[Federal Register Volume 77, Number 14 (Monday, January 23, 2012)]
[Notices]
[Pages 3242-3255]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2012-1247]


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DEPARTMENT OF EDUCATION

[Docket ID ED-2012-OESE-0004]
RIN 1810-AB14


Comprehensive Centers Program

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

ACTION: Notice of proposed priorities, requirements, and selection 
criteria.

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Catalog of Federal Domestic Assistance (CFDA) Number: 84.283B.

SUMMARY: The Assistant Secretary for Elementary and Secondary Education 
(Assistant Secretary) proposes priorities, requirements, and selection 
criteria under the Comprehensive Centers program. The Assistant 
Secretary may use these priorities, requirements, and selection 
criteria for competitions in fiscal year (FY or fiscal year) 2012 and 
later years. We intend to use the priorities, requirements, and 
selection criteria to provide Federal financial assistance to eligible 
applicants seeking to provide technical assistance to help State 
educational agencies (SEAs) build their capacity to implement State-
level initiatives and to support district- and school-level initiatives 
that improve educational outcomes for all students, close achievement 
gaps, and improve the quality of instruction.

DATES: We must receive your comments on or before February 22, 2012.

ADDRESSES: Submit your comments through the Federal eRulemaking Portal 
or via U.S. mail, commercial delivery, or hand delivery. We will not 
accept comments by fax or by email. To ensure that we do not receive 
duplicate copies, please submit your comments only once. In addition, 
please include the Docket ID at the top of your comments.
     Federal eRulemaking Portal: Go to www.regulations.gov to 
submit your comments electronically. Information on using 
Regulations.gov, including instructions for accessing agency documents, 
submitting comments, and viewing the docket, is available on the site 
under ``How to Use This Site.''
     U.S. Mail, Commercial Delivery, or Hand Delivery: If you 
mail or deliver your comments about this notice of proposed priorities, 
requirements, and selection criteria, address them to Fran Walter, U.S. 
Department of Education, 400 Maryland Avenue SW., room 3W115, 
Washington, DC 20202-6132.
    Privacy Note: The U.S. Department of Education's (Department) 
policy is to make all comments received from members of the public 
available for public viewing in their entirety on the Federal 
eRulemaking Portal at www.regulations.gov. Therefore, commenters should 
be careful to include in their comments only information that they wish 
to make publicly available.

FOR FURTHER INFORMATION CONTACT: Fran Walter. Telephone: (202) 205-
9198, or by email: [email protected].
    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: Invitation to Comment: We invite you to 
submit comments regarding this notice. To ensure that your comments 
have maximum effect in developing the notice of final priorities, 
requirements, and selection criteria, we urge you to identify clearly 
the specific proposed priority, requirement, or selection criterion 
that each comment addresses.
    We invite you to assist us in complying with the specific 
requirements of Executive Orders 12866 and 13563 and their overall 
requirement of reducing regulatory burden that might result from these 
proposed priorities, requirements, and selection criteria. Please let 
us know of any further opportunities we could take to reduce potential 
costs or increase potential benefits while preserving the effective and 
efficient administration of the program.
    During and after the comment period, you may inspect all public 
comments about the proposed priorities, requirements, and selection 
criteria in room 3W115, 400 Maryland Avenue SW., Washington, DC, 
between the hours of 8:30 a.m. and 4 p.m., Washington, DC time, Monday 
through Friday of each week except Federal holidays.
    Assistance to Individuals With Disabilities in Reviewing the 
Rulemaking Record: On request we will provide an appropriate 
accommodation or auxiliary aid to an individual with a disability who 
needs assistance to review the comments or other documents in the 
public rulemaking record for this notice. If you want to schedule an 
appointment for this type of accommodation or auxiliary aid, please 
contact the person listed under FOR FURTHER INFORMATION CONTACT.
    Purpose of Program: The Comprehensive Centers program supports the 
establishment of no fewer than 20 comprehensive technical assistance 
centers to provide technical assistance to SEAs that builds their 
capacity to support local educational agencies (LEAs or districts) and 
schools, especially low-performing districts and schools, improve 
educational outcomes for all students, close achievement gaps, and 
improve the quality of instruction.

    Program Authority: Title II, section 203, of the Education 
Technical Assistance Act of 2002 (ETAA).

I. Background

    The Elementary and Secondary Education Act of 1965, as amended 
(ESEA), holds States accountable for closing achievement gaps and 
ensuring that all children, regardless of race, ethnicity, family 
income, English language proficiency, or disability, receive a high-
quality education and meet challenging State academic standards.
    The ETAA authorizes support for no fewer than 20 Comprehensive 
Centers to provide training, technical assistance, and professional 
development to SEAs, LEAs, regional educational agencies, and schools 
in the administration and implementation of programs under the ESEA. 
Under section 203(a)(2) of the ETAA, the Department is required to 
establish at least one center in each of the 10 geographic regions 
served by the Department's Regional Educational Laboratories (RELs). 
Resources for centers established under the ETAA are determined on the 
basis of the number of school-aged children in each region, the 
proportion of economically disadvantaged students in each region, the 
higher cost of service delivery in sparsely populated areas, and the 
number of schools identified for improvement under section 1116(b) of 
the ESEA in each region.

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    The Department conducted the initial competition under the ETAA in 
2005 and made 5-year awards to 16 Regional Centers and 5 Content 
Centers. Each of the five Content Centers specialized in one of the 
following five areas: assessment and accountability, instruction, 
teacher quality, innovation and improvement, or high schools.
    The 16 Regional Centers focused almost entirely on helping SEAs 
implement ESEA requirements and increase capacity to assist their 
districts and schools in meeting student achievement goals. Each of the 
five Content Centers identified and analyzed key research and provided 
in-depth information in its area of expertise to the Regional Centers 
and SEAs. The Content Centers have more recently emphasized assisting 
the Regional Centers in using publications and tools to support State 
reform efforts, typically through webinars, the creation and support of 
online communities of practice, and in-person assistance to both SEA 
and Regional Center staff.
    In FYs 2010 and 2011, the Department extended the project period of 
the existing centers and negotiated new cooperative agreements with 
each center. These cooperative agreements retained the emphasis of the 
Regional Centers on building SEA capacity to support districts and 
schools in meeting student achievement goals. The agreements also 
retained the emphasis of the Content Centers on providing research-
based publications and tools that include information, guidance, 
analyses, and services to inform the activities of the Regional 
Centers. At the same time, the agreements recognized that many States 
were initiating innovative reforms, such as adopting college- and 
career-ready standards, developing next-generation accountability 
systems, and implementing innovative mechanisms for improving teacher 
and leader effectiveness.
    The Comprehensive Centers will provide technical assistance at a 
time when States, districts, and schools are moving forward with 
innovative approaches to significantly improve student outcomes and are 
implementing college- and career-ready standards and assessments; next-
generation accountability systems that focus on turning around the 
lowest-performing schools and closing achievement gaps; and human 
capital management systems that support effective teachers and leaders.
    The Department believes that the best way to support these State-
led reforms, consistent with the requirements of both the ESEA and the 
ETAA, is to focus the Comprehensive Centers funded under this program 
on building SEA capacity. In particular, we believe the centers must 
focus on helping SEAs (1) create sustainable organizational structures 
and performance management systems that support key initiatives and 
help them set priorities for using their resources, (2) increase their 
ability to use those structures and systems to ensure that districts 
and schools are provided with high-quality services and supports, (3) 
support the implementation and scaling up of innovative and effective 
strategies in districts and schools, (4) identify and implement a 
continuum of supports and interventions to address the specific and 
varying needs of districts and schools, and (5) ensure the 
sustainability of State-led reforms.
    Regional and Content Centers. The Comprehensive Centers competition 
would encompass both Regional Centers and Content Centers, retaining 
the program's two-tiered approach to helping SEAs build their capacity 
to implement State-level initiatives and support district- and school-
level initiatives that improve educational outcomes for all students, 
close achievement gaps, and improve the quality of instruction. 
Regional Centers would be the direct link to States. They would respond 
to States' needs by providing relevant technical assistance and expert 
advice and helping them implement, support, scale up, and sustain 
statewide reforms. Regional Centers would also make expert advice 
available to States from Content Centers, other Department-funded 
technical assistance providers, and other individuals and 
organizations. In addition, under the proposed priorities, 
requirements, and selection criteria, Regional Centers would be 
expected to have a broad understanding of the context and status of 
education reform in each of the States they serve and to maintain a 
regular and highly visible presence in the region. They would also be 
expected to develop strong relationships and partnerships within each 
State and across their regional communities that are likely to ensure 
the delivery of high-quality, relevant, and useful technical 
assistance.
    The Department is proposing to further focus technical assistance 
from Regional Centers on key areas that correspond to State-led reforms 
already underway across the Nation: implementing college- and career-
ready standards and aligned, high-quality assessments for all students; 
identifying, recruiting, developing, and retaining highly effective 
teachers and leaders; turning around the lowest-performing schools; 
ensuring the school readiness and success of preschool-age children and 
their successful transition to kindergarten-through-grade-three (K-3) 
learning; building rigorous instructional pathways that support the 
successful transition of all students from secondary education to 
college without the need for remediation, and to careers; identifying 
and scaling up innovative approaches to teaching and learning that 
significantly improve student outcomes; and using data-based decision-
making to improve instructional practices, policies, and student 
outcomes.
    In turn, the Content Centers funded under this program would work 
to increase the depth of knowledge and expertise available to Regional 
Centers and SEAs in key topic areas. Content Centers would complement 
the work of the Regional Centers by providing information, 
publications, tools, and specialized technical assistance based on 
research-based practices, as well as emerging promising-practices. 
Generally, research-based practices are practices that meet the strong 
or moderate evidence standards of the What Works Clearinghouse (http://ies.ed.gov/ncee/wwc/). Where strong or moderate evidence is not 
available on a topic, each center will explore emerging promising 
practices that could inform their technical assistance efforts. The 
Content Centers also would play a key role in improving efficiency in 
developing and disseminating technical assistance by, for example, 
avoiding the duplication and higher costs of parallel efforts by two or 
three Regional Centers.
    To support these and other efforts, the Assistant Secretary is 
proposing in this notice funding priorities for seven Content Centers: 
(1) The Center on Standards and Assessments Implementation, (2) the 
Center on Great Teachers and Leaders, (3) the Center on School 
Turnaround, (4) the Center on Enhancing Early Learning Outcomes, (5) 
the Center on College and Career Readiness and Success, (6) the Center 
on Building State Capacity and Productivity, and (7) the Center on 
Innovations in Learning.
    The Comprehensive Centers program represents a significant 
investment in technical assistance to SEAs. The Department is committed 
to supporting SEAs, districts, and schools as they work to implement 
their own reform priorities in the context of Federal program 
requirements. Therefore, the Department intends to have substantial and 
sustained involvement in the activities of all centers to ensure that 
they are responsive to State needs. The details and parameters of the 
Department's expectations and

[[Page 3244]]

involvement will be included in a cooperative agreement with each 
grantee.
    Regional Advisory Committees. To help inform the priorities that we 
are proposing under this program, the Secretary of Education (the 
Secretary) (in accordance with section 206 of the ETAA) in 2011 
established 10 Regional Advisory Committees (RACs) charged with 
conducting educational needs assessments within the geographic regions 
served by the current RELs.
    The RACs conducted their needs assessments from June 2011 to August 
2011 and submitted their reports to the Secretary on November 15, 2011. 
The full reports are available at: http://www2.ed.gov/programs/newccp/resources.html.
    Potential applicants for the centers are encouraged to consider the 
specific educational needs assessment results and recommendations 
contained in the RAC reports when preparing their applications.

II. Proposed Priorities

    This notice contains nine proposed priorities. The Assistant 
Secretary may use one or more of these priorities for the FY 2012 
Comprehensive Centers program competition or for any subsequent 
competitions. We may choose in the notice of final priorities, 
requirements, and selection criteria to include the substance of these 
priorities in the selection criteria.

Proposed Priority for Regional Centers

    Proposed Priority 1: Regional Centers. Each Regional Center must 
provide high-quality technical assistance that focuses on key 
initiatives, aligns with the work of the Content Centers, and builds 
the capacity of SEAs to implement, support, scale up, and sustain 
initiatives statewide and to lead and support their LEAs and schools in 
improving student outcomes. Key initiatives include: (1) Implementing 
college- and career-ready standards and aligned, high-quality 
assessments for all students; (2) identifying, recruiting, developing, 
and retaining highly effective teachers and leaders; (3) turning around 
the lowest-performing schools; (4) ensuring the school readiness and 
success of preschool-age children and their successful transition to 
kindergarten; (5) building rigorous instructional pathways that support 
the successful transition of all students from secondary education to 
college without the need for remediation, and careers; (6) identifying 
and scaling up innovative approaches to teaching and learning that 
significantly improve student outcomes; and (7) using data-based 
decision-making to improve instructional practices, policies, and 
student outcomes.

Proposed Priorities for Content Centers

    Proposed Priority 2: Center on Standards and Assessments 
Implementation. The Center on Standards and Assessments Implementation 
must provide technical assistance and identify, synthesize, and 
disseminate research-based practices and emerging promising practices 
that will lead to the increased capacity of SEAs to support their 
districts and schools in implementing rigorous college- and career-
ready standards and aligned high-quality assessments.
    Proposed Priority 3: Center on Great Teachers and Leaders. The 
Center on Great Teachers and Leaders must provide technical assistance 
and identify, synthesize, and disseminate research-based practices and 
emerging promising practices that will lead to the increased capacity 
of SEAs to support their districts and schools in improving student 
outcomes by supporting effective instruction and leadership.
    Proposed Priority 4: Center on School Turnaround. The Center on 
School Turnaround must provide technical assistance and identify, 
synthesize, and disseminate research-based practices and emerging 
promising practices that will lead to the increased capacity of SEAs to 
support their districts and schools in turning around their lowest-
performing schools.
    Proposed Priority 5: Center on Enhancing Early Learning Outcomes. 
The Center on Enhancing Early Learning Outcomes must provide technical 
assistance and identify, synthesize, and disseminate research-based 
practices and emerging promising practices that will lead to the 
increased capacity of SEAs to implement comprehensive and aligned 
preschool-to-third-grade early learning systems in order to increase 
the number of children from birth to third grade who are prepared to 
succeed in school.
    Proposed Priority 6: Center on College and Career Readiness and 
Success. The Center on College and Career Readiness and Success must 
provide technical assistance and identify, synthesize, and disseminate 
research-based practices and emerging promising practices that will 
lead to the increased capacity of SEAs to support districts and schools 
in implementing comprehensive strategies that promote college- and 
career-readiness for students in kindergarten through grade 12 (K-12) 
and ensure the successful transition of all students from high school 
graduation to postsecondary education and the workforce.
    Proposed Priority 7: Center on Building State Capacity and 
Productivity. The Center on Building State Capacity and Productivity 
must provide technical assistance and identify, synthesize, and 
disseminate research-based practices and emerging promising practices 
that will increase the capacity of SEAs to implement their key 
initiatives statewide and support district- and school-level 
implementation of effective practices to improve student outcomes.
    Proposed Priority 8: Center on Innovations in Learning. The Center 
on Innovations in Learning must provide technical assistance and 
identify, synthesize, and disseminate research-based practices and 
emerging promising practices that will lead to the increased capacity 
of SEAs to identify and scale up innovative approaches that 
significantly improve, or have the potential to significantly improve, 
student outcomes.

Proposed Priority for All Centers

    Proposed Competitive Preference Priority 9: Cost-Sharing or 
Matching.
    Background: Many national, regional, and local foundations, civic 
organizations, and corporations are currently investing in building SEA 
and district capacity to implement comprehensive education reforms. We 
believe that combining the Department's efforts and resources with 
these external efforts and resources will help increase and extend the 
reach of the Comprehensive Centers program. Therefore, we are proposing 
a competitive preference priority for applicants that provide evidence 
of a commitment from a partner or partners of funds or an in-kind 
match, or both, that totals at least 15 percent of the total grant 
budget. The Department believes that applicants who partner with these 
types of private or public entities and secure a financial or in-kind 
commitment of at least 15 percent of their proposed budget will be in a 
better position to support States in building their capacity.
    Proposed Competitive Preference Priority 9: To meet this priority, 
an applicant must provide evidence in the application of a commitment 
of a matching contribution, in funds or in kind, or both, of at least 
15 percent of its total grant budget from one or more entities or 
organizations in the public or private sector, which may include 
philanthropic organizations. The entire amount of the matching 
contribution must be non-Federal funds. See 34 CFR 80.24. Evidence of 
the commitment of the financial or in-kind matching contribution must 
include the full

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amount and source of the matching contribution, and the date that the 
funds or in-kind contributions will be received. Examples of such 
evidence include funding agreements with a public or private-sector 
entity, or other signed documents such as commitment letters. The 
evidence should not include contingencies that raise concerns about the 
funding commitment other than that the applicant must be awarded a 
Comprehensive Centers grant award. An award will not be made unless the 
applicant provides evidence that the full amount of the match has been 
committed.
    If an applicant provides evidence of matching funds or in-kind 
contributions in excess of 15 percent of its grant budget, an applicant 
may receive additional points. Additional points may be awarded to the 
extent that the applicant provides evidence of a committed financial or 
in-kind matching contribution up to 100 percent of its grant budget. 
The Department will specify in the notice inviting applications the 
number of points to be awarded for specific ranges of matching amounts.

Types of Priorities

    When inviting applications for a competition using one or more 
priorities, and unless already established as a specific type of 
priority through regulation, we designate the type of each priority as 
absolute, competitive preference, or invitational through a notice in 
the Federal Register. The effect of each type of priority follows:
    Absolute priority: Under an absolute priority, we consider only 
applications that meet the priority (34 CFR 75.105(c)(3)).
    Competitive preference priority: Under a competitive preference 
priority, we give competitive preference to an application by (1) 
awarding additional points, depending on the extent to which the 
application meets the priority (34 CFR 75.105(c)(2)(i)); or (2) 
selecting an application that meets the priority over an application of 
comparable merit that does not meet the priority (34 CFR 
75.105(c)(2)(ii)).
    Invitational priority: Under an invitational priority, we are 
particularly interested in applications that meet the priority. 
However, we do not give an application that meets the priority a 
preference over other applications (34 CFR 75.105(c)(1)).

III. Proposed Comprehensive Center Requirements

A. Proposed Requirements for All Centers

    1. Provide high-quality technical assistance. Each center must 
deliver technical assistance that is based on research-based practices 
and emerging promising practices; highly relevant and useful to SEAs, 
LEAs, and school policymakers and practitioners; timely; and cost 
efficient.
    2. Provide technical assistance to build State capacity. Each 
center must provide technical assistance to help SEAs build their 
capacity to implement State-level initiatives and support district- and 
school-level initiatives that improve educational outcomes for all 
students, close achievement gaps, and improve the quality of 
instruction.
    For the purposes of this notice, the process of ``building 
capacity'' includes helping SEAs--
    a. Build internal organizational strength through such activities 
as creating sustainable organizational structures and effective 
performance management systems, building staff expertise within those 
structures to ensure that districts and schools are provided high-
quality services and supports, and better aligning programs and 
policies through strengthening connections (e.g., communication, 
collaboration) among different work streams (e.g., divisions, grant 
programs); and
    b. Build organizational capacity to support district- and school-
level implementation of effective practices to improve student 
outcomes--for example, by working collaboratively and productively with 
districts and schools; identifying and implementing a continuum of 
supports and interventions to address the needs of districts and 
schools; supporting the implementation and scaling up of innovative and 
effective strategies; sustaining effective practices; engaging 
effective external service providers; and involving key stakeholders, 
including parents, in decisionmaking.
    3. Coordination and Collaboration. In addition to the statutory 
requirement under section 203(f)(2) of the ETAA to collaborate with the 
Department and other entities, each center must collaborate with other 
Comprehensive Centers funded under this program; the Institute of 
Education Sciences (IES), including the What Works Clearinghouse and 
the RELs; technical assistance centers funded under other Department 
programs; and other technical assistance providers to address SEA 
needs. Each center must--
    a. Develop strong, ongoing relationships and partnerships with 
leading experts and organizations nationwide to supplement and enhance, 
as appropriate, center staff's expertise, skills, and experience and to 
ensure that technical assistance is informed by research-based 
practices and emerging promising practices;
    b. Coordinate center activities with the work of other technical 
assistance providers to make the best use of available knowledge and 
resources and avoid duplicating efforts; and
    c. Participate in sharing and exchanging information through a 
common online portal administered by a center funded by the Department 
for the purpose of sharing technical assistance expertise, materials, 
and other applicable resources across Comprehensive Centers, other 
Department-funded technical assistance providers, SEAs, districts, and 
schools.
    4. Evaluation. Each center must develop a plan to engage a third 
party to assess the progress and performance of the center in meeting 
the educational and capacity-building needs of the center's clients.

B. Proposed Requirements for All Regional Centers

    In addition to the requirements for all centers described in this 
notice, each Regional Center must--
    1. Assess each State's needs and develop an annual work plan in 
partnership with each SEA in its region and the Content Centers, as 
appropriate, that--
    a. Provides technical assistance to build SEA capacity to 
implement, support, scale up, and sustain initiatives that address the 
following key areas: (1) Implementing college- and career-ready 
standards and aligned, high-quality assessments for all students; (2) 
identifying, recruiting, developing, and retaining highly effective 
teachers and leaders; (3) turning around the lowest-performing schools; 
(4) ensuring the school-readiness and success of preschool-age children 
and their successful transition to K-3 learning; (5) building rigorous 
instructional pathways that support the successful transition of all 
students from secondary education to college, without the need for 
remediation, and to careers; (6) identifying and scaling up innovative 
approaches to teaching and learning that significantly improve, or have 
potential to significantly improve, student outcomes; and (7) using 
data-based decisionmaking to improve instructional practices, policies, 
and student outcomes;

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    c. Addresses the needs of each SEA in the region based on the SEA's 
unique context, challenges, and current capacity;
    d. Articulates the commitment by the center and the SEA to devote 
time, leadership, and personnel needed to implement the work plan;
    e. Addresses the demands of implementing integrated State 
longitudinal data systems and using data from these systems and other 
sources to improve student outcomes, in collaboration with RELs, as 
appropriate; and
    f. Addresses the needs of all students, including English Learners, 
students with disabilities, and low-achieving students;
    2. Deliver high-quality intensive technical assistance to SEAs 
that--
    a. Provides regular virtual and on-site support and coaching at a 
frequency appropriate to ensuring high-quality implementation of the 
work plan;
    b. Facilitates collaborative activities and strategies for 
evaluating and continuously improving organizational structures and 
processes;
    c. Draws on the expertise of the Center on Building State Capacity 
and Productivity;
    d. Facilitates productive SEA interactions with LEAs and other 
stakeholders to support implementation of key initiatives focused on 
improving student outcomes;
    e. Helps SEAs implement researched-based practices and emerging 
promising practices identified by the Content Centers and other leading 
experts and organizations nationwide; and
    f. Provides opportunities for SEAs to meet with and learn from 
researchers, experts, and each other about practical and effective 
strategies for implementing key initiatives, including by, for example, 
organizing or facilitating SEA participation in communities of 
practice; and
    3. Make all training materials, rubrics, manuals, presentations, 
and other materials developed during the grant period publicly and 
freely available through the online portal described in the 
coordination and collaboration requirement for all centers.

    Note: The requirements for all Regional Centers do not support 
the development of new content. A Regional Center applicant will not 
satisfy these requirements if it proposes a technical assistance 
plan that includes development work, such as designing or developing 
curricula or instructional materials for use in classrooms, 
developing educational programs, or conducting research, monitoring, 
or program evaluations for an SEA. A Regional Center may propose to 
create materials to be used in capacity-building activities with the 
SEA, such as decision matrices, written responses to information 
requests, self-assessment rubrics, or presentation materials. In 
addition, to the extent that an applicant proposes to work with 
individual school districts or schools, the applicant must propose 
technical assistance that reaches a large number or proportion of 
districts or schools in the State, responds to a need identified by 
an SEA, and is planned, coordinated, and executed in concert with 
the SEA.

C. Proposed Requirements for All Content Centers

    In addition to the proposed requirements for all centers described 
in this notice, each Content Center must--
    1. Assess national needs and develop an annual work plan that--
    a. Takes into account the needs of SEAs and Regional Centers in its 
area of expertise;
    b. Addresses its specific area of expertise; and
    c. Addresses the needs of all students, including English Learners, 
students with disabilities, and low-achieving students;
    2. Deliver high-quality technical assistance to Regional Centers 
and SEAs in its area of expertise that--
    a. Reflects collaboration with Regional Centers to address 
identified needs of SEAs;
    b. Provides opportunities for SEAs to learn from researchers, 
experts, and each other by, for example, participating in, organizing, 
or facilitating SEA participation in communities of practice; and
    c. Differentiates the delivery of technical assistance based on the 
current capacity and needs of the Regional Centers and SEAs;
    3. Translate expertise, research-based practices and emerging 
promising practices into high-quality publications, tools, and services 
appropriate for SEAs, LEAs, and school policymakers and practitioners; 
and
    4. Make all training materials, rubrics, manuals, presentations, 
and other materials developed during the grant period publicly and 
freely available through the online portal described in the 
coordination and collaboration requirement for all centers.

D. Proposed Requirements for the Center on Standards and Assessments 
Implementation

    In addition to the proposed requirements for all centers and for 
all Content Centers described in this notice, the Center on Standards 
and Assessments Implementation must provide technical assistance to 
Regional Centers and SEAs that focuses on--
    1. State implementation of college- and career-ready standards for 
students and schools statewide, as well as State development and 
administration of aligned high-quality assessments such as those under 
development by the Race to the Top Assessment program grantees (http://www.2.ed.gov/programs/racetothetop-assessment/index.html) and by 
General Supervision Enhancement Grants (GSEG) program grantees, who are 
developing alternate assessments based on alternate academic 
achievement standards for students with the most significant cognitive 
disabilities;
    2. The instructional implications of transitioning to new 
standards, including the need for aligned, high-quality instructional 
materials and high-quality professional development and other supports 
to prepare teachers to teach all students, including English Learners, 
students with disabilities, and low-achieving students, to college- and 
career-ready standards;
    3. Integrating new standards and assessments with State 
accountability systems and State, district, and school teacher and 
leader support and evaluation systems; and
    4. Using assessment data and other measures of student performance 
to inform instruction, differentiate school performance levels, and 
evaluate district and school improvement policies and activities.

E. Proposed Requirements for the Center on Great Teachers and Leaders

    In addition to the proposed requirements for all centers and for 
all Content Centers described in this notice, the Center on Great 
Teachers and Leaders must provide technical assistance to Regional 
Centers and SEAs that focuses on--
    1. Developing the knowledge and skills of teachers and leaders, 
with emphasis on improving instructional practices that help students 
meet college- and career-ready standards;
    2. Strategies to ensure the equitable distribution of effective 
teachers and to meet demand in hard-to-staff schools and subjects and 
in rural areas;
    3. Strategies to recruit, reward, retain, and support effective 
teachers and leaders by, for example, offering opportunities for career 
advancement;
    4. Developing and implementing teacher and leader human capital 
management systems (e.g., systems related to recruiting, evaluating, 
developing, rewarding, and retaining teachers and leaders), including 
teacher and leader evaluation and support systems that use multiple 
valid measures of effectiveness (including

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student growth and other measures of professional performance), 
differentiate performance levels, inform professional development 
needs, and focus on continuously improving instruction for teachers in 
both tested and non-tested grades and subjects, including teachers of 
English learners and students with disabilities; and
    5. Using data from human capital management systems, State 
longitudinal data systems, and other sources to guide professional 
development and improve instruction.

F. Proposed Requirements for the Center on School Turnaround

    In addition to the proposed requirements for all centers and for 
all Content Centers described in this notice, the Center on School 
Turnaround must provide technical assistance to Regional Centers and 
SEAs that focuses on--
    1. Developing and strengthening organizational systems and 
structures that promote and sustain comprehensive district and school 
reforms that lead to significant gains in student outcomes and close 
achievement gaps in the lowest-performing schools;
    2. Developing effective tools, processes, and policies for States 
to monitor and support district and school efforts to turn around the 
lowest-performing schools; the tools, processes, and policies could 
include ways to select and monitor external providers, support and 
develop turnaround leaders, and analyze and use data;
    3. Collecting and disseminating information and resources on 
successful school turnaround models;
    4. Collecting and disseminating information and resources on 
promising and emerging State, district, and school approaches to: (a) 
Improving student outcomes and closing achievement gaps, (b) addressing 
non-academic factors that impact student achievement, such as students' 
social, emotional, and health needs, and (c) sustaining improvements 
across a broad spectrum (e.g., urban, rural, high-poverty) of the 
lowest-performing schools and across student populations (e.g., English 
Learners, students with disabilities); these approaches may include 
extending learning time; and
    4. Facilitating support networks and ongoing learning opportunities 
for SEAs, LEAs, and school policymakers and practitioners serving the 
lowest-performing schools, which may include managing and supporting an 
online community of practice.

G. Proposed Requirements for the Center on Enhancing Early Learning 
Outcomes

    In addition to the proposed requirements for all centers and for 
all Content Centers, the Center on Enhancing Early Learning Outcomes 
must provide technical assistance to Regional Centers and SEAs that 
focuses on--
    1. Aligning preschool and K-3 education policies and systems in 
order to increase successful transitions as children enter kindergarten 
and to close the achievement gap, particularly for children with high 
needs;
    2. Increasing knowledge and expertise among SEA staff and among 
State-level early learning program staff in understanding the purposes 
and uses of a full range of early childhood assessment strategies and 
instruments and in selecting assessment instruments and approaches that 
are appropriate for all children, including English Learners, students 
with disabilities, and low-achieving students;
    3. Using assessment data and other information to improve the 
quality of instruction in early learning programs;
    4. Increasing the effectiveness of the early learning workforce--
for example, by assisting SEAs in developing and implementing statewide 
workforce knowledge and competency frameworks designed to support 
children's learning and development and improve outcomes; supporting 
more robust early childhood educator preparation and professional 
development efforts; and developing a common, statewide progression of 
teaching credentials and degrees aligned with the State frameworks; and
    5. Working to integrate and align resources and policies across 
State agencies and programs to support a coordinated statewide system 
that promotes children's success in school.

H. Proposed Requirements for the Center on College and Career Readiness 
and Success

    In addition to the proposed requirements for all centers and for 
all Content Centers described in this notice, the Center on College and 
Career Readiness and Success must provide technical assistance to 
Regional Centers and SEAs that focuses on--
    1. Policies and practices that--
    a. Support the successful transition of all students from secondary 
education to college, without the need for remediation, and to careers; 
and
    b. Increase postsecondary enrollment, persistence, and completion--
for example, by assisting SEAs in aligning secondary and postsecondary 
learning expectations, strengthening the rigor of high school courses 
and pathways, and providing college counseling;
    2. SEA development and scaling up of statewide rigorous career and 
technical education (CTE) programs that align with college- and career-
ready standards and lead to an industry-recognized credential or 
postsecondary certificate or degree--for example, by implementing high-
quality, academically rigorous CTE programs and courses; providing high 
school credits for work-based learning opportunities; providing college 
credit for secondary school academic and technical courses through 
statewide secondary-postsecondary articulation agreements; implementing 
career counseling services that incorporate the most up-to-date 
information on existing and emerging in-demand industry sectors and 
occupations; and aligning CTE programs and priorities with State and 
local economic development strategies, industry standards in existing 
and emerging in-demand industry sectors and occupations, and job growth 
data;
    3. High-quality science, technology, engineering, and mathematics 
(STEM) instruction that supports and challenges students through a 
progression of STEM courses and the transition to postsecondary degree 
and certificate programs in STEM fields;
    4. Implementing accelerated learning strategies such as dual-credit 
and early college options, General Educational Development (GED)-to-
college pathways, competency-based pathways, and other programs 
designed to encourage and support the successful transition of all 
students, especially disadvantaged and first-generation college-going 
students, dropouts who re-enter school, and students with disabilities, 
from secondary school into postsecondary education or training 
programs; and
    5. Effectively using data--for example, using early warning and 
college- and career-readiness indicators to identify secondary school 
students needing additional support, or implementing approaches, 
consistent with Federal, State, and local privacy laws and regulations, 
to allow data to be shared between LEAs and postsecondary institutions 
to improve student transitions.

I. Proposed Requirements for the Center on Building State Capacity and 
Productivity

    In addition to the proposed requirements for all centers and for 
all Content Centers described in this notice,

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the Center on Building State Capacity and Productivity must provide 
technical assistance to Regional Centers and SEAs that focuses on--
    1. Building the internal organizational capacity of SEAs by--
    a. Supporting the implementation of sustainable organizational 
structures and effective performance management systems that help SEAs 
support key education initiatives and set priorities for using their 
resources;
    b. Helping SEAs build their staffs' leadership skills and expertise 
so that staff can effectively lead and support education initiatives 
and ensure that districts and schools are provided with high-quality 
services and supports;
    c. Helping SEAs strengthen information sharing across 
organizational units within SEAs in order to facilitate cross-cutting 
work that increases the success of State- and district-level 
initiatives designed to improve student outcomes and that enhances the 
sustainability of these initiatives;
    d. Helping SEAs make more efficient use of scarce resources--for 
example, by measuring and comparing the costs of similar systems, 
processes, programs, and products; and
    e. Identifying State- and district-level research-based practices 
and emerging promising practices in such areas as human capital 
management, financial data systems, and return-on-investment analyses 
that can inform decision making and help SEAs improve productivity and 
reduce costs across classrooms, schools, districts, and States; and
    2. Building the organizational capacity of SEAs to support 
district- and school-level implementation of initiatives designed to 
improve student outcomes by helping SEAs--
    a. Build collaborative and productive relationships with their 
LEAs; provide technical assistance that builds the capacity of its 
LEAs; facilitate the sharing of research-based practices, emerging 
promising practices, and problem-solving strategies among LEAs; and 
identify ways in which the SEA can help its LEAs scale up effective 
practices;
    b. Identify and implement a continuum of supports and interventions 
to address the needs of districts and schools;
    c. Develop processes to identify and select effective external 
partners and monitor their progress in achieving stated goals and 
objectives; and
    d. Engage and provide information to key stakeholders, including 
parents, on the implementation of key initiatives.

J. Proposed Requirements for the Center on Innovations in Learning

    In addition to the proposed requirements for all centers and for 
all Content Centers described in this notice, the Center on Innovations 
in Learning must provide technical assistance to Regional Centers and 
SEAs that focuses on--
    1. Identifying and implementing policies, strategies, and practices 
that encourage the identification and scaling up of new teaching and 
learning strategies, approaches, processes, or tools that significantly 
improve, or have the potential to significantly improve, student 
outcomes--for example, through analyzing State and district data to 
identify positive trends or unique patterns that indicate significant 
improvement, or the potential for significant improvement, in student 
outcomes; helping States use competitions to identify the most 
promising innovations; helping States rigorously evaluate promising 
innovations; and supporting States' broad adoption of the most 
promising and proven innovations and the replacement of less effective 
programs and practices;
    2. Identifying and implementing policies, strategies, and practices 
that encourage improved student outcomes through personalization of 
learning for each student--for example, by helping SEAs, LEAs, and 
schools provide opportunities for self-paced learning, implement 
instructional approaches and subject matter matched to students needs 
and interests, and increase access to experts, teachers, and peers who 
can address specific student needs and interests;
    3. Selecting and implementing technologies that support the 
personalization of learning--for example, (a) data systems that allow 
teachers to better differentiate instruction and instructional 
resources for maximum effectiveness and (b) adaptive instructional 
systems that enable students to optimize the pace of learning and 
individualize the instructional content they need to achieve mastery;
    4. Using State and local data systems to identify specific areas of 
student need and evaluate the effectiveness of specific strategies that 
support innovations in learning--for example, practices that improve 
student learning outcomes, that increase the number of individuals 
served without increasing resources, or that maintain educational 
outcomes and the number of students served while using fewer resources; 
and
    5. Identifying and implementing policies and practices that 
accelerate the adoption of promising and proven personalized learning 
strategies, practices, and tools.

K. Proposed Application Requirements

1. Technical Assistance Plan
    An applicant for a Regional Center must submit as part of its 
application a five-year plan of technical assistance that describes how 
it will meet the program requirements for all centers and for Regional 
Centers. An applicant for a Content Center must submit as part of its 
application a five-year plan of technical assistance that describes how 
it will meet the program requirements for all centers, the general 
requirements for all Content Centers, and the applicable Content Center 
requirements described in this notice.
2. Subject-Matter and Technical Expertise
    An applicant for a Regional or Content Center must provide a 
narrative describing the subject-matter and technical expertise of 
proposed center staff, including any partners and consultants. At a 
minimum, the narrative must include the names and resumes for the 
proposed center staff.
    a. All Centers. An applicant for a Regional or Content Center must 
provide evidence in its application demonstrating that the proposed 
center staff, including any partners and consultants, possesses--
    i. Knowledge and understanding of the research-based practices and 
emerging promising practices that will enable the applicant to provide 
high-quality technical assistance specifically related to building SEA 
capacity to implement State-level initiatives and to support district- 
and school-level initiatives that improve educational outcomes for all 
students, close achievement gaps, and improve the quality of 
instruction; and
    ii. Experience in the following:
    (a) Delivering high-quality, relevant technical assistance and 
sharing expertise with SEAs or multiple districts. An applicant must 
provide evidence of the effect that its technical assistance has had on 
SEAs or LEAs, such as improved student outcomes, increased 
organizational capacity, the establishment of effective structures or 
processes, or high levels of client satisfaction.
    (b) Supporting SEAs or multiple districts in implementing key 
initiatives and in making systemic changes beyond individual districts 
or schools.
    (c) Building collaborative relationships with leading experts and

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organizations in applicable areas of expertise to increase the quality, 
relevance, and usefulness of technical assistance.
    b. Regional Centers. In addition to the subject-matter and 
technical expertise outlined for all center applicants, an applicant 
for a Regional Center must provide evidence in its application 
demonstrating that the proposed center staff, including any partners 
and consultants, possesses--
    i. Knowledge and understanding of--
    (a) The context and status of education reform in each of the 
States the applicant would serve;
    (b) Leading research on implementing educational initiatives and 
practices and on how to help SEAs implement, support, scale up, and 
sustain practices that address identified problems;
    (c) LEA support systems within States the applicant would serve, 
such as networks of educational service agencies and third-party 
systems of support, and how to use those systems to provide high-
quality support to districts and schools; and
    ii. Experience in the following:
    (a) Working with SEAs or multiple districts to implement 
comprehensive or innovative plans to improve student achievement or 
provide large-scale technical assistance focused on improving student 
outcomes.
    (b) Developing and implementing performance and project management 
systems on a large scale or in large, complex, public-sector 
institutions.
    (c) Facilitating communities of practice within and across States.
    c. Center on Standards and Assessments Implementation. In addition 
to the subject-matter and technical expertise outlined for all centers, 
an applicant for the Center on Standards and Assessments Implementation 
must provide evidence in its application demonstrating that the 
proposed center staff, including any partners and consultants, 
possesses--
    i. Knowledge and understanding of--
    (a) The Common Core State Standards and other college- and career-
ready standards that States have adopted, including detailed knowledge 
and understanding of the differences in expectations embedded in these 
standards compared to those embedded in current State standards;
    (b) The work of the Smarter Balanced assessment consortium and the 
Partnership for Assessment of Readiness for College and Careers (PARCC) 
assessment consortium, as well as other State-developed assessments 
that are linked to college- and career-ready standards, including 
assessment designs and the status of efforts to develop and pilot the 
new assessments; and
    (c) Instructional strategies and high-quality curricula that are 
aligned with rigorous college- and career-ready standards and support 
the teaching and learning of all students, including English Learners, 
students with disabilities, and low-achieving students; and
    ii. Experience in the following:
    (a) Working successfully with SEAs or multiple districts on the 
implementation of new standards or assessments.
    (b) Working with experts and practitioners involved in college- and 
career-ready assessment efforts supported by States, such as the 
Smarter Balanced or PARCC assessment consortia.
    (c) Working with SEAs or multiple districts in aligning curricular 
and instructional options, as well as teacher and leader professional 
development, with new, more rigorous standards.
    (d) Working with SEAs, LEAs, or school policymakers and 
practitioners on the interpretation and appropriate use of assessment 
data.
    d. Center on Great Teachers and Leaders. In addition to the 
subject-matter and technical expertise outlined for all centers, an 
applicant for the Center on Great Teachers and Leaders must provide 
evidence in its application demonstrating that the proposed center 
staff, including any partners and consultants, possesses--
    i. Knowledge and understanding of--
    (a) Teacher and leader professional development that improves 
instruction and helps students meet college- and career-ready 
standards;
    (b) Strategies to improve teacher and leader recruitment and 
retention;
    (c) Designing or improving teacher and leader human capital 
management systems, including teacher and leader evaluation and support 
systems, that are based in significant part on student growth, 
differentiate performance, include multiple measures of effectiveness, 
inform professional development, and focus on continuous improvement of 
instruction; and
    (d) The broad range of SEA and district teacher and leader human 
capital management systems, State policies that facilitate or hinder 
the development of such high-quality systems, and possible barriers to 
the equitable distribution of effective teachers and leaders; and
    ii. Experience in the following:
    (a) Working successfully with SEAs or multiple districts on 
improving the quality of instruction statewide or across multiple 
districts.
    (b) Working collaboratively with teacher and leader preparation 
organizations, institutions of higher education, charter management 
organizations, or other teacher and leader preparation and development 
groups to develop, implement, or improve teacher and leader human 
capital management systems, including teacher and leader evaluation and 
support systems.
    e. Center on School Turnaround. In addition to the subject-matter 
and technical expertise outlined for all centers, an applicant for the 
Center on School Turnaround must provide evidence in its application 
demonstrating that the proposed center staff, including any partners 
and consultants, possesses--
    i. Knowledge and understanding of--
    (a) The approaches States, districts, and schools are taking to 
turn around their lowest-performing schools, including efforts under 
the School Improvement Grants and Race to the Top programs; and
    (b) Emerging promising practices, including non-academic practices 
that impact student outcomes, for improving student outcomes in the 
lowest-performing schools, particularly those engaged in school 
turnaround efforts; and
    ii. Experience working with SEAs or multiple districts on school 
turnaround efforts, including helping SEAs or multiple districts 
develop and implement structures or systems that promote and sustain 
comprehensive district and school reforms and processes and tools to 
monitor turnaround efforts.
    f. Center on Enhancing Early Learning Outcomes. In addition to the 
subject-matter and technical expertise outlined for all centers, an 
applicant for the Center on Enhancing Early Learning Outcomes must 
provide evidence in its application demonstrating that the proposed 
center staff, including any partners and consultants, possesses--
    i. Knowledge and understanding of--
    (a) State early learning and development standards that define what 
children should know and be able to do from birth through third grade;
    (b) Principles and approaches to appropriately assess young 
children's knowledge and skills from birth through third grade, 
including expertise in the field of psychometrics; and
    (c) The issues related to improving the workforce serving children 
from birth through third grade, including issues related to workforce 
competencies, certifications, and compensation; and
    ii. Experience in the following:

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    (a) Providing technical assistance to SEAs or multiple districts on 
selecting, using, and interpreting the results of early childhood 
assessments.
    (b) Assisting SEAs or multiple districts on building an effective 
early childhood workforce.
    g. Center on College and Career Readiness and Success. In addition 
to the subject-matter and technical expertise outlined for all centers, 
an applicant for the Center on College and Career Readiness and Success 
must provide evidence in its application demonstrating that the 
proposed center staff, including any partners and consultants, 
possess--
    i. Knowledge and understanding of--
    (a) Research-based practices and emerging promising practices that 
support the successful transition of all students from secondary 
education to college, without the need for remediation, and to careers;
    (b) Rigorous career and technical education programs of study that 
align with college- and career-ready standards; and
    (c) High-quality STEM instructional pathways that lead to a 
postsecondary degree or certification in STEM fields; and
    ii. Experience in the following:
    (a) Working with SEAs or multiple districts to design and implement 
systemic, comprehensive strategies that promote college- and career-
readiness for K-12 students and students' successful transition from 
high school graduation to postsecondary education and the workforce.
    (b) Helping SEAs address the systemic needs and challenges they and 
their LEAs face in ensuring that all students graduate from high school 
prepared for college and careers, particularly in high-poverty, high-
minority, urban, and rural settings.
    (c) Working with K-12 and postsecondary education systems to align 
policies and practices in order to improve student transitions from 
high school to postsecondary degree or credential programs.
    h. Center on Building State Capacity and Productivity. In addition 
to the subject-matter and technical expertise outlined for all centers, 
an applicant for the Center on Building State Capacity and Productivity 
must provide evidence in its application demonstrating that the 
proposed center staff, including any partners and consultants, 
possesses--
    i. Knowledge and understanding of--
    (a) SEA organizational structures that are effective in supporting 
district- and school-level implementation of effective practices to 
improve student outcomes;
    (b) The relationship of an SEA to its LEAs and the differing 
resources and capacities that exist across LEAs;
    (c) Research-based practices and emerging promising practices in 
using LEA support systems in States, such as networks of educational 
service agencies and third-party systems of support, in order to 
provide high-quality support to districts and schools; and
    (d) Leading research in performance and project management, 
including research conducted in non-education sectors and industries; 
and
    ii. Experience in the following:
    (a) Working with SEAs to successfully implement programs or 
initiatives statewide or in multiple districts.
    (b) Providing in-depth coaching and advice to SEA leaders on 
improving internal organizational capacity or the capacity to support 
district- and school-level implementation of effective practices in 
order to improve student outcomes.
    (c) Facilitating communities of practice within and across States.
    (d) Working with large-scale organizations, especially public-
sector organizations that work with multiple constituencies and 
stakeholders, on performance and project management.
    i. Center on Innovations in Learning. In addition to the subject-
matter and technical expertise outlined for all centers, an applicant 
for the Center on Innovations in Learning must provide evidence in its 
application demonstrating that the proposed center staff, including any 
partners and consultants, possesses--
    i. Knowledge and understanding of--
    (a) Policies, strategies, and practices that encourage the 
identification and scaling up of new teaching and learning strategies, 
approaches, processes, or tools that significantly improve, or have the 
potential to significantly improve, student outcomes; and
    (b) Policies, strategies, and practices that encourage improved 
student outcomes through personalization of learning and through 
implementing technologies that support the personalization of learning; 
and
    ii. Experience in the following:
    (a) Working with SEAs on identifying and implementing policies, 
strategies, and practices that encourage the identification and scaling 
up of new teaching and learning strategies, approaches, processes, or 
tools that significantly improve, or have the potential to 
significantly improve, student outcomes.
    (b) Working with SEAs or LEAs on identifying and implementing 
policies, strategies, and practices that encourage improved student 
outcomes through personalization of learning, including selecting or 
developing and implementing technologies that support personalized 
learning.
3. Management Plan
    An applicant must submit a management plan that describes the 
responsibilities of key personnel, timelines, and milestones for 
accomplishing project tasks; the time commitment of key personnel; and 
the adequacy and allocation of resources, including financial or in-
kind matching contributions from an entity or organization in the 
public or private sector, if any. If an applicant's proposed budget 
includes matching contributions, the application must include evidence 
of a commitment for the full amount of the matching contribution, 
inclusive of the source of the funds or in-kind contributions and the 
date(s) they will be received.
4. Evaluation Plan
    Each applicant must provide a plan to engage a third-party provider 
to assess the progress and performance of the center in meeting the 
educational and capacity-building needs of SEAs. The plan must identify 
performance objectives the project intends to achieve and performance 
measures for each performance objective; explain the quantitative and 
qualitative methods that will be used to collect, analyze, and report 
performance data; and describe the methods that will be used to monitor 
progress and make mid-course corrections as needed. Each center must 
also provide a plan to collect and use reliable formative and summative 
data throughout the grant period to inform and improve service 
delivery.

IV. Proposed Flexibility and Requirements for Regional Assignments

    Background. Currently, the Department funds 16 Regional Centers 
that serve States within defined geographic boundaries. In order to 
implement customer-centered, performance-focused technical assistance 
across the Regional Centers and provide States with the opportunity to 
create a demand-driven market for services, the Assistant Secretary is 
considering modifying the regional structure of the Comprehensive 
Centers to allow States greater choice about the Regional Centers with 
which they affiliate. Modifying the current structure would allow an 
SEA to seek services from the Regional Center that it believes will 
best meet its needs, regardless of its geographic location, and 
strengthen the incentives for Regional Centers to provide relevant and 
high-quality

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technical assistance. However, modifying the current structure could 
make planning and staffing of Regional Centers difficult (e.g., because 
of uncertainty regarding a center's level of funding) and lead to gaps 
in service as a State transitions to a new Regional Center. It could 
also deter collaboration among Regional Centers, which might adversely 
affect the quality of technical assistance provided.
    Given the potential advantages and disadvantages of providing such 
an option for States, the Department is particularly interested in 
receiving comments on the following proposed requirements.
    Proposed requirements. Under the proposed modified structure, in 
the second fiscal year of the cooperative agreement, and in each 
subsequent fiscal year, an SEA could indicate to the Department its 
desire to affiliate with a different Regional Center, regardless of the 
geographic location of that Center. A State could exercise this option 
only once in any two-year period.
    To exercise this option, a State would notify the Department in 
writing, not later than 60 days prior to the end of the fiscal year, 
that it wishes to affiliate with a different Regional Center. The State 
would provide--
    A. Documentation from the proposed Regional Center with which it 
wants to affiliate that indicates the Center's willingness and capacity 
to serve the additional State; and
    B. Other information that the Department requests.
    After considering the documentation and other information, the 
Department could approve a request if it is consistent with the 
requirements in section 203(a) of ETAA that (1) there be no fewer than 
20 Comprehensive Centers and that (2) there be at least one 
Comprehensive Center in each of the 10 geographic regions served by the 
RELs. If the Department approves the request, the Department would re-
designate regions served by each Regional Center to reflect any changes 
in regional membership. The Department would re-allocate the funding to 
each center, taking into account changes in the number of students 
served by each Regional Center and other such factors it deems 
appropriate. The Department would provide notification of any changes 
through a notice published in the Federal Register.

V. Proposed Selection Criteria

    Background: In any competition under this program, the Secretary 
proposes to use one or more of the selection criteria proposed in this 
notice, any of the selection criteria in 34 CFR 75.210, criteria based 
on the statutory requirements for the Comprehensive Centers program in 
accordance with 34 CFR 75.209, or any combination of these. This 
includes the authority to reduce the number of selection criteria.
    The Secretary may apply one or more of these criteria in any year 
in which this program is in effect. The Secretary may also select one 
or more of these selection criteria to review pre-applications, if the 
Secretary decides to invite pre-applications in accordance with 34 CFR 
75.103. In the notice inviting applications, the application package, 
or both, we will announce the maximum possible points assigned to each 
criterion.
    Proposed Selection Criteria: We propose to use the following 
selection criteria to evaluate applications under this program.

A. Technical Assistance Plan

    1. Overall quality of the technical assistance plan. In determining 
the overall quality of the technical assistance plan for the proposed 
center and the likelihood of the center contributing to improved State 
outcomes, the Secretary considers--
    a. The extent to which the proposed technical assistance plan 
presents an exceptional approach that will likely result in building 
SEA capacity to implement State-level initiatives and support district- 
and school-level initiatives that improve educational outcomes for all 
students, close achievement gaps, and improve the quality of 
instruction;
    b. The potential contribution of the center to increasing the 
knowledge and understanding of effective strategies in the center's 
area of expertise; and
    c. The extent to which the proposed technical assistance plan 
presents an approach that will result in the sharing of high-quality, 
relevant, useful information, materials, and other applicable resources 
across SEAs, districts, and schools, within and outside of a region.
    2. Quality of the Project Design. In determining the quality of the 
project design of the proposed center for which the applicant is 
applying, the Secretary considers--
    a. The extent to which the applicant's technical assistance plan 
proposes an exceptional approach to meeting the requirements for all 
centers, which includes--
    i. Providing high-quality technical assistance that is based on up-
to-date knowledge and understanding of research-based practices and 
emerging promising practices; is highly relevant and useful to SEAs, 
LEAs, and school policymakers and practitioners; and is delivered in a 
timely, cost-efficient manner;
    ii. Focusing technical assistance on helping SEAs build capacity to 
implement State-level initiatives and support district- and school-
level initiatives that improve educational outcomes for all students, 
close achievement gaps, and improve the quality of instruction; and
    iii. Coordinating and collaborating with national experts and 
technical assistance providers to ensure that the technical assistance 
is informed by leading-edge research and innovative approaches and 
avoids duplicating efforts;
    b. In the case of an applicant for a Regional Center, the extent to 
which the applicant's technical assistance plan proposes an exceptional 
approach to meeting the requirements for all Regional Centers; and
    c. In the case of an applicant for a Content Center, the extent to 
which the applicant's technical assistance plan proposes an exceptional 
approach to meeting the requirements for all Content Centers, as well 
as the requirements for the specific Content Center for which the 
applicant is applying.
    3. Knowledge of State Technical Assistance Needs. In determining 
the applicant's ability to meet State technical assistance needs, the 
Secretary considers the extent to which the proposed technical 
assistance plan provides strategies that address the technical 
assistance needs of States in key areas, as evidenced by in-depth 
knowledge and understanding of--
    a. For Regional Centers, the specific educational goals and 
priorities of the States to be served by the applicant, including 
emerging priorities based on State-led reform efforts;
    b. For Regional Centers, the applicable State and regional 
demographics, policy contexts, and other factors and their relevance to 
improving student outcomes, closing achievement gaps, and improving 
instruction; and
    c. For Content Centers, State technical assistance needs, and 
research-based practices and emerging promising practices related to 
the Content Center for which the applicant is applying.

B. Subject-Matter and Technical Expertise

    Quality of Key Project Personnel. In determining the subject-matter 
and technical expertise of key project personnel, the Secretary 
considers the extent to which the applicant encourages applications for 
employment

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from persons who are members of groups that have traditionally been 
underrepresented based on race, color, national origin, gender, age, or 
disability. In addition, the Secretary considers--
    1. The knowledge, understanding, and experience of key project 
personnel as outlined under subject-matter and technical expertise 
requirements for all centers;
    2. In the case of an applicant for a Regional Center, in addition 
to the knowledge, understanding, and experience outlined under subject-
matter and technical expertise requirements for all centers, the 
subject-matter and technical expertise of key personnel outlined under 
the requirements for Regional Centers;
    3. In the case of an applicant for a Content Center, in addition to 
the knowledge, understanding, and experience outlined under subject-
matter and technical expertise requirements for all centers, the 
subject-matter and technical expertise of key personnel outlined under 
the requirements for the specific Content Center for which the 
applicant is applying;
    4. The extent to which the applicant has demonstrated experience 
providing high-quality technical assistance to SEAs or multiple 
districts;
    5. The extent to which the applicant has demonstrated the ability 
to develop ongoing partnerships with leading experts and organizations 
nationwide that inform high-quality technical assistance and subject-
matter expertise;
    6. The extent to which the applicant has prior relevant experience 
operating a project of the scope required for the purposes of the 
center being proposed; and
    7. The extent to which the applicant proposes an advisory board 
membership in accordance with the requirements of the ETAA and includes 
reasonable assurance of proposed board members' commitment to serve.

C. Management and Evaluation Plans

1. Quality of the Management Plan
    In determining the quality of the management plan for the proposed 
center, the Secretary considers--
    a. The adequacy of the management plan to achieve the objectives of 
the project on time and within budget, including clearly defined 
responsibilities, timelines, and milestones for accomplishing project 
tasks;
    b. The extent to which the time commitments of the project director 
and other key project personnel, including any partners or consultants, 
are appropriate and adequate to meet the objectives of the proposed 
project;
    c. The extent to which resources are allocated within a region for 
Regional Centers, and across regions for Content Centers, in a manner 
that reflects the need for technical assistance; and
    d. The adequacy of the resources for the proposed project, 
including whether the applicant proposes facilities and equipment to 
successfully carry out the purposes and activities of the proposed 
center.
2. Quality of the Project Evaluation Plan
    In determining the quality of the evaluation plan, the Secretary 
considers--
    a. The extent to which the applicant demonstrates a strong capacity 
to provide reliable formative and summative data on performance 
measures;
    b. The extent to which the performance goals and objectives for the 
project are clearly specified and measurable in terms of the project 
activities to be accomplished and their stated outcomes;
    c. The extent to which the methods for monitoring performance and 
evaluating the effectiveness of project strategies in terms of outcomes 
for SEAs, districts, and schools are thorough, feasible, and 
appropriate to the objectives and outcomes of the proposed project;
    d. The extent to which the methods of evaluation will provide 
continuous performance feedback and encourage the continuous assessment 
of progress toward achieving intended outcomes; and
    e. The extent to which the applicant has a high-quality plan to use 
both formative and summative data from evaluations to inform and 
improve service delivery over the course of the grant.
Final Priorities, Requirements, and Selection Criteria
    We will announce the final priorities, requirements, and selection 
criteria in a notice in the Federal Register. We will determine the 
final priorities, requirements, and selection criteria after 
considering responses to this notice and other information available to 
the Department. This notice does not preclude us from proposing 
additional priorities, requirements, definitions, or selection 
criteria, subject to meeting applicable rulemaking requirements.

    Note:  This notice does not solicit applications. In any year in 
which we choose to use one or more of these proposed priorities, 
requirements, and selection criteria, we invite applications through 
a notice in the Federal Register.

    Executive Orders 12866 and 13563: Under Executive Order 12866, the 
Secretary must determine whether this regulatory action is 
``significant'' and therefore subject to the requirements of the 
Executive Order and subject to review by the Office of Management and 
Budget (OMB). Section 3(f) of Executive Order 12866 defines a 
``significant regulatory action'' as an action likely to result in a 
rule that may (1) have an annual effect on the economy of $100 million 
or more, or adversely affect a sector of the economy, productivity, 
competition, jobs, the environment, public health or safety, or State, 
local or tribal governments, or communities in a material way (also 
referred to as an ``economically significant'' rule); (2) create 
serious inconsistency or otherwise interfere with an action taken or 
planned by another agency; (3) materially alter the budgetary impacts 
of entitlement grants, user fees, or loan programs or the rights and 
obligations of recipients thereof; or (4) raise novel legal or policy 
issues arising out of legal mandates, the President's priorities, or 
the principles set forth in the Executive Order.
    Pursuant to the Executive Order, it has been determined that this 
regulatory action is significant and subject to OMB review under 
section 3(f)(4) of the Executive order.
    We have also reviewed these regulations under Executive Order 
13563, which supplements and explicitly reaffirms the principles, 
structures, and definitions governing regulatory review established in 
Executive Order 12866. To the extent permitted by law, Executive Order 
13563 requires that an agency--
    (1) Propose or adopt regulations only on a reasoned determination 
that their benefits justify their costs (recognizing that some benefits 
and costs are difficult to quantify);
    (2) Tailor its regulations to impose the least burden on society, 
consistent with obtaining regulatory objectives and taking into 
account-- among other things and to the extent practicable--the costs 
of cumulative regulations;
    (3) In choosing among alternative regulatory approaches, select 
those approaches that maximize net benefits (including potential 
economic, environmental, public health and safety, and other 
advantages; distributive impacts; and equity);
    (4) To the extent feasible, specify performance objectives, rather 
than the behavior or manner of compliance a regulated entity must 
adopt; and

[[Page 3253]]

    (5) Identify and assess available alternatives to direct 
regulation, including economic incentives--such as user fees or 
marketable permits--to encourage the desired behavior, or provide 
information that enables the public to make choices.
    Executive Order 13563 also requires an agency ``to use the best 
available techniques to quantify anticipated present and future 
benefits and costs as accurately as possible.'' The Office of 
Information and Regulatory Affairs of OMB has emphasized that these 
techniques may include ``identifying changing future compliance costs 
that might result from technological innovation or anticipated 
behavioral changes.''
    We are issuing these proposed priorities, requirements, and 
selection criteria only on a reasoned determination that their benefits 
justify their costs. In choosing among alternative regulatory 
approaches, we selected those approaches that maximize net benefits. 
Based on the analysis that follows, the Department believes that these 
regulations are consistent with the principles in Executive Order 
13563.
    Need for Federal Regulatory Action:
    The proposed priorities, requirements, and selection criteria are 
needed to implement the Comprehensive Centers program because the 
authorizing language in the ETAA provides only broad parameters to 
govern the program. The Department does not believe that the statute, 
by itself, provides a sufficient level of detail to ensure that all 
States can build their capacity to improve educational outcomes for all 
students. The priorities, requirements, and selection criteria proposed 
in this notice would clarify the types of centers the Department seeks 
to fund and permit the Department to evaluate proposed centers using 
selection criteria that are based on the purpose of the program and are 
closely aligned with the Department's priorities.
    In the absence of specific selection criteria for the Comprehensive 
Centers program, the Department would use the general selection 
criteria in 34 CFR 75.210 of the Education Department General 
Administrative Regulations in selecting grant recipients. However, the 
Department does not believe the use of those general criteria would be 
sufficient for a Comprehensive Centers program competition because they 
do not focus specifically on the objectives of the program, especially 
the role of the centers in providing technical assistance to States so 
that they can build their capacity to assist LEAs and schools and, in 
turn, improve educational outcomes for students.
    Regulatory Alternatives Considered:
    The Department considered a variety of possible priorities, 
requirements, and selection criteria before deciding to propose those 
included in this notice. For example, the Department considered a 
priority to support knowledge management and dissemination across all 
Comprehensive Centers. It chose instead to propose requiring each 
center to collaborate with other Department-funded centers engaged in 
that type of activity.
    The proposed priorities, requirements, and selection criteria 
reflect and promote the purpose of the Comprehensive Centers program. 
They also align the program, where possible and permissible, with other 
Presidential and Departmental priorities. We believe that the proposals 
in this notice appropriately balance the need for specific programmatic 
guidance while providing each applicant with flexibility to design and 
propose an innovative and effective Comprehensive Center. We seek 
public comment on whether we have achieved an acceptable balance.
    Summary of Costs and Benefits:
    The Department believes that the proposed priorities, requirements, 
and selection criteria would not impose significant costs on eligible 
research organizations, institutions, agencies, institutions of higher 
education, or partnerships among such entities, or individuals that 
would receive assistance through the Comprehensive Centers program. We 
also believe that the benefits of implementing the proposals contained 
in this notice justify any associated costs.
    The Department believes that the proposed priorities, requirements, 
and selection criteria would result in the selection of high-quality 
applications to establish centers that are most likely to build the 
capacity of SEAs in order to improve educational outcomes for all 
students. Through the regulatory action proposed in this notice, we 
seek to provide clarity as to the scope of activities we expect to 
support with program funds and the expected burden of work involved in 
preparing an application and implementing a center under the program. A 
potential applicant would need to consider carefully the effort that 
would be required to prepare a strong application and its capacity to 
implement a project successfully.
    The Department further believes that the costs imposed on an 
applicant by the proposed priorities, requirements, and selection 
criteria would be largely limited to paperwork burden related to 
preparing an application and that the benefits of preparing an 
application and receiving an award would justify any costs incurred by 
the applicant. This is because, during the project period, the costs of 
actually establishing a center and carrying out activities under a 
Comprehensive Centers program grant would be paid for with program 
funds and any matching funds. Thus, the costs of establishing a 
Comprehensive Center using these proposed priorities, requirements, and 
selection criteria would not be a significant burden for any eligible 
applicant, including a small entity.
    Elsewhere in this section under Paperwork Reduction Act of 1995, we 
identify and explain burdens specifically associated with information 
collection requirements.
    Accounting Statement:
    As required by OMB Circular A-4 (available at http://www.Whithouse.gov/omb/Circulars/a004/a-4.pdf), in the following table, 
we have prepared an accounting statement showing the classification of 
the expenditures associated with the provisions of this proposed 
regulatory action. This table provides our best estimate of the Federal 
payments to be made to eligible applicants under this program as a 
result of this proposed regulatory action. This table is based on funds 
the Department has requested for new awards for this program for FY 
2012. The actual level of funding, if any, depends on final 
congressional action. Expenditures are classified as transfers to those 
entities listed.
    Accounting Statement Classification of Estimated Expenditures:

------------------------------------------------------------------------
                 Category                      Transfers (in millions)
------------------------------------------------------------------------
Annual Monetized Transfers................  $51.2
From Whom to Whom.........................  Federal Government to
                                             research organizations,
                                             institutions, agencies,
                                             institutions of higher
                                             education, or partnerships
                                             among such entities, or
                                             individuals.
------------------------------------------------------------------------

    Effect on Other Levels of Government:
    We have determined that this regulatory action would not unduly 
interfere with State, local, or tribal governments in the exercise of 
their governmental functions.
    Paperwork Reduction Act of 1995:
    As part of its continuing effort to reduce paperwork and respondent 
burden, the Department conducts a preclearance consultation process to

[[Page 3254]]

provide the public and Federal agencies with an opportunity to comment 
on proposed and continuing collections of information in accordance 
with the Paperwork Reduction Act of 1995 (PRA) (44 U.S.C. 
3506(c)(2)(A)). This helps ensure that: the public understands the 
Department's collection instructions, respondents can provide the 
requested data in the desired format, reporting burden (time and 
financial resources) is minimized, collection instruments are clearly 
understood, and the Department can properly assess the impact of 
collection requirements on respondents.
    We estimate that each applicant would spend approximately 176 hours 
of staff time to address the proposed priorities, requirements, and 
selection criteria; prepare the application; and obtain necessary 
clearances. Based on the number of applications the Department received 
in the last competition it held under this program (in FY 2005), we 
expect to receive approximately 65 applications for these funds. The 
total number of hours for all expected applicants is an estimated 
11,440 hours. We estimate the total cost per hour of the applicant-
level staff who will carry out this work to be $57 per hour. The total 
estimated cost for all applicants would be $652,080.
    We have submitted an Information Collection Request (ICR) for this 
collection to OMB. If you want to comment on the proposed information 
collection requirements, please send your comments to the Office of 
Information and Regulatory Affairs, OMB, Attention: Desk Officer for 
U.S. Department of Education. Send these comments by email to [email protected] or by fax to (202) 395-6974. You may also send a 
copy of these comments to the Department contact named in the FOR 
FURTHER INFORMATION CONTACT section of this notice.
    In preparing your comments you may want to review the ICR, which we 
maintain in the Education Department Information Collection System 
(EDICS) at http://edicsweb.ed.gov. Click on Browse Pending Collections. 
In EDICS this proposed collection is identified as 04785. This ICR is 
also available on OMB's RegInfo Web site at www.reginfo.gov.
    We consider your comments on this proposed collection of 
information in--
     Deciding whether the proposed collection is necessary for 
the proper performance of our functions, including whether the 
information will have practical use;
     Evaluating the accuracy of our estimate of the burden of 
the proposed collection, including the validity of our methodology and 
assumptions;
     Enhancing the quality, usefulness, and clarity of the 
information we collect; and
     Minimizing the burden on those who must respond. This 
includes exploring the use of appropriate automated, electronic, 
mechanical, or other technological collection techniques.
    OMB is required to make a decision concerning the collection of 
information contained in these proposed priorities, requirements, and 
selection criteria between 30 and 60 days after publication of this 
document in the Federal Register. Therefore, to ensure that OMB gives 
your comments full consideration, it is important that OMB receives 
your comments on the proposed collection within 30 days after 
publication. This does not affect the deadline for your comments to us 
on the proposed priorities, requirements, and selection criteria.
    Please note that a Federal agency cannot conduct or sponsor a 
collection of information unless OMB approves the collection under the 
PRA and the corresponding information collection instrument displays a 
currently valid OMB control number. Notwithstanding any other provision 
of law, no person is required to comply with, or is subject to penalty 
for failure to comply with, a collection of information if the 
collection instrument does not display a currently valid OMB control 
number. We will provide the OMB control number when we publish the 
notice of final priorities, requirements, definitions, and selection 
criteria.
    Regulatory Flexibility Act Certification: The Secretary certifies 
that this proposed regulatory action will not have a significant 
economic impact on a substantial number of small entities. The small 
entities that this proposed regulatory action may affect are eligible 
research organizations, institutions, agencies, institutions of higher 
education, or partnerships among such entities, or individuals. The 
Secretary believes that the costs imposed on an applicant by the 
proposed priorities, requirements, and selection criteria would be 
limited to paperwork burden related to preparing an application and 
that the benefits of implementing these proposals would outweigh any 
costs incurred by the applicant.
    Participation in the Comprehensive Centers program is voluntary. 
For this reason, the proposed priorities, requirements, and selection 
criteria would impose no burden on small entities unless they applied 
for funding under the Comprehensive Centers program using the 
priorities, requirements, and selection criteria proposed in this 
notice. We expect that in determining whether to apply for 
Comprehensive Center funds, an eligible entity would evaluate the 
requirements of preparing an application and implementing a 
Comprehensive Center, and any associated costs, and weigh them against 
the benefits likely to be achieved by implementing a center. An 
eligible entity would probably apply only if it determines that the 
likely benefits exceed the costs of preparing an application and 
implementing a project. The likely benefits of applying for a 
Comprehensive Center program grant include the potential receipt of a 
grant as well as other benefits that may accrue to an entity through 
its development of an application, such as the use of such application 
to create partnerships with other entities in order to assist State 
educational agencies.
    The U.S. Small Business Administration (SBA) Size Standards define 
``small entities'' as for-profit or nonprofit institutions with total 
annual revenue below $7,000,000 or, if they are institutions controlled 
by small governmental jurisdictions (that are comprised of cities, 
counties, towns, townships, villages, school districts, or special 
districts), with a population of less than 50,000.
    The Secretary believes that the priorities, requirements, and 
selection criteria proposed in this notice do not impose any additional 
burden on a small entity applying for a grant than the entity would 
face in the absence of the proposed action. That is, the length of the 
applications those entities would submit in the absence of the proposed 
regulatory action and the time needed to prepare an application would 
likely be the same.
    Further, this proposed regulatory action may help a small entity 
determine whether it has the interest, need, or capacity to implement 
activities under the program and, thus, prevent a small entity that 
does not have such an interest, need, or capacity from absorbing the 
burden of applying.
    This proposed regulatory action would not have a significant 
economic impact on a small entity once it receives a grant because it 
would be able to meet the costs of compliance using the funds provided 
under this program. The Secretary invites comments from small eligible 
entities as to whether they believe this proposed regulatory action 
would have a significant economic impact on them and, if so, requests 
evidence to support that belief.
    Intergovernmental Review: This program is subject to Executive 
Order

[[Page 3255]]

12372 and the regulations in 34 CFR part 79. One of the objectives of 
the Executive order is to foster an intergovernmental partnership and a 
strengthened federalism. The Executive order relies on processes 
developed by State and local governments for coordination and review of 
proposed Federal financial assistance.
    This document provides early notification of our specific plans and 
actions for this program.
    Accessible Format: Individuals with disabilities can obtain this 
document in an accessible format (e.g., braille, large print, 
audiotape, or compact disc) on request to the contact person listed 
under FOR FURTHER INFORMATION CONTACT.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. Free 
Internet access to the official edition of the Federal Register and the 
Code of Federal Regulations is available via the Federal Digital System 
at: www.gpo.gov/fdsys. At this site you can view this document, as well 
as all other documents of this Department published in the Federal 
Register, in text or Adobe Portable Document Format (PDF). To use PDF 
you must have Adobe Acrobat Reader, which is available free at the 
site.
    You may also access documents of the Department published in the 
Federal Register by using the article search feature at: 
www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.

    Dated: January 18, 2012.
Michael Yudin,
Acting Assistant Secretary for Elementary and Secondary Education.
[FR Doc. 2012-1247 Filed 1-20-12; 8:45 am]
BILLING CODE 4000-01-P