[Federal Register Volume 81, Number 99 (Monday, May 23, 2016)]
[Notices]
[Pages 32306-32319]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2016-12101]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Teacher Quality Partnership Grant 
Program

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

ACTION: Notice.

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    Overview Information:
    Teacher Quality Partnership Grant Program.
    Notice inviting applications for new awards for fiscal year (FY) 
2016.
    Catalog of Federal Domestic Assistance (CFDA) Number: 84.336S.

DATES: 
    Applications Available: May 23, 2016.
    Deadline for Notice of Intent to Apply: June 22, 2016.
    Deadline for Transmittal of Applications: July 7, 2016.
    Date of Pre-Application Webinars: The Office of Innovation and 
Improvement intends to hold Webinars designed to provide technical 
assistance to interested applicants for grants under the Teacher 
Quality Partnership (TQP) Grant Program. Details regarding the dates 
and times of these Webinars will be provided on the TQP Web site at 
http://innovation.ed.gov/what-we-do/teacher-quality/teacher-quality-partnership/applicant-info-and-eligibility/.
    Deadline for Intergovernmental Review: September 20, 2016.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The TQP Grant Program aims to increase student 
achievement by improving the quality of new teachers and prospective 
teachers

[[Page 32307]]

through enhanced preparation of prospective teachers and professional 
development activities for new teachers; holding teacher preparation 
programs at institutions of higher education (IHEs) accountable for 
preparing teachers who meet applicable State certification and 
licensure requirements; and recruiting individuals with strong content 
knowledge or a record of professional accomplishment, including 
minorities and individuals from occupations other than education, into 
the teaching force.
    Background: The TQP Grant Program supports partnerships among (i) 
IHEs, (ii) high-need local educational agencies (LEAs), and (iii) high-
need schools served by such LEAs or high-need early childhood education 
(ECE) programs. Under section 202(d) and (e) of the Higher Education 
Act of 1965, as amended (HEA), these partnerships must implement either 
(a) teacher preparation programs at the pre-baccalaureate or ``fifth-
year'' level that include specific reforms in IHEs' existing teacher 
preparation programs and follow-up support for program completers who 
become teachers in partner LEAs, or (b) teacher residency programs in 
which individuals with strong academic or professional backgrounds but 
without teaching experience are teaching in high-need schools with 
support from mentor teachers, and concurrently enrolled in a Master's 
degree program. These two options are further explained in this notice 
under the Absolute Priorities section of this notice.
    In the FY 2016 TQP competition, we are especially interested in 
supporting TQP projects that serve or are designed to serve tribal 
communities and rural areas, given the need for effective educators 
serving these communities. On November 5, 2009, pursuant to Executive 
Order 13175, President Obama issued a memorandum requiring each Federal 
agency to prepare a detailed plan of action the agency would take to 
consult with tribal officials when developing policies that have 
implications for tribal communities. Consistent with its 
responsibilities under the President's memorandum, the U.S. Department 
of Education (Department) conducted two consultation sessions by 
teleconference with tribal officials about the TQP program, on January 
19 and 21, 2016. During these consultations, we provided participants 
with an overview of the TQP program and the current TQP grantees, and 
facilitated a discussion around potential opportunities and challenges 
that this grant program may provide for tribal communities. In 
addition, the Department solicited feedback and questions from tribal 
communities over a two-week period following the calls.
    During this outreach, the Department received numerous comments and 
questions from participants. Some of these concerns were of a general 
nature and could affect all applicants, regardless of whether or not 
they serve Tribal communities. For example, participants were concerned 
about forming the necessary eligible partnership needed to apply, what 
entity should lead that effort, and what entity should serve as the 
lead applicant for the eligible partnership. Participants also 
expressed concern about whether their local LEAs or BIE-funded schools 
would meet the definition of a high-need LEA, as that term is defined 
in section 200 of HEA.
    Some concerns raised by participants reflected the unique 
challenges facing tribal communities. For example, participants raised 
issues related to the status of Bureau of Indian Education-funded 
schools (e.g., whether they are LEAs) in many tribal communities, and 
the role of two-year colleges in preparing and producing teachers to 
serve those communities. In addition, TQP staff learned that members of 
the Tribal community are widely familiar with the Indian Education 
Professional Development Grant program in the Department's Office of 
Elementary and Secondary Education, and sought additional information 
about the differences between that program and the TQP program.
    Answers to these and other questions will be addressed in the 
upcoming TQP pre-application Webinars. Additionally, responses to 
questions and concerns addressed during the consultations also can be 
found in this notice inviting applications, and in the TQP Frequently 
Asked Questions (FAQ) document found at http://innovation.ed.gov/what-we-do/teacher-quality/teacher-quality-partnership/. The Department has 
also prepared a document that outlines the difference between the TQP 
and PDP programs. This document can be found as part of the TQP FAQ 
document.
    We appreciate the dialogue with tribal leaders and the opportunity 
to gain insight into tribal communities. Due to the detailed statutory 
requirements for the TQP program in sections 200-204 of the HEA, the 
Department has limited flexibility to address all of the concerns 
raised during our consultation process. The consultations nevertheless 
confirmed that rural communities and tribal communities could greatly 
benefit from the TQP program, and therefore we have decided to 
encourage applications from rural and tribal communities through 
adoption of a competitive preference priority and an invitational 
priority that focus on the specific teaching needs of these 
communities.
    Priorities: This notice contains two absolute priorities, one 
competitive preference priority, and one invitational priority. In 
accordance with 34 CFR 75.105(b)(2)(iv), Absolute Priority 1 is from 
section 202(d) of the HEA, and Absolute Priority 2 is from section 
202(e) of the HEA. The competitive preference priority is from the 
Department's notice of final supplemental priorities and definitions 
for discretionary grant programs, published in the Federal Register on 
December 10, 2014 (79 FR 73425) (Supplemental Priorities).
    Absolute Priorities: For FY 2016 and any subsequent year in which 
we make awards from the list of unfunded applications from this 
competition, these priorities are absolute priorities. All applications 
must address either Absolute Priority 1 or Absolute Priority 2 in order 
to be considered for funding, but not both. Under 34 CFR 75.105(c)(3) 
we consider only applications that meet Absolute Priority 1 or Absolute 
Priority 2. Applications that address both absolute priorities will not 
be reviewed.
    Each of the two absolute priorities constitutes its own funding 
category. Assuming that applications in each funding category are of 
sufficient quality, the Secretary intends to award grants under each 
absolute priority.
    Applications will be peer reviewed and scored based on the TQP 
program's selection criteria. Applications will be scored and placed in 
rank order by absolute priority; thus, applications that address each 
priority will be scored and ranked separately to create two funding 
slates. Applications that do not clearly identify the priority being 
addressed will not be reviewed.
    These priorities are from section 202(d) and (e) of the HEA, and 
are:
    Absolute Priority 1: Partnership Grants for the Preparation of 
Teachers.
    Under this priority, an eligible partnership must carry out an 
effective pre-baccalaureate teacher preparation program or a fifth-year 
initial licensing program that includes all of the following:
    (a) Program Accountability. Implementing reforms, described in 
paragraph (b) of this priority, within each teacher preparation program 
and, as applicable, each preparation program for early childhood 
education (ECE) programs, of the eligible partnership that is assisted 
under this priority, to hold each program accountable for--
    (1) Preparing--

[[Page 32308]]

    (i) New or prospective teachers to meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications 
described in section 612(a)(14)(C) of the Individuals with Disabilities 
Education Act (IDEA), (including teachers in rural school districts, 
special educators, and teachers of students who are limited English 
proficient);
    (ii) Such teachers and, as applicable, early childhood educators, 
to understand empirically-based practice and scientifically valid 
research related to teaching and learning and the applicability of such 
practice and research, including through the effective use of 
technology, instructional techniques, and strategies consistent with 
the principles of universal design for learning, and through positive 
behavioral interventions and support strategies to improve student 
achievement; and
    (iii) As applicable, early childhood educators to be highly 
competent; and
    (2) Promoting strong teaching skills and, as applicable, techniques 
for early childhood educators to improve children's cognitive, social, 
emotional, and physical development.

    Note: In addressing paragraph (a) of this priority, applicants 
may either discuss their implementation of reforms within all 
teacher preparation programs that the partner institution of higher 
education administers and that would be assisted under this TQP 
grant, or selected teacher preparation programs that need particular 
assistance and that would receive the TQP grant funding.

    (b) Required reforms. The reforms described in paragraph (a) shall 
include--
    (1) Implementing teacher preparation program curriculum changes 
that improve, evaluate, and assess how well all prospective and new 
teachers develop teaching skills;
    (2) Using empirically-based practice and scientifically valid 
research, where applicable, about teaching and learning so that all 
prospective teachers and, as applicable, early childhood educators--
    (i) Understand and can implement research-based teaching practices 
in classroom instruction;
    (ii) Have knowledge of student learning methods;
    (iii) Possess skills to analyze student academic achievement data 
and other measures of student learning and use such data and measures 
to improve classroom instruction;
    (iv) Possess teaching skills and an understanding of effective 
instructional strategies across all applicable content areas that 
enable general education and special education teachers and early 
childhood educators to--
    (A) Meet the specific learning needs of all students, including 
students with disabilities, students who are limited English 
proficient, students who are gifted and talented, students with low 
literacy levels, and, as applicable, children in ECE programs; and
    (B) Differentiate instruction for such students;
    (v) Can effectively participate as a member of the individualized 
education program team, as defined in section 614(d)(1)(B) of the IDEA; 
and
    (vi) Can successfully employ effective strategies for reading 
instruction using the essential components of reading instruction;
    (3) Ensuring collaboration with departments, programs, or units of 
a partner institution outside of the teacher preparation program in all 
academic content areas to ensure that prospective teachers receive 
training in both teaching and relevant content areas in order to meet 
the applicable State certification and licensure requirements, 
including any requirements for certification obtained through 
alternative routes to certification, or, with regard to special 
education teachers, the qualifications described in section 
612(a)(14)(C) of the IDEA, which may include training in multiple 
subjects to teach multiple grade levels as may be needed for 
individuals preparing to teach in rural communities and for individuals 
preparing to teach students with disabilities;
    (4) Developing and implementing an induction program;
    (5) Developing admissions goals and priorities aligned with the 
hiring objectives of the high-need LEA in the eligible partnership; and
    (6) Implementing program and curriculum changes, as applicable, to 
ensure that prospective teachers have the requisite content knowledge, 
preparation, and degree to teach Advanced Placement or International 
Baccalaureate courses successfully.
    (c) Clinical experience and interaction. Developing and improving a 
sustained and high-quality preservice clinical education program to 
further develop the teaching skills of all prospective teachers and, as 
applicable, early childhood educators involved in the program. Such 
programs shall do the following--
    (1) Incorporate year-long opportunities for enrichment, including--
    (i) Clinical learning in classrooms in high-need schools served by 
the high-need LEA in the eligible partnership, and identified by the 
eligible partnership; and
    (ii) Closely supervised interaction between prospective teachers 
and faculty, experienced teachers, principals, other administrators, 
and school leaders at ECE programs (as applicable), elementary schools, 
or secondary schools, and providing support for such interaction;
    (2) Integrate pedagogy and classroom practice and promote effective 
teaching skills in academic content areas;
    (3) Provide high-quality teacher mentoring;
    (4) Be offered over the course of a program of teacher preparation;
    (5) Be tightly aligned with course work (and may be developed as a 
fifth-year of a teacher preparation program);
    (6) Where feasible, allow prospective teachers to learn to teach in 
the same LEA in which the teachers will work, learning the 
instructional initiatives and curriculum of that LEA;
    (7) As applicable, provide training and experience to enhance the 
teaching skills of prospective teachers to better prepare such teachers 
to meet the unique needs of teaching in rural or urban communities; and
    (8) Provide support and training for individuals participating in 
an activity for prospective or new teachers described in this 
paragraph, or paragraphs (a) and (b), or (d), and for individuals who 
serve as mentors for such teachers, based on each individual's 
experience. Such support may include--
    (i) With respect to a prospective teacher or a mentor, release time 
for such individual's participation;
    (ii) With respect to a faculty member, receiving course workload 
credit and compensation for time teaching in the eligible partnership's 
activities; and
    (iii) With respect to a mentor, a stipend, which may include bonus, 
differential, incentive, or performance pay, based on the mentor's 
extra skills and responsibilities.
    (d) Induction programs for new teachers. Creating an induction 
program for new teachers or, in the case of an ECE program, providing 
mentoring or coaching for new early childhood educators.
    (e) Support and training for participants in ECE programs. In the 
case of an eligible partnership focusing on early childhood educator 
preparation, implementing initiatives that increase compensation for 
early childhood educators who attain associate or baccalaureate degrees 
in ECE.
    (f) Teacher recruitment. Developing and implementing effective 
mechanisms

[[Page 32309]]

(which may include alternative routes to State certification of 
teachers) to ensure that the eligible partnership is able to recruit 
qualified individuals to become teachers who meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications 
described in section 612(a)(14)(C) of the IDEA through the activities 
of the eligible partnership, which may include an emphasis on 
recruiting into the teaching profession--
    (1) Individuals from underrepresented populations;
    (2) Individuals to teach in rural communities and teacher shortage 
areas, including mathematics, science, special education, and the 
instruction of limited English proficient students; and
    (3) Mid-career professionals from other occupations, former 
military personnel, and recent college graduates with a record of 
academic distinction.
    (g) Literacy training. Strengthening the literacy teaching skills 
of prospective and, as applicable, new elementary school and secondary 
school teachers--
    (1) To implement literacy programs that incorporate the essential 
components of reading instruction;
    (2) To use screening, diagnostic, formative, and summative 
assessments to determine students' literacy levels, difficulties, and 
growth in order to improve classroom instruction and improve student 
reading and writing skills;
    (3) To provide individualized, intensive, and targeted literacy 
instruction for students with deficiencies in literacy skills; and
    (4) To integrate literacy skills in the classroom across subject 
areas.
    Absolute Priority 2: Partnership Grants for the Establishment of 
Effective Teaching Residency Programs.
    Under this priority, an eligible partnership must carry out an 
effective teaching residency program that includes all of the following 
activities:
    (a) Supporting a teaching residency program described in paragraph 
II (a) for high-need subjects and areas, as determined by the needs of 
the high-need LEA in the partnership;
    (b) Placing graduates of the teaching residency program in cohorts 
that facilitate professional collaboration, both among graduates of the 
teaching residency program and between such graduates and mentor 
teachers in the receiving school;
    (c) Ensuring that teaching residents who participate in the 
teaching residency program receive--
    (1) Effective pre-service preparation as described in paragraph II;
    (2) Teacher mentoring;
    (3) Support required through the induction program as the teaching 
residents enter the classroom as new teachers; and
    (4) The preparation described in paragraphs (c)(1), (2), and (3) of 
Absolute Priority 2.
    II. Teaching Residency Programs.
    (a) Establishment and design. A teaching residency program under 
this priority is a program based upon models of successful teaching 
residencies that serves as a mechanism to prepare teachers for success 
in the high-need schools in the eligible partnership, and must be 
designed to include the following characteristics of successful 
programs:
    (1) The integration of pedagogy, classroom practice, and teacher 
mentoring;
    (2) Engagement of teaching residents in rigorous graduate-level 
course work leading to a master's degree while undertaking a guided 
teaching apprenticeship;
    (3) Experience and learning opportunities alongside a trained and 
experienced mentor teacher--
    (i) Whose teaching shall complement the residency program so that 
classroom clinical practice is tightly aligned with coursework;
    (ii) Who shall have extra responsibilities as a teacher leader of 
the teaching residency program, as a mentor for residents, and as a 
teacher coach during the induction program for new teachers; and for 
establishing, within the program, a learning community in which all 
individuals are expected to continually improve their capacity to 
advance student learning; and
    (iii) Who may be relieved from teaching duties as a result of such 
additional responsibilities;
    (4) The establishment of clear criteria for the selection of mentor 
teachers based on measures of teacher effectiveness and the appropriate 
subject area knowledge. Evaluation of teacher effectiveness must be 
based on, but not limited to, observations of the following--
    (i) Planning and preparation, including demonstrated knowledge of 
content, pedagogy, and assessment, including the use of formative and 
diagnostic assessments to improve student learning;
    (ii) Appropriate instruction that engages students with different 
learning styles;
    (iii) Collaboration with colleagues to improve instruction;
    (iv) Analysis of gains in student learning, based on multiple 
measures that are valid and reliable and that, when feasible, may 
include valid, reliable, and objective measures of the influence of 
teachers on the rate of student academic progress; and
    (v) In the case of mentor candidates who will be mentoring new or 
prospective literacy and mathematics coaches or instructors, 
appropriate skills in the essential components of reading instruction, 
teacher training in literacy instructional strategies across core 
subject areas, and teacher training in mathematics instructional 
strategies, as appropriate;
    (5) Grouping of teaching residents in cohorts to facilitate 
professional collaboration among such residents;
    (6) The development of admissions goals and priorities--
    (i) That are aligned with the hiring objectives of the LEA 
partnering with the program, as well as the instructional initiatives 
and curriculum of such agency, in exchange for a commitment by such 
agency to hire qualified graduates from the teaching residency program; 
and
    (ii) Which may include consideration of applicants that reflect the 
communities in which they will teach as well as consideration of 
individuals from underrepresented populations in the teaching 
profession; and
    (7) Support for residents, once the teaching residents are hired as 
teachers of record, through an induction program, professional 
development, and networking opportunities to support the residents 
through not less than the residents' first two years of teaching.
    (b) Selection of individuals as teacher residents.
    (1) Eligible Individual. In order to be eligible to be a teacher 
resident in a teaching residency program under this priority, an 
individual shall--
    (i) Be a recent graduate of a four-year IHE or a mid-career 
professional from outside the field of education possessing strong 
content knowledge or a record of professional accomplishment; and
    (ii) Submit an application to the teaching residency program.
    (2) Selection Criteria. An eligible partnership carrying out a 
teaching residency program under this priority shall establish criteria 
for the selection of eligible individuals to participate in the 
teaching residency program based on the following characteristics--
    (i) Strong content knowledge or record of accomplishment in the 
field or subject area to be taught;

[[Page 32310]]

    (ii) Strong verbal and written communication skills, which may be 
demonstrated by performance on appropriate tests; and
    (iii) Other attributes linked to effective teaching, which may be 
determined by interviews or performance assessments, as specified by 
the eligible partnership.
    (c) Stipends or salaries; applications; agreements; repayments.
    (1) Stipends or salaries. A teaching residency program under this 
priority shall provide a one-year living stipend or salary to teaching 
residents during the teaching residency program;
    (2) Applications for stipends or salaries. Each teacher residency 
candidate desiring a stipend or salary during the period of residency 
shall submit an application to the eligible partnership at such time, 
and containing such information and assurances, as the eligible 
partnership may require;
    (3) Agreements to serve. Each application submitted under paragraph 
(c)(2) of this priority shall contain or be accompanied by an agreement 
that the applicant will--
    (i) Serve as a full-time teacher for a total of not less than three 
academic years immediately after successfully completing the teaching 
residency program;
    (ii) Fulfill the requirement under paragraph (c)(3)(i) of this 
priority by teaching in a high-need school served by the high-need LEA 
in the eligible partnership and teach a subject or area that is 
designated as high-need by the partnership;
    (iii) Provide to the eligible partnership a certificate, from the 
chief administrative officer of the LEA in which the resident is 
employed, of the employment required under paragraph (c)(3)(i) and (ii) 
of this priority at the beginning of, and upon completion of, each year 
or partial year of service;
    (iv) Meet the applicable State certification and licensure 
requirements, including any requirements for certification obtained 
through alternative routes to certification, or, with regard to special 
education teachers, the qualifications described in section 
612(a)(14)(C) of the IDEA, when the applicant begins to fulfill the 
service obligation under this clause; and
    (v) Comply with the requirements set by the eligible partnership 
under paragraph (e) of this priority if the applicant is unable or 
unwilling to complete the service obligation required by the paragraph.
    (d) Repayments.
    (1) In general. A grantee carrying out a teaching residency program 
under this priority shall require a recipient of a stipend or salary 
under paragraph (c)(1) of this priority who does not complete, or who 
notifies the partnership that the recipient intends not to complete, 
the service obligation required by paragraph (c)(3) of this priority to 
repay such stipend or salary to the eligible partnership, together with 
interest, at a rate specified by the partnership in the agreement, and 
in accordance with such other terms and conditions specified by the 
eligible partnership, as necessary;
    (2) Other terms and conditions. Any other terms and conditions 
specified by the eligible partnership may include reasonable provisions 
for pro rata repayment of the stipend or salary described in paragraph 
(c)(1) of this priority or for deferral of a teaching resident's 
service obligation required by paragraph (c)(3) of this priority, on 
grounds of health, incapacitation, inability to secure employment in a 
school served by the eligible partnership, being called to active duty 
in the Armed Forces of the United States, or other extraordinary 
circumstances;
    (3) Use of repayments. An eligible partnership shall use any 
repayment received under paragraph (d) to carry out additional 
activities that are consistent with the purposes of this priority.
    Competitive Preference Priority: For FY 2016 and any subsequent 
year in which we make awards from the list of unfunded applicants from 
this competition, this priority is a competitive preference priority. 
The priority comes from the Secretary's Supplemental Priorities and 
Definitions for Discretionary Grant Programs (Secretary's Supplemental 
Priorities) published in the Federal Register on December 10, 2014 at 
79 FR 73426, 73451.
    If an applicant chooses to address the competitive preference 
priority, the project narrative section of its application must 
identify its response to this competitive preference priority. The 
Department will not review or award points under this competitive 
preference priority if the applicant fails to clearly identify its 
response in its application. Under 34 CFR 75.105(c)(2)(i) we award up 
to an additional fifteen points to an application, depending on how 
well the application addresses the competitive preference priority. An 
applicant is not required to address both paragraphs (a) and (b) of the 
competitive preference priority in order to receive the full 15 points.
    Only applicants that are highly rated on the selection criteria for 
Absolute Priority 1 or Absolute Priority 2 will be eligible to receive 
competitive preference points.
    The priority is:
    Competitive Preference Priority: Supporting High-Need Students (up 
to 15 points).
    Projects that are designed to improve academic outcomes for one or 
both of the following groups of students:
    (a) Students who are members of federally-recognized Indian Tribes.
    (b) Students served by rural LEAs (as defined in this notice).
    Within this competitive preference priority, we are particularly 
interested in applications that address the following invitational 
priority.
    Invitational Priority: Under 34 CFR 75.105(c)(1) we do not give an 
application that meets this invitational priority a competitive or 
absolute preference over other applications.
    This priority is:
    Enhancing Cultural Competencies to Support High-Need Students.
    (a) Under this priority, the Department invites applicants to 
propose a TQP project that will provide project participants with 
specific coursework, experiences, and professional development to 
enable them to gain cultural competencies and content knowledge, and 
related pedagogical skills, to support the learning needs of American 
Indian and Alaska Native students, rural students, or both.
    (b) In responding to this invitational priority, applicants are 
encouraged to include the following elements in their proposed 
projects:
    (1) An identification of the proposed population(s) to be served in 
the partner high-need LEA(s), including data that document a high 
number or high concentration of American Indian and Alaska Native and/
or rural students to be served, as well as data regarding how the 
project will address the unique challenges of serving the identified 
population(s).
    (2) A description of how the project will promote collaboration 
across partner institutions of higher education to ensure that TQP 
project participants who intend to teach American Indian and Alaska 
Native and/or rural students have access to coursework, experiences, 
and professional development that will build both cultural competency 
and content knowledge to teach students in the identified population(s) 
effectively.
    (3) A description of how the grantee will align its proposed TQP 
project activities with the appropriate State licensure standards and, 
how it will implement strategies that translate those standards into 
classroom practice with regard to the identified population(s).

[[Page 32311]]

    Definitions: The definitions for ``Early childhood educator,'' 
``High-need early childhood education (ECE) program,'' ``High-need 
local educational agency (LEA)'', ``High-need school,'' and ``Partner 
institution'' are from section 200 of the HEA. The definitions for 
``Logic model,'' ``Relevant outcome,'' and ``Strong theory'' are from 
34 CFR 77.1. The definitions for ``high minority school,'' ``high-need 
students,'' ``regular high school diploma,'' and ``rural local 
education agency'' are from the Secretary's Supplemental Priorities.
    Early childhood educator means an individual with primary 
responsibility for the education of children in an early childhood 
education program.
    High-minority school means a school as that term is defined by a 
local educational agency (LEA), which must define the term in a manner 
consistent with its State's Teacher Equity Plan, as required by section 
1111(b)(8)(C) of the Elementary and Secondary Education Act of 1965, as 
amended (ESEA). The applicant must provide the definition(s) of High-
minority Schools used in its application.
    High-need early childhood education (ECE) program means an ECE 
program serving children from low-income families that is located 
within the geographic area served by a high-need LEA.
    High-need local educational agency (LEA) means an LEA--
    (i)(A) For which not less than 20 percent of the children served by 
the agency are children from low-income families;
    (B) That serves not fewer than 10,000 children from low-income 
families;
    (C) That meets the eligibility requirements for funding under the 
Small, Rural School Achievement (SRSA) Program under section 5211(b) of 
the ESEA; or
    (D) That meets eligibility requirements for funding under the Rural 
and Low-Income School (RLIS) Program under section 6211(b) of the ESEA; 
and--
    (ii)(A) For which there is a high percentage of teachers not 
teaching in the academic subject areas or grade levels in which the 
teachers were trained to teach; or
    (B) For which there is a high teacher turnover rate or a high 
percentage of teachers with emergency, provisional, or temporary 
certification or licensure.

    Note:  Information on how an applicant may demonstrate that a 
partner LEA meets this definition is included in the application 
package.

    High-need school means a school that, based on the most recent data 
available, meets one or both of the following:
    (i) The school is in the highest quartile of schools in a ranking 
of all schools served by an LEA, ranked in descending order by 
percentage of students from low-income families enrolled in such 
schools, as determined by the LEA based on one of the following 
measures of poverty:
    (A) The percentage of students aged 5 through 17 in poverty counted 
in the most recent census data approved by the Secretary.
    (B) The percentage of students eligible for a free or reduced price 
school lunch under the Richard B. Russell National School Lunch Act.
    (C) The percentage of students in families receiving assistance 
under the State program funded under Part A of Title IV of the Social 
Security Act.
    (D) The percentage of students eligible to receive medical 
assistance under the Medicaid program.
    (E) A composite of two or more of the measures described in 
paragraphs (A) through (D).
    (ii) In the case of--
    (A) An elementary school, the school serves students not less than 
60 percent of whom are eligible for a free or reduced price school 
lunch under the Richard B. Russell National School Lunch Act; or
    (B) Any other school that is not an elementary school, the other 
school serves students not less than 45 percent of whom are eligible 
for a free or reduced price school lunch under the Richard B. Russell 
National School Lunch Act.
    (iii) The Secretary may, upon approval of an application submitted 
by an eligible partnership seeking a grant under this title, designate 
a school that does not qualify as a high-need school under this 
definition, as a high-need school for the purpose of this title. The 
Secretary shall base the approval of an application for designation of 
a school under this clause on a consideration of the information 
required under section 200 (II)(B)(ii) of the HEA, and may also take 
into account other information submitted by the eligible partnership.

    Note:  Information on how an applicant may demonstrate that a 
partner LEA meets this definition is included in the application 
package.

    High-need students means students who are at risk of educational 
failure or otherwise in need of special assistance and support, such as 
students who are living in poverty, who attend high-minority schools, 
who are far below grade level, who have left school before receiving a 
regular high school diploma, who are at risk of not graduating with a 
diploma on time, who are homeless, who are in foster care, who have 
been incarcerated, who have disabilities, or who are English learners.
    Logic model (also referred to as a theory of action) means a well-
specified conceptual framework that identifies key components of the 
proposed process, product, strategy, or practice (i.e., the active 
``ingredients'' that are hypothesized to be critical to achieving the 
relevant outcomes) and describes the relationships among the key 
components and outcomes, theoretically and operationally.
    Partner institution means an IHE, which may include a two-year IHE 
offering a dual program with a partner four-year IHE, participating in 
an eligible partnership that has a teacher preparation program--
    (i) Whose graduates exhibit strong performance on State determined 
qualifying assessments for new teachers through--
    (A) Demonstrating that 80 percent or more of the graduates of the 
program who intend to enter the field of teaching have passed all of 
the applicable State qualification assessments for new teachers, which 
shall include an assessment of each prospective teacher's subject 
matter knowledge in the content area in which the teacher intends to 
teach; or
    (B) Being ranked among the highest-performing teacher preparation 
programs in the State as determined by the State--
    (1) Using criteria consistent with the requirements for the State 
Report Card under section 205(b) of the HEA before the first 
publication of the report card; and
    (2) Using the State report card on teacher preparation required 
under section 205(b), after the first publication of such report card 
and for every year thereafter; and
    (ii) That requires--
    (A) Each student in the program to meet high academic standards or 
demonstrate a record of success, as determined by the institution 
(including prior to entering and being accepted into a program), and 
participate in intensive clinical experience;
    (B) Each student in the program preparing to become a teacher who 
meets the applicable State certification and licensure requirements, 
including any requirements for certification obtained through 
alternative routes to certification, or, with regard to special 
education teachers, the qualifications described in section 
612(a)(14)(C) of the IDEA; and
    (C) Each student in the program preparing to become an early 
childhood educator to meet degree requirements,

[[Page 32312]]

as established by the State, and become highly competent.

    Note:  For purposes of paragraph (ii)(C) of this definition, the 
term ``highly competent,'' under section 200(12) of the HEA, when 
used with respect to an early childhood educator, means an 
educator--

    (a) With specialized education and training in development and 
education of young children from birth until entry into kindergarten;
    (b) With--
    (i) A baccalaureate degree in an academic major in the arts and 
sciences; or
    (ii) An associate's degree in a related educational area; and
    (c) Who has demonstrated a high level of knowledge and use of 
content and pedagogy in the relevant areas associated with quality ECE.
    Regular high school diploma means the standard high school diploma 
that is awarded to students in the State and that is fully aligned with 
the State's academic content standards or a higher diploma and does not 
include a General Education Development (GED) credential, certificate 
of attendance, or any alternative award.
    Relevant outcome means the student outcome (or the ultimate outcome 
if not related to students) the proposed process, product, strategy, or 
practice is designed to improve, as consistent with the specific goals 
of a program.
    Rural local education agency means a local educational agency (LEA) 
that is eligible under the Small Rural School Achievement (SRSA) 
program or the Rural and Low-Income School (RLIS) program authorized 
under Title VI, Part B of the Elementary and Secondary Education Act of 
1965, as amended (ESEA). Eligible applicants may determine whether a 
particular LEA is eligible for these programs by referring to 
information on the Department's Web site at www2.ed.gov/nclb/freedom/local/reap.html.
    Strong theory means a rationale for the proposed process, product, 
strategy, or practice that includes a logic model.

    Note: Definitions for the following terms that also apply to 
this program are in section 200 of the HEA: ``arts and sciences,'' 
``induction program,'' ``limited English proficient,'' 
``professional development,'' ``scientifically valid research,'' and 
``teacher mentoring.''

    Program Authority: 20 U.S.C. 1021-1022c.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 75, 77, 79, 82, 84, 
86, 97, 98, and 99. (b) The OMB Guidelines to Agencies on 
Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 
180, as adopted and amended as regulations of the Department in 2 CFR 
part 3485. (c) The Uniform Administrative Requirements, Cost 
Principles, and Audit Requirements for Federal Awards in 2 CFR part 
200, as adopted and amended as regulations of the Department in 2 CFR 
part 3474. (d) The Supplemental Priorities (79 FR 73425).

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


    Note: The regulations in 34 CFR part 86 apply to IHEs only.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $5,000,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2017 from the list of 
unfunded applications from this competition.
    Estimated Range of Awards: $500,000-$1,500,000.
    Estimated Average Size of Awards: $1,000,000 for the first year of 
the project. Funding for the second, third, fourth, and fifth years is 
subject to the availability of funds and the approval of continuation 
awards (see 34 CFR 75.253).
    Maximum Award: We will not award more than $1,500,000 to any 
applicant for a budget period of 12 months.
    Estimated Number of Awards: 3-5.

    Note: The Department is not bound by any estimates in this 
notice.

    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: An eligible applicant must be an ``eligible 
partnership'' as defined in section 200(6) of the HEA. The term 
``eligible partnership'' means an entity that--
    (1) Must include:
    (i) A high-need LEA;
    (ii)(A) A high-need school or consortium of high-need schools 
served by the high-need LEA, or
    (B) As applicable, a high-need ECE program;
    (iii) A partner institution;
    (iv) A school, department, or program of education within such 
partner institution, which may include an existing teacher professional 
development program with proven outcomes within a four-year IHE that 
provides intensive and sustained collaboration between faculty and LEAs 
consistent with the requirements of title II of the HEA;
    (v) A school or department of arts and sciences within such partner 
institution; and
    (2) May include any of the following--
    (i) The Governor of the State.
    (ii) The State educational agency.
    (iii) The State board of education.
    (iv) The State agency for higher education.
    (v) A business.
    (vi) A public or private nonprofit educational organization.
    (vii) An educational service agency.
    (viii) A teacher organization.
    (ix) A high-performing LEA, or a consortium of such LEAs, that can 
serve as a resource to the partnership.
    (x) A charter school (as defined in section 5210 of the ESEA).
    (xi) A school or department within the partner institution that 
focuses on psychology and human development.
    (xii) A school or department within the partner institution with 
comparable expertise in the disciplines of teaching, learning, and 
child and adolescent development.
    (xiii) An entity operating a program that provides alternative 
routes to State certification of teachers. Any of the mandatory or 
optional entities in the partnership may be the fiscal agent of the 
grant.

    Note: So that the Department can confirm the eligibility of the 
LEA(s) that an applicant proposes to serve, applicants must include 
information in their applications that demonstrates that each LEA to 
be served by the project is a ``high-need LEA'' (as defined in this 
notice and in section 200(10) of the HEA).

    Applicants should review the application package for additional 
information on determining whether an LEA meets the definition of 
``high-need LEA.''
    Additionally, applicants must also partner with a school or 
department of arts and sciences within the partner institution. More 
information on eligible partnerships can be found in the TQP FAQ 
document found on the program Web site at http://innovation.ed.gov/what-we-do/teacher-quality/teacher-quality-partnership/.
    2.a. Cost Sharing or Matching:
    Under section 203(c) of the HEA (20 U.S.C. 1022b), each grant 
recipient must provide, from non-Federal sources, an amount equal to 
100 percent of the amount of the grant, which may be provided in cash 
or in-kind, to carry out the activities supported by the grant. 
Grantees must budget their matching contributions on an annual basis 
relative to each annual award of TQP Grant Program funds.
    The HEA also authorizes the Secretary to waive this matching 
requirement for

[[Page 32313]]

any fiscal year for an eligible partnership if the Secretary determines 
that applying the matching requirement to the eligible partnership 
would result in serious hardship or an inability to carry out the 
authorized activities described in section 202 of the HEA. Applicants 
that wish to apply for a waiver for year one or for future years of the 
project may include a request in their application that describes why 
the 100 percent matching requirement would cause serious hardship or an 
inability to carry out project activities. Further information about 
applying for waivers can be found in the application package. However, 
given the importance of matching funds to the long-term success of the 
project, the Secretary expects eligible entities to identify 
appropriate matching funds.
    b. Supplement-Not-Supplant: This program involves supplement-not-
supplant funding requirements. In accordance with section 202(k) of the 
HEA, funds made available under this program must be used to 
supplement, and not supplant, other Federal, State, and local funds 
that would otherwise be expended to carry out activities under this 
program. For any high-need LEA that is funded by the Department of 
Interior's Bureau of Indian Education, the Secretary considers funds 
the LEA received from the Department of Interior's annual appropriation 
to be non-Federal funds.
    3. Other:
    General Application Requirements:
    All applicants must meet the following general application 
requirements in order to be considered for funding. Except as 
specifically noted in this section, the general application 
requirements are from section 202 of the HEA (20 U.S.C. 1022a).
    Each eligible partnership desiring a grant under this program must 
submit an application that contains--
    (a) A needs assessment of the partners in the eligible partnership 
with respect to the preparation, ongoing training, professional 
development, and retention of general education and special education 
teachers, principals, and, as applicable, early childhood educators;
    (b) A description of the extent to which the program to be carried 
out with grant funds, as described in Absolute Priority 1 or Absolute 
Priority 2, in this notice, and, if the applicant chooses to do so, a 
Partnership Grant for the Development of Leadership Program, as 
described in section 202(f) of the HEA, will prepare prospective and 
new teachers with strong teaching skills;
    (c) A description of how such a program will prepare prospective 
and new teachers to understand and use research and data to modify and 
improve classroom instruction;
    (d) A description of--
    (1) How the eligible partnership will coordinate strategies and 
activities assisted under the grant with other teacher preparation or 
professional development programs, and
    (2) How the activities of the partnership will be consistent with 
State, local, and other education reform activities that promote 
teacher quality and student academic achievement;
    (e) An assessment that describes the resources available to the 
eligible partnership, including--
    (1) The integration of funds from other related sources;
    (2) The intended use of the grant funds; and
    (3) The commitment of the resources of the partnership to the 
activities assisted under this program, including financial support, 
faculty participation, and time commitments, and to the continuation of 
the activities when the grant ends.
    (f) A description of--
    (1) How the eligible partnership will meet the purposes of the TQP 
Grant Program as specified in section 201 of the HEA;
    (2) How the partnership will carry out the activities required 
under Absolute Priority 1 or Absolute Priority 2, as described in this 
notice, based on the needs identified in paragraph (a), with the goal 
of improving student academic achievement;
    (4) The partnership's evaluation plan under section 204(a) of the 
HEA;
    (5) How the partnership will align the teacher preparation program 
with the--
    (i) State early learning standards for ECE programs, as 
appropriate, and with the relevant domains of early childhood 
development; and
    (ii) Student academic achievement standards and academic content 
standards under section 1111(b)(1) of the ESEA as amended by ESSA, 
established by the State in which the partnership is located;
    (6) How the partnership will prepare general education teachers to 
teach students with disabilities, including training related to 
participation as a member of individualized education program teams, as 
defined in section 614(d)(1)(B) of the IDEA;
    (7) How the partnership will prepare general education and special 
education teachers to teach students who are limited English 
proficient;
    (8) How faculty at the partner institution will work during the 
term of the grant, with teachers who meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications 
described in section 612(a)(14)(C) of the Individuals with Disabilities 
Education Act, in the classrooms of high-need schools served by the 
high-need LEA in the partnership to--
    (i) Provide high-quality professional development activities to 
strengthen the content knowledge and teaching skills of elementary 
school and secondary school teachers; and
    (ii) Train other classroom teachers to implement literacy programs 
that incorporate the essential components of reading instruction;
    (9) How the partnership will design, implement, or enhance a year-
long and rigorous teaching preservice clinical program component;
    (10) How the partnership will support in-service professional 
development strategies and activities; and
    (11) How the partnership will collect, analyze, and use data on the 
retention of all teachers and early childhood educators in schools and 
ECE programs located in the geographic area served by the partnership 
to evaluate the effectiveness of the partnership's teacher and educator 
support system.
    (g) With respect to the induction program required as part of the 
activities carried out under Absolute Priority 1 or Absolute Priority 
2--
    (1) A demonstration that the schools and departments within the IHE 
that are part of the induction program will effectively prepare 
teachers, including providing content expertise and expertise in 
teaching, as appropriate;
    (2) A demonstration of the eligible partnership's capability and 
commitment to, and the accessibility to and involvement of faculty in, 
the use of empirically-based practice and scientifically valid research 
on teaching and learning;
    (3) A description of how the teacher preparation program will 
design and implement an induction program to support, through not less 
than the first two years of teaching, all new teachers who are prepared 
by the teacher preparation program in the partnership and who teach in 
the high-need LEA in the partnership, and, to the extent practicable, 
all new teachers who teach in such high-need LEA, in the further 
development of the new teachers' teaching skills, including the use of 
mentors who are trained and compensated by such program for the 
mentors' work with new teachers; and
    (4) A description of how faculty involved in the induction program 
will

[[Page 32314]]

be able to substantially participate in an ECE program or elementary 
school or secondary school classroom setting, as applicable, including 
release time and receiving workload credit for such participation.

IV. Application and Submission Information

    1. Address to Request Application Package: Mia Howerton, U.S. 
Department of Education, 400 Maryland Avenue SW., Room 4w205, 
Washington, DC 20202. Telephone: (202) 205-0147 or by email: 
[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. 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 program.
    Notice of Intent to Apply: June 22, 2016.
    The Department will be able to develop a more efficient process for 
reviewing grant applications if it has a better understanding of the 
number of entities that intend to apply for funding under this 
competition. Therefore, the Secretary strongly encourages each 
potential applicant to notify the Department of its intent to submit an 
application for funding by completing the FY 16 Intent to Apply survey 
at https://www.surveymonkey.com/r/tqpfy16.
    Applicants that fail to complete the FY 16 Intent to Apply survey 
may still apply for funding.
    Page Limit: The application narrative (Part III of the application) 
is where you, the applicant, address the selection criteria that 
reviewers use to evaluate your application. We recommend that you limit 
the application narrative (Part III) to no more than 50 pages, using 
the following standards:
     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. However, you may 
single space 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 recommended page limit does not apply to Part I, the cover 
sheet; Part II, the budget section, including the narrative budget 
justification; Part IV, the assurances and certifications; or the one-
page abstract, the resumes, the bibliography, or the letters of 
support. However, the recommended page limit does apply to all of the 
application narrative (Part III).
    b. Submission of Proprietary Information: Given the types of 
projects that may be proposed in applications for the TQP Grant 
Program, your application may include business information that you 
consider proprietary. In 34 CFR 5.11 we define ``business information'' 
and describe the process we use in determining whether any of that 
information is proprietary and, thus, protected from disclosure under 
Exemption 4 of the Freedom of Information Act (5 U.S.C 552, as 
amended).
    Because we plan to post the project narrative section of funded TQP 
Grant Program applications on our Web site, you may wish to request 
confidentiality of business information.
    Consistent with Executive Order 12600, please designate in your 
application any information that you believe is exempt from disclosure 
under Exemption 4. In the appropriate Appendix section of your 
application, under ``Other Attachments Form,'' please list the page 
number or numbers on which we can find this information. For additional 
information please see 34 CFR 5.11(c).
    3. Submission Dates and Times:
    Applications Available: May 23, 2016.
    Deadline for Notice of Intent to Apply: June 22, 2016.
    Date of Pre-Application Webinars: The TQP program intends to hold 
Webinars designed to provide technical assistance to interested 
applicants. Details regarding the dates and times of these Webinars 
will be provided on the TQP Web site at http://innovation.ed.gov/what-we-do/teacher-quality/teacher-quality-partnership/applicant-info-and-eligibility/.
    Deadline for Transmittal of Applications: July 7, 2016.
    Applications for grants under this program must be submitted 
electronically using the Grants.gov Apply site (Grants.gov). For 
information (including dates and times) about how to submit your 
application electronically, or in paper format by mail or hand 
delivery, if you qualify for an exception to the electronic submission 
requirement, please refer to Other Submission Requirements in section 
IV of this notice.
    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 20, 2016.
    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 program.
    5. Funding Restrictions: We specify unallowable costs in 2 CFR 200, 
subpart E. We reference regulations outlining funding restrictions in 
the Applicable Regulations section of this notice.
    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), 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 at the 
following Web site: http://fedgov.dnb.com/webform.
    A DUNS number can be created within one to two business days.

[[Page 32315]]

    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 two to five 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 you enter into the SAM database. 
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, it may be 24 to 48 
hours before you can access the information in, and 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: http://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 program 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 TQP Grant Program, CFDA number 84.336S, must be submitted 
electronically using the Governmentwide Grants.gov Apply site at 
www.Grants.gov. Through this site, you will be able to download a copy 
of the application package, complete it offline, and then upload and 
submit your application. You may not email an electronic copy of a 
grant application to us.
    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 the TQP Grant 
Program at www.Grants.gov. You must search for the downloadable 
application package for this program by the CFDA number. Do not include 
the CFDA number's alpha suffix in your search (e.g., search for 84.336, 
not 84.336S).
    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 program 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. In addition, for specific guidance and procedures 
for submitting an application through Grants.gov, please refer to the 
Grants.gov Web site at: www.grants.gov/web/grants/applicants/apply-for-grants.html.
     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 read-only, non-modifiable 
Portable Document Format (PDF). Do not upload an interactive or 
fillable PDF file. If you upload a file type other than a read-only, 
non-modifiable PDF (e.g., Word, Excel, WordPerfect, etc.) or submit a 
password-protected file, we will not review that material. Please note 
that this could result in your application not being considered for 
funding because the material in question--for example, the project 
narrative--is critical to a meaningful review of your proposal. For 
that reason it is important to allow yourself adequate time to upload 
all material as PDF files. The Department will not convert material 
from other formats to PDF. Additional, detailed information on how to 
attach files is in the application instructions.
     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. Grants.gov 
will also notify you automatically by email if your application met all 
the Grants.gov validation requirements or if there were any errors 
(such as submission of your application by someone other than a 
registered

[[Page 32316]]

Authorized Organization Representative, or inclusion of an attachment 
with a file name that contains special characters). You will be given 
an opportunity to correct any errors and resubmit, but you must still 
meet the deadline for submission of applications.
    Once your application is successfully validated by Grants.gov, the 
Department will retrieve your application from Grants.gov and send you 
an email with a unique PR/Award number for your application.
    These emails do not mean that your application is without any 
disqualifying errors. While your application may have been successfully 
validated by Grants.gov, it must also meet the Department's application 
requirements as specified in this notice and in the application 
instructions. Disqualifying errors could include, for instance, failure 
to upload attachments in a read-only, non-modifiable PDF; failure to 
submit a required part of the application; or failure to meet applicant 
eligibility requirements. It is your responsibility to ensure that your 
submitted application has met all of the Department's requirements.
     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 the 
problem affected your ability to submit your application by 4:30:00 
p.m., Washington, DC time, on the application deadline date. We will 
contact you after we determine 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 
prevents 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: Mia Howerton, U.S. 
Department of Education, 400 Maryland Avenue SW., Room 4w205, 
Washington, DC 20202-5960. 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 84.336S) 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.

    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.

    We will not consider applications postmarked after the application 
deadline date.
    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 84.336S), 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.

[[Page 32317]]

V. Application Review Information

    1. Selection Criteria: The selection criteria for this program are 
from 34 CFR 75.210. An applicant may earn up to a total of 100 points 
based on the selection criteria. The maximum score for each criterion 
is indicated in parentheses. Each criterion also includes the sub-
factors that the reviewers will consider in determining how well an 
application meets the criterion. The criteria are as follows:
    (a) Significance (up to 10 points).
    In determining the significance of the proposed project, the 
Secretary considers the following factors--
    (i) The extent to which the proposed project is likely to build 
local capacity to provide, improve, or expand services that address the 
needs of the target population.
    (ii) The importance or magnitude of the results or outcomes likely 
to be attained by the proposed project, especially improvements in 
teaching and student achievement.
    (b) Quality of the Project Design (up to 35 points).
    In determining the quality of the design of the proposed project, 
the Secretary considers the extent to which the proposed project 
consists of a comprehensive plan that includes a description of--
    (i) The extent to which the proposed project is supported by strong 
theory (as defined in this notice).
    (ii) The extent to which the services to be provided by the 
proposed project involve the collaboration of appropriate partners for 
maximizing the effectiveness of project services.
    (iii) The extent to which the proposed project represents an 
exceptional approach to the priority or priorities established for this 
competition.
    Note: Applicants are encouraged to develop logic models. These 
logic models should include the applicant's plan to implement and 
evaluate the proposed project. Applicants should connect available 
evidence of past history of successful outcomes to their logic models. 
Applicants may use resources such as the Pacific Education Laboratory's 
Education Logic Model Application (http://relpacific.mcrel.org/resources/elm-app) to help design their logic models.
    (c) Quality of the Management Plan (up to 30 points).
    In determining the quality of the management plan for the proposed 
project, the Secretary considers the following factors--
    (i) 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.
    (ii) The extent to which performance feedback and continuous 
improvement are integral to the design of the proposed project.
    (d) Quality of the Project Evaluation (up to 25 points).
    In determining the quality of the evaluation, the Secretary 
considers--
    (i) The extent to which the methods of evaluation will provide 
valid and reliable performance data on relevant outcomes.
    (ii) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project.
    (iii) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
requires various assurances including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department of Education 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Risk Assessment and Special Conditions: Consistent with 2 CFR 
200.205, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
3474.10, the Secretary may impose special conditions and, in 
appropriate circumstances, high risk conditions on a grant if the 
applicant or grantee is not financially stable; has a history of 
unsatisfactory performance; has a financial or other management system 
that does not meet the standards in 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.

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 multiyear award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    (c) Under 34 CFR 75.250(b), the Secretary may provide a grantee 
with additional funding for data collection analysis and reporting. In 
this case the Secretary establishes a data collection period.
    4. Performance Measures: The goal of the TQP Grant Program is to 
increase student achievement in K-12 schools by developing teachers who 
meet applicable State certification and licensure requirements. Under 
GPRA, the following measures will be used by the Department in 
assessing the performance of this program:
    (a) Performance Measure 1: Certification/Licensure. The percentage

[[Page 32318]]

of program graduates who have attained initial State certification/
licensure by passing all necessary licensure/certification assessments 
within one year of program completion.
    (b) Performance Measure 2: 1-Year Persistence. The percentage of 
program participants who were enrolled in the postsecondary program in 
the previous grant reporting period, did not graduate, and persisted in 
the postsecondary program in the current grant reporting period.
    (c) Performance Measure 3: 1-Year Employment Retention. The 
percentage of program completers who were employed for the first time 
as teachers of record in the preceding year by the partner high-need 
LEA or ECE program and were retained for the current school year.
    (d) Performance Measure 4: 3-Year Employment Retention. The 
percentage of program completers who were employed by the partner high-
need LEA or ECE program for three consecutive years after initial 
employment.
    (e) Performance Measure 5: Student Learning. The percentage of 
grantees that report improved aggregate learning outcomes of students 
taught by new teachers. These data can be calculated using student 
growth, a teacher evaluation measure, or both.
    Applicants must also address the evaluation requirements in section 
204(a) of the HEA. This section asks applicants to develop objectives 
and measures for increasing:
    (1) Achievement for all prospective and new teachers, as measured 
by the eligible partnership;
    (2) Teacher retention in the first three years of a teacher's 
career;
    (3) Improvement in the pass rates and scaled scores for initial 
State certification or licensure of teachers; and
    (4) The percentage of teachers who meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications 
described in section 612(a)(14)(C) of the IDEA (20 U.S.C. 
1412(a)(14)(C)), hired by the high-need LEA participating in the 
eligible partnership;
    (5) The percentage of teachers who meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications 
described in section 612(a)(14)(C) of the IDEA (20 U.S.C. 
1412(a)(14)(C)), hired by the high-need LEA who are members of 
underrepresented groups;
    (6) The percentage of teachers who meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications 
described in section 612(a)(14)(C) of the IDEA (20 U.S.C. 
1412(a)(14)(C)), hired by the high-need LEA who teach high-need 
academic subject areas (such as reading, mathematics, science, and 
foreign language, including less commonly taught languages and critical 
foreign languages);
    (7) The percentage of teachers who meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications 
described in section 612(a)(14)(C) of the IDEA (20 U.S.C. 
1412(a)(14)(C)), hired by the high-need LEA who teach in high-need 
areas (including special education, language instruction educational 
programs for limited English proficient students, and early childhood 
education);
    (8) The percentage of teachers who meet the applicable State 
certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications 
described in section 612(a)(14)(C) of the IDEA (20 U.S.C. 
1412(a)(14)(C)), hired by the high-need LEA who teach in high-need 
schools, disaggregated by the elementary school and secondary school 
levels;
    (9) As applicable, the percentage of early childhood education 
program classes in the geographic area served by the eligible 
partnership taught by early childhood educators who are highly 
competent; and
    (10) As applicable, the percentage of teachers trained--
    (i) To integrate technology effectively into curricula and 
instruction, including technology consistent with the principles of 
universal design for learning; and
    (ii) To use technology effectively to collect, manage, and analyze 
data to improve teaching and learning for the purpose of improving 
student academic achievement.

    Note: If funded, grantees will be asked to collect and report 
data on these measures in their project's annual performance reports 
(34 CFR 75.590). Applicants are also advised to consider these 
measures in conceptualizing the design, implementation, and 
evaluation of their proposed projects because of their importance in 
the application review process. Collection of data on these measures 
should be a part of the evaluation plan, along with measures of 
progress on goals and objectives that are specific to your project.

    All grantees will be expected to submit an annual performance 
report documenting their success in addressing 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 award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Agency Contact

FOR FURTHER INFORMATION CONTACT: Mia Howerton, U.S. Department of 
Education, 400 Maryland Avenue SW., Room 4W205, Washington, DC 20202-
5960. Telephone: (202) 205-0147 or by email: [email protected] or 
[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 PDF. To use PDF you must have Adobe Acrobat 
Reader, which is available free at the site.

[[Page 32319]]

    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: May 18, 2016.
Nadya Chinoy Dabby,
Assistant Deputy Secretary for Innovation and Improvement.
[FR Doc. 2016-12101 Filed 5-20-16; 8:45 am]
 BILLING CODE 4000-01-P