[Federal Register Volume 80, Number 27 (Tuesday, February 10, 2015)]
[Notices]
[Pages 7423-7432]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2015-02710]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Supporting Effective Educator 
Development Grant Program

AGENCY: Office of Innovation and Improvement, Department of Education

ACTION: Notice.

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    Overview Information:

Supporting Effective Educator Development (SEED) Grant Program
Notice inviting applications for new awards for fiscal year (FY) 2015.
Catalog of Federal Domestic Assistance (CFDA) Number: 84.367D

    Dates:
    Applications Available: February 10, 2015.
    Deadline for Notice of Intent To Apply: March 12, 2015.
    Dates of Informational Webinars: The SEED program intends to hold 
Webinars designed to provide technical assistance to interested 
applicants. Detailed information regarding these meetings will be 
provided on the SEED Web site at http://www2.ed.gov/programs/edseed/index.html.
    Deadline for Transmittal of Applications: April 13, 2015.
    Deadline for Intergovernmental Review: June 10, 2015.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The SEED program provides funding for grants to 
National Not-for-Profit Organizations for projects that support teacher 
or principal training or professional enhancement activities and that 
are supported by at least Moderate Evidence of Effectiveness. The 
purpose of the program is to increase the number of Highly Effective 
Teachers and Principals by developing or expanding the implementation 
of practices that are demonstrated to have an impact on improving 
student achievement or Student Growth. These grants will allow eligible 
entities to develop, expand, and evaluate practices that can serve as 
models of best practices that can be sustained and disseminated.
    Priorities: This competition includes four absolute priorities, one 
of which is required for all applicants, and four competitive 
preference priorities. Absolute Priority 1 and Competitive Preference 
Priority 1 are from 34 CFR 75.226. Absolute Priorities 2 through 4 and 
Competitive Preference Priorities 2 and 3 are from the notice of final 
priorities, requirements, definitions, and selection criteria for this 
program, published in the Federal Register on February 12, 2013 (78 FR 
9815) (``SEED NFP''). Competitive Preference Priority 4 is from the 
Department's notice of final supplemental priorities and definitions, 
published in the Federal Register on December 10, 2014 (79 FR 73425) 
(``Supplemental Priorities'').
    Absolute Priorities: For FY 2015 and any subsequent year in which 
we make awards from the list of unfunded applicants from this 
competition, these priorities are absolute priorities. Under 34 CFR 
75.105(c)(3) we consider only applications that meet Absolute Priority 
1 and meet one or more of Absolute Priorities 2 through 4.
    These priorities are:
    Absolute Priority 1: Supporting Practices and Strategies for Which 
There Is Moderate Evidence of Effectiveness.
    Projects that are supported by Moderate Evidence of Effectiveness.

    Note: The Department has updated the Moderate Evidence of 
Effectiveness definition since the previous SEED competition.

    Absolute Priority 2: Teacher or Principal Recruitment, Selection, 
and Preparation.
    This priority funds projects that will create or expand practices 
and strategies that increase the number of Highly Effective Teachers or 
Highly Effective Principals by recruiting, selecting, and preparing 
talented individuals to work in schools with high concentrations of 
High-need Students. Projects must include activities that focus on 
creating

[[Page 7424]]

or expanding high-performing teacher preparation programs, principal 
preparation programs, or both. Activities may include but are not 
limited to expanding clinical experiences, redesigning and implementing 
program coursework to align with State standards and district 
requirements for P-12 teachers, providing induction and other support 
for program participants in their classrooms and schools, and 
developing strategies for tracking the effect program graduates have on 
the achievement of their students or the performance of their schools.
    In addition, an applicant must propose a plan demonstrating a 
rigorous, competitive selection process to determine which aspiring 
teachers or principals participate in the applicant's proposed 
activities.
    Absolute Priority 3: Professional Development for Teachers of 
Academic Subjects.
    This priority funds projects that will create or expand practices 
and strategies that increase the number of Highly Effective Teachers by 
providing professional development opportunities to teachers, including 
special education teachers, in schools with high concentrations of 
High-need Students. Projects must focus on increasing Student 
Achievement in academic subjects by providing high-quality professional 
development to teachers. The academic subjects that may be addressed 
through professional development under this priority include foreign 
languages, civics and government, economics, arts, history, physical 
education, geography, environmental education, and financial literacy.
    Applicants are required to describe the need of the proposed 
districts to be served for teacher professional development in the 
selected high-need academic subjects and to demonstrate alignment of 
the proposed projects with State standards.
    In addition, applicants must describe how they plan to measure the 
impact the professional development has on teacher effectiveness. 
Applicants must determine teacher effectiveness through a rigorous, 
transparent, and fair evaluation in which performance is differentiated 
using multiple measures of effectiveness and based in significant part 
on Student Growth.

    Note:  The list of subjects provided in this priority is 
illustrative. Applicants may propose to address other academic 
subjects or areas, such as writing, reading, or mathematics, which 
partner schools and districts have demonstrated to be high-need.

    Absolute Priority 4: Advanced Certification and Advanced 
Credentialing.
    This priority funds projects that will create or expand practices 
and strategies based on advanced certification or advanced 
credentialing that increase the number of Highly Effective Teachers, 
Highly Effective Principals, or both, who work in schools with high 
concentrations of High-need Students.
    Applicants are required to focus their proposed projects on 
encouraging and supporting teachers, principals, or both, who seek a 
nationally recognized, standards-based advanced certificate or advanced 
credential through high-quality professional enhancement projects 
designed to improve teaching and learning for teachers who may take on 
Career Ladder Positions, principals, or both who would serve as models, 
mentors, and coaches for other teachers, principals, or both working in 
schools with high concentrations of High-need Students.
    In addition, the effectiveness of teachers or principals who 
receive advanced certification or credentialing must be determined 
through a rigorous, transparent, and fair evaluation in which 
performance is differentiated using multiple measures of effectiveness 
and based in significant part on Student Growth.
    Finally, an applicant must propose a plan demonstrating a rigorous, 
competitive selection process to determine which teachers or principals 
participate in the applicant's proposed activities.
    Competitive Preference Priorities: For FY 2015 and any subsequent 
year in which we make awards from the list of unfunded applicants from 
this competition, these priorities are competitive preference 
priorities. Under 34 CFR 75.105(c)(2)(i) we award an additional five 
points to an application that meets Competitive Preference Priority 1. 
We award an additional one point to an application that meets 
Competitive Preference Priority 2. We award an additional two points to 
an application that meets Competitive Preference Priority 3. We award 
up to an additional four points to an application, depending on how 
well the application meets Competitive Preference Priority 4. The total 
number of points an application may receive for addressing the 
competitive preference priorities is 12. These points are in addition 
to any points the application earns under the selection criteria. 
Addressing these competitive preference priorities is optional, and 
applicants may choose to respond to none, one, two, three, or all four 
of the competitive preference priorities for this competition.
    These priorities are:
    Competitive Preference Priority 1: Supporting Practices and 
Strategies for Which There Is Strong Evidence of Effectiveness (0 or 5 
points).
    Projects that are supported by strong evidence of effectiveness (as 
defined in this notice).

    Note: The Department has updated the Strong Evidence of 
Effectiveness definition since the previous SEED competition.

    Competitive Preference Priority 2: Improving Efficiency (Cost-
Effectiveness) (0 or 1 point).
    Projects that will identify strategies for providing cost-
effective, high-quality services at the State, regional, or local level 
by making better use of available resources. Such projects may include 
innovative and sustainable uses of technology, modification of school 
schedules and teacher compensation systems, use of Open Educational 
Resources, or other strategies.
    Competitive Preference Priority 3: Promoting Science, Technology, 
Engineering, and Mathematics (STEM) Education (0 or 2 points).
    This priority funds projects that address one or both of the 
following priority areas:
    (a) Increasing the opportunities for high-quality preparation of, 
or professional development for, teachers of STEM subjects.
    (b) Increasing the number of individuals from groups traditionally 
underrepresented in STEM, including minorities, individuals with 
disabilities, and women, who are teachers of STEM subjects and have 
increased opportunities for high-quality preparation or professional 
development.
    In addition, applicants must describe how they plan to measure the 
impact the proposed project activities have on teacher effectiveness. 
Applicants must determine teacher effectiveness through a rigorous, 
transparent, and fair evaluation in which performance is differentiated 
using multiple measures of effectiveness and based in significant part 
on Student Growth.

    Note:  The Department encourages applicants to provide a 
thoughtful, in-depth response to the priority area(s) under 
Competitive Preference Priority 3 to which they are well-suited to 
respond. Applicants may choose to respond to one or both of the 
priority areas and are not required to respond to each priority area 
in order to receive the maximum available points under this 
competitive preference priority.

    Competitive Preference Priority 4: Supporting High-Need Students (0 
to 4 points).

[[Page 7425]]

    This priority funds projects that are designed to improve:
    (a) Academic outcomes;
    (b) Learning environments; or
    (c) Both,
    For one or more of the following groups of students:
    (i) Students served by Rural Local Educational Agencies.
    (ii) Students with disabilities.
    (iii) English learners.
    (iv) Students in Lowest-performing Schools.
    (v) Students who are living in poverty and are served by schools 
with high concentrations of students living in poverty.
    (vi) Disconnected Youth or migrant youth.
    (vii) Students who are members of federally recognized Indian 
tribes.

    Note:  The Department encourages applicants to provide a 
thoughtful, in-depth response to the priority area(s) under 
Competitive Preference Priority 4 to which they are well-suited to 
respond. Applicants may choose to respond to one or more of the 
priority areas and are not required to respond to each priority area 
in order to receive the maximum available points under this 
competitive preference priority.

Definitions

    The following definitions are from the SEED NFP, the Supplemental 
Priorities, and 34 CFR 77.1. The source of each definition is noted in 
parentheses following the text of the definition.
    Career ladder positions means school-based instructional leadership 
positions designed to improve instructional practice, which teachers 
may voluntarily accept, such as positions described as master teacher, 
mentor teacher, demonstration or model teacher, or instructional coach, 
and for which teachers are selected based on criteria that are 
predictive of the ability to lead other teachers. (SEED NFP)
    Disconnected youth means low-income individuals, ages 14-24, who 
are homeless, are in foster care, are involved in the justice system, 
or are not working or not enrolled in (or at risk of dropping out of) 
an educational institution. (Supplemental Priorities)
    High-minority school means a school as that term is defined by a 
local education agency (LEA), which must define the term in a manner 
consistent with its State's Teacher Equity Plan, as required by section 
1111(b)(8)(C) of the Elementary and Secondary Education Act of 1965, as 
amended (ESEA). The applicant must provide the definition(s) of ``High-
minority Schools'' used in its application. (Supplemental Priorities)
    High-need students means students who are at risk of educational 
failure or otherwise in need of special assistance and support, such as 
students who are living in poverty, who attend High-minority Schools, 
who are far below grade level, who have left school before receiving a 
Regular High School Diploma, who are at risk of not graduating with a 
diploma on time, who are homeless, who are in foster care, who have 
been incarcerated, who have disabilities, or who are English learners. 
(Supplemental Priorities)
    Highly effective principal means a principal whose students, 
overall and for each subgroup as described in section 
1111(b)(2)(C)(v)(II) of the Elementary and Secondary Education Act, as 
amended (ESEA) (i.e., economically disadvantaged students, students 
from major racial and ethnic groups, students with disabilities, and 
students with limited English proficiency), achieve high rates (e.g., 
one and one-half grade levels in an academic year) of student growth. 
Eligible applicants may include multiple measures, provided that 
principal effectiveness is evaluated, in significant part, based on 
student growth. Supplemental measures may include, for example, high 
school graduation rates; college enrollment rates; evidence of 
providing supportive teaching and learning conditions, support for 
ensuring effective instruction across subject areas for a well-rounded 
education, strong instructional leadership, and positive family and 
community engagement; or evidence of attracting, developing, and 
retaining high numbers of effective teachers. (SEED NFP)
    Highly effective teacher means a teacher whose students achieve 
high rates (e.g., one and one-half grade levels in an academic year) of 
student growth. Eligible applicants may include multiple measures, 
provided that teacher effectiveness is evaluated, in significant part, 
based on student growth. Supplemental measures may include, for 
example, multiple observation-based assessments of teacher performance 
or evidence of leadership roles (which may include mentoring or leading 
professional development learning communities) that increase 
effectiveness of other teachers in the school or LEA. (SEED NFP)
    Large sample means an analytic sample of 350 or more students (or 
other single analysis units), or 50 or more groups (such as classrooms 
or schools) that contain 10 or more students (or other single analysis 
units). (34 CFR 77.1)
    Lowest-performing schools means--
    For a State with an approved request for flexibility under the 
Elementary and Secondary Education Act of 1965, as amended (ESEA), 
Priority Schools or Tier I and Tier II Schools identified under the 
School Improvement Grants program.
    For any other State, Tier I and Tier II schools identified under 
the School Improvement Grants program. (Supplemental Priorities)
    Moderate evidence of effectiveness means one of the following 
conditions is met:
    (a) There is at least one study of the effectiveness of the 
process, product, strategy, or practice being proposed that meets the 
What Works Clearinghouse Evidence Standards without reservations, found 
a statistically significant favorable impact on a Relevant 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), and includes a sample that overlaps with the 
populations or settings proposed to receive the process, product, 
strategy, or practice.
    (b) There is at least one study of the effectiveness of the 
process, product, strategy, or practice being proposed that meets the 
What Works Clearinghouse Evidence Standards with reservations, found a 
statistically significant favorable impact on a Relevant 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), includes a sample that overlaps with the populations or 
settings proposed to receive the process, product, strategy, or 
practice, and includes a Large Sample and a Multi-site Sample. (Note: 
Multiple studies can cumulatively meet the Large and Multi-site Sample 
requirements as long as each study meets the other requirements in this 
paragraph.) (34 CFR 77.1)

    Note:  All studies will be reviewed according to existing WWC 
review protocols in their appropriate topic area (see examples of 
Protocols by Topic Area: http://ies.ed.gov/ncee/wwc/Publications_Reviews.aspx?f=All%20Publication%20and%20Review%20Types,5;#pubsearch). Protocols outline the specific processes that are 
used to determine whether a study meets WWC Evidence Standards. If a 
given study does not fit an existing topic-specific protocol, the 
WWC will use one of two Single Study Review protocols to guide the 
review (For K-12 Studies: http://ies.ed.gov/ncee/wwc/documentsum.aspx?sid=234 and for

[[Page 7426]]

Postsecondary Studies: (http://ies.ed.gov/ncee/wwc/documentsum.aspx?sid=242).

    Multi-site sample means more than one site, where site can be 
defined as an LEA, locality, or State. (34 CFR 77.1)
    National level describes the level of scope or effectiveness of a 
process, product, strategy, or practice that is able to be effective in 
a wide variety of communities, including rural and urban areas, as well 
as with different groups (e.g., economically disadvantaged, racial and 
ethnic groups, migrant populations, individuals with disabilities, 
English learners, and individuals of each gender). (SEED NFP)
    National not-for-profit organization means an entity that meets the 
definition of ``nonprofit'' under 34 CFR 77.1(c) and is of national 
scope, meaning that the entity provides services in multiple States to 
a significant number or percentage of recipients and is supported by 
staff or affiliates in multiple States. (SEED NFP)
    Open educational resources means teaching, learning, and research 
resources that reside in the public domain or have been released under 
an intellectual property license that permits their free use or 
repurposing by others. (SEED NFP)
    Persistently lowest achieving school means, as determined by the 
State--
    (a)(1) Any Title I school that has been identified for improvement, 
corrective action, or restructuring under section 1116 of the 
Elementary and Secondary Education Act of 1965, as amended (ESEA) and 
that--
    (i) 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
    (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; 
and
    (2) Any secondary school that is eligible for, but does not 
receive, Title I funds that--
    (i) 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
    (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.
    (b) To identify the lowest-achieving schools, a State must take 
into account both--
    (i) 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 Elementary and Secondary Education Act of 1965, as 
amended (ESEA), in reading/language arts and mathematics combined; and
    (ii) The school's lack of progress on those assessments over a 
number of years in the ``all students'' group. (Supplemental 
Priorities)
    Priority schools means schools that, based on the most recent data 
available, have 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) 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;
    (b) A Title I-participating or Title I-eligible high school with a 
graduation rate that is less than 60 percent over a number of years; or
    (c) A Tier I or Tier II school under the School Improvement Grant 
(SIG) program that is using SIG funds to implement a school 
intervention model. (Supplemental Priorities)
    Relevant outcome means the student outcome(s) (or the ultimate 
outcome if not related to students) the proposed process, product, 
strategy, or practice is designed to improve; consistent with the 
specific goals of a program. (34 CFR 77.1)
    Regular high school diploma means the standard high school diploma 
that is awarded to students in the State and that is fully aligned with 
the State's academic content standards or a higher diploma and does not 
include a General Education Development (GED) credential, certificate 
of attendance, or any alternative award. (Supplemental Priorities)
    Rural local educational agency means a LEA that is eligible under 
the Small Rural School Achievement (SRSA) program or the Rural and Low-
Income School (RLIS) program authorized under Title VI, Part B of the 
Elementary and Secondary Education Act of 1965, as amended (ESEA). 
Eligible applicants may determine whether a particular LEA is eligible 
for these programs by referring to information on the Department's Web 
site at www2.ed.gov/nclb/freedom/local/reap.html. (Supplemental 
Priorities)
    Strong evidence of effectiveness means one of the following 
conditions is met:
    (a) There is at least one study of the effectiveness of the 
process, product, strategy, or practice being proposed that meets the 
What Works Clearinghouse Evidence Standards without reservations, found 
a statistically significant favorable impact on a Relevant 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), includes a sample that overlaps with the 
populations and settings proposed to receive the process, product, 
strategy, or practice, and includes a Large Sample and a Multi-site 
Sample. (Note: Multiple studies can cumulatively meet the Large and 
Multi-site sample requirements as long as each study meets the other 
requirements in this paragraph.)
    (b) There are at least two studies of the effectiveness of the 
process, product, strategy, or practice being proposed, each of which: 
Meets the What Works Clearinghouse Evidence Standards with 
reservations, found a statistically significant favorable impact on a 
Relevant Outcome (with no statistically significant and overriding 
unfavorable impacts on that outcome for relevant populations in the 
studies or in other studies of the intervention reviewed by and 
reported on by the What Works Clearinghouse), includes a sample that 
overlaps with the populations and settings proposed to receive the 
process, product, strategy, or practice, and includes a Large Sample 
and a Multi-site Sample. (34 CFR 77.1)
    Student achievement means--
    (a) For tested grades and subjects: (1) A student's score on the 
State's assessments under the ESEA; and, as appropriate, (2) other 
measures of student learning, such as those described in paragraph (b) 
of this definition, provided they are rigorous and comparable across 
schools.
    (b) For non-tested grades and subjects: alternative measures of 
student learning and performance, such as student scores on pre-tests 
and end-of-course tests; student performance on English language 
proficiency assessments; and other measures of student achievement that 
are rigorous and comparable across schools. (SEED NFP)
    Student growth means the change in student achievement (as defined 
in this notice) for an individual student between two or more points in 
time. An

[[Page 7427]]

applicant may also include other measures that are rigorous and 
comparable across classrooms. (SEED NFP)
    Tier I schools means--
    (a) A Title I school that has been identified as in improvement, 
corrective action, or restructuring under section 1116 of the 
Elementary and Secondary Education Act of 1965, as amended (ESEA) and 
that is identified by the SEA under paragraph (a)(1) of the definition 
of ``persistently lowest achieving school.''
    (b) An elementary school that is eligible for Title I, Part A funds 
that--
    (1)(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 Elementary and Secondary Education Act of 1965, as amended 
(ESEA) in reading/language arts and mathematics combined; and (2) Is no 
higher achieving than the highest-achieving school identified by the 
SEA under paragraph (a)(1)(i) of the definition of ``persistently 
lowest achieving school.'' (Supplemental Priorities)
    Tier II schools means--
    (a) A secondary school that is eligible for, but does not receive, 
Title I, Part A funds and is identified by the State educational agency 
(SEA) under paragraph (a)(2) of the definition of ``persistently lowest 
achieving schools.''
    (b) A secondary school that is eligible for Title I, Part A funds 
that--
    (1)(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 Elementary and Secondary Education Act of 1965, as amended 
(ESEA), in reading/language arts and mathematics combined; and
    (2)(i) Is no higher achieving than the highest-achieving school 
identified by the SEA under paragraph (a)(2)(i) of the definition of 
``persistently lowest achieving school;'' 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. 
(Supplemental Priorities)
    Quasi-experimental design study means a study using a design that 
attempts to approximate an experimental design by identifying a 
comparison group that is similar to the treatment group in important 
respects. These studies, depending on design and implementation, can 
meet What Works Clearinghouse Evidence Standards with reservations (but 
not What Works Clearinghouse Evidence Standards without reservations).
    What Works Clearinghouse Evidence Standards means the standards set 
forth in the What Works Clearinghouse Procedures and Standards Handbook 
(Version 3.0, March 2014), which can be found at the following link: 
http://ies.ed.gov/ncee/wwc/DocumentSum.aspx?sid=19. (34 CFR 77.1)

    Program Authority: Pub. L. 113-76, Division H, Title III.

    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 
97, 98, and 99. (b) The OMB Guidelines to Agencies on Governmentwide 
Debarment and Suspension (Nonprocurement) in 2 CFR part 180, as adopted 
and amended as regulations of the Department in 2 CFR part 3485, and 
the Uniform Administrative Requirements, Cost Principles, and Audit 
Requirements for Federal Awards in 2 CFR part 200, as adopted and 
amended in 2 CFR part 3474. (c) the SEED NFP (78 FR 9815), and (d) the 
Supplemental Priorities (79 FR 73425).

    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education only.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $24,125,169.
    Estimated Range of Awards: $3,000,000-$8,000,000 per year.
    Estimated Average Size of Awards: $5,000,000 per year.
    Estimated Number of Awards: 3-6 awards.

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

    Project Period: Up to 36 months.

    Note: In subsequent fiscal years, the Department may decide to 
extend SEED projects' evaluations beyond the 36 month project 
period, and provide additional funding, for the purposes of data 
collection, analysis, and reporting (34 CFR 75.250(b)). This 
flexibility is not guaranteed and is contingent on available funding 
in subsequent fiscal years. The Department has discretion in 
deciding which, if any, SEED projects will receive additional time 
and funding for the purposes of data collection, analysis, and 
reporting.

III. Eligibility Information

    1. Eligible Applicants: As established in the SEED NFP (78 FR 
9815), to be eligible for a SEED program grant, an entity must be a 
National Not-for-profit Organization. Each applicant must provide in 
its application documentation that it is a National Not-for-Profit 
Organization.
    2. Cost Sharing or Matching: This program does not require cost 
sharing or matching.
    3. Evidence Standards: To meet Absolute Priority 1: Supporting 
Practices and Strategies for Which There Is Moderate Evidence of 
Effectiveness, each applicant must provide in its application 
documentation that its proposed project is supported by at least 
Moderate Evidence of Effectiveness. All applicants must respond to 
Absolute Priority 1, and one or more of Absolute Priorities 2 through 
4, in order to be eligible to receive funding. An applicant that also 
responds to Competitive Preference Priority 1: Supporting Practices and 
Strategies for Which There Is Strong Evidence of Effectiveness must 
provide documentation that its proposed project is supported by Strong 
Evidence of Effectiveness. An applicant must ensure that all evidence 
is available to the Department from publically available sources and 
provide links or references to, or copies of, the evidence in the 
application. If the Department determines that an applicant has 
provided insufficient evidence that its proposed project meets the 
definition of ``Moderate Evidence of Effectiveness'' or ``Strong 
Evidence of Effectiveness,'' the applicant will not have an opportunity 
to provide additional evidence to support its application.
    4. Evaluations: As established in the SEED NFP, an applicant 
receiving funds under this program must comply with the requirements of 
any evaluation of the program conducted by the Department. In addition, 
an applicant receiving funds under this program must make broadly 
available through formal (e.g., peer-reviewed journals) or informal 
(e.g., newsletters) mechanisms, in print or electronically, the results 
of any evaluations it conducts of its funded activities.

IV. Application and Submission Information

    1. Address to Request Application Package: Richard Wilson, U.S. 
Department of Education, 400 Maryland Avenue SW., Room 4W237, 
Washington, DC 20202-5960 or by email: <a href="/cdn-cgi/l/email-protection#f5a6b0b0b1b59091db929a83"><span class="__cf_email__" data-cfemail="92c1d7d7d6d2f7f6bcf5fde4">[email protected]</span></a>.
    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.
    Individuals with disabilities can obtain a copy of the application 
package

[[Page 7428]]

in an accessible format (e.g., braille, large print, audiotape, or 
compact disc) by contacting the program contact person listed in this 
section.
    2.a. Content and Form of Application Submission: Requirements 
concerning the content of an application, together with the forms you 
must submit, are in the application package for this competition.
    Notice of Intent to Apply: March 12, 2015. The Department will be 
able to develop a more efficient process for reviewing grant 
applications if it has a better understanding of the number of entities 
that intend to apply for funding under this competition. Therefore, the 
Department strongly encourages each potential applicant to notify the 
Department by sending a short email message indicating the applicant's 
intent to submit an application for funding. The email need not include 
information regarding the content of the proposed application, only the 
applicant's intent to submit it. The Department requests that this 
email notification be sent to the SEED program inbox at: <a href="/cdn-cgi/l/email-protection#d38096969793b6b7fdb4bca5"><span class="__cf_email__" data-cfemail="396a7c7c7d795c5d175e564f">[email protected]</span></a>.
    Eligible entities that fail to provide this email notification may 
still apply for funding.
    Page Limit: The application narrative (Part III of the application) 
is where you, the applicant, address the selection criteria that 
reviewers use to evaluate your application. We suggest you limit the 
application narrative to the equivalent of no more than 50 pages, using 
the following standards:
    <bullet> A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
    <bullet> Double space (no more than three lines per vertical inch) 
all text in the application narrative, except for titles, headings, 
footnotes, quotations, references, captions, charts, tables, figures, 
and graphs.
    <bullet> Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
    <bullet> Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.
    The page limit does not apply to Part I, the cover sheet; Part II, 
the budget section, including the narrative budget justification; Part 
IV, the assurances and certifications; or the one-page abstract, the 
resumes, or letters of support. However, the page limit does apply to 
all of the application narrative section [Part III].
    b. Submission of Proprietary Information: Given the types of 
projects that may be proposed in applications for the SEED program, an 
application may include business information that the applicant 
considers proprietary. The Department's regulations define ``business 
information'' in 34 CFR 5.11.
    Because we plan to make successful applications available to the 
public, you may wish to request confidentiality of business 
information.
    Consistent with Executive Order 12600, please designate in your 
application any information that you feel is exempt from disclosure 
under Exemption 4 of the Freedom of Information Act. In the appropriate 
Appendix section of your application, under ``Other Attachments Form,'' 
please list the page number or numbers on which we can find this 
information. For additional information please see 34 CFR 5.11(c).
    3. Submission Dates and Times:
    Applications Available: February 10, 2015.
    Deadline for Notice of Intent to Apply: March 12, 2015.
    Dates of Informational Webinars: The SEED program intends to hold 
webinars designed to provide technical assistance to interested 
applicants. Detailed information regarding these meetings will be 
provided on the SEED Web site at http://www2.ed.gov/programs/edseed/index.html.
    Deadline for Transmittal of Applications: April 13, 2015.
    Applications for grants under this competition must be submitted 
electronically using the Grants.gov Apply site (Grants.gov). For 
information (including dates and times) about how to submit your 
application electronically, or in paper format by mail or hand delivery 
if you qualify for an exception to the electronic submission 
requirement, please refer to section IV. 7. Other Submission 
Requirements of this notice.
    We do not consider an application that does not comply with the 
deadline requirements.
    Individuals with disabilities who need an accommodation or 
auxiliary aid in connection with the application process should contact 
the person listed under FOR FURTHER INFORMATION CONTACT in section VII 
of this notice. If the Department provides an accommodation or 
auxiliary aid to an individual with a disability in connection with the 
application process, the individual's application remains subject to 
all other requirements and limitations in this notice.
    Deadline for Intergovernmental Review: June 10, 2015.
    4. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. 
Information about Intergovernmental Review of Federal Programs under 
Executive Order 12372 is in the application package for this 
competition.
    5. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    6. Data Universal Numbering System Number, Taxpayer Identification 
Number, and System for Award Management: To do business with the 
Department of Education, you must--
    a. Have a Data Universal Numbering System (DUNS) number and a 
Taxpayer Identification Number (TIN);
    b. Register both your DUNS number and TIN with the System for Award 
Management (SAM) (formerly the Central Contractor Registry (CCR)), the 
Government's primary registrant database;
    c. Provide your DUNS number and TIN on your application; and
    d. Maintain an active SAM registration with current information 
while your application is under review by the Department and, if you 
are awarded a grant, during the project period.
    You can obtain a DUNS number from Dun and Bradstreet. A DUNS number 
can be created within one to two business days.
    If you are a corporate entity, agency, institution, or 
organization, you can obtain a TIN from the Internal Revenue Service. 
If you are an individual, you can obtain a TIN from the Internal 
Revenue Service or the Social Security Administration. If you need a 
new TIN, please allow 2-5 weeks for your TIN to become active.
    The SAM registration process can take approximately seven business 
days, but may take upwards of several weeks, depending on the 
completeness and accuracy of the data entered into the SAM database by 
an entity. Thus, if you think you might want to apply for Federal 
financial assistance under a program administered by the Department, 
please allow sufficient time to obtain and register your DUNS number 
and TIN. We strongly recommend that you register early.

    Note: Once your SAM registration is active, you will need to 
allow 24 to 48 hours for the information to be available in 
Grants.gov and before you can submit an application through 
Grants.gov.

    If you are currently registered with SAM, you may not need to make 
any changes. However, please make certain that the TIN associated with 
your DUNS number is correct. Also note that you will need to update 
your registration annually. This may take three or more business days.

[[Page 7429]]

    Information about SAM is available at www.SAM.gov. To further 
assist you with obtaining and registering your DUNS number and TIN in 
SAM or updating your existing SAM account, we have prepared a SAM.gov 
Tip Sheet, which you can find at: http://www2.ed.gov/fund/grant/apply/sam-faqs.html.
    In addition, if you are submitting your application via Grants.gov, 
you must (1) be designated by your organization as an Authorized 
Organization Representative (AOR); and (2) register yourself with 
Grants.gov as an AOR. Details on these steps are outlined at the 
following Grants.gov Web page: www.grants.gov/web/grants/register.html.
    7. Other Submission Requirements: Applications for grants under 
this competition must be submitted electronically unless you qualify 
for an exception to this requirement in accordance with the 
instructions in this section.
    a. Electronic Submission of Applications.
    Applications for grants under the SEED program, CFDA number 
84.367D, must be submitted electronically using the Governmentwide 
Grants.gov Apply site at www.Grants.gov. Through this site, you will be 
able to download a copy of the application package, complete it 
offline, and then upload and submit your application. You may not email 
an electronic copy of a grant application to us.
    We will reject your application if you submit it in paper format 
unless, as described elsewhere in this section, you qualify for one of 
the exceptions to the electronic submission requirement and submit, no 
later than two weeks before the application deadline date, a written 
statement to the Department that you qualify for one of these 
exceptions. Further information regarding calculation of the date that 
is two weeks before the application deadline date is provided later in 
this section under Exception to Electronic Submission Requirement.
    You may access the electronic grant application for the SEED 
program at www.Grants.gov. You must search for the downloadable 
application package for this competition by the CFDA number. Do not 
include the CFDA number's alpha suffix in your search (e.g., search for 
84.367, not 84.367D).

    Please note the following: 
    <bullet> When you enter the Grants.gov site, you will find 
information about submitting an application electronically through 
the site, as well as the hours of operation.
    <bullet> Applications received by Grants.gov are date and time 
stamped. Your application must be fully uploaded and submitted and 
must be date and time stamped by the Grants.gov system no later than 
4:30:00 p.m., Washington, DC time, on the application deadline date. 
Except as otherwise noted in this section, we will not accept your 
application if it is received--that is, date and time stamped by the 
Grants.gov system--after 4:30:00 p.m., Washington, DC time, on the 
application deadline date. We do not consider an application that 
does not comply with the deadline requirements. When we retrieve 
your application from Grants.gov, we will notify you if we are 
rejecting your application because it was date and time stamped by 
the Grants.gov system after 4:30:00 p.m., Washington, DC time, on 
the application deadline date.
    <bullet> The amount of time it can take to upload an application 
will vary depending on a variety of factors, including the size of 
the application and the speed of your Internet connection. 
Therefore, we strongly recommend that you do not wait until the 
application deadline date to begin the submission process through 
Grants.gov.
    <bullet> You should review and follow the Education Submission 
Procedures for submitting an application through Grants.gov that are 
included in the application package for this competition to ensure 
that you submit your application in a timely manner to the 
Grants.gov system. You can also find the Education Submission 
Procedures pertaining to Grants.gov under News and Events on the 
Department's G5 system home page at http://www.G5.gov.
    <bullet> You will not receive additional point value because you 
submit your application in electronic format, nor will we penalize 
you if you qualify for an exception to the electronic submission 
requirement, as described elsewhere in this section, and submit your 
application in paper format.
    <bullet> You must submit all documents electronically, including 
all information you typically provide on the following forms: the 
Application for Federal Assistance (SF 424), the Department of 
Education Supplemental Information for SF 424, Budget Information--
Non-Construction Programs (ED 524), and all necessary assurances and 
certifications.
    <bullet> You must upload any narrative sections and all other 
attachments to your application as files in a PDF (Portable 
Document) read-only, non-modifiable format. Do not upload an 
interactive or fillable PDF file. If you upload a file type other 
than a read-only, non-modifiable PDF or submit a password-protected 
file, we will not review that material.
    <bullet> Your electronic application must comply with any page-
limit requirements described in this notice.
    <bullet> After you electronically submit your application, you 
will receive from Grants.gov an automatic notification of receipt 
that contains a Grants.gov tracking number. (This notification 
indicates receipt by Grants.gov only, not receipt by the 
Department.) The Department then will retrieve your application from 
Grants.gov and send a second notification to you by email. This 
second notification indicates that the Department has received your 
application and has assigned your application a PR/Award number (an 
ED-specified identifying number unique to your application).
    <bullet> We may request that you provide us original signatures 
on forms at a later date.

    Application Deadline Date Extension in Case of Technical Issues 
with the Grants.gov System: If you are experiencing problems submitting 
your application through Grants.gov, please contact the Grants.gov 
Support Desk, toll free, at 1-800-518-4726. You must obtain a 
Grants.gov Support Desk Case Number and must keep a record of it.
    If you are prevented from electronically submitting your 
application on the application deadline date because of technical 
problems with the Grants.gov system, we will grant you an extension 
until 4:30:00 p.m., Washington, DC time, the following business day to 
enable you to transmit your application electronically or by hand 
delivery. You also may mail your application by following the mailing 
instructions described elsewhere in this notice.
    If you submit an application after 4:30:00 p.m., Washington, DC 
time, on the application deadline date, please contact the person 
listed under FOR FURTHER INFORMATION CONTACT in section VII of this 
notice and provide an explanation of the technical problem you 
experienced with Grants.gov, along with the Grants.gov Support Desk 
Case Number. We will accept your application if we can confirm that a 
technical problem occurred with the Grants.gov system and that that 
problem affected your ability to submit your application by 4:30:00 
p.m., Washington, DC time, on the application deadline date. The 
Department will contact you after a determination is made on whether 
your application will be accepted.

    Note: The extensions to which we refer in this section apply 
only to the unavailability of, or technical problems with, the 
Grants.gov system. We will not grant you an extension if you failed 
to fully register to submit your application to Grants.gov before 
the application deadline date and time or if the technical problem 
you experienced is unrelated to the Grants.gov system.

    Exception to Electronic Submission Requirement: You qualify for an 
exception to the electronic submission requirement, and may submit your 
application in paper format, if you are unable to submit an application 
through the Grants.gov system because--
    <bullet> You do not have access to the Internet; or
    <bullet> You do not have the capacity to upload large documents to 
the Grants.gov system; and
    <bullet> No later than two weeks before the application deadline 
date (14 calendar days or, if the fourteenth calendar day before the 
application deadline date

[[Page 7430]]

falls on a Federal holiday, the next business day following the Federal 
holiday), you mail or fax a written statement to the Department, 
explaining which of the two grounds for an exception prevent you from 
using the Internet to submit your application.
    If you mail your written statement to the Department, it must be 
postmarked no later than two weeks before the application deadline 
date. If you fax your written statement to the Department, we must 
receive the faxed statement no later than two weeks before the 
application deadline date.
    Address and mail or fax your statement to: Richard Wilson, U.S. 
Department of Education, 400 Maryland Avenue SW., Room 4W237, 
Washington, DC 20202-5960.
    FAX: (202) 401-8466.
    Your paper application must be submitted in accordance with the 
mail or hand delivery instructions described in this notice.
    b. Submission of Paper Applications by Mail.
    If you qualify for an exception to the electronic submission 
requirement, you may mail (through the U.S. Postal Service or a 
commercial carrier) your application to the Department. You must mail 
the original and two copies of your application, on or before the 
application deadline date, to the Department at the following address: 
U.S. Department of Education, Application Control Center, Attention: 
(CFDA Number 84.367D), LBJ Basement Level 1, 400 Maryland Avenue SW., 
Washington, DC 20202-4260.
    You must show proof of mailing consisting of one of the following:
    (1) A legibly dated U.S. Postal Service postmark.
    (2) A legible mail receipt with the date of mailing stamped by the 
U.S. Postal Service.
    (3) A dated shipping label, invoice, or receipt from a commercial 
carrier.
    (4) Any other proof of mailing acceptable to the Secretary of the 
U.S. Department of Education.
    If you mail your application through the U.S. Postal Service, we do 
not accept either of the following as proof of mailing:
    (1) A private metered postmark.
    (2) A mail receipt that is not dated by the U.S. Postal Service.
    If your application is postmarked after the application deadline 
date, we will not consider your application.

    Note: The U.S. Postal Service does not uniformly provide a dated 
postmark. Before relying on this method, you should check with your 
local post office.

    c. Submission of Paper Applications by Hand Delivery.
    If you qualify for an exception to the electronic submission 
requirement, you (or a courier service) may deliver your paper 
application to the Department by hand. You must deliver the original 
and two copies of your application by hand, on or before the 
application deadline date, to the Department at the following address: 
U.S. Department of Education, Application Control Center, Attention: 
(CFDA Number 84.367D), 550 12th Street SW., Room 7039, Potomac Center 
Plaza, Washington, DC 20202-4260.
    The Application Control Center accepts hand deliveries daily 
between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except 
Saturdays, Sundays, and Federal holidays.

    Note for Mail or Hand Delivery of Paper Applications: If you 
mail or hand deliver your application to the Department--
    (1) You must indicate on the envelope and--if not provided by 
the Department--in Item 11 of the SF 424 the CFDA number, including 
suffix letter, if any, of the competition under which you are 
submitting your application; and
    (2) The Application Control Center will mail to you a 
notification of receipt of your grant application. If you do not 
receive this notification within 15 business days from the 
application deadline date, you should call the U.S. Department of 
Education Application Control Center at (202) 245-6288.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from the SEED NFP and from 34 CFR 75.210, and are as follows:
    The maximum score for all the selection criteria is 100 points. The 
maximum score for each criterion is indicated in parentheses. Each 
criterion also includes the factors that reviewers will consider in 
determining the extent to which an applicant meets the criterion.
    In addressing each criterion, applicants are encouraged to make 
explicit connections to relevant aspects of responses to other 
selection criteria.
    A. Significance (10 points). The Secretary considers the 
significance of the proposed project. In determining the significance 
of the proposed project, the Secretary considers:
    (1) The significance of the proposed project on a National Level.
    (2) The potential contribution of the proposed project to the 
development and advancement of teacher and school leadership theory, 
knowledge, and practices.
    (3) The importance or magnitude of the results or outcomes likely 
to be attained by the proposed project, especially improvements in 
teaching and student achievement.
    B. Quality of the Project Design and Services (35 points). The 
Secretary considers the quality of the design and services of the 
proposed project. In determining the quality of the design and services 
of the proposed project, the Secretary considers:
    (1) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified, aligned, and 
measurable.
    (2) The extent to which the proposed project is part of a 
comprehensive effort to improve teaching and learning and support 
rigorous academic standards for students.
    (3) The extent to which the training or professional development 
services to be provided by the proposed project will be of sufficient 
quality, intensity, and duration to lead to improvements in practice 
among the recipients of those services.
    (4) The extent to which the proposed project will prepare personnel 
for fields in which shortages have been demonstrated.
    (5) The extent to which the proposed project will focus on serving 
or otherwise addressing the needs of disadvantaged individuals.
    C. Quality of the Management Plan and Personnel (20 points). The 
Secretary considers the quality of the management plan for the proposed 
project and of the personnel who will carry out the proposed project. 
In determining the quality of the management plan and the project 
personnel, the Secretary considers:
    (1) The qualifications, including relevant training and experience, 
of the project director, key project personnel, and project consultants 
or subcontractors.
    (2) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks.
    (3) The extent to which the proposed management plan includes 
sufficient and reasonable resources to effectively carry out the 
proposed project, including the project evaluation.
    D. Sustainability (15 points). The Secretary considers the adequacy 
of resources to continue the proposed project after the grant period 
ends. In determining the adequacy of resources and the potential for 
utility of the proposed project's activities and products by other 
organizations, the Secretary considers:
    (1) The extent to which the proposed project is designed to build 
capacity and

[[Page 7431]]

yield results that will extend beyond the period of Federal financial 
assistance.
    (2) The extent to which the proposed project is likely to yield 
findings and products (such as information, materials, processes, or 
techniques) that may be used by other agencies and organizations.
    (3) The extent to which the applicant will disseminate information 
about results and outcomes of the proposed project in ways that will 
enable others, including the public, to use the information or 
strategies.
    E. Quality of the Project Evaluation (20 points). The Secretary 
considers the quality of the evaluation to be conducted of the proposed 
project. In determining the quality of the evaluation, the Secretary 
considers:
    (1) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project.
    (2) The extent to which the evaluation includes the use of 
objective performance measures that are clearly related to the intended 
outcomes of the project and will produce quantitative and qualitative 
data.
    (3) The extent to which the evaluation will provide performance 
feedback and permit periodic assessment of progress toward achieving 
intended outcomes.
    (4) The extent to which the methods of evaluation will, if well-
implemented, produce evidence about the project's effectiveness that 
would meet What Works Clearinghouse Evidence Standards without 
reservations.

    Note:  We encourage applicants to review the following technical 
assistance resources on evaluation: (1) WWC Procedures and Standards 
Handbook: http://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=19&tocid=1; and (2) IES/NCEE Technical Methods 
papers: http://ies.ed.gov/ncee/tech_methods/. In addition, we 
encourage applicants to participate in an optional Webinar hosted by 
the Institute of Education Sciences on March 6, 2015. This Webinar 
will discuss strategies for designing and executing well-designed 
Quasi-experimental Design Studies. Applicants interested in 
participating in this Webinar may find more information at the 
following Web site: http://ies.ed.gov/ncee/wwc/event.aspx?sid=37.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant 
competition, the Secretary may consider, under 34 CFR 75.217(d)(3), 
the past performance of the applicant in carrying out a previous 
award, such as the applicant's use of funds, achievement of project 
objectives, and compliance with grant conditions. The Secretary may 
also consider whether the applicant failed to submit a timely 
performance report or submitted a report of unacceptable quality.

    In addition, in making a competitive grant award, the Secretary 
also requires various assurances including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Special Conditions: Under current 2 CFR 3474.10, the Secretary 
may impose special conditions and, in appropriate circumstances, high-
risk conditions on a grant if the applicant or grantee is not 
financially stable; has a history of unsatisfactory performance; has a 
financial or other management system that does not meet the standards 
in 2 CFR part 200, subpart D; has not fulfilled the conditions of a 
prior grant; or is otherwise not responsible.

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN); or we may send you an email containing a link to 
access an electronic version of your GAN. We may notify you informally, 
also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multi-year award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    4. Performance Measures: The overall purpose of the SEED program is 
to support projects by national not-for-profit organizations (as 
defined in this notice) that are supported by at least moderate 
evidence of effectiveness (as defined in this notice) to recruit, 
select, and prepare or provide professional enhancement activities for 
teachers, principals, or both. We have established the following 
performance measures for the SEED program: (a) The percentage of 
teacher and principal participants who serve concentrations of High-
need Students; (b) the percentage of participants who serve 
concentrations of High-need Students and are Highly Effective; (c) the 
percentage of participants who serve concentrations of High-need 
Students, are Highly Effective, and serve for at least two years; and 
(d) the cost per such participant. Grantees will report annually on 
each measure.
    5. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, the 
performance targets in the grantee's approved application. In making a 
continuation grant, the Secretary also considers whether the grantee is 
operating in compliance with the assurances in its approved 
application, including those applicable to Federal civil rights laws 
that prohibit discrimination in programs or activities receiving 
Federal financial assistance from the Department (34 CFR 100.4, 104.5, 
106.4, 108.8, and 110.23).

VII. Agency Contact

FOR FURTHER INFORMATION CONTACT:  Richard Wilson, U.S. Department of 
Education, 400 Maryland Avenue SW., Room 4W237, Washington, DC 20202-
5960. Telephone: (202) 453-6709, or by email: <a href="/cdn-cgi/l/email-protection#51021414151134357f363e27"><span class="__cf_email__" data-cfemail="81d2c4c4c5c1e4e5afe6eef7">[email protected]</span></a>.
    If you use a TDD or TTY, call the FRS, toll free, at 1-800-877-
8339.

VIII. Other Information

    Accessible Format: Individuals with disabilities can obtain this 
document and a copy of the application package in an accessible format 
(e.g., braille, large print, audiotape, or compact disc) on request to 
the program contact person

[[Page 7432]]

listed under FOR FURTHER INFORMATION CONTACT in section VII of this 
notice.
    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.

    Dated: February 5, 2015.
Nadya Chinoy Dabby,
Assistant Deputy Secretary for Innovation and Improvement.
[FR Doc. 2015-02710 Filed 2-9-15; 8:45 am]
BILLING CODE 4000-01-P


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