Notice2021-14714
Applications for New Awards; Teacher and School Leader Incentive Program
Primary source
Metadata and text below are from the Federal Register, a public-domain U.S. government work. Always verify the official published version before relying on it for any legal matter.
Published
July 9, 2021
Issuing agencies
Education Department
Abstract
The Department of Education (Department) is issuing a notice inviting applications for fiscal year (FY) 2021 for the Teacher and School Leader Incentive Program (TSL), Assistance Listing Number 84.374A. This notice relates to the approved information collection under OMB control number 1810-0758.
Full Text
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[Federal Register Volume 86, Number 129 (Friday, July 9, 2021)]
[Notices]
[Pages 36262-36269]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2021-14714]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Teacher and School Leader Incentive
Program
AGENCY: Office of Elementary and Secondary Education, Department of
Education.
ACTION: Notice.
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SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for fiscal year (FY) 2021 for the Teacher and
School Leader Incentive Program (TSL), Assistance Listing Number
84.374A. This notice relates to the approved information collection
under OMB control number 1810-0758.
DATES:
Applications available: July 9, 2021.
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 TSL
grants. These informational webinars will be available on the TSL web
page shortly after this notice is published in the Federal Register.
Deadline for optional notice of intent to apply: July 30, 2021.
Deadline for transmittal of applications: August 13, 2021.
Deadline for intergovernmental review: October 12, 2021.
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 February 13, 2019 (84 FR 3768), and available at
<a href="http://www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/FR-2019-02-13/pdf/2019-02206.pdf">www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/FR-2019-02-13/pdf/2019-02206.pdf</a>.
The informational webinars will be available on the TSL web page at
<a href="http://oese.ed.gov/offices/office-of-discretionary-grants-support-services/effective-educator-development-programs/teacher-and-school-leader-incentive-program/applicant-info-eligibility/">oese.ed.gov/offices/office-of-discretionary-grants-support-services/effective-educator-development-programs/teacher-and-school-leader-incentive-program/applicant-info-eligibility/</a>. A TSL Frequently Asked
Questions document will also be published on the TSL program web page
as soon as it is available at <a href="https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/effective-educator-development-programs/teacher-and-school-leader-incentive-program/">https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/effective-educator-development-programs/teacher-and-school-leader-incentive-program/</a>.
FOR FURTHER INFORMATION CONTACT: Orman Feres, U.S. Department of
Education, 400 Maryland Avenue SW, Room 3C140, Washington, DC 20202-
5960. Telephone: (202) 453-6921. Email: <a href="/cdn-cgi/l/email-protection#bed1ccd3dfd090d8dbccdbcdfedbda90d9d1c8"><span class="__cf_email__" data-cfemail="8be4f9e6eae5a5edeef9eef8cbeeefa5ece4fd">[email protected]</span></a> or
<a href="/cdn-cgi/l/email-protection#baeee9f6fadfde94ddd5cc"><span class="__cf_email__" data-cfemail="dd898e919db8b9f3bab2ab">[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 purpose of TSL is to assist States, local
educational agencies (LEAs), and nonprofit organizations to develop,
implement, improve, or expand comprehensive Performance-Based
Compensation Systems (PBCS) \1\ or Human Capital Management Systems
(HCMS) for teachers, principals, and other School Leaders (educators)
(especially for educators in High-Need Schools who raise student growth
and academic achievement and close the achievement gap between high-
and low-performing students). In addition, a portion of TSL funds may
be used to study the effectiveness, fairness, quality, consistency, and
reliability of PBCS or HCMS for educators.
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\1\ Throughout this notice, all defined terms are denoted with
capitals.
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Background: TSL is authorized under section 2212 of the Elementary
and Secondary Education Act of 1965, as amended by the Every Student
Succeeds Act (ESEA).
The FY 2021 TSL competition is designed to support entities in
implementing, improving, or expanding their HCMS, which by definition
must include a PBCS, or implementing, improving, or expanding only a
PBCS. Absolute Priority 1 is consistent with this purpose. TSL is also
intended to primarily serve educators in High-Need Schools who raise
student academic achievement and close the achievement gap between
high- and low-performing students, although the program may also fund
services for educators serving in high-need subject areas (though not
necessarily in High-Need Schools), as determined by the LEA or the
State.
It is well established that teacher effectiveness contributes
greatly to student academic outcomes, yet there is variation in teacher
effectiveness within and across schools, including significant inequity
in students' access to effective teachers, particularly for students
from low-income backgrounds, students of color, English learners, and
students with disabilities. As such, it is essential to attract and
retain a well-qualified, experienced, effective, and diverse pool of
skilled educators who are prepared to teach diverse learners (e.g.,
through co-teaching models, dual certifications, universal design for
learning), particularly in High-Need Schools.
Many States and LEAs have worked to create and improve their
comprehensive HCMS, and LEAs have invested in high-quality educator
evaluation and support systems in order to improve recruitment and
retention efforts, provide educators with meaningful feedback and
targeted Evidence-Based professional development, and use information
across multiple indicators of educator performance to inform key
school- and district-level decisions. In contrast to earlier Teacher
Incentive Fund (TIF) competitions, the Department, in the 2017 and 2020
TSL competitions, as well as the 2016 Teacher Incentive Fund (TIF)
competition, funded projects that encompassed broader HCMS, including
spending decisions related to professional development, that supported
sustainable performance-based compensation. These competitions focused
on projects under which grantees deployed a variety of human capital
management strategies throughout an educator's career trajectory (e.g.,
from pre-service through retention) to help support and sustain the
grantees' PBCS. For example, several grantees in these cohorts
developed and implemented career ladders to give educators
opportunities for leadership and advancement inside and outside the
classroom, using program funds to supplement the salaries of master
mentor teachers.
Thus, through the two absolute priorities included in this notice,
the Department seeks to ensure that this competition supports States
and LEAs in their efforts to implement goals and objectives in ESEA
consolidated State plans as well as lessons learned from close to two
decades of investment and research in HCMS and PBCS.
The Department has established a new definition of High-Need
Schools that clarifies the requirement that TSL program activities
primarily serve High-Need Schools, and Absolute Priority 2 addresses
the extent to which TSL-funded grant project activities are
concentrated in High-Need Schools. The Department established the
definition and priority based on lessons learned from recent TSL
competitions, which highlighted the need to better target the
[[Page 36263]]
program to educators and students in High-Need Schools.
In addition to Absolute Priority 2, which reinforces the need to
serve educators primarily in High-Need Schools, this notice includes
two competitive preference priorities aimed at diversifying and
strengthening the educator workforce. Competitive Preference Priority
1, Supporting Educators and their Professional Growth, emphasizes the
importance of promoting the continued development and growth of
educators, including through leadership opportunities. This competitive
preference priority focuses on activities that are designed to attract
and retain a well-qualified, experienced, effective, and diverse pool
of skilled educators. Competitive Preference Priority 2, Increasing
Educator Diversity, highlights the critical need to increase the
diversity of the educator workforce, to help ensure equity in our
education system for the benefit of all students. This competitive
preference priority focuses on activities that are designed to address
educator diversity through a broader lens of equity and inclusion, with
an emphasis on outreach, recruitment, preparation, support, and
retention.
Priorities: This notice contains two absolute priorities and two
competitive preference priorities. In accordance with 34 CFR
75.105(b)(2)(v), Absolute Priority 1 is from ESEA section 2212(e)(1)
and (2); and Absolute Priority 2 is from the TSL notice of final
priority and definition published elsewhere in this issue of the
Federal Register (TSL NFP). In accordance with 34 CFR 75.105(b)(2)(ii),
Competitive Preference Priorities 1 and 2 are from the Effective
Educator Development (EED) notice of final priorities published
elsewhere in this issue of the Federal Register (EED NFP).
Absolute Priority: For FY 2021 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 both absolute
priorities.
These priorities are:
Absolute Priority 1: Human Capital Management Systems (HCMS) or
Performance Based Compensation Systems (PBCS).
Under this priority, eligible applicants must propose a project to
develop, implement, improve, or expand, in collaboration with teachers,
principals, other School Leaders, and members of the public, a PBCS or
HCMS.
Applicants that propose to use grant funds, under ESEA section
2212(e)(2)(A), to develop or improve an evaluation and support system
as part of an HCMS, in responding to this priority, must describe how
such system--
(a) Reflects clear and fair measures of educator performance, based
in part on demonstrated improvement in student academic achievement;
and
(b) Provides educators with ongoing, differentiated, targeted, and
personalized support and feedback for improvement, including
professional development opportunities designed to increase
effectiveness.
Absolute Priority 2: High-Need Schools.
Under this priority, eligible applicants must concentrate proposed
activities on teachers, principals, or other School Leaders serving in
High-Need Schools.
In order to demonstrate that the TSL project is concentrated in
High-Need Schools, the applicant must--
(a) Provide the requested data in paragraph (c) of this priority to
demonstrate that at least the majority of the schools participating in
the proposed project are High-Need Schools and describe how the TSL-
assisted grant activities are focused on those schools;
(b) Include a list of all schools in which the proposed TSL-funded
project would be implemented and indicate which schools are High-Need
Schools; and
(c) Provide the most recently available school-level data
supporting each school's designation as a High-Need School.
Competitive Preference Priorities: For FY 2021 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 5 points to an
application, depending on how well the application meets Competitive
Preference Priority 1. We award up to an additional 5 points to an
application depending on how well the application meets Competitive
Preference Priority 2. An application may be awarded a maximum of 10
additional points under the competitive preference priorities.
These priorities are:
Competitive Preference Priority 1--Supporting Educators and Their
Professional Growth. (up to 5 points)
Projects that are designed to increase the number and percentage of
well-prepared, experienced, effective, and diverse educators--which may
include one or more of the following: Teachers, principals,
paraprofessionals, or other School Leaders as defined in section
8101(44) of the ESEA--through Evidence-Based strategies incorporating
one or more of the following:
(a) Adopting, implementing, or expanding efforts to recruit,
select, prepare, support, and develop talented individuals--to serve as
mentors, instructional coaches, principals, or School Leaders in High-
Need Schools who have the knowledge and skills to significantly improve
instruction.
(b) Implementing practices or strategies that support High-Need
Schools in recruiting, preparing, hiring, supporting, developing, and
retaining qualified, experienced, effective, and diverse educators.
(c) Increasing the number of teachers with State or national
advanced educator certification or certification in a teacher shortage
area, as determined by the Secretary, such as special education or
bilingual education.
(d) Providing high-quality professional development opportunities
to all educators in High-Need Schools on meeting the needs of diverse
learners, including students with disabilities and English learners.
Competitive Preference Priority 2--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 one or more of the following:
(a) Educator candidate support and preparation strategies and
practices focused on underrepresented teacher candidates, and which may
include ``grow your own programs,'' which typically recruit middle or
high school students, paraprofessionals, or other school staff and
provide them with clear pathways and intensive support to enter the
teaching profession.
(b) Professional growth and leadership opportunities for diverse
educators, including opportunities to influence school, district, or
State policies and practices in order to improve educator diversity.
(c) High-quality professional development on addressing bias in
instructional practice and fostering an inclusive, equitable, and
supportive workplace and school climate for educators.
(d) Data systems, timelines, and action plans for promoting
inclusive and bias-free human resources practices that promote and
support development of educator and school leader diversity.
Application Requirements: For FY 2021 and any subsequent year in
which we make awards from the list of
[[Page 36264]]
unfunded applications from this competition, the following application
requirements from ESEA section 2212(c) apply.
Each eligible applicant desiring a grant under this program must
submit an application that contains--
(i) A description of the PBCS or HCMS that the eligible entity
proposes to develop, implement, improve, or expand through the grant;
(ii) A description of the most significant gaps or insufficiencies
in student access to effective educators in High-Need Schools,
including gaps or inequities in how effective educators are distributed
across the LEA, as identified using factors such as data on school
resources, staffing patterns, school environment, educator support
systems, and other school-level factors;
(iii) A description and evidence of the support and commitment from
educators, which may include charter School Leaders, in the school
(including organizations representing educators), the community, and
the LEA to the activities proposed under the grant;
(iv) A description of how the eligible entity will develop and
implement a fair, rigorous, valid, reliable, and objective process to
evaluate educator performance under the system that is based in part on
measures of student academic achievement, including the baseline
performance against which evaluations of improved performance will be
made;
(v) A description of the LEAs or schools to be served under the
grant, including student academic achievement, demographic, and
socioeconomic information;
(vi) A description of the effectiveness of educators in the LEA and
the schools to be served under the grant and the extent to which the
system will increase the effectiveness of educators in such schools;
(vii) A description of how the eligible entity will use grant funds
under this subpart in each year of the grant, including a timeline for
implementation of such activities;
(viii) A description of how the eligible entity will continue the
activities assisted under the grant after the grant period ends;
(ix) A description of the State, local, or other public or private
funds that will be used to supplement the grant, including funds under
Title II, part A of the ESEA, and sustain the activities assisted under
the grant after the end of the grant period;
(x) A description of the rationale for the project; how the
proposed activities are Evidence-Based; and, if applicable, the prior
experience of the eligible entity in developing and implementing such
activities; and
(xi) A description of how grant activities will be evaluated,
monitored, and publicly reported.
Definitions: The definitions of ``Human Capital Management System''
and ``Performance-Based Compensation System'' are from section 2211 of
the ESEA. The definitions of ``Evidence-Based'' and ``School Leader''
are from section 8101 of the ESEA (20 U.S.C. 7801). The definitions of
``Baseline,'' ``Demonstrates a Rationale,'' ``Experimental Study,''
``Logic Model,'' ``Moderate Evidence,'' ``Project Component,''
``Promising Evidence,'' ``Quasi-Experimental Design study,'' ``Relevant
Outcome,'' ``Strong Evidence,'' and ``What Works Clearinghouse
Handbooks (WWC Handbooks)'' are from 34 CFR 77.1. The definition of
``High-Need School'' is from the TSL NFP. These definitions apply to
the FY 2021 grant competition and any subsequent year in which we make
awards from the list of unfunded applications from this competition.
Baseline means the starting point from which performance is
measured and targets are set.
Demonstrates a Rationale means a key Project Component included in
the project's Logic Model is informed by research or evaluation
findings that suggest the Project Component is likely to improve
Relevant Outcomes.
Evidence-Based, when used with respect to a State, LEA, or school
activity, means an activity, strategy, or intervention that--
(1) Demonstrates a statistically significant effect on improving
student outcomes or other Relevant Outcomes based on--
(i) Strong Evidence from at least one well-designed and well-
implemented Experimental Study;
(ii) Moderate Evidence from at least one well-designed and well-
implemented Quasi-Experimental Design Study; or
(iii) Promising Evidence from at least one well-designed and well-
implemented correlational study with statistical controls for selection
bias; or
(ii)(A) Demonstrates a Rationale based on high-quality research
findings or positive evaluation that such activity, strategy, or
intervention is likely to improve student outcomes or other Relevant
Outcomes; and
(2) Includes ongoing efforts to examine the effects of such
activity, strategy, or intervention.
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.
High-Need School means a school with 50 percent or more of its
enrollment from low-income families as calculated using--
(1) The number of children eligible for a free or reduced-price
lunch under the National School Lunch Program (NSLP) (or, if an LEA
does not participate in the NSLP, comparable data from another source
such as a survey);
(2) If an LEA has one or more schools that participate in the
Community Eligibility Provision (CEP) of the NSLP, for any of its
schools (i.e., CEP and non-CEP schools), the method in paragraph (1) of
this definition or an alternative method approved by the Department;
and
(3) For middle and high schools, data from feeder schools that can
establish that the middle or high school is a High-Need School under
paragraph (1) or (2) of this definition.
Human Capital Management System (HCMS) means a system--
(1) By which an LEA makes and implements human capital decisions,
such as decisions on preparation, recruitment, hiring, placement,
retention, dismissal, compensation,
[[Page 36265]]
professional development, tenure, and promotion; and
(2) That includes a performance-based compensation system.
Logic Model (also referred to as a theory of action) means a
framework that identifies key Project Components of the proposed
project (i.e., the active ``ingredients'' that are hypothesized to be
critical to achieving the Relevant Outcomes) and describes the
theoretical and operational relationships among the key Project
Components and Relevant Outcomes.
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 ``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 the
requirement in this paragraph (3)(iv).
Performance-Based Compensation System (PBCS) means a system of
compensation for teachers, principals, or other School Leaders--
(1) That differentiates levels of compensation based in part on
measurable increases in student academic achievement; and
(2) Which may include--
(i) Differentiated levels of compensation, which may include bonus
pay, on the basis of the employment responsibilities and success of
effective teachers, principals, or other School Leaders in hard-to-
staff schools or high-need subject areas; and
(ii) Recognition of the skills and knowledge of teachers,
principals, or other School Leaders as demonstrated through--
(A) Successful fulfillment of additional responsibilities or job
functions, such as teacher leadership roles; and
(B) Evidence of professional achievement and mastery of content
knowledge and superior teaching and leadership skills.
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;
(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 Handbooks.
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.
Strong Evidence means that there is evidence of the effectiveness
of a key Project Component in improving a Relevant Outcome for a sample
that overlaps with the populations and 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''
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 ``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 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 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
[[Page 36266]]
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 the
requirement in this paragraph (3)(iv).
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
Handbooks documentation.
Note: The What Works Clearinghouse Procedures and Standards
Handbook (Version 3.0), as well as the more recent What Works
Clearinghouse Handbooks released in October 2017 (Version 4.0) and
January 2020 (Version 4.1), are available at <a href="https://ies.ed.gov/ncee/wwc/Handbooks">https://ies.ed.gov/ncee/wwc/Handbooks</a>.
Program Authority: Sections 2211-2213 of the ESEA.
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) TSL NFP. (e) EED NFP.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education only.
II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds: $88,060,000 for new awards.
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: $500,000 to $8.5 million.
Note: The Department estimates a wide range of awards, given the
potentially large differences in the scope of funded projects,
including the size and number of participating LEAs.
Estimated Average Size of Awards: $4,000,000.
Estimated Number of Awards: 20-25.
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 LEA, including a charter school that is an LEA, or a
consortium of LEAs; \2\
---------------------------------------------------------------------------
\2\ Consistent with ESEA section 2212(b)(3), an LEA may receive
a TSL grant (whether individually or as part of an eligible
consortium or partnership) only twice.
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(b) A State educational agency (SEA) or other State agency
designated by the Chief Executive of a State to participate;
(c) The Bureau of Indian Education; or
(d) A partnership \3\ consisting of--
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\3\ See Id.
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(i) One or more agencies described in paragraph (a), (b), or (c);
and
(ii) At least one nonprofit organization as defined in 2 CFR 200.70
or at least one for-profit entity.
Note: An LEA may receive (whether individually or as part of a
consortium or partnership) a grant under the TSL program only twice.
Note: The Secretary considers all schools funded by the Department
of Interior's Bureau of Indian Education to be LEAs under section
8101(30)(C) of the ESEA.
Note: 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 2212(f) of the ESEA,
each grant recipient must provide from non-Federal sources an amount
equal to 50 percent of the amount of the grant (which may be provided
in cash or in kind), to carry out the activities supported by the
grant. Applicants and grantees should budget relative to each annual
award of TSL grant funds. Applicants are strongly encouraged to take
this requirement into account when requesting Federal funds and limit
their requests appropriately. Applicants should verify that their
budgets reflect both the requested Federal award amount and the
matching contribution with appropriate cost allocations. TSL Matching
Formula: Total Project Cost multiplied by .67 equals Federal Award
Amount.
b. Supplement-Not-Supplant: This program involves supplement-not-
supplant funding requirements. In accordance with section 2212(g) of
the ESEA, funds made available under this program must be used to
supplement, and not supplant, other Federal or State funds that would
otherwise be expended to carry out activities under this program. The
Secretary considers all schools funded by the Department of Interior's
Bureau of Indian Education to be LEAs, and the funds that these schools
receive from the Department of Interior's annual appropriation to be
neither Federal nor State funds. Further, the prohibition against
supplanting also means that grantees seeking to charge indirect costs
to TSL funds will need to use their negotiated restricted indirect cost
rates. See 34 CFR 75.563 for more information.
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 <a href="http://www2.ed.gov/about/offices/list/ocfo/intro.html">www2.ed.gov/about/offices/list/ocfo/intro.html</a>.
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.
[[Page 36267]]
3. Subgrantees: 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, SEAs, nonprofit organizations or for-profit
organizations. The grantee may award subgrants to entities it has
identified in an approved application.
4. Renewal: Under section 2212(b)(2) of the ESEA, the Secretary may
renew a grant awarded under this section for up to two additional years
if the grantee demonstrates to the Secretary that the grantee is
effectively using funds. Such renewal may include allowing the grantee
to scale up or replicate the successful program.
Note: During the third year of the project period for grants
awarded under this competition, if the Department exercises the option
to offer an opportunity for renewals, the Department will provide
grantees with information on the renewal process. This additional
funding is intended not only to support continuation of approved
project activities, but also to encourage scaling, replication, and
sustainability efforts and strategies. In making decisions on whether
to award a two-year renewal award, we intend to 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 February 13, 2019 (84 FR 3768) and available at
<a href="http://www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf">www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf</a>, which
contain requirements and information on how to submit an application.
2. Submission of Proprietary Information: Given the types of
projects that may be proposed in applications for TSL, 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 program 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 program. Please note that,
under 34 CFR 79.8(a), we have shortened the standard 60-day
intergovernmental review period in order to make awards by the end of
FY 2021.
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 no more than 40 pages and (2) use the
following standards:
<bullet> A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
<bullet> Double space (no more than three lines per vertical inch)
all text in the application narrative, 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,
Calibri, 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 review
grant applications more efficiently if we know the approximate number
of applicants who intend to apply. Therefore, we strongly encourage
each potential applicant to notify us of the applicant's intent to
submit an application. To do so, please email <a href="/cdn-cgi/l/email-protection#c591968985a0a1eba2aab3"><span class="__cf_email__" data-cfemail="84d0d7c8c4e1e0aae3ebf2">[email protected]</span></a> with the
subject line ``Intent to Apply,'' and include the applicant's name and
contact person's name and email address by July 30, 2021. Applicants
that do not submit a notice of intent to apply may still apply for
funding; applicants that do submit a notice of intent to apply are not
bound to apply or bound by the information provided.
V. Application Review Information
1. Selection Criteria: The following selection criteria for this
competition are from 34 CFR 75.210. The maximum score for all of the
selection criteria is 100 points. The maximum score for each criterion
is included in parentheses following its title.
(a) Need for project (25 points)
(1) The Secretary considers the need for the proposed project.
(2) In determining evidence of the need for the proposed project,
the Secretary considers the following factors:
(i) The extent to which specific gaps or weaknesses in services,
infrastructure, or opportunities have been identified and will be
addressed by the proposed project, including the nature and magnitude
of those gaps or weaknesses.
(ii) The extent to which the proposed project will integrate with
or build on similar or related efforts to improve Relevant Outcomes
using existing funding streams from other programs or policies
supported by community, State, and Federal resources.
(iii) The extent to which the proposed project is part of a
comprehensive effort to improve teaching and learning and support
rigorous academic standards for students.
(iv) 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) Quality of the project design (30 points)
(1) The Secretary considers the quality of the design of the
proposed project.
(2) In determining the quality of the design of the proposed
project, the Secretary considers the following factors:
(i) The extent to which the proposed project Demonstrates a
Rationale.
(ii) The extent to which the design of the proposed project
includes a thorough, high-quality review of the relevant literature, a
high-quality plan for project implementation, and the use of
appropriate methodological tools to ensure successful achievement of
project objectives.
(iii) The extent to which the methods of evaluation will provide
performance
[[Page 36268]]
feedback and permit periodic assessment of progress toward achieving
intended outcomes.
(c) Quality of the management plan (20 points)
(1) The Secretary considers the quality of the management plan for
the proposed project.
(2) In determining the quality of the management plan for the
proposed project, the Secretary considers 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) Adequacy of resources (25 points)
(1) The Secretary considers the adequacy of resources for the
proposed project.
(2) In determining the adequacy of resources for the proposed
project, the Secretary considers the following factors:
(i) The likelihood that the proposed project will result in system
change or improvement.
(ii) The extent to which the proposed project is likely to build
local capacity to provide, improve, or expand services that address the
needs of the target population.
(iii) The extent to which the applicant demonstrates that it has
the resources to operate the project beyond the length of the grant,
including a multi-year financial and operating model and accompanying
plan; the demonstrated commitment of any partners; evidence of broad
support from stakeholders (e.g., SEAs, teachers' unions) critical to
the project's long-term success; or more than one of these types of
evidence.
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).
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
[[Page 36269]]
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 <a href="http://www.ed.gov/fund/grant/apply/appforms/appforms.html">www.ed.gov/fund/grant/apply/appforms/appforms.html</a>.
(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.
Note: In addition, under 34 CFR 75.591, all TSL grantees must
cooperate in any evaluation of the program conducted by the Department.
5. Performance Measures: The goal of TSL is to support educators,
particularly those in High-Need Schools, to raise student academic
achievement and close the achievement gap between high- and low-
performing students. We have established performance measures for this
program: (a) The percentage of teachers and School Leaders within the
TSL-assisted schools rated effective or higher by their districts'
evaluation and support systems; (b) the percentage of teachers and
School Leaders across the participating district(s) that show
improvements, over the previous year, on the student growth component
of their evaluation rating; (c) the percentage of teachers and School
Leaders within the TSL-assisted schools that show improvements, over
the previous year, on the student growth component of their evaluation
rating; (d) the percentage of teachers and School Leaders in TSL-
assisted schools for whom evaluation ratings were used to inform
decisions regarding recruitment, hiring, placement, retention,
dismissal, professional development, tenure, promotion, or all of the
above; (e) the percentage of teachers and School Leaders within the
participating district(s) who earned performance-based compensation
based on their individual evaluation ratings; (f) the percentage of
teachers and School Leaders in TSL-funded schools who earned
performance-based compensation based on their individual evaluation
ratings; (g) the number of teachers receiving performance compensation
disaggregated by race, gender, and where available, disability status;
(h) the number of School Leaders receiving performance compensation
disaggregated by race, gender, and where available, disability status;
and (i) the number of teachers receiving performance compensation for
leadership responsibilities disaggregated by race, gender, and where
available, disability status.
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 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 <a href="http://www.govinfo.gov">www.govinfo.gov</a>. 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
<a href="http://www.federalregister.gov">www.federalregister.gov</a>. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.
Ian Rosenblum,
Deputy Assistant Secretary for Policy and Programs Delegated the
Authority to Perform the Functions and Duties of the Assistant
Secretary, Office of Elementary and Secondary Education.
[FR Doc. 2021-14714 Filed 7-8-21; 8:45 am]
BILLING CODE 4000-01-P
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This is legal information, not legal advice. Laws vary by jurisdiction and change frequently. Always verify current law with official sources and consult a licensed attorney in your jurisdiction for advice on your specific situation.