--and only one--of 
the two Absolute Priorities in order to be considered for funding.
    Under this competition, there will be two funding categories. 
Absolute Priorities 1 and 2 each constitute their own funding category. 
Assuming that applications in each funding category are of sufficient 
quality, the Secretary intends to award grants under each funding 
category.
    Consistent with HEA section 203(b) (20 U.S.C. 1022b(b)), 
applications will be peer reviewed and scored based on the TQP 
program's selection criteria. Applications will be scored and placed in 
rank order by funding category.
    These priorities are:
    Absolute Priority 1: Partnership Grants for the Preparation of 
Teachers.
    Under this priority, an eligible partnership must carry out an 
effective pre-baccalaureate teacher preparation program or a fifth-year 
initial licensing program that includes all of the following:
    (a) Program Accountability. Implementing reforms, described in 
paragraph (b) of this priority, within each teacher preparation program 
and, as applicable, each preparation program for early childhood 
education (ECE) programs, of the eligible partnership that is assisted 
under this priority, to hold each program accountable for--
    (1) Preparing--
    (i) New or prospective teachers to meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications 
described in section 612(a)(14)(C) of the Individuals with Disabilities 
Education Act (IDEA), (including teachers in rural school districts, 
special educators, and teachers of students who are limited English 
proficient);
    (ii) Such teachers and, as applicable, early childhood educators, 
to understand empirically-based practice and scientifically valid 
research related to teaching and learning and the applicability of such 
practice and research, including through the effective use of 
technology, instructional techniques, and strategies consistent with 
the principles of universal design for learning, and through positive 
behavioral interventions and support strategies to improve student 
achievement; and
    (iii) As applicable, early childhood educators to be highly 
competent; and
    (2) Promoting strong teaching skills and, as applicable, techniques 
for early childhood educators to improve children's cognitive, social, 
emotional, and physical development.

    Note: In addressing paragraph (a) of this priority, applicants 
may either discuss their implementation of reforms within all 
teacher preparation programs that the partner IHE administers and 
that would be assisted under this TQP program, or selected teacher 
preparation programs that need particular assistance and that would 
receive the TQP program funding.

    (b) Required reforms. The reforms described in paragraph (a) shall 
include--
    (1) Implementing teacher preparation program curriculum changes 
that improve, evaluate, and assess how well all prospective and new 
teachers develop teaching skills;
    (2) Using empirically-based practice and scientifically valid 
research, where applicable, about teaching and learning so that all 
prospective teachers and, as applicable, early childhood educators--
    (i) Understand and can implement research-based teaching practices 
in classroom instruction;
    (ii) Have knowledge of student learning methods;
    (iii) Possess skills to analyze student academic achievement data 
and other measures of student learning and use such data and measures 
to improve classroom instruction;
    (iv) Possess teaching skills and an understanding of effective 
instructional strategies across all applicable content areas that 
enable general education and special education teachers and early 
childhood educators to--
    (A) Meet the specific learning needs of all students, including 
students with disabilities, students who are limited English 
proficient, students who are gifted and talented, students with low 
literacy levels and, as applicable, children in ECE programs; and
    (B) Differentiate instruction for such students;
    (v) Can effectively participate as a member of the individualized 
education program team, as defined in section 614(d)(1)(B) of the IDEA; 
and
    (vi) Can successfully employ effective strategies for reading 
instruction using the essential components of reading instruction;
    (3) Ensuring collaboration with departments, programs, or units of 
a partner institution outside of the teacher preparation program in all 
academic content areas to ensure that prospective teachers receive 
training in both teaching and relevant content areas in order to meet 
the applicable State certification and licensure requirements, 
including any requirements for certification obtained through

[[Page 22038]]

alternative routes to certification, or, with regard to special 
education teachers, the qualifications described in section 
612(a)(14)(C) of the IDEA, which may include training in multiple 
subjects to teach multiple grade levels as may be needed for 
individuals preparing to teach in rural communities and for individuals 
preparing to teach students with disabilities;
    (4) Developing and implementing an induction program;
    (5) Developing admissions goals and priorities aligned with the 
hiring objectives of the high-need local educational agency (LEA) in 
the eligible partnership; and
    (6) Implementing program and curriculum changes, as applicable, to 
ensure that prospective teachers have the requisite content knowledge, 
preparation, and degree to teach Advanced Placement or International 
Baccalaureate courses successfully.
    (c) Clinical experience and interaction. Developing and improving a 
sustained and high-quality preservice clinical education program to 
further develop the teaching skills of all prospective teachers and, as 
applicable, early childhood educators, involved in the program. Such 
program shall do the following--
    (1) Incorporate year-long opportunities for enrichment, including--
    (i) Clinical learning in classrooms in high-need schools served by 
the high-need local educational agency in the eligible partnership, and 
identified by the eligible partnership; and
    (ii) Closely supervised interaction between prospective teachers 
and faculty, experienced teachers, principals, other administrators, 
and school leaders at early childhood education programs (as 
applicable), elementary schools, or secondary schools, and providing 
support for such interaction.
    (2) Integrate pedagogy and classroom practice and promote effective 
teaching skills in academic content areas.
    (3) Provide high-quality teacher mentoring.
    (4) Be offered over the course of a program of teacher preparation.
    (5) Be tightly aligned with course work (and may be developed as a 
fifth year of a teacher preparation program).
    (6) Where feasible, allow prospective teachers to learn to teach in 
the same local educational agency in which the teachers will work, 
learning the instructional initiatives and curriculum of that local 
educational agency.
    (7) As applicable, provide training and experience to enhance the 
teaching skills of prospective teachers to better prepare such teachers 
to meet the unique needs of teaching in rural or urban communities.
    (8) Provide support and training for individuals participating in 
an activity for prospective or new teachers described in this paragraph 
or paragraph (1) or (3), and for individuals who serve as mentors for 
such teachers, based on each individual's experience. Such support may 
include--
    (i) With respect to a prospective teacher or a mentor, release time 
for such individual's participation;
    (ii) With respect to a faculty member, receiving course workload 
credit and compensation for time teaching in the eligible partnership's 
activities; and
    (iii) With respect to a mentor, a stipend, which may include bonus, 
differential, incentive, or performance pay, based on the mentor's 
extra skills and responsibilities.
    (d) Induction Programs for New Teachers. Creating an induction 
program for new teachers or, in the case of an early childhood 
education program, providing mentoring or coaching for new early 
childhood educators.
    (e) Support and training for participants in early childhood 
education programs. In the case of an eligible partnership focusing on 
early childhood educator preparation, implementing initiatives that 
increase compensation for early childhood educators who attain 
associate or baccalaureate degrees in early childhood education.
    (f) Teacher recruitment. Developing and implementing effective 
mechanisms (which may include alternative routes to State certification 
of teachers) to ensure that the eligible partnership is able to recruit 
qualified individuals to become highly qualified teachers through the 
activities of the eligible partnership, which may include an emphasis 
on recruiting into the teaching profession--
    (1) Individuals from under represented populations;
    (2) Individuals to teach in rural communities and teacher shortage 
areas, including mathematics, science, special education, and the 
instruction of limited English proficient students; and
    (3) Mid-career professionals from other occupations, former 
military personnel, and recent college graduates with a record of 
academic distinction.
    (g) Literacy training. Strengthening the literacy teaching skills 
of prospective and, as applicable, new elementary school and secondary 
school teachers--
    (1) To implement literacy programs that incorporate the essential 
components of reading instruction;
    (2) To use screening, diagnostic, formative, and summative 
assessments to determine students' literacy levels, difficulties, and 
growth in order to improve classroom instruction and improve student 
reading and writing skills;
    (3) To provide individualized, intensive, and targeted literacy 
instruction for students with deficiencies in literacy skills; and
    (4) To integrate literacy skills in the classroom across subject 
areas.
    Absolute Priority 2: Partnership Grants for the Establishment of 
Effective Teaching Residency Programs.
    I. In general. Under this priority, an eligible partnership must 
carry out an effective teaching residency program that includes all of 
the following activities:
    (a) Supporting a teaching residency program described in paragraph 
II (a) for high-need subjects and areas, as determined by the needs of 
the high-need LEA in the partnership;
    (b) Placing graduates of the teaching residency program in cohorts 
that facilitate professional collaboration, both among graduates of the 
teaching residency program and between such graduates and mentor 
teachers in the receiving school;
    (c) Ensuring that teaching residents who participate in the 
teaching residency program receive--
    (1) Effective pre-service preparation as described in paragraph II;
    (2) Teacher mentoring;
    (3) Support required through the induction program as the teaching 
residents enter the classroom as new teachers; and
    (4) The preparation described in paragraphs (c)(1), (2), and (3) of 
Absolute Priority 1.
    II. Teaching Residency Programs.
    (a) Establishment and design. A teaching residency program under 
this priority is a program based upon models of successful teaching 
residencies that serve as a mechanism to prepare teachers for success 
in the high-need schools in the eligible partnership, and must be 
designed to include the following characteristics of successful 
programs:
    (1) The integration of pedagogy, classroom practice, and teacher 
mentoring;
    (2) Engagement of teaching residents in rigorous graduate-level 
course work leading to a master's degree while undertaking a guided 
teaching apprenticeship;
    (3) Experience and learning opportunities alongside a trained and 
experienced mentor teacher--
    (i) Whose teaching shall complement the residency program so that 
classroom

[[Page 22039]]

clinical practice is tightly aligned with coursework;
    (ii) Who shall have extra responsibilities as a teacher leader of 
the teaching residency program, as a mentor for residents, and as a 
teacher coach during the induction program for new teachers; and for 
establishing, within the program, a learning community in which all 
individuals are expected to continually improve their capacity to 
advance student learning; and
    (iii) Who may be relieved from teaching duties as a result of such 
additional responsibilities;
    (4) The establishment of clear criteria for the selection of mentor 
teachers based on measures of teacher effectiveness and the appropriate 
subject area knowledge. Evaluation of teacher effectiveness must be 
based on, but not limited to, observations of the following--
    (i) Planning and preparation, including demonstrated knowledge of 
content, pedagogy, and assessment, including the use of formative and 
diagnostic assessments to improve student learning;
    (ii) Appropriate instruction that engages students with different 
learning styles;
    (iii) Collaboration with colleagues to improve instruction;
    (iv) Analysis of gains in student learning, based on multiple 
measures that are valid and reliable and that, when feasible, may 
include valid, reliable, and objective measures of the influence of 
teachers on the rate of student academic progress; and
    (v) In the case of mentor candidates who will be mentoring new or 
prospective literacy and mathematics coaches or instructors, 
appropriate skills in the essential components of reading instruction, 
teacher training in literacy instructional strategies across core 
subject areas, and teacher training in mathematics instructional 
strategies, as appropriate;
    (5) Grouping of teaching residents in cohorts to facilitate 
professional collaboration among such residents;
    (6) The development of admissions goals and priorities--
    (i) That are aligned with the hiring objectives of the LEA 
partnering with the program, as well as the instructional initiatives 
and curriculum of such agency, in exchange for a commitment by such 
agency to hire qualified graduates from the teaching residency program; 
and
    (ii) Which may include consideration of applicants that reflect the 
communities in which they will teach as well as consideration of 
individuals from underrepresented populations in the teaching 
profession; and
    (7) Support for residents, once the teaching residents are hired as 
teachers of record, through an induction program, professional 
development, and networking opportunities to support the residents 
through not less than the residents' first two years of teaching.
    (b) Selection of individuals as teacher residents.
    (1) Eligible Individual. In order to be eligible to be a teacher 
resident in a teaching residency program under this priority, an 
individual shall---
    (i) Be a recent graduate of a four-year IHE or a mid-career 
professional from outside the field of education possessing strong 
content knowledge or a record of professional accomplishment; and
    (ii) Submit an application to the teaching residency program.
    (2) Selection Criteria for Teaching Residency Program. An eligible 
partnership carrying out a teaching residency program under this 
priority shall establish criteria for the selection of eligible 
individuals to participate in the teaching residency program based on 
the following characteristics--
    (i) Strong content knowledge or record of accomplishment in the 
field or subject area to be taught;
    (ii) Strong verbal and written communication skills, which may be 
demonstrated by performance on appropriate tests; and
    (iii) Other attributes linked to effective teaching, which may be 
determined by interviews or performance assessments, as specified by 
the eligible partnership.
    (c) Stipends or salaries; applications; agreements; repayments.
    (1) Stipends or salaries. A teaching residency program under this 
priority shall provide a one-year living stipend or salary to teaching 
residents during the teaching residency program;
    (2) Applications for stipends or salaries. Each teacher residency 
candidate desiring a stipend or salary during the period of residency 
shall submit an application to the eligible partnership at such time, 
and containing such information and assurances, as the eligible 
partnership may require;
    (3) Agreements to serve. Each application submitted under paragraph 
(c)(2) of this priority shall contain or be accompanied by an agreement 
that the applicant will--
    (i) Serve as a full-time teacher for a total of not less than three 
academic years immediately after successfully completing the teaching 
residency program;
    (ii) Fulfill the requirement under paragraph (c)(3)(i) of this 
priority by teaching in a high-need school served by the high-need LEA 
in the eligible partnership and teach a subject or area that is 
designated as high-need by the partnership;
    (iii) Provide to the eligible partnership a certificate, from the 
chief administrative officer of the LEA in which the resident is 
employed, of the employment required under paragraph (c)(3)(i) and (ii) 
of this priority at the beginning of, and upon completion of, each year 
or partial year of service;
    (iv) Meet the applicable State certification and licensure 
requirements, including any requirements for certification obtained 
through alternative routes to certification, or, with regard to special 
education teachers, the qualifications described in section 
612(a)(14)(C) of the IDEA, when the applicant begins to fulfill the 
service obligation under this clause; and
    (v) Comply with the requirements set by the eligible partnership 
under paragraph (d) of this priority if the applicant is unable or 
unwilling to complete the service obligation required by the paragraph.
    (d) Repayments.
    (1) In general. A grantee carrying out a teaching residency program 
under this priority shall require a recipient of a stipend or salary 
under paragraph (c)(1) of this priority who does not complete, or who 
notifies the partnership that the recipient intends not to complete, 
the service obligation required by paragraph (c)(3) of this priority to 
repay such stipend or salary to the eligible partnership, together with 
interest, at a rate specified by the partnership in the agreement, and 
in accordance with such other terms and conditions specified by the 
eligible partnership, as necessary;
    (2) Other terms and conditions. Any other terms and conditions 
specified by the eligible partnership may include reasonable provisions 
for pro rata repayment of the stipend or salary described in paragraph 
(c)(1) of this priority or for deferral of a teaching resident's 
service obligation required by paragraph (c)(3) of this priority, on 
grounds of health, incapacitation, inability to secure employment in a 
school served by the eligible partnership, being called to active duty 
in the Armed Forces of the United States, or other extraordinary 
circumstances;
    (3) Use of repayments. An eligible partnership shall use any 
repayment received under paragraph (d) to carry out additional 
activities that are consistent with the purposes of this priority.
    Competitive Preference Priorities: For FY 2018 and any subsequent 
year in

[[Page 22040]]

which we make awards from the list of unfunded applicants from this 
competition, these priorities are competitive preference priorities. 
Under 34 CFR 75.105(c)(2)(i), we award up to an additional three points 
to an application, depending on how well the applicant meets 
Competitive Preference Priority 1 and 2. We award up to an additional 
two points to an application, depending on how well the applicant meets 
Competitive Preference Priority 3. An application may receive a total 
of up eight additional points under the competitive preference 
priorities.
    If an applicant chooses to address one or more of the competitive 
preference priorities, the project narrative section of its application 
must identify its response to the competitive preference priorities it 
chooses to address. The Department will not review or award points 
under these competitive preference priorities unless the applicant 
clearly identifies its response in its application. After review of the 
Absolute Priorities, only applicants for which competitive preference 
points could enable them to be funded will have their Competitive 
Preference Priorities reviewed and scored. The priorities are:
    Competitive Preference Priority 1: Promoting Science, Technology, 
Engineering, or Math (STEM) Education, With a Particular Focus on 
Computer Science. (up to three points).
    Projects designed to improve student achievement or other 
educational outcomes in one or more of the following areas: science, 
technology, engineering, math, or computer science. These projects must 
address the following priority area:
    Increasing the number of educators adequately prepared to deliver 
rigorous instruction in STEM fields, including computer science, 
through recruitment, evidence-based (as defined in 34 CFR 77.1) 
professional development strategies for current STEM educators, or 
evidence-based retraining strategies for current educators seeking to 
transition from other subjects to STEM fields.
    Competitive Preference Priority 2: Promoting Effective Instruction 
in Classrooms and Schools. (up to three points).
    Projects that are designed to support the recruitment or retention 
of educators who are effective and increase diversity (including, but 
not limited to, racial and ethnic diversity).
    Competitive Preference Priority 3: Novice Applicants. (up to two 
points).
    Projects submitted by applicants that meet the definition of novice 
applicant at the time they submit their application.
    Definitions: The definitions for ``Arts and sciences,'' ``Early 
childhood educator,'' ``Essential components of reading instruction,'' 
``Exemplary teacher,'' ``High-need early childhood education (ECE) 
program,'' ``High-need local educational agency (LEA),'' ``High-need 
school,'' ``Highly competent,'' ``Induction program,'' ``Partner 
institution,'' Scientifically valid research,'' and ``Teacher 
mentoring'' are from section 200 of the HEA. The definitions for 
``Charter School,'' ``Limited English proficient'' and ``Professional 
development'' are from section 8101 of the ESEA. The definitions for 
``Demonstrates a rationale,'' ``Evidence-based,'' ``Experimental 
study,'' ``Logic model,'' ``Moderate evidence,'' ``Project component,'' 
``Promising evidence,'' ``Quasi-experimental design study,'' ``Relevant 
outcome,'' ``Strong Evidence,'' and ``What Works Clearinghouse Handbook 
(WWC Handbook)'' are from 34 CFR 77.1. The definition for ``Novice 
applicant'' is from 34 CFR 75.225. The definition for ``computer 
science'' is from the Supplemental Priorities.
    Arts and sciences means--
    (a) When referring to an organizational unit of an institution of 
higher education, any academic unit that offers one or more academic 
majors in disciplines or content areas corresponding to the academic 
subject matter areas in which teachers provide instruction; and
    (b) When referring to a specific academic subject area, the 
disciplines or content areas in which academic majors are offered by 
the arts and sciences organizational unit.
    Charter School means a public school that--
    (A) In accordance with a specific State statute authorizing the 
granting of charters to schools, is exempt from significant State or 
local rules that inhibit the flexible operation and management of 
public schools, but not from any rules relating to the other 
requirements of this paragraph;
    (B) Is created by a developer as a public school, or is adapted by 
a developer from an existing public school, and is operated under 
public supervision and direction;
    (C) Operates in pursuit of a specific set of educational objectives 
determined by the school's developer and agreed to by the authorized 
public chartering agency;
    (D) Provides a program of elementary or secondary education, or 
both;
    (E) Is nonsectarian in its programs, admissions policies, 
employment practices, and all other operations, and is not affiliated 
with a sectarian school or religious institution;
    (F) Does not charge tuition;
    (G) Complies with the Age Discrimination Act of 1975 [42 U.S.C. 
6101 et seq.], title VI of the Civil Rights Act of 1964 [42 U.S.C. 
2000d et seq.], title IX of the Education Amendments of 1972 [20 U.S.C. 
1681 et seq.], section 504 of the Rehabilitation Act of 1973 [29 U.S.C. 
794], the Americans with Disabilities Act of 1990 (42 U.S.C. 12101 et 
seq.), section 1232g of this title (commonly referred to as the 
``Family Educational Rights and Privacy Act of 1974''), and part B of 
the Individuals with Disabilities Education Act [20 U.S.C. 1411 et 
seq.];
    (H) Is a school to which parents choose to send their children, and 
that--
    (i) Admits students on the basis of a lottery, consistent with 
section 7221b(c)(3)(A) of this title, if more students apply for 
admission than can be accommodated; or
    (ii) In the case of a school that has an affiliated charter school 
(such as a school that is part of the same network of schools), 
automatically enrolls students who are enrolled in the immediate prior 
grade level of the affiliated charter school and, for any additional 
student openings or student openings created through regular attrition 
in student enrollment in the affiliated charter school and the 
enrolling school, admits students on the basis of a lottery as 
described in clause (i);
    (I) Agrees to comply with the same Federal and State audit 
requirements as do other elementary schools and secondary schools in 
the State, unless such State audit requirements are waived by the 
State;
    (J) Meets all applicable Federal, State, and local health and 
safety requirements;
    (K) Operates in accordance with State law;
    (L) Has a written performance contract with the authorized public 
chartering agency in the State that includes a description of how 
student performance will be measured in charter schools pursuant to 
State assessments that are required of other schools and pursuant to 
any other assessments mutually agreeable to the authorized public 
chartering agency and the charter school; and
    (M) May serve students in early childhood education programs or 
postsecondary students.

[[Page 22041]]

    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.
    Demonstrates a rationale means a key project component included in 
the project's logic model is informed by research or evaluation 
findings that suggest the project component is likely to improve 
relevant outcomes.
    Early childhood educator means an individual with primary 
responsibility for the education of children in an ECE program.
    Essential components of reading instruction means explicit and 
systematic instruction in--
    (a) Phonemic awareness;
    (b) Phonics;
    (c) Vocabulary development;
    (d) Reading fluency, including oral reading skills; and
    (e) Reading comprehension strategies.
    Evidence-based means the proposed project component is supported by 
one or more of strong evidence, moderate evidence, promising evidence, 
or evidence that demonstrates a rationale.
    Exemplary teacher means a teacher who--
    (a) Is a highly qualified teacher such as a master teacher;
    (b) Has been teaching for at least five years in a public or 
private school or institution of higher education;
    (c) Is recommended to be an exemplary teacher by administrators and 
other teachers who are knowledgeable about the individual's 
performance;
    (d) Is currently teaching and based in a public school; and
    (e) Assists other teachers in improving instructional strategies, 
improves the skills of other teachers, performs teacher mentoring, 
develops curricula, and offers other professional development.
    Experimental study means a study that is designed to compare 
outcomes between two groups of individuals (such as students) that are 
otherwise equivalent except for their assignment to either a treatment 
group receiving a project component or a control group that does not. 
Randomized controlled trials, regression discontinuity design studies, 
and single-case design studies are the specific types of experimental 
studies that, depending on their design and implementation (e.g., 
sample attrition in randomized controlled trials and regression 
discontinuity design studies), can meet What Works Clearinghouse (WWC) 
standards without reservations as described in the WWC Handbook:
    (i) A randomized controlled trial employs random assignment of, for 
example, students, teachers, classrooms, or schools to receive the 
project component being evaluated (the treatment group) or not to 
receive the project component (the control group).
    (ii) A regression discontinuity design study assigns the project 
component being evaluated using a measured variable (e.g., assigning 
students reading below a cutoff score to tutoring or developmental 
education classes) and controls for that variable in the analysis of 
outcomes.
    (iii) A single-case design study uses observations of a single case 
(e.g., a student eligible for a behavioral intervention) over time in 
the absence and presence of a controlled treatment manipulation to 
determine whether the outcome is systematically related to the 
treatment.
    High-need early childhood education (ECE) program means an ECE 
program serving children from low-income families that is located 
within the geographic area served by a high-need LEA.
    High-need local educational agency (LEA) means an LEA--
    (i)(A) For which not less than 20 percent of the children served by 
the agency are children from low-income families;
    (B) That serves not fewer than 10,000 children from low-income 
families;
    (C) That meets the eligibility requirements for funding under the 
Small, Rural School Achievement (SRSA) program under section 5211(b) of 
the ESEA; or
    (D) That meets eligibility requirements for funding under the Rural 
and Low-Income School (RLIS) program under section 5221(b) of the ESEA; 
and--
    (ii)(A) For which there is a high percentage of teachers not 
teaching in the academic subject areas or grade levels in which the 
teachers were trained to teach; or
    (B) For which there is a high teacher turnover rate or a high 
percentage of teachers with emergency, provisional, or temporary 
certification or licensure.

    Note:  Information on how an applicant may demonstrate that a 
partner LEA meets this definition is included in the application 
package.

    High-need school means a school that, based on the most recent data 
available, meets one or both of the following:
    (i) The school is in the highest quartile of schools in a ranking 
of all schools served by an LEA, ranked in descending order by 
percentage of students from low-income families enrolled in such 
schools, as determined by the LEA based on one of the following 
measures of poverty:
    (A) The percentage of students aged 5 through 17 in poverty counted 
in the most recent census data approved by the Secretary.
    (B) The percentage of students eligible for a free or reduced-price 
school lunch under the Richard B. Russell National School Lunch Act.
    (C) The percentage of students in families receiving assistance 
under the State program funded under part A of title IV of the Social 
Security Act.
    (D) The percentage of students eligible to receive medical 
assistance under the Medicaid program.
    (E) A composite of two or more of the measures described in 
paragraphs (A) through (D).
    (ii) In the case of--
    (A) An elementary school, the school serves students not less than 
60 percent of whom are eligible for a free or reduced-price school 
lunch under the Richard B. Russell National School Lunch Act; or
    (B) Any other school that is not an elementary school, the other 
school serves students not less than 45 percent of whom are eligible 
for a free or reduced-price school lunch under the Richard B. Russell 
National School Lunch Act.
    (iii) The Secretary may, upon approval of an application submitted 
by an eligible partnership seeking a grant under this title, designate 
a school that does not qualify as a high-need school under this 
definition, as a high-need school for the purpose of this competition. 
The Secretary shall base the approval of an application for designation 
of a school under this clause on a consideration of the information 
required under section

[[Page 22042]]

200(11)(B)(ii) of the HEA, and may also take into account other 
information submitted by the eligible partnership.

    Note:  Information on how an applicant may demonstrate that a 
partner LEA meets this definition is included in the application 
package.

    Highly competent when used with respect to an early childhood 
educator, means an educator--
    (a) With specialized education and training in development and 
education of young children from birth until entry into kindergarten;
    (b) With--
    (i) A baccalaureate degree in an academic major in the arts and 
sciences; or
    (ii) An associate's degree in a related educational area; and
    (c) Who has demonstrated a high level of knowledge and use of 
content and pedagogy in the relevant areas associated with quality 
early childhood education.
    Induction program means a formalized program for new teachers 
during not less than the teachers' first two years of teaching that is 
designed to provide support for, and improve the professional 
performance and advance the retention in the teaching field of, 
beginning teachers. Such program shall promote effective teaching 
skills and shall include the following components:
    (a) High-quality teacher mentoring.
    (b) Periodic, structured time for collaboration with teachers in 
the same department or field, including mentor teachers, as well as 
time for information-sharing among teachers, principals, 
administrators, other appropriate instructional staff, and 
participating faculty in the partner institution.
    (c) The application of empirically-based practice and 
scientifically valid research on instructional practices.
    (d) Opportunities for new teachers to draw directly on the 
expertise of teacher mentors, faculty, and researchers to support the 
integration of empirically-based practice and scientifically valid 
research with practice.
    (e) The development of skills in instructional and behavioral 
interventions derived from empirically-based practice and, where 
applicable, scientifically valid research.
    (f) Faculty who--
    (i) Model the integration of research and practice in the 
classroom; and
    (ii) Assist new teachers with the effective use and integration of 
technology in the classroom.
    (g) Interdisciplinary collaboration among exemplary teachers, 
faculty, researchers, and other staff who prepare new teachers with 
respect to the learning process and the assessment of learning.
    (h) Assistance with the understanding of data, particularly student 
achievement data, and the applicability of such data in classroom 
instruction.
    (i) Regular and structured observation and evaluation of new 
teachers by multiple evaluators, using valid and reliable measures of 
teaching skills.
    Logic model (also referred to as a theory of action) means a 
framework that identifies key project components of the proposed 
project (i.e., the active ``ingredients'' that are hypothesized to be 
critical to achieving the relevant outcomes) and describes the 
theoretical and operational relationships among the key project 
components and relevant outcomes.
    Limited English proficient \1\ when used with respect to an 
individual, means an individual--
---------------------------------------------------------------------------

    \1\ ESEA uses the term ``English learner;'' however, the cross-
reference from the HEA is the term ``limited English proficient.''
---------------------------------------------------------------------------

    (A) Who is aged 3 through 21;
    (B) Who is enrolled or preparing to enroll in an elementary school 
or secondary school;
    (C)(i) Who was not born in the United States or whose native 
language is a language other than English;
    (ii)(I) Who is a Native American or Alaska Native, or a native 
resident of the outlying areas; and
    (II) Who comes from an environment where a language other than 
English has had a significant impact on the individual's level of 
English language proficiency; or
    (iii) Who is migratory, whose native language is a language other 
than English, and who comes from an environment where a language other 
than English is dominant; and
    (D) Whose difficulties in speaking, reading, writing, or 
understanding the English language may be sufficient to deny the 
individual--
    (i) The ability to meet the State's proficient level of achievement 
on State assessments described in section 1111(b)(3);
    (ii) The ability to successfully achieve in classrooms where the 
language of instruction is English; or
    (iii) The opportunity to participate fully in society.
    Novice applicant means any applicant for a grant from the 
Department that--
    (i) Has never received a grant or subgrant under the program from 
which it seeks funding;
    (ii) Has never been a member of a group application, submitted in 
accordance with 34 CFR 75.127-75.129, that received a grant under the 
program from which it seeks funding; and
    (iii) Has not had an active discretionary grant from the Federal 
Government in the five years before the deadline date for applications 
under the program.
    (2) In the case of a group application submitted in accordance with 
34 CFR 75.127-75.129, a group that includes only parties that meet the 
requirements of paragraph (1) of this definition.
    Moderate evidence means that there is evidence of effectiveness of 
a key project component in improving a relevant outcome for a sample 
that overlaps with the populations or settings proposed to receive that 
component, based on a relevant finding from one of the following:
    (i) A practice guide prepared by the WWC using version 2.1 or 3.0 
of the WWC Handbook reporting a ``strong evidence base'' or ``moderate 
evidence base'' for the corresponding practice guide recommendation;
    (ii) An intervention report prepared by the WWC using version 2.1 
or 3.0 of the WWC Handbook reporting a ``positive effect'' or 
``potentially positive effect'' on a relevant outcome based on a 
``medium to large'' extent of evidence, with no reporting of a 
``negative effect'' or ``potentially negative effect'' on a relevant 
outcome; or
    (iii) A single experimental study or quasi-experimental design 
study reviewed and reported by the WWC using version 2.1 or 3.0 of the 
WWC Handbook, or otherwise assessed by the Department using version 3.0 
of the WWC Handbook, as appropriate, and that--
    (A) Meets WWC standards with or without reservations;
    (B) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome;
    (C) Includes no overriding statistically significant and negative 
effects on relevant outcomes reported in the study or in a 
corresponding WWC intervention report prepared under version 2.1 or 3.0 
of the WWC Handbook; and
    (D) Is based on a sample from more than one site (e.g., State, 
county, city, school district, or postsecondary campus) and includes at 
least 350 students or other individuals across sites. Multiple studies 
of the same project component that each meet requirements in paragraphs 
(iii)(A), (B), and (C) of this definition may together satisfy this 
requirement.
    Partner institution means an IHE, which may include a two-year IHE 
offering a dual program with a partner four-year IHE, participating in 
an

[[Page 22043]]

eligible partnership that has a teacher preparation program--
    (i) Whose graduates exhibit strong performance on State determined 
qualifying assessments for new teachers through--
    (A) Demonstrating that 80 percent or more of the graduates of the 
program who intend to enter the field of teaching have passed all of 
the applicable State qualification assessments for new teachers, which 
shall include an assessment of each prospective teacher's subject 
matter knowledge in the content area in which the teacher intends to 
teach; or
    (B) Being ranked among the highest-performing teacher preparation 
programs in the State as determined by the State--
    (1) Using criteria consistent with the requirements for the State 
Report Card under section 205(b) of the HEA before the first 
publication of the report card; and
    (2) Using the State report card on teacher preparation required 
under section 205(b), after the first publication of such report card 
and for every year thereafter; and
    (ii) That requires--
    (A) Each student in the program to meet high academic standards or 
demonstrate a record of success, as determined by the institution 
(including prior to entering and being accepted into a program), and 
participate in intensive clinical experience;
    (B) Each student in the program preparing to become a teacher who 
meets the applicable State certification and licensure requirements, 
including any requirements for certification obtained through 
alternative routes to certification, or, with regard to special 
education teachers, the qualifications described in section 
612(a)(14)(C) of the IDEA; and
    (C) Each student in the program preparing to become an early 
childhood educator to meet degree requirements, as established by the 
State, and become highly competent.
    Professional development means activities that--
    (A) Are an integral part of school and local educational agency 
strategies for providing educators (including teachers, principals, 
other school leaders, specialized instructional support personnel, 
paraprofessionals, and, as applicable, early childhood educators) with 
the knowledge and skills necessary to enable students to succeed in a 
well-rounded education and to meet the challenging State academic 
standards; and
    (B) Are sustained (not stand-alone, one-day, or short term 
workshops), intensive, collaborative, job-embedded, data-driven, and 
classroom-focused, and may include activities that--
    (i) Improve and increase teachers' teachers'--
    (I) Knowledge of the academic subjects the teachers teach;
    (II) Understanding of how students learn; and
    (III) Ability to analyze student work and achievement from multiple 
sources, including how to adjust instructional strategies, assessments, 
and materials based on such analysis;
    (ii) Are an integral part of broad schoolwide and districtwide 
educational improvement plans;
    (iii) Allow personalized plans for each educator to address the 
educator's specific needs identified in observation or other feedback;
    (iv) Improve classroom management skills;
    (v) Support the recruitment, hiring, and training of effective 
teachers, including teachers who became certified through State and 
local alternative routes to certification;
    (vi) Advance teacher understanding of--
    (I) Effective instructional strategies that are evidence-based; and
    (II) Strategies for improving student academic achievement or 
substantially increasing the knowledge and teaching skills of teachers;
    (vii) Are aligned with, and directly related to, academic goals of 
the school or local educational agency;
    (viii) Are developed with extensive participation of teachers, 
principals, other school leaders, parents, representatives of Indian 
Tribes (as applicable), and administrators of schools to be served 
under the ESEA;
    (ix) Are designed to give teachers of English learners, and other 
teachers and instructional staff, the knowledge and skills to provide 
instruction and appropriate language and academic support services to 
those children, including the appropriate use of curricula and 
assessments;
    (x) To the extent appropriate, provide training for teachers, 
principals, and other school leaders in the use of technology 
(including education about the harms of copyright piracy), so that 
technology and technology applications are effectively used in the 
classroom to improve teaching and learning in the curricula and 
academic subjects in which the teachers teach;
    (xi) As a whole, are regularly evaluated for their impact on 
increased teacher effectiveness and improved student academic 
achievement, with the findings of the evaluations used to improve the 
quality of professional development;
    (xii) Are designed to give teachers of children with disabilities 
or children with developmental delays, and other teachers and 
instructional staff, the knowledge and skills to provide instruction 
and academic support services, to those children, including positive 
behavioral interventions and supports, multi-tier system of supports, 
and use of accommodations;
    (xiii) Include instruction in the use of data and assessments to 
inform and instruct classroom practice;
    (xiv) Include instruction in ways that teachers, principals, other 
school leaders, specialized instructional support personnel, and school 
administrators may work more effectively with parents and families;
    (xv) Involve the forming of partnerships with institutions of 
higher education, including, as applicable, Tribal Colleges and 
Universities as defined in section 316(b) of the HEA (20 U.S.C. 
1059c(b)), to establish school-based teacher, principal, and other 
school leader training programs that provide prospective teachers, 
novice teachers, principals, and other school leaders with an 
opportunity to work under the guidance of experienced teachers, 
principals, other school leaders, and faculty of such institutions;
    (xvi) Create programs to enable paraprofessionals (assisting 
teachers employed by a local educational agency receiving assistance 
under part A of title I of the ESEA) to obtain the education necessary 
for those paraprofessionals to become certified and licensed teachers;
    (xvii) Provide follow-up training to teachers who have participated 
in activities described in this paragraph that are designed to ensure 
that the knowledge and skills learned by the teachers are implemented 
in the classroom; and
    (xviii) Where practicable, provide jointly for school staff and 
other early childhood education program providers, to address the 
transition to elementary school, including issues related to school 
readiness.
    Project component means an activity, strategy, intervention, 
process, product, practice, or policy included in a project. Evidence 
may pertain to an individual project component or to a combination of 
project components (e.g., training teachers on instructional practices 
for English learners and follow-on coaching for these teachers).
    Promising evidence means that there is evidence of the 
effectiveness of a key project component in improving a relevant 
outcome, based on a relevant finding from one of the following:
    (i) A practice guide prepared by WWC reporting a ``strong evidence 
base'' or

[[Page 22044]]

``moderate evidence base'' for the corresponding practice guide 
recommendation;
    (ii) An intervention report prepared by the WWC reporting a 
``positive effect'' or ``potentially positive effect'' on a relevant 
outcome with no reporting of a ``negative effect'' or ``potentially 
negative effect'' on a relevant outcome; or
    (iii) A single study assessed by the Department, as appropriate, 
that--
    (A) Is an experimental study, a quasi-experimental design study, or 
a well-designed and well-implemented correlational study with 
statistical controls for selection bias (e.g., a study using regression 
methods to account for differences between a treatment group and a 
comparison group); and
    (B) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome.
    Quasi-experimental design study means a study using a design that 
attempts to approximate an experimental study by identifying a 
comparison group that is similar to the treatment group in important 
respects. This type of study, depending on design and implementation 
(e.g., establishment of baseline equivalence of the groups being 
compared), can meet WWC standards with reservations, but cannot meet 
WWC standards without reservations, as described in the WWC Handbook.
    Relevant outcome means the student outcome(s) or other outcome(s) 
the key project component is designed to improve, consistent with the 
specific goals of the program.
    Scientifically valid research means applied research, basic 
research, and field-initiated research in which the rationale, design, 
and interpretation are soundly developed in accordance with principles 
of scientific research.
    Strong evidence means that there is evidence of the effectiveness 
of a key project component in improving a relevant outcome for a sample 
that overlaps with the populations and settings proposed to receive 
that component, based on a relevant finding from one of the following:
    (i) A practice guide prepared by the WWC using version 2.1 or 3.0 
of the WWC Handbook reporting a ``strong evidence base'' for the 
corresponding practice guide recommendation;
    (ii) An intervention report prepared by the WWC using version 2.1 
or 3.0 of the WWC Handbook reporting a ``positive effect'' on a 
relevant outcome based on a ``medium to large'' extent of evidence, 
with no reporting of a ``negative effect'' or ``potentially negative 
effect'' on a relevant outcome; or
    (iii) A single experimental study reviewed and reported by the WWC 
using version 2.1 or 3.0 of the WWC Handbook, or otherwise assessed by 
the Department using version 3.0 of the WWC Handbook, as appropriate, 
and that--
    (A) Meets WWC standards without reservations;
    (B) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome;
    (C) Includes no overriding statistically significant and negative 
effects on relevant outcomes reported in the study or in a 
corresponding WWC intervention report prepared under version 2.1 or 3.0 
of the WWC Handbook; and
    (D) Is based on a sample from more than one site (e.g., State, 
county, city, school district, or postsecondary campus) and includes at 
least 350 students or other individuals across sites. Multiple studies 
of the same project component that each meet requirements in paragraphs 
(iii)(A), (B), and (C) of this definition may together satisfy this 
requirement.
    Teacher mentoring means the mentoring of new or prospective 
teachers through a program that--
    (A) Includes clear criteria for the selection of teacher mentors 
who will provide role model relationships for mentees, which criteria 
shall be developed by the eligible partnership and based on measures of 
teacher effectiveness;
    (B) Provides high-quality training for such mentors, including 
instructional strategies for literacy instruction and classroom 
management (including approaches that improve the schoolwide climate 
for learning, which may include positive behavioral interventions and 
supports);
    (C) Provides regular and ongoing opportunities for mentors and 
mentees to observe each other's teaching methods in classroom settings 
during the day in a high-need school in the high-need local educational 
agency in the eligible partnership;
    (D) Provides paid release time for mentors, as applicable;
    (E) Provides mentoring to each mentee by a colleague who teaches in 
the same field, grade, or subject as the mentee;
    (F) Promotes empirically-based practice of, and scientifically 
valid research on, where applicable--
    (i) Teaching and learning;
    (ii) Assessment of student learning;
    (iii) The development of teaching skills through the use of 
instructional and behavioral interventions; and
    (iv) The improvement of the mentees' capacity to measurably advance 
student learning; and
    (G) Includes--
    (i) Common planning time or regularly scheduled collaboration for 
the mentor and mentee; and
    (ii) Joint professional development opportunities.
    What Works Clearinghouse Handbook (WWC Handbook) means the 
standards and procedures set forth in the WWC Procedures and Standards 
Handbook, Version 3.0 or Version 2.1 (incorporated by reference, see 34 
CFR 77.2). Study findings eligible for review under WWC standards can 
meet WWC standards without reservations, meet WWC standards with 
reservations, or not meet WWC standards. WWC practice guides and 
intervention reports include findings from systematic reviews of 
evidence as described in the Handbook documentation.
    Program Authority: 20 U.S.C. 1021-1022c.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 82, 84, 86, 97, 
98, and 99. (b) The Office of the 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. (d) The Supplemental Priorities.

    Note: The regulations in 34 CFR part 79 apply to all applicants 
except federally-recognized Indian tribes.


    Note: The regulations in 34 CFR part 86 apply to IHEs only.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $17,500,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in subsequent years from 
the list of unfunded applications from this competition.
    Estimated Range of Awards: $300,000-$1,000,000.
    Estimated Average Size of Awards: $750,000 for the first year of 
the project. Funding for the second, third, fourth, and fifth years is 
subject to the

[[Page 22045]]

availability of funds and the approval of continuation awards (see 34 
CFR 75.253).
    Maximum Award: We will not make an award exceeding $1,000,000 to 
any applicant per 12-month budget period.
    Estimated Number of Awards: 20.

    Note: The Department is not bound by any estimates in this 
notice.

    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: An eligible applicant must be an ``eligible 
partnership'' as defined in section 200(6) of the HEA. The term 
``eligible partnership'' means an entity that--
    (1) Must include:
    (i) A high-need LEA;
    (ii)(A) A high-need school or a consortium of high-need schools 
served by the high-need LEA, or
    (B) As applicable, a high-need ECE program;
    (iii) A partner institution;
    (iv) A school, department, or program of education within such 
partner institution, which may include an existing teacher professional 
development program with proven outcomes within a four-year IHE that 
provides intensive and sustained collaboration between faculty and LEAs 
consistent with the requirements of title II of the HEA; and
    (v) A school or department of arts and sciences within such partner 
institution; and
    (2) May include any of the following--
    (i) The Governor of the State.
    (ii) The State educational agency.
    (iii) The State board of education.
    (iv) The State agency for higher education.
    (v) A business.
    (vi) A public or private nonprofit educational organization.
    (vii) An educational service agency.
    (viii) A teacher organization.
    (ix) A high-performing LEA, or a consortium of such LEAs, that can 
serve as a resource to the partnership.
    (x) A charter school (as defined in section 7221i of the ESEA).
    (xi) A school or department within the partner institution that 
focuses on psychology and human development.
    (xii) A school or department within the partner institution with 
comparable expertise in the disciplines of teaching, learning, and 
child and adolescent development.
    (xiii) An entity operating a program that provides alternative 
routes to State certification of teachers.
    Any of the mandatory or optional entities in the partnership may be 
the fiscal agent of the grant.

    Note: So that the Department can confirm the eligibility of the 
LEA(s) that an applicant proposes to serve, applicants must include 
information in their applications that demonstrates that each LEA to 
potentially be served by the project is a ``high-need LEA'' (as 
defined in this notice).


    Note: An LEA includes a public charter school that operates as 
an LEA.

    Applicants should review the application package for additional 
information on determining whether an LEA meets the definition of 
``high-need LEA.''
    More information on eligible partnerships can be found in the TQP 
FAQ document found on the program website at http://innovation.ed.gov/what-we-do/teacher-quality/teacher-quality-partnership/.
    2. a. Cost Sharing or Matching:
    Under section 203(c) of the HEA (20 U.S.C. 1022b), each grant 
recipient must provide, from non-Federal sources, an amount equal to 
100 percent of the amount of the grant, which may be provided in cash 
or in-kind, to carry out the activities supported by the grant. 
Grantees must budget their matching contributions on an annual basis 
relative to each annual award of TQP program funds.
    Section 203(c) of the HEA also authorizes the Secretary to waive 
this matching requirement for any fiscal year for an eligible 
partnership if the Secretary determines that applying the matching 
requirement to the eligible partnership would result in serious 
hardship or an inability to carry out the authorized activities 
described in section 202 of the HEA. Applicants that wish to apply for 
a waiver for year one or for future years of the project may include a 
request in their application that describes why the 100 percent 
matching requirement would cause serious hardship or an inability to 
carry out project activities. Further information about applying for 
waivers can be found in the application package. However, given the 
importance of matching funds to the long-term success of the project, 
the Secretary expects eligible entities to identify appropriate 
matching funds.
    b. Supplement-Not-Supplant: This program involves supplement, not 
supplant funding requirements. In accordance with section 202(k) of the 
HEA, funds made available under this program must be used to 
supplement, and not supplant, other Federal, State, and local funds 
that would otherwise be expended to carry out activities under this 
program.
    3. Subgrantees: A grantee under this competition may not award 
subgrants to entities to directly carry out project activities 
described in its application.
    4. Other:
    a. Limitation on administrative expenses
    An eligible partnership that receives a grant under this program 
may use not more than two percent of the funds provided to administer 
the grant as required by HEA section 203(d) (20 U.S.C. 1022b(d)).
    b. General Application Requirements:
    All applicants must meet the following general application 
requirements in order to be considered for funding. Except as 
specifically noted, the general application requirements are from HEA 
section 202(b) (20 U.S.C. 1022a(b)).
    Each eligible partnership desiring a grant under this program must 
submit an application that contains--
    (a) A needs assessment of the partners in the eligible partnership 
with respect to the preparation, ongoing training, professional 
development, and retention of general education and special education 
teachers, principals, and, as applicable, early childhood educators;
    (b) A description of the extent to which the program to be carried 
out with grant funds, as described in Absolute Priority 1 or 2 in this 
notice, will prepare prospective and new teachers with strong teaching 
skills;
    (c) A description of how such a program will prepare prospective 
and new teachers to understand and use research and data to modify and 
improve classroom instruction;
    (d) A description of--
    (1) How the eligible partnership will coordinate strategies and 
activities assisted under the grant with other teacher preparation or 
professional development programs, including programs funded under the 
ESEA and the IDEA, and through the National Science Foundation; and
    (2) How the activities of the partnership will be consistent with 
State, local, and other education reform activities that promote 
teacher quality and student academic achievement;
    (e) An assessment that describes the resources available to the 
eligible partnership, including--
    (1) The integration of funds from other related sources;
    (2) The intended use of the grant funds; and
    (3) The commitment of the resources of the partnership to the 
activities assisted under this program, including financial support, 
faculty participation, and time commitments, and to the continuation of 
the activities when the grant ends.
    (f) A description of--

[[Page 22046]]

    (1) How the eligible partnership will meet the purposes of the TQP 
program as specified in section 201 of the HEA;
    (2) How the partnership will carry out the activities required 
under Absolute Priorities 1 or 2, as described in this notice, based on 
the needs identified in paragraph (a), with the goal of improving 
student academic achievement;
    (3) If the partnership chooses to use funds under this section for 
a project or activities under section 202(f) of the HEA, how the 
partnership will carry out such project or required activities based on 
the needs identified in paragraph (a), with the goal of improving 
student academic achievement;
    (4) The partnership's evaluation plan under section 204(a) of the 
HEA;
    (5) How the partnership will align the teacher preparation program 
with the--
    (i) State early learning standards for ECE programs, as 
appropriate, and with the relevant domains of early childhood 
development; and
    (ii) Challenging State academic standards under section 1111(b)(1) 
of the ESEA, established by the State in which the partnership is 
located;
    (6) How the partnership will prepare general education teachers to 
teach students with disabilities, including training related to 
participation as a member of individualized education program teams, as 
defined in section 614(d)(1)(B) of the IDEA;
    (7) How the partnership will prepare general education and special 
education teachers to teach students who are limited English 
proficient;
    (8) How faculty at the partner institution will work during the 
term of the grant, with teachers who meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications 
described in section 612(a)(14)(C) of the IDEA, in the classrooms of 
high-need schools served by the high-need LEA in the partnership to--
    (i) Provide high-quality professional development activities to 
strengthen the content knowledge and teaching skills of elementary 
school and secondary school teachers; and
    (ii) Train other classroom teachers to implement literacy programs 
that incorporate the essential components of reading instruction;
    (9) How the partnership will design, implement, or enhance a year-
long and rigorous teaching preservice clinical program component;
    (10) How the partnership will support in-service professional 
development strategies and activities; and
    (11) How the partnership will collect, analyze, and use data on the 
retention of all teachers and early childhood educators in schools and 
ECE programs located in the geographic area served by the partnership 
to evaluate the effectiveness of the partnership's teacher and educator 
support system.
    (g) With respect to the induction program required as part of the 
activities carried out under Absolute Priorities 1 or 2--
    (1) A demonstration that the schools and departments within the IHE 
that are part of the induction program will effectively prepare 
teachers, including providing content expertise and expertise in 
teaching, as appropriate;
    (2) A demonstration of the eligible partnership's capability and 
commitment to, and the accessibility to and involvement of faculty in, 
the use of empirically based practice and scientifically valid research 
on teaching and learning;
    (3) A description of how the teacher preparation program will 
design and implement an induction program to support, through not less 
than the first two years of teaching, all new teachers who are prepared 
by the teacher preparation program in the partnership and who teach in 
the high-need LEA in the partnership, and, to the extent practicable, 
all new teachers who teach in such high-need LEA, in the further 
development of the new teachers' teaching skills, including the use of 
mentors who are trained and compensated by such program for the 
mentors' work with new teachers; and
    (4) A description of how faculty involved in the induction program 
will be able to substantially participate in an ECE program or 
elementary school or secondary school classroom setting, as applicable, 
including release time and receiving workload credit for such 
participation.

IV. Application and Submission Information

    1. Application Submission Instructions: For information on how to 
submit an application please refer to our Common Instructions for 
Applicants to Department of Education Discretionary Grant Programs, 
published in the Federal Register on February 12, 2018 (83 FR 6003) or 
at www.thefederalregister.org/fdsys/pkg/FR-2018-02-12/pdf/2018-02558.pdf.
    2. Submission of Proprietary Information: Given the types of 
projects that may be proposed in applications for the TQP program, your 
application may include business information that you consider 
proprietary. In 34 CFR 5.11, we define ``business information'' and 
describe the process we use in determining whether any of that 
information is proprietary and, thus, protected from disclosure under 
Exemption 4 of the Freedom of Information Act (5 U.S.C. 552, as 
amended).
    Because we plan to make successful applications available to the 
public, you may wish to request confidentiality of business 
information.
    Consistent with Executive Order 12600, please designate in your 
application any information that you feel is exempt from disclosure 
under Exemption 4. In the appropriate Appendix section of your 
application, under ``Other Attachments Form,'' please list the page 
number or numbers on which we can find this information. For additional 
information please see 34 CFR 5.11(c).
    3. Intergovernmental Review: This program is subject to Executive 
Order 12372 and the regulations in 34 CFR part 79. Information about 
Intergovernmental Review of Federal Programs under Executive Order 
12372 is in the application package for this competition.
    4. Funding Restrictions: We specify unallowable costs in 2 CFR 200, 
subpart E. We reference regulations outlining funding restrictions in 
the Applicable Regulations section of this notice.
    5. Recommended Page Limit: The application narrative is where you, 
the applicant, address the selection criteria that reviewers use to 
evaluate your application. We recommend that you (1) limit the 
application narrative to no more than 50 pages and (2) use the 
following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, references, and captions, as well as all text in 
charts, tables, figures, and graphs.
     Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.
    Furthermore, applicants are strongly encouraged to include a table 
of contents that specifies where each required part of the application 
is located.
    6. Notice of Intent to Apply: The Department will be able to 
develop a more efficient process for reviewing

[[Page 22047]]

grant applications if it has a better understanding of the number of 
entities that intend to apply for funding under this competition. 
Therefore, the Secretary strongly encourages each potential applicant 
to notify the Department of its intent to submit an application for 
funding by sending an email to [email protected] with FY 18 TQP 
Intent to Apply in the subject line, by June 11, 2018. Applicants that 
fail to send the FY TQP 18 Intent to Apply email may still apply for 
funding.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210. An applicant may earn up to a total of 100 
points based on the selection criteria. The maximum score for each 
criterion is indicated in parentheses. Each criterion also includes the 
sub-factors that the reviewers will consider in determining how well an 
application meets the criterion. The criteria are as follows:
    (a) Quality of Project Services (up to 15 points).
    The Secretary considers the quality of the services to be provided 
by the proposed project. In determining the quality of the services to 
be provided by the proposed project, the Secretary considers the 
quality and sufficiency of strategies for ensuring equal access and 
treatment for eligible project participants who are members of groups 
that have traditionally been underrepresented based on race, color, 
national origin, gender, age, or disability. In addition, the Secretary 
considers the following factors--
    (i) The extent to which the services to be provided by the proposed 
project involve the collaboration of appropriate partners for 
maximizing the effectiveness of project services.
    (ii) The extent to which the services to be provided by the 
proposed project reflect up-to-date knowledge from research and 
effective practice.
    (iii) The extent to which the training or professional development 
services to be provided by the proposed project are of sufficient 
quality, intensity, and duration to lead to improvements in practice 
among the recipients of those services.
    (b) Quality of the Project Design (up to 40 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 proposed project demonstrates a 
rationale (as defined in 34 CFR 77.1(c)).
    (ii) The extent to which the goals, objectives and outcomes to be 
achieved by the proposed project are clearly specified and measureable;
    (iii) The extent to which the proposed project is designed to build 
capacity and yield results that will extend beyond the period of 
Federal financial assistance.
    (iv) The extent to which the proposed project represents an 
exceptional approach to the priority or priorities established for this 
competition.
    (c) Quality of the Management Plan (up to 25 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 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, and milestones for accomplishing 
project tasks.
    (ii) The potential for the incorporation of project purposes, 
activities, or benefits into the ongoing program of the agency or 
organization at the end of Federal funding;
    (iii) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization.
    (d) Quality of the Project Evaluation (up to 20 points).
    The Secretary considers the quality of the evaluation to be 
conducted of the proposed project. In determining the quality of the 
evaluation, the Secretary considers the following factors--
    (i) The extent to which the methods of evaluation will provide 
valid and reliable performance data on relevant outcomes.
    (ii) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
requires various assurances, including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.205, before awarding grants under this competition 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 
$150,000), 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 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.

[[Page 22048]]

    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 shall extend 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(c).
    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.
    (c) Under 34 CFR 75.250(b), the Secretary may provide a grantee 
with additional funding for data collection analysis and reporting. In 
this case the Secretary establishes a data collection period.
    5. Performance Measures: The goal of the TQP program is to increase 
student achievement in K-12 schools by developing teachers who meet 
applicable State certification and licensure requirements.

    Note: If funded, grantees will be asked to collect and report 
data on these measures in their project's annual performance reports 
(34 CFR 75.590). Applicants are also advised to consider these 
measures in conceptualizing the design, implementation, and 
evaluation of their proposed projects because of their importance in 
the application review process. Collection of data on these measures 
should be a part of the evaluation plan, along with measures of 
progress on goals and objectives that are specific to your project.

    All grantees will be expected to submit an annual performance 
report documenting their success in addressing these performance 
measures.
    Under the Grants Performance Results Act (GPRA), the following 
measures will be used by the Department in assessing the performance of 
this program:
    (a) Performance Measure 1: Certification/Licensure. The percentage 
of program graduates who have attained initial State certification/
licensure by passing all necessary licensure/certification assessments 
within one year of program completion.
    (b) Performance Measure 2: STEM Graduation. The percentage of math/
science program graduates that attain initial certification/licensure 
by passing all necessary licensure/certification assessments within one 
year of program completion.
    (c) Performance Measure 3: One-Year Persistence. The percentage of 
program participants who were enrolled in the postsecondary program in 
the previous grant reporting period, did not graduate, and persisted in 
the postsecondary program in the current grant reporting period.
    (d) Performance Measure 4: One-Year Employment Retention. The 
percentage of program completers who were employed for the first time 
as teachers of record in the preceding year by the partner high-need 
LEA or ECE program and were retained for the current school year.
    (e) Performance Measure 5: Three-Year Employment Retention. The 
percentage of program completers who were employed by the partner high-
need LEA or ECE program for three consecutive years after initial 
employment.
    (f) Performance Measure 6: Student Learning. The percentage of 
grantees that report improved aggregate learning outcomes of students 
taught by new teachers. These data can be calculated using student 
growth, a teacher evaluation measure, or both. (This measure is 
optional and not required as part of GPRA reporting.)
    (g) Efficiency Measure: The Federal cost per program completer. 
(This data will not be available until the final year of the project 
period.)
    Applicants must also address the evaluation requirements in section 
204(a) of the HEA. This section asks applicants to develop objectives 
and measures for increasing:
    (1) Achievement for all prospective and new teachers, as measured 
by the eligible partnership;
    (2) Teacher retention in the first three years of a teacher's 
career;
    (3) Improvement in the pass rates and scaled scores for initial 
State certification or licensure of teachers; and
    (4) The percentage of teachers who meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications 
described in section 612(a)(14)(C) of the IDEA (20 U.S.C. 
1412(a)(14)(C)), hired by the high-need LEA participating in the 
eligible partnership;
    (5) The percentage of teachers who meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications 
described in section 612(a)(14)(C) of the IDEA (20 U.S.C. 
1412(a)(14)(C)), hired by the high-need LEA who are members of 
underrepresented groups;
    (6) The percentage of teachers who meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications 
described in section 612(a)(14)(C) of the IDEA (20 U.S.C. 
1412(a)(14)(C)), hired by the high-need LEA who teach high-need 
academic subject areas (such as reading, mathematics, science, and 
foreign language, including less commonly taught languages and critical 
foreign languages);
    (7) The percentage of teachers who meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications

[[Page 22049]]

described in section 612(a)(14)(C) of the IDEA (20 U.S.C. 
1412(a)(14)(C)), hired by the high-need LEA who teach in high-need 
areas (including special education, language instruction educational 
programs for limited English proficient students, and early childhood 
education);
    (8) The percentage of teachers who meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications 
described in section 612(a)(14)(C) of the IDEA (20 U.S.C. 
1412(a)(14)(C)), hired by the high-need LEA who teach in high-need 
schools, disaggregated by the elementary school and secondary school 
levels;
    (9) As applicable, the percentage of early childhood education 
program classes in the geographic area served by the eligible 
partnership taught by early childhood educators who are highly 
competent; and
    (10) As applicable, the percentage of teachers trained--
    (i) To integrate technology effectively into curricula and 
instruction, including technology consistent with the principles of 
universal design for learning; and
    (ii) To use technology effectively to collect, manage, and analyze 
data to improve teaching and learning for the purpose of improving 
student academic achievement.
    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 via the Federal Digital System at: www.thefederalregister.org/fdsys. 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 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: May 8, 2018.
Margo Anderson,
Acting Assistant Deputy Secretary for Innovation and Improvement.
[FR Doc. 2018-10124 Filed 5-10-18; 8:45 am]
 BILLING CODE 4000-01-P



                                                22036                            Federal Register / Vol. 83, No. 92 / Friday, May 11, 2018 / Notices

                                                that written comments received in                       searching the Docket ID number ED–                       Respondents/Affected Public: Private
                                                response to this notice will be                         2018–ICCD–0023. Comments submitted                    Sector; State, Local, and Tribal
                                                considered public records.                              in response to this notice should be                  Governments.
                                                  Title of Collection: Application                      submitted electronically through the                     Total Estimated Number of Annual
                                                package for Graduate Assistance in                      Federal eRulemaking Portal at http://                 Responses: 7,114,249.
                                                Areas of National Need (GAANN)                          www.regulations.gov by selecting the                     Total Estimated Number of Annual
                                                Program.                                                Docket ID number or via postal mail,                  Burden Hours: 497,997.
                                                  OMB Control Number: 1840–0604.                        commercial delivery, or hand delivery.                   Abstract: The Federal Pell Grant
                                                  Type of Review: A reinstatement of a                  Please note that comments submitted by                program is a student financial assistance
                                                previously approved information                         fax or email and those submitted after                program authorized under the Higher
                                                collection.                                             the comment period will not be                        Education Act of 1965, as amended. The
                                                  Respondents/Affected Public: Private                  accepted. Written requests for                        program provides grant assistance to an
                                                Sector; State, Local, and Tribal                        information or comments submitted by                  eligible student attending an institution
                                                Governments                                             postal mail or delivery should be                     of higher education. The institution
                                                  Total Estimated Number of Annual                      addressed to the Director of the                      determines the student’s award and
                                                Responses: 325.                                         Information Collection Clearance                      disburses program funds on behalf of
                                                  Total Estimated Number of Annual                      Division, U.S. Department of Education,               the Department of Education (ED).
                                                Burden Hours: 13,432.                                   400 Maryland Avenue SW, LBJ, Room                        Institutions are required to report
                                                  Abstract: This information collection                 216–34, Washington, DC 20202–4537.                    student Pell Grant payment information
                                                provides the U.S. Department of                                                                               to ED electronically. Electronic
                                                Education with information needed to                    FOR FURTHER INFORMATION CONTACT:      For             reporting is conducted through the
                                                evaluate, score and rank the quality of                 specific questions related to collection              Common Origination and Disbursement
                                                the projects proposed by institutions of                activities, please contact Beth                       (COD) system. The COD system is used
                                                higher education applying for a                         Grebeldinger, 202–377–4018.                           by institutions to request, report and
                                                Graduate Assistance in Areas of                         SUPPLEMENTARY INFORMATION:       The                  reconcile grant funds received from the
                                                National Need grant. Title VII, Part A,                 Department of Education (ED), in                      Pell Grant program.
                                                Subpart 2 of the Higher Education Act                   accordance with the Paperwork
                                                of 1965, as amended, requires the                                                                               Dated: May 8, 2018.
                                                                                                        Reduction Act of 1995 (PRA) (44 U.S.C.                Kate Mullan,
                                                collection of specific data that are                    3506(c)(2)(A)), provides the general
                                                necessary for applicant institutions to                                                                       Acting Director, Information Collection
                                                                                                        public and Federal agencies with an                   Clearance Division, Office of the Chief Privacy
                                                receive an initial competitive grant and                opportunity to comment on proposed,
                                                non-competing continuation grants for                                                                         Officer, Office of Management.
                                                                                                        revised, and continuing collections of                [FR Doc. 2018–10053 Filed 5–10–18; 8:45 am]
                                                the second and third years.                             information. This helps the Department                BILLING CODE 4000–01–P
                                                  Dated: May 7, 2018.                                   assess the impact of its information
                                                Kate Mullan,                                            collection requirements and minimize
                                                Acting Director, Information Collection                 the public’s reporting burden. It also                DEPARTMENT OF EDUCATION
                                                Clearance Division, Office of the Chief Privacy         helps the public understand the
                                                Officer, Office of Management.                          Department’s information collection                   Application for New Awards; Teacher
                                                [FR Doc. 2018–10019 Filed 5–10–18; 8:45 am]             requirements and provide the requested                Quality Partnership Grant Program
                                                BILLING CODE 4000–01–P                                  data in the desired format. ED is
                                                                                                        soliciting comments on the proposed                   AGENCY: Office of Innovation and
                                                                                                        information collection request (ICR) that             Improvement, Department of Education.
                                                DEPARTMENT OF EDUCATION                                 is described below. The Department of                 ACTION: Notice.
                                                [Docket No. ED–2018–ICCD–0023]                          Education is especially interested in
                                                                                                        public comment addressing the                         SUMMARY:    The Department of Education
                                                                                                        following issues: (1) Is this collection              is issuing a notice inviting applications
                                                Agency Information Collection
                                                                                                        necessary to the proper functions of the              for fiscal year (FY) 2018 for the Teacher
                                                Activities; Submission to the Office of
                                                                                                        Department; (2) will this information be              Quality Partnership Grant Program,
                                                Management and Budget for Review
                                                                                                        processed and used in a timely manner;                Catalog of Federal Domestic Assistance
                                                and Approval; Comment Request; Pell
                                                                                                        (3) is the estimate of burden accurate;               (CFDA) number 84.336S.
                                                Grant Reporting Under the Common
                                                Origination and Disbursement (COD)                      (4) how might the Department enhance                  DATES:
                                                System                                                  the quality, utility, and clarity of the                 Applications Available: May 11, 2018.
                                                                                                        information to be collected; and (5) how                 Pre-Application Webinars: The Office
                                                AGENCY: Federal Student Aid (FSA),                      might the Department minimize the                     of Innovation and Improvement intends
                                                Department of Education (ED).                           burden of this collection on the                      to post pre-recorded informational
                                                ACTION: Notice.                                         respondents, including through the use                webinars designed to provide technical
                                                                                                        of information technology. Please note                assistance to interested applicants for
                                                SUMMARY:   In accordance with the                       that written comments received in                     grants under the Teacher Quality
                                                Paperwork Reduction Act of 1995, ED is                  response to this notice will be                       Partnership (TQP) program. These
                                                proposing an extension of an existing                   considered public records.                            informational webinars will be available
                                                information collection.                                                                                       on the TQP web page shortly after this
sradovich on DSK3GMQ082PROD with NOTICES




                                                                                                           Title of Collection: Pell Grant
                                                DATES: Interested persons are invited to                                                                      notice is published in the Federal
                                                                                                        Reporting under the Common
                                                submit comments on or before June 11,                                                                         Register at http://innovation.ed.gov/
                                                                                                        Origination and Disbursement (COD)
                                                2018.                                                                                                         what-we-do/teacher-quality/teacher-
                                                                                                        System.
                                                ADDRESSES: To access and review all the                                                                       quality-partnership/applicant-info-and-
                                                documents related to the information                       OMB Control Number: 1845–0039.                     eligibility/.
                                                collection listed in this notice, please                   Type of Review: An extension of an                    Deadline for Notice of Intent to Apply:
                                                use http://www.regulations.gov by                       existing information collection.                      June 11, 2018.


                                           VerDate Sep<11>2014   19:21 May 10, 2018   Jkt 244001   PO 00000   Frm 00040   Fmt 4703   Sfmt 4703   E:\FR\FM\11MYN1.SGM   11MYN1


                                                                                 Federal Register / Vol. 83, No. 92 / Friday, May 11, 2018 / Notices                                               22037

                                                   Deadline for Transmittal of                          only applications that meet one of the                childhood educators to improve
                                                Applications: June 26, 2018.                            two absolute priorities. All applicants               children’s cognitive, social, emotional,
                                                   Deadline for Intergovernmental                       must address one—and only one—of the                  and physical development.
                                                Review: August 24, 2018.                                two Absolute Priorities in order to be                  Note: In addressing paragraph (a) of this
                                                ADDRESSES: For the addresses for                        considered for funding.                               priority, applicants may either discuss their
                                                obtaining and submitting an                                Under this competition, there will be              implementation of reforms within all teacher
                                                application, please refer to our Common                 two funding categories. Absolute                      preparation programs that the partner IHE
                                                Instructions for Applicants to                          Priorities 1 and 2 each constitute their              administers and that would be assisted under
                                                Department of Education Discretionary                   own funding category. Assuming that                   this TQP program, or selected teacher
                                                Grant Programs, published in the                        applications in each funding category                 preparation programs that need particular
                                                Federal Register on February 12, 2018                   are of sufficient quality, the Secretary              assistance and that would receive the TQP
                                                                                                                                                              program funding.
                                                (83 FR 6003) or at or at www.gpo.gov/                   intends to award grants under each
                                                fdsys/pkg/FR-2018-02-12/pdf/2018-                       funding category.                                        (b) Required reforms. The reforms
                                                02558.pdf.                                                 Consistent with HEA section 203(b)                 described in paragraph (a) shall
                                                                                                        (20 U.S.C. 1022b(b)), applications will               include—
                                                FOR FURTHER INFORMATION CONTACT: Mia
                                                                                                        be peer reviewed and scored based on                     (1) Implementing teacher preparation
                                                Howerton, U.S. Department of
                                                                                                        the TQP program’s selection criteria.                 program curriculum changes that
                                                Education, 400 Maryland Avenue SW,
                                                                                                        Applications will be scored and placed                improve, evaluate, and assess how well
                                                Room 4W205, Washington, DC 20202–
                                                                                                        in rank order by funding category.                    all prospective and new teachers
                                                5960. Telephone: (202) 205–0147.                           These priorities are:                              develop teaching skills;
                                                Email: Mia.Howerton@ed.gov or                              Absolute Priority 1: Partnership                      (2) Using empirically-based practice
                                                tqpartnership@ed.gov.                                   Grants for the Preparation of Teachers.               and scientifically valid research, where
                                                   If you use a telecommunications                         Under this priority, an eligible                   applicable, about teaching and learning
                                                device for the deaf (TDD) or a text                     partnership must carry out an effective               so that all prospective teachers and, as
                                                telephone (TTY), call the Federal Relay                 pre-baccalaureate teacher preparation                 applicable, early childhood educators—
                                                Service (FRS), toll free, at 1–800–877–                 program or a fifth-year initial licensing                (i) Understand and can implement
                                                8339.                                                   program that includes all of the                      research-based teaching practices in
                                                SUPPLEMENTARY INFORMATION: Full Text                    following:                                            classroom instruction;
                                                of Announcement                                            (a) Program Accountability.                           (ii) Have knowledge of student
                                                                                                        Implementing reforms, described in                    learning methods;
                                                I. Funding Opportunity Description
                                                                                                        paragraph (b) of this priority, within                   (iii) Possess skills to analyze student
                                                   Purpose of Program: The purposes of                  each teacher preparation program and,                 academic achievement data and other
                                                the TQP program are to improve student                  as applicable, each preparation program               measures of student learning and use
                                                achievement; improve the quality of                     for early childhood education (ECE)                   such data and measures to improve
                                                prospective and new teachers by                         programs, of the eligible partnership                 classroom instruction;
                                                improving the preparation of                            that is assisted under this priority, to                 (iv) Possess teaching skills and an
                                                prospective teachers and enhancing                      hold each program accountable for—                    understanding of effective instructional
                                                professional development activities for                    (1) Preparing—                                     strategies across all applicable content
                                                new teachers; hold teacher preparation                     (i) New or prospective teachers to                 areas that enable general education and
                                                programs at institutions of higher                      meet the applicable State certification               special education teachers and early
                                                education (IHEs) accountable for                        and licensure requirements, including                 childhood educators to—
                                                preparing teachers who meet applicable                  any requirements for certification                       (A) Meet the specific learning needs
                                                State certification and licensure                       obtained through alternative routes to                of all students, including students with
                                                requirements; and recruit highly                        certification, or, with regard to special             disabilities, students who are limited
                                                qualified individuals, including                        education teachers, the qualifications                English proficient, students who are
                                                minorities and individuals from other                   described in section 612(a)(14)(C) of the             gifted and talented, students with low
                                                occupations, into the teaching force.                   Individuals with Disabilities Education               literacy levels and, as applicable,
                                                   Priorities: This notice contains two                 Act (IDEA), (including teachers in rural              children in ECE programs; and
                                                absolute priorities and three competitive               school districts, special educators, and                 (B) Differentiate instruction for such
                                                preference priorities. In accordance with               teachers of students who are limited                  students;
                                                34 CFR 75.105(b)(2)(iv), Absolute                       English proficient);                                     (v) Can effectively participate as a
                                                Priority 1 is from section 202(d) of the                   (ii) Such teachers and, as applicable,             member of the individualized education
                                                Higher Education Act of 1965, as                        early childhood educators, to                         program team, as defined in section
                                                amended (HEA) and Absolute Priority 2                   understand empirically-based practice                 614(d)(1)(B) of the IDEA; and
                                                is from HEA section 202(e). Competitive                 and scientifically valid research related                (vi) Can successfully employ effective
                                                Preference Priorities 1 and 2 are from                  to teaching and learning and the                      strategies for reading instruction using
                                                the Department’s notice of final                        applicability of such practice and                    the essential components of reading
                                                supplemental priorities and definitions,                research, including through the effective             instruction;
                                                published in the Federal Register on                    use of technology, instructional                         (3) Ensuring collaboration with
                                                March 2, 2018 (83 FR 9096)                              techniques, and strategies consistent                 departments, programs, or units of a
                                                (Supplemental Priorities). Competitive                  with the principles of universal design               partner institution outside of the teacher
                                                                                                                                                              preparation program in all academic
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                                                Preference Priority 3 is from 34 CFR                    for learning, and through positive
                                                75.225.                                                 behavioral interventions and support                  content areas to ensure that prospective
                                                   Absolute Priorities: For FY 2018 and                 strategies to improve student                         teachers receive training in both
                                                any subsequent year in which we make                    achievement; and                                      teaching and relevant content areas in
                                                awards from the list of unfunded                           (iii) As applicable, early childhood               order to meet the applicable State
                                                applications from this competition,                     educators to be highly competent; and                 certification and licensure requirements,
                                                these priorities are absolute priorities.                  (2) Promoting strong teaching skills               including any requirements for
                                                Under 34 CFR 75.105(c)(3) we consider                   and, as applicable, techniques for early              certification obtained through


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                                                22038                            Federal Register / Vol. 83, No. 92 / Friday, May 11, 2018 / Notices

                                                alternative routes to certification, or,                prepare such teachers to meet the                       (2) To use screening, diagnostic,
                                                with regard to special education                        unique needs of teaching in rural or                  formative, and summative assessments
                                                teachers, the qualifications described in               urban communities.                                    to determine students’ literacy levels,
                                                section 612(a)(14)(C) of the IDEA, which                   (8) Provide support and training for               difficulties, and growth in order to
                                                may include training in multiple                        individuals participating in an activity              improve classroom instruction and
                                                subjects to teach multiple grade levels                 for prospective or new teachers                       improve student reading and writing
                                                as may be needed for individuals                        described in this paragraph or paragraph              skills;
                                                preparing to teach in rural communities                 (1) or (3), and for individuals who serve               (3) To provide individualized,
                                                and for individuals preparing to teach                  as mentors for such teachers, based on                intensive, and targeted literacy
                                                students with disabilities;                             each individual’s experience. Such                    instruction for students with
                                                   (4) Developing and implementing an                   support may include—                                  deficiencies in literacy skills; and
                                                induction program;                                         (i) With respect to a prospective                    (4) To integrate literacy skills in the
                                                   (5) Developing admissions goals and                  teacher or a mentor, release time for                 classroom across subject areas.
                                                priorities aligned with the hiring                      such individual’s participation;                        Absolute Priority 2: Partnership
                                                objectives of the high-need local                          (ii) With respect to a faculty member,             Grants for the Establishment of Effective
                                                educational agency (LEA) in the eligible                receiving course workload credit and                  Teaching Residency Programs.
                                                partnership; and                                        compensation for time teaching in the                   I. In general. Under this priority, an
                                                   (6) Implementing program and                         eligible partnership’s activities; and                eligible partnership must carry out an
                                                curriculum changes, as applicable, to                      (iii) With respect to a mentor, a                  effective teaching residency program
                                                ensure that prospective teachers have                   stipend, which may include bonus,                     that includes all of the following
                                                the requisite content knowledge,                        differential, incentive, or performance               activities:
                                                preparation, and degree to teach                        pay, based on the mentor’s extra skills                  (a) Supporting a teaching residency
                                                Advanced Placement or International                     and responsibilities.                                 program described in paragraph II (a) for
                                                Baccalaureate courses successfully.                        (d) Induction Programs for New                     high-need subjects and areas, as
                                                   (c) Clinical experience and                          Teachers. Creating an induction                       determined by the needs of the high-
                                                interaction. Developing and improving a                 program for new teachers or, in the case              need LEA in the partnership;
                                                sustained and high-quality preservice                   of an early childhood education                          (b) Placing graduates of the teaching
                                                clinical education program to further                   program, providing mentoring or                       residency program in cohorts that
                                                                                                        coaching for new early childhood                      facilitate professional collaboration,
                                                develop the teaching skills of all
                                                                                                        educators.                                            both among graduates of the teaching
                                                prospective teachers and, as applicable,
                                                                                                           (e) Support and training for                       residency program and between such
                                                early childhood educators, involved in
                                                                                                        participants in early childhood                       graduates and mentor teachers in the
                                                the program. Such program shall do the
                                                                                                        education programs. In the case of an                 receiving school;
                                                following—                                                                                                       (c) Ensuring that teaching residents
                                                   (1) Incorporate year-long                            eligible partnership focusing on early
                                                                                                        childhood educator preparation,                       who participate in the teaching
                                                opportunities for enrichment,
                                                                                                        implementing initiatives that increase                residency program receive—
                                                including—                                                                                                       (1) Effective pre-service preparation as
                                                   (i) Clinical learning in classrooms in               compensation for early childhood
                                                                                                                                                              described in paragraph II;
                                                high-need schools served by the high-                   educators who attain associate or                        (2) Teacher mentoring;
                                                need local educational agency in the                    baccalaureate degrees in early                           (3) Support required through the
                                                eligible partnership, and identified by                 childhood education.                                  induction program as the teaching
                                                the eligible partnership; and                              (f) Teacher recruitment. Developing                residents enter the classroom as new
                                                   (ii) Closely supervised interaction                  and implementing effective mechanisms                 teachers; and
                                                between prospective teachers and                        (which may include alternative routes to                 (4) The preparation described in
                                                faculty, experienced teachers,                          State certification of teachers) to ensure            paragraphs (c)(1), (2), and (3) of
                                                principals, other administrators, and                   that the eligible partnership is able to              Absolute Priority 1.
                                                school leaders at early childhood                       recruit qualified individuals to become                  II. Teaching Residency Programs.
                                                education programs (as applicable),                     highly qualified teachers through the                    (a) Establishment and design. A
                                                elementary schools, or secondary                        activities of the eligible partnership,               teaching residency program under this
                                                schools, and providing support for such                 which may include an emphasis on                      priority is a program based upon models
                                                interaction.                                            recruiting into the teaching profession—              of successful teaching residencies that
                                                   (2) Integrate pedagogy and classroom                    (1) Individuals from under                         serve as a mechanism to prepare
                                                practice and promote effective teaching                 represented populations;                              teachers for success in the high-need
                                                skills in academic content areas.                          (2) Individuals to teach in rural                  schools in the eligible partnership, and
                                                   (3) Provide high-quality teacher                     communities and teacher shortage areas,               must be designed to include the
                                                mentoring.                                              including mathematics, science, special               following characteristics of successful
                                                   (4) Be offered over the course of a                  education, and the instruction of limited             programs:
                                                program of teacher preparation.                         English proficient students; and                         (1) The integration of pedagogy,
                                                   (5) Be tightly aligned with course                      (3) Mid-career professionals from                  classroom practice, and teacher
                                                work (and may be developed as a fifth                   other occupations, former military                    mentoring;
                                                year of a teacher preparation program).                 personnel, and recent college graduates                  (2) Engagement of teaching residents
                                                   (6) Where feasible, allow prospective                with a record of academic distinction.                in rigorous graduate-level course work
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                                                teachers to learn to teach in the same                     (g) Literacy training. Strengthening               leading to a master’s degree while
                                                local educational agency in which the                   the literacy teaching skills of                       undertaking a guided teaching
                                                teachers will work, learning the                        prospective and, as applicable, new                   apprenticeship;
                                                instructional initiatives and curriculum                elementary school and secondary school                   (3) Experience and learning
                                                of that local educational agency.                       teachers—                                             opportunities alongside a trained and
                                                   (7) As applicable, provide training                     (1) To implement literacy programs                 experienced mentor teacher—
                                                and experience to enhance the teaching                  that incorporate the essential                           (i) Whose teaching shall complement
                                                skills of prospective teachers to better                components of reading instruction;                    the residency program so that classroom


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                                                                                 Federal Register / Vol. 83, No. 92 / Friday, May 11, 2018 / Notices                                              22039

                                                clinical practice is tightly aligned with               from underrepresented populations in                  teaching in a high-need school served
                                                coursework;                                             the teaching profession; and                          by the high-need LEA in the eligible
                                                   (ii) Who shall have extra                               (7) Support for residents, once the                partnership and teach a subject or area
                                                responsibilities as a teacher leader of the             teaching residents are hired as teachers              that is designated as high-need by the
                                                teaching residency program, as a mentor                 of record, through an induction                       partnership;
                                                for residents, and as a teacher coach                   program, professional development, and                   (iii) Provide to the eligible partnership
                                                during the induction program for new                    networking opportunities to support the               a certificate, from the chief
                                                teachers; and for establishing, within                  residents through not less than the                   administrative officer of the LEA in
                                                the program, a learning community in                    residents’ first two years of teaching.               which the resident is employed, of the
                                                which all individuals are expected to                      (b) Selection of individuals as teacher            employment required under paragraph
                                                continually improve their capacity to                   residents.                                            (c)(3)(i) and (ii) of this priority at the
                                                advance student learning; and                              (1) Eligible Individual. In order to be            beginning of, and upon completion of,
                                                   (iii) Who may be relieved from                       eligible to be a teacher resident in a                each year or partial year of service;
                                                teaching duties as a result of such                     teaching residency program under this                    (iv) Meet the applicable State
                                                additional responsibilities;                            priority, an individual shall—-                       certification and licensure requirements,
                                                   (4) The establishment of clear criteria                 (i) Be a recent graduate of a four-year            including any requirements for
                                                for the selection of mentor teachers                    IHE or a mid-career professional from                 certification obtained through
                                                based on measures of teacher                            outside the field of education possessing             alternative routes to certification, or,
                                                effectiveness and the appropriate                       strong content knowledge or a record of               with regard to special education
                                                subject area knowledge. Evaluation of                   professional accomplishment; and                      teachers, the qualifications described in
                                                teacher effectiveness must be based on,                    (ii) Submit an application to the                  section 612(a)(14)(C) of the IDEA, when
                                                but not limited to, observations of the                 teaching residency program.                           the applicant begins to fulfill the service
                                                following—                                                 (2) Selection Criteria for Teaching                obligation under this clause; and
                                                                                                        Residency Program. An eligible                           (v) Comply with the requirements set
                                                   (i) Planning and preparation,
                                                                                                        partnership carrying out a teaching                   by the eligible partnership under
                                                including demonstrated knowledge of
                                                                                                        residency program under this priority                 paragraph (d) of this priority if the
                                                content, pedagogy, and assessment,
                                                                                                        shall establish criteria for the selection            applicant is unable or unwilling to
                                                including the use of formative and
                                                                                                        of eligible individuals to participate in             complete the service obligation required
                                                diagnostic assessments to improve
                                                                                                        the teaching residency program based                  by the paragraph.
                                                student learning;                                                                                                (d) Repayments.
                                                                                                        on the following characteristics—
                                                   (ii) Appropriate instruction that                                                                             (1) In general. A grantee carrying out
                                                                                                           (i) Strong content knowledge or
                                                engages students with different learning                                                                      a teaching residency program under this
                                                                                                        record of accomplishment in the field or
                                                styles;                                                                                                       priority shall require a recipient of a
                                                                                                        subject area to be taught;
                                                   (iii) Collaboration with colleagues to                  (ii) Strong verbal and written                     stipend or salary under paragraph (c)(1)
                                                improve instruction;                                    communication skills, which may be                    of this priority who does not complete,
                                                   (iv) Analysis of gains in student                    demonstrated by performance on                        or who notifies the partnership that the
                                                learning, based on multiple measures                    appropriate tests; and                                recipient intends not to complete, the
                                                that are valid and reliable and that,                      (iii) Other attributes linked to                   service obligation required by paragraph
                                                when feasible, may include valid,                       effective teaching, which may be                      (c)(3) of this priority to repay such
                                                reliable, and objective measures of the                 determined by interviews or                           stipend or salary to the eligible
                                                influence of teachers on the rate of                    performance assessments, as specified                 partnership, together with interest, at a
                                                student academic progress; and                          by the eligible partnership.                          rate specified by the partnership in the
                                                   (v) In the case of mentor candidates                    (c) Stipends or salaries; applications;            agreement, and in accordance with such
                                                who will be mentoring new or                            agreements; repayments.                               other terms and conditions specified by
                                                prospective literacy and mathematics                       (1) Stipends or salaries. A teaching               the eligible partnership, as necessary;
                                                coaches or instructors, appropriate skills              residency program under this priority                    (2) Other terms and conditions. Any
                                                in the essential components of reading                  shall provide a one-year living stipend               other terms and conditions specified by
                                                instruction, teacher training in literacy               or salary to teaching residents during                the eligible partnership may include
                                                instructional strategies across core                    the teaching residency program;                       reasonable provisions for pro rata
                                                subject areas, and teacher training in                     (2) Applications for stipends or                   repayment of the stipend or salary
                                                mathematics instructional strategies, as                salaries. Each teacher residency                      described in paragraph (c)(1) of this
                                                appropriate;                                            candidate desiring a stipend or salary                priority or for deferral of a teaching
                                                   (5) Grouping of teaching residents in                during the period of residency shall                  resident’s service obligation required by
                                                cohorts to facilitate professional                      submit an application to the eligible                 paragraph (c)(3) of this priority, on
                                                collaboration among such residents;                     partnership at such time, and containing              grounds of health, incapacitation,
                                                   (6) The development of admissions                    such information and assurances, as the               inability to secure employment in a
                                                goals and priorities—                                   eligible partnership may require;                     school served by the eligible
                                                   (i) That are aligned with the hiring                    (3) Agreements to serve. Each                      partnership, being called to active duty
                                                objectives of the LEA partnering with                   application submitted under paragraph                 in the Armed Forces of the United
                                                the program, as well as the instructional               (c)(2) of this priority shall contain or be           States, or other extraordinary
                                                initiatives and curriculum of such                      accompanied by an agreement that the                  circumstances;
                                                agency, in exchange for a commitment
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                                                                                                        applicant will—                                          (3) Use of repayments. An eligible
                                                by such agency to hire qualified                           (i) Serve as a full-time teacher for a             partnership shall use any repayment
                                                graduates from the teaching residency                   total of not less than three academic                 received under paragraph (d) to carry
                                                program; and                                            years immediately after successfully                  out additional activities that are
                                                   (ii) Which may include consideration                 completing the teaching residency                     consistent with the purposes of this
                                                of applicants that reflect the                          program;                                              priority.
                                                communities in which they will teach                       (ii) Fulfill the requirement under                    Competitive Preference Priorities: For
                                                as well as consideration of individuals                 paragraph (c)(3)(i) of this priority by               FY 2018 and any subsequent year in


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                                                22040                            Federal Register / Vol. 83, No. 92 / Friday, May 11, 2018 / Notices

                                                which we make awards from the list of                   at the time they submit their                            (E) Is nonsectarian in its programs,
                                                unfunded applicants from this                           application.                                          admissions policies, employment
                                                competition, these priorities are                          Definitions: The definitions for ‘‘Arts            practices, and all other operations, and
                                                competitive preference priorities. Under                and sciences,’’ ‘‘Early childhood                     is not affiliated with a sectarian school
                                                34 CFR 75.105(c)(2)(i), we award up to                  educator,’’ ‘‘Essential components of                 or religious institution;
                                                an additional three points to an                        reading instruction,’’ ‘‘Exemplary                       (F) Does not charge tuition;
                                                application, depending on how well the                  teacher,’’ ‘‘High-need early childhood                   (G) Complies with the Age
                                                applicant meets Competitive Preference                  education (ECE) program,’’ ‘‘High-need                Discrimination Act of 1975 [42 U.S.C.
                                                Priority 1 and 2. We award up to an                     local educational agency (LEA),’’ ‘‘High-             6101 et seq.], title VI of the Civil Rights
                                                additional two points to an application,                need school,’’ ‘‘Highly competent,’’                  Act of 1964 [42 U.S.C. 2000d et seq.],
                                                depending on how well the applicant                     ‘‘Induction program,’’ ‘‘Partner                      title IX of the Education Amendments of
                                                meets Competitive Preference Priority 3.                institution,’’ Scientifically valid                   1972 [20 U.S.C. 1681 et seq.], section
                                                An application may receive a total of up                research,’’ and ‘‘Teacher mentoring’’ are             504 of the Rehabilitation Act of 1973 [29
                                                eight additional points under the                       from section 200 of the HEA. The                      U.S.C. 794], the Americans with
                                                competitive preference priorities.                      definitions for ‘‘Charter School,’’                   Disabilities Act of 1990 (42 U.S.C. 12101
                                                   If an applicant chooses to address one               ‘‘Limited English proficient’’ and                    et seq.), section 1232g of this title
                                                or more of the competitive preference                   ‘‘Professional development’’ are from                 (commonly referred to as the ‘‘Family
                                                priorities, the project narrative section               section 8101 of the ESEA. The                         Educational Rights and Privacy Act of
                                                of its application must identify its                    definitions for ‘‘Demonstrates a                      1974’’), and part B of the Individuals
                                                response to the competitive preference                  rationale,’’ ‘‘Evidence-based,’’                      with Disabilities Education Act [20
                                                priorities it chooses to address. The                   ‘‘Experimental study,’’ ‘‘Logic model,’’              U.S.C. 1411 et seq.];
                                                Department will not review or award                     ‘‘Moderate evidence,’’ ‘‘Project                         (H) Is a school to which parents
                                                points under these competitive                          component,’’ ‘‘Promising evidence,’’                  choose to send their children, and
                                                preference priorities unless the                        ‘‘Quasi-experimental design study,’’                  that—
                                                applicant clearly identifies its response               ‘‘Relevant outcome,’’ ‘‘Strong                           (i) Admits students on the basis of a
                                                in its application. After review of the                 Evidence,’’ and ‘‘What Works                          lottery, consistent with section
                                                Absolute Priorities, only applicants for                Clearinghouse Handbook (WWC                           7221b(c)(3)(A) of this title, if more
                                                which competitive preference points                     Handbook)’’ are from 34 CFR 77.1. The                 students apply for admission than can
                                                could enable them to be funded will                     definition for ‘‘Novice applicant’’ is                be accommodated; or
                                                have their Competitive Preference                       from 34 CFR 75.225. The definition for                   (ii) In the case of a school that has an
                                                Priorities reviewed and scored. The                     ‘‘computer science’’ is from the                      affiliated charter school (such as a
                                                priorities are:                                         Supplemental Priorities.                              school that is part of the same network
                                                   Competitive Preference Priority 1:                      Arts and sciences means—                           of schools), automatically enrolls
                                                Promoting Science, Technology,                             (a) When referring to an                           students who are enrolled in the
                                                Engineering, or Math (STEM) Education,                  organizational unit of an institution of              immediate prior grade level of the
                                                With a Particular Focus on Computer                     higher education, any academic unit                   affiliated charter school and, for any
                                                Science. (up to three points).                          that offers one or more academic majors               additional student openings or student
                                                   Projects designed to improve student                 in disciplines or content areas                       openings created through regular
                                                achievement or other educational                        corresponding to the academic subject                 attrition in student enrollment in the
                                                outcomes in one or more of the                          matter areas in which teachers provide                affiliated charter school and the
                                                following areas: science, technology,                   instruction; and                                      enrolling school, admits students on the
                                                engineering, math, or computer science.                    (b) When referring to a specific                   basis of a lottery as described in clause
                                                These projects must address the                         academic subject area, the disciplines or             (i);
                                                following priority area:                                content areas in which academic majors                   (I) Agrees to comply with the same
                                                   Increasing the number of educators                   are offered by the arts and sciences                  Federal and State audit requirements as
                                                adequately prepared to deliver rigorous                 organizational unit.                                  do other elementary schools and
                                                instruction in STEM fields, including                      Charter School means a public school               secondary schools in the State, unless
                                                computer science, through recruitment,                  that—                                                 such State audit requirements are
                                                evidence-based (as defined in 34 CFR                       (A) In accordance with a specific State            waived by the State;
                                                77.1) professional development                          statute authorizing the granting of                      (J) Meets all applicable Federal, State,
                                                strategies for current STEM educators,                  charters to schools, is exempt from                   and local health and safety
                                                or evidence-based retraining strategies                 significant State or local rules that                 requirements;
                                                for current educators seeking to                        inhibit the flexible operation and                       (K) Operates in accordance with State
                                                transition from other subjects to STEM                  management of public schools, but not                 law;
                                                fields.                                                 from any rules relating to the other                     (L) Has a written performance
                                                   Competitive Preference Priority 2:                   requirements of this paragraph;                       contract with the authorized public
                                                Promoting Effective Instruction in                         (B) Is created by a developer as a                 chartering agency in the State that
                                                Classrooms and Schools. (up to three                    public school, or is adapted by a                     includes a description of how student
                                                points).                                                developer from an existing public                     performance will be measured in charter
                                                   Projects that are designed to support                school, and is operated under public                  schools pursuant to State assessments
                                                the recruitment or retention of educators               supervision and direction;                            that are required of other schools and
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                                                who are effective and increase diversity                   (C) Operates in pursuit of a specific              pursuant to any other assessments
                                                (including, but not limited to, racial and              set of educational objectives determined              mutually agreeable to the authorized
                                                ethnic diversity).                                      by the school’s developer and agreed to               public chartering agency and the charter
                                                   Competitive Preference Priority 3:                   by the authorized public chartering                   school; and
                                                Novice Applicants. (up to two points).                  agency;                                                  (M) May serve students in early
                                                   Projects submitted by applicants that                   (D) Provides a program of elementary               childhood education programs or
                                                meet the definition of novice applicant                 or secondary education, or both;                      postsecondary students.


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                                                                                 Federal Register / Vol. 83, No. 92 / Friday, May 11, 2018 / Notices                                                22041

                                                   Computer science means the study of                  skills of other teachers, performs teacher               (ii)(A) For which there is a high
                                                computers and algorithmic processes                     mentoring, develops curricula, and                    percentage of teachers not teaching in
                                                and includes the study of computing                     offers other professional development.                the academic subject areas or grade
                                                principles and theories, computational                     Experimental study means a study                   levels in which the teachers were
                                                thinking, computer hardware, software                   that is designed to compare outcomes                  trained to teach; or
                                                design, coding, analytics, and computer                 between two groups of individuals                        (B) For which there is a high teacher
                                                applications.                                           (such as students) that are otherwise                 turnover rate or a high percentage of
                                                   Computer science often includes                      equivalent except for their assignment                teachers with emergency, provisional, or
                                                computer programming or coding as a                     to either a treatment group receiving a               temporary certification or licensure.
                                                tool to create software, including                      project component or a control group                    Note: Information on how an applicant
                                                applications, games, websites, and tools                that does not. Randomized controlled                  may demonstrate that a partner LEA meets
                                                to manage or manipulate data; or                        trials, regression discontinuity design               this definition is included in the application
                                                development and management of                           studies, and single-case design studies               package.
                                                computer hardware and the other                         are the specific types of experimental
                                                electronics related to sharing, securing,                                                                        High-need school means a school that,
                                                                                                        studies that, depending on their design               based on the most recent data available,
                                                and using digital information.                          and implementation (e.g., sample
                                                   In addition to coding, the expanding                                                                       meets one or both of the following:
                                                                                                        attrition in randomized controlled trials                (i) The school is in the highest
                                                field of computer science emphasizes                    and regression discontinuity design
                                                computational thinking and                                                                                    quartile of schools in a ranking of all
                                                                                                        studies), can meet What Works                         schools served by an LEA, ranked in
                                                interdisciplinary problem-solving to                    Clearinghouse (WWC) standards
                                                equip students with the skills and                                                                            descending order by percentage of
                                                                                                        without reservations as described in the              students from low-income families
                                                abilities necessary to apply computation                WWC Handbook:
                                                in our digital world.                                                                                         enrolled in such schools, as determined
                                                                                                           (i) A randomized controlled trial
                                                   Computer science does not include                                                                          by the LEA based on one of the
                                                                                                        employs random assignment of, for
                                                using a computer for everyday activities,                                                                     following measures of poverty:
                                                                                                        example, students, teachers, classrooms,
                                                such as browsing the internet; use of                                                                            (A) The percentage of students aged 5
                                                                                                        or schools to receive the project
                                                tools like word processing,                                                                                   through 17 in poverty counted in the
                                                                                                        component being evaluated (the
                                                spreadsheets, or presentation software;                                                                       most recent census data approved by the
                                                                                                        treatment group) or not to receive the
                                                or using computers in the study and                                                                           Secretary.
                                                                                                        project component (the control group).
                                                exploration of unrelated subjects.                                                                               (B) The percentage of students eligible
                                                                                                           (ii) A regression discontinuity design
                                                   Demonstrates a rationale means a key                                                                       for a free or reduced-price school lunch
                                                                                                        study assigns the project component
                                                project component included in the                                                                             under the Richard B. Russell National
                                                                                                        being evaluated using a measured
                                                project’s logic model is informed by                                                                          School Lunch Act.
                                                                                                        variable (e.g., assigning students reading
                                                research or evaluation findings that                                                                             (C) The percentage of students in
                                                                                                        below a cutoff score to tutoring or
                                                suggest the project component is likely                                                                       families receiving assistance under the
                                                                                                        developmental education classes) and
                                                to improve relevant outcomes.                                                                                 State program funded under part A of
                                                                                                        controls for that variable in the analysis
                                                   Early childhood educator means an                                                                          title IV of the Social Security Act.
                                                                                                        of outcomes.
                                                individual with primary responsibility                     (iii) A single-case design study uses                 (D) The percentage of students eligible
                                                for the education of children in an ECE                 observations of a single case (e.g., a                to receive medical assistance under the
                                                program.                                                student eligible for a behavioral                     Medicaid program.
                                                   Essential components of reading                                                                               (E) A composite of two or more of the
                                                                                                        intervention) over time in the absence
                                                instruction means explicit and                                                                                measures described in paragraphs (A)
                                                                                                        and presence of a controlled treatment
                                                systematic instruction in—                                                                                    through (D).
                                                   (a) Phonemic awareness;                              manipulation to determine whether the
                                                                                                        outcome is systematically related to the                 (ii) In the case of—
                                                   (b) Phonics;                                                                                                  (A) An elementary school, the school
                                                   (c) Vocabulary development;                          treatment.
                                                                                                           High-need early childhood education                serves students not less than 60 percent
                                                   (d) Reading fluency, including oral                                                                        of whom are eligible for a free or
                                                reading skills; and                                     (ECE) program means an ECE program
                                                                                                        serving children from low-income                      reduced-price school lunch under the
                                                   (e) Reading comprehension strategies.
                                                                                                        families that is located within the                   Richard B. Russell National School
                                                   Evidence-based means the proposed
                                                                                                        geographic area served by a high-need                 Lunch Act; or
                                                project component is supported by one
                                                                                                        LEA.                                                     (B) Any other school that is not an
                                                or more of strong evidence, moderate
                                                                                                           High-need local educational agency                 elementary school, the other school
                                                evidence, promising evidence, or
                                                                                                        (LEA) means an LEA—                                   serves students not less than 45 percent
                                                evidence that demonstrates a rationale.
                                                   Exemplary teacher means a teacher                       (i)(A) For which not less than 20                  of whom are eligible for a free or
                                                who—                                                    percent of the children served by the                 reduced-price school lunch under the
                                                   (a) Is a highly qualified teacher such               agency are children from low-income                   Richard B. Russell National School
                                                as a master teacher;                                    families;                                             Lunch Act.
                                                   (b) Has been teaching for at least five                 (B) That serves not fewer than 10,000                 (iii) The Secretary may, upon
                                                years in a public or private school or                  children from low-income families;                    approval of an application submitted by
                                                institution of higher education;                           (C) That meets the eligibility                     an eligible partnership seeking a grant
                                                   (c) Is recommended to be an                          requirements for funding under the                    under this title, designate a school that
                                                                                                                                                              does not qualify as a high-need school
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                                                exemplary teacher by administrators                     Small, Rural School Achievement
                                                and other teachers who are                              (SRSA) program under section 5211(b)                  under this definition, as a high-need
                                                knowledgeable about the individual’s                    of the ESEA; or                                       school for the purpose of this
                                                performance;                                               (D) That meets eligibility                         competition. The Secretary shall base
                                                   (d) Is currently teaching and based in               requirements for funding under the                    the approval of an application for
                                                a public school; and                                    Rural and Low-Income School (RLIS)                    designation of a school under this
                                                   (e) Assists other teachers in improving              program under section 5221(b) of the                  clause on a consideration of the
                                                instructional strategies, improves the                  ESEA; and—                                            information required under section


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                                                22042                            Federal Register / Vol. 83, No. 92 / Friday, May 11, 2018 / Notices

                                                200(11)(B)(ii) of the HEA, and may also                 new teachers with respect to the                        that received a grant under the program
                                                take into account other information                     learning process and the assessment of                  from which it seeks funding; and
                                                submitted by the eligible partnership.                  learning.                                                  (iii) Has not had an active
                                                  Note: Information on how an applicant                    (h) Assistance with the understanding                discretionary grant from the Federal
                                                may demonstrate that a partner LEA meets                of data, particularly student                           Government in the five years before the
                                                this definition is included in the application          achievement data, and the applicability                 deadline date for applications under the
                                                package.                                                of such data in classroom instruction.                  program.
                                                                                                           (i) Regular and structured observation                  (2) In the case of a group application
                                                   Highly competent when used with
                                                                                                        and evaluation of new teachers by                       submitted in accordance with 34 CFR
                                                respect to an early childhood educator,
                                                                                                        multiple evaluators, using valid and                    75.127–75.129, a group that includes
                                                means an educator—
                                                                                                        reliable measures of teaching skills.                   only parties that meet the requirements
                                                   (a) With specialized education and
                                                                                                           Logic model (also referred to as a                   of paragraph (1) of this definition.
                                                training in development and education                                                                              Moderate evidence means that there is
                                                of young children from birth until entry                theory of action) means a framework
                                                                                                        that identifies key project components                  evidence of effectiveness of a key
                                                into kindergarten;                                                                                              project component in improving a
                                                   (b) With—                                            of the proposed project (i.e., the active
                                                                                                        ‘‘ingredients’’ that are hypothesized to                relevant outcome for a sample that
                                                   (i) A baccalaureate degree in an                                                                             overlaps with the populations or
                                                academic major in the arts and sciences;                be critical to achieving the relevant
                                                                                                        outcomes) and describes the theoretical                 settings proposed to receive that
                                                or                                                                                                              component, based on a relevant finding
                                                   (ii) An associate’s degree in a related              and operational relationships among the
                                                                                                        key project components and relevant                     from one of the following:
                                                educational area; and                                                                                              (i) A practice guide prepared by the
                                                   (c) Who has demonstrated a high level                outcomes.
                                                                                                           Limited English proficient 1 when                    WWC using version 2.1 or 3.0 of the
                                                of knowledge and use of content and                                                                             WWC Handbook reporting a ‘‘strong
                                                pedagogy in the relevant areas                          used with respect to an individual,
                                                                                                        means an individual—                                    evidence base’’ or ‘‘moderate evidence
                                                associated with quality early childhood                                                                         base’’ for the corresponding practice
                                                education.                                                 (A) Who is aged 3 through 21;
                                                                                                           (B) Who is enrolled or preparing to                  guide recommendation;
                                                   Induction program means a                                                                                       (ii) An intervention report prepared
                                                formalized program for new teachers                     enroll in an elementary school or
                                                                                                        secondary school;                                       by the WWC using version 2.1 or 3.0 of
                                                during not less than the teachers’ first                                                                        the WWC Handbook reporting a
                                                two years of teaching that is designed to                  (C)(i) Who was not born in the United
                                                                                                        States or whose native language is a                    ‘‘positive effect’’ or ‘‘potentially positive
                                                provide support for, and improve the                                                                            effect’’ on a relevant outcome based on
                                                professional performance and advance                    language other than English;
                                                                                                           (ii)(I) Who is a Native American or                  a ‘‘medium to large’’ extent of evidence,
                                                the retention in the teaching field of,                                                                         with no reporting of a ‘‘negative effect’’
                                                                                                        Alaska Native, or a native resident of the
                                                beginning teachers. Such program shall                                                                          or ‘‘potentially negative effect’’ on a
                                                                                                        outlying areas; and
                                                promote effective teaching skills and                                                                           relevant outcome; or
                                                                                                           (II) Who comes from an environment
                                                shall include the following components:                                                                            (iii) A single experimental study or
                                                                                                        where a language other than English has
                                                   (a) High-quality teacher mentoring.                                                                          quasi-experimental design study
                                                                                                        had a significant impact on the
                                                   (b) Periodic, structured time for                                                                            reviewed and reported by the WWC
                                                                                                        individual’s level of English language
                                                collaboration with teachers in the same                                                                         using version 2.1 or 3.0 of the WWC
                                                                                                        proficiency; or
                                                department or field, including mentor                                                                           Handbook, or otherwise assessed by the
                                                                                                           (iii) Who is migratory, whose native
                                                teachers, as well as time for                                                                                   Department using version 3.0 of the
                                                                                                        language is a language other than
                                                information-sharing among teachers,                                                                             WWC Handbook, as appropriate, and
                                                                                                        English, and who comes from an
                                                principals, administrators, other                                                                               that—
                                                                                                        environment where a language other
                                                appropriate instructional staff, and                                                                               (A) Meets WWC standards with or
                                                                                                        than English is dominant; and
                                                participating faculty in the partner                                                                            without reservations;
                                                                                                           (D) Whose difficulties in speaking,
                                                institution.                                                                                                       (B) Includes at least one statistically
                                                                                                        reading, writing, or understanding the
                                                   (c) The application of empirically-                                                                          significant and positive (i.e., favorable)
                                                                                                        English language may be sufficient to
                                                based practice and scientifically valid                                                                         effect on a relevant outcome;
                                                                                                        deny the individual—
                                                research on instructional practices.                                                                               (C) Includes no overriding statistically
                                                                                                           (i) The ability to meet the State’s
                                                   (d) Opportunities for new teachers to                                                                        significant and negative effects on
                                                                                                        proficient level of achievement on State
                                                draw directly on the expertise of teacher                                                                       relevant outcomes reported in the study
                                                                                                        assessments described in section
                                                mentors, faculty, and researchers to                                                                            or in a corresponding WWC
                                                                                                        1111(b)(3);
                                                support the integration of empirically-                                                                         intervention report prepared under
                                                                                                           (ii) The ability to successfully achieve
                                                based practice and scientifically valid                                                                         version 2.1 or 3.0 of the WWC
                                                                                                        in classrooms where the language of
                                                research with practice.                                                                                         Handbook; and
                                                                                                        instruction is English; or
                                                   (e) The development of skills in                                                                                (D) Is based on a sample from more
                                                                                                           (iii) The opportunity to participate
                                                instructional and behavioral                                                                                    than one site (e.g., State, county, city,
                                                                                                        fully in society.
                                                interventions derived from empirically-                                                                         school district, or postsecondary
                                                                                                           Novice applicant means any applicant
                                                based practice and, where applicable,                                                                           campus) and includes at least 350
                                                                                                        for a grant from the Department that—
                                                scientifically valid research.                             (i) Has never received a grant or                    students or other individuals across
                                                   (f) Faculty who—                                     subgrant under the program from which                   sites. Multiple studies of the same
                                                   (i) Model the integration of research
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                                                                                                        it seeks funding;                                       project component that each meet
                                                and practice in the classroom; and                         (ii) Has never been a member of a                    requirements in paragraphs (iii)(A), (B),
                                                   (ii) Assist new teachers with the                    group application, submitted in                         and (C) of this definition may together
                                                effective use and integration of                        accordance with 34 CFR 75.127–75.129,                   satisfy this requirement.
                                                technology in the classroom.                                                                                       Partner institution means an IHE,
                                                   (g) Interdisciplinary collaboration                     1 ESEA uses the term ‘‘English learner;’’ however,   which may include a two-year IHE
                                                among exemplary teachers, faculty,                      the cross-reference from the HEA is the term            offering a dual program with a partner
                                                researchers, and other staff who prepare                ‘‘limited English proficient.’’                         four-year IHE, participating in an


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                                                                                 Federal Register / Vol. 83, No. 92 / Friday, May 11, 2018 / Notices                                             22043

                                                eligible partnership that has a teacher                 intensive, collaborative, job-embedded,                  (xii) Are designed to give teachers of
                                                preparation program—                                    data-driven, and classroom-focused, and               children with disabilities or children
                                                   (i) Whose graduates exhibit strong                   may include activities that—                          with developmental delays, and other
                                                performance on State determined                            (i) Improve and increase teachers’                 teachers and instructional staff, the
                                                qualifying assessments for new teachers                 teachers’—                                            knowledge and skills to provide
                                                through—                                                   (I) Knowledge of the academic                      instruction and academic support
                                                   (A) Demonstrating that 80 percent or                 subjects the teachers teach;                          services, to those children, including
                                                more of the graduates of the program                       (II) Understanding of how students                 positive behavioral interventions and
                                                who intend to enter the field of teaching               learn; and                                            supports, multi-tier system of supports,
                                                have passed all of the applicable State                    (III) Ability to analyze student work              and use of accommodations;
                                                qualification assessments for new                       and achievement from multiple sources,                   (xiii) Include instruction in the use of
                                                teachers, which shall include an                        including how to adjust instructional                 data and assessments to inform and
                                                assessment of each prospective teacher’s                strategies, assessments, and materials                instruct classroom practice;
                                                subject matter knowledge in the content                 based on such analysis;                                  (xiv) Include instruction in ways that
                                                area in which the teacher intends to                       (ii) Are an integral part of broad                 teachers, principals, other school
                                                teach; or                                               schoolwide and districtwide                           leaders, specialized instructional
                                                   (B) Being ranked among the highest-                  educational improvement plans;                        support personnel, and school
                                                performing teacher preparation                             (iii) Allow personalized plans for each            administrators may work more
                                                programs in the State as determined by                  educator to address the educator’s                    effectively with parents and families;
                                                the State—                                              specific needs identified in observation                 (xv) Involve the forming of
                                                   (1) Using criteria consistent with the               or other feedback;                                    partnerships with institutions of higher
                                                requirements for the State Report Card                     (iv) Improve classroom management                  education, including, as applicable,
                                                under section 205(b) of the HEA before                  skills;                                               Tribal Colleges and Universities as
                                                                                                           (v) Support the recruitment, hiring,
                                                the first publication of the report card;                                                                     defined in section 316(b) of the HEA (20
                                                                                                        and training of effective teachers,
                                                and                                                                                                           U.S.C. 1059c(b)), to establish school-
                                                                                                        including teachers who became certified
                                                   (2) Using the State report card on                                                                         based teacher, principal, and other
                                                                                                        through State and local alternative
                                                teacher preparation required under                                                                            school leader training programs that
                                                                                                        routes to certification;
                                                section 205(b), after the first publication                (vi) Advance teacher understanding                 provide prospective teachers, novice
                                                of such report card and for every year                  of—                                                   teachers, principals, and other school
                                                thereafter; and                                            (I) Effective instructional strategies             leaders with an opportunity to work
                                                   (ii) That requires—                                  that are evidence-based; and                          under the guidance of experienced
                                                   (A) Each student in the program to                      (II) Strategies for improving student              teachers, principals, other school
                                                meet high academic standards or                         academic achievement or substantially                 leaders, and faculty of such institutions;
                                                demonstrate a record of success, as                     increasing the knowledge and teaching                    (xvi) Create programs to enable
                                                determined by the institution (including                skills of teachers;                                   paraprofessionals (assisting teachers
                                                prior to entering and being accepted                       (vii) Are aligned with, and directly               employed by a local educational agency
                                                into a program), and participate in                     related to, academic goals of the school              receiving assistance under part A of title
                                                intensive clinical experience;                          or local educational agency;                          I of the ESEA) to obtain the education
                                                   (B) Each student in the program                         (viii) Are developed with extensive                necessary for those paraprofessionals to
                                                preparing to become a teacher who                       participation of teachers, principals,                become certified and licensed teachers;
                                                meets the applicable State certification                other school leaders, parents,                           (xvii) Provide follow-up training to
                                                and licensure requirements, including                   representatives of Indian Tribes (as                  teachers who have participated in
                                                any requirements for certification                      applicable), and administrators of                    activities described in this paragraph
                                                obtained through alternative routes to                  schools to be served under the ESEA;                  that are designed to ensure that the
                                                certification, or, with regard to special                  (ix) Are designed to give teachers of              knowledge and skills learned by the
                                                education teachers, the qualifications                  English learners, and other teachers and              teachers are implemented in the
                                                described in section 612(a)(14)(C) of the               instructional staff, the knowledge and                classroom; and
                                                IDEA; and                                               skills to provide instruction and                        (xviii) Where practicable, provide
                                                   (C) Each student in the program                      appropriate language and academic                     jointly for school staff and other early
                                                preparing to become an early childhood                  support services to those children,                   childhood education program providers,
                                                educator to meet degree requirements,                   including the appropriate use of                      to address the transition to elementary
                                                as established by the State, and become                 curricula and assessments;                            school, including issues related to
                                                highly competent.                                          (x) To the extent appropriate, provide             school readiness.
                                                   Professional development means                       training for teachers, principals, and                   Project component means an activity,
                                                activities that—                                        other school leaders in the use of                    strategy, intervention, process, product,
                                                   (A) Are an integral part of school and               technology (including education about                 practice, or policy included in a project.
                                                local educational agency strategies for                 the harms of copyright piracy), so that               Evidence may pertain to an individual
                                                providing educators (including teachers,                technology and technology applications                project component or to a combination
                                                principals, other school leaders,                       are effectively used in the classroom to              of project components (e.g., training
                                                specialized instructional support                       improve teaching and learning in the                  teachers on instructional practices for
                                                personnel, paraprofessionals, and, as                   curricula and academic subjects in                    English learners and follow-on coaching
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                                                applicable, early childhood educators)                  which the teachers teach;                             for these teachers).
                                                with the knowledge and skills necessary                    (xi) As a whole, are regularly                        Promising evidence means that there
                                                to enable students to succeed in a well-                evaluated for their impact on increased               is evidence of the effectiveness of a key
                                                rounded education and to meet the                       teacher effectiveness and improved                    project component in improving a
                                                challenging State academic standards;                   student academic achievement, with the                relevant outcome, based on a relevant
                                                and                                                     findings of the evaluations used to                   finding from one of the following:
                                                   (B) Are sustained (not stand-alone,                  improve the quality of professional                      (i) A practice guide prepared by WWC
                                                one-day, or short term workshops),                      development;                                          reporting a ‘‘strong evidence base’’ or


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                                                22044                            Federal Register / Vol. 83, No. 92 / Friday, May 11, 2018 / Notices

                                                ‘‘moderate evidence base’’ for the                      negative effect’’ on a relevant outcome;                 (iii) The development of teaching
                                                corresponding practice guide                            or                                                    skills through the use of instructional
                                                recommendation;                                            (iii) A single experimental study                  and behavioral interventions; and
                                                   (ii) An intervention report prepared                 reviewed and reported by the WWC                         (iv) The improvement of the mentees’
                                                by the WWC reporting a ‘‘positive                       using version 2.1 or 3.0 of the WWC                   capacity to measurably advance student
                                                effect’’ or ‘‘potentially positive effect’’             Handbook, or otherwise assessed by the                learning; and
                                                on a relevant outcome with no reporting                 Department using version 3.0 of the                      (G) Includes—
                                                of a ‘‘negative effect’’ or ‘‘potentially               WWC Handbook, as appropriate, and                        (i) Common planning time or
                                                negative effect’’ on a relevant outcome;                that—                                                 regularly scheduled collaboration for
                                                or                                                         (A) Meets WWC standards without                    the mentor and mentee; and
                                                   (iii) A single study assessed by the                                                                          (ii) Joint professional development
                                                                                                        reservations;
                                                Department, as appropriate, that—                                                                             opportunities.
                                                                                                           (B) Includes at least one statistically               What Works Clearinghouse Handbook
                                                   (A) Is an experimental study, a quasi-               significant and positive (i.e., favorable)
                                                experimental design study, or a well-                                                                         (WWC Handbook) means the standards
                                                                                                        effect on a relevant outcome;                         and procedures set forth in the WWC
                                                designed and well-implemented                              (C) Includes no overriding statistically
                                                correlational study with statistical                                                                          Procedures and Standards Handbook,
                                                                                                        significant and negative effects on                   Version 3.0 or Version 2.1 (incorporated
                                                controls for selection bias (e.g., a study              relevant outcomes reported in the study
                                                using regression methods to account for                                                                       by reference, see 34 CFR 77.2). Study
                                                                                                        or in a corresponding WWC                             findings eligible for review under WWC
                                                differences between a treatment group                   intervention report prepared under
                                                and a comparison group); and                                                                                  standards can meet WWC standards
                                                                                                        version 2.1 or 3.0 of the WWC                         without reservations, meet WWC
                                                   (B) Includes at least one statistically              Handbook; and
                                                significant and positive (i.e., favorable)                                                                    standards with reservations, or not meet
                                                                                                           (D) Is based on a sample from more                 WWC standards. WWC practice guides
                                                effect on a relevant outcome.                           than one site (e.g., State, county, city,             and intervention reports include
                                                   Quasi-experimental design study                      school district, or postsecondary                     findings from systematic reviews of
                                                means a study using a design that                       campus) and includes at least 350                     evidence as described in the Handbook
                                                attempts to approximate an                              students or other individuals across                  documentation.
                                                experimental study by identifying a                     sites. Multiple studies of the same                      Program Authority: 20 U.S.C. 1021–
                                                comparison group that is similar to the                 project component that each meet                      1022c.
                                                treatment group in important respects.                  requirements in paragraphs (iii)(A), (B),                Applicable Regulations: (a) The
                                                This type of study, depending on design                 and (C) of this definition may together               Education Department General
                                                and implementation (e.g., establishment                 satisfy this requirement.                             Administrative Regulations in 34 CFR
                                                of baseline equivalence of the groups                      Teacher mentoring means the                        parts 75, 77, 79, 82, 84, 86, 97, 98, and
                                                being compared), can meet WWC                           mentoring of new or prospective                       99. (b) The Office of the Management
                                                standards with reservations, but cannot                 teachers through a program that—                      and Budget Guidelines to Agencies on
                                                meet WWC standards without                                                                                    Governmentwide Debarment and
                                                                                                           (A) Includes clear criteria for the
                                                reservations, as described in the WWC                                                                         Suspension (Nonprocurement) in 2 CFR
                                                                                                        selection of teacher mentors who will
                                                Handbook.                                                                                                     part 180, as adopted and amended as
                                                                                                        provide role model relationships for
                                                   Relevant outcome means the student                                                                         regulations of the Department in 2 CFR
                                                                                                        mentees, which criteria shall be
                                                outcome(s) or other outcome(s) the key                                                                        part 3485. (c) The Uniform
                                                                                                        developed by the eligible partnership
                                                project component is designed to                                                                              Administrative Requirements, Cost
                                                                                                        and based on measures of teacher
                                                improve, consistent with the specific                                                                         Principles, and Audit Requirements for
                                                                                                        effectiveness;
                                                goals of the program.                                                                                         Federal Awards in 2 CFR part 200, as
                                                   Scientifically valid research means                     (B) Provides high-quality training for
                                                                                                        such mentors, including instructional                 adopted and amended as regulations of
                                                applied research, basic research, and                                                                         the Department in 2 CFR part 3474. (d)
                                                field-initiated research in which the                   strategies for literacy instruction and
                                                                                                        classroom management (including                       The Supplemental Priorities.
                                                rationale, design, and interpretation are
                                                soundly developed in accordance with                    approaches that improve the schoolwide                  Note: The regulations in 34 CFR part 79
                                                principles of scientific research.                      climate for learning, which may include               apply to all applicants except federally-
                                                                                                        positive behavioral interventions and                 recognized Indian tribes.
                                                   Strong evidence means that there is
                                                evidence of the effectiveness of a key                  supports);
                                                                                                                                                                Note: The regulations in 34 CFR part 86
                                                project component in improving a                           (C) Provides regular and ongoing                   apply to IHEs only.
                                                relevant outcome for a sample that                      opportunities for mentors and mentees
                                                overlaps with the populations and                       to observe each other’s teaching                      II. Award Information
                                                settings proposed to receive that                       methods in classroom settings during
                                                                                                        the day in a high-need school in the                     Type of Award: Discretionary grants.
                                                component, based on a relevant finding                                                                           Estimated Available Funds:
                                                from one of the following:                              high-need local educational agency in
                                                                                                        the eligible partnership;                             $17,500,000.
                                                   (i) A practice guide prepared by the                                                                          Contingent upon the availability of
                                                WWC using version 2.1 or 3.0 of the                        (D) Provides paid release time for
                                                                                                                                                              funds and the quality of applications,
                                                WWC Handbook reporting a ‘‘strong                       mentors, as applicable;
                                                                                                                                                              we may make additional awards in
                                                evidence base’’ for the corresponding                      (E) Provides mentoring to each                     subsequent years from the list of
                                                practice guide recommendation;                          mentee by a colleague who teaches in
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                                                                                                                                                              unfunded applications from this
                                                   (ii) An intervention report prepared                 the same field, grade, or subject as the              competition.
                                                by the WWC using version 2.1 or 3.0 of                  mentee;                                                  Estimated Range of Awards:
                                                the WWC Handbook reporting a                               (F) Promotes empirically-based                     $300,000–$1,000,000.
                                                ‘‘positive effect’’ on a relevant outcome               practice of, and scientifically valid                    Estimated Average Size of Awards:
                                                based on a ‘‘medium to large’’ extent of                research on, where applicable—                        $750,000 for the first year of the project.
                                                evidence, with no reporting of a                           (i) Teaching and learning;                         Funding for the second, third, fourth,
                                                ‘‘negative effect’’ or ‘‘potentially                       (ii) Assessment of student learning;               and fifth years is subject to the


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                                                                                 Federal Register / Vol. 83, No. 92 / Friday, May 11, 2018 / Notices                                            22045

                                                availability of funds and the approval of                 Note: So that the Department can confirm            entities to directly carry out project
                                                continuation awards (see 34 CFR                         the eligibility of the LEA(s) that an applicant       activities described in its application.
                                                75.253).                                                proposes to serve, applicants must include               4. Other:
                                                  Maximum Award: We will not make                       information in their applications that                   a. Limitation on administrative
                                                                                                        demonstrates that each LEA to potentially be          expenses
                                                an award exceeding $1,000,000 to any                    served by the project is a ‘‘high-need LEA’’
                                                applicant per 12-month budget period.                                                                            An eligible partnership that receives a
                                                                                                        (as defined in this notice).
                                                  Estimated Number of Awards: 20.                                                                             grant under this program may use not
                                                  Note: The Department is not bound by any                Note: An LEA includes a public charter              more than two percent of the funds
                                                estimates in this notice.                               school that operates as an LEA.                       provided to administer the grant as
                                                                                                           Applicants should review the                       required by HEA section 203(d) (20
                                                   Project Period: Up to 60 months.                                                                           U.S.C. 1022b(d)).
                                                                                                        application package for additional
                                                III. Eligibility Information                                                                                     b. General Application Requirements:
                                                                                                        information on determining whether an
                                                                                                                                                                 All applicants must meet the
                                                   1. Eligible Applicants: An eligible                  LEA meets the definition of ‘‘high-need
                                                                                                                                                              following general application
                                                applicant must be an ‘‘eligible                         LEA.’’
                                                                                                                                                              requirements in order to be considered
                                                partnership’’ as defined in section                        More information on eligible
                                                                                                                                                              for funding. Except as specifically
                                                200(6) of the HEA. The term ‘‘eligible                  partnerships can be found in the TQP
                                                                                                                                                              noted, the general application
                                                partnership’’ means an entity that—                     FAQ document found on the program
                                                                                                                                                              requirements are from HEA section
                                                   (1) Must include:                                    website at http://innovation.ed.gov/
                                                                                                                                                              202(b) (20 U.S.C. 1022a(b)).
                                                   (i) A high-need LEA;                                 what-we-do/teacher-quality/teacher-                      Each eligible partnership desiring a
                                                   (ii)(A) A high-need school or a                      quality-partnership/.                                 grant under this program must submit
                                                consortium of high-need schools served                     2. a. Cost Sharing or Matching:
                                                                                                                                                              an application that contains—
                                                by the high-need LEA, or                                   Under section 203(c) of the HEA (20                   (a) A needs assessment of the partners
                                                   (B) As applicable, a high-need ECE                   U.S.C. 1022b), each grant recipient must              in the eligible partnership with respect
                                                program;                                                provide, from non-Federal sources, an
                                                   (iii) A partner institution;                                                                               to the preparation, ongoing training,
                                                                                                        amount equal to 100 percent of the                    professional development, and retention
                                                   (iv) A school, department, or program                amount of the grant, which may be
                                                of education within such partner                                                                              of general education and special
                                                                                                        provided in cash or in-kind, to carry out             education teachers, principals, and, as
                                                institution, which may include an                       the activities supported by the grant.
                                                existing teacher professional                                                                                 applicable, early childhood educators;
                                                                                                        Grantees must budget their matching                      (b) A description of the extent to
                                                development program with proven                         contributions on an annual basis
                                                outcomes within a four-year IHE that                                                                          which the program to be carried out
                                                                                                        relative to each annual award of TQP                  with grant funds, as described in
                                                provides intensive and sustained                        program funds.
                                                collaboration between faculty and LEAs                                                                        Absolute Priority 1 or 2 in this notice,
                                                                                                           Section 203(c) of the HEA also                     will prepare prospective and new
                                                consistent with the requirements of title               authorizes the Secretary to waive this
                                                II of the HEA; and                                                                                            teachers with strong teaching skills;
                                                                                                        matching requirement for any fiscal year                 (c) A description of how such a
                                                   (v) A school or department of arts and               for an eligible partnership if the
                                                sciences within such partner institution;                                                                     program will prepare prospective and
                                                                                                        Secretary determines that applying the                new teachers to understand and use
                                                and                                                     matching requirement to the eligible
                                                   (2) May include any of the                                                                                 research and data to modify and
                                                                                                        partnership would result in serious                   improve classroom instruction;
                                                following—                                              hardship or an inability to carry out the
                                                   (i) The Governor of the State.                                                                                (d) A description of—
                                                                                                        authorized activities described in                       (1) How the eligible partnership will
                                                   (ii) The State educational agency.                   section 202 of the HEA. Applicants that
                                                   (iii) The State board of education.                                                                        coordinate strategies and activities
                                                                                                        wish to apply for a waiver for year one               assisted under the grant with other
                                                   (iv) The State agency for higher
                                                                                                        or for future years of the project may                teacher preparation or professional
                                                education.
                                                   (v) A business.                                      include a request in their application                development programs, including
                                                   (vi) A public or private nonprofit                   that describes why the 100 percent                    programs funded under the ESEA and
                                                educational organization.                               matching requirement would cause                      the IDEA, and through the National
                                                   (vii) An educational service agency.                 serious hardship or an inability to carry             Science Foundation; and
                                                   (viii) A teacher organization.                       out project activities. Further                          (2) How the activities of the
                                                   (ix) A high-performing LEA, or a                     information about applying for waivers                partnership will be consistent with
                                                consortium of such LEAs, that can serve                 can be found in the application package.              State, local, and other education reform
                                                as a resource to the partnership.                       However, given the importance of                      activities that promote teacher quality
                                                   (x) A charter school (as defined in                  matching funds to the long-term success               and student academic achievement;
                                                section 7221i of the ESEA).                             of the project, the Secretary expects                    (e) An assessment that describes the
                                                   (xi) A school or department within                   eligible entities to identify appropriate             resources available to the eligible
                                                the partner institution that focuses on                 matching funds.                                       partnership, including—
                                                psychology and human development.                          b. Supplement-Not-Supplant: This                      (1) The integration of funds from
                                                   (xii) A school or department within                  program involves supplement, not                      other related sources;
                                                the partner institution with comparable                 supplant funding requirements. In                        (2) The intended use of the grant
                                                expertise in the disciplines of teaching,               accordance with section 202(k) of the                 funds; and
                                                                                                        HEA, funds made available under this
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                                                learning, and child and adolescent                                                                               (3) The commitment of the resources
                                                development.                                            program must be used to supplement,                   of the partnership to the activities
                                                   (xiii) An entity operating a program                 and not supplant, other Federal, State,               assisted under this program, including
                                                that provides alternative routes to State               and local funds that would otherwise be               financial support, faculty participation,
                                                certification of teachers.                              expended to carry out activities under                and time commitments, and to the
                                                   Any of the mandatory or optional                     this program.                                         continuation of the activities when the
                                                entities in the partnership may be the                     3. Subgrantees: A grantee under this               grant ends.
                                                fiscal agent of the grant.                              competition may not award subgrants to                   (f) A description of—


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                                                22046                            Federal Register / Vol. 83, No. 92 / Friday, May 11, 2018 / Notices

                                                   (1) How the eligible partnership will                   (10) How the partnership will support              consider proprietary. In 34 CFR 5.11, we
                                                meet the purposes of the TQP program                    in-service professional development                   define ‘‘business information’’ and
                                                as specified in section 201 of the HEA;                 strategies and activities; and                        describe the process we use in
                                                   (2) How the partnership will carry out                  (11) How the partnership will collect,             determining whether any of that
                                                the activities required under Absolute                  analyze, and use data on the retention                information is proprietary and, thus,
                                                Priorities 1 or 2, as described in this                 of all teachers and early childhood                   protected from disclosure under
                                                notice, based on the needs identified in                educators in schools and ECE programs                 Exemption 4 of the Freedom of
                                                paragraph (a), with the goal of                         located in the geographic area served by              Information Act (5 U.S.C. 552, as
                                                improving student academic                              the partnership to evaluate the                       amended).
                                                achievement;                                            effectiveness of the partnership’s                       Because we plan to make successful
                                                   (3) If the partnership chooses to use                teacher and educator support system.                  applications available to the public, you
                                                funds under this section for a project or                  (g) With respect to the induction                  may wish to request confidentiality of
                                                activities under section 202(f) of the                  program required as part of the activities            business information.
                                                HEA, how the partnership will carry out                 carried out under Absolute Priorities 1                  Consistent with Executive Order
                                                such project or required activities based               or 2—                                                 12600, please designate in your
                                                                                                           (1) A demonstration that the schools               application any information that you
                                                on the needs identified in paragraph (a),
                                                                                                        and departments within the IHE that are               feel is exempt from disclosure under
                                                with the goal of improving student
                                                                                                        part of the induction program will                    Exemption 4. In the appropriate
                                                academic achievement;
                                                                                                        effectively prepare teachers, including               Appendix section of your application,
                                                   (4) The partnership’s evaluation plan                providing content expertise and                       under ‘‘Other Attachments Form,’’
                                                under section 204(a) of the HEA;                        expertise in teaching, as appropriate;                please list the page number or numbers
                                                   (5) How the partnership will align the                  (2) A demonstration of the eligible                on which we can find this information.
                                                teacher preparation program with the—                   partnership’s capability and                          For additional information please see 34
                                                   (i) State early learning standards for               commitment to, and the accessibility to               CFR 5.11(c).
                                                ECE programs, as appropriate, and with                  and involvement of faculty in, the use                   3. Intergovernmental Review: This
                                                the relevant domains of early childhood                 of empirically based practice and                     program is subject to Executive Order
                                                development; and                                        scientifically valid research on teaching             12372 and the regulations in 34 CFR
                                                   (ii) Challenging State academic                      and learning;                                         part 79. Information about
                                                standards under section 1111(b)(1) of                      (3) A description of how the teacher               Intergovernmental Review of Federal
                                                the ESEA, established by the State in                   preparation program will design and                   Programs under Executive Order 12372
                                                which the partnership is located;                       implement an induction program to                     is in the application package for this
                                                   (6) How the partnership will prepare                 support, through not less than the first              competition.
                                                general education teachers to teach                     two years of teaching, all new teachers                  4. Funding Restrictions: We specify
                                                students with disabilities, including                   who are prepared by the teacher                       unallowable costs in 2 CFR 200, subpart
                                                training related to participation as a                  preparation program in the partnership                E. We reference regulations outlining
                                                member of individualized education                      and who teach in the high-need LEA in                 funding restrictions in the Applicable
                                                program teams, as defined in section                    the partnership, and, to the extent                   Regulations section of this notice.
                                                614(d)(1)(B) of the IDEA;                               practicable, all new teachers who teach                  5. Recommended Page Limit: The
                                                   (7) How the partnership will prepare                 in such high-need LEA, in the further                 application narrative is where you, the
                                                general education and special education                 development of the new teachers’                      applicant, address the selection criteria
                                                teachers to teach students who are                      teaching skills, including the use of                 that reviewers use to evaluate your
                                                limited English proficient;                             mentors who are trained and                           application. We recommend that you (1)
                                                   (8) How faculty at the partner                       compensated by such program for the                   limit the application narrative to no
                                                institution will work during the term of                mentors’ work with new teachers; and                  more than 50 pages and (2) use the
                                                the grant, with teachers who meet the                      (4) A description of how faculty                   following standards:
                                                applicable State certification and                      involved in the induction program will                   • A ‘‘page’’ is 8.5″ x 11″, on one side
                                                licensure requirements, including any                   be able to substantially participate in an            only, with 1″ margins at the top, bottom,
                                                requirements for certification obtained                 ECE program or elementary school or                   and both sides.
                                                through alternative routes to                           secondary school classroom setting, as                   • Double space (no more than three
                                                certification, or, with regard to special               applicable, including release time and                lines per vertical inch) all text in the
                                                education teachers, the qualifications                  receiving workload credit for such                    application narrative, including titles,
                                                described in section 612(a)(14)(C) of the               participation.                                        headings, footnotes, quotations,
                                                IDEA, in the classrooms of high-need                                                                          references, and captions, as well as all
                                                                                                        IV. Application and Submission
                                                schools served by the high-need LEA in                                                                        text in charts, tables, figures, and
                                                                                                        Information
                                                the partnership to—                                                                                           graphs.
                                                                                                          1. Application Submission                              • Use a font that is either 12 point or
                                                   (i) Provide high-quality professional                Instructions: For information on how to               larger or no smaller than 10 pitch
                                                development activities to strengthen the                submit an application please refer to our             (characters per inch).
                                                content knowledge and teaching skills                   Common Instructions for Applicants to                    • Use one of the following fonts:
                                                of elementary school and secondary                      Department of Education Discretionary                 Times New Roman, Courier, Courier
                                                school teachers; and                                    Grant Programs, published in the                      New, or Arial.
                                                   (ii) Train other classroom teachers to
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                                                                                                        Federal Register on February 12, 2018                    Furthermore, applicants are strongly
                                                implement literacy programs that                        (83 FR 6003) or at www.gpo.gov/fdsys/                 encouraged to include a table of
                                                incorporate the essential components of                 pkg/FR-2018-02-12/pdf/2018-02558.pdf.                 contents that specifies where each
                                                reading instruction;                                      2. Submission of Proprietary                        required part of the application is
                                                   (9) How the partnership will design,                 Information: Given the types of projects              located.
                                                implement, or enhance a year-long and                   that may be proposed in applications for                 6. Notice of Intent to Apply: The
                                                rigorous teaching preservice clinical                   the TQP program, your application may                 Department will be able to develop a
                                                program component;                                      include business information that you                 more efficient process for reviewing


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                                                                                 Federal Register / Vol. 83, No. 92 / Friday, May 11, 2018 / Notices                                            22047

                                                grant applications if it has a better                     (ii) The extent to which the goals,                 various assurances, including those
                                                understanding of the number of entities                 objectives and outcomes to be achieved                applicable to Federal civil rights laws
                                                that intend to apply for funding under                  by the proposed project are clearly                   that prohibit discrimination in programs
                                                this competition. Therefore, the                        specified and measureable;                            or activities receiving Federal financial
                                                Secretary strongly encourages each                        (iii) The extent to which the proposed              assistance from the Department (34 CFR
                                                potential applicant to notify the                       project is designed to build capacity and             100.4, 104.5, 106.4, 108.8, and 110.23).
                                                Department of its intent to submit an                   yield results that will extend beyond the                3. Risk Assessment and Specific
                                                application for funding by sending an                   period of Federal financial assistance.               Conditions: Consistent with 2 CFR
                                                email to tqpartnership@ed.gov with FY                     (iv) The extent to which the proposed               200.205, before awarding grants under
                                                18 TQP Intent to Apply in the subject                   project represents an exceptional                     this competition the Department
                                                line, by June 11, 2018. Applicants that                 approach to the priority or priorities                conducts a review of the risks posed by
                                                fail to send the FY TQP 18 Intent to                    established for this competition.                     applicants. Under 2 CFR 3474.10, the
                                                Apply email may still apply for funding.                  (c) Quality of the Management Plan                  Secretary may impose specific
                                                                                                        (up to 25 points).                                    conditions and, in appropriate
                                                V. Application Review Information                         The Secretary considers the quality of              circumstances, high-risk conditions on a
                                                   1. Selection Criteria: The selection                 the management plan for the proposed                  grant if the applicant or grantee is not
                                                criteria for this competition are from 34               project. In determining the quality of the            financially stable; has a history of
                                                CFR 75.210. An applicant may earn up                    management plan for the proposed                      unsatisfactory performance; has a
                                                to a total of 100 points based on the                   project, the Secretary considers the                  financial or other management system
                                                selection criteria. The maximum score                   following factors—                                    that does not meet the standards in 2
                                                for each criterion is indicated in                        (i) The adequacy of the management                  CFR part 200, subpart D; has not
                                                parentheses. Each criterion also                        plan to achieve the objectives of the                 fulfilled the conditions of a prior grant;
                                                includes the sub-factors that the                       proposed project on time and within                   or is otherwise not responsible.
                                                reviewers will consider in determining                  budget, including clearly defined
                                                                                                                                                                 4. Integrity and Performance System:
                                                how well an application meets the                       responsibilities, timelines, and
                                                                                                                                                              If you are selected under this
                                                criterion. The criteria are as follows:                 milestones for accomplishing project
                                                                                                                                                              competition to receive an award that
                                                   (a) Quality of Project Services (up to               tasks.
                                                                                                                                                              over the course of the project period
                                                15 points).                                               (ii) The potential for the incorporation
                                                                                                                                                              may exceed the simplified acquisition
                                                   The Secretary considers the quality of               of project purposes, activities, or
                                                                                                                                                              threshold (currently $150,000), under 2
                                                the services to be provided by the                      benefits into the ongoing program of the
                                                                                                                                                              CFR 200.205(a)(2) we must make a
                                                proposed project. In determining the                    agency or organization at the end of
                                                                                                                                                              judgment about your integrity, business
                                                quality of the services to be provided by               Federal funding;
                                                                                                          (iii) The adequacy of support,                      ethics, and record of performance under
                                                the proposed project, the Secretary                                                                           Federal awards—that is, the risk posed
                                                                                                        including facilities, equipment,
                                                considers the quality and sufficiency of                                                                      by you as an applicant—before we make
                                                                                                        supplies, and other resources, from the
                                                strategies for ensuring equal access and                                                                      an award. In doing so, we must consider
                                                                                                        applicant organization or the lead
                                                treatment for eligible project                                                                                any information about you that is in the
                                                                                                        applicant organization.
                                                participants who are members of groups                                                                        integrity and performance system
                                                                                                          (d) Quality of the Project Evaluation
                                                that have traditionally been                                                                                  (currently referred to as the Federal
                                                                                                        (up to 20 points).
                                                underrepresented based on race, color,                    The Secretary considers the quality of              Awardee Performance and Integrity
                                                national origin, gender, age, or                        the evaluation to be conducted of the                 Information System (FAPIIS)),
                                                disability. In addition, the Secretary                  proposed project. In determining the                  accessible through the System for
                                                considers the following factors—                        quality of the evaluation, the Secretary              Award Management. You may review
                                                   (i) The extent to which the services to              considers the following factors—                      and comment on any information about
                                                be provided by the proposed project                       (i) The extent to which the methods                 yourself that a Federal agency
                                                involve the collaboration of appropriate                of evaluation will provide valid and                  previously entered and that is currently
                                                partners for maximizing the                             reliable performance data on relevant                 in FAPIIS.
                                                effectiveness of project services.                      outcomes.                                                Please note that, if the total value of
                                                   (ii) The extent to which the services                  (ii) The extent to which the methods                your currently active grants, cooperative
                                                to be provided by the proposed project                  of evaluation are thorough, feasible, and             agreements, and procurement contracts
                                                reflect up-to-date knowledge from                       appropriate to the goals, objectives, and             from the Federal government exceeds
                                                research and effective practice.                        outcomes of the proposed project.                     $10,000,000, the reporting requirements
                                                   (iii) The extent to which the training                 2. Review and Selection Process: We                 in 2 CFR part 200, Appendix XII,
                                                or professional development services to                 remind potential applicants that in                   require you to report certain integrity
                                                be provided by the proposed project are                 reviewing applications in any                         information to FAPIIS semiannually.
                                                of sufficient quality, intensity, and                   discretionary grant competition, the                  Please review the requirements in 2 CFR
                                                duration to lead to improvements in                     Secretary may consider, under 34 CFR                  part 200, Appendix XII, if this grant
                                                practice among the recipients of those                  75.217(d)(3), the past performance of the             plus all the other Federal funds you
                                                services.                                               applicant in carrying out a previous                  receive exceed $10,000,000.
                                                   (b) Quality of the Project Design (up                award, such as the applicant’s use of
                                                to 40 points).                                                                                                VI. Award Administration Information
                                                                                                        funds, achievement of project
                                                   The Secretary considers the quality of                                                                        1. Award Notices: If your application
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                                                                                                        objectives, and compliance with grant
                                                the design of the proposed project. In                  conditions. The Secretary may also                    is successful, we notify your U.S.
                                                determining the quality of the design of                consider whether the applicant failed to              Representative and U.S. Senators and
                                                the proposed project, the Secretary                     submit a timely performance report or                 send you a Grant Award Notification
                                                considers the following factors—                        submitted a report of unacceptable                    (GAN); or we may send you an email
                                                   (i) The extent to which the proposed                 quality.                                              containing a link to access an electronic
                                                project demonstrates a rationale (as                      In addition, in making a competitive                version of your GAN. We may notify
                                                defined in 34 CFR 77.1(c)).                             grant award, the Secretary requires                   you informally, also.


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                                                22048                            Federal Register / Vol. 83, No. 92 / Friday, May 11, 2018 / Notices

                                                  If your application is not evaluated or               additional funding for data collection                that report improved aggregate learning
                                                not selected for funding, we notify you.                analysis and reporting. In this case the              outcomes of students taught by new
                                                  2. Administrative and National Policy                 Secretary establishes a data collection               teachers. These data can be calculated
                                                Requirements: We identify                               period.                                               using student growth, a teacher
                                                administrative and national policy                         5. Performance Measures: The goal of               evaluation measure, or both. (This
                                                requirements in the application package                 the TQP program is to increase student                measure is optional and not required as
                                                and reference these and other                           achievement in K–12 schools by                        part of GPRA reporting.)
                                                requirements in the Applicable                          developing teachers who meet                             (g) Efficiency Measure: The Federal
                                                Regulations section of this notice.                     applicable State certification and                    cost per program completer. (This data
                                                  We reference the regulations outlining                licensure requirements.                               will not be available until the final year
                                                the terms and conditions of an award in                   Note: If funded, grantees will be asked to          of the project period.)
                                                the Applicable Regulations section of                   collect and report data on these measures in             Applicants must also address the
                                                this notice and include these and other                 their project’s annual performance reports            evaluation requirements in section
                                                specific conditions in the GAN. The                     (34 CFR 75.590). Applicants are also advised          204(a) of the HEA. This section asks
                                                GAN also incorporates your approved                     to consider these measures in                         applicants to develop objectives and
                                                application as part of your binding                     conceptualizing the design, implementation,           measures for increasing:
                                                commitments under the grant.                            and evaluation of their proposed projects                (1) Achievement for all prospective
                                                  3. Open Licensing Requirements:                       because of their importance in the                    and new teachers, as measured by the
                                                                                                        application review process. Collection of data
                                                Unless an exception applies, if you are                 on these measures should be a part of the             eligible partnership;
                                                awarded a grant under this competition,                 evaluation plan, along with measures of                  (2) Teacher retention in the first three
                                                you will be required to openly license                  progress on goals and objectives that are             years of a teacher’s career;
                                                to the public grant deliverables created                specific to your project.                                (3) Improvement in the pass rates and
                                                in whole, or in part, with Department                                                                         scaled scores for initial State
                                                                                                           All grantees will be expected to
                                                grant funds. When the deliverable                                                                             certification or licensure of teachers;
                                                                                                        submit an annual performance report
                                                consists of modifications to pre-existing                                                                     and
                                                                                                        documenting their success in addressing
                                                works, the license shall extend only to                                                                          (4) The percentage of teachers who
                                                                                                        these performance measures.
                                                those modifications that can be                                                                               meet the applicable State certification
                                                                                                           Under the Grants Performance Results
                                                separately identified and only to the                   Act (GPRA), the following measures will               and licensure requirements, including
                                                extent that open licensing is permitted                 be used by the Department in assessing                any requirements for certification
                                                under the terms of any licenses or other                the performance of this program:                      obtained through alternative routes to
                                                legal restrictions on the use of pre-                      (a) Performance Measure 1:                         certification, or, with regard to special
                                                existing works. Additionally, a grantee                 Certification/Licensure. The percentage               education teachers, the qualifications
                                                or subgrantee that is awarded                           of program graduates who have attained                described in section 612(a)(14)(C) of the
                                                competitive grant funds must have a                     initial State certification/licensure by              IDEA (20 U.S.C. 1412(a)(14)(C)), hired
                                                plan to disseminate these public grant                  passing all necessary licensure/                      by the high-need LEA participating in
                                                deliverables. This dissemination plan                   certification assessments within one                  the eligible partnership;
                                                can be developed and submitted after                    year of program completion.                              (5) The percentage of teachers who
                                                your application has been reviewed and                     (b) Performance Measure 2: STEM                    meet the applicable State certification
                                                selected for funding. For additional                    Graduation. The percentage of math/                   and licensure requirements, including
                                                information on the open licensing                       science program graduates that attain                 any requirements for certification
                                                requirements please refer to 2 CFR                      initial certification/licensure by passing            obtained through alternative routes to
                                                3474.20(c).                                             all necessary licensure/certification                 certification, or, with regard to special
                                                  4. Reporting: (a) If you apply for a                  assessments within one year of program                education teachers, the qualifications
                                                grant under this competition, you must                  completion.                                           described in section 612(a)(14)(C) of the
                                                ensure that you have in place the                          (c) Performance Measure 3: One-Year                IDEA (20 U.S.C. 1412(a)(14)(C)), hired
                                                necessary processes and systems to                      Persistence. The percentage of program                by the high-need LEA who are members
                                                comply with the reporting requirements                  participants who were enrolled in the                 of underrepresented groups;
                                                in 2 CFR part 170 should you receive                    postsecondary program in the previous                    (6) The percentage of teachers who
                                                funding under the competition. This                     grant reporting period, did not graduate,             meet the applicable State certification
                                                does not apply if you have an exception                 and persisted in the postsecondary                    and licensure requirements, including
                                                under 2 CFR 170.110(b).                                 program in the current grant reporting                any requirements for certification
                                                  (b) At the end of your project period,                period.                                               obtained through alternative routes to
                                                you must submit a final performance                        (d) Performance Measure 4: One-Year                certification, or, with regard to special
                                                report, including financial information,                Employment Retention. The percentage                  education teachers, the qualifications
                                                as directed by the Secretary. If you                    of program completers who were                        described in section 612(a)(14)(C) of the
                                                receive a multiyear award, you must                     employed for the first time as teachers               IDEA (20 U.S.C. 1412(a)(14)(C)), hired
                                                submit an annual performance report                     of record in the preceding year by the                by the high-need LEA who teach high-
                                                that provides the most current                          partner high-need LEA or ECE program                  need academic subject areas (such as
                                                performance and financial expenditure                   and were retained for the current school              reading, mathematics, science, and
                                                information as directed by the Secretary                year.                                                 foreign language, including less
                                                under 34 CFR 75.118. The Secretary                         (e) Performance Measure 5: Three-                  commonly taught languages and critical
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                                                may also require more frequent                          Year Employment Retention. The                        foreign languages);
                                                performance reports under 34 CFR                        percentage of program completers who                     (7) The percentage of teachers who
                                                75.720(c). For specific requirements on                 were employed by the partner high-need                meet the applicable State certification
                                                reporting, please go to www.ed.gov/                     LEA or ECE program for three                          and licensure requirements, including
                                                fund/grant/apply/appforms/                              consecutive years after initial                       any requirements for certification
                                                appforms.html.                                          employment.                                           obtained through alternative routes to
                                                  (c) Under 34 CFR 75.250(b), the                          (f) Performance Measure 6: Student                 certification, or, with regard to special
                                                Secretary may provide a grantee with                    Learning. The percentage of grantees                  education teachers, the qualifications


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                                                                                 Federal Register / Vol. 83, No. 92 / Friday, May 11, 2018 / Notices                                            22049

                                                described in section 612(a)(14)(C) of the               request to the program contact person                    Applicants: UGI Utilities, Inc.
                                                IDEA (20 U.S.C. 1412(a)(14)(C)), hired                  listed under FOR FURTHER INFORMATION                     Description: Tariff filing per
                                                by the high-need LEA who teach in                       CONTACT.                                              284.123(b),(e)+(g): Application for
                                                high-need areas (including special                         Electronic Access to This Document:                Authorization for Limited Jurisdiction
                                                education, language instruction                         The official version of this document is              Transportation Service to be effective
                                                educational programs for limited                        the document published in the Federal                 10/1/2018.
                                                English proficient students, and early                  Register. You may access the official                    Filed Date: 5/2/18.
                                                childhood education);                                   edition of the Federal Register and the                  Accession Number: 201805025155.
                                                   (8) The percentage of teachers who                   Code of Federal Regulations via the                      Comments Due: 5 p.m. ET 5/23/18.
                                                meet the applicable State certification                 Federal Digital System at: www.gpo.gov/                  284.123(g) Protests Due: 5 p.m. ET
                                                and licensure requirements, including                   fdsys. At this site you can view this                 7/2/18.
                                                any requirements for certification                      document, as well as all other                           Docket Number: PR18–46–000.
                                                obtained through alternative routes to                  documents of this Department                             Applicants: UGI Central Penn Gas,
                                                certification, or, with regard to special               published in the Federal Register, in                 Inc.
                                                education teachers, the qualifications                  text or Portable Document Format                         Description: Tariff filing per
                                                described in section 612(a)(14)(C) of the               (PDF). To use PDF you must have                       284.123(b),(e)/: Application to Abandon
                                                IDEA (20 U.S.C. 1412(a)(14)(C)), hired                  Adobe Acrobat Reader, which is                        Limited Jurisdiction Certificate to be
                                                by the high-need LEA who teach in                       available free at the site.                           effective 10/1/2018.
                                                high-need schools, disaggregated by the                    You may also access documents of the                  Filed Date: 5/2/18.
                                                elementary school and secondary school                  Department published in the Federal                      Accession Number: 201805025156.
                                                levels;                                                 Register by using the article search                     Comments/Protests Due: 5 p.m. ET
                                                   (9) As applicable, the percentage of                 feature at: www.federalregister.gov.                  5/23/18.
                                                early childhood education program                       Specifically, through the advanced                       Docket Number: PR18–47–000.
                                                classes in the geographic area served by                search feature at this site, you can limit               Applicants: UGI Penn Natural Gas,
                                                the eligible partnership taught by early                your search to documents published by                 Inc.
                                                childhood educators who are highly                      the Department.                                          Description: Tariff filing per
                                                competent; and                                                                                                284.123(e)/.224: Cancellation of SOC
                                                                                                          Dated: May 8, 2018.
                                                   (10) As applicable, the percentage of                                                                      and Certificate to be effective 10/1/2018.
                                                teachers trained—                                       Margo Anderson,
                                                                                                                                                                 Filed Date: 5/3/18.
                                                   (i) To integrate technology effectively              Acting Assistant Deputy Secretary for
                                                                                                                                                                 Accession Number: 201805035000.
                                                into curricula and instruction, including               Innovation and Improvement.
                                                                                                                                                                 Comments/Protests Due: 5 p.m. ET 5/
                                                technology consistent with the                          [FR Doc. 2018–10124 Filed 5–10–18; 8:45 am]
                                                                                                                                                              24/18.
                                                principles of universal design for                      BILLING CODE 4000–01–P
                                                                                                                                                                 Docket Number: PR17–57–003.
                                                learning; and                                                                                                    Applicants: Houston Pipe Line
                                                   (ii) To use technology effectively to
                                                                                                                                                              Company LP.
                                                collect, manage, and analyze data to                    DEPARTMENT OF ENERGY                                     Description: Tariff filing per
                                                improve teaching and learning for the                                                                         284.123(b),(e)+(g): 3rd Amended Rate
                                                purpose of improving student academic                   Federal Energy Regulatory
                                                                                                                                                              Election of Houston Pipe Line Company
                                                achievement.                                            Commission
                                                                                                                                                              LP Effective 11/01/2017.
                                                   6. Continuation Awards: In making a
                                                                                                        Combined Notice of Filings                               Filed Date: 5/3/18.
                                                continuation award under 34 CFR
                                                                                                                                                                 Accession Number: 201805035041.
                                                75.253, the Secretary considers, among                    Take notice that the Commission has                    Comments Due: 5 p.m. ET 5/24/18.
                                                other things: Whether a grantee has                     received the following Natural Gas                       284.123(g) Protests Due: 5 p.m. ET
                                                made substantial progress in achieving                  Pipeline Rate and Refund Report filings:              7/2/18.
                                                the goals and objectives of the project;
                                                whether the grantee has expended funds                  Filings Instituting Proceedings                          Docket Numbers: RP18–771–000.
                                                in a manner that is consistent with its                                                                          Applicants: Chandeleur Pipe Line,
                                                                                                          Docket Number: PR18–42–000.                         LLC.
                                                approved application and budget; and,                     Applicants: Columbia Gas of Ohio,
                                                if the Secretary has established                                                                                 Description: Imbalance Annual True-
                                                                                                        Inc.                                                  Up Filing Waiver Request of Chandeleur
                                                performance measurement                                   Description: Tariff filing per
                                                requirements, the performance targets in                                                                      Pipe Line, LLC.
                                                                                                        284.123(b),(e)/: COH Rates effective                     Filed Date: 4/30/18.
                                                the grantee’s approved application.                     4–2–2018.
                                                   In making a continuation award, the                                                                           Accession Number: 20180430–5455.
                                                                                                          Filed Date: 4/24/18.                                   Comments Due: 5 p.m. ET 5/14/18.
                                                Secretary also considers whether the                      Accession Number: 201804245078.
                                                grantee is operating in compliance with                                                                          Docket Numbers: RP18–702–001.
                                                                                                          Comments/Protests Due: 5 p.m. ET                       Applicants: National Fuel Gas Supply
                                                the assurances in its approved                          5/15/18.
                                                application, including those applicable                                                                       Corporation.
                                                to Federal civil rights laws that prohibit                Docket Number: PR18–44–000.                            Description: Tariff Amendment:
                                                discrimination in programs or activities                  Applicants: Louisville Gas and                      Amendment to RP18–702 to be effective
                                                receiving Federal financial assistance                  Electric Company.                                     6/1/2018.
                                                from the Department (34 CFR 100.4,                        Description: Tariff filing per                         Filed Date: 5/2/18.
                                                                                                        284.123(b),(e)/: Revised Statement of                    Accession Number: 20180502–5178.
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                                                104.5, 106.4, 108.8, and 110.23).
                                                                                                        Operating Conditions TCJA Surcredit to                   Comments Due: 5 p.m. ET 5/14/18.
                                                VII. Other Information                                  be effective 4/1/2018.                                   Docket Numbers: RP18–276–001.
                                                  Accessible Format: Individuals with                     Filed Date: 5/1/18.                                    Applicants: Southern Star Central Gas
                                                disabilities can obtain this document                     Accession Number: 201805015381.                     Pipeline, Inc.
                                                and a copy of the application package in                  Comments/Protests Due: 5 p.m. ET                       Description: Compliance filing Gas
                                                an accessible format (e.g., braille, large              5/22/18.                                              Quality Resolution to be effective
                                                print, audiotape, or compact disc) on                     Docket Number: PR18–45–000.                         4/26/2018.


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Document Created: 2018-11-02 09:48:53
Document Modified: 2018-11-02 09:48:53
CategoryRegulatory Information
CollectionFederal Register
sudoc ClassAE 2.7:
GS 4.107:
AE 2.106:
PublisherOffice of the Federal Register, National Archives and Records Administration
SectionNotices
ActionNotice.
DatesApplications Available: May 11, 2018.
ContactMia Howerton, U.S. Department of Education, 400 Maryland Avenue SW, Room 4W205, Washington, DC 20202- 5960. Telephone: (202) 205-0147. Email: [email protected] or [email protected]
FR Citation83 FR 22036 

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