[Federal Register Volume 87, Number 64 (Monday, April 4, 2022)]
[Notices]
[Pages 19487-19496]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2022-06963]


-----------------------------------------------------------------------

DEPARTMENT OF EDUCATION


Applications for New Awards; Supporting Effective Educator 
Development Program

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

ACTION: Notice.

-----------------------------------------------------------------------

SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for fiscal year (FY) 2022 for the Supporting 
Effective Educator Development (SEED) program, Assistance Listing 
Number 84.423A. This notice relates to the approved information 
collection under OMB control number 1894-0006.

DATES: 
    Applications Available: April 4, 2022.
    Deadline for Notice of Intent to Apply: Applicants are strongly 
encouraged, but not required, to submit a notice of intent to apply by 
May 4, 2022.
    Deadline for Transmittal of Applications: June 3, 2022.
    Deadline for Intergovernmental Review: August 2, 2022.
    Pre-Application Webinars: The Office of Elementary and Secondary 
Education intends to post pre-recorded informational webinars designed 
to provide technical assistance to interested applicants for grants 
under the SEED program. These informational webinars will be available 
on the SEED web page shortly after this notice is published in the 
Federal Register at oese.ed.gov/offices/office-of-discretionary-grants-support-services/effective-educator-development-programs/supporting-effective-educator-development-grant-program/applicant-info/.

ADDRESSES: For the addresses for obtaining and submitting an 
application, please refer to our Common Instructions for Applicants to 
Department of Education Discretionary Grant Programs, published in the 
Federal Register on December 27, 2021 (86 FR 73264) and available at 
www.federalregister.gov/d/2021-27979. Please note that these Common 
Instructions supersede the version published on February 13, 2019, and, 
in part, describe the transition from the requirement to register in 
SAM.gov a Data Universal Numbering System (DUNS) number to the 
implementation of the Unique Entity Identifier (UEI). More information 
on the phaseout of DUNS numbers is available at https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf.

FOR FURTHER INFORMATION CONTACT: Christine Miller, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 3C152, Washington, DC 20222-
5960. Telephone: (202)260-7350. Email: <a href="/cdn-cgi/l/email-protection#aae9c2d8c3d9dec3c4cf84e7c3c6c6cfd8eacfce84cdc5dc"><span class="__cf_email__" data-cfemail="7a39120813090e13141f54371316161f083a1f1e541d150c">[email protected]</span></a> or 
<a href="/cdn-cgi/l/email-protection#1c4f5959585c7978327b736a"><span class="__cf_email__" data-cfemail="ca998f8f8e8aafaee4ada5bc">[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.

SUPPLEMENTARY INFORMATION:

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The SEED program, authorized under section 2242 
of the Elementary and Secondary Education Act of 1965, as amended 
(ESEA) (20 U.S.C. 6672), provides funding to increase the number of 
highly effective educators by supporting the implementation of 
Evidence-Based \1\ practices that prepare, develop, or enhance the 
skills of educators. These grants will allow eligible entities to 
develop, expand, and evaluate practices that can serve as models to be 
sustained and disseminated.
---------------------------------------------------------------------------

    \1\ Throughout this notice, all defined terms are denoted with 
capitals.
---------------------------------------------------------------------------

    Background: The SEED program is designed to foster the use of 
rigorous Evidence-Based practices in selecting and implementing 
strategies and interventions that support educators' development across 
the continuum of their careers (e.g., in preparation, recruitment, 
professional learning, and leadership development). The Biden-Harris 
Administration has made a commitment to supporting targeted efforts 
that will provide comprehensive, high-quality pathways, such as 
residency and Grow Your Own programs, for educator preparation and 
development programs focused on building a more diverse educator 
pipeline. The Administration is also committed to increasing the 
retention of a diverse educator workforce. Research shows that teachers 
who have access to these kinds of comprehensive pathways into the 
profession have higher rates of retention and increased effectiveness 
compared to teachers who received less comprehensive preparation.\2\
---------------------------------------------------------------------------

    \2\ Silva, T., McKie, A., and Gleason, P. (2015). New Findings 
on the Retention of Novice Teachers from Teaching Residency 
Programs. Washington, DC: National Center for Education Evaluation 
and Regional Assistance, Institute of Education Sciences. https://ies.ed.gov/ncee/pubs/20154015/pdf/20154015.pdf.
---------------------------------------------------------------------------

    This competition includes two absolute priorities. Absolute 
Priority 1, Supporting Effective Teachers, which requires Moderate 
Evidence, and

[[Page 19488]]

Absolute Priority 2, Supporting Effective Principals or Other School 
Leaders, which requires Promising Evidence, are from section 2242 of 
the ESEA (20 U.S.C. 6672) and 34 CFR 75.226. This competition also 
includes three areas of particular interest to the Administration. 
Competitive Preference Priority 1 focuses on promoting educator 
diversity in classrooms across the Nation. While teachers of color 
benefit all students, they can have a particularly strong positive 
impact on students of color.\3\ Yet only around one in five teachers 
\4\ are people of color, compared to more than half of K-12 public 
school students.\5\ The Department recognizes that a diverse educator 
workforce plays a critical role in ensuring equity in our schools, 
while also supporting intercultural experiences and competencies in our 
education system that will benefit and improve the opportunities for 
all students.
---------------------------------------------------------------------------

    \3\ https://learningpolicyinstitute.org/product/diversifying-teaching-profession-report.
    \4\ www.bls.gov/cps/cpsaat11.htm.
    \5\ nces.ed.gov/programs/coe/indicator_cge.asp.
---------------------------------------------------------------------------

    Competitive Preference Priority 2 focuses on the importance of 
preparing teachers to create inclusive, supportive, equitable, 
unbiased, and identity-safe learning environments for their students. 
Research has demonstrated that, in elementary and secondary schools, 
children and youth learn, grow, and achieve at higher levels in safe 
and supportive environments, and in the care of responsive adults they 
can trust.\6\ This priority will allow applicants to propose a project 
designed to promote educational equity and adequacy in resources and 
opportunity for underserved students.
---------------------------------------------------------------------------

    \6\ Reyes, M.R., Brackett, M.A., Rivers, SE, White, M., & 
Salovey, P. (2012). Classroom Emotional Climate, Student Engagement, 
and Academic Achievement. Journal of Educational Psychology, 104 
(3), 700.
---------------------------------------------------------------------------

    Competitive Preference Priority 3 provides explicit support for 
developing students' social and emotional skills, such as their ability 
to collaborate with peers and persist through challenging tasks. The 
priority directs applicants to incorporate pathways into teaching that 
provide a strong foundation in child and adolescent development and 
learning, including skills for implementing social and emotional 
learning strategies in the classroom.
    Finally, this notice incorporates a newly established definition 
for National Nonprofit. The definition incorporates the definition of 
``nonprofit'' under 34 CFR 77.1(c) but also clarifies how an entity 
demonstrates that its work is ``national'' in scope. The definition 
specifies that the nonprofit organization must provide services in 
three or more States.
    Priorities: This notice contains two absolute priorities and three 
competitive preference priorities. In accordance with 34 CFR 
75.105(b)(2)(iv), Absolute Priority 1, which requires Moderate 
Evidence, and Absolute Priority 2, which requires Promising Evidence, 
are from section 2242 of the ESEA (20 U.S.C. 6672) and 34 CFR 75.226. 
Competitive Preference Priority 1 is from the Effective Educator 
Development (EED) notice of final priorities published in the Federal 
Register on July 9, 2021 (86 FR 36217) (EED NFP). Competitive 
Preference Priorities 2 and 3 are from the Secretary's notice of final 
supplemental priorities and definitions published in the Federal 
Register on December 10, 2021 (86 FR 70612) (Supplemental Priorities).
    Under the SEED grant competition, each of the two absolute 
priorities constitutes its own funding category. The Secretary intends 
to award grants under each absolute priority for which applications of 
sufficient quality are submitted.
    Absolute Priorities: For FY 2022 and any subsequent year in which 
we make awards from the list of unfunded applications from this 
competition, these priorities are absolute priorities. Under 34 CFR 
75.105(c)(3), we consider only applications that meet one of these 
absolute priorities. Applicants may address only one absolute priority 
and must clearly indicate the specific absolute priority their project 
addresses.
    These priorities are:
    Absolute Priority 1--Supporting Effective Teachers.
    This priority is for projects that will implement activities that 
are supported by Moderate Evidence. Applicants under this priority may 
propose one or more of the following activities:
    (1) Providing teachers from nontraditional preparation and 
certification routes or pathways to serve in traditionally underserved 
Local Educational Agencies (LEAs); or
    (2) Providing teachers with Evidence-Based professional enhancement 
activities, which may include activities that lead to an advanced 
credential.
    Absolute Priority 2--Supporting Effective Principals or Other 
School Leaders.
    This priority is for projects that will implement activities that 
are supported by Promising Evidence. Applicants under this priority may 
propose one or more of the following activities:
    (1) Providing principals or other School Leaders from 
nontraditional preparation and certification routes or pathways to 
serve in traditionally underserved LEAs;
    (2) Providing principals or other School Leaders with Evidence-
Based Professional Development activities that address literacy, 
numeracy, remedial, or other needs of LEAs and the students the 
agencies serve; or
    (3) Providing principals or other School Leaders with Evidence-
Based professional enhancement activities, which may include activities 
that lead to an advanced credential.
    Note on Meeting Evidence Requirements: An applicant must identify 
at least one, but no more than two, citations for the purposes of 
meeting the evidence requirements under either Absolute Priority 1 or 
Absolute Priority 2. An applicant should clearly identify these 
citations in the Evidence form. The Department will not review a 
citation that an applicant fails to clearly identify for review. 
Studies included for review may have been conducted by the applicant or 
by a third party.
    In addition to including up to two citations, an applicant must 
provide a description of (1) the positive outcome(s) and practice(s) 
the applicant intends to replicate under its SEED grant and (2) the 
relevance of the outcome(s) and practice(s) to the SEED program. For 
those applicants seeking to address Absolute Priority 1, to meet the 
definition of Moderate Evidence the applicant must describe how the 
population it proposes to serve overlaps with the population or 
settings in the citations.
    An applicant must ensure that all evidence is available to the 
Department from publicly available sources and provide links or other 
guidance indicating where it is available. If the Department determines 
that an applicant has provided insufficient information, the applicant 
will not have an opportunity to provide additional information at a 
later time. However, if the What Works Clearinghouse (WWC) \7\ 
determines that a study does not provide enough information on key 
aspects of the study design, such as sample attrition or equivalence of 
intervention and comparison groups, the WWC will submit a query to the 
study author(s) to gather information for use in determining a study 
rating. Authors are asked to respond to queries within 10 business 
days. Should the author query remain incomplete within 14 days of the 
initial contact to the study author(s), the study will be deemed 
ineligible under the grant

[[Page 19489]]

competition. After the grant competition closes, the WWC will continue 
to include responses to author queries and will make updates to study 
reviews as necessary, but no additional information will be taken into 
account after the competition closes and the initial timeline 
established for response to an author query passes.
---------------------------------------------------------------------------

    \7\ ies.ed.gov/ncee/wwc/.
---------------------------------------------------------------------------

    Competitive Preference Priorities: For FY 2022 and any subsequent 
year in which we make awards from the list of unfunded applications 
from this competition, these priorities are competitive preference 
priorities. Under 34 CFR 75.105(c)(2)(i), we award up to an additional 
10 points to an application, depending on how well the application 
addresses the competitive preference priorities.
    If an applicant chooses to address one or more competitive 
preference priorities, the project narrative section of its application 
must identify its response to the competitive preference priorities it 
chooses to address.
    These priorities are:
    Competitive Preference Priority 1--Increasing Educator Diversity 
(up to 5 points).
    Under this priority, applicants must develop projects that are 
designed to improve the recruitment, outreach, preparation, support, 
development, and retention of a diverse educator workforce through 
adopting, implementing, or expanding high-quality, comprehensive 
teacher preparation programs that have a track record of attracting, 
supporting, graduating, and placing underrepresented teacher 
candidates, and that include one year of high-quality clinical 
experiences (prior to becoming the teacher of record) in high-need 
schools.
    Competitive Preference Priority 2--Promoting Equity in Student 
Access to Educational Resources and Opportunities (up to 3 points).
    Under this priority, an applicant must demonstrate that the 
applicant proposes a project designed to promote educational equity and 
adequacy in resources and opportunity for Underserved Students--
    (1) In one or more of the following educational settings:
    (i) Early learning programs.
    (ii) Elementary school.
    (iii) Middle school.
    (iv) High school.
    (v) Career and technical education programs.
    (vi) Out-of-school-time settings.
    (vii) Alternative schools and programs.
    (viii) Juvenile justice system or correctional facilities;
    (2) That examines the sources of inequity and inadequacy and 
implements responses that include pedagogical practices in Educator 
preparation programs and professional development programs that are 
inclusive with regard to race, ethnicity, culture, language, and 
disability status so that educators are better prepared to create 
inclusive, supportive, equitable, unbiased, and identity-safe learning 
environments for their students.
    Competitive Priority 3--Meeting Student Social, Emotional, and 
Academic Needs (up to 2 points).
    Projects that are designed to improve students' social, emotional, 
academic, and career development, with a focus on Underserved Students, 
through developing and supporting Educator and school capacity to 
support social and emotional learning and development that--
    (1) Fosters skills and behaviors that enable academic progress;
    (2) Identifies and addresses conditions in the learning 
environment, that may negatively impact social and emotional well-being 
for Underserved Students, including conditions that affect physical 
safety; and
    (3) Is trauma-informed, such as addressing exposure to community-
based violence and trauma specific to Military- or Veteran-Connected 
Students.
    Definitions: The definition of ``Evidence-Based'' is from section 
2242 of the ESEA (20 U.S.C. 6672) and section 8101 of the ESEA (20 
U.S.C. 7801). The definitions of ``English Learner,'' ``Institution of 
Higher Education,'' which incorporates by reference section 101(a) of 
the Higher Education Opportunity Act (20 U.S.C. 7801(a)), ``Local 
Educational Agency,'' ``Professional Development,'' ``School Leader,'' 
and ``State Educational Agency'' are from section 8101 of the ESEA (20 
U.S.C. 7801). The definitions of ``Experimental Study,'' ``Moderate 
Evidence,'' ``Project Component,'' ``Promising Evidence,'' ``Quasi-
Experimental Design Study,'' ``Relevant Outcome,'' and ``What Works 
Clearinghouse Handbook'' are from 34 CFR 77.1. The definitions of 
``Children or Students With Disabilities,'' ``Disconnected Youth,'' 
``Early Learning,'' ``Educator,'' ``Military- or Veteran-Connect 
Student,'' and ``Underserved Student'' are from the Supplemental 
Priorities. The definition of ``National Nonprofit'' is from the notice 
of final definition published elsewhere in this edition of the Federal 
Register.
    Children or Students with Disabilities means children with 
disabilities as defined in section 602(3) of the Individuals with 
Disabilities Education Act (IDEA) (20 U.S.C. 1401(3)) and 34 CFR 300.8, 
or students with disabilities, as defined in the Rehabilitation Act of 
1973 (29 U.S.C. 705(37), 705(202)(B)).
    Disconnected Youth means an individual, between the ages 14 and 24, 
who may be from a low-income background, experiences homelessness, is 
in foster care, is involved in the justice system, or is not working or 
not enrolled in (or at risk of dropping out of) an educational 
institution.
    Early Learning means any--
    (1) State-licensed or State-regulated program or provider, 
regardless of setting or funding source, that provides early care and 
education for children from birth to kindergarten entry, including, but 
not limited to, any program operated by a child care center or in a 
family child care home;
    (2) program funded by the Federal Government or State or local 
educational agencies (including any IDEA-funded program);
    (3) Early Head Start and Head Start program;
    (4) non-relative child care provider who is not otherwise regulated 
by the State and who regularly cares for two or more unrelated children 
for a fee in a provider setting; and
    (5) other program that may deliver early learning and development 
services in a child's home, such as the Maternal, Infant, and Early 
Childhood Home Visiting Program; Early Head Start; and Part C of IDEA.
    Educator means, for purposes of Competitive Preferences 2 and 3, an 
individual who is an Early Learning Educator, teacher, principal or 
other school leader, specialized instructional support personnel (e.g., 
school psychologist, counselor, school social worker, early 
intervention service personnel), paraprofessional, or faculty.
    English Learner means, when used with respect to an individual, an 
individual--
    (1) Who is aged 3 through 21;
    (2) Who is enrolled or preparing to enroll in an elementary school 
or secondary school;
    (3)(i) Who was not born in the United States or whose native 
language is a language other than English;
    (ii)(A) Who is a Native American or Alaska Native, or a native 
resident of the outlying areas; and
    (B) Who comes from an environment where a language other than 
English has had a significant impact on the individual's level of 
English language proficiency; or
    (iii) Who is migratory, whose native language is a language other 
than

[[Page 19490]]

English, and who comes from an environment where a language other than 
English is dominant; and
    (4) Whose difficulties in speaking, reading, writing, or 
understanding the English language may be sufficient to deny the 
individual--
    (i) The ability to meet the challenging State academic standards;
    (ii) The ability to successfully achieve in classrooms where the 
language of instruction is English; or
    (iii) The opportunity to participate fully in society.
    Evidence-Based, when used with respect to a State, LEA, or school 
activity, means an activity, strategy, or intervention that 
demonstrates a statistically significant effect on improving student 
outcomes or other Relevant Outcomes based on--
    (1) Strong evidence from at least one well-designed and well-
implemented Experimental Study;
    (2) Moderate Evidence from at least one well designed and well-
implemented Quasi-Experimental Study; or
    (3) Promising Evidence from at least one well-designed and well-
implemented correlational study with statistical controls for selection 
bias.
    Experimental Study means a study that is designed to compare 
outcomes between two groups of individuals (such as students) that are 
otherwise equivalent except for their assignment to either a treatment 
group receiving a Project Component or a control group that does not. 
Randomized controlled trials, regression discontinuity design studies, 
and single-case design studies are the specific types of Experimental 
Studies that, depending on their design and implementation (e.g., 
sample attrition in randomized controlled trials and regression 
discontinuity design studies), can meet What Works Clearinghouse (WWC) 
standards without reservations as described in the WWC Handbooks:
    (1) A randomized controlled trial employs random assignment of, for 
example, students, teachers, classrooms, or schools to receive the 
Project Component being evaluated (the treatment group) or not to 
receive the Project Component (the control group).
    (2) A regression discontinuity design study assigns the Project 
Component being evaluated using a measured variable (e.g., assigning 
students reading below a cutoff score to tutoring or developmental 
education classes) and controls for that variable in the analysis of 
outcomes.
    (3) A single-case design study uses observations of a single case 
(e.g., a student eligible for a behavioral intervention) over time in 
the absence and presence of a controlled treatment manipulation to 
determine whether the outcome is systematically related to the 
treatment.
    Institution of Higher Education (IHE) means an educational 
institution in any State that--
    (1) Admits as regular students only persons having a certificate of 
graduation from a school providing secondary education, or the 
recognized equivalent of such a certificate, or persons who meet the 
requirements of section 484(d) of the Higher Education Act of 1965, as 
amended (HEA);
    (2) Is legally authorized within such State to provide a program of 
education beyond secondary education;
    (3) Provides an educational program for which the institution 
awards a bachelor's degree or provides not less than a 2-year program 
that is acceptable for full credit toward such a degree, or awards a 
degree that is acceptable for admission to a graduate or professional 
degree program, subject to review and approval by the Secretary;
    (4) Is a public or other nonprofit institution; and
    (5) Is accredited by a nationally recognized accrediting agency or 
association, or if not so accredited, is an institution that has been 
granted pre-accreditation status by such an agency or association that 
has been recognized by the Secretary for the granting of pre-
accreditation status, and the Secretary has determined that there is 
satisfactory assurance that the institution will meet the accreditation 
standards of such an agency or association within a reasonable time.
    Local Educational Agency (LEA) means:
    (1) In General. A public board of education or other public 
authority legally constituted within a State for either administrative 
control or direction of, or to perform a service function for, public 
elementary schools or secondary schools in a city, county, township, 
school district, or other political subdivision of a State, or of or 
for a combination of school districts or counties that is recognized in 
a State as an administrative agency for its public elementary schools 
or secondary schools.
    (2) Administrative Control and Direction. The term includes any 
other public institution or agency having administrative control and 
direction of a public elementary school or secondary school.
    (3) Bureau of Indian Education Schools. The term includes an 
elementary school or secondary school funded by the Bureau of Indian 
Education but only to the extent that including the school makes the 
school eligible for programs for which specific eligibility is not 
provided to the school in another provision of law and the school does 
not have a student population that is smaller than the student 
population of the LEA receiving assistance under the ESEA with the 
smallest student population, except that the school shall not be 
subject to the jurisdiction of any SEA other than the Bureau of Indian 
Education.
    (4) Educational Service Agencies. The term includes educational 
service agencies and consortia of those agencies.
    (5) State Educational Agency. The term includes the SEA in a State 
in which the SEA is the sole educational agency for all public schools.
    Military- or Veteran-Connected Student means one or more of the 
following:
    (a) A child participating in an Early Learning program, a student 
enrolled in preschool through grade 12, or a student enrolled in career 
and technical education or postsecondary education who has a parent or 
guardian who is a member of the uniformed services (as defined by 37 
U.S.C. 101), in the Army, Navy, Air Force, Marine Corps, Coast Guard, 
Space Force, National Guard, Reserves, National Oceanic and Atmospheric 
Administration, or Public Health Service or is a veteran of the 
uniformed services with an honorable discharge (as defined by 38 U.S.C. 
3311).
    (b) A student who is a member of the uniformed services, a veteran 
of the uniformed services, or the spouse of a service member or 
veteran.
    (c) A child participating in an Early Learning program, a student 
enrolled in preschool through grade 12, or a student enrolled in career 
and technical education or postsecondary education who has a parent or 
guardian who is a veteran of the uniformed services (as defined by 37 
U.S.C. 101).
    Moderate Evidence means that there is evidence of effectiveness of 
a key Project Component in improving a Relevant Outcome for a sample 
that overlaps with the populations or settings proposed to receive that 
component, based on a relevant finding from one of the following:
    (1) A practice guide prepared by the WWC using version 2.1, 3.0, 
4.0, or 4.1 of the WWC Handbooks reporting a ``strong evidence base'' 
or ``moderate evidence base'' for the corresponding practice guide 
recommendation;
    (2) An intervention report prepared by the WWC using version 2.1, 
3.0, 4.0, or 4.1 of the WWC Handbooks reporting a

[[Page 19491]]

``positive effect'' or ``potentially positive effect'' on a Relevant 
Outcome based on a ``medium to large'' extent of evidence, with no 
reporting of a ``negative effect'' or ``potentially negative effect'' 
on a Relevant Outcome; or
    (3) A single Experimental Study or Quasi-Experimental Design Study 
reviewed and reported by the WWC using version 2.1, 3.0, 4.0, or 4.1 of 
the WWC Handbooks, or otherwise assessed by the Department using 
version 4.1 of the WWC Handbooks, as appropriate, and that--
    (i) Meets WWC standards with or without reservations;
    (ii) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a Relevant Outcome;
    (iii) Includes no overriding statistically significant and negative 
effects on Relevant Outcomes reported in the study or in a 
corresponding WWC intervention report prepared under version 2.1, 3.0, 
4.0, or 4.1 of the WWC Handbooks; and
    (iv) Is based on a sample from more than one site (e.g., State, 
county, city, school district, or postsecondary campus) and includes at 
least 350 students or other individuals across sites. Multiple studies 
of the same Project Component that each meet requirements in paragraphs 
(3)(i), (ii), and (iii) of this definition may together satisfy this 
requirement.
    National Nonprofit means an entity that--
    (1) Meets the definition of ``nonprofit'' under 34 CFR 77.1(c); and
    (2) Is of national scope, which requires that the entity--
    (i) Provides services in three or more States; and
    (ii) Demonstrates a proven record of serving or benefitting 
teachers, principals, or other School Leaders across these States.
    Professional Development means activities that--
    (1) Are an integral part of school and LEA strategies for providing 
educators (including teachers, principals, other School Leaders, 
specialized instructional support personnel, paraprofessionals, and, as 
applicable, early childhood educators) with the knowledge and skills 
necessary to enable students to succeed in a well-rounded education and 
to meet the challenging State academic standards; and
    (2) Are sustained (not stand-alone, 1-day, or short term 
workshops), intensive, collaborative, job-embedded, data-driven, and 
classroom-focused, and may include activities that--
    (i) Improve and increase teachers'--
    (A) Knowledge of the academic subjects the teachers teach;
    (B) Understanding of how students learn; and
    (C) Ability to analyze student work and achievement from multiple 
sources, including how to adjust instructional strategies, assessments, 
and materials based on such analysis;
    (ii) Are an integral part of broad schoolwide and districtwide 
educational improvement plans;
    (iii) Allow personalized plans for each educator to address the 
educator's specific needs identified in observation or other feedback;
    (iv) Improve classroom management skills;
    (v) Support the recruitment, hiring, and training of effective 
teachers, including teachers who became certified through State and 
local alternative routes to certification;
    (vi) Advance teacher understanding of--
    (A) Effective instructional strategies that are Evidence-Based; and
    (B) Strategies for improving student academic achievement or 
substantially increasing the knowledge and teaching skills of teachers;
    (vii) Are aligned with, and directly related to, academic goals of 
the school or LEA;
    (viii) Are developed with extensive participation of teachers, 
principals, other School Leaders, parents, representatives of Indian 
Tribes (as applicable), and administrators of schools to be served 
under the ESEA;
    (ix) Are designed to give teachers of English Learners, and other 
teachers and instructional staff, the knowledge and skills to provide 
instruction and appropriate language and academic support services to 
those children, including the appropriate use of curricula and 
assessments;
    (x) To the extent appropriate, provide training for teachers, 
principals, and other School Leaders in the use of technology 
(including education about the harms of copyright piracy), so that 
technology and technology applications are effectively used in the 
classroom to improve teaching and learning in the curricula and 
academic subjects in which the teachers teach;
    (xi) As a whole, are regularly evaluated for their impact on 
increased teacher effectiveness and improved student academic 
achievement, with the findings of the evaluations used to improve the 
quality of Professional Development;
    (xii) Are designed to give teachers of children with disabilities 
or children with developmental delays, and other teachers and 
instructional staff, the knowledge and skills to provide instruction 
and academic support services, to those children, including positive 
behavioral interventions and supports, multi-tier system of supports, 
and use of accommodations;
    (xiii) Include instruction in the use of data and assessments to 
inform and instruct classroom practice;
    (xiv) Include instruction in ways that teachers, principals, other 
School Leaders, specialized instructional support personnel, and school 
administrators may work more effectively with parents and families;
    (xv) Involve the forming of partnerships with IHEs, including, as 
applicable, Tribal Colleges and Universities as defined in section 
316(b) of the HEA (20 U.S.C. 1059c(b)), to establish school-based 
teacher, principal, and other School Leader training programs that 
provide prospective teachers, novice teachers, principals, and other 
School Leaders with an opportunity to work under the guidance of 
experienced teachers, principals, other School Leaders, and faculty of 
such institutions;
    (xvi) Create programs to enable paraprofessionals (assisting 
teachers employed by an LEA receiving assistance under part A of title 
I of the ESEA) to obtain the education necessary for those 
paraprofessionals to become certified and licensed teachers;
    (xvii) Provide follow-up training to teachers who have participated 
in activities described in paragraph (2) of this definition that are 
designed to ensure that the knowledge and skills learned by the 
teachers are implemented in the classroom; and
    (xviii) Where practicable, provide jointly for school staff and 
other early childhood education program providers, to address the 
transition to elementary school, including issues related to school 
readiness.
    Project Component means an activity, strategy, intervention, 
process, product, practice, or policy included in a project. Evidence 
may pertain to an individual project component or to a combination of 
project components (e.g., training teachers on instructional practices 
for English learners and follow-on coaching for these teachers).
    Promising Evidence means that there is evidence of the 
effectiveness of a key Project Component in improving a Relevant 
Outcome, based on a relevant finding from one of the following:
    (1) A practice guide prepared by WWC reporting a ``strong evidence 
base'' or ``moderate evidence base'' for the corresponding practice 
guide recommendation;

[[Page 19492]]

    (2) An intervention report prepared by the WWC reporting a 
``positive effect'' or ``potentially positive effect'' on a Relevant 
Outcome with no reporting of a ``negative effect'' or ``potentially 
negative effect'' on a Relevant Outcome; or
    (3) A single study assessed by the Department, as appropriate, 
that--
    (i) Is an Experimental Study, a Quasi-Experimental Design Study, or 
a well-designed and well-implemented correlational study with 
statistical controls for selection bias (e.g., a study using regression 
methods to account for differences between a treatment group and a 
comparison group); and
    (ii) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a Relevant Outcome.
    Quasi-Experimental Design Study means a study using a design that 
attempts to approximate an Experimental Study by identifying a 
comparison group that is similar to the treatment group in important 
respects. This type of study, depending on design and implementation 
(e.g., establishment of baseline equivalence of the groups being 
compared), can meet WWC standards with reservations, but cannot meet 
WWC standards without reservations, as described in the WWC Handbook.
    Relevant Outcome means the student outcome(s) or other outcome(s) 
the key Project Component is designed to improve, consistent with the 
specific goals of the program.
    School Leader means a principal, assistant principal, or other 
individual who is--
    (1) An employee or officer of an elementary school or secondary 
school, LEA, or other entity operating an elementary school or 
secondary school; and
    (2) Responsible for the daily instructional leadership and 
managerial operations in the elementary school or secondary school 
building.
    State Educational Agency (SEA) means the agency primarily 
responsible for the State supervision of public elementary schools and 
secondary schools.
    Underserved Student means a student (which may include children in 
Early Learning environments, students in K-12 programs, students in 
postsecondary education or career and technical education, and adult 
learners, as appropriate) in one or more of the following subgroups:
    (a) A student who is living in poverty or is served by schools with 
high concentrations of students living in poverty.
    (b) A student of color.
    (c) A student who is a member of a federally recognized Indian 
Tribe.
    (d) An English learner.
    (e) A Child or Student with a Disability.
    (f) A Disconnected Youth.
    (g) A technologically unconnected youth.
    (h) A migrant student.
    (i) A student experiencing homelessness or housing insecurity.
    (j) A lesbian, gay, bisexual, transgender, queer or questioning, or 
intersex (LGBTQI+) student.
    (k) A student who is in foster care.
    (l) A student without documentation of immigration status.
    (m) A pregnant, parenting, or caregiving student.
    (n) A student impacted by the justice system, including a formerly 
incarcerated student.
    (o) A student who is the first in their family to attend 
postsecondary education.
    (p) A student enrolling in or seeking to enroll in postsecondary 
education for the first time at the age of 20 or older.
    (q) A student who is working full-time while enrolled in 
postsecondary education.
    (r) A student who is enrolled in or is seeking to enroll in 
postsecondary education who is eligible for a Pell Grant.
    (s) An adult student in need of improving their basic skills or an 
adult student with limited English proficiency.
    (t) A student performing significantly below grade level.
    (u) A Military- or Veteran-Connected Student.
    For the purposes of this definition only ``English learner'' means 
an individual who is an English learner as defined in section 8101(20) 
of the ESEA, or an individual who is an English language learner as 
defined in section 203(7) of the Workforce Innovation and Opportunity 
Act.
    What Works Clearinghouse (WWC) Handbooks (WWC Handbooks) means the 
standards and procedures set forth in the WWC Standards Handbook, 
Versions 4.0 or 4.1, and WWC Procedures Handbook, Versions 4.0 or 4.1, 
or in the WWC Procedures and Standards Handbook, Version 3.0 or Version 
2.1 (all incorporated by reference, see Sec.  77.2). Study findings 
eligible for review under WWC standards can meet WWC standards without 
reservations, meet WWC standards with reservations, or not meet WWC 
standards. WWC practice guides and intervention reports include 
findings from systematic reviews of evidence as described in the WWC 
Handbooks documentation.
    Note: The WWC Handbooks are available at ies.ed.gov/ncee/wwc/Handbooks.
    Program Authority: Section 2242 of the ESEA (20 U.S.C. 6672).
    Note: Projects will be awarded and must be operated in a manner 
consistent with the nondiscrimination requirements contained in Federal 
civil rights laws.
    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 Office of Management and Budget Guidelines to 
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 
2 CFR part 180, as adopted and amended as regulations of the Department 
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost 
Principles, and Audit Requirements for Federal Awards in 2 CFR part 
200, as adopted and amended as regulations of the Department in 2 CFR 
part 3474. (d) EED NFP. (e) The Supplemental Priorities. (f) The notice 
of final definition published elsewhere in this edition of the Federal 
Register.
    Note: The regulations in 34 CFR part 86 apply to IHEs only.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $65,000,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in subsequent years from 
the list of unfunded applications from this competition.
    Estimated Range of Awards: $1,000,000-$6,000,000 per project year.
    Estimated Average Size of Awards: $3,500,000 per project year.
    Estimated Number of Awards: 16-20.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 36 months.

III. Eligibility Information

    1. Eligible Applicants:
    (a) An IHE that provides course materials or resources that are 
Evidence-Based in increasing academic achievement, graduation rates, or 
rates of postsecondary education matriculation;
    (b) A National Nonprofit organization with a demonstrated record of 
raising student academic achievement, graduation rates, and rates of 
higher education attendance, matriculation, or completion, or of 
effectiveness in providing preparation and Professional Development 
activities and programs for teachers, principals, or other School 
Leaders;

[[Page 19493]]

    (c) The Bureau of Indian Education; or
    (d) A partnership consisting of--
    (i) One or more entities described in paragraph (a) or (b); and
    (ii) A for-profit entity.
    If you are a nonprofit organization, under 34 CFR 75.51, you may 
demonstrate your nonprofit status by providing: (1) Proof that the 
Internal Revenue Service currently recognizes the applicant as an 
organization to which contributions are tax deductible under section 
501(c)(3) of the Internal Revenue Code; (2) a statement from a State 
taxing body or the State attorney general certifying that the 
organization is a nonprofit organization operating within the State and 
that no part of its net earnings may lawfully benefit any private 
shareholder or individual; (3) a certified copy of the applicant's 
certificate of incorporation or similar document if it clearly 
establishes the nonprofit status of the applicant; or (4) any item 
described above if that item applies to a State or national parent 
organization, together with a statement by the State or parent 
organization that the applicant is a local nonprofit affiliate.
    2. a. Cost Sharing or Matching: Under section 2242 of the ESEA, 
each grant recipient must provide, from non-Federal sources, at least 
25 percent of the total cost for each year of the project activities. 
These funds may be provided in cash or through in-kind contributions. 
Grantees must include a budget showing their matching contributions on 
an annual basis relative to the annual budget amount of SEED grant 
funds and must provide evidence of their matching contributions for the 
first year of the grant in their grant applications.
    Note: The combination of Federal and non-Federal funds should equal 
the total cost of the project. Therefore, grantees are generally 
required to support no less than 25 percent of the total cost of the 
project with non-Federal funds. Grantees are strongly encouraged to 
take this requirement into account when requesting Federal funds and 
limit their request appropriately and should verify that their budgets 
reflect the costs allocations appropriately. (Cost share formula: Total 
program cost (the amount of the Federal grant + the amount of the non-
Federal match) x .75 = Federal award amount).
    b. Supplement-Not-Supplant: This program involves supplement-not-
supplant funding requirements. Under section 2301 of the ESEA (20 
U.S.C. 6691), funds made available under title II of the ESEA must be 
used to supplement, and not supplant, non-Federal funds that would 
otherwise be used for activities authorized under this title. Further, 
the prohibition against supplanting funds also means that grantees 
seeking to charge indirect costs to SEED funds will need to use a 
restricted indirect cost rates. See 34 CFR 75.563.
    c. Indirect Cost Rate Information: This program uses a restricted 
indirect cost rate. For more information regarding indirect costs, or 
to obtain a negotiated indirect cost rate, please see www2.ed.gov/about/offices/list/ocfo/intro.html.
    d. Administrative Cost Limitation: This program does not include 
any program-specific limitation on administrative expenses. All 
administrative expenses must be reasonable and necessary and conform to 
Cost Principles described in 2 CFR part 200 subpart E of the Uniform 
Guidance.
    3. Subgrantees: (a) Under 34 CFR 75.708(b) and (c) a grantee under 
this competition may award subgrants--to directly carry out project 
activities described in its application--to the following types of 
entities: LEAs, IHEs, State and local governments, and other public or 
private entities suitable to carry out the activities proposed in the 
application.
    (b) The grantee may award subgrants to entities it has identified 
in an approved application or under procedures established by the 
grantee.
    4. Certification: Pursuant to section 2242 of the ESEA (20 U.S.C. 
6672), applicants must include a certification that the services 
provided by an eligible entity under the grant to an LEA or to a school 
served by the LEA will not result in direct fees for participating 
students or parents.
    5. Renewal: Under section 2242(b)(2) of the ESEA (20 U.S.C. 6672), 
the Secretary may renew a grant awarded under this section for one 
additional two-year period.
    Note: During the course of the third year of the project period for 
grants awarded under this competition, we will provide details on the 
potential renewal process. In making decisions on whether to award a 
two-year renewal award, we will review performance data submitted in 
regularly required reporting, as well as potentially request narrative 
information to be assessed using selection criteria from 34 CFR 75.210.

IV. Application and Submission Information

    1. Application Submission Instructions: Applicants are required to 
follow the Common Instructions for Applicants to Department of 
Education Discretionary Grant Programs, published in the Federal 
Register on December 27, 2021 (86 FR 73264) and available at 
www.federalregister.gov/d/2021-27979, which contain requirements and 
information on how to submit an application. Please note that these 
Common Instructions supersede the version published on February 13, 
2019, and, in part, describe the transition from the requirement to 
register in SAM.gov a DUNS number to the implementation of the UEI. 
More information on the phase-out of DUNS numbers is available at 
https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf.
    2. Submission of Proprietary Information: Given the types of 
projects that may be proposed in applications for the SEED program, 
your application may include business information that you consider 
proprietary. In 34 CFR 5.11 we define ``business information'' and 
describe the process we use in determining whether any of that 
information is proprietary and, thus, protected from disclosure under 
Exemption 4 of the Freedom of Information Act (5 U.S.C. 552, as 
amended).
    Because we plan to make successful applications available to the 
public, you may wish to request confidentiality of business 
information.
    Consistent with Executive Order 12600, please designate in your 
application any information that you believe is exempt from disclosure 
under Exemption 4. In the appropriate Appendix section of your 
application, under ``Other Attachments Form,'' please list the page 
number or numbers on which we can find this information. For additional 
information please see 34 CFR 5.11(c).
    3. Intergovernmental Review: This 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.
    4. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    5. Recommended Page Limit: The application narrative is where you, 
the applicant, address the selection criteria that reviewers use to 
evaluate your application. We recommend that you (1) limit the 
application narrative to 40 pages and (2) use the following standards:

[[Page 19494]]

    <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, including titles, headings, 
footnotes, quotations, references, and captions, as well as all text in 
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 recommended page limit does not apply to the cover sheet; the 
budget section, including the narrative budget justification; the 
assurances and certifications; or the one-page abstract, the resumes, 
the bibliography, or the letters of support. However, the recommended 
page limit does apply to all of the application narrative.
    6. Notice of Intent to Apply: 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, we strongly 
encourage each potential applicant to notify us of their intent to 
submit an application for funding by sending an email to <a href="/cdn-cgi/l/email-protection#6b382e2e2f2b0e0f450c041d"><span class="__cf_email__" data-cfemail="d98a9c9c9d99bcbdf7beb6af">[email protected]</span></a> 
with FY 2022 SEED Intent to Apply in the subject line, by May 4, 2022. 
Applicants that do not send a notice of intent to apply may still apply 
for funding.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210. An applicant may earn up to a total of 100 
points based on the selection criteria. The maximum score for each 
criterion is indicated in parentheses. Each criterion also includes the 
factors that the reviewers will consider in determining how well an 
application meets the criterion. The criteria are as follows:
    (a) Quality of the Project Design (35 points). The Secretary 
considers the quality of the design of the proposed project. In 
determining the quality of the design of the proposed project, the 
Secretary considers the following factors:
    (1) The extent to which the training or professional development 
services to be provided by the proposed project are of sufficient 
quality, intensity, and duration to lead to improvements in practice 
among the recipients of those services.
    (2) The extent to which the proposed project is designed to build 
capacity and yield results that will extend beyond the period of 
Federal financial assistance.
    (3) The extent to which there is a conceptual framework underlying 
the proposed research or demonstration activities and the quality of 
that framework.
    (4) The extent to which the services to be provided by the proposed 
project involve the collaboration of appropriate partners for 
maximizing the effectiveness of project services.
    (5) The extent to which the design of the proposed project is 
appropriate to, and will successfully address, the needs of the target 
population or other identified needs.
    (b) Significance (25 points).
    The Secretary considers the significance of the proposed project. 
In determining the significance of the proposed project, the Secretary 
considers the following factors:
    (1) The importance or magnitude of the results or outcomes likely 
to be attained by the proposed project, especially improvements in 
teaching and student achievement.
    (2) The extent to which the costs are reasonable in relation to the 
number of persons to be served and to the anticipated results and 
benefits.
    (3) The potential for the incorporation of project purposes, 
activities, or benefits into the ongoing program of the agency or 
organization at the end of Federal funding.
    (4) The extent to which the results of the proposed project are to 
be disseminated in ways that will enable others to use the information 
or strategies.
    (c) Quality of the Management Plan (20 points). The Secretary 
considers the quality of the management plan for the proposed project. 
In determining the quality of the management plan for the proposed 
project, the Secretary considers the following factors:
    (1) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable.
    (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.
    (d) 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 the following factors:
    (1) The extent to which the methods of evaluation will, if well 
implemented, produce evidence about the project's effectiveness that 
would meet the WWC standards with or without reservations as described 
in the WWC Handbook.
    (2) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes.
    (3) The extent to which the methods of evaluation include the use 
of objective performance measures that are clearly related to the 
intended outcomes of the project and will produce quantitative and 
qualitative data to the extent possible.
    (4) The extent to which the methods of evaluation will provide 
valid and reliable performance data on Relevant Outcomes.
    (5) The extent to which the design for implementing and evaluating 
the proposed project will result in information to guide possible 
replication of project activities or strategies, including information 
about the effectiveness of the approach or strategies employed by the 
project.
    Note: Applicants may wish to review technical assistance resources 
on evaluation relevant to the SEED program available at https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/effective-educator-development-programs/supporting-effective-educator-development-grant-program/.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
requires various assurances, including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    Additional factors we consider in selecting an application for an 
award are as follows:
    (a) As required under section 2242 of the ESEA, the Secretary must 
ensure that, to the extent practicable, grants are distributed among 
eligible entities that will serve geographically diverse areas,

[[Page 19495]]

including urban, suburban, and rural areas.
    (b) As required under section 2242 of the ESEA, the Department must 
not award more than one grant under this program to an eligible entity 
during a grant competition. If an entity submits multiple applications 
for this competition, only the highest rated application will be 
considered for an award.
    3. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.206, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
200.208, the Secretary may impose specific conditions and, under 2 CFR 
3474.10, in appropriate circumstances, high-risk conditions on a grant 
if the applicant or grantee is not financially stable; has a history of 
unsatisfactory performance; has a financial or other management system 
that does not meet the standards in 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.
    4. Integrity and Performance System: If you are selected under this 
competition to receive an award that over the course of the project 
period may exceed the simplified acquisition threshold (currently 
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your 
integrity, business ethics, and record of performance under Federal 
awards--that is, the risk posed by you as an applicant--before we make 
an award. In doing so, we must consider any information about you that 
is in the integrity and performance system (currently referred to as 
the Federal Awardee Performance and Integrity Information System 
(FAPIIS)), accessible through the System for Award Management. You may 
review and comment on any information about yourself that a Federal 
agency previously entered and that is currently in FAPIIS.
    Please note that, if the total value of your currently active 
grants, cooperative agreements, and procurement contracts from the 
Federal Government exceeds $10,000,000, the reporting requirements in 2 
CFR part 200, Appendix XII, require you to report certain integrity 
information to FAPIIS semiannually. Please review the requirements in 2 
CFR part 200, Appendix XII, if this grant plus all the other Federal 
funds you receive exceed $10,000,000.
    5. In General: In accordance with the Office of Management and 
Budget's guidance located at 2 CFR part 200, all applicable Federal 
laws, and relevant Executive guidance, the Department will review and 
consider applications for funding pursuant to this notice inviting 
applications in accordance with--
    (a) Selecting recipients most likely to be successful in delivering 
results based on the program objectives through an objective process of 
evaluating Federal award applications (2 CFR 200.205);
    (b) Prohibiting the purchase of certain telecommunication and video 
surveillance services or equipment in alignment with section 889 of the 
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR 
200.216);
    (c) Providing a preference, to the extent permitted by law, to 
maximize use of goods, products, and materials produced in the United 
States (2 CFR 200.322); and
    (d) Terminating agreements in whole or in part to the greatest 
extent authorized by law if an award no longer effectuates the program 
goals or agency priorities (2 CFR 200.340).

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN); or we may send you an email containing a link to 
access an electronic version of your GAN. We may notify you informally, 
also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Open Licensing Requirements: Unless an exception applies, if you 
are awarded a grant under this competition, you will be required to 
openly license to the public grant deliverables created in whole, or in 
part, with Department grant funds. When the deliverable consists of 
modifications to pre-existing works, the license extends only to those 
modifications that can be separately identified and only to the extent 
that open licensing is permitted under the terms of any licenses or 
other legal restrictions on the use of pre-existing works. 
Additionally, a grantee or subgrantee that is awarded competitive grant 
funds must have a plan to disseminate these public grant deliverables. 
This dissemination plan can be developed and submitted after your 
application has been reviewed and selected for funding. For additional 
information on the open licensing requirements please refer to 2 CFR 
3474.20.
    4. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multiyear award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    (c) Under 34 CFR 75.250(b), the Secretary may provide a grantee 
with additional funding for data collection analysis and reporting. In 
this case the Secretary establishes a data collection period.
    5. Performance Measures: For the purpose of Department reporting 
under 34 CFR 75.110, we have established the following performance 
measures for the SEED program: (a) The percentage of teacher, 
principal, or other School Leader participants who serve concentrations 
of high-need students; (b) the percentage of teacher and principal 
participants who serve concentrations of high-need students and are 
highly effective; (c) the percentage of teacher and principal 
participants who serve concentrations of high-need students, are highly 
effective, and serve for at least two years; (d) the cost per such 
participant; and (e) the number of grantees with evaluations that meet 
the WWC standards with reservations. Grantees will report annually on 
each measure.
    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established

[[Page 19496]]

performance measurement requirements, whether the grantee has made 
substantial progress in achieving the performance targets in the 
grantee's approved application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Other Information

    Accessible Format: On request to the program contact person listed 
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities 
can obtain this document and a copy of the application package in an 
accessible format. The Department will provide the requestor with an 
accessible format that may include Rich Text Format (RTF) or text 
format (txt), a thumb drive, an MP3 file, braille, large print, 
audiotape, or compact disc, or other accessible format.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. You may 
access the official edition of the Federal Register and the Code of 
Federal Regulations at www.govinfo.gov. At this site you can view this 
document, as well as all other documents of this Department published 
in the Federal Register, in text or 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.

Ruth E. Ryder,
Deputy Assistant Secretary for Policy and Programs Office of Elementary 
and Secondary Education.
[FR Doc. 2022-06963 Filed 4-1-22; 8:45 am]
BILLING CODE 4000-01-P


</pre><script data-cfasync="false" src="/cdn-cgi/scripts/5c5dd728/cloudflare-static/email-decode.min.js"></script></body>
</html>