[Federal Register Volume 81, Number 244 (Tuesday, December 20, 2016)]
[Notices]
[Pages 92793-92805]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2016-30643]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Teacher and School Leader Incentive 
Program

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

ACTION: Notice.

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Overview Information

    Teacher and School Leader Incentive Program (TSL) Notice inviting 
applications for new awards for fiscal year (FY) 2017.
    Catalog of Federal Domestic Assistance (CFDA) Number: 84.374A.

Dates: 
    Applications Available: December 20, 2016.
    Deadline for Notice of Intent to Apply: February 4, 2017.
    Dates of Pre-Application Workshops: For information about pre-
application workshops, visit the TSL Web site at: http://innovation.ed.gov/what-we-do/teacher-quality/teacher-incentive-fund/.
    Deadline for Transmittal of Applications: March 24, 2017.
    Deadline for Intergovernmental Review: April 23, 2017.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purpose of TSL is to assist States, local 
educational agencies (LEAs), and nonprofit organizations to develop, 
implement, improve, or expand comprehensive performance-based 
compensation systems or human capital management systems for teachers, 
principals, and other school leaders (especially for teachers, 
principals, and other school leaders in high-need schools) who raise 
student academic achievement and close the achievement gap between 
high- and low-performing students. In addition, a portion of TSL funds 
are dedicated to study the effectiveness, fairness, quality, 
consistency, and reliability of performance-based compensation systems 
or human capital management systems for teachers, principals, and other 
school leaders.
    Background:
    The Elementary and Secondary Education Act of 1965 (ESEA), as 
reauthorized on December 10, 2015, by the Every Student Succeeds Act 
(ESSA),\1\ established the Teacher and School Leader Incentive Fund 
(TSL) program. TSL builds on the former Teacher Incentive Fund (TIF) 
program and promotes Performance-Based Compensation Systems (PBCSs) \2\ 
and comprehensive Human Capital Management Systems (HCMSs) that support 
teachers, principals, and other school leaders (i.e., Educators as used 
in this notice). In recognition of the importance that effective school 
leadership has on student achievement, TSL also promotes comprehensive 
Evaluation and Support Systems for all Educators within an LEA, 
especially those serving in high-need schools. In addition, TSL seeks 
to contribute to the body of knowledge regarding impactful approaches 
to enhancing Educator effectiveness by promoting the study of the 
efficacy, fairness, quality, consistency, and reliability of these 
systems to support Educators through an independent, Department-led 
evaluation to assess the program's effectiveness and relevant lessons 
learned. Further, the Department seeks to ensure that the design of the 
TSL competition reflects the new provisions of the TSL statute in ESEA 
sections 2211-2213, as well as the lessons learned from 10 years of 
implementing the TIF program.
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    \1\ Unless otherwise noted, references in this notice to 
sections of the ESEA as reauthorized by ESSA are identified as 
sections of the ESEA.
    \2\ Throughout this notice, all defined terms are denoted with 
capitals.
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    Results from the TIF program have varied across and within the 
portfolio of five cohorts of TIF grantees, comprised of over 140 
grantees that received a total of about $2 billion in grant awards. 
Successful TIF grantees implemented comprehensive efforts to help 
teachers and principals learn and grow throughout their professional 
trajectories. Successful TIF grantees also considered recruitment, 
induction, support and career development, and growth and leadership 
opportunities aligned with the LEA's overall improvement strategy; and 
they used multi-measure evaluation systems to inform the development of 
innovative incentives and structures that support teachers' and 
principals' growth and advancement. LEAs also used TIF funds to develop 
their cadre of leaders.
    With the priorities, requirements, definitions, and selection 
criterion used for this competition, we seek to build on the efforts of 
the TIF program and abundant research over two decades showing that 
teachers and teacher effectiveness are the most critical in-school 
factors in improving student outcomes.\3\
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    \3\ Aaronson, Daniel, Barrow, Lisa, & Sander, William, 
``Teachers and Student Achievement in the Chicago Public High 
Schools.'' (2007), Journal of Labor Economics, 25(1), 95-135; 
Rivkin, Steven, Hanushek, Eric & Kain, John, ``Teachers, Schools, 
and Academic Achievement.'' (2005), Econometrica, 73(2), 417-458.
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    In addition, we have learned that effective principals and other 
School Leaders are crucial to strengthening teaching and school 
communities, and play a critical role in students' academic success--
especially in high-need schools--by creating cultures of high 
expectations.\4\ Indeed, teachers cite a principal's support and 
effectiveness as a leading factor that contributes to their decision to 
remain in the profession.\5\ Effective School Leaders directly impact 
the quality of instruction through hiring decisions of school personnel 
that provide instructional leadership, support, and develop teachers--
which, in turn, can help teachers focus their

[[Page 92794]]

efforts on student learning.\6\ Effective School Leaders also create a 
vision of academic success for all children in their schools and 
encourage other Educators to take on leadership roles and 
responsibilities.
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    \4\ ``Impact Evaluation of Support for Principals,'' http://ies.ed.gov/ncee/projects/evaluation/tq_principals.asp (2014); 
Leithwood, Kenneth, et al., ``How Leadership Influences Student 
Learning: Review of Research'' (2004) New York: The Wallace 
Foundation, available at http://www.wallacefoundation.org/knowledge-center/Documents/How-Leadership-Influences-Student-Learning.pdf.
    \5\ Ingersoll, Richard. ``Teacher Turnover, Teacher Shortages, 
and the Organization of Schools.'' University of Washington. (2001).
    \6\ Papa, Frank, Hamilton Lankford, and James Wyckoff, ``Hiring 
Teachers in New York's Public Schools: Can the Principal Make a 
Difference?'' University (2008) available at Albany, SUNY. 
www.tandfonline.com/doi/full/10.1080/15700760701655524?mobileUi=0&; 
Wallace Foundation, ``The School Principal as Leader: Guiding 
Schools to Better Teaching and Learning'' (2013 available at 
www.wallacefoundation.org/knowledge-center/Documents/The-School-Principal-as-Leader-Guiding-Schools-to-Better-Teaching-and-Learning-2nd-Ed.pdf; Ikemoto, Gina, et al., New Leaders, ``Playmakers: How 
great principals build and lead great teams of teachers''(2012) 
available at www.newleaders.org/wp-content/uploads/Playmakers.pdf.
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    Given the importance of ensuring that Educators are as effective as 
possible--especially in high-need schools, where equal educational 
opportunity is particularly important for historically underserved 
students--TSL is designed to utilize PBCSs and other supports for 
Educators as a central part of an LEA's effort to improve student 
academic achievement. Indeed, the TSL statute gives priority to 
applicants that propose to focus supports on Educators in High-Need 
Schools. By providing Educators with PBCSs, in which performance-based 
compensation may include robust career ladder opportunities for 
effective Educators, TSL aims to reward Educators for their 
effectiveness and improved student outcomes.
    Recent cohorts of TIF grantees expanded LEA teacher and principal 
evaluation systems to include all teachers and principals in a given 
LEA, and measured educator performance using multiple factors, 
including classroom observations and gains in student academic 
achievement. Using the information generated from these more 
comprehensive teacher and principal evaluation systems, successful TIF 
grantees began to transform how effective teachers and principals were 
compensated, moving beyond the episodic performance-based bonuses that 
were more typical of early TIF cohorts. Recent cohorts of TIF grantees 
also began complementing their compensation incentives with non-
compensation supports in order to build stronger support systems 
throughout teachers' and principals' trajectory, from pre-service 
through retention. These strategies included using teacher and 
principal evaluation systems to inform decisions about recruitment, 
retention, tenure, compensation, support, and leadership potential.
    Successful TIF grantees also demonstrated that implementing 
successful Educator Evaluation and Support Systems that inform 
performance-based compensation can occur across a wide range of 
contexts. However, based on reports from grantees and from evaluations 
of early TIF cohorts, the most promising TIF-supported efforts appear 
to be those that are designed to support instructional improvements 
through use of classroom and school-level data, to create a shared 
understanding of effective classroom-level practices.
    In recent years, many States and LEAs have developed high-quality 
Educator Evaluation and Support systems as part of their efforts to 
improve LEAs' hiring practices, provide Educators with meaningful 
feedback and targeted professional development, and use information on 
Educator performance to inform key school- and district-level 
decisions. As such, an increasing number of LEAs are well-equipped to 
make human capital decisions that both support Educators and improve 
student outcomes. In view of the work and resources that many LEAs have 
already invested in an HCMS, PBCS, and Educator Evaluation and Support 
Systems that already meet provisions of the TSL statute, and the desire 
to have make awards to applicants who are ready to expand upon their 
existing work, we have structured this competition to permit LEAs to 
build upon and improve existing HCMS, PBCS, and Educator Evaluation and 
Support Systems that meet the definitions of these terms in this notice 
that come from the TSL statute. Doing so could include efforts to 
improve the Educator Evaluation and Support Systems (e.g., make them 
even more fair, reliable, and credible; better align formative and 
summative assessments with college- and career-ready standards; or 
provide more mentoring and coaching to support Educators) as well as 
efforts to have the HCMS and Educator Evaluation and Support Systems 
address new challenges or opportunities (e.g., partnering with 
institutions of higher education to strengthen pre-service programming 
or creating a teacher residency program, including one that is 
consistent with the definition of the term in section 2002(5) of the 
ESEA.) The Department encourages applicants to reflect these types of 
efforts in their TSL applications.
    Moreover, much work remains to ensure that students, particularly 
those whose families live in poverty, have equitable access to the most 
effective Educators. In order to help ensure that every public school 
student has equitable access to excellent Educators, in 2014 the 
Department asked each State educational agency (SEA) to submit a State 
Plan to Ensure Equitable Access to Excellent Educators describing how 
it will ensure that ``poor and minority children are not taught at 
higher rates than other children by inexperienced, unqualified, or out-
of-field teachers,'' as formerly required by section 1111(b)(8)(C) of 
the ESEA, as reauthorized by the No Child Left Behind Act (now section 
1111(g)(1)(B) of the ESEA, as amended by ESSA). All 50 States, the 
District of Columbia, and the Commonwealth of Puerto Rico developed 
plans that the Department approved in 2015. States began to implement 
these plans in the 2015-16 school year. Several of the States' proposed 
approaches reflected in these plans include performance-based 
compensation, including strategies such as career pathways that TSL 
funds could support. Therefore, the Department encourages applicants to 
align their TSL proposals to their State plans, and has established a 
priority for this purpose. In addition, given the emerging literature 
on the importance of educator diversity, the Department encourages 
applicants to leverage TSL resources to diversify their Educator 
workforce, and, similarly, has established a second priority for this 
purpose. More information on the importance of educator workforce 
diversity can be found in the Department's report on The State of 
Racial Diversity in the Educator Workforce at the following link: 
https://www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity-workforce.pdf.
    Historically, the TIF program focused its efforts on implementing 
performance-based compensation in high-need schools. Under provisions 
that include ESEA sections 2211(a) and (b)(2) and 2212(d)(1), TSL 
continues to ensure that grantees focus their activities on teachers 
and School Leaders in high-need schools. In this regard, ESEA section 
2211(b)(2) defines a High-Need School as a public elementary or 
secondary school that is located in an area in which the percentage of 
students from families with incomes below the poverty line is 30 
percent or more. The definition of poverty line in ESEA section 
8101(41) effectively requires the Department to use poverty line data 
gathered by the U.S. Census Bureau since no other data that meet this 
definition are available.
    However, the Department has determined that the school-level 
poverty-line data required by the definition of High-Need School are 
unavailable; the U.S. Census Bureau reports these data only by LEA. As 
such,

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in order to ensure that awards made under this competition still focus 
on schools that are high-poverty, the Secretary is exercising the 
orderly transition authority in section 4(b) of ESSA to define a High-
Need School for purposes of this competition using the same poverty 
measure applicable to the definition of a High-Need School for the past 
three TIF competitions. Since the income of a family below the poverty 
line is much lower than the income a family needs to enable its 
children to be eligible for free or reduced-price lunch subsidies under 
the Richard B. Russell National School Lunch Act (the poverty measure 
used in all prior TIF competitions), we believe that use of the prior 
TIF poverty measure to determine which schools are high-need is also a 
reasonable approach to implementing Congressional intent for TSL.
    Priorities: This notice contains four absolute priorities and two 
competitive preference priorities. We are establishing these 
priorities, requirements, and definitions for the FY 2017 grant 
competition, and any subsequent year in which we make awards from the 
list of unfunded applications from this competition, in accordance with 
section 437(d)(1) of the General Education Provisions Act (GEPA), 20 
U.S.C. 1232(d)(1).
    Absolute Priorities: The following priorities are absolute 
priorities. Under 34 CFR 75.105(c)(3), applications must meet the 
following absolute priorities in order to be considered for awards:
     Absolute Priority 1: Human Capital Management System; and 
one of the three following Absolute Priorities:
     Absolute Priority 2: Evaluation and Support Systems for 
Teachers;
     Absolute Priority 3: Evaluation and Support Systems for 
School Leaders; or
     Absolute Priority 4: Evaluation and Support Systems for 
Teachers and School Leaders.

    Note: Applicants must indicate in their applications under which 
absolute priorities they are applying. Applications that do not 
clearly address Absolute Priority 1 and one of the other absolute 
priorities (Absolute Priorities 2, 3, or 4) will not be reviewed.

    Assuming that applications in each funding category are of 
sufficient quality, the Secretary intends to award grants under each of 
the three following funding categories:
    (a) Evaluation and Support Systems for Teachers;
    (b) Evaluation and Support Systems for School Leaders; and
    (c) Evaluation and Support Systems for Teachers and School Leaders.
    Applications in each funding category will be peer reviewed, scored 
based on the selection criteria announced in this notice, and placed in 
rank order. Consistent with section 2212(d)(2) of the ESEA, to the 
extent practicable, the Secretary will award an equitable geographic 
distribution of grants, including the distribution of such grants 
between rural and urban areas.
    The absolute priorities are:
    Absolute Priority 1: Human Capital Management System (HCMS). To 
meet this priority, the applicant must include, in its application, a 
description of its existing LEA-wide HCMS (or, in the case of a 
consortium application or an SEA application, the shared HCMS that 
currently exists across the proposed LEAs that will participate in this 
project), including a description of its PBCS. In addition, the 
application must describe--
    (1) How the HCMS currently includes an Evaluation and Support 
System for teachers, School Leaders, or both, that reflects clear and 
fair measures of performance, based in part on demonstrated improvement 
in student academic achievement;
    (2) Any proposed modifications of the HCMS under the proposed 
project, including modifications that expand or improve the Evaluation 
and Support System as defined in this notice;
    (3) How the Evaluation and Support System will provide ongoing, 
differentiated, targeted, and personalized support and feedback for 
improvement, including professional development opportunities designed 
to increase effectiveness during the entire project period;
    (4) A data system that links Educators with student academic 
achievement data; and
    (5) How the HCMS uses performance information from the Evaluation 
and Support System to inform key school- and district-level human 
capital decisions as decisions on preparation, recruitment, hiring, 
placement, retention, dismissal, compensation (including performance-
based compensation), professional development, tenure, and promotion, 
particularly as they affect Educators working in High-Need Schools in 
the LEA or LEAs the project will serve.

    Note: The described HCMS, PBCS, and the applicable Educator 
Evaluation and Support Systems must meet the definition of these 
terms in this notice. In addition, applicants may optionally include 
other school personnel (e.g., support staff, counselors, and aides) 
in their HCMS as local circumstances warrant.

    Absolute Priority 2: Evaluation and Support Systems for Teachers. 
To meet this priority, the applicant must include, in its application, 
a description of how its project would enhance its Evaluation and 
Support System for teachers in High-Need Schools in the LEA or LEAs the 
project will serve.
    Absolute Priority 3: Evaluation and Support Systems for School 
Leaders. To meet this priority, the applicant must include, in its 
application, a description of how its project would enhance its 
Evaluation and Support System for School Leaders in High-Need Schools 
in the LEA or LEAs the project will serve.
    Absolute Priority 4: Evaluation and Support Systems for Teachers 
and School Leaders. To meet this priority, the applicant must include, 
in its application, a description of how its project would enhance its 
Evaluation and Support System for teachers and School Leaders in High-
Need Schools in the LEA or LEAs the project will serve.
    Competitive Preference Priorities:
    For FY 2017 and any subsequent year in which we make awards from 
the list of unfunded applications from this competition, the following 
priorities are competitive preference priorities. Under 34 CFR 
75.105(c)(2) we award additional points to an application depending on 
how well the application meets the competitive preference priorities.
    Applicants may apply under one, two, or both competitive preference 
priorities. An application can receive up to 10 points for meeting 
Competitive Preference Priority 1 and up to 5 points for meeting 
Competitive Preference Priority 2, depending on how well the 
application meets these competitive preference priorities. The maximum 
total competitive preference priority points an application may receive 
under this competition is 15.
    The competitive preference priorities are:
    Competitive Preference Priority 1: Using the HCMS to Improve 
Equitable Access to Effective Educators (up to 10 points). Projects 
that are designed to address the most significant gaps or 
insufficiencies in student access to effective teachers, School 
Leaders, or both teachers and School Leaders, in High-Need Schools, 
including gaps or inequities in how effective teachers, School Leaders, 
or both, are distributed across the LEA or LEAs the project will serve. 
At minimum, applicants must:
    (1) Identify the most significant gaps or insufficiencies in 
student access to effective teachers, School Leaders, or both, in High-
Need Schools, including gaps or inequities in how effective teachers, 
School Leaders, or both, are distributed across the LEA(s) the project 
will serve;
    (2) Identify relevant factors used in determining such gaps, such 
as data on

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availability of school resources, staffing patterns, school climate, 
and educator support; and
    (3) Describe how the strategies proposed for closing the identified 
gaps are aligned to and are consistent with the strategies identified 
in the State's Plan to Ensure Equitable Access to Excellent Educators, 
approved by the Department in 2015.
    Competitive Preference Priority 2: Attracting, Supporting, and 
Retaining a Diverse and Effective Workforce (up to 5 points). Projects 
that are designed to attract, support, and retain a diverse and 
effective workforce, including effective teachers, School Leaders, or 
both, from historically underrepresented populations. At minimum, 
applicants must provide a description detailing their commitment to 
creating and maintaining a diverse workforce, and their plan for 
attracting, supporting, and retaining diverse Educators.
    Requirements: The following requirements are from ESEA sections 
2212 and 2213:
    Requirement 1--Use of Funds:
    Each applicant must demonstrate how it will use TSL grant funds to 
develop, implement, improve, or expand, in collaboration with Educators 
and members of the public, one or more of the following:
    (A) Developing or improving an Evaluation and Support System, 
including as part of an HCMS, that--
    (i) Reflects clear and fair measures of teacher or School Leader 
performance, or both, based in part on demonstrated improvement in 
student academic achievement; and
    (ii) Provides teachers, or School Leaders, or both, with ongoing, 
differentiated, targeted, and personalized support and feedback for 
improvement, including professional development opportunities designed 
to increase effectiveness.
    (B) Conducting outreach within an LEA or a State to gain input on 
how to construct an Evaluation and Support System and to develop 
support for the Evaluation and Support System, including by training 
appropriate personnel in how to observe and evaluate teachers, or 
School Leaders, or both.
    (C) Providing School Leaders with--
    (i) Balanced autonomy to make budgeting, scheduling, and other 
school-level decisions in a manner that meets the needs of the school 
without compromising the intent or essential components of the policies 
of the LEA or State; and
    (ii) Authority to make staffing decisions that meet the needs of 
the school, such as building an instructional leadership team that 
includes teacher leaders or offering opportunities for teams or pairs 
of effective teachers or candidates to teach or start teaching in High-
Need Schools together.
    (D) Implementing, as part of a comprehensive PBCS, a differentiated 
salary structure, which may include bonuses and stipends, to one or 
both of the following:
    (i) Teachers who--
    (I) Teach in High-Need Schools or high-need subjects;
    (II) Raise student academic achievement; or
    (III) Take on additional leadership responsibilities; or
    (ii) School Leaders who serve in High-Need Schools and raise 
student academic achievement in the schools.
    (E) Improving the LEA's system and process for the recruitment, 
selection, placement, and retention of effective teachers, or School 
Leaders, or both, in High-Need Schools, such as by improving LEA 
policies and procedures to ensure that High-Need schools are 
competitive and timely in--
    (i) Attracting, hiring, and retaining effective Educators;
    (ii) Offering bonuses or higher salaries to effective Educators; or
    (iii) Establishing or strengthening School Leader Residency 
Programs and Teacher Residency Programs.
    (F) Instituting career advancement opportunities characterized by 
increased responsibility and pay that reward and recognize effective 
teachers, principals, or other School Leaders in High-Need Schools and 
enable them to expand their leadership and results, such as through 
teacher-led professional development, mentoring, coaching, hybrid 
roles, administrative duties, and career ladders.
    Requirement 2--Matching:
    Each applicant must provide a signed assurance attesting to its 
intent and ability to meet the TSL requirement in section 2212(f) of 
the ESEA that the applicant provide, from non-Federal sources, an 
amount equal to 50 percent of the amount of the grant, which may be 
provided in cash or in kind, to carry out the activities supported by 
the grant. Applicants and grantees must budget their matching 
contributions on an annual basis relative to each annual award of TSL 
grant funds.
    Requirement 3--Documentation of High-Need Schools:
    Each applicant must demonstrate, in its application, that at least 
the majority of schools whose Educators will participate in the 
implementation of the TSL-funded PBCS are High-Need Schools (as defined 
in this notice). In doing so, each applicant must provide, in its 
application--
    (a) A list of schools in which the proposed TSL-supported PBCS 
would be implemented, and an identification of which of these schools 
are High-Need Schools;
    (b) For each High-Need School listed, the most current data on the 
percentage of students who are eligible for free or reduced-price lunch 
subsidies under the Richard B. Russell National School Lunch Act, or 
are considered students from low-income families based on another 
poverty measure that the LEA uses under section 1113(a)(5) of the ESEA 
(20 U.S.C. 6313(a)(5)); and
    (c) A description of the applicant's rationale for extending the 
TSL-funded PBCS to any Educators who are not working in High-Need 
Schools.

    Note:  Data provided to demonstrate eligibility as a High-Need 
School must be school-level data; the Department will not accept 
LEA- or State-level data for purposes of documenting whether a 
school is a High-Need School.

    Definitions: The definitions of Evaluation and Support System, 
Evidence-Based, Human Capital Management System (HCMS), Performance-
Based Compensation System, School Leader, School Leader Residency 
Program, and Teacher Residency Program are from sections 2002, 2211, 
2212, 8101(21), and 8101(44) of the ESEA. The definition of High-Need 
School is based on definitions of the term used in the 2012 and 2016 
TIF competitions but, like the definition in section 2211(b) of the 
ESEA, focuses only on the extent of family poverty of the students the 
school serves. We are establishing the definitions for Correlational 
Study with Statistical Controls for Selection Bias, Demonstrates a 
Rationale, Educators, Experimental Study, Large Sample, Logic Model, 
Meets What Works Clearinghouse Evidence Standards with Reservations, 
Meets What Works Clearinghouse Evidence Standards without Reservations, 
Moderate Evidence, Multi-Site Sample, Project Component, Promising 
Evidence, Quasi-Experimental Design Study, Randomized Controlled Trial, 
Regression Discontinuity Design Study, Relevant Finding, Relevant 
Outcome, Single-Case Design Study, and Strong Evidence for the FY 2017 
grant competition only, in accordance with section 437(d)(1) of GEPA, 
20 U.S.C. 1232(d)(1).
    Correlational Study with Statistical Controls for Selection Bias 
means a study that (1) estimates how a relevant outcome varies with the 
receipt of a

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project component, and (2) uses sampling of analysis methods (e.g., 
multiple regression) to account for at least some of the differences 
between the groups being compared.
    Demonstrates a Rationale means the project component is supported 
by a reasonable logic model that is informed by research or an 
evaluation that suggests how the project component is likely to improve 
relevant outcomes.
    Educator means a teacher, principal or other School Leader.
    Evaluation and Support System means a system that is fair, 
rigorous, valid, reliable, and objective and reflects clear and fair 
measures of teacher, principal, or other School Leader performance, 
based in part on demonstrated improvement in student academic 
achievement; and provides teachers, principals, or other School Leaders 
with ongoing, differentiated, targeted, and personalized support and 
feedback for improvement, including professional development 
opportunities designed to increase effectiveness. (ESEA Section 
2212(c)(4) and (e)(2)(A))
    Evidence-Based means the proposed activity, strategy, or 
intervention is: supported by strong evidence, supported by moderate 
evidence, supported by promising evidence, or demonstrates a rationale. 
(ESEA section 8101(21))
    Experimental Study means a study, such as a Randomized Controlled 
Trial (RCT), that is designed to compare outcomes between two groups of 
individuals that are otherwise equivalent except for their assignment 
to either a treatment group receiving a project component or a control 
group that does not. In some circumstances, a finding from a Regression 
Discontinuity Design Study (RDD) or findings from a collection of 
Single-Case Design Studies (SCDs) may be considered equivalent to a 
finding from an RCT. RCTs and RDDs, and collections of SCDs, depending 
on design and implementation, can Meet What Works Clearinghouse 
Evidence Standards without Reservations.
    High-Need School means a school with 50 percent or more of its 
enrollment from low-income families, based on eligibility for free or 
reduced-price lunch subsidies under the Richard B. Russell National 
School Lunch Act, or other poverty measures that LEAs use consistent 
with ESEA section 1113(a)(5) (20 U.S.C. 6313(a)(5). For middle and high 
schools, eligibility may be calculated on the basis of comparable data 
from feeder schools. Eligibility as a High-Need School under this 
definition is determined on the basis of the most currently available 
data.
    Human Capital Management System (HCMS) means a system--
    (A) By which a LEA makes and implements human capital decisions, 
such as decisions on preparation, recruitment, hiring, placement, 
retention, dismissal, compensation, professional development, tenure, 
and promotion; and
    (B) That includes a Performance-Based Compensation System. (ESEA 
section 2211(b)(3))
    Large Sample means an analytic sample of 350 or more students (or 
other single analysis units), or 50 or more groups (such as classrooms 
or schools) that each contain, on average, 10 or more students (or 
other single analysis units, regardless of whether these single 
analysis units are disaggregated in the analysis of outcomes for the 
groups). Multiple studies can cumulatively meet the Multi-Site Sample 
and Large Sample requirements of Moderate Evidence or Strong Evidence, 
as long as each study meets the other requirements of the particular 
level of evidence (i.e., Moderate Evidence or Strong Evidence).
    Logic Model (also known as a theory of action) means a reasonable 
conceptual framework that identifies key components of the proposed 
project (i.e., the active ``ingredients'' that are hypothesized to be 
critical to achieving the relevant outcomes) and describes the 
theoretical and operational relationships among the key components and 
outcomes.
    Meets What Works Clearinghouse Evidence Standards without 
Reservations is the highest possible rating for a study finding 
reviewed by the What Works Clearinghouse (WWC). Studies receiving this 
rating provide the highest degree of confidence that an estimated 
effect was caused by the project component studied. Experimental 
studies (as defined above) may receive this highest rating. These 
standards are described in the WWC Procedures and Standards Handbooks, 
Version 3.0, which can be accessed at http://ies.ed.gov/ncee/wwc/Handbooks.
    Meets What Works Clearinghouse Evidence Standards with Reservations 
is the second-highest rating for a group design study reviewed by the 
WWC. Studies receiving this rating provide a reasonable degree of 
confidence that an estimated effect was caused by the project component 
studied. Both Experimental Studies (such as Randomized Controlled 
Trials with high rates of sample attrition) and Quasi-Experimental 
Design Studies (as defined below) may receive this rating if they 
establish the equivalence of the treatment and comparison groups in key 
baseline characteristics. These standards are described in the WWC 
Procedures and Standards Handbooks, Version 3.0, which can be accessed 
at http://ies.ed.gov/ncee/wwc/Handbooks.http://ies.ed.gov/ncee/wwc/Handbooks.
    Moderate Evidence means the following conditions are met:
    (a) There is at least one Experimental or Quasi-Experimental Design 
Study of the effectiveness of the project component with a Relevant 
Finding that Meets What Works Clearinghouse Evidence Standards With or 
without Reservations (e.g., a Quasi-Experimental Design Study or high-
attrition Randomized Controlled Trial that establishes the equivalence 
of the treatment and comparison groups in student achievement at 
baseline);
    (b) The Relevant Finding in the study described in paragraph (a) of 
this definition is of a statistically significant and positive (i.e., 
favorable) effect on a student outcome or other Relevant Outcome, with 
no statistically significant and overriding negative (i.e., 
unfavorable) evidence on that project component from other findings 
reviewed by and reported in the What Works Clearinghouse that Meet What 
Works Clearinghouse Evidence Standards with or without Reservations;
    (c) The Relevant Finding in the study described in paragraph (a) of 
this definition is based on a sample that overlaps with the populations 
(e.g., the types of student served) or settings proposed to receive the 
project component (e.g., an after-school program studied in urban high 
schools and proposed for rural high schools); and
    (d) The Relevant Finding in the study described in paragraph (a) of 
this definition is based on a Large Sample and a Multi-Site Sample.
    Multi-Site Sample means more than one site, where site can be 
defined as a local educational agency (LEA), locality, or State. A 
sample could be multi-site if it includes campuses in two or more 
localities (e.g., cities or counties), even if the campuses all belong 
to the same LEA or postsecondary school system. Multiple studies can 
cumulatively meet the Multi-Site Sample and Large Sample requirements 
of Moderate Evidence or Strong Evidence, as long as each study meets 
the other requirements of the particular level of evidence (i.e. 
Moderate Evidence or Strong Evidence).
    Performance-Based Compensation System (PBCS) means a system of 
compensation for teachers, principals, or other School Leaders--
    (A) That differentiates levels of compensation based in part on 
measurable increases in student academic achievement; and

[[Page 92798]]

    (B) Which may include--
    (i) Differentiated levels of compensation, which may include bonus 
pay, on the basis of the employment responsibilities and success of 
effective teachers, principals, or other School Leaders in hard-to-
staff schools or high-need subject areas; and
    (ii) Recognition of the skills and knowledge of teachers, 
principals, or other School Leaders as demonstrated through--
    (I) Successful fulfillment of additional responsibilities or job 
functions, such as teacher leadership roles; and
    (II) Evidence of professional achievement and mastery of content 
knowledge and superior teaching and leadership skills. (ESEA section 
2211(b)(4))
    Project Component means an activity, strategy, or intervention 
included in a project. Evidence may pertain to an individual project 
component, or to a combination of project components (e.g., training 
teachers on instructional practices for English learners and follow-on 
coaching for these teachers).
    Promising Evidence means the following conditions are met:
    (a) There is at least one study that is a Correlational Study with 
Statistical Controls for selection bias with a Relevant Finding; and
    (b) The Relevant Finding in the study described in paragraph (a) of 
this definition is of a statistically significant and positive (i.e., 
favorable) effect of the Project Component on a student outcome or 
other Relevant Outcome with no statistically significant and overriding 
negative (i.e., unfavorable) evidence on that Project Component from 
other findings on the intervention reviewed by and reported in the What 
Works Clearinghouse that Meets What Works Clearinghouse Evidence 
Standards with or without Reservations.
    Quasi-Experimental Design Study (QED) 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. This type of study, depending on design and implementation, 
can Meet What Works Clearinghouse Evidence Standards with Reservations 
(but not without Reservations).
    Randomized Controlled Trial (RCT) means a study that employs random 
assignment of, for example, students, teachers, classrooms, or schools, 
to receive the Project Component being evaluated (the treatment group) 
or not to receive the Project Component (the control group). The 
estimated effectiveness of the Project Component is the difference 
between the average outcomes for the treatment group and for the 
control group. These studies, depending on design and implementation, 
can Meet What Works Clearinghouse Evidence Standards without 
Reservations.
    Regression Discontinuity Design Study (RDD) means a study that 
assigns the Project Component being evaluated using a measured variable 
(e.g., assigning students reading below a cutoff score to tutoring or 
developmental education classes) and controls for that variable in the 
analysis of outcomes. The effectiveness of the Project Component is 
estimated for individuals who barely qualify to receive that component. 
These studies, depending on design and implementation, can Meet What 
Works Clearinghouse Evidence Standards without Reservations.
    Relevant Finding means a finding from a study regarding the 
relationship between (A) an activity, strategy, or intervention 
included as a component of the Logic Model for the proposed project, 
and (B) a student outcome or other Relevant Outcome included in the 
Logic Model for the proposed project.
    Relevant Outcome means the student outcome(s) (or the ultimate 
outcome if not related to students) the proposed Project Component is 
designed to improve, consistent with the specific goals of a program.
    School Leader means a principal, assistant principal, or other 
individual who is:
    (A) An employee or officer of an elementary school or secondary 
school, LEA, or other entity operating an elementary school or 
secondary school; and
    (B) Responsible for the daily instructional leadership and 
managerial operations in the elementary school or secondary school 
building. (ESEA section 8101(44))
    School Leader Residency Program means a school-based principal or 
other School Leader preparation program in which a prospective 
principal or other school leader--
    (A) For one academic year, engages in sustained and rigorous 
clinical learning with substantial leadership responsibilities and an 
opportunity to practice and be evaluated in an authentic school 
setting; and
    (B) During that academic year--
    (i) Participates in Evidence-Based coursework, to the extent the 
State (in consultation with LEAs in the State) determines that such 
evidence is reasonably available, that is integrated with the clinical 
residency experience; and
    (ii) Receives ongoing support from a mentor principal or other 
school leader, who is effective. (ESEA section 2002(1))
    Single-case Design Study (SCD) means a study that uses observations 
of a single case (e.g., a student eligible for a behavioral 
intervention) over time in the absence and presence of a controlled 
treatment manipulation to determine whether the outcome is 
systematically related to the treatment. According to the WWC Single 
Case Design Pilot Standards, a collection of these studies, depending 
on design and implementation (e.g., including a sufficient number of 
cases and of data points per condition), can Meet What Works 
Clearinghouse Evidence Standards without Reservations.
    Strong Evidence means the following conditions are met:
    (a) There is at least one Experimental Study (e.g., a Randomized 
Controlled Trial) of the effectiveness of the Project Component that 
has a Relevant Finding that Meets the What Works Clearinghouse Evidence 
Standards without Reservations (e.g., a randomized controlled trial 
with low rates of sample attrition overall and between the treatment 
and control groups);
    (b) The Relevant Finding in the study described in paragraph (a) of 
this definition is of a statistically significant and positive (i.e., 
favorable) effect on a student outcome or other Relevant Outcome, with 
no statistically significant and overriding negative (i.e., 
unfavorable) evidence on that Project Component from other findings 
that Meet What Works Clearinghouse Evidence Standards with or without 
Reservations;
    (c) The Relevant Finding in the study described in paragraph (a) of 
this definition is based on a sample that overlaps with the populations 
(e.g., the types of student served) and settings proposed to receive 
the Project Component (e.g., an after-school program both studied in, 
and proposed for, urban high schools); and
    (d) The Relevant Finding in the study described in paragraph (a) of 
this definition is based on a Large Sample and a Multi-Site Sample.
    Teacher Residency Program means a school-based teacher preparation 
program in which a prospective teacher--
    (A) For not less than one academic year, teaches alongside an 
effective teacher, as determined by the State or LEA, who is the 
teacher of record for the classroom;
    (B) Receives concurrent instruction during the year described in 
subparagraph (A)--

[[Page 92799]]

    (i) Through courses that may be taught by LEA personnel or by 
faculty of the teacher preparation program; and
    (ii) In the teaching of the content area in which the teacher will 
become certified or licensed; and
    (C) Acquires effective teaching skills, as demonstrated through 
completion of a residency program, or other measure determined by the 
State, which may include a teacher performance assessment. (ESEA 
section 2002(5))
    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (5 U.S.C. 553), the Department generally offers interested parties 
the opportunity to comment on proposed priorities, definitions, and 
requirements. Section 437(d)(1) of GEPA, however, allows the Secretary 
to exempt from rulemaking requirements, regulations governing the first 
grant competition under a new or substantially revised program 
authority. This is the first grant competition under sections 2211-2213 
of the ESEA, as amended by the ESSA, and therefore qualifies for this 
exemption. In order to ensure timely grant awards, the Secretary has 
decided to forego public comment on the priorities, requirements, and 
definitions under section 437(d)(1) of GEPA. These priorities, 
requirements, and definitions will apply to the FY 17 grant competition 
and any subsequent year in which we make awards from the list of 
unfunded applications from this competition.
    Program Authority: Sections 2211-13 of the ESEA.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in (EDGAR) 34 CFR parts 75, 77, 79, 81, 82, 
84, 86, 97, 98, and 99. (b) The Office of Management and Budget (OMB) 
Guidelines to Agencies on Government-wide Debarment and Suspension 
(Non-procurement) 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.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $159 million.
    For FY 2017, the Administration has requested $250,000,000 under 
TSL. We intend to use an estimated $159,000,000 of this funding for new 
awards under this competition. The actual level of funding, if any, 
depends on final congressional action. However, we are inviting 
applications now to allow enough time to complete the grant process if 
Congress appropriates funds for this program. Contingent upon the 
availability of funds and the quality of applications, we may make 
additional awards in future years from the list of unfunded 
applications from this competition.
    Estimated Range of Awards: $500,000-$12,000,000 for the first year 
of the project period.

    Note:  The Department estimates a wide range of awards given the 
potentially large differences in the scope of funded projects, 
including the size and number of participating LEAs.

    Estimated Average Size of Awards: $10,000,000 for the first year of 
the project period. Funding for the second through fifth years of the 
project period is subject to the availability of funds and the approval 
of continuation awards (see 34 CFR 75.253).
    Estimated Number of Awards: 15-20.

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

    Project Period: Up to 36 months, with renewal of up two additional 
years if the grantee demonstrates to the Secretary that the grantee is 
effectively using funds. Such renewal may include allowing the grantee 
to scale up or replicate the successful program. Consistent with ESEA 
section 2212(b)(3), a grantee may receive a TSL grant (whether 
individually or as part of a consortium or partnership) only twice.

III. Eligibility Information

    1. Eligible Applicants:
    (a) An LEA, including a charter school that is an LEA, or a 
consortium of LEAs.
    (b) An SEA or other State agency designated by the Chief Executive 
of a State to participate.
    (c) The Bureau of Indian Education; or
    (d) A partnership consisting of--
    (i) One or more agencies described in subparagraph (a), (b), or 
(c); and
    (ii) At least one nonprofit organization as defined in 2 CFR 200.70 
or at least one for-profit entity.
    2. Cost Sharing or Matching:
    a. Matching: Under section 2212(f) of the ESEA, each grant 
recipient must provide, from non-Federal sources an amount equal to 50 
percent of the amount of the grant (which may be provided in cash or in 
kind) to carry out the activities supported by the grant. Each 
applicant will be required to provide a signed assurance attesting to 
its intent and ability to meet the matching requirement.
    b. Supplement-Not-Supplant: This program involves supplement-not-
supplant funding requirements. In accordance with section 2212(g) of 
the ESEA, funds made available under this program must be used to 
supplement, and not supplant, other Federal or State funds that would 
otherwise be expended to carry out activities under this program. The 
Secretary considers all schools funded by the Department of Interior's 
Bureau of Indian Education to be LEAs, and the funds that these schools 
receive from the Department of Interior's annual appropriation to be 
neither Federal nor State funds. Further, the prohibition against 
supplanting also means that grantees seeking to charge indirect costs 
to TSL funds will need to use their negotiated restricted indirect cost 
rates. See 34 CFR 75.563.
    3. Other: Application Requirements:
    All applicants must meet the following application requirements in 
order to be considered for funding. The application requirements are 
from ESEA section 2212(c).
    Each eligible applicant desiring a grant under this program must 
submit an application that contains--
    (a) A description of the PBCS or HCMS that the eligible applicant 
proposes to develop, implement, improve, or expand through the grant;
    (b) A description of the most significant gaps or insufficiencies 
in student access to effective teachers, principals, or other School 
Leaders in High-Need Schools, as applicable to the proposed project, 
including gaps or inequities in how effective teachers, principals, or 
other School Leaders are distributed across the LEA, as identified 
using factors such as data on school resources, staffing patterns, 
school environment, educator support systems, and other school-level 
factors;
    (c) A description and evidence of the support and commitment from 
teachers, principals, or other School Leaders, as applicable to the 
proposed project, which may include charter school leaders, in the 
school (including organizations representing teachers, principals, or 
other school leaders), the community, and the LEA to the activities 
proposed under the grant;
    (d) A description of how the eligible applicant will develop and 
implement a fair, rigorous, valid, reliable, and objective process to 
evaluate teacher, principal, or other school leader performance, as 
applicable to the proposed project, under the system that is based in 
part on measures of student academic achievement, including the 
baseline performance against which evaluations of improved performance 
will be made;
    (e) A description of the LEAs or schools to be served under the 
grant, including student academic

[[Page 92800]]

achievement, demographic, and socioeconomic information as identified 
in the application package for this program;
    (f) A description of the effectiveness of teachers, principals, or 
other School Leaders, as applicable to the proposed project, in the LEA 
or LEAs and the schools to be served under the grant, and the extent to 
which the system will increase the effectiveness of teachers, 
principals, or other School Leaders in such schools;
    (g) A description of how the eligible applicant will use grant 
funds in each year of the grant, including a timeline for 
implementation of key grant activities;
    (h) A description of how the eligible applicant will continue the 
activities assisted under the grant after the grant period ends;
    (i) A description of the State, local, or other public or private 
funds that will be used to supplement the grant, including funds under 
Title II, part A of the ESEA, and sustain the activities assisted under 
the grant after the end of the grant period;
    (j) A description of the rationale for the project; how the 
proposed activities are evidence-based; and if applicable the prior 
experience of the eligible entity in developing and implementing such 
activities.

    Note:  In order to demonstrate that the activities are evidence-
based, an applicant may, among other things, provide supporting 
documentation for the study or studies that serve as the evidence 
base for one or more of the activities that will be implemented as 
part of the proposed project. Additionally, we encourage applicants 
to demonstrate in their application that at least one of the 
activities to be implemented as part of their proposed project is 
based on Promising Evidence (as defined in this notice). In recent 
years, the TIF program has released various reports that document 
the value of, and explore the implementation of, an HCMS \7\ that 
includes a PBCS.\8\ In addition, other recent research also explores 
TSL-type activities. We encourage applicants to include evidence-
based activities when considering the full set of TSL activities, 
such as:
---------------------------------------------------------------------------

    \7\ Springer, M.G., Ballou, D., & Peng, A. (2008) Impact of the 
Teacher Advancement Program on student test score gains: Findings 
from an independent appraisal.'' Nashville: National Center for 
Performance Incentives.
    \8\ Chiang, H., Wellington, A., Hallgren, K., Speroni, C., 
Herrmann, M., Glazerman, S., and Constantine, J. (2015). Evaluation 
of Teacher Incentive Fund: Implementation and impacts of pay-for-
performance after two years (NCEE 2015-4020). Washington, DC: 
National Center for Education Evaluation and Regional Assistance, 
Institute of Education Sciences, U.S. Department of Education.

     Educator preparation \9\
---------------------------------------------------------------------------

    \9\ Silva, Tim, Allison McKie, Virginia Knechtel, Philip 
Gleason, Libby Makowsky. (2014, available at https://ies.ed.gov/ncee/pubs/20154015/) Teaching Residency Programs: A Multisite Look 
at a New Model to Prepare Teachers for High-Need Schools (NCEE 2015-
4002). Washington, DC: National Center for Education Evaluation and 
Regional Assistance, Institute of Education Sciences, U.S. 
Department of Education.
---------------------------------------------------------------------------

     Recruitment
     Educator Induction \10\
---------------------------------------------------------------------------

    \10\ Glazerman, S., Dolfin, S., Bleeker, M., Johnson, A., 
Isenberg, E., Lugo-Gil, J., Grider, M., & Britton, E. (2008). 
Impacts of comprehensive teacher induction: Results from the first 
year of a randomized controlled study (NCEE 2009-4034) (available at 
http://ies.ed.gov/ncee/wwc/Study/67264. Washington, DC: National 
Center for Education Evaluation and Regional Assistance, Institute 
of Education Sciences, U.S. Department of Education.
---------------------------------------------------------------------------

     Retention \11\
---------------------------------------------------------------------------

    \11\ Allen, J.P., Pianta, R.C., Gregory, A., Mikami, A.Y., & 
Lun, J. (2011). An interaction-based approach to enhancing secondary 
school instruction and student achievement. Science, 333(6045), 
1034-1037 (available at https://www.ncbi.nlm.nih.gov/pubmed/21852503); New findings on the retention of novice teachers from 
teaching residency programs Extending work from earlier study.
---------------------------------------------------------------------------

     Mentoring \12\
---------------------------------------------------------------------------

    \12\ Allen, J.P., Pianta, R.C., Gregory, A., Mikami, A.Y., & 
Lun, J. (2011). An interaction-based approach to enhancing secondary 
school instruction and student achievement. Science, 333(6045), 
1034-1037.

    (k) A description of how grant activities will be evaluated, 
---------------------------------------------------------------------------
monitored, and reported to the public.

    Note:  In addition, under 34 CFR 75.591, all TSL grantees must 
cooperate in any evaluation of the program conducted by the 
Department.

IV. Application and Submission Information

    1. Address to Request Application Package: Orman Feres, U.S. 
Department of Education, 400 Maryland Avenue SW., Room 453-6921 4W109, 
Washington, DC 20202-6200. Telephone: (202) 453-6921 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 and form of an application, together with the 
forms you must submit, are in the application package for this program.
    Notice of Intent to Apply: We will be able to develop a more 
efficient process for reviewing grant applications if we can anticipate 
the number of applicants that intend to apply for funding under this 
competition. Therefore, we strongly encourage each potential applicant 
to notify us of the applicant's intent to submit an application for 
funding by sending a short email message. This short email should 
provide (1) the applicant organization's name and address; and (2) all 
priorities the applicant intends to address. Please send this email 
notification to [email protected] with ``Intent to Apply'' in the email 
subject line. Applicants that do not provide this email notification 
may still apply for funding and are not required to, or prohibited 
from, addressing priorities they do not mention in their notice of 
intent to apply.
    Page Limit: The application narrative is where you, the applicant, 
address the selection criteria that reviewers use to evaluate your 
application. Applicants should limit the application narrative to no 
more than 40 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, 
Calibri, or Arial.
    The suggested page limit does not apply to the cover sheet; the 
budget section, including the narrative budget justification; the 
assurances and certifications; or the one-page abstract, the resumes, 
the bibliography, or the letters of support. However, the suggested 
page limit does apply to all of the application narrative.
    b. Submission of Proprietary Information: Given the types of 
projects that may be proposed in applications for TSL, 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 believe is exempt from disclosure 
under Exemption 4. In the appropriate Appendix section of your 
application,

[[Page 92801]]

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: December 20, 2016.
    Deadline for Notice of Intent to Apply: February 4, 2017.
    Deadline for Transmittal of Applications: March 24, 2017.
    Pre-application workshops will be held for this competition shortly 
after the date that this notice will publish. The workshops are 
intended to provide technical assistance to all interested grant 
applicants. Detailed information regarding the pre-application 
workshops times, and online registration form, can be found on the TSL 
Web site at: http://innovation.ed.gov/what-we-do/teacher-quality/teacher-incentive-fund/.
    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: April 23, 2017.
    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 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), 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.
    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: 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 TSL, CFDA number 84.374A, must be 
submitted electronically using the Government-wide 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 TSL 
competition 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 84.374, 
not 84.374A).
    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

[[Page 92802]]

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 application 
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.
     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 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: Orman Feres, U.S. 
Department of Education, 400 Maryland Avenue SW., Room 4W109,

[[Page 92803]]

Washington, DC 20202-6200. FAX: (202) 260-8969.
    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 84.374A), 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 84.374A), 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. Selection Criteria: We are establishing the selection criterion 
``The extent to which the proposed project demonstrates a rationale'' 
and criterion (c)(3) for the FY 2017 grant competition only, in 
accordance with section 437(d)(1) of GEPA, 20 U.S.C. 1232(d)(1). The 
other selection criteria for this program are from 34 CFR 75.210.
    The maximum score for all the selection criteria is 100 points. The 
maximum score for each criterion is indicated in parentheses. The 
selection criteria for this competition are as follows:
    (a) Evidence of Support(30 points).
    In determining evidence of support of the proposed project, the 
Secretary considers the following factors:
    (1) The extent to which the proposed project is part of a 
comprehensive effort to improve teaching and learning and support 
rigorous academic standards for students.
    (2) 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.
    (3) The extent to which the proposed project will integrate with or 
build on similar or related efforts to improve relevant outcomes (as 
defined in 34 CFR 77.1(c)), using existing funding streams from other 
programs or policies supported by community, State, and Federal 
resources.
    (b) Need for Project (25 points).
    In determining the need for the proposed project, the Secretary 
considers the following factors:
    (1) The extent to which the proposed project will provide services 
or otherwise address the needs of students at risk of educational 
failure.
    (2) The extent to which specific gaps or weaknesses in services, 
infrastructure, or opportunities have been identified and will be 
addressed by the proposed project, including the nature and magnitude 
of those gaps or weaknesses.
    (c) Quality of the Project Design (20 points).
    In determining the quality of the project design of the proposed 
project, the Secretary considers the following factors:
    (1) The extent to which the proposed project demonstrates a 
rationale.
    (2) The extent to which the design of the proposed project is 
appropriate to, and will successfully address, the needs of the target 
population or other identified needs.
    (3) The extent to which the grant activities will be evaluated, 
monitored, and reported to the public.
    (d) Quality of the management plan (20 points).
    In determining the quality of the management plan for the proposed 
project, the Secretary considers the adequacy of the management plan to 
achieve the objectives of the proposed project on time and within 
budget, including clearly defined responsibilities, timelines, and 
milestones for accomplishing project tasks.
    (e) Adequacy of resources (5 points).
    The Secretary considers the adequacy of resources for the proposed 
project based on the following factors:
    (1) The potential for continued support of the project after 
Federal funding ends, including, as appropriate, the demonstrated 
commitment of appropriate entities to such support.
    (2) The potential for the incorporation of project purposes, 
activities, or benefits into the ongoing program of the agency of 
organization at the end of the Federal funding.
    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

[[Page 92804]]

this program the Department conducts a review of the risks posed by 
applicants. Under 2 CFR 3474.10, the Secretary may impose special 
conditions and, in appropriate circumstances, high-risk conditions on a 
grant if the applicant or grantee is not financially stable; has a 
history of unsatisfactory performance; has a financial or other 
management system that does not meet the standards in 2 CFR part 200, 
subpart D; has not fulfilled the conditions of a prior grant; or is 
otherwise not responsible.
    4. Integrity and Performance System: If you are selected under this 
competition to receive an award that over the course of the project 
period may exceed the simplified acquisition threshold (currently 
$150,000), under 2 CFR 200.205(a)(2) we must make a judgment about your 
integrity, business ethics, and record of performance under Federal 
awards--that is, the risk posed by you as an applicant--before we make 
an award. In doing so, we must consider any information about you that 
is in the integrity and performance system (currently referred to as 
the Federal Awardee Performance and Integrity Information System 
(FAPIIS)), accessible through SAM. You may review and comment on any 
information about yourself that a Federal agency previously entered and 
that is currently in FAPIIS.
    Please note that, if the total value of your currently active 
grants, cooperative agreements, and procurement contracts from the 
Federal Government exceeds $10,000,000, the reporting requirements in 2 
CFR part 200, Appendix XII, require you to report certain integrity 
information to FAPIIS semiannually. Please review the requirements in 2 
CFR part 200, Appendix XII, if this grant plus all the other Federal 
funds you receive exceed $10,000,000.

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.
    (d) By reporting on these performance measures in annual and final 
performance reports, grantees will satisfy the requirement in Section 
8101 (21)(A)(ii)(II) of the ESEA, as amended, for projects relying on 
the ``demonstrates a rationale'' evidence level, to have ``ongoing 
efforts to examine the effects'' of the funded activity, strategy, or 
intervention.
    4. Performance Measures: Pursuant to the Government Performance and 
Results Act of 1993, the Department has established the following 
performance measures that it will use to evaluate the overall 
effectiveness of the grantee's project, as well as the TIF program as a 
whole:
    (a) The percentage of Educators in all schools who earned 
Performance-Based Compensation.
    (b) The percentage of Educators in all High-Need Schools who earned 
Performance-Based Compensation.
    (c) The gap between the retention rate of Educators receiving 
Performance-Based Compensation and the average retention rate of 
Educators in each High-Need School whose Educators participate in the 
project.
    (d) The number of school districts participating in a TSL grant 
that use Educator Evaluation and Support Systems to inform the 
following human capital decisions: recruitment; hiring; placement; 
retention; dismissal; professional development; tenure; promotion; or 
all of the above.
    (e) The number of High-Need Schools within districts participating 
in a TSL grant that use Educator Evaluation and Support Systems to 
inform the following human capital decisions: recruitment; hiring; 
placement; retention; dismissal; professional development; tenure; 
promotion; or all of the above.
    (f) The percentage of Performance-Based Compensation paid to 
Educators with State, local, or other non-TIF Federal resources.
    (g) The percentage of teachers and principals who receive the 
highest effectiveness rating.
    (h) The percentage of teachers and principals in High-Needs Schools 
who receive the highest effectiveness rating.
    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:  Orman Feres, U.S. Department of 
Education, 400 Maryland Avenue SW., Room 4W109, Washington, DC 20202-
6200. Telephone: (202) 453-6921 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

[[Page 92805]]

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.
    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.

Nadya Chinoy Dabby,
Assistant Deputy Secretary for Office of Innovation and Improvement.
[FR Doc. 2016-30643 Filed 12-19-16; 8:45 am]
 BILLING CODE 4000-01-P