Source: https://www.federalregister.gov/documents/2016/05/23/2016-12101/applications-for-new-awards-teacher-quality-partnership-grant-program
Timestamp: 2019-05-20 01:31:08
Document Index: 288153514

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

Applications Available: May 23, 2016.
81 FR 32306
32306-32319 (14 pages)
2016-12101
https://www.federalregister.gov/d/2016-12101 https://www.federalregister.gov/d/2016-12101
Teacher Quality Partnership Grant Program.
Deadline for Notice of Intent to Apply: June 22, 2016.
Deadline for Transmittal of Applications: July 7, 2016.
Date of Pre-Application Webinars: The Office of Innovation and Improvement intends to hold Webinars designed to provide technical assistance to interested applicants for grants under the Teacher Quality Partnership (TQP) Grant Program. Details regarding the dates and times of these Webinars will be provided on the TQP Web site at http://innovation.ed.gov/​what-we-do/​teacher-quality/​teacher-quality-partnership/​applicant-info-and-eligibility/​.
Deadline for Intergovernmental Review: September 20, 2016.
Purpose of Program: The TQP Grant Program aims to increase student achievement by improving the quality of new teachers and prospective teachers Start Printed Page 32307through enhanced preparation of prospective teachers and professional development activities for new teachers; holding teacher preparation programs at institutions of higher education (IHEs) accountable for preparing teachers who meet applicable State certification and licensure requirements; and recruiting individuals with strong content knowledge or a record of professional accomplishment, including minorities and individuals from occupations other than education, into the teaching force.
Background: The TQP Grant Program supports partnerships among (i) IHEs, (ii) high-need local educational agencies (LEAs), and (iii) high-need schools served by such LEAs or high-need early childhood education (ECE) programs. Under section 202(d) and (e) of the Higher Education Act of 1965, as amended (HEA), these partnerships must implement either (a) teacher preparation programs at the pre-baccalaureate or “fifth-year” level that include specific reforms in IHEs' existing teacher preparation programs and follow-up support for program completers who become teachers in partner LEAs, or (b) teacher residency programs in which individuals with strong academic or professional backgrounds but without teaching experience are teaching in high-need schools with support from mentor teachers, and concurrently enrolled in a Master's degree program. These two options are further explained in this notice under the Absolute Priorities section of this notice.
In the FY 2016 TQP competition, we are especially interested in supporting TQP projects that serve or are designed to serve tribal communities and rural areas, given the need for effective educators serving these communities. On November 5, 2009, pursuant to Executive Order 13175, President Obama issued a memorandum requiring each Federal agency to prepare a detailed plan of action the agency would take to consult with tribal officials when developing policies that have implications for tribal communities. Consistent with its responsibilities under the President's memorandum, the U.S. Department of Education (Department) conducted two consultation sessions by teleconference with tribal officials about the TQP program, on January 19 and 21, 2016. During these consultations, we provided participants with an overview of the TQP program and the current TQP grantees, and facilitated a discussion around potential opportunities and challenges that this grant program may provide for tribal communities. In addition, the Department solicited feedback and questions from tribal communities over a two-week period following the calls.
During this outreach, the Department received numerous comments and questions from participants. Some of these concerns were of a general nature and could affect all applicants, regardless of whether or not they serve Tribal communities. For example, participants were concerned about forming the necessary eligible partnership needed to apply, what entity should lead that effort, and what entity should serve as the lead applicant for the eligible partnership. Participants also expressed concern about whether their local LEAs or BIE-funded schools would meet the definition of a high-need LEA, as that term is defined in section 200 of HEA.
Some concerns raised by participants reflected the unique challenges facing tribal communities. For example, participants raised issues related to the status of Bureau of Indian Education-funded schools (e.g., whether they are LEAs) in many tribal communities, and the role of two-year colleges in preparing and producing teachers to serve those communities. In addition, TQP staff learned that members of the Tribal community are widely familiar with the Indian Education Professional Development Grant program in the Department's Office of Elementary and Secondary Education, and sought additional information about the differences between that program and the TQP program.
Answers to these and other questions will be addressed in the upcoming TQP pre-application Webinars. Additionally, responses to questions and concerns addressed during the consultations also can be found in this notice inviting applications, and in the TQP Frequently Asked Questions (FAQ) document found at http://innovation.ed.gov/​what-we-do/​teacher-quality/​teacher-quality-partnership/​. The Department has also prepared a document that outlines the difference between the TQP and PDP programs. This document can be found as part of the TQP FAQ document.
We appreciate the dialogue with tribal leaders and the opportunity to gain insight into tribal communities. Due to the detailed statutory requirements for the TQP program in sections 200-204 of the HEA, the Department has limited flexibility to address all of the concerns raised during our consultation process. The consultations nevertheless confirmed that rural communities and tribal communities could greatly benefit from the TQP program, and therefore we have decided to encourage applications from rural and tribal communities through adoption of a competitive preference priority and an invitational priority that focus on the specific teaching needs of these communities.
Priorities: This notice contains two absolute priorities, one competitive preference priority, and one invitational priority. In accordance with 34 CFR 75.105(b)(2)(iv), Absolute Priority 1 is from section 202(d) of the HEA, and Absolute Priority 2 is from section 202(e) of the HEA. The competitive preference priority is from the Department's notice of final supplemental priorities and definitions for discretionary grant programs, published in the Federal Register on December 10, 2014 (79 FR 73425) (Supplemental Priorities).
Absolute Priorities: For FY 2016 and any subsequent year in which we make awards from the list of unfunded applications from this competition, these priorities are absolute priorities. All applications must address either Absolute Priority 1 or Absolute Priority 2 in order to be considered for funding, but not both. Under 34 CFR 75.105(c)(3) we consider only applications that meet Absolute Priority 1 or Absolute Priority 2. Applications that address both absolute priorities will not be reviewed.
Each of the two absolute priorities constitutes its own funding category. Assuming that applications in each funding category are of sufficient quality, the Secretary intends to award grants under each absolute priority.
Applications will be peer reviewed and scored based on the TQP program's selection criteria. Applications will be scored and placed in rank order by absolute priority; thus, applications that address each priority will be scored and ranked separately to create two funding slates. Applications that do not clearly identify the priority being addressed will not be reviewed.
These priorities are from section 202(d) and (e) of the HEA, and are:
(1) Preparing—Start Printed Page 32308
In addressing paragraph (a) of this priority, applicants may either discuss their implementation of reforms within all teacher preparation programs that the partner institution of higher education administers and that would be assisted under this TQP grant, or selected teacher preparation programs that need particular assistance and that would receive the TQP grant funding.
(3) Ensuring collaboration with departments, programs, or units of a partner institution outside of the teacher preparation program in all academic content areas to ensure that prospective teachers receive training in both teaching and relevant content areas in order to meet the applicable State certification and licensure requirements, including any requirements for certification obtained through alternative routes to certification, or, with regard to special education teachers, the qualifications described in section 612(a)(14)(C) of the IDEA, which may include training in multiple subjects to teach multiple grade levels as may be needed for individuals preparing to teach in rural communities and for individuals preparing to teach students with disabilities;
(d) Induction programs for new teachers. Creating an induction program for new teachers or, in the case of an ECE program, providing mentoring or coaching for new early childhood educators.
(f) Teacher recruitment. Developing and implementing effective mechanisms Start Printed Page 32309(which may include alternative routes to State certification of teachers) to ensure that the eligible partnership is able to recruit qualified individuals to become teachers who meet the applicable State certification and licensure requirements, including any requirements for certification obtained through alternative routes to certification, or, with regard to special education teachers, the qualifications described in section 612(a)(14)(C) of the IDEA through the activities of the eligible partnership, which may include an emphasis on recruiting into the teaching profession—
Under this priority, an eligible partnership must carry out an effective teaching residency program that includes all of the following activities:
(4) The preparation described in paragraphs (c)(1), (2), and (3) of Absolute Priority 2.
(i) Strong content knowledge or record of accomplishment in the field or subject area to be taught;Start Printed Page 32310
Competitive Preference Priority: For FY 2016 and any subsequent year in which we make awards from the list of unfunded applicants from this competition, this priority is a competitive preference priority. The priority comes from the Secretary's Supplemental Priorities and Definitions for Discretionary Grant Programs (Secretary's Supplemental Priorities) published in the Federal Register on December 10, 2014 at 79 FR 73426, 73451.
If an applicant chooses to address the competitive preference priority, the project narrative section of its application must identify its response to this competitive preference priority. The Department will not review or award points under this competitive preference priority if the applicant fails to clearly identify its response in its application. Under 34 CFR 75.105(c)(2)(i) we award up to an additional fifteen points to an application, depending on how well the application addresses the competitive preference priority. An applicant is not required to address both paragraphs (a) and (b) of the competitive preference priority in order to receive the full 15 points.
Only applicants that are highly rated on the selection criteria for Absolute Priority 1 or Absolute Priority 2 will be eligible to receive competitive preference points.
Competitive Preference Priority: Supporting High-Need Students (up to 15 points).
Projects that are designed to improve academic outcomes for one or both of the following groups of students:
(a) Students who are members of federally-recognized Indian Tribes.
(b) Students served by rural LEAs (as defined in this notice).
Within this competitive preference priority, we are particularly interested in applications that address the following invitational priority.
Enhancing Cultural Competencies to Support High-Need Students.
(a) Under this priority, the Department invites applicants to propose a TQP project that will provide project participants with specific coursework, experiences, and professional development to enable them to gain cultural competencies and content knowledge, and related pedagogical skills, to support the learning needs of American Indian and Alaska Native students, rural students, or both.
(b) In responding to this invitational priority, applicants are encouraged to include the following elements in their proposed projects:
(1) An identification of the proposed population(s) to be served in the partner high-need LEA(s), including data that document a high number or high concentration of American Indian and Alaska Native and/or rural students to be served, as well as data regarding how the project will address the unique challenges of serving the identified population(s).
(2) A description of how the project will promote collaboration across partner institutions of higher education to ensure that TQP project participants who intend to teach American Indian and Alaska Native and/or rural students have access to coursework, experiences, and professional development that will build both cultural competency and content knowledge to teach students in the identified population(s) effectively.
(3) A description of how the grantee will align its proposed TQP project activities with the appropriate State licensure standards and, how it will implement strategies that translate those standards into classroom practice with regard to the identified population(s).Start Printed Page 32311
Definitions: The definitions for “Early childhood educator,” “High-need early childhood education (ECE) program,” “High-need local educational agency (LEA)”, “High-need school,” and “Partner institution” are from section 200 of the HEA. The definitions for “Logic model,” “Relevant outcome,” and “Strong theory” are from 34 CFR 77.1. The definitions for “high minority school,” “high-need students,” “regular high school diploma,” and “rural local education agency” are from the Secretary's Supplemental Priorities.
(D) That meets eligibility requirements for funding under the Rural and Low-Income School (RLIS) Program under section 6211(b) of the ESEA; and—
Partner institution means an IHE, which may include a two-year IHE offering a dual program with a partner four-year IHE, participating in an eligible partnership that has a teacher preparation program—
(C) Each student in the program preparing to become an early childhood educator to meet degree requirements, Start Printed Page 32312as established by the State, and become highly competent.
Rural local education agency means a local educational agency (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.
Definitions for the following terms that also apply to this program are in section 200 of the HEA: “arts and sciences,” “induction program,” “limited English proficient,” “professional development,” “scientifically valid research,” and “teacher mentoring.”
Applicable Regulations: (a) The Education Department General Administrative Regulations (EDGAR) in 34 CFR parts 75, 77, 79, 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. (c) The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR part 200, as adopted and amended as regulations of the Department in 2 CFR part 3474. (d) The Supplemental Priorities (79 FR 73425).
Estimated Average Size of Awards: $1,000,000 for the first year of the project. Funding for the second, third, fourth, and fifth years is subject to the availability of funds and the approval of continuation awards (see 34 CFR 75.253).
Maximum Award: We will not award more than $1,500,000 to any applicant for a budget period of 12 months.
So that the Department can confirm the eligibility of the LEA(s) that an applicant proposes to serve, applicants must include information in their applications that demonstrates that each LEA to be served by the project is a “high-need LEA” (as defined in this notice and in section 200(10) of the HEA).
Additionally, applicants must also partner with a school or department of arts and sciences within the partner institution. More information on eligible partnerships can be found in the TQP FAQ document found on the program Web site at http://innovation.ed.gov/​what-we-do/​teacher-quality/​teacher-quality-partnership/​.
The HEA also authorizes the Secretary to waive this matching requirement for Start Printed Page 32313any fiscal year for an eligible partnership if the Secretary determines that applying the matching requirement to the eligible partnership would result in serious hardship or an inability to carry out the authorized activities described in section 202 of the HEA. Applicants that wish to apply for a waiver for year one or for future years of the project may include a request in their application that describes why the 100 percent matching requirement would cause serious hardship or an inability to carry out project activities. Further information about applying for waivers can be found in the application package. However, given the importance of matching funds to the long-term success of the project, the Secretary expects eligible entities to identify appropriate matching funds.
b. Supplement-Not-Supplant: This program involves supplement-not-supplant funding requirements. In accordance with section 202(k) of the HEA, funds made available under this program must be used to supplement, and not supplant, other Federal, State, and local funds that would otherwise be expended to carry out activities under this program. For any high-need LEA that is funded by the Department of Interior's Bureau of Indian Education, the Secretary considers funds the LEA received from the Department of Interior's annual appropriation to be non-Federal funds.
(b) A description of the extent to which the program to be carried out with grant funds, as described in Absolute Priority 1 or Absolute Priority 2, in this notice, and, if the applicant chooses to do so, a Partnership Grant for the Development of Leadership Program, as described in section 202(f) of the HEA, will prepare prospective and new teachers with strong teaching skills;
(1) How the eligible partnership will coordinate strategies and activities assisted under the grant with other teacher preparation or professional development programs, and
(2) How the partnership will carry out the activities required under Absolute Priority 1 or Absolute Priority 2, as described in this notice, based on the needs identified in paragraph (a), with the goal of improving student academic achievement;
(ii) Student academic achievement standards and academic content standards under section 1111(b)(1) of the ESEA as amended by ESSA, established by the State in which the partnership is located;
(8) How faculty at the partner institution will work during the term of the grant, with teachers who meet the applicable State certification and licensure requirements, including any requirements for certification obtained through alternative routes to certification, or, with regard to special education teachers, the qualifications described in section 612(a)(14)(C) of the Individuals with Disabilities Education Act, in the classrooms of high-need schools served by the high-need LEA in the partnership to—
(g) With respect to the induction program required as part of the activities carried out under Absolute Priority 1 or Absolute Priority 2—
(4) A description of how faculty involved in the induction program will Start Printed Page 32314be able to substantially participate in an ECE program or elementary school or secondary school classroom setting, as applicable, including release time and receiving workload credit for such participation.
1. Address to Request Application Package: Mia Howerton, U.S. Department of Education, 400 Maryland Avenue SW., Room 4w205, Washington, DC 20202. Telephone: (202) 205-0147 or by email: tqpartnership@ed.gov.
Notice of Intent to Apply: June 22, 2016.
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 Secretary strongly encourages each potential applicant to notify the Department of its intent to submit an application for funding by completing the FY 16 Intent to Apply survey at https://www.surveymonkey.com/​r/​tqpfy16.
Applicants that fail to complete the FY 16 Intent to Apply survey 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 recommend that you limit the application narrative (Part III) to no more than 50 pages, using the following standards:
The recommended 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, the bibliography, or the letters of support. However, the recommended page limit does apply to all of the application narrative (Part III).
b. Submission of Proprietary Information: Given the types of projects that may be proposed in applications for the TQP Grant 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 post the project narrative section of funded TQP Grant Program applications on our Web site, you may wish to request confidentiality of business information.
Date of Pre-Application Webinars: The TQP program intends to hold Webinars designed to provide technical assistance to interested applicants. Details regarding the dates and times of these Webinars will be provided on the TQP Web site at http://innovation.ed.gov/​what-we-do/​teacher-quality/​teacher-quality-partnership/​applicant-info-and-eligibility/​.
Applications for grants under this program 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 Other Submission Requirements in section IV of this notice.
5. Funding Restrictions: We specify unallowable costs in 2 CFR 200, subpart E. We reference regulations outlining funding restrictions in the Applicable Regulations section of this notice.
A DUNS number can be created within one to two business days.Start Printed Page 32315
a. Electronic Submission of Applications. Applications for grants under the TQP Grant Program, CFDA number 84.336S, 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.
You may access the electronic grant application for the TQP Grant Program at www.Grants.gov. You must search for the downloadable application package for this program by the CFDA number. Do not include the CFDA number's alpha suffix in your search (e.g., search for 84.336, not 84.336S).
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. Grants.gov will also notify you automatically by email if your application met all the Grants.gov validation requirements or if there were any errors (such as submission of your application by someone other than a registered Start Printed Page 32316Authorized Organization Representative, or inclusion of an attachment with a file name that contains special characters). You will be given an opportunity to correct any errors and resubmit, but you must still meet the deadline for submission of applications.
Address and mail or fax your statement to: Mia Howerton, U.S. Department of Education, 400 Maryland Avenue SW., Room 4w205, Washington, DC 20202-5960. FAX: (202) 205-5630.
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 84.336S) LBJ Basement Level 1, 400 Maryland Avenue SW., Washington, DC 20202-4260.
(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.Start Printed Page 32317
1. Selection Criteria: The selection criteria for this program are from 34 CFR 75.210. An applicant may earn up to a total of 100 points based on the selection criteria. The maximum score for each criterion is indicated in parentheses. Each criterion also includes the sub-factors that the reviewers will consider in determining how well an application meets the criterion. The criteria are as follows:
(a) Significance (up to 10 points).
In determining the significance of the proposed project, the Secretary considers the following factors—
(b) Quality of the Project Design (up to 35 points).
In determining the quality of the design of the proposed project, the Secretary considers the extent to which the proposed project consists of a comprehensive plan that includes a description of—
(iii) The extent to which the proposed project represents an exceptional approach to the priority or priorities established for this competition.
Note: Applicants are encouraged to develop logic models. These logic models should include the applicant's plan to implement and evaluate the proposed project. Applicants should connect available evidence of past history of successful outcomes to their logic models. Applicants may use resources such as the Pacific Education Laboratory's Education Logic Model Application (http://relpacific.mcrel.org/​resources/​elm-app) to help design their logic models.
(c) Quality of the Management Plan (up to 30 points).
In determining the quality of the management plan for the proposed project, the Secretary considers the following factors—
(ii) The extent to which performance feedback and continuous improvement are integral to the design of the proposed project.
(d) Quality of the Project Evaluation (up to 25 points).
In determining the quality of the evaluation, the Secretary considers—
3. Risk Assessment and Special Conditions: Consistent with 2 CFR 200.205, before awarding grants under this competition the Department conducts a review of the risks posed by applicants. Under 2 CFR 3474.10, the Secretary may impose 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 goal of the TQP Grant Program is to increase student achievement in K-12 schools by developing teachers who meet applicable State certification and licensure requirements. Under GPRA, the following measures will be used by the Department in assessing the performance of this program:
(a) Performance Measure 1: Certification/Licensure. The percentage Start Printed Page 32318of program graduates who have attained initial State certification/licensure by passing all necessary licensure/certification assessments within one year of program completion.
(b) Performance Measure 2: 1-Year Persistence. The percentage of program participants who were enrolled in the postsecondary program in the previous grant reporting period, did not graduate, and persisted in the postsecondary program in the current grant reporting period.
(c) Performance Measure 3: 1-Year Employment Retention. The percentage of program completers who were employed for the first time as teachers of record in the preceding year by the partner high-need LEA or ECE program and were retained for the current school year.
(d) Performance Measure 4: 3-Year Employment Retention. The percentage of program completers who were employed by the partner high-need LEA or ECE program for three consecutive years after initial employment.
(e) Performance Measure 5: Student Learning. The percentage of grantees that report improved aggregate learning outcomes of students taught by new teachers. These data can be calculated using student growth, a teacher evaluation measure, or both.
Mia Howerton, U.S. Department of Education, 400 Maryland Avenue SW., Room 4W205, Washington, DC 20202-5960. Telephone: (202) 205-0147 or by email: Mia.Howerton@ed.gov or tqpartnership@ed.gov.
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 PDF. To use PDF you must have Adobe Acrobat Reader, which is available free at the site.Start Printed Page 32319
[FR Doc. 2016-12101 Filed 5-20-16; 8:45 am]