[Federal Register Volume 87, Number 64 (Monday, April 4, 2022)]
[Notices]
[Pages 19487-19496]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2022-06963]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Supporting Effective Educator
Development Program
AGENCY: Office of Elementary and Secondary Education, Department of
Education.
ACTION: Notice.
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SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for fiscal year (FY) 2022 for the Supporting
Effective Educator Development (SEED) program, Assistance Listing
Number 84.423A. This notice relates to the approved information
collection under OMB control number 1894-0006.
DATES:
Applications Available: April 4, 2022.
Deadline for Notice of Intent to Apply: Applicants are strongly
encouraged, but not required, to submit a notice of intent to apply by
May 4, 2022.
Deadline for Transmittal of Applications: June 3, 2022.
Deadline for Intergovernmental Review: August 2, 2022.
Pre-Application Webinars: The Office of Elementary and Secondary
Education intends to post pre-recorded informational webinars designed
to provide technical assistance to interested applicants for grants
under the SEED program. These informational webinars will be available
on the SEED web page shortly after this notice is published in the
Federal Register at oese.ed.gov/offices/office-of-discretionary-grants-support-services/effective-educator-development-programs/supporting-effective-educator-development-grant-program/applicant-info/.
ADDRESSES: For the addresses for obtaining and submitting an
application, please refer to our Common Instructions for Applicants to
Department of Education Discretionary Grant Programs, published in the
Federal Register on December 27, 2021 (86 FR 73264) and available at
www.federalregister.gov/d/2021-27979. Please note that these Common
Instructions supersede the version published on February 13, 2019, and,
in part, describe the transition from the requirement to register in
SAM.gov a Data Universal Numbering System (DUNS) number to the
implementation of the Unique Entity Identifier (UEI). More information
on the phaseout of DUNS numbers is available at https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf.
FOR FURTHER INFORMATION CONTACT: Christine Miller, U.S. Department of
Education, 400 Maryland Avenue SW, Room 3C152, Washington, DC 20222-
5960. Telephone: (202)260-7350. Email: [email protected] or
[email protected].
If you use a telecommunications device for the deaf (TDD) or a text
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.
SUPPLEMENTARY INFORMATION:
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The SEED program, authorized under section 2242
of the Elementary and Secondary Education Act of 1965, as amended
(ESEA) (20 U.S.C. 6672), provides funding to increase the number of
highly effective educators by supporting the implementation of
Evidence-Based \1\ practices that prepare, develop, or enhance the
skills of educators. These grants will allow eligible entities to
develop, expand, and evaluate practices that can serve as models to be
sustained and disseminated.
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\1\ Throughout this notice, all defined terms are denoted with
capitals.
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Background: The SEED program is designed to foster the use of
rigorous Evidence-Based practices in selecting and implementing
strategies and interventions that support educators' development across
the continuum of their careers (e.g., in preparation, recruitment,
professional learning, and leadership development). The Biden-Harris
Administration has made a commitment to supporting targeted efforts
that will provide comprehensive, high-quality pathways, such as
residency and Grow Your Own programs, for educator preparation and
development programs focused on building a more diverse educator
pipeline. The Administration is also committed to increasing the
retention of a diverse educator workforce. Research shows that teachers
who have access to these kinds of comprehensive pathways into the
profession have higher rates of retention and increased effectiveness
compared to teachers who received less comprehensive preparation.\2\
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\2\ Silva, T., McKie, A., and Gleason, P. (2015). New Findings
on the Retention of Novice Teachers from Teaching Residency
Programs. Washington, DC: National Center for Education Evaluation
and Regional Assistance, Institute of Education Sciences. https://ies.ed.gov/ncee/pubs/20154015/pdf/20154015.pdf.
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This competition includes two absolute priorities. Absolute
Priority 1, Supporting Effective Teachers, which requires Moderate
Evidence, and
[[Page 19488]]
Absolute Priority 2, Supporting Effective Principals or Other School
Leaders, which requires Promising Evidence, are from section 2242 of
the ESEA (20 U.S.C. 6672) and 34 CFR 75.226. This competition also
includes three areas of particular interest to the Administration.
Competitive Preference Priority 1 focuses on promoting educator
diversity in classrooms across the Nation. While teachers of color
benefit all students, they can have a particularly strong positive
impact on students of color.\3\ Yet only around one in five teachers
\4\ are people of color, compared to more than half of K-12 public
school students.\5\ The Department recognizes that a diverse educator
workforce plays a critical role in ensuring equity in our schools,
while also supporting intercultural experiences and competencies in our
education system that will benefit and improve the opportunities for
all students.
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\3\ https://learningpolicyinstitute.org/product/diversifying-teaching-profession-report.
\4\ www.bls.gov/cps/cpsaat11.htm.
\5\ nces.ed.gov/programs/coe/indicator_cge.asp.
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Competitive Preference Priority 2 focuses on the importance of
preparing teachers to create inclusive, supportive, equitable,
unbiased, and identity-safe learning environments for their students.
Research has demonstrated that, in elementary and secondary schools,
children and youth learn, grow, and achieve at higher levels in safe
and supportive environments, and in the care of responsive adults they
can trust.\6\ This priority will allow applicants to propose a project
designed to promote educational equity and adequacy in resources and
opportunity for underserved students.
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\6\ Reyes, M.R., Brackett, M.A., Rivers, SE, White, M., &
Salovey, P. (2012). Classroom Emotional Climate, Student Engagement,
and Academic Achievement. Journal of Educational Psychology, 104
(3), 700.
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Competitive Preference Priority 3 provides explicit support for
developing students' social and emotional skills, such as their ability
to collaborate with peers and persist through challenging tasks. The
priority directs applicants to incorporate pathways into teaching that
provide a strong foundation in child and adolescent development and
learning, including skills for implementing social and emotional
learning strategies in the classroom.
Finally, this notice incorporates a newly established definition
for National Nonprofit. The definition incorporates the definition of
``nonprofit'' under 34 CFR 77.1(c) but also clarifies how an entity
demonstrates that its work is ``national'' in scope. The definition
specifies that the nonprofit organization must provide services in
three or more States.
Priorities: This notice contains two absolute priorities and three
competitive preference priorities. In accordance with 34 CFR
75.105(b)(2)(iv), Absolute Priority 1, which requires Moderate
Evidence, and Absolute Priority 2, which requires Promising Evidence,
are from section 2242 of the ESEA (20 U.S.C. 6672) and 34 CFR 75.226.
Competitive Preference Priority 1 is from the Effective Educator
Development (EED) notice of final priorities published in the Federal
Register on July 9, 2021 (86 FR 36217) (EED NFP). Competitive
Preference Priorities 2 and 3 are from the Secretary's notice of final
supplemental priorities and definitions published in the Federal
Register on December 10, 2021 (86 FR 70612) (Supplemental Priorities).
Under the SEED grant competition, each of the two absolute
priorities constitutes its own funding category. The Secretary intends
to award grants under each absolute priority for which applications of
sufficient quality are submitted.
Absolute Priorities: For FY 2022 and any subsequent year in which
we make awards from the list of unfunded applications from this
competition, these priorities are absolute priorities. Under 34 CFR
75.105(c)(3), we consider only applications that meet one of these
absolute priorities. Applicants may address only one absolute priority
and must clearly indicate the specific absolute priority their project
addresses.
These priorities are:
Absolute Priority 1--Supporting Effective Teachers.
This priority is for projects that will implement activities that
are supported by Moderate Evidence. Applicants under this priority may
propose one or more of the following activities:
(1) Providing teachers from nontraditional preparation and
certification routes or pathways to serve in traditionally underserved
Local Educational Agencies (LEAs); or
(2) Providing teachers with Evidence-Based professional enhancement
activities, which may include activities that lead to an advanced
credential.
Absolute Priority 2--Supporting Effective Principals or Other
School Leaders.
This priority is for projects that will implement activities that
are supported by Promising Evidence. Applicants under this priority may
propose one or more of the following activities:
(1) Providing principals or other School Leaders from
nontraditional preparation and certification routes or pathways to
serve in traditionally underserved LEAs;
(2) Providing principals or other School Leaders with Evidence-
Based Professional Development activities that address literacy,
numeracy, remedial, or other needs of LEAs and the students the
agencies serve; or
(3) Providing principals or other School Leaders with Evidence-
Based professional enhancement activities, which may include activities
that lead to an advanced credential.
Note on Meeting Evidence Requirements: An applicant must identify
at least one, but no more than two, citations for the purposes of
meeting the evidence requirements under either Absolute Priority 1 or
Absolute Priority 2. An applicant should clearly identify these
citations in the Evidence form. The Department will not review a
citation that an applicant fails to clearly identify for review.
Studies included for review may have been conducted by the applicant or
by a third party.
In addition to including up to two citations, an applicant must
provide a description of (1) the positive outcome(s) and practice(s)
the applicant intends to replicate under its SEED grant and (2) the
relevance of the outcome(s) and practice(s) to the SEED program. For
those applicants seeking to address Absolute Priority 1, to meet the
definition of Moderate Evidence the applicant must describe how the
population it proposes to serve overlaps with the population or
settings in the citations.
An applicant must ensure that all evidence is available to the
Department from publicly available sources and provide links or other
guidance indicating where it is available. If the Department determines
that an applicant has provided insufficient information, the applicant
will not have an opportunity to provide additional information at a
later time. However, if the What Works Clearinghouse (WWC) \7\
determines that a study does not provide enough information on key
aspects of the study design, such as sample attrition or equivalence of
intervention and comparison groups, the WWC will submit a query to the
study author(s) to gather information for use in determining a study
rating. Authors are asked to respond to queries within 10 business
days. Should the author query remain incomplete within 14 days of the
initial contact to the study author(s), the study will be deemed
ineligible under the grant
[[Page 19489]]
competition. After the grant competition closes, the WWC will continue
to include responses to author queries and will make updates to study
reviews as necessary, but no additional information will be taken into
account after the competition closes and the initial timeline
established for response to an author query passes.
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\7\ ies.ed.gov/ncee/wwc/.
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Competitive Preference Priorities: For FY 2022 and any subsequent
year in which we make awards from the list of unfunded applications
from this competition, these priorities are competitive preference
priorities. Under 34 CFR 75.105(c)(2)(i), we award up to an additional
10 points to an application, depending on how well the application
addresses the competitive preference priorities.
If an applicant chooses to address one or more competitive
preference priorities, the project narrative section of its application
must identify its response to the competitive preference priorities it
chooses to address.
These priorities are:
Competitive Preference Priority 1--Increasing Educator Diversity
(up to 5 points).
Under this priority, applicants must develop projects that are
designed to improve the recruitment, outreach, preparation, support,
development, and retention of a diverse educator workforce through
adopting, implementing, or expanding high-quality, comprehensive
teacher preparation programs that have a track record of attracting,
supporting, graduating, and placing underrepresented teacher
candidates, and that include one year of high-quality clinical
experiences (prior to becoming the teacher of record) in high-need
schools.
Competitive Preference Priority 2--Promoting Equity in Student
Access to Educational Resources and Opportunities (up to 3 points).
Under this priority, an applicant must demonstrate that the
applicant proposes a project designed to promote educational equity and
adequacy in resources and opportunity for Underserved Students--
(1) In one or more of the following educational settings:
(i) Early learning programs.
(ii) Elementary school.
(iii) Middle school.
(iv) High school.
(v) Career and technical education programs.
(vi) Out-of-school-time settings.
(vii) Alternative schools and programs.
(viii) Juvenile justice system or correctional facilities;
(2) That examines the sources of inequity and inadequacy and
implements responses that include pedagogical practices in Educator
preparation programs and professional development programs that are
inclusive with regard to race, ethnicity, culture, language, and
disability status so that educators are better prepared to create
inclusive, supportive, equitable, unbiased, and identity-safe learning
environments for their students.
Competitive Priority 3--Meeting Student Social, Emotional, and
Academic Needs (up to 2 points).
Projects that are designed to improve students' social, emotional,
academic, and career development, with a focus on Underserved Students,
through developing and supporting Educator and school capacity to
support social and emotional learning and development that--
(1) Fosters skills and behaviors that enable academic progress;
(2) Identifies and addresses conditions in the learning
environment, that may negatively impact social and emotional well-being
for Underserved Students, including conditions that affect physical
safety; and
(3) Is trauma-informed, such as addressing exposure to community-
based violence and trauma specific to Military- or Veteran-Connected
Students.
Definitions: The definition of ``Evidence-Based'' is from section
2242 of the ESEA (20 U.S.C. 6672) and section 8101 of the ESEA (20
U.S.C. 7801). The definitions of ``English Learner,'' ``Institution of
Higher Education,'' which incorporates by reference section 101(a) of
the Higher Education Opportunity Act (20 U.S.C. 7801(a)), ``Local
Educational Agency,'' ``Professional Development,'' ``School Leader,''
and ``State Educational Agency'' are from section 8101 of the ESEA (20
U.S.C. 7801). The definitions of ``Experimental Study,'' ``Moderate
Evidence,'' ``Project Component,'' ``Promising Evidence,'' ``Quasi-
Experimental Design Study,'' ``Relevant Outcome,'' and ``What Works
Clearinghouse Handbook'' are from 34 CFR 77.1. The definitions of
``Children or Students With Disabilities,'' ``Disconnected Youth,''
``Early Learning,'' ``Educator,'' ``Military- or Veteran-Connect
Student,'' and ``Underserved Student'' are from the Supplemental
Priorities. The definition of ``National Nonprofit'' is from the notice
of final definition published elsewhere in this edition of the Federal
Register.
Children or Students with Disabilities means children with
disabilities as defined in section 602(3) of the Individuals with
Disabilities Education Act (IDEA) (20 U.S.C. 1401(3)) and 34 CFR 300.8,
or students with disabilities, as defined in the Rehabilitation Act of
1973 (29 U.S.C. 705(37), 705(202)(B)).
Disconnected Youth means an individual, between the ages 14 and 24,
who may be from a low-income background, experiences homelessness, is
in foster care, is involved in the justice system, or is not working or
not enrolled in (or at risk of dropping out of) an educational
institution.
Early Learning means any--
(1) State-licensed or State-regulated program or provider,
regardless of setting or funding source, that provides early care and
education for children from birth to kindergarten entry, including, but
not limited to, any program operated by a child care center or in a
family child care home;
(2) program funded by the Federal Government or State or local
educational agencies (including any IDEA-funded program);
(3) Early Head Start and Head Start program;
(4) non-relative child care provider who is not otherwise regulated
by the State and who regularly cares for two or more unrelated children
for a fee in a provider setting; and
(5) other program that may deliver early learning and development
services in a child's home, such as the Maternal, Infant, and Early
Childhood Home Visiting Program; Early Head Start; and Part C of IDEA.
Educator means, for purposes of Competitive Preferences 2 and 3, an
individual who is an Early Learning Educator, teacher, principal or
other school leader, specialized instructional support personnel (e.g.,
school psychologist, counselor, school social worker, early
intervention service personnel), paraprofessional, or faculty.
English Learner means, when used with respect to an individual, an
individual--
(1) Who is aged 3 through 21;
(2) Who is enrolled or preparing to enroll in an elementary school
or secondary school;
(3)(i) Who was not born in the United States or whose native
language is a language other than English;
(ii)(A) Who is a Native American or Alaska Native, or a native
resident of the outlying areas; and
(B) Who comes from an environment where a language other than
English has had a significant impact on the individual's level of
English language proficiency; or
(iii) Who is migratory, whose native language is a language other
than
[[Page 19490]]
English, and who comes from an environment where a language other than
English is dominant; and
(4) Whose difficulties in speaking, reading, writing, or
understanding the English language may be sufficient to deny the
individual--
(i) The ability to meet the challenging State academic standards;
(ii) The ability to successfully achieve in classrooms where the
language of instruction is English; or
(iii) The opportunity to participate fully in society.
Evidence-Based, when used with respect to a State, LEA, or school
activity, means an activity, strategy, or intervention that
demonstrates a statistically significant effect on improving student
outcomes or other Relevant Outcomes based on--
(1) Strong evidence from at least one well-designed and well-
implemented Experimental Study;
(2) Moderate Evidence from at least one well designed and well-
implemented Quasi-Experimental Study; or
(3) Promising Evidence from at least one well-designed and well-
implemented correlational study with statistical controls for selection
bias.
Experimental Study means a study that is designed to compare
outcomes between two groups of individuals (such as students) that are
otherwise equivalent except for their assignment to either a treatment
group receiving a Project Component or a control group that does not.
Randomized controlled trials, regression discontinuity design studies,
and single-case design studies are the specific types of Experimental
Studies that, depending on their design and implementation (e.g.,
sample attrition in randomized controlled trials and regression
discontinuity design studies), can meet What Works Clearinghouse (WWC)
standards without reservations as described in the WWC Handbooks:
(1) A randomized controlled trial employs random assignment of, for
example, students, teachers, classrooms, or schools to receive the
Project Component being evaluated (the treatment group) or not to
receive the Project Component (the control group).
(2) A regression discontinuity design study assigns the Project
Component being evaluated using a measured variable (e.g., assigning
students reading below a cutoff score to tutoring or developmental
education classes) and controls for that variable in the analysis of
outcomes.
(3) A single-case design study uses observations of a single case
(e.g., a student eligible for a behavioral intervention) over time in
the absence and presence of a controlled treatment manipulation to
determine whether the outcome is systematically related to the
treatment.
Institution of Higher Education (IHE) means an educational
institution in any State that--
(1) Admits as regular students only persons having a certificate of
graduation from a school providing secondary education, or the
recognized equivalent of such a certificate, or persons who meet the
requirements of section 484(d) of the Higher Education Act of 1965, as
amended (HEA);
(2) Is legally authorized within such State to provide a program of
education beyond secondary education;
(3) Provides an educational program for which the institution
awards a bachelor's degree or provides not less than a 2-year program
that is acceptable for full credit toward such a degree, or awards a
degree that is acceptable for admission to a graduate or professional
degree program, subject to review and approval by the Secretary;
(4) Is a public or other nonprofit institution; and
(5) Is accredited by a nationally recognized accrediting agency or
association, or if not so accredited, is an institution that has been
granted pre-accreditation status by such an agency or association that
has been recognized by the Secretary for the granting of pre-
accreditation status, and the Secretary has determined that there is
satisfactory assurance that the institution will meet the accreditation
standards of such an agency or association within a reasonable time.
Local Educational Agency (LEA) means:
(1) In General. A public board of education or other public
authority legally constituted within a State for either administrative
control or direction of, or to perform a service function for, public
elementary schools or secondary schools in a city, county, township,
school district, or other political subdivision of a State, or of or
for a combination of school districts or counties that is recognized in
a State as an administrative agency for its public elementary schools
or secondary schools.
(2) Administrative Control and Direction. The term includes any
other public institution or agency having administrative control and
direction of a public elementary school or secondary school.
(3) Bureau of Indian Education Schools. The term includes an
elementary school or secondary school funded by the Bureau of Indian
Education but only to the extent that including the school makes the
school eligible for programs for which specific eligibility is not
provided to the school in another provision of law and the school does
not have a student population that is smaller than the student
population of the LEA receiving assistance under the ESEA with the
smallest student population, except that the school shall not be
subject to the jurisdiction of any SEA other than the Bureau of Indian
Education.
(4) Educational Service Agencies. The term includes educational
service agencies and consortia of those agencies.
(5) State Educational Agency. The term includes the SEA in a State
in which the SEA is the sole educational agency for all public schools.
Military- or Veteran-Connected Student means one or more of the
following:
(a) A child participating in an Early Learning program, a student
enrolled in preschool through grade 12, or a student enrolled in career
and technical education or postsecondary education who has a parent or
guardian who is a member of the uniformed services (as defined by 37
U.S.C. 101), in the Army, Navy, Air Force, Marine Corps, Coast Guard,
Space Force, National Guard, Reserves, National Oceanic and Atmospheric
Administration, or Public Health Service or is a veteran of the
uniformed services with an honorable discharge (as defined by 38 U.S.C.
3311).
(b) A student who is a member of the uniformed services, a veteran
of the uniformed services, or the spouse of a service member or
veteran.
(c) A child participating in an Early Learning program, a student
enrolled in preschool through grade 12, or a student enrolled in career
and technical education or postsecondary education who has a parent or
guardian who is a veteran of the uniformed services (as defined by 37
U.S.C. 101).
Moderate Evidence means that there is evidence of effectiveness of
a key Project Component in improving a Relevant Outcome for a sample
that overlaps with the populations or settings proposed to receive that
component, based on a relevant finding from one of the following:
(1) A practice guide prepared by the WWC using version 2.1, 3.0,
4.0, or 4.1 of the WWC Handbooks reporting a ``strong evidence base''
or ``moderate evidence base'' for the corresponding practice guide
recommendation;
(2) An intervention report prepared by the WWC using version 2.1,
3.0, 4.0, or 4.1 of the WWC Handbooks reporting a
[[Page 19491]]
``positive effect'' or ``potentially positive effect'' on a Relevant
Outcome based on a ``medium to large'' extent of evidence, with no
reporting of a ``negative effect'' or ``potentially negative effect''
on a Relevant Outcome; or
(3) A single Experimental Study or Quasi-Experimental Design Study
reviewed and reported by the WWC using version 2.1, 3.0, 4.0, or 4.1 of
the WWC Handbooks, or otherwise assessed by the Department using
version 4.1 of the WWC Handbooks, as appropriate, and that--
(i) Meets WWC standards with or without reservations;
(ii) Includes at least one statistically significant and positive
(i.e., favorable) effect on a Relevant Outcome;
(iii) Includes no overriding statistically significant and negative
effects on Relevant Outcomes reported in the study or in a
corresponding WWC intervention report prepared under version 2.1, 3.0,
4.0, or 4.1 of the WWC Handbooks; and
(iv) Is based on a sample from more than one site (e.g., State,
county, city, school district, or postsecondary campus) and includes at
least 350 students or other individuals across sites. Multiple studies
of the same Project Component that each meet requirements in paragraphs
(3)(i), (ii), and (iii) of this definition may together satisfy this
requirement.
National Nonprofit means an entity that--
(1) Meets the definition of ``nonprofit'' under 34 CFR 77.1(c); and
(2) Is of national scope, which requires that the entity--
(i) Provides services in three or more States; and
(ii) Demonstrates a proven record of serving or benefitting
teachers, principals, or other School Leaders across these States.
Professional Development means activities that--
(1) Are an integral part of school and LEA strategies for providing
educators (including teachers, principals, other School Leaders,
specialized instructional support personnel, paraprofessionals, and, as
applicable, early childhood educators) with the knowledge and skills
necessary to enable students to succeed in a well-rounded education and
to meet the challenging State academic standards; and
(2) Are sustained (not stand-alone, 1-day, or short term
workshops), intensive, collaborative, job-embedded, data-driven, and
classroom-focused, and may include activities that--
(i) Improve and increase teachers'--
(A) Knowledge of the academic subjects the teachers teach;
(B) Understanding of how students learn; and
(C) Ability to analyze student work and achievement from multiple
sources, including how to adjust instructional strategies, assessments,
and materials based on such analysis;
(ii) Are an integral part of broad schoolwide and districtwide
educational improvement plans;
(iii) Allow personalized plans for each educator to address the
educator's specific needs identified in observation or other feedback;
(iv) Improve classroom management skills;
(v) Support the recruitment, hiring, and training of effective
teachers, including teachers who became certified through State and
local alternative routes to certification;
(vi) Advance teacher understanding of--
(A) Effective instructional strategies that are Evidence-Based; and
(B) Strategies for improving student academic achievement or
substantially increasing the knowledge and teaching skills of teachers;
(vii) Are aligned with, and directly related to, academic goals of
the school or LEA;
(viii) Are developed with extensive participation of teachers,
principals, other School Leaders, parents, representatives of Indian
Tribes (as applicable), and administrators of schools to be served
under the ESEA;
(ix) Are designed to give teachers of English Learners, and other
teachers and instructional staff, the knowledge and skills to provide
instruction and appropriate language and academic support services to
those children, including the appropriate use of curricula and
assessments;
(x) To the extent appropriate, provide training for teachers,
principals, and other School Leaders in the use of technology
(including education about the harms of copyright piracy), so that
technology and technology applications are effectively used in the
classroom to improve teaching and learning in the curricula and
academic subjects in which the teachers teach;
(xi) As a whole, are regularly evaluated for their impact on
increased teacher effectiveness and improved student academic
achievement, with the findings of the evaluations used to improve the
quality of Professional Development;
(xii) Are designed to give teachers of children with disabilities
or children with developmental delays, and other teachers and
instructional staff, the knowledge and skills to provide instruction
and academic support services, to those children, including positive
behavioral interventions and supports, multi-tier system of supports,
and use of accommodations;
(xiii) Include instruction in the use of data and assessments to
inform and instruct classroom practice;
(xiv) Include instruction in ways that teachers, principals, other
School Leaders, specialized instructional support personnel, and school
administrators may work more effectively with parents and families;
(xv) Involve the forming of partnerships with IHEs, including, as
applicable, Tribal Colleges and Universities as defined in section
316(b) of the HEA (20 U.S.C. 1059c(b)), to establish school-based
teacher, principal, and other School Leader training programs that
provide prospective teachers, novice teachers, principals, and other
School Leaders with an opportunity to work under the guidance of
experienced teachers, principals, other School Leaders, and faculty of
such institutions;
(xvi) Create programs to enable paraprofessionals (assisting
teachers employed by an LEA receiving assistance under part A of title
I of the ESEA) to obtain the education necessary for those
paraprofessionals to become certified and licensed teachers;
(xvii) Provide follow-up training to teachers who have participated
in activities described in paragraph (2) of this definition that are
designed to ensure that the knowledge and skills learned by the
teachers are implemented in the classroom; and
(xviii) Where practicable, provide jointly for school staff and
other early childhood education program providers, to address the
transition to elementary school, including issues related to school
readiness.
Project Component means an activity, strategy, intervention,
process, product, practice, or policy included in a project. Evidence
may pertain to an individual project component or to a combination of
project components (e.g., training teachers on instructional practices
for English learners and follow-on coaching for these teachers).
Promising Evidence means that there is evidence of the
effectiveness of a key Project Component in improving a Relevant
Outcome, based on a relevant finding from one of the following:
(1) A practice guide prepared by WWC reporting a ``strong evidence
base'' or ``moderate evidence base'' for the corresponding practice
guide recommendation;
[[Page 19492]]
(2) An intervention report prepared by the WWC reporting a
``positive effect'' or ``potentially positive effect'' on a Relevant
Outcome with no reporting of a ``negative effect'' or ``potentially
negative effect'' on a Relevant Outcome; or
(3) A single study assessed by the Department, as appropriate,
that--
(i) Is an Experimental Study, a Quasi-Experimental Design Study, or
a well-designed and well-implemented correlational study with
statistical controls for selection bias (e.g., a study using regression
methods to account for differences between a treatment group and a
comparison group); and
(ii) Includes at least one statistically significant and positive
(i.e., favorable) effect on a Relevant Outcome.
Quasi-Experimental Design Study means a study using a design that
attempts to approximate an Experimental Study by identifying a
comparison group that is similar to the treatment group in important
respects. This type of study, depending on design and implementation
(e.g., establishment of baseline equivalence of the groups being
compared), can meet WWC standards with reservations, but cannot meet
WWC standards without reservations, as described in the WWC Handbook.
Relevant Outcome means the student outcome(s) or other outcome(s)
the key Project Component is designed to improve, consistent with the
specific goals of the program.
School Leader means a principal, assistant principal, or other
individual who is--
(1) An employee or officer of an elementary school or secondary
school, LEA, or other entity operating an elementary school or
secondary school; and
(2) Responsible for the daily instructional leadership and
managerial operations in the elementary school or secondary school
building.
State Educational Agency (SEA) means the agency primarily
responsible for the State supervision of public elementary schools and
secondary schools.
Underserved Student means a student (which may include children in
Early Learning environments, students in K-12 programs, students in
postsecondary education or career and technical education, and adult
learners, as appropriate) in one or more of the following subgroups:
(a) A student who is living in poverty or is served by schools with
high concentrations of students living in poverty.
(b) A student of color.
(c) A student who is a member of a federally recognized Indian
Tribe.
(d) An English learner.
(e) A Child or Student with a Disability.
(f) A Disconnected Youth.
(g) A technologically unconnected youth.
(h) A migrant student.
(i) A student experiencing homelessness or housing insecurity.
(j) A lesbian, gay, bisexual, transgender, queer or questioning, or
intersex (LGBTQI+) student.
(k) A student who is in foster care.
(l) A student without documentation of immigration status.
(m) A pregnant, parenting, or caregiving student.
(n) A student impacted by the justice system, including a formerly
incarcerated student.
(o) A student who is the first in their family to attend
postsecondary education.
(p) A student enrolling in or seeking to enroll in postsecondary
education for the first time at the age of 20 or older.
(q) A student who is working full-time while enrolled in
postsecondary education.
(r) A student who is enrolled in or is seeking to enroll in
postsecondary education who is eligible for a Pell Grant.
(s) An adult student in need of improving their basic skills or an
adult student with limited English proficiency.
(t) A student performing significantly below grade level.
(u) A Military- or Veteran-Connected Student.
For the purposes of this definition only ``English learner'' means
an individual who is an English learner as defined in section 8101(20)
of the ESEA, or an individual who is an English language learner as
defined in section 203(7) of the Workforce Innovation and Opportunity
Act.
What Works Clearinghouse (WWC) Handbooks (WWC Handbooks) means the
standards and procedures set forth in the WWC Standards Handbook,
Versions 4.0 or 4.1, and WWC Procedures Handbook, Versions 4.0 or 4.1,
or in the WWC Procedures and Standards Handbook, Version 3.0 or Version
2.1 (all incorporated by reference, see Sec. 77.2). Study findings
eligible for review under WWC standards can meet WWC standards without
reservations, meet WWC standards with reservations, or not meet WWC
standards. WWC practice guides and intervention reports include
findings from systematic reviews of evidence as described in the WWC
Handbooks documentation.
Note: The WWC Handbooks are available at ies.ed.gov/ncee/wwc/Handbooks.
Program Authority: Section 2242 of the ESEA (20 U.S.C. 6672).
Note: Projects will be awarded and must be operated in a manner
consistent with the nondiscrimination requirements contained in Federal
civil rights laws.
Applicable Regulations: (a) The Education Department General
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86,
97, 98, and 99. (b) The Office of Management and Budget Guidelines to
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in
2 CFR part 180, as adopted and amended as regulations of the Department
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost
Principles, and Audit Requirements for Federal Awards in 2 CFR part
200, as adopted and amended as regulations of the Department in 2 CFR
part 3474. (d) EED NFP. (e) The Supplemental Priorities. (f) The notice
of final definition published elsewhere in this edition of the Federal
Register.
Note: The regulations in 34 CFR part 86 apply to IHEs only.
II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds: $65,000,000.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in subsequent years from
the list of unfunded applications from this competition.
Estimated Range of Awards: $1,000,000-$6,000,000 per project year.
Estimated Average Size of Awards: $3,500,000 per project year.
Estimated Number of Awards: 16-20.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 36 months.
III. Eligibility Information
1. Eligible Applicants:
(a) An IHE that provides course materials or resources that are
Evidence-Based in increasing academic achievement, graduation rates, or
rates of postsecondary education matriculation;
(b) A National Nonprofit organization with a demonstrated record of
raising student academic achievement, graduation rates, and rates of
higher education attendance, matriculation, or completion, or of
effectiveness in providing preparation and Professional Development
activities and programs for teachers, principals, or other School
Leaders;
[[Page 19493]]
(c) The Bureau of Indian Education; or
(d) A partnership consisting of--
(i) One or more entities described in paragraph (a) or (b); and
(ii) A for-profit entity.
If you are a nonprofit organization, under 34 CFR 75.51, you may
demonstrate your nonprofit status by providing: (1) Proof that the
Internal Revenue Service currently recognizes the applicant as an
organization to which contributions are tax deductible under section
501(c)(3) of the Internal Revenue Code; (2) a statement from a State
taxing body or the State attorney general certifying that the
organization is a nonprofit organization operating within the State and
that no part of its net earnings may lawfully benefit any private
shareholder or individual; (3) a certified copy of the applicant's
certificate of incorporation or similar document if it clearly
establishes the nonprofit status of the applicant; or (4) any item
described above if that item applies to a State or national parent
organization, together with a statement by the State or parent
organization that the applicant is a local nonprofit affiliate.
2. a. Cost Sharing or Matching: Under section 2242 of the ESEA,
each grant recipient must provide, from non-Federal sources, at least
25 percent of the total cost for each year of the project activities.
These funds may be provided in cash or through in-kind contributions.
Grantees must include a budget showing their matching contributions on
an annual basis relative to the annual budget amount of SEED grant
funds and must provide evidence of their matching contributions for the
first year of the grant in their grant applications.
Note: The combination of Federal and non-Federal funds should equal
the total cost of the project. Therefore, grantees are generally
required to support no less than 25 percent of the total cost of the
project with non-Federal funds. Grantees are strongly encouraged to
take this requirement into account when requesting Federal funds and
limit their request appropriately and should verify that their budgets
reflect the costs allocations appropriately. (Cost share formula: Total
program cost (the amount of the Federal grant + the amount of the non-
Federal match) x .75 = Federal award amount).
b. Supplement-Not-Supplant: This program involves supplement-not-
supplant funding requirements. Under section 2301 of the ESEA (20
U.S.C. 6691), funds made available under title II of the ESEA must be
used to supplement, and not supplant, non-Federal funds that would
otherwise be used for activities authorized under this title. Further,
the prohibition against supplanting funds also means that grantees
seeking to charge indirect costs to SEED funds will need to use a
restricted indirect cost rates. See 34 CFR 75.563.
c. Indirect Cost Rate Information: This program uses a restricted
indirect cost rate. For more information regarding indirect costs, or
to obtain a negotiated indirect cost rate, please see www2.ed.gov/about/offices/list/ocfo/intro.html.
d. Administrative Cost Limitation: This program does not include
any program-specific limitation on administrative expenses. All
administrative expenses must be reasonable and necessary and conform to
Cost Principles described in 2 CFR part 200 subpart E of the Uniform
Guidance.
3. Subgrantees: (a) Under 34 CFR 75.708(b) and (c) a grantee under
this competition may award subgrants--to directly carry out project
activities described in its application--to the following types of
entities: LEAs, IHEs, State and local governments, and other public or
private entities suitable to carry out the activities proposed in the
application.
(b) The grantee may award subgrants to entities it has identified
in an approved application or under procedures established by the
grantee.
4. Certification: Pursuant to section 2242 of the ESEA (20 U.S.C.
6672), applicants must include a certification that the services
provided by an eligible entity under the grant to an LEA or to a school
served by the LEA will not result in direct fees for participating
students or parents.
5. Renewal: Under section 2242(b)(2) of the ESEA (20 U.S.C. 6672),
the Secretary may renew a grant awarded under this section for one
additional two-year period.
Note: During the course of the third year of the project period for
grants awarded under this competition, we will provide details on the
potential renewal process. In making decisions on whether to award a
two-year renewal award, we will review performance data submitted in
regularly required reporting, as well as potentially request narrative
information to be assessed using selection criteria from 34 CFR 75.210.
IV. Application and Submission Information
1. Application Submission Instructions: Applicants are required to
follow the Common Instructions for Applicants to Department of
Education Discretionary Grant Programs, published in the Federal
Register on December 27, 2021 (86 FR 73264) and available at
www.federalregister.gov/d/2021-27979, which contain requirements and
information on how to submit an application. Please note that these
Common Instructions supersede the version published on February 13,
2019, and, in part, describe the transition from the requirement to
register in SAM.gov a DUNS number to the implementation of the UEI.
More information on the phase-out of DUNS numbers is available at
https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf.
2. Submission of Proprietary Information: Given the types of
projects that may be proposed in applications for the SEED 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 make successful applications available to the
public, you may wish to request confidentiality of business
information.
Consistent with Executive Order 12600, please designate in your
application any information that you believe is exempt from disclosure
under Exemption 4. In the appropriate Appendix section of your
application, under ``Other Attachments Form,'' please list the page
number or numbers on which we can find this information. For additional
information please see 34 CFR 5.11(c).
3. Intergovernmental Review: This competition is subject to
Executive Order 12372 and the regulations in 34 CFR part 79.
Information about Intergovernmental Review of Federal Programs under
Executive Order 12372 is in the application package for this
competition.
4. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
5. Recommended Page Limit: The application narrative is where you,
the applicant, address the selection criteria that reviewers use to
evaluate your application. We recommend that you (1) limit the
application narrative to 40 pages and (2) use the following standards:
[[Page 19494]]
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, references, and captions, as well as all text in
charts, tables, figures, and graphs.
Use a font that is either 12 point or larger or no smaller
than 10 pitch (characters per inch).
Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial.
The recommended page limit does not apply to the cover sheet; the
budget section, including the narrative budget justification; the
assurances and certifications; or the one-page abstract, the resumes,
the bibliography, or the letters of support. However, the recommended
page limit does apply to all of the application narrative.
6. Notice of Intent to Apply: The Department will be able to
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, we strongly
encourage each potential applicant to notify us of their intent to
submit an application for funding by sending an email to [email protected]
with FY 2022 SEED Intent to Apply in the subject line, by May 4, 2022.
Applicants that do not send a notice of intent to apply may still apply
for funding.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
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
factors that the reviewers will consider in determining how well an
application meets the criterion. The criteria are as follows:
(a) Quality of the Project Design (35 points). The Secretary
considers the quality of the design of the proposed project. In
determining the quality of the design of the proposed project, the
Secretary considers the following factors:
(1) The extent to which the training or professional development
services to be provided by the proposed project are of sufficient
quality, intensity, and duration to lead to improvements in practice
among the recipients of those services.
(2) The extent to which the proposed project is designed to build
capacity and yield results that will extend beyond the period of
Federal financial assistance.
(3) The extent to which there is a conceptual framework underlying
the proposed research or demonstration activities and the quality of
that framework.
(4) 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.
(5) The extent to which the design of the proposed project is
appropriate to, and will successfully address, the needs of the target
population or other identified needs.
(b) Significance (25 points).
The Secretary considers the significance of the proposed project.
In determining the significance of the proposed project, the Secretary
considers the following factors:
(1) The importance or magnitude of the results or outcomes likely
to be attained by the proposed project, especially improvements in
teaching and student achievement.
(2) The extent to which the costs are reasonable in relation to the
number of persons to be served and to the anticipated results and
benefits.
(3) The potential for the incorporation of project purposes,
activities, or benefits into the ongoing program of the agency or
organization at the end of Federal funding.
(4) The extent to which the results of the proposed project are to
be disseminated in ways that will enable others to use the information
or strategies.
(c) Quality of the Management Plan (20 points). The Secretary
considers the quality of the management plan for the proposed project.
In determining the quality of the management plan for the proposed
project, the Secretary considers the following factors:
(1) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(2) The adequacy of the management plan to achieve the objectives
of the proposed project on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks.
(d) Quality of the Project Evaluation (20 points). The Secretary
considers the quality of the evaluation to be conducted of the proposed
project. In determining the quality of the evaluation, the Secretary
considers the following factors:
(1) The extent to which the methods of evaluation will, if well
implemented, produce evidence about the project's effectiveness that
would meet the WWC standards with or without reservations as described
in the WWC Handbook.
(2) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes.
(3) The extent to which the methods of evaluation include the use
of objective performance measures that are clearly related to the
intended outcomes of the project and will produce quantitative and
qualitative data to the extent possible.
(4) The extent to which the methods of evaluation will provide
valid and reliable performance data on Relevant Outcomes.
(5) The extent to which the design for implementing and evaluating
the proposed project will result in information to guide possible
replication of project activities or strategies, including information
about the effectiveness of the approach or strategies employed by the
project.
Note: Applicants may wish to review technical assistance resources
on evaluation relevant to the SEED program available at https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/effective-educator-development-programs/supporting-effective-educator-development-grant-program/.
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
requires various assurances, including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
Additional factors we consider in selecting an application for an
award are as follows:
(a) As required under section 2242 of the ESEA, the Secretary must
ensure that, to the extent practicable, grants are distributed among
eligible entities that will serve geographically diverse areas,
[[Page 19495]]
including urban, suburban, and rural areas.
(b) As required under section 2242 of the ESEA, the Department must
not award more than one grant under this program to an eligible entity
during a grant competition. If an entity submits multiple applications
for this competition, only the highest rated application will be
considered for an award.
3. Risk Assessment and Specific Conditions: Consistent with 2 CFR
200.206, before awarding grants under this competition the Department
conducts a review of the risks posed by applicants. Under 2 CFR
200.208, the Secretary may impose specific conditions and, under 2 CFR
3474.10, in appropriate circumstances, high-risk conditions on a grant
if the applicant or grantee is not financially stable; has a history of
unsatisfactory performance; has a financial or other management system
that does not meet the standards in 2 CFR part 200, subpart D; has not
fulfilled the conditions of a prior grant; or is otherwise not
responsible.
4. Integrity and Performance System: If you are selected under this
competition to receive an award that over the course of the project
period may exceed the simplified acquisition threshold (currently
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your
integrity, business ethics, and record of performance under Federal
awards--that is, the risk posed by you as an applicant--before we make
an award. In doing so, we must consider any information about you that
is in the integrity and performance system (currently referred to as
the Federal Awardee Performance and Integrity Information System
(FAPIIS)), accessible through the System for Award Management. You may
review and comment on any information about yourself that a Federal
agency previously entered and that is currently in FAPIIS.
Please note that, if the total value of your currently active
grants, cooperative agreements, and procurement contracts from the
Federal Government exceeds $10,000,000, the reporting requirements in 2
CFR part 200, Appendix XII, require you to report certain integrity
information to FAPIIS semiannually. Please review the requirements in 2
CFR part 200, Appendix XII, if this grant plus all the other Federal
funds you receive exceed $10,000,000.
5. In General: In accordance with the Office of Management and
Budget's guidance located at 2 CFR part 200, all applicable Federal
laws, and relevant Executive guidance, the Department will review and
consider applications for funding pursuant to this notice inviting
applications in accordance with--
(a) Selecting recipients most likely to be successful in delivering
results based on the program objectives through an objective process of
evaluating Federal award applications (2 CFR 200.205);
(b) Prohibiting the purchase of certain telecommunication and video
surveillance services or equipment in alignment with section 889 of the
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR
200.216);
(c) Providing a preference, to the extent permitted by law, to
maximize use of goods, products, and materials produced in the United
States (2 CFR 200.322); and
(d) Terminating agreements in whole or in part to the greatest
extent authorized by law if an award no longer effectuates the program
goals or agency priorities (2 CFR 200.340).
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN); or we may send you an email containing a link to
access an electronic version of your GAN. We may notify you informally,
also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Open Licensing Requirements: Unless an exception applies, if you
are awarded a grant under this competition, you will be required to
openly license to the public grant deliverables created in whole, or in
part, with Department grant funds. When the deliverable consists of
modifications to pre-existing works, the license extends only to those
modifications that can be separately identified and only to the extent
that open licensing is permitted under the terms of any licenses or
other legal restrictions on the use of pre-existing works.
Additionally, a grantee or subgrantee that is awarded competitive grant
funds must have a plan to disseminate these public grant deliverables.
This dissemination plan can be developed and submitted after your
application has been reviewed and selected for funding. For additional
information on the open licensing requirements please refer to 2 CFR
3474.20.
4. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the 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.
5. Performance Measures: For the purpose of Department reporting
under 34 CFR 75.110, we have established the following performance
measures for the SEED program: (a) The percentage of teacher,
principal, or other School Leader participants who serve concentrations
of high-need students; (b) the percentage of teacher and principal
participants who serve concentrations of high-need students and are
highly effective; (c) the percentage of teacher and principal
participants who serve concentrations of high-need students, are highly
effective, and serve for at least two years; (d) the cost per such
participant; and (e) the number of grantees with evaluations that meet
the WWC standards with reservations. Grantees will report annually on
each measure.
6. Continuation Awards: In making a continuation award under 34 CFR
75.253, the Secretary considers, among other things: whether a grantee
has made substantial progress in achieving the goals and objectives of
the project; whether the grantee has expended funds in a manner that is
consistent with its approved application and budget; and, if the
Secretary has established
[[Page 19496]]
performance measurement requirements, whether the grantee has made
substantial progress in achieving the performance targets in the
grantee's approved application.
In making a continuation award, the Secretary also considers
whether the grantee is operating in compliance with the assurances in
its approved application, including those applicable to Federal civil
rights laws that prohibit discrimination in programs or activities
receiving Federal financial assistance from the Department (34 CFR
100.4, 104.5, 106.4, 108.8, and 110.23).
VII. Other Information
Accessible Format: On request to the program contact person listed
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities
can obtain this document and a copy of the application package in an
accessible format. The Department will provide the requestor with an
accessible format that may include Rich Text Format (RTF) or text
format (txt), a thumb drive, an MP3 file, braille, large print,
audiotape, or compact disc, or other accessible format.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. You may
access the official edition of the Federal Register and the Code of
Federal Regulations at www.govinfo.gov. At this site you can view this
document, as well as all other documents of this Department published
in the Federal Register, in text or Portable Document Format (PDF). To
use PDF you must have Adobe Acrobat Reader, which is available free at
the site.
You may also access documents of the Department published in the
Federal Register by using the article search feature at:
www.federalregister.gov. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.
Ruth E. Ryder,
Deputy Assistant Secretary for Policy and Programs Office of Elementary
and Secondary Education.
[FR Doc. 2022-06963 Filed 4-1-22; 8:45 am]
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