```

[Federal Register Volume 79, Number 173 (Monday, September 8, 2014)]
[Proposed Rules]
[Pages 53253-53275]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 2014-21185]

[[Page 53253]]

Vol. 79

Monday,

No. 173

September 8, 2014

Part II

Department of Education

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34 CFR Chapter II

 Proposed Requirements--School Improvement Grants--Title I of the 
Elementary and Secondary Education Act of 1965; Proposed Rule

Federal Register / Vol. 79, No. 173 / Monday, September 8, 2014 / 
Proposed Rules

[[Page 53254]]

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DEPARTMENT OF EDUCATION

34 CFR Chapter II

RIN 1810-AB22
[Docket ID ED-2014-OESE-0079]

Proposed Requirements--School Improvement Grants--Title I of the 
Elementary and Secondary Education Act of 1965

AGENCY: Office of Elementary and Secondary Education, Department of 
Education (Department).

ACTION: Proposed requirements.

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SUMMARY: The U.S. Secretary of Education (Secretary) proposes revising 
the final requirements for the School Improvement Grants (SIG) program, 
published in the Federal Register on October 28, 2010, authorized under 
section 1003(g) of title I of the Elementary and Secondary Education 
Act of 1965, as amended (ESEA), to implement language in the 
Consolidated Appropriations Act, 2014, that allows local educational 
agencies (LEAs) to implement additional interventions, provides 
flexibility for rural LEAs, and extends the grant period from three to 
five years. Additionally, the proposed requirements make changes that 
reflect lessons learned from four years of SIG implementation.

DATES: We must receive your comments on or before October 8, 2014.

ADDRESSES: Submit your comments through the Federal eRulemaking Portal 
or via postal mail, commercial delivery, or hand delivery. We will not 
accept comments submitted by fax or by email or those submitted after 
the comment period. To ensure that we do not receive duplicate copies, 
please submit your comments only once. In addition, please include the 
Docket ID at the top of your comments.
     Federal eRulemaking Portal: Go to www.regulations.gov to 
submit your comments electronically. Information on using 
Regulations.gov, including instructions for accessing agency documents, 
submitting comments, and viewing the docket, is available on the site 
under ``Are you new to the site?''
     Postal Mail, Commercial Delivery, or Hand Delivery: If you 
mail or deliver your comments about these proposed regulations, address 
them to Elizabeth Ross, U.S. Department of Education, 400 Maryland 
Avenue SW., room 3C116, Washington, DC 20202.

    Privacy Note:  The Department's policy is to make all comments 
received from members of the public available for public viewing in 
their entirety on the Federal eRulemaking Portal at 
www.regulations.gov. Therefore, commenters should be careful to 
include in their comments only information that they wish to make 
publicly available.

FOR FURTHER INFORMATION CONTACT: Elizabeth Ross, U.S. Department of 
Education, 400 Maryland Avenue SW., room 3C116, Washington, DC 20202. 
Telephone: (202) 260-8961 or by email: Elizabeth.Ross@ed.gov.
    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:

Executive Summary

    Purpose of This Regulatory Action: These proposed requirements 
would implement language in the Consolidated Appropriations Act, 2014, 
to allow LEAs to implement evidence-based, whole-school reform 
strategies and State-determined school improvement intervention models, 
provide flexibility for rural LEAs implementing a SIG intervention, and 
extend the allowable grant period from three to five years. 
Additionally, the proposed requirements would make changes that reflect 
lessons learned from four years of SIG implementation. This regulatory 
action is authorized by the Consolidated Appropriations Act, 2014 
(Public Law 113-76) and 20 U.S.C. 6303(g).
    Summary of the Major Provisions of This Regulatory Action: As 
discussed in more depth in the Proposed Changes section of this 
document, the Department proposes the following revisions to the 
current SIG requirements to implement language in the Consolidated 
Appropriations Act, 2014: Allowing five-year SIG awards; adding State-
determined school improvement intervention models; adding evidence-
based, whole-school reform strategies; and allowing rural LEAs to 
modify one SIG intervention model element.
    The Department also proposes the following revisions to the current 
SIG requirements to strengthen program implementation based on lessons 
learned and input from stakeholders: Adding an intervention model that 
focuses on improving educational outcomes in preschool and early 
grades, adding an LEA requirement to demonstrate the appropriateness of 
the chosen intervention model and take into consideration family and 
community input in the selection of the model; adding an LEA 
requirement to continuously engage families and the community 
throughout implementation; adding an LEA requirement to monitor and 
support intervention implementation; adding an LEA requirement to 
regularly review external providers' performance and hold external 
providers accountable; eliminating the ``rule of nine''; and revising 
reporting requirements.
    The Department proposes the following revisions to current SIG 
requirements: Modifying the teacher and principal evaluation and 
support system requirements under the transformation model; clarifying 
the rigorous review process under the restart model; clarifying renewal 
criteria; defining ``greatest need'' to include priority and focus 
schools for State educational agencies (SEAs) with approved ESEA 
flexibility requests; clarifying flexibility for previously implemented 
interventions (in whole or in part); and clarifying requirements 
related to the posting of LEAs' SIG applications.
    Finally, the Department proposes removing references to fiscal year 
2009 and fiscal year 2010 funds and the differentiated accountability 
pilot because those references are no longer necessary.
    Costs and Benefits: The Department believes that the benefits of 
this regulatory action outweigh any associated costs to SEAs and LEAs, 
which would be financed with grant funds. The benefits of this action 
would be more effective State and local actions, using Federal funds, 
to turn around their lowest-performing schools and achieve significant 
improvement in educational outcomes for the students attending those 
schools. Please refer to the Regulatory Impact Analysis in this 
document for a more detailed discussion of costs and benefits.
    Consistent with Executive Order 12866, the Secretary has determined 
that this action is economically significant and, thus, is subject to 
review by the Office of Management and Budget under the order.
    Invitation to Comment: We invite you to submit comments regarding 
the proposed revisions described in the ``Proposed Changes'' section of 
this document. To ensure that your comments have maximum effect in 
developing the final requirements, we urge you to identify clearly the 
specific proposed revision that each comment addresses.
    We invite you to assist us in complying with the specific 
requirements of Executive Orders 12866 and 13563 and their overall 
requirement of reducing regulatory burden that might result from these 
proposed requirements. Please let us know of any further ways we could 
reduce potential costs or increase potential benefits

[[Page 53255]]

while preserving the effective and efficient administration of the 
Department's programs and activities.
    During and after the comment period, you may inspect all public 
comments about this document by accessing Regulations.gov. You may also 
inspect the comments in person in Room 3W100, 400 Maryland Avenue SW., 
Washington, DC, between 8:30 a.m. and 4:00 p.m., Washington, DC time, 
Monday through Friday of each week except Federal holidays. Please 
contact the person listed under FOR FURTHER INFORMATION CONTACT.
    Assistance to Individuals with Disabilities in Reviewing the 
Rulemaking Record: On request we will provide an appropriate 
accommodation or auxiliary aid to an individual with a disability who 
needs assistance to review the comments or other documents in the 
public rulemaking record for this document. If you want to schedule an 
appointment for this type of accommodation or auxiliary aid, please 
contact the person listed under FOR FURTHER INFORMATION CONTACT.
    Purpose of Program: In conjunction with title I funds for school 
improvement reserved under section 1003(a) of the ESEA, SIG funds under 
section 1003(g) of the ESEA are used to improve student achievement in 
title I schools identified for improvement, corrective action, or 
restructuring so as to enable those schools to make adequate yearly 
progress (AYP) and exit improvement status.

    Program Authority:  20 U.S.C. 6303(g); Consolidated 
Appropriations Act, 2014 (Pub. L. 113-76).

Proposed Requirements

Background

    The Department issued final requirements for the SIG program on 
December 10, 2009 (74 FR 65618). On January 21, 2010, the Department 
subsequently published interim final requirements (75 FR 3375), which 
became final on October 28, 2010 (75 FR 66363).
    The SIG program provides grants to support rigorous interventions 
aimed at turning around our Nation's persistently lowest-achieving 
schools. In general, SEAs that receive funds under the SIG program 
competitively subgrant those funds to LEAs to implement one of four 
interventions defined in current requirements: The turnaround model, 
the restart model, school closure, and the transformation model. In 
awarding SIG funds, an SEA must give priority to LEAs with the lowest-
achieving schools that demonstrate (1) the greatest need for the funds 
and (2) the strongest commitment to ensuring that the funds are used to 
provide adequate resources to enable the lowest-achieving schools to 
meet their goals for substantially raising the achievement of their 
students.
    Division H, title III of the Consolidated Appropriations Act, 2014 
(Public Law 113-76), signed into law on January 17, 2014, made 
significant changes to the SIG program. These proposed requirements 
would implement these changes, make other revisions that reflect 
lessons learned from four years of SIG implementation, and help ensure 
consistency between this program and other Department initiatives.
    In interpreting the relevant provisions of the Consolidated 
Appropriations Act, 2014, and in considering changes to the current 
requirements, the Department was guided by the following principles: 
(1) Preserve and protect the key benefits and rigor of the SIG program, 
which has helped SEAs and LEAs implement rigorous, comprehensive 
interventions in their lowest-performing schools; (2) minimize 
disruption to existing State and local program implementation; and (3) 
strengthen program implementation wherever possible based on lessons 
learned and input from stakeholders.
    The requirements proposed here would apply to the LEA subgrant 
competitions that SEAs conduct during the 2014-2015 school year for 
implementation beginning in the 2015-2016 school year.

Proposed Changes

Allowing Five-Year Awards
    Current Requirements: Consistent with the current requirements, 
SEAs make competitive awards for up to three years to LEAs to implement 
SIG interventions in eligible schools.
    Proposed Requirements: Under the proposed requirements in section 
II.A.3, II.A.2(e)(1), II.C.4, and II.C.5, described in detail below, 
the Department would allow an SEA to make a SIG award to an LEA for up 
to five years, of which the LEA may use one school year for planning 
and other pre-implementation activities, must use at least three school 
years for full implementation of the selected interventions, and may 
use up to two school years for activities related to sustaining reforms 
following at least three years of full intervention implementation. If 
an LEA receives funding for a school year for planning and other pre-
implementation activities, it would be eligible for only one year of 
funding for activities related to sustaining reforms following full 
intervention implementation. An LEA may not receive more than five 
years of continuous funding for the implementation of a single SIG 
intervention with respect to any particular school.
    Specifically, the Department proposes adding in section II.A.3 (LEA 
requirements) a requirement that an LEA that intends to use the first 
year of its SIG award for planning and other pre-implementation 
activities for an eligible school must include in its application to 
the SEA a description of the planning or pre-implementation activities 
it will undertake, the timeline for implementing those activities, and 
a description of how those activities will lead to successful 
implementation of the selected intervention.
    In section II.A.2(e)(1), the Department also proposes to explicitly 
require an LEA to fully implement a SIG intervention in a school for at 
least three years (subject to the SEA's renewal authority), consistent 
with the current requirements.
    The Department also proposes adding two requirements regarding 
renewal of annual SIG awards to section II.C of the current 
requirements. First, we propose in section II.C.4 that prior to 
renewing the SIG award of an LEA that received SIG funds for a school 
year of planning and other pre-implementation activities for a school, 
an SEA would be required to review the performance of the school 
against the LEA's approved application. The SEA would conduct this 
review to determine whether the LEA will be able to fully implement its 
chosen intervention for the school beginning the first day of the 
following school year. Second, the Department proposes in section 
II.C.5 to permit an SEA to renew an LEA's SIG award for a school, after 
three years of full implementation of an intervention in that school, 
for up to two additional years for continued full implementation of the 
intervention or for activities that are related to sustaining reforms 
(but do not constitute full intervention implementation), based on the 
same criteria that an SEA considers in making renewal decisions under 
section II.C.1-II.C.2. Under this proposal, an LEA would not be 
permitted to receive more than five years of continuous SIG funding 
with respect to any particular school.
    Reasons: The Consolidated Appropriations Act, 2014, allows the 
Secretary to permit an SEA to establish an award period of up to five 
years for each participating LEA, thereby providing more time than 
allowed under current requirements for LEAs to implement SIG 
interventions. Additionally, the Department's proposed requirements 
would allow

[[Page 53256]]

flexibility in two important ways to strengthen SIG implementation. 
First, the proposed requirements allow one school year for LEA planning 
prior to full implementation of a SIG intervention for those LEAs and 
schools that would benefit from that time. Although an LEA may 
currently use SIG funds for the planning and other activities it 
conducts between the time it receives a SIG award and the beginning of 
the first school year of implementation (i.e., the following school 
year), the Department has determined that this ``pre-implementation'' 
period may not be sufficient to ensure that LEAs are prepared to 
implement SIG interventions effectively at the beginning of the first 
school year of implementation. For example, SEAs typically make SIG 
awards to LEAs in spring or early summer, which in some LEAs is after 
personnel contracts have been negotiated and signed for the following 
school year, thus preventing the personnel changes required by certain 
SIG interventions. Accordingly, the additional planning time permitted 
under the proposed requirements may lead to greater success in 
implementation by recognizing the long lead times that may be necessary 
to make the fundamental structural and personnel changes required by 
SIG interventions and to engage sufficiently school staff, families, 
and the broader community in the planning and pre-implementation work 
of turning around a low-performing school. This proposed requirement 
would not affect the requirement to implement an intervention for a 
full school year in order for that school year to count as one of the 
three required years of full implementation.
    To help ensure that a planning year in a particular school will 
lead to greater success in implementation, the proposed requirements 
require (1) an LEA seeking funds for a planning year in a particular 
school to describe in its application to the SEA the planning or pre-
implementation activities it will undertake, the timeline for 
implementing those activities, and a description of how those 
activities will lead to successful implementation of the selected 
intervention and (2) an SEA to review the school's performance during 
the planning year against the LEA's approved application prior to 
renewing the portion of the LEA's grant for that school for full 
implementation in the following school year.
    Second, the proposed requirements address the difficulty that LEAs 
may face in sustaining SIG-funded reforms after the implementation 
period by permitting an SEA to renew an LEA's SIG award for each school 
for up to two additional years for sustainability-related activities, 
based on the same criteria that an SEA considers in making renewal 
decisions under section II.C.1-II.C.2. LEAs could use this additional 
time to ensure that SIG reforms have been successfully integrated into 
each school's ongoing operations. The Department expects that LEAs will 
request lower funding amounts for planning- and sustainability-related 
activities as compared to amounts for the years of full intervention 
implementation because these activities should be less costly than 
those related to full implementation.
Adding State-Determined School Improvement Intervention Models
    Current Requirements: None.
    Proposed Requirements: The Department proposes in section I.A.2(g) 
to allow an LEA to use SIG funds to implement, in one or more SIG-
eligible schools, a State-determined intervention model that has been 
developed or adopted by its SEA and that has been approved by the 
Secretary.
    Under section II.B.1(b) of the proposed requirements, each SEA may 
submit, as part of its SIG application to the Department, one State-
determined intervention model for review and approval by the Secretary. 
Under this proposal, a State-determined intervention model must (1) be 
aligned with the ``turnaround principles'' established under ESEA 
flexibility \1\ and (2) provide for increased learning time (ILT), as 
defined in the current requirements and unchanged in these proposed 
requirements.\2\ Specifically, to be approved under proposed section 
II.B.1(b), a State-determined intervention model would be required to:
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    \1\ ``ESEA flexibility'' refers to flexibility the Department 
offered SEAs regarding specific requirements of the ESEA in exchange 
for rigorous and comprehensive State-developed plans designed to 
improve educational outcomes for all students, close achievement 
gaps, increase equity, and improve the quality of instruction. 
Forty-three States, the District of Columbia, and Puerto Rico are 
approved for ESEA flexibility. More information about ESEA 
flexibility, including detailed information about the turnaround 
principles, can be found in the document ESEA Flexibility, updated 
June 7, 2012, available at http://www2.ed.gov/policy/elsec/guid/esea-flexibility/index.html.
    \2\ The current requirements define ILT as using a longer school 
day, week, or year schedule to significantly increase the total 
number of school hours to include additional time for:
    (a) Instruction in core academic subjects including English, 
reading or language arts, mathematics, science, foreign languages, 
civics and government, economics, arts, history, and geography;
     (b) Instruction in other subjects and enrichment activities 
that contribute to a well-rounded education, including, for example, 
physical education, service learning, and experiential and work-
based learning opportunities that are provided by partnering, as 
appropriate, with other organizations; and
     (c) Teachers to collaborate, plan, and engage in professional 
development within and across grades and subjects.
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    (1) Ensure strong leadership by: (A) Requiring a review of the 
performance of the current principal; (B) requiring replacement of the 
principal, if such a change is necessary to ensure strong and effective 
leadership, or requiring the LEA to demonstrate to the SEA that the 
current principal has a track record in improving achievement and has 
the ability to lead the turnaround effort; and (C) requiring the LEA to 
provide the principal with operational flexibility in the areas of 
scheduling, staff, curriculum, and budget;
    (2) Ensure that teachers are effective and able to improve 
instruction by: (A) Requiring a review of all staff and retaining only 
those who are determined to be effective and to have the ability to be 
successful in supporting the turnaround effort; (B) preventing 
ineffective teachers from transferring to a SIG-funded school; and (C) 
providing job-embedded, ongoing professional development informed by 
the teacher evaluation and support systems and tied to teachers' and 
students' needs;
    (3) Establish schedules and implement strategies that provide ILT;
    (4) Strengthen the school's instructional program by ensuring that 
it (A) is research-based, rigorous, and aligned with State academic 
content standards; and (B) meets students' needs;
    (5) Use data to inform instruction and for continuous improvement, 
including through the provision of time for collaboration on the use of 
data;
    (6) Establish a school environment that improves school safety and 
discipline and addresses other non-academic factors that impact student 
achievement, such as students' social, emotional, and health needs; and
    (7) Provide ongoing mechanisms for family and community engagement.

An intervention that the Secretary approved as part of an SEA's ESEA 
flexibility request that also includes ILT would be considered to have 
met these criteria.
    Reasons: The Consolidated Appropriations Act, 2014, permits an LEA 
to use SIG funds to implement a State-determined intervention model 
that has been approved by the Secretary.
    As part of ESEA flexibility, the Department established the 
``turnaround principles'' to guide SEAs in developing rigorous 
interventions to turn around

[[Page 53257]]

their ``priority'' schools, as those schools are defined in ESEA 
flexibility. The turnaround principles are based on the elements of the 
SIG transformation model, but provide additional flexibility with 
respect to replacing the principal and implementing ILT. This 
additional flexibility reflects, in part, the recognition that LEAs 
with priority schools may not receive additional funding through the 
SIG program to support the implementation of interventions in these 
schools. The Department believes, based on experience thus far with SIG 
and ESEA flexibility, that the turnaround principles provide a baseline 
expectation for the elements of comprehensive, whole-school reform 
consistent with the purpose of the SIG program and, thus, reflect 
appropriate criteria for use by the Secretary in approving a State-
determined intervention model. Further, linking approval of State-
determined intervention models to the turnaround principles will 
facilitate and simplify the approval and implementation process for 
this new intervention model because many States have already developed 
rigorous interventions for their priority schools under ESEA 
flexibility that are consistent with the turnaround principles. SEAs 
that receive approval of their State-determined intervention model 
would then be able to use SIG funds to support their multi-year plans 
under ESEA flexibility for implementing rigorous interventions in their 
priority schools that meet the definition of ``priority schools'' in 
ESEA flexibility.
    In addition to ensuring that any State-determined intervention 
model is consistent with the turnaround principles, the proposed 
requirements provide that a State-determined intervention model must 
include the implementation of ILT. The Department believes that the 
comprehensive implementation of ILT would provide essential support for 
key improvements in teaching and learning required by interventions 
consistent with the turnaround principles, and thus should be included 
in any State-determined intervention model approved by the Secretary. 
The Department did not explicitly include ILT in the turnaround 
principles of ESEA flexibility due to its potential costs, which may 
exceed the resources available to SEAs and LEAs to support priority 
interventions in the absence of SIG or other dedicated turnaround 
funds. However, the availability of up to $2 million annually for a 
school implementing an approved State-determined intervention model 
through the SIG program mitigates such resource limitation concerns.
    Evidence from the field shows that increasing learning time in a 
strategic, high-quality manner is often a key element of successful 
school turnaround. For example, The Case for Improving and Expanding 
Time in School: A Review of Key Research and Practice, published in 
April 2012 by the National Center on Time and Learning (NCTL) and 
available at www.timeandlearning.org/files/
CaseforMoreTime1.pdf, summarizes evidence demonstrating that a 
longer school day and longer school year implemented consistently with 
the principles of ILT can have a meaningful impact on improving student 
achievement. Providing time to allow for enrichment activities, teacher 
collaboration, and professional development, in addition to instruction 
in core academic subjects including math, science, and reading, is key 
to ensuring success.
Adding Evidence-Based, Whole-School Reform Strategies
    Current Requirements: None.
    Proposed Requirements: Section I.A.2(e) of the proposed 
requirements would allow an LEA to use SIG funds to implement, in 
partnership with a strategy developer, an evidence-based, whole-school 
reform strategy in a school. Under this proposed requirement, such a 
strategy must have evidence of effectiveness that includes at least two 
studies that meet What Works Clearinghouse evidence standards with or 
without reservations (i.e., qualifying experimental or quasi-
experimental studies) and that found a statistically significant 
favorable impact on a student academic achievement or attainment 
outcome, with no statistically significant and overriding unfavorable 
impacts on that outcome for relevant populations in the study or in 
other studies of the intervention reviewed by and reported on by the 
What Works Clearinghouse.\3\
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    \3\ What Works Clearinghouse Procedures and Standards Handbook 
(Version 3.0), which can currently be found at the following link: 
http://ies.ed.gov/ncee/wwc/pdf/referenceresources/
wwcproceduresv30standards
handbook.pdf.
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    The proposed requirements include two related definitions. First, 
the proposed requirements in section I.A.3 define ``whole-school reform 
strategy'' as a strategy that (1) is designed to improve student 
academic achievement or attainment; (2) is implemented for all students 
in a school; and (3) addresses, at a minimum and in a comprehensive and 
coordinated manner, school leadership, teaching and learning in at 
least one full academic content area (including professional learning 
for educators), student non-academic support, and family and community 
engagement.\4\ Second, the proposed requirements define ``strategy 
developer'' as an entity or individual that maintains proprietary 
rights for the strategy or, if no entity or individual maintains 
proprietary rights for the strategy, an entity or individual that has a 
demonstrated record of success in implementing the strategy in one or 
more low-achieving schools or that, together with a partner LEA, has a 
high-quality plan for implementing the strategy in a school.
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    \4\ The Department intends to invite strategy developers and 
other entities to submit prospective strategies and research studies 
of the effectiveness of those strategies for review against the 
proposed evidence requirement discussed in the preceding paragraph 
and the requirements of the proposed definition of ``whole-school 
reform strategy.'' The Department intends to identify, from among 
the strategies submitted for review, those that meet requirements in 
advance of SEAs' competitions for fiscal year 2014 SIG funds. An LEA 
seeking to use SIG funds to implement, in partnership with a 
strategy developer, an evidence-based, whole-school reform strategy 
would be permitted to choose from among the strategies so identified 
by the Department.
     The Department will provide information regarding the 
submission and review of prospective strategies on its Web site at 
http://www.ed.gov/programs/sif/npr-wholeschlreform.html, and may re-
open the submission and review process, if necessary, based on the 
final requirements.
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    Finally, the Department proposes adding section I.A.4(a)(10) 
(Evidence of strongest commitment), which would require the SEA, when 
considering the strength of the LEA's commitment, to evaluate the 
extent to which an LEA that is proposing to implement an evidence-
based, whole-school reform strategy in a school demonstrates that the 
evidence supporting the strategy it proposes to implement includes a 
sample population or setting similar to the population or setting of 
the school to be served. The SEA would also consider the extent to 
which the LEA has demonstrated that it has partnered with a strategy 
developer that meets the proposed definition of ``strategy developer.'' 
Notably, under proposed section II.A.2(c), an LEA would have to provide 
evidence of its strong commitment to use SIG funds to implement the 
selected intervention by addressing the factors in section I.A.4(a), 
and under proposed section II.B.2(b)(2), the SEA would have to ensure 
that the LEA's application makes the required demonstration prior to 
approving the LEA's application.
    Reasons: The Consolidated Appropriations Act, 2014, permits an LEA 
to use SIG funds to implement, in partnership with a strategy 
developer, a

[[Page 53258]]

whole-school reform strategy that is based on at least a moderate level 
of evidence that the strategy will have a statistically significant 
effect on student outcomes, including more than one experimental or 
quasi-experimental study. In addition, as stated in its report 
accompanying its fiscal year 2014 appropriations bill for the 
Department (Senate Report 113-71), the Senate Appropriations Committee 
expects that any approach taken with SIG funds will address schoolwide 
factors, including, for example, curriculum and instruction, social and 
emotional support services for students, and training and support for 
teachers and school leaders. The proposed requirements described in 
this section are intended to implement the Consolidated Appropriations 
Act, 2014, provision in a manner consistent with the Senate Committee 
report language.
    The Department notes that 34 CFR 77.1 (Definitions that apply to 
all Department programs) defines ``moderate evidence of effectiveness'' 
as including at least one study that, among other things, meets What 
Works Clearinghouse evidence standards with or without reservations and 
found a statistically significant favorable impact on a relevant 
outcome. Because the provision in the Consolidated Appropriations Act, 
2014, requires more than one such study as evidence of a strategy's 
effectiveness, the Department cannot use the definition of ``moderate 
evidence of effectiveness'' in 34 CFR 77.1 to implement the provision 
and must instead propose the program-specific evidence requirement in 
section I.A.2(e).
    The proposed definition of ``whole-school reform strategy'' is 
intended to ensure that a strategy implemented by an LEA is consistent 
not only with the Senate Committee report language but also with 
evidence from the field and the research literature on whole-school 
reform by specifying that the strategy address, in a comprehensive and 
coordinated manner, schoolwide factors essential to successful school 
turnaround efforts.\5\
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    \5\ Stringfield, S., Millsap, M., Yoder, N., Schaffer, E., 
Nesselrodt, P., Gamse, B., Brigham, N., Moss, M., Herman, R., & 
Bedinger, S. (1997). Special strategies studies final report. 
Washington, DC: U.S. Department of Education. An executive summary 
of the report is available at www.csos.jhu.edu/Otherlinks/SpecialStrategies/intro.htm, finding that ``[s]tudents in schools 
working with whole school reform tended to achieve greater gains 
than did students in schools attempting various pull-out programs.''
---------------------------------------------------------------------------

    The proposed definition of ``strategy developer,'' as well as the 
related proposed requirements regarding whether an LEA has partnered 
with a strategy developer that meets the proposed definition, are 
intended to ensure that the entity or individual with whom an LEA 
partners to implement an evidence-based, whole-school reform strategy 
possesses the required qualifications or has a high-quality plan for 
successful implementation of the strategy in an eligible school.
    Finally, the proposed requirements regarding whether the evidence 
of effectiveness for a strategy proposed for implementation in a school 
includes a sample overlapping with the populations or settings of that 
school are intended to ensure the relevance and appropriateness of the 
strategy for the students and the school.
Rural LEAs' Modification of One SIG Intervention Model Element
    Current Requirements: None.
    Proposed Requirements: The Department proposes to add a provision 
in section I.B.6 to permit an LEA that is eligible for services under 
subpart 1 or 2 of part B of title VI of the ESEA (referred to herein as 
a rural LEA) to modify one element of the turnaround or transformation 
model so long as the modification meets the intent and purpose of the 
original element.
    The Department also proposes to modify the language introducing the 
turnaround and transformation models' requirements in sections I.A.2(a) 
and I.A.2(d) of the current requirements to clarify that those models' 
requirements are ``elements.'' Other than the proposed changes 
discussed in the following section, the Department is not proposing to 
substantively change the elements of the turnaround and transformation 
models themselves.
    Additionally, the Department proposes adding section I.A.4(a)(9) 
(Evidence of strongest commitment), which would require the SEA, when 
considering the strength of the LEA's commitment, to evaluate the 
extent to which a rural LEA applying to implement the turnaround or 
transformation model and modify one element of that model has 
demonstrated that it will meet the intent and purpose of the original 
element. For example, if a rural LEA applying to implement a turnaround 
model seeks to modify the element of the model that requires the LEA to 
replace the principal, the LEA must demonstrate in its application how 
it will ensure strong leadership in the school. The LEA could do this 
by demonstrating to the SEA that the current principal has a track 
record in improving student achievement and has the experience and 
skills needed to implement the intervention.
    Finally, the Department proposes adding reporting requirements to 
section III.A.3 that would require an SEA to report, with respect to 
schools receiving SIG funds, the number of schools implementing models 
with a modified element pursuant to proposed section I.B.6 and which 
models are being implemented in those schools.
    Reasons: The Consolidated Appropriations Act, 2014, permits an LEA 
eligible for services under subpart 1 or 2 of part B of title VI of the 
ESEA (Rural Education Achievement Program) to modify not more than one 
element of a SIG intervention model. The proposed requirements are 
intended to implement this flexibility while maintaining the integrity 
of the SIG intervention models in the current requirements and ensuring 
that the reporting requirements capture relevant information about LEAs 
availing themselves of this flexibility.
Adding Early Learning Intervention Model
    Current Requirements: None.
    Proposed Requirements: Section I.A.2(f) of the proposed 
requirements would allow an LEA to use SIG funds to implement an early 
learning intervention model in an elementary school. Under this 
proposed requirement, an LEA implementing the early learning 
intervention model in an elementary school must--
    (1) Implement each of the following early learning strategies--
    (A) Offer full-day kindergarten;
    (B) Establish or expand a high-quality preschool program;
    (C) Provide educators, including preschool teachers, with time for 
joint planning across grades to facilitate effective teaching and 
learning and positive teacher-student interactions.
    (2) Replace the principal who led the school prior to commencement 
of the early learning model;
    (3) Implement the same rigorous, transparent, and equitable 
evaluation and support systems for teachers and principals, designed 
and developed with teacher and principal involvement, that the 
Department proposes to require under the transformation model;
    (4) Use the teacher and principal evaluation and support system to 
identify and reward school leaders, teachers, and other staff who, in 
implementing this model, have increased student achievement and 
identify and remove those who, after ample opportunities have been 
provided for them to improve their professional practice, have not done 
so;
    (5) Implement such strategies as financial incentives, increased

[[Page 53259]]

opportunities for promotion and career growth, and more flexible work 
conditions that are designed to recruit, place, and retain staff with 
the skills necessary to meet the needs of students in the school, 
taking into consideration the results from the teacher and principal 
evaluation and support system, if applicable;
    (6) Use data to identify and implement an instructional program 
that (a) is research-based, developmentally appropriate, and vertically 
aligned from one grade to the next as well as aligned with State early 
learning and development standards and State academic standards and (b) 
in the early grades, promotes the full range of academic content across 
domains of development, including math and science, language and 
literacy, socio-emotional skills, self-regulation, and executive 
functions;
    (7) Promote the continuous use of student data (such as from 
formative, interim, and summative assessments) to inform and 
differentiate instruction in order to meet the educational and 
developmental needs of individual students; and
    (8) Provide staff ongoing, high-quality, job-embedded professional 
development such as coaching and mentoring (e.g., regarding subject-
specific pedagogy, instruction that reflects a deeper understanding of 
the community served by the school, or differentiated instruction) that 
is aligned with the school's comprehensive instructional program and 
designed with school staff to ensure they are equipped to facilitate 
effective teaching and learning and have the capacity to implement 
successfully school reform strategies.
    The Department also proposes adding to section I.A.3 the definition 
of ``high-quality preschool program'' based on the definition that is 
used in the Preschool Development Grants program.\6\ Under this 
definition, ``high-quality preschool program'' would mean an early 
learning program that includes structural elements that are evidence-
based and nationally recognized as important for ensuring program 
quality, including at a minimum--
---------------------------------------------------------------------------

    \6\ See the notice inviting applications for the Preschool 
Development Grants program, published in the Federal Register on 
August 18, 2014 (79 FR 48853).
---------------------------------------------------------------------------

    (1) High staff qualifications, including a teacher with a 
bachelor's degree in early childhood education or a bachelor's degree 
in any field with a State-approved alternate pathway, which may include 
coursework, clinical practice, and evidence of knowledge of content and 
pedagogy relating to early childhood, and teaching assistants with 
appropriate credentials;
    (2) High-quality professional development for all staff;
    (3) A child-to-instructional staff ratio of no more than 10 to 1;
    (4) A class size of no more than 20 with, at a minimum, one teacher 
with high staff qualifications as outlined in paragraph (1) of this 
definition;
    (5) A full-day program;
    (6) Inclusion of children with disabilities to ensure access to and 
full participation in all opportunities;
    (7) Developmentally appropriate, culturally and linguistically 
responsive instruction and evidence-based curricula, and learning 
environments that are aligned with the State early learning and 
development standards, for at least the year prior to kindergarten 
entry;
    (8) Individualized accommodations and supports so that all children 
can access and participate fully in learning activities;
    (9) Instructional staff salaries that are comparable to the 
salaries of local kindergarten through grade 12 (K-12) instructional 
staff;
    (10) Program evaluation to ensure continuous improvement;
    (11) On-site or accessible comprehensive services for children and 
community partnerships that promote families' access to services that 
support their children's learning and development; and
    (12) Evidence-based health and safety standards.
    Reasons: Strong and consistent evidence demonstrates that 
participation in high-quality early learning programs can lead to both 
short- and long-term positive outcomes for all children, including 
improved school readiness, lower rates of grade retention and placement 
in special education, improved high school graduation rates, and 
increased rates of college attendance and completion.\7\
---------------------------------------------------------------------------

    \7\ See ``Investing in our Future: The Evidence Base on 
Preschool Education'' (available at http://fcd-us.org/sites/default/files/Evidence%20Base%20on%20Preschool%20Education%20FINAL.pdf). 
Society for Research in Child Development and the Foundation for 
Child Development, October 2013.
---------------------------------------------------------------------------

    Educational improvement strategies that focus on preschool and the 
early grades can address the persistent and large achievement gaps by 
race and income that are evident upon school entry, and often well-
entrenched by third grade, and that negatively affect both individual 
student outcomes in later grades and overall school performance.
    In ``Investing in our Future: The Evidence Base on Preschool 
Education,'' published by the Society for Research in Child Development 
and the Foundation for Child Development, a group of leading 
researchers contend that the effects of preschool may be more 
sustainable through the implementation and evaluation of policies that 
increase the quality of preschool programs, facilitate alignment of 
instructional practices between preschool and early elementary school, 
and enhance the positive impact that parents have on their child's 
development.\8\
---------------------------------------------------------------------------

    \8\ Ibid.
---------------------------------------------------------------------------

    Traditional early elementary practice has not evolved as quickly as 
new advances in the science of how children develop and learn have 
emerged. Implementing a more comprehensive and aligned instructional 
program that builds on the foundational processes that underlie 
children's learning in the early years, such as self-regulation, 
representation, memory, and attachment, can build a strong foundation 
of learning that will remain with children throughout their education 
and life.
    To that end, the Department also proposes adopting the definition 
of ``high-quality preschool program'' used in the Preschool Development 
Grants program. We believe this definition is appropriate in the SIG 
program as well because it includes key elements of a successful 
preschool program that will lead to lasting educational gains.
    In addition to the requirements focused on early learning, the 
proposed early learning intervention model includes a number of 
strategies that are aligned with existing transformation model 
requirements. This reflects the Department's belief, based on 
experience thus far with the SIG program, that the transformation model 
requirements provide an appropriate framework for maximizing the 
benefits of high-quality early learning while also improving student, 
teacher, and school performance in the upper grades, consistent with 
the SIG program's purpose to facilitate successful turnaround of the 
entire school.
Modifying the Teacher and Principal Evaluation and Support System 
Requirements Under the Transformation Model
    Current Requirements: Under section I.A.2(d)(a)(i)(B), an LEA 
implementing the transformation model must use an evaluation system for 
teachers and principals that (1) takes into account data on student 
growth as a significant factor as well as other factors and (2) is 
designed and developed with teacher and principal involvement.

[[Page 53260]]

    Proposed Requirements: Proposed section I.A.2(d)(1)(A)(ii) revises 
the current requirements and would require an LEA implementing the 
transformation model to implement a teacher and principal evaluation 
and support system that meets the requirements for these systems under 
ESEA flexibility. Specifically, under ESEA flexibility, a teacher and 
principal evaluation and support system must be designed and developed 
with teacher and principal involvement and must also:
    (1) Be used for continual improvement of instruction;
    (2) Meaningfully differentiate performance using at least three 
performance levels;
    (3) Use multiple valid measures in determining performance levels, 
including as a significant factor data on student growth for all 
students (including English learners and students with disabilities), 
and other measures of professional practice (which may be gathered 
through multiple formats and sources, such as observations based on 
rigorous teacher performance standards, teacher portfolios, and student 
and parent surveys);
    (4) Evaluate teachers and principals on a regular basis;
    (5) Provide clear, timely, and useful feedback, including feedback 
that identifies needs and guides professional development; and
    (6) Be used to inform personnel decisions.
    The Department also proposes amending the definition of ``student 
growth'' in section I.A.3 to align it with the definition under ESEA 
flexibility, such that it is defined as the change in student 
achievement for an individual student between two or more points in 
time. For the purposes of the proposed definition of ``student 
growth,'' ``student achievement'' would mean, (1) for grades and 
subjects in which assessments are required under section 1111(b)(3) of 
the ESEA, (a) a student's score on such assessments and may include (b) 
other measures of student learning, provided they are rigorous and 
comparable across schools within an LEA; and (2) for grades and 
subjects in which assessments are not required under section 1111(b)(3) 
of the ESEA, alternative measures of student learning and performance, 
such as student results on pre-tests, end-of-course tests, and 
objective performance-based assessments; student learning objectives; 
student performance on English language proficiency assessments; and 
other measures of student achievement that are rigorous and comparable 
across schools within an LEA.
    The Department also proposes moving current requirement 
I.A.2(d)(1)(i)(D) (requiring an LEA implementing the transformation 
model in a school to provide staff ongoing, high-quality professional 
development that is aligned with the school's comprehensive 
instructional program and designed with school staff) from the section 
regarding developing and increasing teacher and school leader 
effectiveness to the section regarding comprehensive instruction reform 
strategies, in proposed requirement I.A.(2)(d)(2)(A)(iii).
    Reasons: After publishing the current requirements, the Department 
discovered that they erroneously omit certain requirements from the 
teacher and principal evaluation and support system requirements in 
section I.A.2(d)(1)(i)(B). Specifically, the transformation model 
requires that an LEA: (1) Identify and reward school leaders, teachers, 
and other staff; (2) provide staff ongoing high-quality job-embedded 
professional development; and (3) implement such strategies as 
financial incentives, increased opportunities for promotion and career 
growth, and more flexible work conditions. The Department intended to 
require that the teacher and principal evaluation and support systems 
be used for those three activities but, due to a numbering error in the 
current requirements, did not implement that requirement.
    After the Department published the current requirements, the 
Department established requirements for teacher and principal 
evaluation and support systems implemented by LEAs under ESEA 
flexibility. The Department believes, based on prior SIG and ESEA 
flexibility implementation, that high-quality teacher and principal 
evaluation and support systems that meet those requirements will 
provide meaningful information about the effectiveness of teachers and 
principals, can be used to inform professional development and improve 
practice, and will ultimately increase the quality of instruction for 
all students.
    The Department proposes aligning the requirements for teacher and 
principal evaluation and support systems under the SIG transformation 
model with the requirements under ESEA flexibility, including the 
definition of ``student growth,'' for several reasons. First, the 
proposed requirement fills the gap created by the accidental omission 
in the current requirements to ensure that teacher and principal 
evaluation and support systems under the transformation model are used 
to inform personnel decisions and professional development. Second, it 
clarifies that teacher and principal evaluation and support systems 
implemented as part of ESEA flexibility satisfy the requirements of the 
SIG transformation model, which would reduce the burden on LEAs in SEAs 
with approved ESEA flexibility requests because they would not have to 
implement separate evaluation systems. Lastly, the proposal would help 
to ensure consistency across Department programs.
    Finally, the Department proposes moving the professional 
development requirement in order to distinguish that requirement from 
the requirements that pertain directly to the teacher and principal 
evaluation and support systems. The proposal to move the professional 
development requirement does not change in any way the requirement 
itself.
Eliminating the ``Rule of Nine''
    Current Requirements: Under section II.A.2(b) of the current 
requirements, if an LEA has nine or more Tier I and Tier II schools, 
the LEA may not implement the transformation model in more than half of 
those schools (the ``rule of nine'').
    Proposed Requirements: The proposed requirements eliminate the 
``rule of nine.''
    Reasons: The Department created the ``rule of nine'' in response to 
evidence and data on school improvement practices under section 1116 of 
the ESEA suggesting that turning around chronically low-performing 
schools (those identified for restructuring under section 
1116(b)(8)(B)(v) of the ESEA) required significant changes in 
governance, leadership, and staffing. Moreover, the data suggested that 
many LEAs were reluctant to make such fundamental, structural changes 
in their schools, as demonstrated by the preference for the ``any other 
major restructuring'' option for schools identified for restructuring, 
which, despite the name, does not actually require specific changes in 
school staffing, structure, or governance. The ``rule of nine'' also 
was intended to help ensure that LEAs applying for SIG funds selected 
intervention models for their eligible Tier I and Tier II schools on 
the basis of comprehensive needs analyses reflecting the unique 
characteristics and circumstances of each school, and not by simply 
implementing the same model in all their eligible schools.
    The Department is proposing to eliminate the ``rule of nine'' for 
several reasons. First, with the addition of the three new 
interventions in proposed

[[Page 53261]]

sections I.A.2(e)-(g) and the flexibility for rural LEAs in proposed 
section I.B.6, the Department is proposing making the SIG program more 
flexible for SEAs and LEAs. A rule limiting the specific interventions 
that an LEA may implement is inconsistent with that flexibility. 
Second, State-reported data on SIG interventions suggest that the 
``rule of nine'' did not have an impact on which intervention models 
most LEAs with nine or more Tier I and Tier II schools chose to 
implement. Third, drawing on its experience of SIG implementation since 
the award of fiscal year 2009 funds, the Department believes the most 
important factors in selecting an appropriate model for a SIG-eligible 
school are the particular circumstances and needs of the school and the 
specific interventions to be implemented.
    For these reasons, and as discussed in the following section, the 
Department proposes requiring an LEA to demonstrate in its application 
that the proposed intervention meets the specific needs of each school 
it proposes to serve with SIG funds.
Adding LEA Requirement To Demonstrate Appropriateness of Chosen 
Intervention Model and Take Into Consideration Family and Community 
Input
    Current Requirements: Under section I.A.4(a)(i) and section 
II.B.2(b)(ii), an SEA must consider the extent to which an LEA's 
application demonstrates that it has taken action or will take action 
to analyze the needs of the schools it applies to serve. Under section 
II.A.2(a)(iv), an LEA must address the extent to which it has taken 
action or will take action to analyze the needs of the schools it 
applies to serve in its application to the SEA.
    Proposed Requirements: The Department proposes revising the needs 
analysis requirement in section I.A.4(a)(1) to provide that an SEA must 
take into account the extent to which an LEA (1) includes a 
demonstration in its application that the intervention selected for 
each eligible school is designed to meet the specific needs of the 
school, based on a needs analysis that, among other things, analyzes 
the school improvement needs identified by families and the community, 
and (2) takes into consideration family and community input in 
selecting the intervention for each school.
    Reasons: Although under the current requirements an LEA is required 
to address the needs of its SIG-eligible schools, there is no 
requirement that the LEA demonstrate that the intervention selected is 
the most appropriate option for meeting the specific needs of the 
school. There is also no current requirement that the needs analysis 
must reflect the needs identified based on family and community input. 
Although currently allowable, in order to ensure that an LEA implements 
an appropriate intervention for each school it proposes to serve with 
SIG funds and that input from families and the community is taken into 
consideration when selecting an intervention, the Department proposes 
to require the SEA to consider the extent to which the LEA has 
demonstrated that the selected intervention responds to the particular 
circumstances and needs of the school, taking into consideration family 
and community input.
Adding LEA Requirement to Continuously Engage Families and the 
Community Throughout Implementation
    Current Requirements: Although under section I.A.2(d)(3)(A)(ii) of 
the current requirements an LEA implementing the transformation model 
must provide ongoing mechanisms for family and community engagement, no 
similar requirement regarding family and community engagement applies 
to all LEAs that receive SIG funds, regardless of the intervention 
model implemented.
    Proposed Requirements: The Department proposes adding section 
I.A.4(a)(8) (Evidence of strongest commitment), which would require an 
SEA to consider the extent to which the LEA's application demonstrates 
how the LEA will meaningfully engage families and the community in the 
implementation of the intervention on an ongoing basis.
    Reasons: Family and community engagement in selecting an 
intervention is important for ensuring local support for a successful 
turnaround, as reflected in proposed requirement I.A.4(a)(1). However, 
ongoing family and community engagement is also essential to support 
student learning and ensure effective implementation of reform 
strategies. Families and community organizations are key partners in 
creating a culture of achievement and addressing students' social, 
emotional, and health needs.
Adding LEA Requirement to Monitor and Support Intervention 
Implementation
    Current Requirements: None.
    Proposed Requirements: The Department proposes adding section 
I.A.4(a)(7) (Evidence of strongest commitment) to require an SEA to 
consider the extent to which the LEA's application demonstrates how the 
LEA will provide effective oversight and support for implementation of 
interventions in its schools by, for example, creating an LEA 
turnaround office.
    Reasons: Through monitoring and interaction with LEAs and SEAs, the 
Department has found that LEA-level activities and structures are key 
to supporting a successful school turnaround. The proposed requirements 
would ensure that LEAs focus on monitoring and supporting turnaround 
efforts in their schools, including establishing or modifying their 
governance structures.
Adding LEA Requirements to Regularly Review External Providers' 
Performance and Hold External Providers Accountable
    Current Requirements: Under section I.A.4(a)(iii) and section 
II.B.2(b)(ii), an SEA must consider the extent to which an LEA's 
application demonstrates that an LEA has recruited, screened, and 
selected (or will recruit, screen, and select) external providers, if 
applicable, to ensure their quality. Under section II.A.2(a)(iv), an 
LEA must address in its application to the SEA the extent to which it 
has recruited, screened, and selected (or will recruit, screen, and 
select) external providers, if applicable, to ensure their quality. 
Under section II.A.9, an LEA that implements a restart model must hold 
the charter school operator, charter management organization (CMO), or 
education management organization (EMO) accountable for meeting the SIG 
requirements.
    Proposed Requirements: The Department proposes several changes to 
the provision regarding the recruitment, screening, and selection of 
external providers. Specifically, in proposed section I.A.4(a)(4) 
(Evidence of strongest commitment), in addition to the current 
requirement that an SEA consider the extent to which the LEA's 
application demonstrates that the LEA will recruit, screen, and select 
external providers to ensure their quality, we would require an SEA to 
consider the extent to which the LEA's application demonstrates that 
the LEA will regularly review the external provider's performance and 
hold the external provider accountable for its performance. Finally, in 
proposed section II.A.9, the Department proposes requiring an LEA to 
hold an external provider accountable for meeting the SIG requirements, 
regardless of which model the LEA is implementing.
    Reasons: Although under the current requirements an SEA must 
consider the extent to which the LEA will screen and

[[Page 53262]]

select external providers, there is no requirement that the SEA 
consider how an LEA will review external provider performance or hold 
external providers accountable for their performance. By requiring that 
LEAs take a performance management approach to working with external 
providers, the Department is helping to ensure that providers are 
fulfilling the obligations under their memoranda of understanding 
(MOUs), contracts, or other agreements and are held accountable for 
contributing to increased student achievement in schools that are 
implementing a SIG model. The Department expects that, to meet the 
proposed requirement, an LEA will include, in an MOU, contract, or 
other agreement with a provider, the LEA's expectations for how the 
provider will perform and be evaluated throughout the period of the 
grant.
Clarifying Rigorous Review Process Under the Restart Model
    Current Requirements: Under section I.A.2(b), an LEA may use funds 
to implement the restart model, under which the LEA converts a school 
or closes and reopens a school under a charter school operator, a CMO, 
or an EMO that has been selected through a rigorous review process. The 
current requirements do not specify the criteria for such a review, nor 
do they expressly establish a role for the SEA in the review and 
selection of the restart partner.
    Proposed Requirements: The Department proposes adding section 
I.A.4(a)(11) (Evidence of strongest commitment), which would require an 
SEA to consider the extent to which the LEA's application demonstrates 
that it will conduct a rigorous review process in selecting the charter 
school operator, CMO, or EMO to operate or manage the school or schools 
it proposes to serve with SIG funds. Under the proposed requirements in 
section I.A.2(b)(1), the rigorous review process must include a 
determination by the LEA that the charter school operator, CMO, or EMO 
is likely to produce strong results for the school. In making that 
determination, the LEA must consider the extent to which the schools 
currently operated or managed by the selected charter school operator, 
CMO, or EMO, if any, have produced strong results over the past three 
years (or over the life of the school or schools, if open for fewer 
than three years), including--
    (1) Significant improvement in academic achievement for the groups 
of students described in section 1111(b)(2)(C)(v) of the ESEA;
    (2) Success in closing achievement gaps, either within schools or 
relative to all public elementary school and secondary school students 
statewide, for all of the groups of students described in section 
1111(b)(2)(C)(v)(II) of the ESEA;
    (3) High school graduation rates, where applicable, that are above 
the average rates in the State for the groups of students described in 
section 1111(b)(2)(C)(v) of the ESEA; and
    (4) No significant compliance issues, including in the areas of 
civil rights, financial management, and student safety.
    Reasons: The Department believes that additional safeguards beyond 
those in the current requirements are needed to ensure that LEAs 
implementing a restart model do so in a manner that is likely to result 
in improved academic achievement and attainment outcomes for students. 
Specifically, we believe that the recent performance of schools 
currently operated or managed by an LEA's restart partner is a key 
predictor of success that must be considered, as research indicates 
that schools opened by a CMO or EMO typically perform at a level 
similar to the average of the other schools managed by that 
organization.\9\
---------------------------------------------------------------------------

    \9\ Woodworth, J. and Raymond, M. (2013). Charter School Growth 
and Replication: Volume II. Stanford, CA: Center for Research on 
Education Outcomes, Stanford University.
---------------------------------------------------------------------------

    The four factors the Department proposes requiring an LEA to 
consider in determining whether a charter school operator, CMO, or EMO 
has produced strong results are aligned with the factors that we have 
used over the last several years in the definition of ``high-quality 
charter school'' for the Charter Schools Program Grants for Replication 
and Expansion of High-Quality Charter Schools. We believe these factors 
are appropriate for use in the SIG program as well because they involve 
the key criteria that should be used when considering the past 
performance of a charter school operator, CMO, or EMO as it pertains to 
student achievement, other educational outcomes, and important areas of 
compliance.\10\
---------------------------------------------------------------------------

    \10\ See the notice of final priorities, requirements, 
definitions, and selection criteria for this program, published in 
the Federal Register on July 12, 2011 (76 FR 40898).
---------------------------------------------------------------------------

    We note that the proposed requirements would not preclude an LEA 
from considering other factors in determining whether an LEA's selected 
charter school operator, CMO, or EMO is likely to produce strong 
results for the school. They also would not prevent an LEA from 
selecting a charter school operator, CMO, or EMO that does not 
currently operate or manage any schools. However, we expect an SEA to 
use caution in awarding SIG funds to an LEA that selects an entity that 
does not have a record of producing strong results.
Clarifying Renewal Criteria
    Current Requirements: Under section II.C, an SEA must renew an 
LEA's grant if the LEA demonstrates that its schools are meeting 
student achievement goals in reading/language arts and mathematics and 
may renew an LEA's grant if the SEA determines that the LEA's schools 
are making progress toward those goals.
    Proposed Requirements: Section II.C.2 of the proposed requirements 
sets forth the following two additional factors an SEA may consider 
when making grant renewal decisions for an LEA with SIG-funded schools 
that have not met student achievement goals or for which the SEA does 
not have sufficient data to determine whether student achievement goals 
have been met: (1) Whether the LEA's schools are making progress on the 
leading indicators in section III and (2) whether the LEA is 
implementing interventions in its schools with fidelity to applicable 
requirements and to its application. Section II.C.6 of the proposed 
requirements also clarifies that nothing in the requirements would 
diminish an SEA's authority to take appropriate enforcement action with 
respect to an LEA that is not complying with the terms of its grant.
    Reasons: Many SEAs do not have sufficient data to determine whether 
an LEA's schools have met their student achievement goals at the time 
of grant renewal decisions. To address this issue, the Department has 
proposed additional factors relevant to an LEA's performance that the 
SEA may consider. These additional criteria would help an SEA determine 
whether a school without achievement data is likely to be successful in 
improving student achievement by the end of its grant period.
    To eliminate any misconception that the requirements that pertain 
to grant renewal might preclude the SEA from taking appropriate 
enforcement actions, the Department has also included language to 
clarify that an SEA would retain its enforcement authority, up to and 
including terminating an LEA's subgrant.
Defining ``Greatest Need'' To Include Priority and Focus Schools for 
SEAs With Approved ESEA Flexibility Requests
    Current Requirements: Under section I.A, an SEA may award SIG funds 
to LEAs with the greatest need for such funds, defined as LEAs that 
have Tier I, Tier II, or Tier III schools, as defined in

[[Page 53263]]

the current requirements. The current requirements do not address 
schools identified through an SEA's approved ESEA flexibility request 
as priority or focus schools.
    Proposed Requirements: Section I.A.1 of the proposed requirements 
revises the existing definition of ``greatest need'' to include, for an 
SEA with an approved ESEA flexibility request, priority schools and 
focus schools identified pursuant to the SEA's approved ESEA 
flexibility request and consistent with the definitions of those 
schools under ESEA flexibility.\11\
---------------------------------------------------------------------------

    \11\ Under ESEA flexibility, ``priority school'' is defined as a 
school that, based on the most recent data available, has been 
identified as among the lowest-performing schools in the State. The 
total number of priority schools in a State must be at least five 
percent of the title I schools in the State. A priority school is--
    A school among the lowest five percent of title I schools in the 
State based on the achievement of the ``all students'' group in 
terms of proficiency on the statewide assessments that are part of 
the SEA's differentiated recognition, accountability, and support 
system, combined, and has demonstrated a lack of progress on those 
assessments over a number of years in the ``all students'' group;
    A title I-participating or title I-eligible high school with a 
graduation rate less than 60 percent over a number of years; or
    A Tier I or Tier II school under the SIG program that is using 
SIG funds to implement a school intervention model.
    Under ESEA flexibility, ``focus school'' is defined as a title I 
school in the State that, based on the most recent data available, 
is contributing to the achievement gap in the State. The total 
number of focus schools in a State must equal at least 10 percent of 
the title I schools in the State. A focus school is--
    A school that has the largest within-school gaps between the 
highest-achieving subgroup or subgroups and the lowest-achieving 
subgroup or subgroups or, at the high school level, has the largest 
within-school gaps in graduation rates; or
    A school that has a subgroup or subgroups with low achievement 
or, at the high school level, low graduation rates.
    An SEA must also identify as a focus school a title I high 
school with a graduation rate less than 60 percent over a number of 
years that is not identified as a priority school.
    These determinations must be based on the achievement and lack 
of progress over a number of years of one or more subgroups of 
students identified under ESEA section 1111(b)(2)(C)(v)(II) in terms 
of proficiency on the statewide assessments that are part of the 
SEA's differentiated recognition, accountability, and support 
system, combined, or, at the high school level, graduation rates for 
one or more subgroups. See the document ESEA Flexibility, updated 
June 7, 2012, available at http://www2.ed.gov/policy/elsec/guid/esea-flexibility/index.html.
---------------------------------------------------------------------------

    The proposed requirements include conforming references to priority 
and focus schools throughout to clarify that the relevant requirements 
that pertain to Tier I and Tier II schools apply to both priority and 
focus schools, with the following exceptions: (1) Proposed section 
II.A.4(a) requires an LEA to serve each priority school unless the LEA 
demonstrates it lacks sufficient capacity to do so; (2) proposed 
section II.A.7 precludes an LEA with one or more priority schools from 
applying to serve one or more focus schools if it has not applied to 
serve all of its priority schools; and (3) proposed section II.B.7 
requires an SEA to give priority to LEAs that apply to serve priority 
schools, if the SEA does not have sufficient SIG funds to make at least 
three-year awards to each LEA that submits an approvable application.
    Reasons: Through waivers granted as part of ESEA flexibility and 
through the State SIG application process, most SEAs with approved ESEA 
flexibility requests have replaced their lists of Tier I, Tier II, and 
Tier III schools with lists of priority schools that were identified in 
accordance with their approved ESEA flexibility requests. These waivers 
are necessary because, under ESEA flexibility, most SEAs no longer make 
AYP determinations or identify title I schools in improvement, 
corrective action, or restructuring. Therefore, these SEAs are unable 
to identify a sufficient number of schools that meet the definitions of 
Tier I, Tier II, and Tier III schools. The proposed requirements would 
require SEAs with approved ESEA flexibility requests to award SIG funds 
to LEAs with priority and focus schools instead of Tier I, Tier II, or 
Tier III schools and would eliminate the need for an SEA to seek a 
waiver from the Department to serve those schools.
    The proposed requirements treat both priority and focus schools 
like Tier I and Tier II schools except that, under the proposed 
requirements, an LEA must apply to serve all of its priority schools 
before it may apply to serve its focus schools and an SEA must award 
funds to serve each priority school its LEAs commit to serve before 
awarding funds to LEAs to serve focus schools. (Under the current 
requirements, an SEA must award funds to serve each Tier I and Tier II 
school its LEAs commit to serve before awarding funds to LEAs to serve 
Tier III schools.) Priority schools identified in accordance with ESEA 
flexibility are the lowest-performing schools in the State. Although 
focus schools identified under ESEA flexibility are schools 
contributing to the achievement gap in their State, the Department 
believes that SIG funds must first be used to implement intervention 
models in the schools that are the lowest-performing overall.
Clarifying Flexibility for Previously Implemented Interventions (In 
Whole or In Part)
    Current Requirements: Under section I.B.1, an SEA may award SIG 
funds to an LEA that has previously implemented, in whole or in part, 
an intervention that meets the requirements for the turnaround model, 
restart model, or transformation model within the last two years.
    Proposed Requirements: The proposed requirements revise section 
I.B.1 of the current requirements to make clear that an SEA may fund an 
LEA that implemented an intervention, in whole or in part, during the 
school year in which the LEA applies for SIG funds or during the two 
school years prior to the school year in which the LEA applies for SIG 
funds.
    The proposed requirements also clarify that the flexibility in 
section I.B.1 of the current requirements applies to the three new 
intervention models discussed in this document--the evidence-based, 
whole-school reform strategy, the early learning model, and the 
approved State-determined model.
    Reasons: The reference in the current requirements to interventions 
implemented within ``the last two years'' has created confusion among 
States. The Department has provided guidance to States on how to 
determine if an intervention that was previously implemented falls 
within section I.B.1 of the current requirements.\12\ The proposed 
requirements are consistent with that guidance. Consistent with the 
purpose of the Consolidated Appropriations Act, 2014, the proposed 
requirements would also expand this flexibility regarding previously 
implemented interventions to apply to the three newly eligible 
interventions.
---------------------------------------------------------------------------

    \12\ See Frequently Asked Question G-1a in ``Guidance on Fiscal 
Year 2010 School Improvement Grants Under Section 1003(g) of the 
Elementary and Secondary Education Act of 1965,'' dated March 1, 
2012, available at
    http://www2.ed.gov/programs/sif/legislation.html.
---------------------------------------------------------------------------

Revising Reporting Requirements
    Current Requirements: Under section III, ``Reporting and 
Evaluation,'' an SEA is required to report certain data with respect to 
schools served by the SIG program, including truancy data. For each 
metric, the current requirements identify the authority under which the 
Department collects the data. Some of the data is collected through 
EDFacts. However, the current requirements identify the State Fiscal 
Stabilization Fund (SFSF) as the authority for collecting data for two 
of the metrics--college-enrollment rates and distribution of teachers 
by performance level on an LEA's teacher evaluation system.
    Proposed Requirements: Section III.A of the proposed requirements 
would

[[Page 53264]]

make three changes and a number of clarifications to the reporting 
requirements. First, we would remove from the chart under section 
III.A.3 of the proposed requirements the metric for ``Truants'' and 
replace it with ``Chronic absenteeism rates.'' Second, we would remove 
from the chart under proposed section III.A the references to SFSF data 
as a source for collecting data. Lastly, we would clarify in the chart 
under proposed section III.A.3 the correct source for each of the 
required metrics.
    Reasons: Truancy is defined at the State level. As a result, the 
data the Department has collected on truancy are not comparable across 
States and are of limited utility. For this reason, the Department 
proposes replacing the truancy data reporting requirement with a 
requirement to report data on ``chronic absenteeism,'' defined in the 
Department's Civil Rights Data Collection as the unduplicated number of 
students absent 15 or more school days during the school year. See 
http://www.regulations.gov/contentStreamer?objectId=0900006481337396&disposition=attachment&contentType=pdf and http://www2.ed.gov/about/offices/list/ocr/docs/crdc-2013-14-p1-p4.doc. This definition of ``chronic absenteeism'' applies across 
all LEAs and would ensure that the data are consistent among all 
States. We believe this approach would more effectively assist the 
Department, States, and the public in determining the impact that SIG 
funds have on a key attendance metric across States. Finally, we would 
remove the reference to SFSF as a source for some of the data because 
it is no longer an active program.
Clarifying SEA Requirements for Posting LEA SIG Applications
    Current Requirements: Under section II.B.3, an SEA must post on its 
Web site all final LEA applications and specific information pertaining 
to the grants.
    Proposed Requirements: Section II.B.6 of the proposed requirements 
clarifies that an SEA must post all LEA applications, including 
applications to serve Tier III schools. Additionally, if an LEA amends 
an application, the SEA would be required to post the amended 
application.
    Reasons: Although the current requirements state that an SEA must 
post ``all final LEA applications,'' the Department has found that many 
SEAs do not post LEA applications to serve Tier III schools or amended 
applications. The proposed requirements are intended to eliminate any 
confusion and to ensure that SEAs are providing the public with 
complete information on LEA applications for SIG funds.
Removing References to Fiscal Year 2009 and Fiscal Year 2010 Funds
    Current Requirements: Section II.B contains multiple requirements 
pertaining to the disbursement of fiscal years 2009 and 2010 funds. 
Section II.E allows SEAs to reserve no more than five percent of their 
fiscal year 2009 SIG allocation if the total allocation exceeded the 
total allowable amount for awards to LEAs.
    Proposed Requirements: Section II.B of the proposed requirements 
would remove references to fiscal years 2009 and 2010 funds. The 
proposed requirements would remove section II.E.
    Reasons: The current requirements for the SIG program were 
published to incorporate authority in the Consolidated Appropriations 
Act, 2010, which was applicable to funds appropriated under the 
American Recovery and Reinvestment Act of 2009 (ARRA) and fiscal year 
2010 funds. The SIG funds allocated under ARRA were significantly 
greater than the fiscal year 2010 allocation and each subsequent 
allocation. For that reason, the Department included specific SEA 
requirements to direct the disbursement of the ARRA funds and the 
fiscal year 2010 funds, including the current requirement in section 
II.E that allowed SEAs to reserve no more than five percent of their 
fiscal year 2009 SIG allocation if the total allocation exceeded the 
total allowable amount for awards to LEAs. The period of availability 
of the ARRA funds and the fiscal year 2010 funds has expired and, 
therefore, references to the fiscal year 2009 and 2010 funds in the 
current requirements are no longer necessary.
Removing Reference to Differentiated Accountability Pilot
    Current Requirements: Section II.B.11 sets forth requirements for 
SEAs participating in the ``differentiated accountability pilot.''
    Proposed Requirements: The proposed requirements would remove the 
current requirement pertaining to the differentiated accountability 
pilot in section II.B.11.
    Reasons: The ``differentiated accountability pilot'' no longer 
operates. Accordingly, any reference to it is obsolete and should be 
removed.

Technical Edits

    The Department has made a number of technical edits to clarify 
current requirements where appropriate. We have also renumbered the 
provisions in the requirements for internal consistency.

Proposed Requirements

    The Secretary proposes the following requirements, which amend the 
SIG final requirements, published in the Federal Register on October 
28, 2010 (75 FR 66363), and incorporate the proposed changes described 
above:

I. SEA Priorities in Awarding School Improvement Grants

    A. Defining key terms. To award School Improvement Grants to its 
LEAs, consistent with section 1003(g)(6) of the ESEA, an SEA must 
select those LEAs with the greatest need for such funds, in accordance 
with the requirements in paragraph I.A.1. From among the LEAs in 
greatest need, the SEA must select, in accordance with paragraph I.A.2, 
those LEAs that demonstrate the strongest commitment to ensuring that 
the funds are used to provide adequate resources to enable the lowest-
achieving schools to improve academic achievement. Key terms are 
defined as follows:
    1. Greatest need. An LEA with the greatest need for a School 
Improvement Grant must have one or more schools in at least one of the 
categories described in section I.A.1(a)-(c), except that an LEA with 
the greatest need for a School Improvement Grant in a State with an 
approved ESEA flexibility request must have one or more schools in at 
least one of the categories described in section I.A.1(d)-(e):
    (a) Tier I schools:
    (1) A Tier I school is a title I school in improvement, corrective 
action, or restructuring that is identified by the SEA under paragraph 
(a)(1) of the definition of ``persistently lowest-achieving schools.''
    (2) At its option, an SEA may also identify as a Tier I school an 
elementary school that is eligible for title I, Part A funds that--
    (A)(i) Has not made adequate yearly progress for at least two 
consecutive years; or
    (ii) Is in the State's lowest quintile of performance based on 
proficiency rates on the State's assessments under section 1111(b)(3) 
of the ESEA in reading/language arts and mathematics combined; and
    (B) Is no higher achieving than the highest-achieving school 
identified by the SEA under paragraph (a)(1)(A) of the definition of 
``persistently lowest-achieving schools.''
    (b) Tier II schools:
    (1) A Tier II school is a secondary school that is eligible for, 
but does not receive, title I, Part A funds and is identified by the 
SEA under paragraph

[[Page 53265]]

(a)(2) of the definition of ``persistently lowest-achieving schools.''
    (2) At its option, an SEA may also identify as a Tier II school a 
secondary school that is eligible for title I, Part A funds that--
    (A)(i) Has not made adequate yearly progress for at least two 
consecutive years; or
    (ii) Is in the State's lowest quintile of performance based on 
proficiency rates on the State's assessments under section 1111(b)(3) 
of the ESEA in reading/language arts and mathematics combined; and
    (B)(i) Is no higher achieving than the highest-achieving school 
identified by the SEA under paragraph (a)(2)(A) of the definition of 
``persistently lowest-achieving schools''; or
    (ii) Is a high school that has had a graduation rate as defined in 
34 CFR 200.19(b) that is less than 60 percent over a number of years.
    (c) Tier III schools:
    (1) A Tier III school is a title I school in improvement, 
corrective action, or restructuring that is not a Tier I or a Tier II 
school.
    (2) At its option, an SEA may also identify as a Tier III school a 
school that is eligible for title I, Part A funds that--
    (A)(i) Has not made adequate yearly progress for at least two 
years; or
    (ii) Is in the State's lowest quintile of performance based on 
proficiency rates on the State's assessments under section 1111(b)(3) 
of the ESEA in reading/language arts and mathematics combined; and
    (B) Does not meet the requirements to be a Tier I or Tier II 
school.
    (3) An SEA may establish additional criteria to use in setting 
priorities among LEA applications for funding and to encourage LEAs to 
differentiate among Tier III schools in their use of School Improvement 
Grants funds.
    (d) Priority schools: A priority school is a school identified as a 
priority school pursuant to an SEA's approved ESEA flexibility request 
and consistent with the ESEA flexibility definition of priority 
school.\13\
---------------------------------------------------------------------------

    \13\ A ``priority school'' is defined as a school that, based on 
the most recent data available, has been identified as among the 
lowest-performing schools in the State. The total number of priority 
schools in a State must be at least five percent of the title I 
schools in the State. A priority school is--
    A school among the lowest five percent of title I schools in the 
State based on the achievement of the ``all students'' group in 
terms of proficiency on the statewide assessments that are part of 
the SEA's differentiated recognition, accountability, and support 
system, combined, and has demonstrated a lack of progress on those 
assessments over a number of years in the ``all students'' group;
    A title I-participating or title I-eligible high school with a 
graduation rate less than 60 percent over a number of years; or
    A Tier I or Tier II school under the SIG program that is using 
SIG funds to implement a school intervention model.
---------------------------------------------------------------------------

    (e) Focus schools: A focus school is a school identified as a focus 
school pursuant to an SEA's approved ESEA flexibility request and 
consistent with the ESEA flexibility definition of focus school.\14\
---------------------------------------------------------------------------

    \14\ A ``focus school'' is defined as a title I school in the 
State that, based on the most recent data available, is contributing 
to the achievement gap in the State. The total number of focus 
schools in a State must equal at least 10 percent of the title I 
schools in the State. A focus school is--
    A school that has the largest within-school gaps between the 
highest-achieving subgroup or subgroups and the lowest-achieving 
subgroup or subgroups or, at the high school level, has the largest 
within-school gaps in graduation rates; or
    A school that has a subgroup or subgroups with low achievement 
or, at the high school level, low graduation rates.
    An SEA must also identify as a focus school a title I high 
school with a graduation rate less than 60 percent over a number of 
years that is not identified as a priority school.
    These determinations must be based on the achievement and lack 
of progress over a number of years of one or more subgroups of 
students identified under ESEA section 1111(b)(2)(C)(v)(II) in terms 
of proficiency on the statewide assessments that are part of the 
SEA's differentiated recognition, accountability, and support 
system, combined, or, at the high school level, graduation rates for 
one or more subgroups.
---------------------------------------------------------------------------

    2. Strongest Commitment. An LEA with the strongest commitment is an 
LEA that agrees to implement, and demonstrates the capacity to 
implement fully and effectively, one of the following rigorous 
interventions in each Tier I and Tier II school or, for an SEA with an 
approved ESEA flexibility request, each priority and focus school, that 
the LEA commits to serve:
    (a) Turnaround model:
    (1) A turnaround model is one in which an LEA must implement each 
of the following elements:
    (A) Replace the principal and grant the principal sufficient 
operational flexibility (including in staffing, calendars/time, and 
budgeting) to implement fully each element of the turnaround model.
    (B) Using locally adopted competencies to measure the effectiveness 
of staff who can work within the turnaround environment to meet the 
needs of students--
    (i) Screen all existing staff and rehire no more than 50 percent; 
and
    (ii) Select new staff.
    (C) Implement such strategies as financial incentives, increased 
opportunities for promotion and career growth, and more flexible work 
conditions that are designed to recruit, place, and retain staff with 
the skills necessary to meet the needs of the students in the 
turnaround school.
    (D) Provide staff ongoing, high-quality, job-embedded professional 
development that is aligned with the school's comprehensive 
instructional program and designed with school staff to ensure that 
they are equipped to facilitate effective teaching and learning and 
have the capacity to successfully implement school reform strategies.
    (E) Adopt a new governance structure, which may include, but is not 
limited to, requiring the school to report to a new ``turnaround 
office'' in the LEA or SEA, hire a ``turnaround leader'' who reports 
directly to the Superintendent or Chief Academic Officer, or enter into 
a multi-year contract with the LEA or SEA to obtain added flexibility 
in exchange for greater accountability.
    (F) Use data to identify and implement an instructional program 
that is research-based and vertically aligned from one grade to the 
next as well as aligned with State academic standards.
    (G) Promote the continuous use of student data (such as from 
formative, interim, and summative assessments) to inform and 
differentiate instruction in order to meet the academic needs of 
individual students.
    (H) Establish schedules and implement strategies that provide 
increased learning time (as defined in these requirements).
    (I) Provide appropriate social-emotional and community-oriented 
services and supports for students.
    (2) A turnaround model may also implement other strategies such 
as--
    (A) Any of the required and permissible activities under the 
transformation model; or
    (B) A new school model (e.g., themed, dual language academy).
    (b) Restart model:
    (1) A restart model is one in which an LEA converts a school or 
closes and reopens a school under a charter school operator, a charter 
management organization (CMO), or an education management organization 
(EMO) that has been selected through a rigorous review process. (A CMO 
is a non-profit organization that operates or manages charter schools 
by centralizing or sharing certain functions and resources among 
schools. An EMO is a for-profit or non-profit organization that 
provides ``whole-school operation'' services to an LEA.) The rigorous 
review process must include a determination by the LEA that the 
selected charter school operator, CMO, or EMO is likely to produce 
strong results for the school. In making this determination, the LEA 
must consider the extent to which the schools currently operated or 
managed by the selected charter school operator, CMO, or EMO, if any, 
have produced strong results over the past three years (or over

[[Page 53266]]

the life of the school, if the school has been open for fewer than 
three years), including--
    (A) Significant improvement in academic achievement for all of the 
groups of students described in section 1111(b)(2)(C)(v) of the ESEA;
    (B) Success in closing achievement gaps, either within schools or 
relative to all public elementary school and secondary school students 
statewide, for all of the groups of students described in section 
1111(b)(2)(C)(v)(II) of the ESEA;
    (C) High school graduation rates, where applicable, that are above 
the average rates in the State for the groups of students described in 
section 1111(b)(2)(C)(v) of the ESEA; and
    (D) No significant compliance issues, including in the areas of 
civil rights, financial management, and student safety;
    (2) A restart model must enroll, within the grades it serves, any 
former student who wishes to attend the school.
    (c) School closure: School closure occurs when an LEA closes a 
school and enrolls the students who attended that school in other 
schools in the LEA that are higher achieving. These other schools 
should be within reasonable proximity to the closed school and may 
include, but are not limited to, charter schools or new schools for 
which achievement data are not yet available.
    (d) Transformation model: A transformation model is one in which an 
LEA implements each of the following elements:
    (1) Developing and increasing teacher and school leader 
effectiveness.
    (A) Required activities. The LEA must--
    (i) Replace the principal who led the school prior to commencement 
of the transformation model;
    (ii) Implement rigorous, transparent, and equitable evaluation and 
support systems for teachers and principals, designed and developed 
with teacher and principal involvement, that--
    (1) Will be used for continual improvement of instruction;
    (2) Meaningfully differentiate performance using at least three 
performance levels;
    (3) Use multiple valid measures in determining performance levels, 
including as a significant factor data on student growth (as defined in 
these requirements) for all students (including English learners and 
students with disabilities), and other measures of professional 
practice (which may be gathered through multiple formats and sources), 
such as observations based on rigorous teacher performance standards, 
teacher portfolios, and student and parent surveys;
    (4) Evaluate teachers and principals on a regular basis;
    (5) Provide clear, timely, and useful feedback, including feedback 
that identifies needs and guides professional development; and
    (6) Will be used to inform personnel decisions.
    (iii) Use the teacher and principal evaluation and support system 
described in section I.A.2(d)(1)(A)(ii) of these requirements to 
identify and reward school leaders, teachers, and other staff who, in 
implementing this model, have increased student achievement and high 
school graduation rates and identify and remove those who, after ample 
opportunities have been provided for them to improve their professional 
practice, have not done so; and
    (iv) Implement such strategies as financial incentives, increased 
opportunities for promotion and career growth, and more flexible work 
conditions that are designed to recruit, place, and retain staff with 
the skills necessary to meet the needs of students in the school, 
taking into consideration the results from the teacher and principal 
evaluation and support system described in section I.A.2(d)(1)(A)(ii) 
of these requirements, if applicable.
    (B) Permissible activities. An LEA may also implement other 
strategies to develop teachers' and school leaders' effectiveness, such 
as--
    (i) Providing additional compensation to attract and retain staff 
with the skills necessary to meet the needs of the students in a 
transformation school;
    (ii) Instituting a system for measuring changes in instructional 
practices resulting from professional development; or
    (iii) Ensuring that the school is not required to accept a teacher 
without the mutual consent of the teacher and principal, regardless of 
the teacher's seniority.
    (2) Comprehensive instructional reform strategies.
    (A) Required activities. The LEA must--
    (i) Use data to identify and implement an instructional program 
that is research-based and vertically aligned from one grade to the 
next as well as aligned with State academic standards;
    (ii) Promote the continuous use of student data (such as from 
formative, interim, and summative assessments) to inform and 
differentiate instruction in order to meet the academic needs of 
individual students; and
    (iii) Provide staff ongoing, high-quality, job-embedded 
professional development (e.g., regarding subject-specific pedagogy, 
instruction that reflects a deeper understanding of the community 
served by the school, or differentiated instruction) that is aligned 
with the school's comprehensive instructional program and designed with 
school staff to ensure they are equipped to facilitate effective 
teaching and learning and have the capacity to implement successfully 
school reform strategies.
    (B) Permissible activities. An LEA may also implement comprehensive 
instructional reform strategies, such as--
    (i) Conducting periodic reviews to ensure that the instruction is 
implemented with fidelity to the selected curriculum, is having the 
intended impact on student achievement, and is modified if ineffective;
    (ii) Implementing a schoolwide ``response-to-intervention'' model;
    (iii) Providing additional supports and professional development to 
teachers and principals in order to implement effective strategies to 
support students with disabilities in the least restrictive environment 
and to ensure that English learners acquire language skills to master 
academic content;
    (iv) Using and integrating technology-based supports and 
interventions as part of the instructional program; and
    (v) In secondary schools--
    (1) Increasing rigor by offering opportunities for students to 
enroll in advanced coursework (such as Advanced Placement; 
International Baccalaureate; or science, technology, engineering, and 
mathematics courses, especially those that incorporate rigorous and 
relevant project-, inquiry-, or design-based contextual learning 
opportunities), early-college high schools, dual enrollment programs, 
or thematic learning academies that prepare students for college and 
careers, including by providing appropriate supports designed to ensure 
that low-achieving students can take advantage of these programs and 
coursework;
    (2) Improving student transition from middle to high school through 
summer transition programs or freshman academies;
    (3) Increasing graduation rates through, for example, credit-
recovery programs, re-engagement strategies, smaller learning 
communities, competency-based instruction and performance-based 
assessments, and acceleration of basic reading and mathematics skills; 
or
    (4) Establishing early-warning systems to identify students who may 
be at risk

[[Page 53267]]

of failing to achieve to high standards or graduate.
    (3) Increasing learning time and creating community-oriented 
schools.
    (A) Required activities. The LEA must--
    (i) Establish schedules and strategies that provide increased 
learning time (as defined in these requirements); and
    (ii) Provide ongoing mechanisms for family and community 
engagement.
    (B) Permissible activities. An LEA may also implement other 
strategies that extend learning time and create community-oriented 
schools, such as--
    (i) Partnering with parents and parent organizations, faith- and 
community-based organizations, health clinics, other State or local 
agencies, and others to create safe school environments that meet 
students' social, emotional, and health needs;
    (ii) Extending or restructuring the school day so as to add time 
for such strategies as advisory periods that build relationships 
between students, faculty, and other school staff;
    (iii) Implementing approaches to improve school climate and 
discipline, such as implementing a system of positive behavioral 
supports or taking steps to eliminate bullying and student harassment; 
or
    (iv) Expanding the school program to offer full-day kindergarten or 
pre-kindergarten.
    (4) Providing operational flexibility and sustained support.
    (A) Required activities. The LEA must--
    (i) Give the school sufficient operational flexibility (such as 
staffing, calendars/time, and budgeting) to implement fully each 
element of the transformation model to substantially improve student 
achievement outcomes and increase high school graduation rates; and
    (ii) Ensure that the school receives ongoing, intensive technical 
assistance and related support from the LEA, the SEA, or a designated 
external lead partner organization (such as a school turnaround 
organization or an EMO).
    (B) Permissible activities. The LEA may also implement other 
strategies for providing operational flexibility and intensive support, 
such as--
    (i) Allowing the school to be run under a new governance 
arrangement, such as a turnaround division within the LEA or SEA; or
    (ii) Implementing a per-pupil, school-based budget formula that is 
weighted based on student needs.
    (e) Evidence-based, whole-school reform strategy: An evidence-
based, whole-school reform strategy is a strategy that--
    (1) Is supported by evidence of effectiveness, which must include 
at least two studies of the strategy, each of which--
    (A) Meets What Works Clearinghouse evidence standards with or 
without reservations;\15\ and
---------------------------------------------------------------------------

    \15\ What Works Clearinghouse Procedures and Standards Handbook 
(Version 3.0), which can currently be found at the following link: 
http://ies.ed.gov/ncee/wwc/pdf/referenceresources/
wwcproceduresv30standards
handbook.pdf.
---------------------------------------------------------------------------

    (B) Found a statistically significant favorable impact on a student 
academic achievement or attainment outcome, with no statistically 
significant and overriding unfavorable impacts on that outcome for 
relevant populations in the study or in other studies of the 
intervention reviewed by and reported on by the What Works 
Clearinghouse;
    (2) Is a whole-school reform strategy as defined in these 
requirements; and
    (3) Is implemented by the LEA in partnership with a strategy 
developer as defined in these requirements.
    (f) Early learning model: An LEA implementing the early learning 
model in an elementary school must--
    (1) Implement each of the following early learning strategies--
    (A) Offer full-day kindergarten;
    (B) Establish or expand a high-quality preschool program (as 
defined in these requirements);
    (C) Provide educators, including preschool teachers, with time for 
joint planning across grades to facilitate effective teaching and 
learning and positive teacher-student interactions.
    (2) Replace the principal who led the school prior to commencement 
of the early learning model;
    (3) Implement rigorous, transparent, and equitable evaluation and 
support systems for teachers and principals, designed and developed 
with teacher and principal involvement, that meet the requirements 
described in section I.A.2(d)(1)(A)(ii);
    (4) Use the teacher and principal evaluation and support system 
described in section I.A.2(d)(1)(A)(ii) of these requirements to 
identify and reward school leaders, teachers, and other staff who, in 
implementing this model, have increased student achievement and 
identify and remove those who, after ample opportunities have been 
provided for them to improve their professional practice, have not done 
so;
    (5) Implement such strategies as financial incentives, increased 
opportunities for promotion and career growth, and more flexible work 
conditions that are designed to recruit, place, and retain staff with 
the skills necessary to meet the needs of students in the school, 
taking into consideration the results from the teacher and principal 
evaluation and support system described in section I.A.2(d)(1)(A)(ii) 
of these requirements, if applicable;
    (6) Use data to identify and implement an instructional program 
that--
    (A) Is research-based, developmentally appropriate, and vertically 
aligned from one grade to the next as well as aligned with State early 
learning and development standards and State academic standards and
    (B) In the early grades, promotes the full range of academic 
content across domains of development, including math and science, 
language and literacy, socio-emotional skills, self-regulation, and 
executive functions;
    (7) Promote the continuous use of student data (such as from 
formative, interim, and summative assessments) to inform and 
differentiate instruction in order to meet the educational and 
developmental needs of individual students; and
    (8) Provide staff ongoing, high-quality, job-embedded professional 
development such as coaching and mentoring (e.g., regarding subject-
specific pedagogy, instruction that reflects a deeper understanding of 
the community served by the school, or differentiated instruction) that 
is aligned with the school's comprehensive instructional program and 
designed with school staff to ensure they are equipped to facilitate 
effective teaching and learning and have the capacity to implement 
successfully school reform strategies.
    (g) Approved State-Determined Model: An LEA may implement an 
intervention developed or adopted by its SEA that has been approved by 
the Secretary, consistent with section II.B.1(b).
    3. Definitions.
    High-quality preschool program means an early learning program that 
includes structural elements that are evidence-based and nationally 
recognized as important for ensuring program quality, including at a 
minimum--
    (a) High staff qualifications, including a teacher with a 
bachelor's degree in early childhood education or a bachelor's degree 
in any field with a State-approved alternate pathway, which may include 
coursework, clinical practice, and evidence of knowledge of content and 
pedagogy relating to early childhood, and teaching assistants with 
appropriate credentials;
    (b) High-quality professional development for all staff;
    (c) A child-to-instructional staff ratio of no more than 10 to 1;

[[Page 53268]]

    (d) A class size of no more than 20 with, at a minimum, one teacher 
with high staff qualifications as outlined in paragraph (a) of this 
definition;
    (e) A full-day program;
    (f) Inclusion of children with disabilities to ensure access to and 
full participation in all opportunities;
    (g) Developmentally appropriate, culturally and linguistically 
responsive instruction and evidence-based curricula, and learning 
environments that are aligned with the State early learning and 
development standards, for at least the year prior to kindergarten 
entry;
    (h) Individualized accommodations and supports so that all children 
can access and participate fully in learning activities;
    (i) Instructional staff salaries that are comparable to the 
salaries of local K-12 instructional staff;
    (j) Program evaluation to ensure continuous improvement;
    (k) On-site or accessible comprehensive services for children and 
community partnerships that promote families' access to services that 
support their children's learning and development; and
    (l) Evidence-based health and safety standards.
    Increased learning time means using a longer school day, week, or 
year schedule to significantly increase the total number of school 
hours to include additional time for--
    (a) Instruction in one or more core academic subjects, including 
English, reading or language arts, mathematics, science, foreign 
languages, civics and government, economics, arts, history, and 
geography;
    (b) Instruction in other subjects and enrichment activities that 
contribute to a well-rounded education, including, for example, 
physical education, service learning, and experiential and work-based 
learning opportunities that are provided by partnering, as appropriate, 
with other organizations; and
    (c) Teachers to collaborate, plan, and engage in professional 
development within and across grades and subjects.\16\
---------------------------------------------------------------------------

    \16\ Evidence from the field shows that increasing learning time 
in a strategic, high-quality manner is often a key element of 
successful school turnaround. See ``The Case for Improving and 
Expanding Time in School: A Review of Key Research and Practice, 
available at www.timeandlearning.org/files/
CaseforMoreTime1.pdf.'' National Center on Time and 
Learning, April 2012.
---------------------------------------------------------------------------

    Persistently lowest-achieving schools means, as determined by the 
State--
    (a)(1) Any title I school in improvement, corrective action, or 
restructuring that--
    (A) Is among the lowest-achieving five percent of title I schools 
in improvement, corrective action, or restructuring or the lowest-
achieving five title I schools in improvement, corrective action, or 
restructuring in the State, whichever number of schools is greater; or
    (B) Is a high school that has had a graduation rate as defined in 
34 CFR 200.19(b) that is less than 60 percent over a number of years; 
and
    (2) Any secondary school that is eligible for, but does not 
receive, title I funds that--
    (A) Is among the lowest-achieving five percent of secondary schools 
or the lowest-achieving five secondary schools in the State that are 
eligible for, but do not receive, title I funds, whichever number of 
schools is greater; or
    (B) Is a high school that has had a graduation rate as defined in 
34 CFR 200.19(b) that is less than 60 percent over a number of years.
    (b) To identify the lowest-achieving schools, a State must take 
into account both--
    (1) The academic achievement of the ``all students'' group in a 
school in terms of proficiency on the State's assessments under section 
1111(b)(3) of the ESEA in reading/language arts and mathematics 
combined; and
    (2) The school's lack of progress on those assessments over a 
number of years for the ``all students'' group.
    Strategy developer means an entity or individual that--
    (a) Maintains proprietary rights for the strategy; or
    (b) If no entity or individual maintains proprietary rights for the 
strategy--
    (1) Has a demonstrated record of success in implementing the 
strategy in one or more low-achieving schools; or
    (2) Together with the LEA with which the entity or individual has 
partnered, has a high-quality plan for implementing the strategy in the 
school.
    Student growth means the change in student achievement for an 
individual student between two or more points in time. For the purpose 
of this definition, student achievement means--
    (a) For grades and subjects in which assessments are required under 
section 1111(b)(3) of the ESEA, a student's score on such assessments 
and may include other measures of student learning, such as those 
described in paragraph (b) of this definition, provided they are 
rigorous and comparable across schools within an LEA.
    (b) For grades and subjects in which assessments are not required 
under section 1111(b)(3) of the ESEA, alternative measures of student 
learning and performance, such as student results on pre-tests, end-of-
course tests, and objective performance-based assessments; student 
learning objectives; student performance on English language 
proficiency assessments; and other measures of student achievement that 
are rigorous and comparable across schools within an LEA.
    Whole-school reform strategy means a strategy that is designed to--
    (a) Improve student academic achievement or attainment;
    (b) Be implemented for all students in a school; and
    (c) Address, at a minimum and in a comprehensive and coordinated 
manner, each of the following:
    (1) School leadership.
    (2) Teaching and learning in at least one full academic content 
area (including professional learning for educators).
    (3) Student non-academic support.
    (4) Family and community engagement.
    4. Evidence of strongest commitment.
    (a) In determining the strength of an LEA's commitment to ensuring 
that School Improvement Grants funds are used to provide adequate 
resources to enable Tier I, Tier II, priority, and focus schools to 
improve student achievement substantially, an SEA must consider, at a 
minimum, the extent to which the LEA's application demonstrates that 
the LEA has taken, or will take, action to--
    (1) In selecting the intervention for each eligible school--
    (A) Ensure that the selected intervention is designed to meet the 
specific needs of the school, based on a needs analysis that, among 
other things, analyzes the needs identified by families and the 
community; and
    (B) Take into consideration family and community input.
    (2) Design and implement interventions consistent with these 
requirements;
    (3) Use the School Improvement Grants funds to provide adequate 
resources and related support to each school it commits to serve in 
order to implement fully and effectively the selected intervention on 
the first day of the first school year of full implementation;
    (4) Recruit, screen, and select external providers, if applicable, 
to ensure their quality, and regularly review and hold accountable such 
providers for their performance;
    (5) Align other resources with the selected intervention;
    (6) Modify its practices or policies, if necessary, to enable it to 
implement the selected intervention fully and effectively;

[[Page 53269]]

    (7) Provide effective oversight and support for implementation of 
the selected intervention for each school it proposes to serve, such as 
by creating an LEA turnaround office;
    (8) Meaningfully engage families and the community in the 
implementation of the selected intervention on an ongoing basis;
    (9) For an LEA eligible for services under subpart 1 or 2 of part B 
of title VI of the ESEA that chooses to modify one element of the 
turnaround or transformation model under section I.B.6 of these 
requirements, meet the intent and purpose of that element;
    (10) For an LEA that applies to implement an evidence-based, whole-
school reform strategy in one or more eligible schools--
    (A) Implement a strategy with evidence of effectiveness that 
includes a sample population or setting similar to the population or 
setting of the school to be served; and
    (B) Partner with a strategy developer, as defined in these 
requirements;
    (11) For an LEA that applies to implement the restart model in one 
or more eligible schools, conduct a rigorous review process, as 
described in section I.A.2(b), of the charter school operator, CMO, or 
EMO that it has selected to operate or manage the school or schools; 
and
    (12) Sustain the reforms after the funding period ends.
    (b) The SEA must consider the LEA's capacity to implement the 
interventions and may approve the LEA to serve only those Tier I, Tier 
II, priority, and focus schools for which the SEA determines that the 
LEA can implement fully and effectively one of the interventions.
    B. Providing flexibility.
    1. An SEA may award School Improvement Grants funds to an LEA for a 
Tier I, Tier II, priority, or focus school that has implemented, in 
whole or in part, an intervention that meets the requirements under 
section I.A.2(a), 2(b), 2(d), 2(e), 2(f), or 2(g) of these requirements 
during the school year in which the LEA applies for School Improvement 
Grants funds or during the two school years prior to the school year in 
which the LEA applies for School Improvement Grants funds, so that the 
LEA and school can continue or complete the intervention being 
implemented in that school.
    2. An SEA may seek a waiver from the Secretary of the requirements 
in section 1116(b) of the ESEA in order to permit a Tier I or Tier II 
title I participating school implementing an intervention that meets 
the requirements under section I.A.2(a) or 2(b) of these requirements 
in an LEA that receives a School Improvement Grant to ``start over'' in 
the school improvement timeline. Even though a school implementing the 
waiver would no longer be in improvement, corrective action, or 
restructuring, it may receive School Improvement Grants funds.
    3. An SEA may seek a waiver from the Secretary to enable a Tier I 
or Tier II title I participating school that is ineligible to operate a 
title I schoolwide program and is operating a title I targeted 
assistance program to operate a schoolwide program in order to 
implement an intervention that meets the requirements under section 
I.A.2(a), 2(b), 2(d), 2(e), 2(f), or 2(g) of these requirements.
    4. An SEA may seek a waiver from the Secretary to extend the period 
of availability of School Improvement Grants funds so as to make those 
funds available to the SEA and its LEAs for up to five years.
    5. If an SEA does not seek a waiver under section I.B.2, 3, or 4, 
an LEA may seek a waiver.
    6. An LEA eligible for services under subpart 1 or 2 of part B of 
title VI of the ESEA may modify one element of the turnaround or 
transformation model so long as the modification meets the intent and 
purpose of the original element, in accordance with section I.A.4(a)(9) 
of these requirements.

II. Awarding School Improvement Grants to LEAs

    A. LEA requirements.
    1. An LEA may apply for a School Improvement Grant if it receives 
title I, Part A funds and has one or more schools that qualify under 
the State's definition of a Tier I, Tier II, Tier III, priority, or 
focus school.
    2. In its application, in addition to other information that the 
SEA may require, the LEA must--
    (a) Identify the schools it commits to serve;
    (b) Identify the intervention it will implement in each Tier I, 
Tier II, priority, and focus school it commits to serve;
    (c) Provide evidence of its strong commitment to use School 
Improvement Grants funds to implement the selected intervention by 
addressing the factors in section I.A.4(a) of these requirements;
    (d) Include a timeline delineating the steps the LEA will take to 
implement the selected intervention in each school identified in the 
LEA's application; and
    (e) Include a budget indicating how it will allocate School 
Improvement Grants funds among the schools it commits to serve that is 
of sufficient size and scope and that:
    (1) For each Tier I, Tier II, priority, and focus school the LEA 
commits to serve, ensures that the LEA can implement one of the 
interventions identified in sections I.A.2(a)-(b) or sections I.A.2(d)-
(g) of these requirements for a minimum of three years and no more than 
five years; and
    (2) For each Tier III school the LEA commits to serve, includes the 
services it will provide the school, particularly if the school meets 
additional criteria established by the SEA, for a minimum of three 
years and no more than five years.
    3. An LEA that intends to use the first year of its School 
Improvement Grants award for planning and other pre-implementation 
activities for an eligible school must include in its application to 
the SEA a description of the activities, the timeline for implementing 
those activities, and a description of how those activities will lead 
to successful implementation of the selected intervention.
    4. The LEA must serve:
    (a) In an SEA with an approved ESEA flexibility request, each 
priority school unless the LEA demonstrates that it lacks sufficient 
capacity to undertake one of the interventions described in section 
I.A.2 of these requirements in each priority school, in which case the 
LEA must indicate the priority schools that it can effectively serve. 
An LEA may not serve with School Improvement Grants funds awarded under 
section 1003(g) of the ESEA a priority or focus school in which it does 
not implement one of the interventions identified in section I.A.2 of 
these requirements.
    (b) In all other SEAs, each Tier I school unless the LEA 
demonstrates that it lacks sufficient capacity (which may be due, in 
part, to serving Tier II schools) to undertake one of the interventions 
described in section I.A.2 of these requirements in each Tier I school, 
in which case the LEA must indicate the Tier I schools that it can 
effectively serve. An LEA may not serve with School Improvement Grants 
funds awarded under section 1003(g) of the ESEA a Tier I or Tier II 
school in which it does not implement one of the interventions 
identified in section I.A.2 of these requirements.
    5. An LEA that commits to serve schools that do not receive title 
I, Part A funds must ensure that each such school it serves receives 
all of the State and local funds it would have received in the absence 
of the School Improvement Grants funds.
    6. An LEA in which one or more Tier I schools are located and that 
does not apply to serve at least one of these

[[Page 53270]]

schools may not apply for a grant to serve only Tier III schools.
    7. An LEA in which one or more priority schools are located and 
that does not apply to serve all of these schools may not apply for a 
grant to serve one or more focus schools.
    8. (a) To monitor each Tier I, Tier II, priority, and focus school 
that receives School Improvement Grants funds, an LEA must--
    (1) Establish annual goals for student achievement on the State's 
assessments in both reading/language arts and mathematics; and
    (2) Measure progress on the leading indicators in section III of 
these requirements.
    (b) The LEA must also meet the requirements with respect to 
adequate yearly progress in section 1111(b)(2) of the ESEA, if 
applicable.
    9. An LEA must hold the charter school operator, CMO, EMO, or other 
external provider accountable for meeting these requirements, if 
applicable.
    B. SEA requirements.
    1. (a) To receive a School Improvement Grant, an SEA must submit an 
application to the Department at such time, and containing such 
information, as the Secretary shall reasonably require.
    (b) In its application to the Department, each SEA may submit one 
State-determined intervention model for the Secretary's review and 
approval. To be approved, a State-determined intervention model must:
    (1) Ensure strong leadership by:
    (A) Requiring a review of the performance of the current principal;
    (B) Requiring replacement of the principal, if such a change is 
necessary to ensure strong and effective leadership, or requiring the 
LEA to demonstrate to the SEA that the current principal has a track 
record in improving achievement and has the ability to lead the 
turnaround effort; and
    (C) Requiring the LEA to provide the principal with operational 
flexibility in the areas of scheduling, staff, curriculum, and budget;
    (2) Ensure that teachers are effective and able to improve 
instruction by:
    (A) Requiring a review of all staff and retaining only those who 
are determined to be effective and to have the ability to be successful 
in supporting the turnaround effort;
    (B) Preventing ineffective teachers from transferring to a school 
implementing an intervention under section I.A.2; and
    (C) Providing job-embedded, ongoing professional development 
informed by the teacher evaluation and support systems and tied to 
teacher and student needs;
    (3) Establish schedules and implement strategies that provide 
increased learning time (as defined in these requirements);
    (4) Strengthen the school's instructional program by ensuring that 
it--
    (A) Is research-based, rigorous, and aligned with State academic 
content standards; and
    (B) Meets student needs;
    (5) Use data to inform instruction and for continuous improvement, 
including by providing time for collaboration on the use of data;
    (6) Establish a school environment that improves school safety and 
discipline and addresses other non-academic factors that impact student 
achievement, such as students' social, emotional, and health needs; and
    (7) Provide ongoing mechanisms for family and community engagement.

    Note:  An intervention that the Secretary approved as part of an 
SEA's ESEA flexibility request that also includes increased learning 
time, as defined in these requirements, will be considered to have 
met the criteria in II.B.1(b).

    2. (a) An SEA must review and approve, consistent with these 
requirements, an application for a School Improvement Grant that it 
receives from an LEA.
    (b) Before approving an LEA's application, the SEA must ensure that 
the application meets these requirements, particularly with respect 
to--
    (1) Whether the LEA has agreed to implement one of the 
interventions identified in section I.A.2 of these requirements in each 
Tier I and Tier II school or, for an SEA with an approved ESEA 
flexibility request, each priority and focus school included in its 
application;
    (2) The extent to which the LEA's application demonstrates the 
LEA's strong commitment to use School Improvement Grants funds to 
implement the selected intervention by addressing the factors in 
section I.A.4 of these requirements;
    (3) Whether the LEA has the capacity to implement the selected 
intervention fully and effectively in each school identified in its 
application; and
    (4) Whether the LEA has submitted a budget that includes sufficient 
funds to implement the selected intervention fully and effectively in 
each school it identifies in its application.
    3. An SEA may, consistent with State law, take over an LEA or 
specific Tier I, Tier II, priority, or focus schools in order to 
implement the interventions in these requirements.
    4. An SEA may not require an LEA to implement a particular 
intervention in one or more schools unless the SEA has taken over the 
LEA or school.
    5. To the extent that a school implementing a restart model becomes 
a charter school LEA, an SEA must hold the charter school LEA 
accountable, or ensure that the charter school authorizer holds it 
accountable, for complying with these requirements.
    6. An SEA must post on its Web site, within 30 days of awarding 
School Improvement Grants to LEAs and within 30 days of approving any 
amendments to LEA applications, all approved LEA applications 
(including applications to serve Tier I, Tier II, Tier III, priority, 
and focus schools and approved amendments) as well as a summary of 
those grants that includes the following information:
    (a) Name and National Center for Education Statistics (NCES) 
identification number of each LEA awarded a grant.
    (b) Amount of each LEA's grant.
    (c) Name and NCES identification number of each school to be 
served.
    (d) Type of intervention to be implemented in each Tier I, Tier II, 
priority, and focus school.
    7. If an SEA does not have sufficient School Improvement Grants 
funds to award, for at least three years, a grant to each LEA that 
submits an approvable application, the SEA must give priority to LEAs 
to serve Tier I or Tier II schools or, for an SEA with an approved ESEA 
flexibility request, the SEA must give priority to LEAs to serve 
priority schools.
    8. An SEA must award a School Improvement Grant to an LEA in an 
amount that is of sufficient size and scope to support the activities 
required under section 1116 of the ESEA and these requirements. The 
LEA's total grant may not be less than $50,000 for each school it 
commits to serve and, for each school in which the LEA commits to fully 
implement an intervention that meets the requirements under section 
I.A.2(a), 2(b), 2(d), 2(e), 2(f), or 2(g) of these requirements, may be 
up to $2,000,000 per year.
    9. If an SEA does not have sufficient School Improvement Grants 
funds to allocate to each LEA with a Tier I or Tier II school or, in an 
SEA with an approved ESEA flexibility request, to each LEA with a 
priority or focus school, an amount sufficient to enable the school to 
implement fully and effectively the specified intervention throughout 
the period of availability, including any extension afforded

[[Page 53271]]

through a waiver, the SEA may take into account the distribution of 
Tier I, Tier II, priority, and focus schools among such LEAs in the 
State to ensure that Tier I and Tier II schools or, in an SEA with an 
approved ESEA flexibility request, priority and focus schools 
throughout the State can be served.
    10. In identifying Tier I, Tier II, priority, and focus schools in 
a State for purposes of allocating funds appropriated for School 
Improvement Grants under section 1003(g) of the ESEA, an SEA must 
exclude from consideration any school that was previously identified as 
a Tier I, Tier II, priority, or focus school and in which an LEA is 
implementing one of the interventions identified in these requirements 
using funds made available under section 1003(g) of the ESEA.
    11. Before submitting its application for a School Improvement 
Grant to the Department, the SEA must consult with its Committee of 
Practitioners established under section 1903(b) of the ESEA regarding 
the rules and policies contained therein and may consult with other 
stakeholders that have an interest in its application.
    C. Renewal for additional one-year periods.
    1. An SEA must renew the School Improvement Grant for each affected 
LEA for additional one-year periods, subject to sections II.C.4-C.6 of 
these requirements, if the LEA demonstrates that its Tier I, Tier II, 
priority, and focus schools are meeting the annual goals for student 
achievement established by the LEA consistent with section II.A.8 of 
these requirements, and that its Tier III schools are meeting the goals 
established by the LEA and approved by the SEA.
    2. An SEA may renew an LEA's School Improvement Grant with respect 
to a particular school, subject to the requirements in sections II.C.4-
C.6, if the SEA determines that, with respect to that school--
    (a) The school is making progress toward meeting the annual goals 
for student achievement established by the LEA consistent with section 
II.A.8 of these requirements;
    (b) The school is making progress on the leading indicators in 
section III of these requirements;
    (c) The LEA is implementing interventions in the school with 
fidelity to applicable requirements and to the LEA's application; or
    (d) The LEA's Tier III school is making progress toward the goals 
established by the LEA.
    3. If an SEA does not renew an LEA's School Improvement Grant with 
respect to a particular school, the SEA may reallocate those funds to 
other eligible LEAs, consistent with these requirements.
    4. An SEA, prior to renewing the School Improvement Grant of an LEA 
that received funds for a full year of planning and other pre-
implementation activities for a particular school, must review the 
performance of the LEA in that school during the planning year against 
the LEA's approved application and determine that the LEA will be able 
to fully implement its chosen intervention for the school on the first 
day of the following school year.
    5. An SEA may renew an LEA's School Improvement Grant for a 
particular school, after three years of continuous intervention 
implementation in that school, after the SEA has determined that such 
renewal is appropriate pursuant to the criteria in sections II.C.1-C.2 
of these requirements, for up to an additional two years for continued 
full implementation of the intervention or for activities related to 
sustaining reforms in the school. An SEA may not renew an LEA's School 
Improvement Grant if doing so would result in more than five years of 
continuous School Improvement Grants funding with respect to a 
particular school.
    6. Nothing in these requirements diminishes an SEA's authority to 
take appropriate enforcement action with respect to an LEA that is not 
complying with the terms of its grant.
    D. State reservation for administration, evaluation, and technical 
assistance.
    An SEA may reserve from the School Improvement Grants funds it 
receives under section 1003(g) of the ESEA in any given year no more 
than five percent for administration, evaluation, and technical 
assistance expenses. An SEA must describe in its application for a 
School Improvement Grant how the SEA will use these funds.

III. Reporting and Evaluation

    A. Reporting metrics.
    To inform and evaluate the effectiveness of the interventions 
identified in these requirements, the Secretary will collect data on 
the metrics in the following chart. Accordingly, an SEA must report 
only the following new data with respect to School Improvement Grants:
    1. A list of the LEAs, including their NCES identification numbers, 
that received a School Improvement Grant under section 1003(g) of the 
ESEA and the amount of the grant.
    2. For each LEA that received a School Improvement Grant, a list of 
the schools that were served, their NCES identification numbers, and 
the amount of funds or value of services each school received.
    3. For any Tier I, Tier II, priority, or focus school, school-level 
data on the metrics designated on the following chart as ``SIG'' 
(School Improvement Grants):

----------------------------------------------------------------------------------------------------------------
                                                                               Achievement          Leading
                 Metric                                Source                   indicators         indicators
----------------------------------------------------------------------------------------------------------------
                                                                        SCHOOL DATA
----------------------------------------------------------------------------------------------------------------
Which intervention the school used        SIG.............................  .................  .................
 (e.g., turnaround, restart, evidence-
 based, whole school reform strategy).
Number of schools in rural LEAs           SIG.............................  .................  .................
 implementing an intervention model with
 a modified element pursuant to section
 I.B.6 of these requirements.
Which intervention the school in a rural  SIG.............................  .................  .................
 LEA implementing an intervention model
 with a modified element pursuant to
 section I.B.6 of these requirements
 used.
AYP status..............................  EDFacts.........................           [check]   .................
Which AYP targets the school met and      EDFacts.........................           [check]   .................
 missed.
School improvement status...............  EDFacts.........................           [check]   .................
Number of minutes within the school year  SIG.............................  .................           [check]
----------------------------------------------------------------------------------------------------------------
                                                          STUDENT OUTCOME/ACADEMIC PROGRESS DATA
----------------------------------------------------------------------------------------------------------------

[[Page 53272]]

 
Percentage of students at or above each   EDFacts.........................           [check]   .................
 proficiency level on State assessments
 in reading/language arts and
 mathematics (e.g., Basic, Proficient,
 Advanced), by grade and by student
 subgroup.
Student participation rate on State       EDFacts.........................  .................           [check]
 assessments in reading/language arts
 and in mathematics, by student subgroup.
Average scale scores on State             SIG.............................           [check]   .................
 assessments in reading/language arts
 and in mathematics, by grade, for the
 ``all students'' group, for each
 achievement quartile, and for each
 subgroup.
Percentage of limited English proficient  SIG.............................           [check]   .................
 students who attain English language
 proficiency.
Graduation rate.........................  EDFacts.........................           [check]   .................
Dropout rate............................  EDFacts.........................  .................           [check]
Student attendance rate.................  SIG.............................  .................           [check]
Number and percentage of students         SIG HS only.....................  .................           [check]
 completing advanced coursework (e.g.,
 AP/IB), early-college high schools, or
 dual enrollment classes.
College enrollment rates................  EDFacts.........................           [check]   .................
----------------------------------------------------------------------------------------------------------------
                                                           STUDENT CONNECTION AND SCHOOL CLIMATE
----------------------------------------------------------------------------------------------------------------
Discipline incidents....................  EDFacts.........................  .................           [check]
Chronic absenteeism rates...............  CRDC............................  .................           [check]
----------------------------------------------------------------------------------------------------------------
                                                                          TALENT
----------------------------------------------------------------------------------------------------------------
Distribution of teachers by performance   SIG.............................  .................           [check]
 level on LEA's teacher evaluation
 system.
Teacher attendance rate.................  SIG.............................  .................           [check]
----------------------------------------------------------------------------------------------------------------

    4. An SEA must report these metrics for the school year prior to 
implementing the intervention, if the data exist, to serve as a 
baseline, and for each year thereafter for which the SEA allocates 
School Improvement Grants funds under section 1003(g) of the ESEA. With 
respect to a school that is closed, the SEA need report only the 
identity of the school and the intervention taken--i.e., school 
closure.
    B. Evaluation.
    An LEA that receives a School Improvement Grant must participate in 
any evaluation of that grant conducted by the Secretary.

Final Requirements

    We will announce the final requirements in a document in the 
Federal Register. We will determine the final requirements after 
considering responses to this document and other information available 
to the Department. This document does not preclude us from proposing 
additional requirements subject to meeting applicable rulemaking 
requirements.

    Note:  This document does not solicit applications. In any year 
in which we choose to use one or more of these priorities, 
requirements, definitions, and selection criteria, we invite 
applications through a document in the Federal Register.

Executive Orders 12866 and 13563

Regulatory Impact Analysis

    Under Executive Order 12866, the Secretary must determine whether 
this regulatory action is ``significant'' and, therefore, subject to 
the requirements of the Executive order and subject to review by the 
Office of Management and Budget (OMB). Section 3(f) of Executive Order 
12866 defines a ``significant regulatory action'' as an action likely 
to result in a rule that may--
    (1) Have an annual effect on the economy of $100 million or more, 
or adversely affect a sector of the economy, productivity, competition, 
jobs, the environment, public health or safety, or State, local, or 
tribal governments or communities in a material way (also referred to 
as an ``economically significant'' rule);
    (2) Create serious inconsistency or otherwise interfere with an 
action taken or planned by another agency;
    (3) Materially alter the budgetary impacts of entitlement grants, 
user fees, or loan programs or the rights and obligations of recipients 
thereof; or
    (4) Raise novel legal or policy issues arising out of legal 
mandates, the President's priorities, or the principles stated in the 
Executive order.
    This proposed regulatory action would have an annual effect on the 
economy of more than $100 million because fiscal year 2014 
appropriations for the program, which the Department will award to SEAs 
in fiscal year 2015, are approximately $506 million. Therefore, this 
proposed action is ``economically significant'' and subject to review 
by OMB under section 3(f)(1) of Executive Order 12866. Notwithstanding 
this determination, we have assessed the potential costs and benefits, 
both quantitative and qualitative, of this proposed regulatory action 
and have determined that the benefits would justify the costs.
    We have also reviewed this proposed regulatory action under 
Executive Order 13563, which supplements and explicitly reaffirms the 
principles, structures, and definitions governing regulatory review 
established in Executive Order 12866. To the extent permitted by law, 
Executive Order 13563 requires that an agency--
    (1) Propose or adopt regulations only upon a reasoned determination 
that their benefits justify their costs (recognizing that some benefits 
and costs are difficult to quantify);
    (2) Tailor its regulations to impose the least burden on society, 
consistent with obtaining regulatory objectives and taking into 
account--among other things and to the extent practicable--the costs of 
cumulative regulations;
    (3) In choosing among alternative regulatory approaches, select 
those approaches that maximize net benefits (including potential 
economic, environmental, public health and safety, and other 
advantages; distributive impacts; and equity);
    (4) To the extent feasible, specify performance objectives, rather 
than the behavior or manner of compliance a regulated entity must 
adopt; and
    (5) Identify and assess available alternatives to direct 
regulation, including economic incentives--such as user fees or 
marketable permits--to encourage the desired behavior, or

[[Page 53273]]

provide information that enables the public to make choices.
    Executive Order 13563 also requires an agency ``to use the best 
available techniques to quantify anticipated present and future 
benefits and costs as accurately as possible.'' The Office of 
Information and Regulatory Affairs of OMB has emphasized that these 
techniques may include ``identifying changing future compliance costs 
that might result from technological innovation or anticipated 
behavioral changes.''
    We are issuing these proposed requirements only on a reasoned 
determination that their benefits would justify their costs. In 
choosing among alternative regulatory approaches, we selected those 
approaches that would maximize net benefits. Based on the analysis that 
follows, the Department believes that this regulatory action is 
consistent with the principles in Executive Order 13563.
    We also have determined that this proposed regulatory action would 
not unduly interfere with State, local, and tribal governments in the 
exercise of their governmental functions.
    In accordance with both Executive orders, the Department has 
assessed the potential costs and benefits, both quantitative and 
qualitative, of this regulatory action. The potential costs associated 
with this regulatory action are those resulting from statutory 
requirements and those we have determined as necessary for 
administering the Department's programs and activities.
    In this regulatory impact analysis we discuss the potential costs 
and benefits and the regulatory alternatives we considered.

Discussion of Potential Costs and Benefits

    The Department believes that the proposed requirements would not 
impose significant costs on SEAs and LEAs that receive SIG funds. State 
and local costs of implementing the proposed requirements (including 
State costs of applying for grants, distributing grant funds to LEAs, 
ensuring compliance with the proposed requirements, and reporting to 
the Department; and LEA costs of applying for subgrants and 
implementing interventions) will be financed through grant funds. We do 
not believe that the proposed requirements will impose burden that SEAs 
or LEAs will need to meet from other sources.
    This regulatory action would continue to drive SIG funds to LEAs 
that have the lowest-achieving schools in amounts sufficient to turn 
those schools around and significantly increase student achievement. It 
would also continue to require participating LEAs to adopt the most 
effective approaches to turning around low-achieving schools. In short, 
we believe that this action would ensure that limited SIG funds 
continue to be put to their optimum use--that is, that they are 
targeted to where they are most needed and used in the most effective 
manner possible. The benefits, then, would be more effective schools 
serving children from low-income families and a better education for 
those children.

Regulatory Alternatives Considered

    As discussed elsewhere, the Department believes that the proposed 
requirements are needed to ensure that the SIG program is implemented 
in a manner that, among other things, is consistent with the 
programmatic changes made by Congress in the Consolidated 
Appropriations Act, 2014. One alternative to promulgation of the 
proposed requirements would be for the Department to allocate fiscal 
year 2014 SIG funds without establishing any new requirements governing 
their use. Under such an alternative, States and LEAs would need to 
implement the new provisions in the appropriations language without key 
regulatory support from the Department. For instance, each State would 
be responsible for ensuring, for its LEAs that seek to use SIG funds to 
implement an evidence-based, whole-school reform strategy in an 
eligible school, that the strategy selected by the LEA constitutes 
whole-school reform and is supported by at least moderate evidence of 
effectiveness. We do not believe that States generally possess the 
capacity or expertise needed to meet this responsibility with the 
amount of rigor expected by Congress.
    Elsewhere in this section under Paperwork Reduction Act of 1995, we 
identify and explain burdens specifically associated with information 
collection requirements.

Accounting Statement

    As required by OMB Circular A-4 (available at www.whitehouse.gov/sites/default/files/omb/assets/omb/circulars/a004/a-4.pdf), in the 
following table we have prepared an accounting statement showing the 
classification of the expenditures associated with the provisions of 
this regulatory action. This table provides our best estimate of the 
changes in annual monetized transfers as a result of this regulatory 
action. Expenditures are classified as transfers from the Federal 
Government to SEAs.

      Accounting Statement Classification of Estimated Expenditures
                              [in millions]
------------------------------------------------------------------------
                 Category                             Transfers
------------------------------------------------------------------------
Annualized Monetized Transfers............  $506
From Whom To Whom?                          From the Federal Government
                                             to SEAs.
------------------------------------------------------------------------

Clarity of the Regulations

    Executive Order 12866 and the Presidential memorandum ``Plain 
Language in Government Writing'' require each agency to write 
regulations that are easy to understand.
    The Department invites comments on how to make these proposed 
regulations easier to understand, including answers to questions such 
as the following:
     Are the requirements in the proposed regulations clearly 
stated?
     Do the proposed regulations contain technical terms or 
other wording that interferes with their clarity?
     Does the format of the proposed regulations (grouping and 
order of sections, use of headings, paragraphing, etc.) aid or reduce 
their clarity?
     Would the proposed regulations be easier to understand if 
we divided them into more (but shorter) sections?
     Could the description of the proposed regulations in the 
SUPPLEMENTARY INFORMATION section of this preamble be more helpful in 
making the proposed regulations easier to understand? If so, how?
     What else could we do to make the proposed regulations 
easier to understand?
    To send any comments that concern how the Department could make 
these proposed regulations easier to understand, see the instructions 
in the ADDRESSES section.

Regulatory Flexibility Act Certification

    The Secretary certifies that these proposed requirements will not 
have a significant economic impact on a substantial number of small 
entities. Under the U.S. Small Business Administration's Size 
Standards, small entities include small governmental jurisdictions such 
as cities, towns, or school districts (LEAs) with a population of less 
than 50,000. Although the majority of LEAs that receive title I funds 
qualify as small entities under this definition, the requirements 
proposed in this document would not have a significant economic impact 
on these small LEAs because (1) The costs of implementing

[[Page 53274]]

the required interventions would be covered by the grants received by 
successful applicants, and (2) in most cases the costs of developing 
and submitting applications would not be significantly higher than the 
costs that would be incurred in applying for program funds under the 
statutory requirements. Also, small LEAs may receive technical 
assistance and other support from their SEAs in developing applications 
for these funds.
    The Department believes the benefits provided under this proposed 
regulatory action outweigh the burdens on these small LEAs of complying 
with the proposed requirements. In particular, the proposed 
requirements would make significant resources available to eligible 
small LEAs to make the fundamental changes needed to turn around their 
lowest-achieving schools, resources that otherwise may not be available 
to small and often geographically isolated LEAs.
    The Secretary invites comments from small LEAs as to whether they 
believe the requirements proposed in this document would have a 
significant economic impact on them and, if so, requests evidence to 
support that belief.

Paperwork Reduction Act of 1995

    As part of its continuing effort to reduce paperwork and respondent 
burden, the Department provides the general public and Federal agencies 
with an opportunity to comment on proposed and continuing collections 
of information in accordance with the Paperwork Reduction Act of 1995 
(PRA) (44 U.S.C. 3506(c)(2)(A)). This helps ensure that: the public 
understands the Department's collection instructions, respondents can 
provide the requested data in the desired format, reporting burden 
(time and financial resources) is minimized, collection instruments are 
clearly understood, and the Department can properly assess the impact 
of collection requirements on respondents.
    A Federal agency may not conduct or sponsor a collection of 
information unless OMB approves the collection under the PRA and the 
corresponding information collection instrument displays a currently 
valid OMB control number. Notwithstanding any other provision of law, 
no person is required to comply with, or is subject to penalty for 
failure to comply with, a collection of information if the collection 
instrument does not display a currently valid OMB control number.
    In the final requirements we will display the control number 1810-
0682 assigned by OMB to any information collection requirements 
proposed in these proposed requirements and adopted in the final 
requirements. These requirements contain information collection 
activities covered under the PRA and currently approved by OMB. The 
activities that are currently approved by OMB consist of: (1) The SEAs' 
preparation of applications to submit to the Department to apply for 
SIG funds and the SEAs' posting of the LEAs' applications on the SEAs' 
Web sites; (2) the reporting of specific school-level data on the use 
of SIG funds and specific interventions implemented in LEAs receiving 
SIG funds that the Department currently collects through EDFacts (OMB 
Control 1875-0240); and (3) the application an LEA must submit to apply 
to its SEA for SIG funds. The following is a summary of how the 
proposed requirements would change these activities and the effect they 
would have on the total burden.

Changes to the SEA Applications

    Under proposed requirement section II.B.1(b), each SEA may submit, 
as part of the required application it submits to the Department to 
receive SIG funds, one State-determined intervention model for review 
and approval by the Secretary. These proposed requirements would 
require an SEA to submit a proposed State-determined intervention model 
as part of its application, if a State choses to implement this model.
    Under the burden estimates currently approved by OMB, 52 SEAs will 
complete, review, and post SEA and LEA applications for a total of 
46,800 annual burden hours at a cost of $30 per hour, totaling an 
annual cost of $1,404,000. These proposed requirements do not change 
the currently approved annual burden for SEAs.

Revising Reporting Requirements

    The proposed requirements make a number of clarifications to the 
reporting requirements. First, proposed requirement section III.A.3 
eliminates the metric for ``Truants'' and replaces it with ``Chronic 
absenteeism rates.'' Second, proposed requirement III.A clarifies the 
correct source for each of the required metrics and removes references 
to the SFSF previously approved under OMB data collection 1810-0695. 
Finally, proposed requirements in section III.A.3 would require an SEA 
to report, with respect to schools receiving SIG awards, the number of 
schools implementing models with a modified element pursuant to 
proposed section I.B.6 and which models are being implemented in those 
schools.
    Under the reporting burden estimates, 52 SEAs will report SEA and 
LEA requirements for a total of 3,640 annual burden hours at a cost of 
$30 per hour totaling an annual cost of $109,200. These proposed 
requirements add burden to the currently approved annual burden for 
SEAs.

Changes to the LEA Application

    The proposed requirements also add to the existing requirements in 
section I.A.4(a) (Evidence of strongest commitment) information that, 
under proposed section II.A.2(c), the LEA must include in the LEA 
application related to an evidence-based, whole-school reform strategy 
(for those LEAs that propose to implement such a strategy); meaningful 
family and community engagement; LEA oversight and support of SIG 
implementation; review of, and accountability for, external provider 
performance; and the review process for selecting a charter school 
operator, CMO, or EMO.
    Under the burden estimates that are currently approved by OMB, 
3,050 LEAs will complete an application for a total of 183,000 annual 
burden hours at a cost of $25 per hour totaling an annual cost of 
$4,575,000. These proposed requirements do not change the approved 
annual burden for LEAs.

[[Page 53275]]

Collection of Information

                                        State Educational Agency Estimate
----------------------------------------------------------------------------------------------------------------
         SIG Activity          Number of SEAs  Hours/activity       Hours         Cost/hour           Cost
----------------------------------------------------------------------------------------------------------------
Complete SEA application                   52             100           5,200             $30           $156,000
 (including requests for
 waivers)....................
Review and post LEA                        52             800          41,600              30          1,248,000
 applications................
                              ----------------------------------------------------------------------------------
Reporting....................              52              70           3,640              30            109,200
                              ----------------------------------------------------------------------------------
    Total....................  ..............  ..............          50,440              30          1,513,200
----------------------------------------------------------------------------------------------------------------

                                        Local Educational Agency Estimate
----------------------------------------------------------------------------------------------------------------
          SIG Activity            Number of LEAs  Hours/activity       Hours         Cost/hour         Cost
----------------------------------------------------------------------------------------------------------------
Complete LEA application........           3,050              60         183,000             $25      $4,575,000
                                 -------------------------------------------------------------------------------
Total...........................  ..............  ..............         183,000              25       4,575,000
----------------------------------------------------------------------------------------------------------------

    To comment on the information collection requirements, please send 
your comments to the Office of Information and Regulatory Affairs, OMB, 
Attention: Desk Officer for U.S. Department of Education. Send these 
comments by email to OIRADOCKET@omb.eop.gov or by fax to (202) 
395-6974. You may also send a copy of these comments to the Department 
via the Federal eRulemaking Portal listed in the ADDRESSES section.
    We have prepared an Information Collection Request (ICR) for these 
collections. In preparing your comments you may want to comment on the 
ICR, which is available at www.reginfo.gov. Click on Information 
Collection Review. This ICR is identified as 1810-0682.
    We consider your comments on this collection of information in--
     Deciding whether the collections are necessary for the 
proper performance of our functions, including whether the information 
will have practical use;
     Evaluating the accuracy of our estimate of the burden of 
the collections, including the validity of our methodology and 
assumptions;
     Enhancing the quality, usefulness, and clarity of the 
information we collect; and
     Minimizing the burden on those who must respond. This 
includes exploring the use of appropriate automated, electronic, 
mechanical, or other technological collection techniques.

ADDRESSES: Comments submitted in response to this document should be 
submitted electronically through the Federal eRulemaking Portal at 
www.regulations.gov by selecting Docket ID ED-2014-OESE-0179 or via 
postal mail, commercial delivery, or hand delivery. Please note that 
comments submitted by fax or email and those submitted after the 
comment period will not be accepted. Written requests for information 
or comments submitted by postal mail or delivery should be addressed to 
the Director of the Information Collection Clearance Division, U.S. 
Department of Education, 400 Maryland Avenue SW., Mailstop L-OM-2-
2E319LBJ, Room 2E115, Washington, DC 20202-4537.

FOR FURTHER INFORMATION CONTACT: Electronically mail 
ICDocketMgr@ed.gov. Please do not send comments here.

Intergovernmental Review

    This program is not subject to Executive Order 12372 and the 
regulations in 34 CFR part 79.
    Accessible Format: Individuals with disabilities can obtain this 
document in an accessible format (e.g., braille, large print, 
audiotape, or compact disc) on request to the 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. Free 
Internet access to the official edition of the Federal Register and the 
Code of Federal Regulations is available via the Federal Digital System 
at: www.gpo.gov/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 Adobe Portable Document Format (PDF). To use PDF 
you must have Adobe Acrobat Reader, which is available free at the 
site.
    You may also access documents of the Department published in the 
Federal Register by using the article search feature at: 
www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.

(Catalog of Federal Domestic Assistance Number 84.377A)

    Dated: September 2, 2014.
Deborah Delisle,
Assistant Secretary for Elementary and Secondary Education.
[FR Doc. 2014-21185 Filed 9-5-14; 8:45 am]
BILLING CODE 4000-01-P
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