[Federal Register Volume 80, Number 113 (Friday, June 12, 2015)]
[Notices]
[Pages 33499-33510]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2015-14386]


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DEPARTMENT OF EDUCATION


Application for New Awards; Charter Schools Program (CSP); Grants 
for Replication and Expansion of High-Quality Charter Schools

AGENCY: Office of Innovation and Improvement, Department of Education.

ACTION: Notice.

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    Overview Information:
    CSP Grants for Replication and Expansion of High-Quality Charter 
Schools.
    Notice inviting applications for new awards for fiscal year (FY) 
2015.
    Catalog of Federal Domestic Assistance (CFDA) Number: 84.282M.

DATES: Applications Available: June 12, 2015.
    Date of Pre-Application Meeting: June 16, 2015, 2:00 p.m. to 3:30 
p.m., Washington, DC, time.

[[Page 33500]]

    Deadline for Transmittal of Applications: July 15, 2015.
    Deadline for Intergovernmental Review: September 25, 2015.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purpose of the CSP is to increase national 
understanding of the charter school model by expanding the number of 
high-quality charter schools available to students across the Nation; 
providing financial assistance for the planning, program design, and 
initial implementation of charter schools; and evaluating the effects 
of charter schools, including their effects on students, student 
academic achievement, staff, and parents.
    The purpose of the CSP Grants for Replication and Expansion of 
High-Quality Charter Schools (Replication and Expansion) competition 
(CFDA 84.282M) is to award grants to eligible applicants to enable them 
to replicate or expand high-quality charter schools with demonstrated 
records of success, including success in increasing student academic 
achievement. Eligible applicants may use their grant funds to expand 
the enrollment of one or more existing charter schools by substantially 
increasing the number of available seats per school or to open one or 
more new charter schools that are based on the charter school model for 
which the eligible applicant has presented evidence of success.

SUPPLEMENTARY INFORMATION: The FY 2015 Replication and Expansion 
competition differs from the FY 2014 Replication and Expansion 
competition in several ways. First, for the FY 2015 competition, we are 
using the Low-Income Demographic priority from the final priorities, 
requirements, and selection criteria for this program, published in the 
Federal Register on July 12, 2011 (76 FR 40898) (Final Priorities), as 
an absolute priority. The Department has added this as an absolute 
priority in order to ensure that projects are designed to meet the 
needs of educationally disadvantaged students.
    Second, for FY 2015, the Department has consolidated three 
competitive preference priorities into a single competitive preference 
priority for projects designed to support specific types of high-need 
students. Applicants addressing this priority may select and address 
only one of these elements.
    Element (a) of Competitive Preference Priority 1--High Need 
Students is for projects designed to support students who are members 
of federally recognized Indian tribes. This priority is from the 
Secretary's final supplemental priorities and definitions for 
discretionary grant programs, published in the Federal Register on 
December 10, 2014 (79 FR 73425) (Final Supplemental Priorities). The 
Department understands that Native American communities confront unique 
educational challenges and have developed unique strategies to meet 
those challenges. This element is designed to encourage collaboration 
between charter school developers and Native American communities, as 
part of these communities' efforts to strengthen public education.
    Element (b) of Competitive Preference Priority 1--High Need 
Students is for projects designed to replicate and expand high-quality 
charter schools in order to support school improvement efforts by local 
educational agencies (LEAs). As one of the Department's top priorities 
is to help turn around the Nation's lowest-performing public schools, 
this element is designed to link LEAs with high-quality charter schools 
as effective partners in school intervention projects. This element 
comes from the Final Priorities for this program.
    Element (c) of Competitive Preference Priority 1--High Need 
Students is for projects designed to replicate and expand high-quality 
charter schools in federally designated Promise Zones, and is from the 
notice of final priority for promise zones, published in the Federal 
Register on March 27, 2014 (79 FR 17035) (Final Promise Zones 
Priority). Promise zones are part of an initiative by the President to 
designate, over a period of four years, 20 high-poverty communities for 
the Federal government to partner with, and invest in, to create jobs, 
increase economic activity, improve educational opportunities, reduce 
violent crime, and leverage private investment. The Department is 
cooperating with the Department of Housing and Urban Development (HUD), 
the Department of Agriculture (USDA), and nine other Federal agencies 
to support comprehensive revitalization efforts in these high-poverty 
urban, rural, and tribal communities across the country. The thirteen 
Promise Zones that have been designated thus far are located in Camden 
City NJ, the Chocktaw Nation of Oklahoma, East Indianapolis IN, Los 
Angeles CA, the Lowlands of South Carolina, Minneapolis MN, North 
Hartford CT, Philadelphia PA, Pine Ridge SD, Sacramento CA, San Antonio 
TX, Southeastern Kentucky, and St. Louis MO. Each of the lead entities 
for these Promise Zones has put forward a plan for how it will partner 
with local business and community leaders to make investments that 
reward hard work and expand opportunity.
    The Department also has added an invitational priority that 
encourages applicants to conduct rigorous evaluations of their proposed 
projects. If well-implemented, the evaluations will produce evidence 
about the project's effectiveness that meets What Works Clearinghouse 
Evidence Standards. The Department is particularly interested in 
rigorous evaluations of applicants' schools or specific practices 
within those schools.
    In addition, in January 2014, the Department updated Section E of 
the CSP Nonregulatory Guidance to clarify the circumstances in which 
charter schools receiving CSP funds may use weighted lotteries, 
including to give educationally disadvantaged students slightly better 
chances for admission. Applicants proposing to use weighted lotteries 
should review the information in the Note for Application Requirement 
(j) in section V of this notice and the updated CSP Nonregulatory 
Guidance. For information on the CSP lottery requirement, including 
permissible exemptions from the lottery and the circumstances under 
which charter schools receiving CSP funds may use weighted lotteries, 
see Section E of the CSP Nonregulatory Guidance atwww2.ed.gov/programs/charter/nonregulatory-guidance.html.
    Finally, the Consolidated and Further Continuing Appropriations 
Act, 2015 (FY 2015 Appropriations Act), Division G, Pub. L. 113-235, 
retains the authority from the Consolidated Appropriations Act, 2014 
(FY 2014 Appropriations Act), Division H, Public Law 113-76, for CSP 
grant recipients to use funds to support preschool education in charter 
schools. For information on the use of CSP funds to support preschool 
education in charter schools, see the ``Guidance on the use of Funds to 
Support Preschool Education'' at www2.ed.gov/programs/charter/csppreschoolfaqs.doc.
    All charter schools receiving CSP funds, as outlined in section 
5210(1)(G) of the Elementary and Secondary Education Act of 1965, as 
amended (ESEA), must comply with various non-discrimination laws, 
including the Age Discrimination Act of 1975, title VI of the Civil 
Rights Act of 1964, title IX of the Education Amendments of 1972, 
section 504 of the Rehabilitation Act of 1973, part B of the 
Individuals with Disabilities Education Act (specifies rights afforded 
to students with disabilities and their parents), and applicable State 
laws.
    Priorities: This notice includes two absolute priorities, three 
competitive

[[Page 33501]]

preference priorities, and one invitational priority. The absolute 
priorities are from the Final Priorities for this program. The 
competitive preference priorities are from the Final Priorities for 
this program; the Final Promise Zones Priority; the Final Supplemental 
Priorities; and 34 CFR 75.225.
    Absolute Priorities: For FY 2015 and any subsequent year in which 
we make awards from the list of unfunded applications from this 
competition, these priorities are absolute priorities. Under 34 CFR 
75.105(c)(3), we consider only applications that meet both of the 
following priorities:
    Absolute Priority 1--Experience Operating or Managing High-Quality 
Charter Schools.
    This priority is for projects that will provide for the replication 
or expansion of high-quality charter schools by applicants that 
currently operate or manage more than one high-quality charter school 
(as defined in this notice).
    Absolute Priority 2--Low-Income Demographic.
    To meet this priority, an applicant must demonstrate that at least 
60 percent of all students in the charter schools it currently operates 
or manages are individuals from low-income families (as defined in this 
notice).

    Note 1:  The Secretary encourages applicants to describe the 
extent to which the charter schools they currently operate or manage 
serve individuals from low-income families at rates that are 
comparable to the rates at which these individuals are served by 
public schools in the surrounding area.


    Note 2:  For charter schools that serve students younger than 
five years old or older than 17 years old in accordance with their 
State's definition of ``elementary education'' or ``secondary 
education,'' at least 60 percent of all students in the schools who 
are between the ages of five and 17 must be individuals from low-
income families to meet this priority.

    Competitive Preference Priorities: For FY 2015 and any subsequent 
year in which we make awards based on the list of unfunded applications 
from this competition, these priorities are competitive preference 
priorities. Under 34 CFR 75.105(c)(2)(i), we will award an additional 
five points to an application that addresses element (a) of Competitive 
Preference Priority 1; an additional four points to an application that 
addresses element (b) of Competitive Preference Priority 1; or an 
additional one point to an application that addresses element (c) of 
Competitive Preference Priority 1. An applicant may receive points 
under Competitive Preference Priority 1 for only one of the three 
elements. We will award an additional three points to an application 
that meets Competitive Preference Priority 2, and an additional two 
points to an application that meets Competitive Preference Priority 3. 
The maximum total competitive preference priority points an application 
can receive for this competition is 10.

    Note:  In order to receive points under these competitive 
preference priorities, the applicant must identify the priority or 
priorities that it is addressing and provide documentation that 
supports the identified competitive preference priority or 
priorities.

    These priorities are:
    Competitive Preference Priority 1--Serving High-Need Students. (0, 
1, 4, or 5 points).
    This priority is for projects that will serve high-need students 
through one of the methods described below. An application may receive 
priority points for only one element of Competitive Preference Priority 
1. Therefore, an applicant should address only one element of 
Competitive Preference Priority 1 and must specify which element (i.e., 
(a), (b) or (c)) it is addressing. If an applicant addresses more than 
one element of Competitive Preference Priority 1 and does not specify 
whether it is addressing element (a), (b), or (c), the application will 
be awarded priority points only for the element addressed in the 
application that has the highest maximum point value, regardless of the 
number of priority points the application is awarded for that 
particular element of Competitive Preference Priority 1.
    This priority is for projects that will serve high-need students 
through element (a), (b) or (c) as described below:
    (a) Supporting Students Who are Members of Federally Recognized 
Indian Tribes. (79 FR 73425) (0 or 5 points).
    To meet this priority, an application must demonstrate that the 
proposed project is designed to improve academic outcomes or learning 
environments, or both, for students who are members of federally 
recognized Indian tribes.

    Note:  Applicants are encouraged to demonstrate how the proposed 
project is designed to serve students who are members of federally 
recognized Indian tribes through a variety of means, such as 
creating or expanding charter schools in geographic areas with large 
numbers of students who are members of federally recognized Indian 
tribes, conducting targeted outreach and recruitment, or including 
in the charters or performance contracts for the charter schools 
funded under the project specific performance goals for students who 
are members of federally recognized Indian tribes.

    (b) School Improvement. (76 FR 40898) (0 or 4 points).
    To meet this priority, an applicant must demonstrate that its 
proposed replication or expansion of one or more high-quality charter 
schools (as defined in this notice) will occur in partnership with, and 
will be designed to assist, one or more LEAs in implementing academic 
or structural interventions to serve students attending schools that 
have been identified for improvement, corrective action, closure, or 
restructuring under section 1116 of the Elementary and Secondary 
Education Act of 1965, as amended (ESEA), and as described in the 
notice of final requirements for School Improvement Grants, published 
in the Federal Register on October 28, 2010 (75 FR 66363).\1\
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    \1\ In March 2015, the Department issued nonregulatory guidance 
on School Improvement Grants (SIGs), entitled ``Guidance on School 
Improvement Grants under Section 1003(g) of the Elementary and 
Secondary Education Act of 1965, at www2.ed.gov/programs/sif/sigguidance032015.doc.

    Note:  Applicants in States operating under ESEA Flexibility 
that have opted to waive the requirement in ESEA section 1116(b) for 
LEAs to identify for improvement, corrective action, or 
restructuring, as appropriate, their Title I schools that fail to 
make adequate yearly progress (AYP) for two or more consecutive 
years may partner with LEAs to serve students attending priority or 
focus schools (see the Department's June 7, 2012 guidance entitled, 
``ESEA Flexibility,'' at www.ed.gov/esea/flexibility). The Secretary 
encourages such applicants to describe how their proposed projects 
would complement efforts to serve students attending priority or 
focus schools described in the State's approved request for waivers 
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under ESEA Flexibility.

    (c) Promise Zones. (79 FR 17035) (0 or 1 point).
    This priority is for projects that are designed to serve and 
coordinate with a federally designated Promise Zone.\2\
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    \2\ For additional information on Promise Zones, see 
www.whitehouse.gov/the-press-office/2014/01/08/fact-sheet-president-obama-s-promise-zones-initiative.

    Note:  To view the list of designated Promise Zones and lead 
organizations please go to www.hud.gov/promisezones. The link to HUD 
Form 50153 (Certification of Consistency with Promise Zone Goals and 
Implementation), which has been cleared by the Office of Management 
and Budget under the Paperwork Reduction Act, is http://
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portal.hud.gov/hudportal/documents/huddoc?id=HUD_Form_50153.pdf.

    Competitive Preference Priority 2--Promoting Diversity. (76 FR 
40898) (0 or 3 points).
    This priority is for applicants that demonstrate a record of (in 
the schools they currently operate or manage), as

[[Page 33502]]

well as an intent to continue (in schools that they will be creating or 
substantially expanding under this grant), taking active measures to--
    (a) Promote student diversity, including racial and ethnic 
diversity, or avoid racial isolation;
    (b) Serve students with disabilities at a rate that is at least 
comparable to the rate at which these students are served in public 
schools in the surrounding area; and
    (c) Serve English learners at a rate that is at least comparable to 
the rate at which these students are served in public schools in the 
surrounding area.
    In support of this priority, applicants must provide enrollment 
data as well as descriptions of existing policies and activities 
undertaken or planned to be undertaken.

    Note 1: An applicant addressing Competitive Preference Priority 
2--Promoting Diversity is invited to discuss how the proposed design 
of its project will encourage approaches by charter schools that 
help bring together students of different backgrounds, including 
students from different racial and ethnic backgrounds, to attain the 
benefits that flow from a diverse student body. The applicant should 
discuss in its application how it would ensure that those approaches 
are permissible under current law.


    Note 2: For information on permissible ways to meet this 
priority, please refer to the joint guidance issued by the 
Department's Office for Civil Rights and the U.S. Department of 
Justice entitled, ``Guidance on the Voluntary Use of Race to Achieve 
Diversity and Avoid Racial Isolation in Elementary and Secondary 
Schools'' (www2.ed.gov/about/offices/list/ocr/docs/guidance-ese-201111.pdf) and ``Schools' Civil Rights Obligations to English 
Learner Students and Limited English Proficient Parents'' 
(www2.ed.gov/about/offices/list/ocr/ellresources.html).

    Competitive Preference Priority 3--Novice Applicant. (34 CFR 
75.225(c)(2)) (0 or 2 points).
    This priority is for applicants that qualify as novice applicants. 
For purposes of this competition, ``novice applicant'' means an 
applicant for a grant from the Department that (i) has never received a 
Replication and Expansion grant; (ii) has never been a member of a 
group application, submitted in accordance with 34 CFR 75.127-75.129, 
that received a Replication and Expansion grant; and (iii) has not had 
an active discretionary grant from the Federal government in the five 
years before the deadline date for applications for new awards under 
this Replication and Expansion grant competition.
    For purposes of clause (iii) in the preceding paragraph, a grant is 
active until the end of the grant's project or funding period, 
including any extensions of those periods that extend the grantee's 
authority to obligate funds (34 CFR 75.225(b)).
    Invitational Priority: For FY 2015 and any subsequent year in which 
we make awards based on the list of unfunded applications from this 
competition, this priority is an invitational priority. Under 34 CFR 
75.105(c)(1), we do not give an application that meets this 
invitational priority any preference over other applications.
    This priority is:
    Invitational Priority--Rigorous Evaluation.
    The Secretary is particularly interested in funding applications 
that demonstrate that the applicant is currently conducting, or will 
conduct, a rigorous independent evaluation of the applicant's charter 
schools, or specific practices within those charter schools, such as 
professional development practices (e.g., teacher coaching or 
leadership training) through a quasi-experimental design study or 
randomized controlled trial that will, if well implemented, meet What 
Works Clearinghouse Evidence Standards.

    Note 1: In accordance with 34 CFR 75.590, Replication and 
Expansion grant funds may be used to cover post-award costs 
associated with an evaluation under this invitational priority or an 
evaluation under selection criterion (e) in section V.2 of this 
notice, provided that such costs are reasonable and necessary to 
meet the objectives of the approved project.


    Note 2: We encourage applicants to review the following 
technical assistance resources on evaluation: (1) WWC Procedures and 
Standards Handbook: http://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=19&tocid=1; and (2) IES/NCEE Technical 
Methods papers: http://ies.ed.gov/ncee/tech_methods/. In addition, 
we invite applicants to view two optional Webinar recordings that 
were hosted by the Institute of Education Sciences. The first 
Webinar discussed strategies for designing and executing well-
designed quasi-experimental design studies. Applicants interested in 
viewing this Webinar may find more information at the following Web 
site: http://ies.ed.gov/ncee/wwc/news.aspx?sid=23. We also encourage 
applicants to review a second Webinar recorded by the IES that 
focused on more rigorous evaluation designs.

    This Webinar discusses strategies for designing and executing 
studies that meet WWC standards without reservations. Applicants 
interested in reviewing this Webinar may find more information at the 
following Web site: http://ies.ed.gov/ncee/wwc/News.aspx?sid=18.
    Definitions:
    The following definitions are from 34 CFR 77.1 and the Final 
Priorities for this program.
    Ambitious means promoting continued, meaningful improvement for 
program participants or for other individuals or entities affected by 
the grant, or representing a significant advancement in the field of 
education research, practices, or methodologies. When used to describe 
a performance target, whether a performance target is ambitious depends 
upon the context of the relevant performance measure and the baseline 
for that measure. (34 CFR 77.1)
    Baseline means the starting point from which performance is 
measured and targets are set. (34 CFR 77.1)
    Charter management organization (CMO) is a nonprofit organization 
that operates or manages multiple charter schools by centralizing or 
sharing certain functions and resources among schools. (76 FR 40898)
    Educationally disadvantaged students includes, but is not 
necessarily limited to, individuals from low-income families (as 
defined in this notice), English learners, migratory children, children 
with disabilities, and neglected or delinquent children. (76 FR 40898)
    High-quality charter school is a school that shows evidence of 
strong academic results for the past three years (or over the life of 
the school, if the school has been open for fewer than three years), 
based on the following factors:
    (1) Increasing student academic achievement and attainment for all 
students, including, as applicable, educationally disadvantaged 
students served by the charter schools operated or managed by the 
applicant.
    (2) Either (i) Demonstrated success in closing historic achievement 
gaps for the subgroups of students described in section 
1111(b)(2)(C)(v)(II) of the ESEA at the charter schools operated or 
managed by the applicant, or;
    (ii) No significant achievement gaps between any of the subgroups 
of students described in section 1111(b)(2)(C)(v)(II) of the ESEA at 
the charter schools operated or managed by the applicant and 
significant gains in student academic achievement with all populations 
of students served by the charter schools operated or managed by the 
applicant.
    (3) Achieved results (including performance on statewide tests, 
annual student attendance and retention rates, high school graduation 
rates, college attendance rates, and college persistence rates where 
applicable and available) for low-income and other educationally 
disadvantaged students served by the charter schools operated or 
managed by

[[Page 33503]]

the applicant that are above the average academic achievement results 
for such students in the State.
    (4) No significant compliance issues (as defined in this notice), 
particularly in the areas of student safety and financial management. 
(76 FR 40898)
    Individual from low-income family means an individual who is 
determined by a State educational agency (SEA) or LEA to be a child, 
age 5 through 17, from a low-income family on the basis of (a) data 
used by the Secretary to determine allocations under section 1124 of 
the ESEA, (b) data on children eligible for free or reduced-price 
lunches under the Richard B. Russell National School Lunch Act, (c) 
data on children in families receiving assistance under part A of title 
IV of the Social Security Act, (d) data on children eligible to receive 
medical assistance under the Medicaid program under Title XIX of the 
Social Security Act, or (e) an alternate method that combines or 
extrapolates from the data in items (a) through (d) of this definition 
(see 20 U.S.C. 6537(3)). (76 FR 40898)
    Performance measure means any quantitative indicator, statistic, or 
metric used to gauge program or project performance. (34 CFR 77.1)
    Performance target means a level of performance that an applicant 
would seek to meet during the course of a project or as a result of a 
project. (34 CFR 77.1)
    Quasi-experimental design study means a study using a design that 
attempts to approximate an experimental design by identifying a 
comparison group that is similar to the treatment group in important 
respects. These studies, depending on design and implementation, can 
meet What Works Clearinghouse Evidence Standards (as defined in this 
notice) with reservations (but not What Works Clearinghouse Evidence 
Standards without reservations). (34 CFR 77.1)
    Randomized controlled trial means a study that employs random 
assignment of, for example, students, teachers, classrooms, schools, or 
districts to receive the intervention being evaluated (the treatment 
group) or not to receive the intervention (the control group). The 
estimated effectiveness of the intervention is the difference between 
the average outcome for the treatment group and for the control group. 
These studies, depending on design and implementation, can meet What 
Works Clearinghouse Evidence Standards (as defined in this notice) 
without reservations. (34 CFR 77.1)
    Replicate means to open one or more new charter schools that are 
based on the charter school model or models for which the applicant has 
presented evidence of success. (76 FR 40898)
    Significant compliance issue means a violation that did, will, or 
could lead to the revocation of a school's charter. (76 FR 40898)
    Substantially expand means to increase the student count of an 
existing charter school by more than 50 percent or to add at least two 
grades to an existing charter school over the course of the grant. (76 
FR 40898)
    What Works Clearinghouse Evidence Standards means the standards set 
forth in the What Works Clearinghouse Procedures and Standards Handbook 
(Version 3.0, March 2014), which can be found at the following link: //
ies.ed.gov/ncee/wwc/DocumentSum.aspx?sid=19. (34 CFR 77.1)
    Program Authority: Consolidated and Further Continuing 
Appropriations Act, 2015 (FY 2015 Appropriations Act), Division G, Pub. 
L. 113-235; and the Elementary and Secondary Education Act of 1965, as 
amended (ESEA) (20 U.S.C. 7221-7221j).
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 75, 76, 77, 79, 81, 
82, 84, 86, 97, 98, and 99. (b) The OMB Guidelines to Agencies on 
Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 
180, as adopted and amended as regulations of the Department in 2 CFR 
part 3485. (c) The Uniform Administrative Requirements, Cost 
Principles, and Audit Requirements for Federal Awards in 2 CFR part 
200, as adopted and amended in 2 CFR part 3474. (d) The Final 
Priorities for this program. (e) The Final Promise Zones Priority.(f) 
The Final Supplemental Priorities.

    Note 1: The regulations in 34 CFR part 79 apply to all 
applicants except federally recognized Indian tribes.


    Note 2: The regulations in 34 CFR part 86 apply only to 
institutions of higher education.


    Note 3: The regulations in 34 CFR part 99 apply only to an 
educational agency or institution.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $40,000,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2016 and future years 
from the list of unfunded applications from this competition.
    Estimated Range of Awards: $500,000 to $3,000,000 per year.
    Estimated Average Size of Awards: $1,600,000 per year.
    Estimated Number of Awards: 19-25.

    Note: The Department is not bound by any estimates in this 
notice. The estimated range, average size, and number of awards are 
based on a single 12-month budget period. However, the Department 
may choose to fund more than 12 months of a project using FY 2015 
funds.

    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: Non-profit charter management organizations 
(as defined in this notice) and other entities that are not for-profit 
entities. Eligible applicants may also apply as a group or consortium.
    2. Cost Sharing or Matching: This competition does not require cost 
sharing or matching.
    3. Other:
    (a) Reasonable and Necessary Costs: The Secretary may elect to 
impose maximum limits on the amount of grant funds that may be awarded 
per charter school replicated, per charter school substantially 
expanded, or per new school seat created.
    For this competition the maximum limit of grant funds that may be 
awarded per new school seat is $3,000, including a maximum limit per 
new school created of $800,000. The maximum limit per new school seat 
in a charter school that is substantially expanding its enrollment is 
$1,500, including a maximum limit per substantially expanded school of 
$800,000.

    Note: Applicants must ensure that all costs included in the 
proposed budget are reasonable and necessary in light of the goals 
and objectives of the proposed project. Any costs determined by the 
Secretary to be unreasonable or unnecessary will be removed from the 
final approved budget.

    (b) Other CSP Grants: A charter school that receives funds under 
this competition is ineligible to receive funds for the same purpose 
under section 5202(c)(2) of the ESEA, including for planning and 
program design or the initial implementation of a charter school (i.e., 
CFDA 84.282A or 84.282B).
    A charter school that has received CSP funds for replication 
previously, or that has received funds for planning or initial 
implementation of a charter school (i.e., CFDA 84.282A or 84.282B), may 
not use funds under this grant for the same purpose. However, such 
charter schools may be eligible to receive funds under this competition 
to substantially expand the charter school beyond the existing grade 
levels or student count.

[[Page 33504]]

IV. Application and Submission Information

    1. Address to Request Application Package: Brian Martin, U.S. 
Department of Education, 400 Maryland Avenue SW., Room 4W224, 
Washington, DC 20202-5970. Telephone: (202) 205-9085 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.
    Individuals with disabilities can obtain a copy of the application 
package in an accessible format (e.g., braille, large print, audiotape, 
or compact disc) by contacting the program contact person listed in 
this section.
    2.a. Content and Form of Application Submission: Requirements 
concerning the content of an application, together with the forms you 
must submit, are in the application package for this competition.
    Page Limit: The application narrative (Part III of the application) 
is where you, the applicant, address the selection criteria that 
reviewers use to evaluate your application. We recommend that you limit 
the application narrative [Part III] to no more than 60 pages, using 
the following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, references, and captions, as well as all text in 
charts, tables, figures, and graphs.
     Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial. An application submitted in any other font 
(including Times Roman or Arial Narrow) will not be accepted.
    The page limit does not apply to Part I, the cover sheet; Part II, 
the budget section, including the narrative budget justification; Part 
IV, the assurances and certifications; or the one-page abstract, the 
resumes, the bibliography, or the letters of support. However, the page 
limit does apply to all of the application narrative section [Part 
III].
    b. Submission of Proprietary Information:
    Given the types of projects that may be proposed in applications 
for the Replication and Expansion competition, an application may 
include business information that the applicant considers proprietary. 
The Department's regulations define ``business information'' in 34 CFR 
5.11.
    Because we plan to make successful applications available to the 
public, you may wish to request confidentiality of business 
information.
    Consistent with Executive Order 12600, please designate in your 
application any information that you feel is exempt from disclosure 
under Exemption 4 of the Freedom of Information Act. In the appropriate 
Appendix section of your application, under ``Other Attachments Form,'' 
please list the page number or numbers on which we can find this 
information. For additional information please see 34 CFR 5.11(c).
    3. Submission Dates and Times:
    Applications Available: June 12, 2015.
    Date of Pre-Application Meeting: The Department will hold a pre-
application meeting via Webinar for prospective applicants on June 16, 
2015, from 2:00 p.m. to 3:30 p.m., Washington, DC, time. Individuals 
interested in attending this meeting are encouraged to pre-register by 
emailing their name, organization, and contact information with the 
subject heading ``PRE-APPLICATION MEETING'' to [email protected]. 
There is no registration fee for attending this meeting.
    For further information about the pre-application meeting, contact 
Brian Martin, U.S. Department of Education, 400 Maryland Avenue SW., 
Room 4W224, Washington, DC 20202-5970. Telephone: (202) 205-9085 or by 
email: [email protected].
    Deadline for Transmittal of Applications: July 15, 2015.
    Applications for grants under this competition must be submitted 
electronically using the Grants.gov Apply site (Grants.gov). For 
information (including dates and times) about how to submit your 
application electronically, or in paper format by mail or hand delivery 
if you qualify for an exception to the electronic submission 
requirement, please refer to section IV. 7. Other Submission 
Requirements of this notice.
    We do not consider an application that does not comply with the 
deadline requirements.
    Individuals with disabilities who need an accommodation or 
auxiliary aid in connection with the application process should contact 
the person listed under FOR FURTHER INFORMATION CONTACT in section VII 
of this notice. If the Department provides an accommodation or 
auxiliary aid to an individual with a disability in connection with the 
application process, the individual's application remains subject to 
all other requirements and limitations in this notice.
    Deadline for Intergovernmental Review: September 25, 2015.
    4. Intergovernmental Review: This program is subject to Executive 
Order 12372 and the regulations in 34 CFR part 79. Information about 
Intergovernmental Review of Federal Programs under Executive Order 
12372 is in the application package for this competition.
    5. Funding Restrictions: Grantees under this program must use the 
grant funds to replicate or substantially expand the charter school 
model or models for which the applicant has presented evidence of 
success. Grant funds must be used to carry out allowable activities, as 
described in section 5204(f)(3) of the ESEA (20 U.S.C. 7221c(f)(3)).
    Pursuant to section 5204(f)(3) of the ESEA, grantees under this 
program must use the grant funds for--
    (a) Post-award planning and design of the educational program, 
which may include: (i) Refinement of the desired educational results 
and of the methods for measuring progress toward achieving those 
results; and (ii) professional development of teachers and other staff 
who will work in the charter school; and
    (b) Initial implementation of the charter school, which may 
include: (i) Informing the community about the school; (ii) acquiring 
necessary equipment and educational materials and supplies; (iii) 
acquiring or developing curriculum materials; and (iv) other initial 
operational costs that cannot be met from State or local sources.

    Note 1:  The FY 2015 Appropriations Act authorizes the use of 
CSP funds ``for grants that support preschool education in charter 
schools.'' Therefore, an application submitted under this 
competition may propose to use CSP funds to support preschool 
education in a charter school. For additional information and 
guidance regarding the use of CSP funds to support preschool 
education in charter schools, see ``Guidance on the use of Funds to 
support Preschool Education,'' released in November 2014 
(www2.ed.gov/programs/charter/csppreschoolfaqs.doc).


    Note 2:  In accordance with the Final Priorities for this 
program, a grantee may use up to 20 percent of grant funds for 
initial operational costs associated with the expansion or 
improvement of the grantee's oversight or management of its charter 
schools, provided that: (i) the specific charter schools being 
created or substantially expanded under the grant are the intended 
beneficiaries of such expansion or

[[Page 33505]]

improvement, and (ii) such expansion or improvement is intended to 
improve the grantee's ability to manage or oversee the charter 
schools created or substantially expanded under the grant.

    We reference additional regulations outlining funding restrictions 
in the Applicable Regulations section of this notice.
    6. Data Universal Numbering System Number, Taxpayer Identification 
Number, and System for Award Management: To do business with the 
Department of Education, you must--
    a. Have a Data Universal Numbering System (DUNS) number and a 
Taxpayer Identification Number (TIN);
    b. Register both your DUNS number and TIN with the System for Award 
Management (SAM) (formerly the Central Contractor Registry (CCR)), the 
Government's primary registrant database;
    c. Provide your DUNS number and TIN on your application; and
    d. Maintain an active SAM registration with current information 
while your application is under review by the Department and, if you 
are awarded a grant, during the project period.
    You can obtain a DUNS number from Dun and Bradstreet. A DUNS number 
can be created within one-to-two business days.
    If you are a corporate entity, agency, institution, or 
organization, you can obtain a TIN from the Internal Revenue Service. 
If you are an individual, you can obtain a TIN from the Internal 
Revenue Service or the Social Security Administration. If you need a 
new TIN, please allow 2-5 weeks for your TIN to become active.
    The SAM registration process can take approximately seven business 
days, but may take upwards of several weeks, depending on the 
completeness and accuracy of the data entered into the SAM database by 
an entity. Thus, if you think you might want to apply for Federal 
financial assistance under a program administered by the Department, 
please allow sufficient time to obtain and register your DUNS number 
and TIN. We strongly recommend that you register early.

    Note:  Once your SAM registration is active, you will need to 
allow 24 to 48 hours for the information to be available in 
Grants.gov and before you can submit an application through 
Grants.gov.

    If you are currently registered with SAM, you may not need to make 
any changes. However, please make certain that the TIN associated with 
your DUNS number is correct. Also note that you will need to update 
your registration annually. This may take three or more business days.
    Information about SAM is available at www.SAM.gov. To further 
assist you with obtaining and registering your DUNS number and TIN in 
SAM or updating your existing SAM account, we have prepared a SAM.gov 
Tip Sheet, which you can find at: www2.ed.gov/fund/grant/apply/;sam-
faqs.html.
    In addition, if you are submitting your application via Grants.gov, 
you must (1) be designated by your organization as an Authorized 
Organization Representative (AOR); and (2) register yourself with 
Grants.gov as an AOR. Details on these steps are outlined at the 
following Grants.gov Web page: www.grants.gov/web/grants/register.html.
    7. Other Submission Requirements. Applications for grants under 
this competition must be submitted electronically unless you qualify 
for an exception to this requirement in accordance with the 
instructions in this section.
    a. Electronic Submission of Applications.
    Applications for grants under the CSP Grants for Replication and 
Expansion of High-Quality Charter Schools, CFDA number 84.282M, must be 
submitted electronically using the Governmentwide Grants.gov Apply site 
at www.Grants.gov. Through this site, you will be able to download a 
copy of the application package, complete it offline, and then upload 
and submit your application. You may not email an electronic copy of a 
grant application to us.
    We will reject your application if you submit it in paper format 
unless, as described elsewhere in this section, you qualify for one of 
the exceptions to the electronic submission requirement and submit, no 
later than two weeks before the application deadline date, a written 
statement to the Department that you qualify for one of these 
exceptions. Further information regarding calculation of the date that 
is two weeks before the application deadline date is provided later in 
this section under Exception to Electronic Submission Requirement.
    You may access the electronic grant application for CSP Grants for 
Replication and Expansion of High-Quality Charter Schools at 
www.Grants.gov. You must search for the downloadable application 
package for this competition by the CFDA number. Do not include the 
CFDA number's alpha suffix in your search (e.g., search for 84.282, not 
84.282M).
    Please note the following:
     When you enter the Grants.gov site, you will find 
information about submitting an application electronically through the 
site, as well as the hours of operation.
     Applications received by Grants.gov are date and time 
stamped. Your application must be fully uploaded and submitted and must 
be date and time stamped by the Grants.gov system no later than 4:30:00 
p.m., Washington, DC time, on the application deadline date. Except as 
otherwise noted in this section, we will not accept your application if 
it is received--that is, date and time stamped by the Grants.gov 
system--after 4:30:00 p.m., Washington, DC time, on the application 
deadline date. We do not consider an application that does not comply 
with the deadline requirements. When we retrieve your application from 
Grants.gov, we will notify you if we are rejecting your application 
because it was date and time stamped by the Grants.gov system after 
4:30:00 p.m., Washington, DC time, on the application deadline date.
     The amount of time it can take to upload an application 
will vary depending on a variety of factors, including the size of the 
application and the speed of your Internet connection. Therefore, we 
strongly recommend that you do not wait until the application deadline 
date to begin the submission process through Grants.gov.
     You should review and follow the Education Submission 
Procedures for submitting an application through Grants.gov that are 
included in the application package for this competition to ensure that 
you submit your application in a timely manner to the Grants.gov 
system. You can also find the Education Submission Procedures 
pertaining to Grants.gov under News and Events on the Department's G5 
system home page at www.G5.gov.
     You will not receive additional point value because you 
submit your application in electronic format, nor will we penalize you 
if you qualify for an exception to the electronic submission 
requirement, as described elsewhere in this section, and submit your 
application in paper format.
     You must submit all documents electronically, including 
all information you typically provide on the following forms: the 
Application for Federal Assistance (SF 424), the Department of 
Education Supplemental Information for SF 424, Budget Information--Non-
Construction Programs (ED 524), and all necessary assurances and 
certifications.
     You must upload any narrative sections and all other 
attachments to your application as files in a .PDF (Portable Document) 
read-only, non-modifiable format. Specifically, do not upload an 
interactive or fillable .PDF

[[Page 33506]]

file. Do not upload an interactive or fillable PDF file. If you upload 
a file type other than a read-only, non-modifiable .PDF or submit a 
password-protected file, we will not review that material.
     Your electronic application must comply with any page-
limit requirements described in this notice.
     After you electronically submit your application, you will 
receive from Grants.gov an automatic notification of receipt that 
contains a Grants.gov tracking number. (This notification indicates 
receipt by Grants.gov only, not receipt by the Department.) The 
Department then will retrieve your application from Grants.gov and send 
a second notification to you by email. This second notification 
indicates that the Department has received your application and has 
assigned your application a PR/Award number (an ED-specified 
identifying number unique to your application).
     We may request that you provide us original signatures on 
forms at a later date.
    Application Deadline Date Extension in Case of Technical Issues 
with the Grants.gov System: If you are experiencing problems submitting 
your application through Grants.gov, please contact the Grants.gov 
Support Desk, toll free, at 1-800-518-4726. You must obtain a 
Grants.gov Support Desk Case Number and must keep a record of it.
    If you are prevented from electronically submitting your 
application on the application deadline date because of technical 
problems with the Grants.gov system, we will grant you an extension 
until 4:30:00 p.m., Washington, DC time, the following business day to 
enable you to transmit your application electronically or by hand 
delivery. You also may mail your application by following the mailing 
instructions described elsewhere in this notice.
    If you submit an application after 4:30:00 p.m., Washington, DC 
time, on the application deadline date, please contact the person 
listed under For Further Information Contact in section VII of this 
notice and provide an explanation of the technical problem you 
experienced with Grants.gov, along with the Grants.gov Support Desk 
Case Number. We will accept your application if we can confirm that a 
technical problem occurred with the Grants.gov system and that that 
problem affected your ability to submit your application by 4:30:00 
p.m., Washington, DC time, on the application deadline date. The 
Department will contact you after a determination is made on whether 
your application will be accepted.

    Note:  The extensions to which we refer in this section apply 
only to the unavailability of, or technical problems with, the 
Grants.gov system. We will not grant you an extension if you failed 
to fully register to submit your application to Grants.gov before 
the application deadline date and time or if the technical problem 
you experienced is unrelated to the Grants.gov system.

    Exception to Electronic Submission Requirement: You qualify for an 
exception to the electronic submission requirement, and may submit your 
application in paper format, if you are unable to submit an application 
through the Grants.gov system because--
     You do not have access to the Internet; or
     You do not have the capacity to upload large documents to 
the Grants.gov system; and
     No later than two weeks before the application deadline 
date (14 calendar days or, if the fourteenth calendar day before the 
application deadline date falls on a Federal holiday, the next business 
day following the Federal holiday), you mail or fax a written statement 
to the Department, explaining which of the two grounds for an exception 
prevent you from using the Internet to submit your application.
    If you mail your written statement to the Department, it must be 
postmarked no later than two weeks before the application deadline 
date. If you fax your written statement to the Department, we must 
receive the faxed statement no later than two weeks before the 
application deadline date.
    Address and mail or fax your statement to: Brian Martin, U.S. 
Department of Education, 400 Maryland Avenue, SW., room 4W224, 
Washington, DC 20202-5970. FAX: (202) 205-5630.
    Your paper application must be submitted in accordance with the 
mail or hand delivery instructions described in this notice.
    b. Submission of Paper Applications by Mail.
    If you qualify for an exception to the electronic submission 
requirement, you may mail (through the U.S. Postal Service or a 
commercial carrier) your application to the Department. You must mail 
the original and two copies of your application, on or before the 
application deadline date, to the Department at the following address:
    U.S. Department of Education, Application Control Center, 
Attention: CFDA Number 84.282M, LBJ Basement Level 1, 400 Maryland 
Avenue, SW., Washington, DC 20202-4260.
    You must show proof of mailing consisting of one of the following:
    (1) A legibly dated U.S. Postal Service postmark.
    (2) A legible mail receipt with the date of mailing stamped by the 
U.S. Postal Service.
    (3) A dated shipping label, invoice, or receipt from a commercial 
carrier.
    (4) Any other proof of mailing acceptable to the Secretary of the 
U.S. Department of Education.
    If you mail your application through the U.S. Postal Service, we do 
not accept either of the following as proof of mailing:
    (1) A private metered postmark.
    (2) A mail receipt that is not dated by the U.S. Postal Service.
    If your application is postmarked after the application deadline 
date, we will not consider your application.

    Note:  The U.S. Postal Service does not uniformly provide a 
dated postmark. Before relying on this method, you should check with 
your local post office.

    c. Submission of Paper Applications by Hand Delivery.
    If you qualify for an exception to the electronic submission 
requirement, you (or a courier service) may deliver your paper 
application to the Department by hand. You must deliver the original 
and two copies of your application by hand, on or before the 
application deadline date, to the Department at the following address: 
U.S. Department of Education, Application Control Center, Attention: 
CFDA Number 84.282M, 550 12th Street, SW., Room 7039, Potomac Center 
Plaza, Washington, DC 20202-4260.
    The Application Control Center accepts hand deliveries daily 
between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except 
Saturdays, Sundays, and Federal holidays.

    Note for Mail or Hand Delivery of Paper Applications:  If you 
mail or hand deliver your application to the Department--
    (1) You must indicate on the envelope and--if not provided by 
the Department--in Item 11 of the SF 424 the CFDA number, including 
suffix letter, if any, of the competition under which you are 
submitting your application; and
    (2) The Application Control Center will mail to you a 
notification of receipt of your grant application. If you do not 
receive this notification within 15 business days from the 
application deadline date, you should call the U.S. Department of 
Education Application Control Center at (202) 245-6288.

V. Application Review Information

    1. Application Requirements: Applications for CSP Replication and 
Expansion grant funds must address the following application 
requirements and

[[Page 33507]]

the selection criteria described in this notice. An applicant may 
choose to respond to the application requirements in the context of its 
responses to the selection criteria.
    These application requirements are from the Final Priorities for 
this program.
    (a) Describe the objectives of the project for replicating or 
substantially expanding high-quality charter schools (as defined in 
this notice) and the methods by which the applicant will determine its 
progress toward achieving those objectives.
    (b) Describe how the applicant currently operates or manages the 
charter schools for which it has presented evidence of success, and how 
the proposed new or substantially expanded charter schools will be 
operated or managed. Include a description of central office functions, 
governance, daily operations, financial management, human resources 
management, and instructional management. If applying as a group or 
consortium, describe the roles and responsibilities of each member of 
the group or consortium and how each member will contribute to this 
project.
    (c) Describe how the applicant will ensure that each proposed new 
or substantially expanded charter school receives its commensurate 
share of Federal education funds that are allocated by formula each 
year, including during the first year of operation of the school and 
any year in which the school's enrollment substantially expands.
    (d) Describe the educational program to be implemented in the 
proposed new or substantially expanded charter schools, including how 
the program will enable all students (including educationally 
disadvantaged students) to meet State student academic achievement 
standards, the grade levels or ages of students to be served, and the 
curriculum and instructional practices to be used.

    Note:  An applicant proposing to create or substantially expand 
a single-sex charter school should include in its application, or as 
an addendum to the application, a detailed description of how it is 
complying with applicable nondiscrimination laws, including the 
Equal Protection Clause of the U.S. Constitution (as interpreted in 
United States v. Virginia, 518 U.S. 515 (1996) and other cases) and 
Title IX of the Education Amendments of 1972 (20 U.S.C. 1681 et 
seq.) and its regulations, including 34 CFR 106.34(c). Specifically, 
the applicant should provide a written justification for each new or 
existing single-sex charter school that explains (1) how the single-
sex charter school is based on an important governmental 
objective(s); and (2) how the single-sex nature of the charter 
school is substantially related to the stated objective(s). An 
applicant that operates or is proposing to operate a single-sex 
charter school that is part of an LEA and not a single-school LEA 
under State law, should also provide (1) information about whether 
there is a substantially equal single-sex school(s) for students of 
the excluded sex, and, if so, a detailed description of both the 
current or proposed single-sex charter school and the substantially 
equal single-sex school(s), based on the factors in 34 CFR 
106.34(c)(3); and (2) information about whether there is a 
substantially equal coeducational school(s) for students of the 
excluded sex, and, if so, a detailed description of both the current 
or proposed single-sex charter school and the substantially equal 
coeducational school(s), based on the factors in 34 CFR 
106.34(c)(3).

    An applicant that currently offers or is proposing to create or 
expand single-sex classes or extracurricular activities at a 
coeducational charter school should also include in its application, or 
as an addendum to its application, a detailed description of how it 
will comply with applicable nondiscrimination laws, including the Equal 
Protection Clause of the U.S. Constitution (as interpreted in United 
States v. Virginia, 518 U.S. 515 (1996) and other cases) and Title IX 
of the Education Amendments of 1972 (20 U.S.C. 1681 et seq.) and its 
regulations, including 34 CFR 106.34(b) with respect to those single-
sex offerings. The Title IX requirements are discussed in more detail 
in the Department's ``Questions and Answers on Title IX and Single-Sex 
Elementary and Secondary Classes and Extracurricular Activities,'' 
available at www2.ed.gov/about/offices/list/ocr/docs/faqs-title-ix-single-sex-201412.pdf.
    (e) Describe the administrative relationship between the charter 
school or schools to be replicated or substantially expanded by the 
applicant and the authorized public chartering agency.
    (f) Describe how the applicant will provide for continued operation 
of the proposed new or substantially expanded charter school or schools 
once the Federal grant has expired.
    (g) Describe how parents and other members of the community will be 
involved in the planning, program design, and implementation of the 
proposed new or substantially expanded charter school or schools.
    (h) Include a request and justification for waivers of any Federal 
statutory or regulatory provisions that the applicant believes are 
necessary for the successful operation of the proposed new or 
substantially expanded charter schools.
    (i) Describe how the grant funds will be used, including how these 
funds will be used in conjunction with other Federal programs 
administered by the Secretary, and with any matching funds.
    (j) Describe how all students in the community, including students 
with disabilities, English learners, and other educationally 
disadvantaged students, will be informed about the proposed new or 
substantially expanded charter schools and given an equal opportunity 
to attend such schools.

    Note:  The applicant should provide a detailed description of 
its recruitment and admissions policies and practices, including a 
description of the lottery it plans to employ at each charter school 
if more students apply for admission than can be accommodated. The 
applicant should also describe any current or planned use of a 
weighted lottery or exemptions of certain categories of students 
from the lottery and how the use of such weights or exemptions is 
consistent with State law and the CSP authorizing statute. For 
information on the CSP lottery requirement, including permissible 
exemptions from the lottery and the circumstances under which 
charter schools receiving CSP funds may use weighted lotteries, see 
Section E of the CSP Nonregulatory Guidance atwww2.ed.gov/programs/charter/nonregulatory-guidance.html (revised January 2014).

    An application that proposes to use a weighted lottery should 
provide the following:
    (1) Information concerning the circumstances in which a weighted 
lottery would be used, including the specific categories of students 
the weighted lottery would favor;
    (2) Evidence that (a) the use of a weighted lottery is necessary to 
comply with Federal or State law; or (b) the State permits the use of a 
weighted lottery under the circumstances in which a weighted lottery is 
proposed to be used (e.g., in favor of educationally disadvantaged 
students). State permission to use a weighted lottery can be evidenced 
by the fact that weighted lotteries for such students are expressly 
permitted under the State charter school law, a State regulation, or a 
written State policy consistent with the State charter school law or 
regulation, or, in the absence of express authorization, confirmation 
from the State's Attorney General, in writing, that State law permits 
the use of weighted lotteries in favor of such students;
    (3) Information concerning the mechanisms that exist (if any) for 
an oversight entity (e.g., the SEA or an authorized public chartering 
agency) to review, approve, or monitor specific lottery practices, 
including the establishment of weight amounts if applicable;
    (4) Information concerning how the use of a weighted lottery for a 
permitted purpose is within the scope and objectives of the proposed 
project; and

[[Page 33508]]

    (5) Information concerning the amount or range of lottery weights 
that will be employed or permitted and the rationale for these weights.
    (k) Describe how the proposed new or substantially expanded charter 
schools that are considered to be LEAs under State law, or the LEAs in 
which the new or substantially expanded charter schools are located, 
will comply with sections 613(a)(5) and 613(e)(1)(B) of the Individuals 
with Disabilities Education Act (IDEA) (for additional information on 
IDEA, please see idea.ed.gov/explore/view/p/%2Croot%2Cstatute%2CI%2CB%2C613%2C).
    (l) Provide information on any significant compliance issues 
identified within the past three years for each school managed by the 
applicant, including compliance issues in the areas of student safety, 
financial management, and statutory or regulatory compliance.
    (m) For each charter school currently operated or managed by the 
applicant, provide the following information: the year founded, the 
grades currently served, the number of students, the address, the 
percentage of students in each subgroup of students described in 
section 1111(b)(2)(C)(v)(II) of the ESEA, results on the State 
assessment for the past three years (if available) by subgroup, 
attendance rates, student attrition rates for the past three years, and 
(if the school operates a 12th grade) high school graduation rates and 
college attendance rates (maintaining standards to protect personally 
identifiable information).

    Note:  The Secretary encourages applicants to also provide 
suspension and expulsion rates by each subgroup for the past three 
years (if available) for each charter school currently operated or 
managed by the applicant.

    (n) Provide objective data showing applicant quality. In 
particular, the Secretary requires the applicant to provide the 
following data:
    (1) Performance (school-wide and by subgroup) for the past three 
years (if available) on statewide tests of all charter schools operated 
or managed by the applicant as compared to all students in other 
schools in the State or States at the same grade level, and as compared 
with other schools serving similar demographics of students 
(maintaining standards to protect personally identifiable information);
    (2) Annual student attendance and retention rates (school-wide and 
by subgroup) for the past three years (or over the life of the school, 
if the school has been open for fewer than three years), and 
comparisons with other similar schools (maintaining standards to 
protect personally identifiable information); and
    (3) Where applicable and available, high school graduation rates, 
college attendance rates, and college persistence rates (school-wide 
and by subgroup) for the past three years (if available) of students 
attending schools operated or managed by the applicant, and the 
methodology used to calculate these rates (maintaining standards to 
protect personally identifiable information). When reporting data for 
schools in States that may have particularly demanding or low standards 
of proficiency, applicants are invited to discuss how their academic 
success might be considered against applicants from across the country.
    (o) Provide such other information and assurances as the Secretary 
may require.
    2. Selection Criteria. The selection criteria for this program are 
from the Final Priorities for this program and 34 CFR 75.210. The 
maximum possible score for addressing all of the criteria in this 
section is 100 points. The maximum possible score for addressing each 
criterion is indicated in parentheses following the criterion.
    In evaluating an application, the Secretary considers the following 
criteria:
    (a) Quality of the eligible applicant. (76 FR 40898) (50 points)
    In determining the quality of the applicant, the Secretary 
considers the following factors--
    (1) The degree, including the consistency over the past three 
years, to which the applicant has demonstrated success in significantly 
increasing student academic achievement and attainment for all 
students, including, as applicable, educationally disadvantaged 
students served by the charter schools operated or managed by the 
applicant (20 points).
    (2) Either--
    (i) The degree, including the consistency over the past three 
years, to which the applicant has demonstrated success in closing 
historic achievement gaps for the subgroups of students described in 
section 1111(b)(2)(C)(v)(II) of the ESEA at the charter schools 
operated or managed by the applicant, or
    (ii) The degree, including the consistency over the past three 
years, to which there have not been significant achievement gaps 
between any of the subgroups of students described in section 
1111(b)(2)(C)(v)(II) of the ESEA at the charter schools operated or 
managed by the applicant and to which significant gains in student 
academic achievement have been made with all populations of students 
served by the charter schools operated or managed by the applicant (15 
points).
    (3) The degree, including the consistency over the past three 
years, to which the applicant has achieved results (including 
performance on statewide tests, annual student attendance and retention 
rates, high school graduation rates, college attendance rates, and 
college persistence rates where applicable and available) for low-
income and other educationally disadvantaged students served by the 
charter schools operated or managed by the applicant that are 
significantly above the average academic achievement results for such 
students in the State (15 points).
    (b) Contribution in assisting educationally disadvantaged students. 
(76 FR 40898) (10 points)
    The contribution the proposed project will make in assisting 
educationally disadvantaged students served by the applicant to meet or 
exceed State academic content standards and State student academic 
achievement standards, and to graduate college- and career-ready. When 
responding to this selection criterion, applicants must discuss the 
proposed locations of schools to be created or substantially expanded 
and the student populations to be served.

    Note: The Secretary encourages applicants to describe their 
prior success in improving educational achievement and outcomes for 
educationally disadvantaged students, including students with 
disabilities and English learners. In addition, the Secretary 
encourages applicants to address how they will ensure that all 
eligible students with disabilities receive a free appropriate 
public education and how the proposed project will assist 
educationally disadvantaged students, including students with 
disabilities and English learners, in mastering State academic 
content standards and State student academic achievement standards.

    (c) Quality of the project design. (76 FR 40898 and 34 CFR 
75.210(c)(2)(xxviii)) (10 points)
    The Secretary considers the quality of the design of the proposed 
project. In determining the quality of the design of the proposed 
project, the Secretary considers the extent to which the goals, 
objectives, and outcomes to be achieved by the proposed project are 
clearly specified, measurable, and attainable. Applicants proposing to 
open schools serving substantially different populations than those 
currently served by the model for which they have demonstrated evidence 
of success must address the attainability of outcomes given this 
difference.

[[Page 33509]]

    (d) Quality of the management plan and personnel. (76 FR 40898) (20 
points)
    The Secretary considers the quality of the management plan and 
personnel to replicate and substantially expand high-quality charter 
schools (as defined in this notice). In determining the quality of the 
management plan and personnel for the proposed project, the Secretary 
considers--
    (1) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks (4 points).
    (2) The business plan for improving, sustaining, and ensuring the 
quality and performance of charter schools created or substantially 
expanded under these grants beyond the initial period of Federal 
funding in areas including, but not limited to, facilities, financial 
management, central office, student academic achievement, governance, 
oversight, and human resources of the charter schools (4 points).
    (3) A multi-year financial and operating model for the 
organization, a demonstrated commitment of current and future partners, 
and evidence of broad support from stakeholders critical to the 
project's long-term success (4 points).
    (4) The plan for closing charter schools supported, overseen, or 
managed by the applicant that do not meet high standards of quality (2 
points).
    (5) The qualifications, including relevant training and experience, 
of the project director, chief executive officer or organization 
leader, and key project personnel, especially in managing projects of 
the size and scope of the proposed project (6 points).
    (e) Quality of the evaluation plan. (34 CFR 75.210(h)(2)(iv)) (10 
points)
    The Secretary considers the quality of the evaluation to be 
conducted of the proposed project. In determining the quality of the 
evaluation, the Secretary considers the extent to which the methods of 
evaluation include the use of objective performance measures that are 
clearly related to the intended outcomes of the project and will 
produce quantitative and qualitative data.
    3. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
also requires various assurances including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    4. Special Conditions: Under 2 CFR 3474.10, the Secretary may 
impose special conditions and, in appropriate circumstances, high-risk 
conditions on a grant if the applicant or grantee is not financially 
stable; has a history of unsatisfactory performance; has a financial or 
other management system that does not meet the standards in 2 CFR part 
200, subpart D; has not fulfilled the conditions of a prior grant; or 
is otherwise not responsible.

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN); or we may send you an email containing a link to 
access an electronic version of your GAN. We may notify you informally, 
also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multi-year award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    4. Performance Measures:
    (a) Program Performance Measures. The goal of the CSP is to support 
the creation and development of a large number of high-quality charter 
schools that are free from State or local rules that inhibit flexible 
operation, are held accountable for enabling students to reach 
challenging State performance standards, and are open to all students. 
The Secretary has two performance indicators to measure progress 
towards this goal: (1) the number of charter schools in operation 
around the Nation, and (2) the percentage of fourth- and eighth-grade 
charter school students who are achieving at or above the proficient 
level on State assessments in mathematics and reading/language arts. 
Additionally, the Secretary has established the following measure to 
examine the efficiency of the CSP: Federal cost per student in 
implementing a successful school (defined as a school in operation for 
three or more consecutive years).
    (b) Project-Specific Performance Measures. Applicants must propose 
project-specific performance measures and performance targets 
consistent with the objectives of the proposed project. Applications 
must provide the following information as directed under 34 CFR 
75.110(b) and (c):
    (1) Performance measures. How each proposed performance measure (as 
defined in this notice) would accurately measure the performance of the 
project and how the proposed performance measure would be consistent 
with the performance measures established for the program funding the 
competition.
    (2) Baseline data. (i) Why each proposed baseline (as defined in 
this notice) is valid; or (ii) If the applicant has determined that 
there are no established baseline data for a particular performance 
measure, an explanation of why there is no established baseline and of 
how and when, during the project period, the applicant would establish 
a valid baseline for the performance measure.
    (3) Performance targets. Why each proposed performance target (as 
defined in this notice) is ambitious (as defined in this notice) yet 
achievable compared to the baseline for the performance

[[Page 33510]]

measure and when, during the project period, the applicant would meet 
the performance target(s).

    Note: The Secretary encourages applicants to consider measures 
and targets tied to their grant activities (for instance, if grant 
funds will support professional development for teachers and other 
staff, applicants should include measures related to the outcomes 
for the professional development), as well as to student academic 
achievement during the grant period. The measures should be 
sufficient to gauge the progress throughout the grant period, and 
show results by the end of the grant period.

    For technical assistance in developing effective performance 
measures, applicants are encouraged to review information provided by 
the Department's Regional Educational Laboratories (RELs). The RELs 
seek to build the capacity of States and school districts to 
incorporate data and research into education decision-making. Each REL 
provides research support and technical assistance to its region but 
makes learning opportunities available to educators everywhere. For 
example, the REL Northeast and Islands has created the following 
resource on logic models: relpacific.mcrel.org/resources/elm-app.
    (4) The applicant must also describe in the application: (i) the 
data collection and reporting methods the applicant would use and why 
those methods are likely to yield reliable, valid, and meaningful 
performance data, and (ii) the applicant's capacity to collect and 
report reliable, valid, and meaningful performance data, as evidenced 
by high-quality data collection, analysis, and reporting in other 
projects or research.

    Note: If the applicant does not have experience with collection 
and reporting of performance data through other projects or 
research, the applicant should provide other evidence of capacity to 
successfully carry out data collection and reporting for their 
proposed project.

    All grantees must submit an annual performance report with 
information that is responsive to these performance measures.
    5. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, the 
performance targets in the grantee's approved application. In making a 
continuation grant, the Secretary also considers whether the grantee is 
operating in compliance with the assurances in its approved 
application, including those applicable to Federal civil rights laws 
that prohibit discrimination in programs or activities receiving 
Federal financial assistance from the Department (34 CFR 100.4, 104.5, 
106.4, 108.8, and 110.23).

VII. Agency Contact

    For Further Information Contact: Brian Martin, U.S. Department of 
Education, 400 Maryland Avenue SW., room 4W224, Washington, DC 20202-
5970. Telephone: (202) 205-9085 or by email: [email protected].
    If you use a TDD or a TTY, call the FRS, toll free, at 1-800-877-
8339.

VIII. Other Information

    Accessible Format: Individuals with disabilities can obtain this 
document and a copy of the application package in an accessible format 
(e.g., braille, large print, audiotape, or compact disc) on request to 
the program contact person listed under For Further Information Contact 
in section VII of this notice.
    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: June 8, 2015.
Nadya Chinoy Dabby,
Assistant Deputy Secretary for Innovation and Improvement.
[FR Doc. 2015-14386 Filed 6-11-15; 8:45 am]
 BILLING CODE 4000-01-P