25221 Federal Register /Vol. 74, No. 100/Wednesday, May 27, 2009/Notices information.
The Commission specifically solicits information relevant to the following topics: 4Whether the collection of information described above is necessary for the proper performance of the Commission 9s functions, including whether the information would have practical utility; 4Whether the estimated burden of the proposed collection of information is accurate; 4Whether the quality, utility, and clarity of the information to be collected could be enhanced; and 4Whether the burden imposed by the collection of information could be minimized by use of automated, electronic or other technological collection techniques, or other forms of information technology. Dated: May 20, 2009. Todd A.
Stevenson, Secretary, Consumer Product Safety Commission. [FR Doc. E9 312148 Filed 5 326 309; 8:45 am] BILLING CODE 6355 301 3P DEPARTMENT OF EDUCATION Office of Innovation and Improvement; Overview Information; Teacher Quality Partnership Grants Program; Notice Inviting Applications for New Awards for Fiscal Year (FY) 2009 Catalog of Federal Domestic Assistance (CFDA) Number: 84.405A.
Dates: Applications Available: May 27, 2009. Deadline for Notice of Intent to Apply: June 26, 2009. Dates of Pre-Application Meeting: There will be two pre-application meetings for prospective applicants on June 8, 2009 from 10:00 a.m.
to 12:00 p.m. and ... more. less.
on June 8, 2009 from 2:00 p.m. to 4:00 p.m.<br><br> Deadline for Transmittal of Applications: July 23, 2009. Deadline for Intergovernmental Review: September 21, 2009. Full Text of Announcement I.<br><br> Funding Opportunity Description Purpose of Program: The purposes of the Teacher Quality Partnership (TQP) Grants Program are to: Improve student achievement; improve the quality of new and prospective teachers by improving the preparation of prospective teachers and enhancing professional development activities for new teachers; hold teacher preparation programs at institutions of higher education (IHEs) accountable for preparing highly qualified teachers; and recruit highly qualified individuals, including minorities and individuals from other occupations, into the teaching force. More specifically, the TQP Grants Program seeks to improve the quality of new teachers by creating partnerships among IHEs, high-need school districts (local educational agencies (LEAs)) their high-need schools, and/or high-need early childhood education (ECE) program. These partnerships would create model teacher preparation programs at the pre-baccalaureate level through the implementation of specific reforms of the IHE 9s existing teacher preparation programs, and/or model teaching residency programs for individuals with strong academic and/ or professional backgrounds but without teaching experience.<br><br> The TQP Grants Program may also support school leadership programs to train superintendents, principals, ECE program directors, and other school leaders in high-need or rural LEAs. General Application Requirements: All applicants must meet the following general application requirements in order to be considered for funding. Except as specifically noted in this section, the general application requirements are from section 202 of the Higher Education Act of 1965, as amended in 2008 by the Higher Education Opportunity Act (HEA) (20 U.S.C.<br><br> 1022(a)). Each eligible partnership desiring a grant under this program must submit an application that contains 4 (a) A needs assessment of the partners in the partnership, for the preparation, ongoing training, professional development, and retention of general education and special education teachers, principals, and, as applicable, early childhood educators; (b) A description of how the partnership will 4 (1) Prepare prospective and new general education and special education teachers to understand and use research and data to modify and improve classroom instruction and prepare prospective and new teachers with strong teaching skills; (2) Support in-service professional development strategies and activities; (3) Engage faculty at the partner institution to work with highly qualified teachers in the classrooms of high-need schools served by the high-need LEA in the partnership in order to 4 (i) Provide high-quality professional development to strengthen the content knowledge and teaching skills of elementary school and secondary school teachers; and (ii) Train other classroom teachers to implement literacy programs that incorporate the essential components of reading instruction; (4) Design, implement, or enhance a year-long and rigorous teaching preservice clinical program component; (5) Prepare general education teachers to teach students with disabilities, including training related to participation as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act (IDEA); (6) Prepare general education and special education teachers to teach limited English proficient students; and (7) Collect, analyze, and use data on the retention of all teachers and early childhood educators in high-need schools and high-need ECE programs located in the geographic area served by the partnership to evaluate the effectiveness of the partnership 9s teacher and educator support system; (c) A description of the induction program activities that demonstrates 4 (1) That the schools and departments within the IHE that are part of the induction program will effectively prepare teachers, including providing content expertise and expertise in teaching, as appropriate; (2) The eligible partnership 9s capability and commitment to, and the accessibility to and involvement of faculty in, the use of empirically-based practice and scientifically valid research on teaching and learning; (3) How faculty involved in the induction program will be able to substantially participate in a high-need ECE program or a high-need elementary school or high-need secondary school classroom setting, as applicable, including release time and receiving workload credit for such participation; and (4) How the teacher preparation program will support, through not less than the first two years of teaching, all new teachers who are prepared by the teacher preparation program in the partnership and who teach in the high- need LEA in the partnership, and, to the extent practicable, all new teachers who teach in such high-need LEA, in the further development of the new teachers 9 teaching skills, including the use of mentors who are trained and compensated by the program for the mentors 9 work with new teachers; (d) A description of how the partnership will 4 (1) Coordinate strategies and activities with other teacher preparation or professional development programs, including programs funded under the VerDate Nov<24>2008 15:23 May 26, 2009Jkt 217001PO 00000Frm 00008Fmt 4703Sfmt 4703E:\FR\FM\27MYN1.SGM27MYN1 erowe on PROD1PC63 with NOTICES 25222 Federal Register /Vol. 74, No.<br><br> 100/Wednesday, May 27, 2009/Notices Elementary and Secondary Education Act of 1965, as amended (ESEA), and the IDEA, and through the National Science Foundation; and how those activities will be consistent with State, local, and other education reform activities that promote teacher quality and student academic achievement; and (2) Align the teacher preparation program with the 4 (i) State early learning standards for ECE programs, as appropriate, and with the relevant domains of early childhood development; and (ii) Student academic achievement standards and academic content standards under section 1111(b)(2) of the ESEA, established by the State in which the partnership is located; (e) An assessment that describes the resources available to the partnership, including 4 (1) The integration of funds from other related sources; (2) The intended use of the grant funds; and (3) The commitment of the resources of the partnership to the activities assisted under this program, including financial support, faculty participation, and time commitments, and to the continuation of the activities when the grant ends; (f) A description of the partnership 9s evaluation plan that includes strong and measurable performance objectives, including objectives and measures for increasing 4 (1) Achievement for all prospective and new teachers and their students, as measured by the eligible partnership. The HEA permits the Secretary to establish additional requirements for applications under this program. In that regard, in addition to the statutory requirement that each application describe in its evaluation plan the objectives and measures for increasing the achievement for prospective and new teachers, we also require the application to describe objectives and measures for increasing the achievement of students taught by teachers who have participated in the projects.<br><br> As one of the key statutory purposes of the TQP Grants Program is to improve student achievement (section 201(1) of the HEA) we believe that any evaluation of the performance of the projects funded under this program should include an assessment of the impact of the project on student achievement and that applicants should describe the objectives and measures for doing so in their evaluation plan; (2) Teacher retention in the first three years of a teacher 9s career; (3) Improvement in the pass rates and scaled scores for initial State certification or licensure of teachers; (4) The percentage of highly qualified teachers hired by the high-need LEA participating in the eligible partnership, including the percentage of those teachers 4 (i) Who are members of underrepresented groups; (ii) Who teach high-need academic subject areas (such as reading, mathematics, science, and foreign language, including less commonly taught languages and critical foreign languages); (iii) Who teach in high-need areas (including special education, language instruction educational programs for limited English proficient students, and ECE); and (iv) Who teach in high-need schools, disaggregated by the elementary school and secondary school levels; (5) As applicable, the percentage of ECE program classes in the geographic area served by the eligible partnership taught by early childhood educators who are highly competent; and (6) As applicable, the percentage of teachers trained 4 (i) To integrate technology effectively into curricula and instruction, including technology consistent with the principles of universal design for learning; and (ii) To use technology effectively to collect, manage, and analyze data to improve teaching and learning for the purpose of improving student academic achievement; and (g) A description of 4 (1) How the partnership will meet the purposes of the TQP Grants Program as specified in section 201 of the HEA; (2) How the partnership will carry out the activities required under section 202(d) of the HEA (Partnership Grants for Pre-Baccalaureate Preparation of Teachers) and/or section 202(e) of the HEA (Partnership Grants for the Establishment of Teaching Residency Programs); and (3) If the partnership chooses to use funds under the TQP Grants Program for a project or activities under section 202(f) of the HEA (Partnership Grants for the Development of Leadership Programs) or section 202(g) of the HEA (Partnership with Digital Education Content Developer), how the partnership will carry out the project or required activities based on the needs identified in the needs assessment described in paragraph (a), with the goal of improving student academic achievement. Program Evaluation Requirements: All applicants must cooperate with the national evaluation contractor selected by ED to evaluate the TQP Grants Program. This will include responding to modest data requests by the evaluation contractor (for example, requested program information and program participant information such as GRE or SAT scores and contact information).<br><br> Priorities: This notice contains two absolute priorities, four competitive preference priorities, and one invitational priority that are explained in the following paragraphs. Absolute Priorities: In accordance with 34 CFR 75.105(b)(2)(iv), Absolute Priority 1 is from section 202(d) of the HEA and Absolute Priority 2 is from section 202(e) of the HEA. For FY 2009 and any subsequent year in which we make awards from the list of unfunded applicants from this competition, these priorities are absolute priorities.<br><br> Under 34 CFR 75.105(c)(3) we consider only applications that meet one or both of these absolute priorities. These priorities are: Absolute Priority 1: Partnership Grants for Pre-Baccalaureate Preparation of Teachers. Under this priority, an eligible partnership must carry out an effective program for the pre-baccalaureate preparation of teachers that includes all of the following: (a) Program Accountability.<br><br> Implementation of reforms, described in paragraph (b) of this priority, within each of the partnership 9s teacher preparation programs and, as applicable, each of the partnership 9s preparation program for ECE programs, to hold each program accountable for 4 (1) Preparing 4 (i) New or prospective teachers to be highly qualified (including teachers in rural school LEAs who may teach multiple subjects, special educators, and teachers of students who are limited English proficient who may teach multiple subjects); (ii) Such teachers and, as applicable, early childhood educators, to understand empirically-based practice and scientifically valid research related to teaching and learning and the applicability of such practice and research, including through the effective use of technology, instructional techniques, and strategies consistent with the principles of universal design for learning, and through positive behavioral interventions and support strategies to improve student achievement; and (iii) As applicable, early childhood educators to be highly competent; and (2) Promoting strong teaching skills and, as applicable, techniques for early VerDate Nov<24>2008 15:23 May 26, 2009Jkt 217001PO 00000Frm 00009Fmt 4703Sfmt 4703E:\FR\FM\27MYN1.SGM27MYN1 erowe on PROD1PC63 with NOTICES 25223 Federal Register /Vol. 74, No. 100/Wednesday, May 27, 2009/Notices childhood educators to improve children 9s cognitive, social, emotional, and physical development.<br><br> (b) Specific reforms. The reform of the quality of each teacher preparation program, or each ECE program, by 4 (1) Implementing teacher preparation program curriculum changes that improve, evaluate, and assess how well all prospective and new teachers develop teaching skills; (2) Ensuring collaboration with departments, programs, or units of a partner institution outside of the teacher preparation program in all academic content areas to ensure that prospective teachers receive training in both teaching and relevant content areas in order to become highly qualified (which may include training in multiple subjects to teach multiple grade levels as may be needed for individuals preparing to teach in rural communities and for individuals preparing to teach students with disabilities as described in section 602(10)(D) of the IDEA); (3) Developing admission goals and priorities aligned with the hiring objectives of the high-need LEA in the eligible partnership; (4) Implementing program and curriculum changes, as applicable, to ensure that prospective teachers have requisite content knowledge, preparation, and degree to teach Advanced Placement or International Baccalaureate courses successfully; (5) Developing and implementing an induction program for new teachers, or in the case of an ECE program, providing mentoring or coaching for new early childhood educators as described in paragraph (f) of this priority; and (6) Using empirically based practice and scientifically valid research, where applicable, about teaching and learning so that all prospective students, and as applicable, early childhood educators 4 (i) Understand and can implement research based teaching practices in classroom instruction; (ii) Can successfully employ effective strategies for reading instruction using the essential components of reading instruction; (iii) Possess skills to analyze student academic achievement data and other measures of student learning, and use such data and measures to improve classroom instruction; (iv) Can effectively participate as a member of the individualized education program team, as defined in section 614(d)(1)(B) of the IDEA; (v) Have knowledge of student learning methods; and (vi) Possess teaching skills and an understanding of effective instructional strategies across all applicable content areas that enable general education and special education teachers and early childhood educators in order to 4 (A) Meet the specific learning needs of all students, including students with disabilities, students who are limited English proficient, students who are gifted and talented, students with low literacy levels, children in ECE programs; and (B) Differentiate instruction for these students. (c) Literacy training.<br><br> Strengthening the literacy teaching skills of prospective and, as applicable, new elementary and secondary school teachers to 4 (1) Implement literacy programs that incorporate the essential components of reading instruction; (2) Use screening, diagnostic, formative and summative assessments to determine students 9 literacy levels, difficulties, and growth in order to improve classroom instruction and improve student reading and writing skills; (3) Provide individualized, intensive, and targeted literacy instruction for students with deficiencies in literacy skills; and (4) Integrate literacy skills in the classroom across subject areas. (d) Clinical experience. Development and implementation (or improvement) of a sustained and high-quality preservice clinical education program, offered over the course of a program of teacher preparation, to further develop the teaching skills of all prospective teachers, and as applicable, early childhood educators involved in the project.<br><br> This preservice clinical education program must 4 (1) Incorporate year-long opportunities for enrichment, including 4 (i) Clinical learning in classrooms in high-need schools served by the high- need LEA in the eligible partnership, and identified by the eligible partnership; and (ii) Closely supervised interaction between prospective teachers and faculty, experienced teachers, principals, other administrators, and school leaders at ECE programs (as applicable), elementary schools, or secondary schools, and providing support for such interaction; (2) Integrate pedagogy and classroom practices and effective teaching skills in academic content areas; (3) Provide high-quality teacher mentoring; (4) Be tightly aligned with course work (and may be developed as a fifth year of a teacher preparation program); (5) Where feasible, allow prospective teachers to learn to teach in the same LEA in which the teachers will work, learning the instructional initiatives and curriculum of that LEA; and (6) As applicable, provide training and experience to enhance the teaching skills of prospective teachers to better prepare such teachers to meet the unique needs of teaching in rural or urban communities. (e) Support for program participation. The provision of support and training for individuals participating in an activity for prospective or new teachers, whether in the teacher preparation program (or program for early childhood educators), the clinical experience, or in the LEA 9s induction program for new teachers, and for individuals who serve as mentors for these teachers, based on each individual 9s experience.<br><br> This support and training may include 4 (1) With respect to a prospective teacher or a mentor, release time for such individual 9s participation; (2) With respect to a mentor, a stipend, which may include bonus, differential, incentive, or performance pay, based on the mentor 9s extra skills and responsibilities; and (3) With respect to a faculty member, the receipt of course workload credit and compensation for time teaching in the eligible partnership 9s activities. (f) Participants in an ECE program. Where a project focuses on preparation of early childhood educators, implementation of initiatives that increase compensation for early childhood educators who attain associate or baccalaureate degrees in ECE.<br><br> (g) Teacher recruitment. Development and implementation of effective mechanisms (which may include alternative routes to State certification of teachers) to ensure that the eligible partnership is able to recruit qualified individuals to become highly qualified teachers through the activities of the eligible partnership. These mechanisms may include an emphasis on recruiting into the teaching profession 4 (1) Individuals from under represented populations; (2) Individuals to teach in rural communities and teacher shortage areas, including mathematics, science, special education, and the instruction of limited English proficient students; and (3) Mid-career professionals from other occupations, former military personnel, and recent college graduates with a record of academic distinction.<br><br> Absolute Priority 2: Partnership Grants for the Establishment of Effective Teaching Residency Programs. Under this priority, an eligible partnership VerDate Nov<24>2008 15:23 May 26, 2009Jkt 217001PO 00000Frm 00010Fmt 4703Sfmt 4703E:\FR\FM\27MYN1.SGM27MYN1 erowe on PROD1PC63 with NOTICES 25224 Federal Register /Vol. 74, No.<br><br> 100/Wednesday, May 27, 2009/Notices must carry out a teaching residency program for high-need subjects and areas, as determined by the needs of the high-need LEA in the partnership. The program must ensure that teaching residents who participate in the teaching residency program receive the preparation and support described in the following required program components: (a) Establishment and design. The teaching residency program must be based upon models of successful teaching residencies that serve as a mechanism to prepare teachers for success in the high-need schools in the eligible partnership, and be designed to include the following characteristics of successful programs: (1) Integration of pedagogy, classroom practice, and teacher mentoring.<br><br> (2) Engagement of teaching residents in rigorous graduate-level course work to earn a master 9s degree while undertaking a guided teaching apprenticeship. (3) Grouping of teaching residents in cohorts to facilitate professional collaboration among such residents. (4) The development of admissions goals and priorities 4 (i) That are aligned with the hiring objectives of the high-need LEA partnering with the program, as well as the instructional initiatives and curriculum of the high-need LEA, in exchange for a commitment by the high- need LEA to hire qualified graduates from the teaching residency program; and (ii) Which may include consideration of applicants who reflect the communities in which they will teach as well as consideration of individuals from underrepresented populations in the teaching profession.<br><br> (5) Experience and learning opportunities alongside a trained and experienced mentor teacher 4 (i) Whose teaching complements the residency program so that classroom clinical practice is tightly aligned with coursework; (ii) Who has been given extra responsibilities 4 (A) As a teacher leader of the teaching residency program; (B) As a mentor for residents; (C) As a teacher coach during the induction program for new teachers; and (D) For establishing, within the program, a learning community in which all individuals are expected to continually improve their capacity to advance student learning; and (iii) Who may be relieved, if appropriate, from teaching duties as a result of these additional responsibilities. (6) The establishment of clear criteria for the selection of mentor teachers based on measures of teacher effectiveness and the appropriate subject area knowledge. For purposes of this section, evaluation of teacher effectiveness must be based on, but not limited to, observations of the following: (i) Planning and preparation, including demonstrated knowledge of content, pedagogy, and assessment, including the use of formative and diagnostic assessments to improve student learning.<br><br> (ii) Appropriate instruction that engages students with different learning styles. (iii) Collaboration with colleagues to improve instruction. (iv) Analysis of gains in student learning, based on multiple measures that are valid and reliable and that, when feasible, may include valid, reliable, and objective measures of the influence of teachers on the rate of student academic progress.<br><br> (v) In the case of mentor candidates who will be mentoring new or prospective literacy and mathematics coaches or instructors, appropriate skills in the essential components of reading instruction, teacher training in literacy instructional strategies across core subject areas, and teacher training in mathematics instructional strategies, as appropriate. (7) Support for teaching residents, once they are hired as teachers of record, through an induction program, professional development, and networking opportunities to support the residents through not less then the residents 9 first two years of teaching. (b) Additional support for residents after completing the program.<br><br> In addition to the services described in paragraph (a)(7) of this priority, a partnership must place graduates of the teaching residency program in cohorts that facilitate professional collaboration, both among graduates of the teaching residency program and between such graduates and mentor teachers in the receiving school. (c) Selection of individuals as teacher residents. (1) In order to be eligible to be a teacher resident in a teaching residency program, an individual must be a recent graduate of a four-year IHE or a mid- career professional from outside the field of education possessing strong content knowledge or a record of professional accomplishment, and submit an application to the teaching residency program.<br><br> (2) An eligible partnership must establish criteria for the selection of eligible individuals to participate in the teaching residency program based on the following characteristics 4 (i) Strong content knowledge or record of accomplishment in the field or subject area to be taught; (ii) Strong verbal and written communication skills, which may be demonstrated by performance on appropriate tests; and (iii) Other attributes linked to effective teaching, which may be determined by interviews or performance assessments, as specified by the eligible partnership. (d) Provision of stipends or salaries. (1) A teaching residency program must provide a one-year living stipend or salary during the one-year teaching residency program to any teacher resident candidate accepted into the program who requests the stipend or salary and submits the application described in paragraph (d)(2) of this priority.<br><br> (2) Each teaching residency candidate desiring a living stipend or salary during the one-year period of the residency must submit an application to the eligible partnership at such time, and containing such information and assurances, as the eligible partnership may require. (3) Each application submitted under paragraph (d)(2) of this priority, must contain or be accompanied by an agreement that the applicant will 4 (i) Serve as a full-time teacher for a total of not less than three academic years immediately after successfully completing the one-year teaching residency program; (ii) Fulfill the requirement under paragraph (d)(3)(i) of this priority by teaching in a high-need school served by the high-need LEA in the eligible partnership and teach a subject or area that is designated as high need by the partnership; (iii) Provide to the eligible partnership a certificate, from the chief administrative officer of the high-need LEA in which the teacher resident is employed, documenting the employment required under paragraph (d)(3)(i) and (ii) of this priority at the beginning of, and upon completion of, each year or partial year of service; (iv) Meet the requirements to be a highly qualified teacher, as defined in section 9101 of the ESEA, or section 602 of the IDEA, when the applicant begins to fulfill the service obligation under the program; and (v) Comply with the requirements established by the eligible partnership under paragraph (e) of this priority if the VerDate Nov<24>2008 15:23 May 26, 2009Jkt 217001PO 00000Frm 00011Fmt 4703Sfmt 4703E:\FR\FM\27MYN1.SGM27MYN1 erowe on PROD1PC63 with NOTICES 25225 Federal Register /Vol. 74, No.<br><br> 100/Wednesday, May 27, 2009/Notices applicant is unable or unwilling to complete the service obligation required by the paragraph. (e) Repayments. (1) Each grantee carrying out a teaching residency program must require a recipient of a stipend or salary under paragraph (d)(1) of this priority who does not complete, or who notifies the partnership that he or she intends not to complete, the service obligation required by paragraph (d)(3) of this priority to repay the stipend or salary to the eligible partnership 4 (i) Together with interest at a rate specified by the partnership in the agreement; and (ii) In accordance with such other terms and conditions specified by the eligible partnership, as necessary.<br><br> (2) Other terms and conditions specified by the eligible partnership may include, among other things, reasonable provisions for pro-rata repayment of the stipend or salary described in paragraph (e)(1) of this priority, or for deferral of a teaching resident 9s service obligation required by paragraph (d)(3) of this priority, on grounds of health, incapacitation, inability to secure employment in a school served by the eligible partnership, being called to active duty in the Armed Forces of the United States, or other extraordinary circumstances. (3) An eligible partnership must use any repayment received under paragraph (e) to carry out additional activities that are consistent with the purposes of the Teaching Residency program. Competitive Preference Priorities: Within these absolute priorities, we give competitive preference to applications that address one or more of the following priorities.<br><br> For FY 2009 and any subsequent year in which we make awards from the list of unfunded applicants from this competition, these priorities are competitive preference priorities. Competitive Preference Priority 1: We are establishing Competitive Preference Priority 1 in accordance with section 437(d)(1) of the General Education Provisions Act (GEPA), 20 U.S.C. 1232(d)(1).<br><br> Under 34 CFR 75.105(c)(2)(i) we award up to an additional 10 points to an application that meets Competitive Preference Priority 1, depending on how well the application meets the priority. We will add any competitive preference priority points only to highly rated applications on one or both of the absolute priorities. This priority is: Competitive Preference Priority 1: Student Achievement and Continuous Program Improvement.<br><br> The Secretary gives priority to applications from an eligible partnership that would use appropriate means to 4 (1) Collect and use data on student achievement to assess the effect of teachers prepared through the pre- baccalaureate teacher preparation and/ or teaching residency program on student learning in the classrooms of the high-need schools in which they work; to be eligible to receive the maximum number of points, applicants must demonstrate their capacity to include longitudinal data capturing student achievement by teacher from year to year, and (2) Provide for continuous improvement of the participating teachers, and of the pre-baccalaureate teacher preparation program and/or teaching residency program based on these data. Our purpose in establishing this priority is to support the collection and use of data showing the effect of teachers on student learning and achievement. The relevant data would include both teachers in the program and teachers not in the program.<br><br> As noted earlier, a key statutory purpose of this program is to improve student achievement. Having these data will enable grantees both to assess the effectiveness of their projects and to use the data to improve the project 9s impact on student achievement. Competitive Preference Priority 2: Competitive Preference Priority 2 is from section 202(f) of the HEA.<br><br> As used in this priority, the definition of 8 8LEA located in a rural area 9 9 is established in accordance with section 437(d)(1) of the General Education Provisions Act (GEPA), 20 U.S.C. 1232(d)(1). Under 34 CFR 75.105(c)(2)(i) we award up to an additional 5 points to an application that meets Competitive Preference Priority 2, depending on how well the application meets the priority.<br><br> We will add any competitive preference priority points only to highly rated applications on one or both of the absolute priorities. This priority is: Competitive Preference Priority 2: Partnership Grants for the Development of Leadership Programs. Under this competitive preference priority the Secretary gives priority to applications from eligible partnerships that propose to carry out an effective school leadership program that will prepare individuals enrolled or preparing to enroll in those programs for careers as superintendents, principals, ECE program directors, or other school leaders (including individuals preparing to work in LEAs located in rural areas who may perform multiple duties in addition to the role of a school leader).<br><br> An eligible partnership may carry out the school leadership program either in the partner high-need LEA or in further partnership with an LEA located in a rural area. The school leadership program carried out under this priority must include the following activities: (a) Preparation of school leaders. In preparing school leaders, the school leadership program must include the following activities: (1) Promoting strong leadership skills and, as applicable, techniques for school leaders to effectively 4 (i) Create and maintain a data-driven, professional learning community within the leader 9s schools; (ii) Provide a climate conducive to the professional development of teachers, with a focus on improving student achievement and the development of effective instructional leadership skills; (iii) Understand the teaching and assessment skills needed to support successful classroom instruction and to use data to evaluate teacher instruction and drive teacher and student learning; (iv) Manage resources and school time to improve student academic achievement and ensure a safe school environment; (v) Engage and involve parents, community members, the LEA, businesses, and other community leaders, to leverage additional resources to improve student academic achievement; and (vi) Understand how students learn and develop in order to increase academic achievement for all students.<br><br> (2) Developing and improving a sustained and high-quality preservice clinical education program to further develop the leadership skills of all prospective school leaders involved in the program. This clinical education program must do the following: (i) Incorporate year-long opportunities for enrichment, including 4 (A) Clinical learning in high-need schools served by the high-need LEA or an LEA located in a rural area in the eligible partnership and identified by the eligible partnership; and (B) Closely supervised interaction between prospective school leaders and faculty, new and experienced teachers, and new and experienced school leaders, in those high-need schools. (ii) Integrate pedagogy and practice and promote effective leadership skills, meeting the unique needs of urban, rural, or geographically isolated communities, as applicable.<br><br> (iii) Provide for mentoring of new school leaders. (3) Creating an induction program for new school leaders. VerDate Nov<24>2008 15:23 May 26, 2009Jkt 217001PO 00000Frm 00012Fmt 4703Sfmt 4703E:\FR\FM\27MYN1.SGM27MYN1 erowe on PROD1PC63 with NOTICES 25226 Federal Register /Vol.<br><br> 74, No. 100/Wednesday, May 27, 2009/Notices (4) Ensuring that individuals who participate in the school leadership program receive 4 (i) Effective preservice preparation as described in paragraph (a)(2) of this priority; (ii) Mentoring; and (iii) If applicable, full State certification or licensure to become a school leader. (5) Developing and implementing effective mechanisms to ensure that the eligible partnership is able to recruit qualified individuals to become school leaders through activities that may include an emphasis on recruiting into school leadership professions 4 (i) Individuals from underrepresented populations; (ii) Individuals to serve as superintendents, principals, or other school administrators in rural and geographically isolated communities and school leader shortage areas; and (iii) Mid-career professionals from other occupations, former military personnel, and recent college graduates with a record of academic distinction.<br><br> (b) Selection of Participants. In order to be eligible for the school leadership program, an individual must 4 (i) Be enrolled in or preparing to enroll in an IHE; (ii) Be a 4 (A) Recent graduate of an IHE; (B) Mid-career professional from outside the field of education with strong content knowledge or a record of professional accomplishment; (C) Current teacher who is interested in becoming a school leader; or (D) School leader who is interested in becoming a superintendent; and (iii) Submit an application to the school leadership program containing such information as the eligible partnership may require. Section 202(g) of the HEA, like this priority, permits an eligible partnership to implement a school leadership program in an LEA that is not a high- need LEA provided the LEA is located in a rural area.<br><br> However, the statute does not define the phrase 8 8LEA located in a rural area, 9 9 for the purpose of this priority. The National Center for Educational Statistics (NCES), which has established locale codes based on geographic location, and assigned codes to all LEAs, considers an LEA with an assigned locale code of 31, 32, 33, 41, 42, or 43 as located in a rural area. (Codes 41 343 correspond with former locale codes 7 and 8 used to determine eligibility for the Small Rural School Achievement program; while codes 31 3 33 correspond to former locale code 6 used to help determine eligibility for the Rural Low Income Schools program.) In order to extend the potential benefits of the TQP School Leadership program to as many rural LEAs as possible, we have determined that any LEA assigned any of these six locale codes may qualify under this TQP program as an 8 8LEA located in a rural area. 9 9 Prospective applicants may determine whether a particular LEA has one of these six locale codes by referring to the following Web site: http:// firstname.lastname@example.org and using the following procedures: a.<br><br> From the options listed across the top of this Web page, select 8 8School, & College Library Search. 9 9 b. From the menu that appears, select 8 8Search for School Districts. 9 9 c. On the 8 8Search for Public School Districts 9 9 page, type in the LEA or school district name (do not include phrases like 8 8School District 9 9 or 8 8Public Schools 9 9 that follow the name, and the State in which it is located.<br><br> Then select 8 8Search. 9 9 d. From the list of LEAs shown, select the appropriate LEA. On the 8 8District Information 9 9 page, the NCES locale code for the district is shown under the subheading 8 8District Details 9 9, next to 8 8Locale. 9 9 Competitive Preference Priorities 3 and 4: Competitive Preference Priorities 3 and 4 are from section 203(b)(2) of the HEA.<br><br> Under 34 CFR 75.105(c)(2)(ii) we give preference to an application that meets one or both of these priorities over an application of comparable merit that does not meet the priorities. These priorities are: Competitive Preference Priority 3: Rigorous Selection Process. Eligible partnerships that include an IHE whose teacher preparation program has a rigorous process for selecting students entering the program to ensure the highest quality of students entering the program.<br><br> Competitive Preference Priority 4: Broad-based Partners. Applications from broad-based eligible partnerships with significant involvement of businesses or community organizations. Invitational Priority: Within Absolute Priorities 1 and 2, we are particularly interested in applications that address the following invitational priority.<br><br> For FY 2009 and any subsequent year in which we make awards from the list of unfunded applicants from this competition, this priority is an invitational priority. Under 34 CFR 75.105(c)(1) we do not give an application that meets this invitational priority a competitive or absolute preference over other applications. This priority is: Partnership with Digital Education Content Developer.<br><br> Consistent with section 202(g) of the HEA, we are interested in receiving applications that propose to use grant funds to carry out one or both of the absolute priorities, through partnerships with a television public broadcast station, as defined in section 397(6) of the Communications Act of 1934, as amended (47 U.S.C. 397(6)), or another entity that develops digital educational content, for the purpose of improving the quality of pre- baccalaureate teacher preparation programs or to enhance the quality of preservice training for prospective teachers. Waiver of Proposed Rulemaking: Under the Administrative Procedure Act (APA) (5 U.S.C.<br><br> 553) the Department generally offers interested parties the opportunity to comment on proposed priorities, selection criteria, definitions, and other 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 for the TQP Grants Program authorized by section 202 of the HEA, and it therefore qualifies for this exemption.<br><br> In order to ensure timely grant awards, the Secretary has decided to forego public comment on (a) the requirement that grantees include in their evaluations objectives and measures for improving student achievement; (b) Competitive Preference Priority 1; (c) the definition of 8 8LEA located in a rural area 9 9 in Competitive Preference Priority 2, (d) the requirement that a required member of the eligible partnership be the fiscal agent for the grant; (e) the Teacher Need component of the definition of 8 8high- need LEA 9 9; and (f) the selection criteria, Quality of the Project Design and Significance, under section 437(d)(1) of GEPA. These priorities, definitions, and selection criteria will apply to the FY 2009 grant competition and any subsequent year in which we make awards from the list of unfunded applicants from this competition. Program Authority: 20 U.S.C.<br><br> 1021 3 1022(c). Applicable Regulations: The Education Department General Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 81, 82, 84, 85, 86, 97, 98, and 99. Note: The regulations in 34 CFR part 79 apply to all applicants except Federally recognized Indian Tribes.<br><br> Note: The regulations in 34 CFR part 86 apply to IHEs only. VerDate Nov<24>2008 15:23 May 26, 2009Jkt 217001PO 00000Frm 00013Fmt 4703Sfmt 4703E:\FR\FM\27MYN1.SGM27MYN1 erowe on PROD1PC63 with NOTICES 25227 Federal Register /Vol. 74, No.<br><br> 100/Wednesday, May 27, 2009/Notices II. Award Information Type of Award: Discretionary grants. Estimated Available Funds: $143,000,000: $43,000,000 from the Department of Education 9s FY 2009 appropriation and $100,000,000 from the American Recovery and Reinvestment Act (ARRA) of 2009, Public Law No.<br><br> 111 35. The purposes of the ARRA include the following: (1) To preserve and create jobs and promote economic recovery; (2) To assist those most impacted by the recession; (3) To provide investments needed to increase economic efficiency by spurring technological advances in science and health; (4) To invest in transportation, environmental protection, and other infrastructure that will provide long- term economic benefit; and (5) To stabilize State and local government budgets in order to minimize and avoid reductions in essential services and counterproductive State and local tax increases. Estimated Range of Awards: $1,000,000 3$2,000,000.<br><br> Estimated Average Size of Awards: $1,500,000. Estimated Number of Awards: 25 335. Note: The Department is not bound by any estimates in this notice.<br><br> The Department will first fund applications with FY 2009 appropriations. If the Department does not receive enough quality applications, the Department may re-open the competition. Project Period: 60 months.<br><br> III. Eligibility Information 1. Eligible Applicants: An eligible applicant must be an 8 8eligible partnership 9 9 as defined in section 200(6) of the HEA.<br><br> The fiscal agent of the grant must be one of the required partners in the eligible partnership, as described in section 200 of the HEA. We are establishing this requirement in accordance with section 437(d)(1) of GEPA to ensure that a required member of the partnership is responsible for the administration of the grant. The eligible partnership means an entity that 4 (1) Must include each of the following: (i) A high-need LEA.<br><br> (ii) A high-need school or consortium of high-need schools served by the high- need LEA, or, as applicable, a high-need ECE program. (iii) A partner institution. (iv) A school, department, or program of education within such partner institution, which may include an existing teacher professional development program with proven outcomes within a four-year IHE that provides intensive and sustained collaboration between faculty and LEAs consistent with the requirements of Title II of the HEA.<br><br> (v) A school or department of arts and sciences within such partner institution; and (2) May include any of the following: (i) The Governor of the State. (ii) The State educational agency. (iii) The State board of education.<br><br> (iv) The State agency for higher education. (v) A business. (vi) A public or private nonprofit educational organization.<br><br> (vii) An educational service agency. (viii) A teacher organization. (ix) A high-performing LEA, or a consortium of high-performing LEAs, that can serve as a resource to the partnership.<br><br> (x) A charter school (as defined in section 5210 of the ESEA). (xi) A school or department within the partner institution that focuses on psychology and human development. (xii) A school or department within the partner institution with comparable expertise in the disciplines of teaching, learning, and child and adolescent development.<br><br> (xiii) An entity operating a program that provides alternative routes to State certification of teachers. Definitions: For purposes of the definition of 8 8eligible partnership, 9 9 the following definitions are from section 200 of the HEA, as amended. (1) High-Need Local Educational Agency: To be eligible as a 8 8high-need LEA, 9 9 an LEA must establish that it meets one of the criteria for requisite poverty or geographic location in component (i), below, and one of the requisite criteria for teacher need in component (ii).<br><br> Thus, under section 200(10) of the HEA, the term 8 8high-need LEA 9 9 means an LEA 4 (i)(A) For which not less than 20 percent of the children served by the agency are children from low-income families; (B) That serves not fewer than 10,000 children from low-income families; (C) That meets the eligibility requirements for funding under the Small, Rural School Achievement (SRSA) Program under section 6211(b) of the ESEA, or (D) That meets eligibility requirements for funding under the Rural and Low-Income School Program under section 6221(b) of the ESEA; (ii) And 4 (A) For which there is a high percentage of teachers not teaching in the academic subject areas or grade levels in which the teachers were trained to teach; or (B) There is a high teacher turnover rate or a high percentage of teachers with emergency, provisional, or temporary certification or licensure. So that the Department may be able to confirm the eligibility of the LEAs participating in the partnership as 8 8high-need LEAs, 9 9 applicants will need to include information in their applications that demonstrates that each participating LEA in the partnership meets the above definition of 8 8high- need. 9 9 This information must be based on the most recent data available. Poverty Data.<br><br> Under component (i)(A) or (i)(B) of the definition of 8 8high-need LEA, 9 9 an LEA must show that not less than 20 percent of the children served by the LEA are children from low- income families or that the LEA serves fewer than 10,000 children from low- income families. Under section 200(2) of the HEA (20 U.S.C. 1021(2)), the term 8 8children from low-income families 9 9 means children described in section 1124(c)(1)(A) of the ESEA (20 U.S.C.<br><br> 6333(c)(1)(A)). Consistent with that provision, the eligibility of an LEA as a 8 8high-need LEA 9 9 under component (i)(A) or (i)(B) must be determined on the basis of the most recent U.S. Census Bureau data, which is currently for 2007.<br><br> U.S. Census Bureau data are available for all LEAs with geographic boundaries that existed when the U.S. Census Bureau collected its information.<br><br> The link to the most recent census data is: http://www.census.gov/hhes/www/ saipe/district.html. The Department also makes these data available at its Web site at: http://www.ed.gov/programs/lsl/ eligibility.html. Some LEAs, such as newly formed LEAs or charter schools in States that accord them LEA status, are not included in Census Bureau poverty data.<br><br> Eligibility of these particular LEAs will be determined on a case-by-case basis after review of information in the application that addresses, as well as possible, the number or percentage of children from low-income families these LEAs serve. Eligibility under the Small Rural School Achievement (SRSA) Program or Rural and Low-Income School (RLIS) Program. Under component (i)(C) or (i)(D) of the definition of 8 8high-need LEA, 9 9 an LEA may show that it is eligible for the SRSA or RLIS programs authorized in the ESEA.<br><br> Prospective applicants may determine whether a particular LEA is eligible for these programs by referring to information available on the following Department Web sites. For the SRSA: http:// VerDate Nov<24>2008 15:23 May 26, 2009Jkt 217001PO 00000Frm 00014Fmt 4703Sfmt 4703E:\FR\FM\27MYN1.SGM27MYN1 erowe on PROD1PC63 with NOTICES 25228 Federal Register /Vol. 74, No.<br><br> 100/Wednesday, May 27, 2009/Notices www.ed.gov/programs/reapsrsa/ eligible08/index.html. For the RLIS: http://www.ed.gov/ programs/reaprlisp/eligibility.html. Teacher Need.<br><br> Under component (ii)(A) or (ii)(B) of the definition of a 8 8high-need LEA, 9 9 to be a 8 8high-need 9 9 LEA, an LEA must have (A) a high percentage of teachers not teaching in the academic subject areas or grade levels in which the teachers were trained to teach, or (B) either a high teacher turnover rate, or a high percentage of teachers with emergency, provisional, or temporary certification or licensure. Under component (ii)(A) of Teacher Need, for purposes of the TQP Grants Program, and in accordance with section 437(d)(1) of GEPA, an LEA has 8 8a high percentage of teachers not teaching in the academic subject areas or grade levels in which the teachers were trained to teach 9 9 if either: (1) The percentage of its classes taught by teachers of core academic subjects who are not highly qualified exceeds the average percentage for the State in which the LEA is located; or (2) The applicant submits other information, which the Department accepts, that the percentage of the LEA 9s teachers who lack training in the academic subject areas or grade levels in which the teachers were trained to teach perhaps because of the short amount of training that many highly qualified teachers may have received before becoming teachers of record, is 8 8high. 9 9 Assuming that the Department accepts the applicant 9s information, the Department will determine eligibility under this test on a case-by-case basis if the percentage of teachers who lack training in the subject area or grade levels they were trained to teach is below five percent. Section 1119 of the ESEA requires that all of an LEA 9s teachers of core academic subjects be highly qualified by the end of the 2005 32006 school year, and we know that most LEAs are relatively close to meeting this goal.<br><br> Because highly qualified teachers are generally teachers with sufficient knowledge or training in the subject they teach, we believe the percentage of an LEA 9s classes taught by teachers who are not highly qualified (data that SEAs and LEAs must publicly report under section 1111(h)(1)(C)(vii) and (h)(2)(B) of the ESEA, respectively), is a reasonable proxy for the 8 8percentage of teachers not teaching in the academic subject areas or grade levels in which the teachers were trained to teach. 9 9 In order to extend eligibility to as many LEAs as possible we provide that an LEA has a 8 8high percentage 9 9 of these teachers if the percentage of its classes taught by teachers who are not highly qualified exceeds the State 9s average. At the same time, we recognize that LEAs that do not meet this test may also have a high percentage of teachers not teaching in the academic subject areas or grade levels in which the teachers were trained to teach. For example, an LEA might (1) be in a State with a very high average for LEAs statewide, or (2) have many teachers who, while highly qualified in one or more academic subject areas, are teaching an academic subject or grade level for which they are not highly qualified or have little training.<br><br> In order to accommodate these other situations, we will determine on a case-by-case basis, and based on the data a partnership submits with its application, whether other LEAs also have a 8 8high percentage 9 9 of such teachers. Regarding component (ii)(B) of Teacher Need, an LEA is considered to meet this component of 8 8high-need 9 9 if it demonstrates that it has either a high teacher turnover rate or a high percentage of teachers with emergency, provisional, or temporary certification or licensure. In determining what is a 8 8high teacher turnover rate 9 9 for purposes of this program, pursuant to section 437(d)(1) of GEPA we adopt, with one minor difference, the same interpretation of this phrase that the Department used under the HEA Teachers for a Competitive Tomorrow (TCT) Baccalaureate and Master 9s programs.<br><br> For reasons explained in the notice inviting applications for new FY 2008 awards under the baccalaureate program ( see 73 FR 31835, 31837, June 4, 2008), we thus determine that a 8 8high teacher turnover rate 9 9 means an annual attrition rate of 16 percent among classroom teachers who did not return to the same school in the LEA, i.e., those teachers who moved the following year to a different school as well as those who left teaching altogether. We adopt this 16 percent rate rather than the 15 percent rate used in the previously authorized HEA Teacher Quality Enhancement Grants program regulations referenced in the TCT notice because the higher rate better reflects the more current data on which ED relied. Consistent with the discussion in the TCT notice, an LEA may calculate this attrition rate by averaging data over the last three years.<br><br> The alternative criterion in component (ii)(B) of the definition of 8 8high-need LEA 9 9 provides that the LEA must have a high percentage of teachers with emergency, provisional, or temporary certification or licensure. In accordance with section 437(d)(1) of GEPA, and for reasons the Department discussed in the April 30, 2004 notice announcing requirements for the Transition to Teaching Program (69 FR 24001, 24003), the Department adopts the same standard used in that program authorized in Title II, Part C of the ESEA. This standard relies on data that States collect for each LEA on the percentage of teachers in the LEA who are teaching on waivers of State certification, for inclusion in the reports on the quality of teacher preparation that the States provide to the Department in October of each year as required by section 207 of the HEA, as previously authorized.<br><br> Consistent with the approach the Department has taken in the Transition to Teaching program, which includes this same criterion in its eligibility requirements, the Department will consider an LEA as meeting the teacher need component of the definition of 8 8high-need LEA 9 9 if LEA data the State used for purpose of the State 9s October 2008 HEA, section 207 report on teachers teaching on waivers of State certification demonstrate that at least 1.37 percent of its teachers (the national average for all 2008 HEA, State reports submitted under section 207 of the HEA, as previously authorized) were on waivers of State certification requirements. (2) High-Need School: Under section 200(11) of the HEA, the term 8 8high-need school 9 9 means a school that, based on the most recent data available, meets at least one of the following: (i) The school is in the highest quartile of schools in a ranking of all schools served by an LEA, ranked in descending order by percentage of students from low-income families enrolled in such schools, as determined by the LEA based on one of the following measures of poverty: (A) The percentage of students aged 5 through 17 in poverty counted in the most recent census data approved by the Secretary; (B) The percentage of students eligible for a free or reduced price school lunch under the Richard B. Russell National School Lunch Act; (C) The percentage of students in families receiving assistance under the State program funded under Part A of Title IV of the Social Security Act; (D) The percentage of students eligible to receive medical assistance under the Medicaid program; or (E) A composite of two or more of the measures described in paragraphs (A) through (D).<br><br> (ii) If the school is 4 (A) An elementary school, not less than 60 percent of its students are VerDate Nov<24>2008 15:23 May 26, 2009Jkt 217001PO 00000Frm 00015Fmt 4703Sfmt 4703E:\FR\FM\27MYN1.SGM27MYN1 erowe on PROD1PC63 with NOTICES 25229 Federal Register /Vol. 74, No. 100/Wednesday, May 27, 2009/Notices eligible for a free or reduced price school lunch under the Richard B.<br><br> Russell National School Lunch Act; or (B) Not an elementary school, not less than 45 percent of its students are eligible for a free or reduced price school lunch under the Richard B. Russell National School Lunch Act. Note: For criterion (i)(A), the only school- level data for these criteria of which the Department is aware are those that concern eligibility for free and reduced price school lunches (paragraph (i)(B)).<br><br> In addition criterion (ii)(A) does not itself permit an LEA to determine that a middle school or high school is a 8 8high-need school 9 9 on the basis of the percentage of students attending its feeder schools that are eligible for free and reduced price school lunch subsidies. However, the Special Rule found in Section 200(11)(B)(i) of the HEA allows the Secretary, upon approval of an application submitted by an eligible partnership, to designate a school as a high-need school for purposes of this program even though that school does not meet the definition of 8 8high need 9 9 under the above definition. Specifically, section 200(11)(B)(i) permits the Secretary to approve an eligible partnership 9s application to designate any school as a high-need school based on consideration of the specific information identified in section 200(11)(B)(ii) and, at the Secretary 9s option, any other information the eligible partnership submits.<br><br> The need that middle and high schools located in high-poverty areas served by high- need LEAs have for more able, higher quality teachers is abundantly clear. However, while criterion (i)(A) requires a high-need school to have a minimum percentage of its students eligible for free and reduced price school lunch subsidies, it is common knowledge that, as students get older, the percentage of them choosing to apply for these lunch subsidies decreases. We do not believe that Congress intended to erect such a barrier to the ability of middle and high schools located in high-poverty areas to be able to benefit from teachers trained through the pre-baccalaureate teacher preparation program or teaching residency program.<br><br> Therefore, the Secretary will identify a middle or high school as 8 8high-need 9 9 if 4 (a) The aggregate level of poverty of the school 9s feeder schools, based on the aggregate percentage of their students eligible for free and reduced price school lunch subsidies, yields the percentage provided in section 200(11)(A)(ii); and (b) The eligible applicant provides in its application the information identified in section 200(11)(B)(ii). (3) High-Need Early Childhood Education Program: Under section 200(9) of the HEA, the term 8 8high-need ECE program 9 9 means an ECE program serving children from low-income families that is located within the geographic area served by a high-need LEA. (4) Partner Institution: Under section 200(17) of the HEA, the term 8 8partner institution 9 9 means an IHE, which may include a two-year IHE offering a dual program with a four-year IHE, participating in an eligible partnership that has a teacher preparation program 4 (i) Whose graduates exhibit strong performance on State-determined qualifying assessments for new teachers through 4 (A) Demonstrating that 80 percent or more of the graduates of the program who intend to enter the field of teaching have passed all of the applicable State qualification assessments for new teachers, which shall include an assessment of each prospective teacher 9s subject matter knowledge in the content area in which the teacher intends to teach; or (B) Being ranked among the highest- performing teacher preparation programs in the State as determined by the State using criteria consistent with the requirements for the State report card under section 205(b) of the HEA before the first publication of the report card.<br><br> (ii) And that requires 4 (A) Each student in the program to meet high academic standards or demonstrate a record of success, as determined by the institution (including prior to entering and being accepted into a program), and participate in intensive clinical experience; (B) Each student in the program preparing to become a teacher to become 8 8highly qualified 9 9 (as defined in section 9010(23) of the ESEA); and (C) Each student in the program preparing to become an 8 8early childhood educator 9 9 to meet degree requirements, as established by the State, and become 8 8highly competent. 9 9 Note: For purposes of paragraph (ii)(C) of this definiti