Source: https://www.federalregister.gov/documents/2015/02/10/2015-02710/applications-for-new-awards-supporting-effective-educator-development-grant-program
Timestamp: 2017-08-17 20:40:12
Document Index: 616232036

Matched Legal Cases: ['arts 75', 'art 180', 'art 3485', 'art 200', 'art 3474', 'art 200']

80 FR 7423
7423-7432 (10 pages)
https://www.federalregister.gov/d/2015-02710 https://www.federalregister.gov/d/2015-02710
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.
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.
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.
The Department has updated the Moderate Evidence of Effectiveness definition since the previous SEED competition.
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 Start Printed Page 7424or 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.
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.
Projects that are supported by strong evidence of effectiveness (as defined in this notice).
The Department has updated the Strong Evidence of Effectiveness definition since the previous SEED competition.
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).
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). Start Printed Page 7425
This priority funds projects that are designed to improve:
(a) Academic outcomes;
(b) Learning environments; or
For one or more of the following groups of students:
(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.
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.
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)
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)
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.
(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)
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 Start Printed Page 7426Postsecondary Studies: (http://ies.ed.gov/​ncee/​wwc/​documentsum.aspx?​sid=​242).
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)
(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 growth means the change in student achievement (as defined in this notice) for an individual student between two or more points in time. An Start Printed Page 7427applicant may also include other measures that are rigorous and comparable across classrooms. (SEED NFP)
(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.”
(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)
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).
Estimated Available Funds: $24,125,169.
Estimated Range of Awards: $3,000,000-$8,000,000 per year.
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.
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.
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: SEED@ed.gov.
Individuals with disabilities can obtain a copy of the application package Start Printed Page 7428in an accessible format (e.g., braille, large print, audiotape, or compact disc) by contacting the program contact person listed in this section.
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: SEED@ed.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.Start Printed Page 7429
No later than two weeks before the application deadline date (14 calendar days or, if the fourteenth calendar day before the application deadline date Start Printed Page 7430falls 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.
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.
(1) The significance of the proposed project on a National Level.
(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.
(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.
(1) The extent to which the proposed project is designed to build capacity and Start Printed Page 7431yield results that will extend beyond the period of Federal financial assistance.
(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.
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.
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.
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.
Richard Wilson, U.S. Department of Education, 400 Maryland Avenue SW., Room 4W237, Washington, DC 20202-5960. Telephone: (202) 453-6709, or by email: SEED@ed.gov.
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 Start Printed Page 7432listed under FOR FURTHER INFORMATION CONTACT in section VII of this notice.
[FR Doc. 2015-02710 Filed 2-9-15; 8:45 am]