Office of Innovation and Improvement; Overview Information: Investing in Innovation Fund; Notice Inviting Applications for New Awards for Fiscal Year (FY) 2010, 12072-12086 [2010-5139]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 75, Number 48 (Friday, March 12, 2010)]
[Notices]
[Pages 12072-12086]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 2010-5139]



Federal Register / Vol. 75, No. 48 / Friday, March 12, 2010 / 
Notices

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DEPARTMENT OF EDUCATION


Office of Innovation and Improvement; Overview Information: 
Investing in Innovation Fund; Notice Inviting Applications for New 
Awards for Fiscal Year (FY) 2010

Catalog of Federal Domestic Assistance (CFDA) Numbers:

    84.396A (Scale-up grants), 84.396B (Validation grants), and 
84.396C (Development grants).

    Dates:

Applications Available: March 12, 2010.
Deadline for Notice of Intent to Apply: April 1, 2010.
Deadline for Transmittal of Applications: May 11, 2010.
Dates of Pre-Application Workshops: March 19, 2010, in Baltimore, 
Maryland; March 24, 2010, in Denver, Colorado; and March 30, 2010, in 
Atlanta, Georgia.
Deadline for Intergovernmental Review: July 12, 2010.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The Investing in Innovation Fund, established 
under section 14007 of the American Recovery and Reinvestment Act of 
2009 (ARRA), provides funding to support (1) local educational agencies 
(LEAs), and (2) nonprofit organizations in partnership with (a) one or 
more LEAs or (b) a consortium of schools. The purpose of this program 
is to provide competitive grants to applicants with a record of 
improving student achievement and attainment in order to expand the 
implementation of, and investment in, innovative practices that are 
demonstrated to have an impact on improving student achievement or 
student growth (as defined in this notice), closing achievement gaps, 
decreasing dropout rates, increasing high school graduation rates, or 
increasing college enrollment and completion rates.
    These grants will (1) allow eligible entities to expand and develop 
innovative practices that can serve as models of best practices, (2) 
allow eligible entities to work in partnership with the private sector 
and the philanthropic community, and (3) support eligible entities in 
identifying and documenting best practices that can be shared and taken 
to scale based on demonstrated success.
    Under this program, the Department is awarding three types of 
grants: ``Scale-up'' grants, ``Validation'' grants, and ``Development'' 
grants. Applicants must specify which type of grant they are seeking at 
the time of application. Among the three grant types, there are 
differences in terms of the evidence that an applicant is required to 
submit in support of its proposed project; the expectations for 
``scaling up'' successful projects during or after the grant period, 
either directly or through partners; and the funding that a successful 
applicant is eligible to receive. The following is an overview of the 
three types of grants:
    (1) Scale-up grants provide funding to ``scale up'' practices, 
strategies, or programs for which there is strong evidence (as defined 
in this notice) that the proposed practice, strategy, or program will 
have a statistically significant effect on improving student 
achievement or student growth, closing achievement gaps, decreasing 
dropout rates, increasing high school graduation rates, or increasing 
college enrollment and completion rates, and that the effect of 
implementing the proposed practice, strategy, or program will be 
substantial and important. An applicant for a Scale-up grant may also 
demonstrate success through an intermediate variable strongly 
correlated with these outcomes, such as teacher or principal 
effectiveness.
    An applicant for a Scale-up grant must estimate the number of 
students to be reached by the proposed project and provide evidence of 
its capacity to reach the proposed number of students during the course 
of the grant. In addition, an applicant for a Scale-up grant must 
provide evidence of its capacity (e.g., in terms of qualified 
personnel, financial resources, or management capacity) to scale up to 
a State, regional, or national level, working directly or through 
partners either during or following the grant period. We recognize that 
LEAs are not typically responsible for taking to scale their practices, 
strategies, or programs in other LEAs and States. However, all 
applicants, including LEAs, can and should partner with others (e.g., 
State educational agencies) to disseminate and take to scale their 
effective practices, strategies, and programs.
    Peer reviewers will review all eligible Scale-up grant 
applications. However, if an application does not meet the definition 
of strong evidence in this notice, the Department will not consider the 
application for funding.
    Successful applicants for Scale-up grants will receive more funding 
than successful applicants for Validation or Development grants.
    (2) Validation grants provide funding to support practices, 
strategies, or programs that show promise, but for which there is 
currently only moderate evidence (as defined in this notice) that the 
proposed practice, strategy, or program will have a statistically 
significant effect on improving student achievement or student growth, 
closing achievement gaps, decreasing dropout rates, increasing high 
school graduation rates, or increasing college enrollment and 
completion rates and that, with further study, the effect of 
implementing the proposed practice, strategy, or program may prove to 
be substantial and important. Thus, applications for Validation grants 
do not need to have the same level of research evidence to support the 
proposed project as is required for Scale-up grants. An applicant may 
also demonstrate success through an intermediate variable strongly 
correlated with these outcomes, such as teacher or principal 
effectiveness.
    An applicant for a Validation grant must estimate the number of 
students to be reached by the proposed project and provide evidence of 
its capacity to reach the proposed number of students during the course 
of the grant. In addition, an applicant for a Validation grant must 
provide evidence of its capacity (e.g., in terms of qualified 
personnel, financial resources, or management capacity) to scale up to 
a State or regional level, working directly or through partners either 
during or following the grant period. As noted earlier, we recognize 
that LEAs are not typically responsible for taking to scale their 
practices, strategies, or programs in other LEAs and States. However, 
all applicants, including LEAs, can and should partner with others to 
disseminate and take to scale their effective practices, strategies, 
and programs.
    Peer reviewers will review all eligible Validation grant 
applications. However, if an application does not meet the definition 
of moderate evidence in this notice, the Department will not consider 
the application for funding.
    Successful applicants for Validation grants will receive more 
funding than successful applicants for Development grants.
    (3) Development grants provide funding to support high-potential 
and relatively untested practices, strategies, or programs whose 
efficacy should be systematically studied. An applicant must provide 
evidence that the proposed practice, strategy, or program, or one 
similar to it, has been attempted previously, albeit on a limited scale 
or in a limited setting, and yielded promising results that suggest 
that more formal and systematic study is warranted. An applicant must 
provide a rationale for the proposed practice, strategy, or program 
that is based on research findings or reasonable

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hypotheses, including related research or theories in education and 
other sectors. Thus, applications for Development grants do not need to 
provide the same level of evidence to support the proposed project as 
is required for Validation or Scale-up grants.
    An applicant for a Development grant must estimate the number of 
students to be served by the project, and provide evidence of the 
applicant's ability to implement and appropriately evaluate the 
proposed project and, if positive results are obtained, its capacity 
(e.g., in terms of qualified personnel, financial resources, or 
management capacity) to further develop and bring the project to a 
larger scale directly or through partners either during or following 
the grant period. As noted earlier, we recognize that LEAs are not 
typically responsible for taking to scale their practices, strategies, 
or programs. Again, however, all applicants can and should partner with 
others to disseminate and take to scale their effective practices, 
strategies, and programs.
    Peer reviewers will review all eligible Development grant 
applications. However, if an application is not supported by a 
reasonable hypothesis for the proposed project, the Department will not 
consider the application for funding.
    Priorities: These priorities are from the notice of final 
priorities, requirements, definitions, and selection criteria (NFP) for 
this program, published elsewhere in this issue of the Federal 
Register. This notice contains four absolute priorities and four 
competitive preference priorities that are explained in the following 
paragraphs.
    Absolute Priorities: For FY 2010 and any subsequent year in which 
we make awards from the list of unfunded applicants from this 
competition, these priorities are absolute priorities. Under 34 CFR 
75.105(c)(3) we consider only applications that address one of these 
priorities.
    Applicants for all types of grants must choose one of the four 
absolute priorities and address that priority in its application. 
Applicants will address the selected absolute priority in the project 
narrative by addressing the Selection Criteria.
    These priorities are:

Absolute Priority 1--Innovations That Support Effective Teachers and 
Principals

    Under this priority, the Department provides funding to support 
practices, strategies, or programs that are designed to increase the 
number or percentages of teachers or principals who are highly 
effective teachers or principals or reduce the number or percentages of 
teachers or principals who are ineffective, especially for teachers of 
high-need students, by identifying, recruiting, developing, placing, 
rewarding, and retaining highly effective teachers or principals (or 
removing ineffective teachers or principals). In such initiatives, 
teacher or principal effectiveness should be determined through an 
evaluation system that is rigorous, transparent, and fair; performance 
should be differentiated using multiple rating categories of 
effectiveness; multiple measures of effectiveness should be taken into 
account, with data on student growth as a significant factor; and the 
measures should be designed and developed with teacher and principal 
involvement.

Absolute Priority 2--Innovations That Improve the Use of Data

    Under this priority, the Department provides funding to support 
strategies, practices, or programs that are designed to (a) encourage 
and facilitate the evaluation, analysis, and use of student achievement 
or student growth data by educators, families, and other stakeholders 
in order to inform decision-making and improve student achievement, 
student growth, or teacher, principal, school, or LEA performance and 
productivity; or (b) enable data aggregation, analysis, and research. 
Where LEAs and schools are required to do so under the Elementary and 
Secondary Education Act of 1965, as amended (ESEA), these data must be 
disaggregated using the student subgroups described in section 
1111(b)(3)(C)(xiii) of the ESEA (i.e., economically disadvantaged 
students, students from major racial and ethnic groups, migrant 
students, students with limited English proficiency, students with 
disabilities, and student gender).

Absolute Priority 3--Innovations That Complement the Implementation of 
High Standards and High-Quality Assessments

    Under this priority, the Department provides funding for practices, 
strategies, or programs that are designed to support States' efforts to 
transition to standards and assessments that measure students' progress 
toward college- and career-readiness, including curricular and 
instructional practices, strategies, or programs in core academic 
subjects (as defined in section 9101(11) of the ESEA) that are aligned 
with high academic content and achievement standards and with high-
quality assessments based on those standards.\1\ Proposed projects may 
include, but are not limited to, practices, strategies, or programs 
that are designed to: (a) Increase the success of under-represented 
student populations in academically rigorous courses and programs (such 
as Advanced Placement or International Baccalaureate courses; dual-
enrollment programs; ``early college high schools;'' and science, 
technology, engineering, and mathematics courses, especially those that 
incorporate rigorous and relevant project-, inquiry-, or design-based 
contextual learning opportunities); (b) increase the development and 
use of formative assessments or interim assessments, or other 
performance-based tools and ``metrics'' that are aligned with high 
student content and academic achievement standards; or (c) translate 
the standards and information from assessments into classroom practices 
that meet the needs of all students, including high-need students.
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    \1\ Consistent with the Race to the Top Fund, the Department 
interprets the core academic subject of ``science'' under section 
9101(11) to include STEM education (science, technology, 
engineering, and mathematics) which encompasses a wide range of 
disciplines, including science.
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    Under this priority, an eligible applicant must propose a project 
that is based on standards that are at least as rigorous as its State's 
standards. If the proposed project is based on standards other than 
those adopted by the eligible applicant's State, the applicant must 
explain how the standards are aligned with and at least as rigorous as 
the eligible applicant's State's standards as well as how the standards 
differ.

Absolute Priority 4--Innovations That Turn Around Persistently Low-
Performing Schools

    Under this priority, the Department provides funding to support 
strategies, practices, or programs that are designed to turn around 
schools that are in any of the following categories: (a) Persistently 
lowest-achieving schools (as defined in the final requirements for the 
School Improvement Grants program) \2\; (b) Title I schools that are in

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corrective action or restructuring under section 1116 of the ESEA; or 
(c) secondary schools (both middle and high schools) eligible for but 
not receiving Title I funds that, if receiving Title I funds, would be 
in corrective action or restructuring under section 1116 of the ESEA. 
These schools are referred to as Investing in Innovation Fund Absolute 
Priority 4 schools.
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    \2\ Under the final requirements for the School Improvement 
Grants program, ``persistently lowest-achieving schools'' means, as 
determined by the State, (a)(1) any Title I school in improvement, 
corrective action, or restructuring that (i) is among the lowest-
achieving five percent of Title I schools in improvement, corrective 
action, or restructuring or the lowest-achieving five Title I 
schools in improvement, corrective action, or restructuring in the 
State, whichever number of schools is greater; or (ii) is a high 
school that has had a graduation rate as defined in 34 CFR 200.19(b) 
that is less than 60 percent over a number of years; and (2) any 
secondary school that is eligible for, but does not receive, Title I 
funds that (i) is among the lowest-achieving five percent of 
secondary schools or the lowest-achieving five secondary schools in 
the State that are eligible for, but do not receive, Title I funds, 
whichever number of schools is greater; or (ii) is a high school 
that has had a graduation rate as defined in 34 CFR 200.19(b) that 
is less than 60 percent over a number of years. See https://www2.ed.gov/programs/sif/faq.html.
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    Proposed projects must include strategies, practices, or programs 
that are designed to turn around Investing in Innovation Fund Absolute 
Priority 4 schools through either whole-school reform or targeted 
approaches to reform. Applicants addressing this priority must focus on 
either:
    (a) Whole-school reform, including, but not limited to, 
comprehensive interventions to assist, augment, or replace Investing in 
Innovation Fund Absolute Priority 4 schools, including the school 
turnaround, restart, closure, and transformation models of intervention 
supported under the Department's School Improvement Grants program (see 
Final Requirements for School Improvement Grants as Amended in January 
2010 (January 28, 2010) at https://www2.ed.gov/programs/sif/faq.html); 
or
    (b) Targeted approaches to reform, including, but not limited to: 
(1) Providing more time for students to learn core academic content by 
expanding or augmenting the school day, school week, or school year, or 
by increasing instructional time for core academic subjects (as defined 
in section 9101(11) of the ESEA); (2) integrating ``student supports'' 
into the school model to address non-academic barriers to student 
achievement; or (3) creating multiple pathways for students to earn 
regular high school diplomas (e.g., by operating schools that serve the 
needs of over-aged, under-credited, or other students with an 
exceptional need for support and flexibility pertaining to when they 
attend school; awarding credit based on demonstrated evidence of 
student competency; and offering dual-enrollment options).
    Competitive Preference Priorities: For FY 2010 and any subsequent 
year in which we make awards from the list of unfunded applicants from 
this competition, these priorities are competitive preference 
priorities. Applicants for all types of grants may choose to address 
one or more of the four competitive preference priorities. Under 34 CFR 
75.105(c)(2)(i) we will award points as ''all or nothing'' (i.e., one 
point or zero points) to competitive preference priorities 5, 6, and 7 
and up to two points to competitive preference priority 8, depending on 
how well the application addresses the priority.
    These priorities are:

Competitive Preference Priority 5--Innovations for Improving Early 
Learning Outcomes (Zero or One Point)

    We give competitive preference to applications for projects that 
would implement innovative practices, strategies, or programs that are 
designed to improve educational outcomes for high-need students who are 
young children (birth through 3rd grade) by enhancing the quality of 
early learning programs. To meet this priority, applications must focus 
on (a) improving young children's school readiness (including social, 
emotional, and cognitive readiness) so that children are prepared for 
success in core academic subjects (as defined in section 9101(11) of 
the ESEA); (b) improving developmental milestones and standards and 
aligning them with appropriate outcome measures; and (c) improving 
alignment, collaboration, and transitions between early learning 
programs that serve children from birth to age three, in preschools, 
and in kindergarten through third grade.

Competitive Preference Priority 6--Innovations That Support College 
Access and Success (Zero or One Point)

    We give competitive preference to applications for projects that 
would implement innovative practices, strategies, or programs that are 
designed to enable kindergarten through grade 12 (K-12) students, 
particularly high school students, to successfully prepare for, enter, 
and graduate from a two- or four-year college. To meet this priority, 
applications must include practices, strategies, or programs for K-12 
students that (a) address students' preparedness and expectations 
related to college; (b) help students understand issues of college 
affordability and the financial aid and college application processes; 
and (c) provide support to students from peers and knowledgeable 
adults.

Competitive Preference Priority 7--Innovations To Address the Unique 
Learning Needs of Students With Disabilities and Limited English 
Proficient Students (Zero or One Point)

    We give competitive preference to applications for projects that 
would implement innovative practices, strategies, or programs that are 
designed to address the unique learning needs of students with 
disabilities, including those who are assessed based on alternate 
academic achievement standards, or the linguistic and academic needs of 
limited English proficient students. To meet this priority, 
applications must provide for the implementation of particular 
practices, strategies, or programs that are designed to improve 
academic outcomes, close achievement gaps, and increase college- and 
career-readiness, including increasing high school graduation rates (as 
defined in this notice), for students with disabilities or limited 
English proficient students.

Competitive Preference Priority 8--Innovations That Serve Schools in 
Rural LEAs (Up to Two Points)

    We give competitive preference to applications for projects that 
would implement innovative practices, strategies, or programs that are 
designed to focus on the unique challenges of high-need students in 
schools within a rural LEA (as defined in this notice) and address the 
particular challenges faced by students in these schools. To meet this 
priority, applications must include practices, strategies, or programs 
that are designed to improve student achievement or student growth, 
close achievement gaps, decrease dropout rates, increase high school 
graduation rates, or improve teacher and principal effectiveness in one 
or more rural LEAs.
    Definitions:
    The Secretary establishes the following definitions for the 
Investing in Innovation Fund. We may apply these definitions in any 
year in which this program is in effect.

Definitions Related to Evidence

    Strong evidence means evidence from previous studies whose designs 
can support causal conclusions (i.e., studies with high internal 
validity), and studies that in total include enough of the range of 
participants and settings to support scaling up to the State, regional, 
or national level (i.e., studies with high external validity). The 
following are examples of strong evidence: (1) More than one well-
designed and well-implemented (as defined in this notice) experimental 
study (as defined in this notice) or well-designed and well-implemented 
(as defined in this notice) quasi-experimental study (as defined in 
this notice) that supports the effectiveness of the practice, strategy, 
or program; or (2) one large, well-designed and well-implemented (as 
defined in this notice) randomized controlled,

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multisite trial that supports the effectiveness of the practice, 
strategy, or program.
    Moderate evidence means evidence from previous studies whose 
designs can support causal conclusions (i.e., studies with high 
internal validity) but have limited generalizability (i.e., moderate 
external validity), or studies with high external validity but moderate 
internal validity. The following would constitute moderate evidence: 
(1) At least one well-designed and well-implemented (as defined in this 
notice) experimental or quasi-experimental study (as defined in this 
notice) supporting the effectiveness of the practice, strategy, or 
program, with small sample sizes or other conditions of implementation 
or analysis that limit generalizability; (2) at least one well-designed 
and well-implemented (as defined in this notice) experimental or quasi-
experimental study (as defined in this notice) that does not 
demonstrate equivalence between the intervention and comparison groups 
at program entry but that has no other major flaws related to internal 
validity; or (3) correlational research with strong statistical 
controls for selection bias and for discerning the influence of 
internal factors.
    Well-designed and well-implemented means, with respect to an 
experimental or quasi-experimental study (as defined in this notice), 
that the study meets the What Works Clearinghouse evidence standards, 
with or without reservations (see https://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=19&tocid=1 and in particular the 
description of ``Reasons for Not Meeting Standards'' at https://ies.ed.gov/ncee/wwc/references/idocviewer/Doc.aspx?docId=19&tocId=4#reasons).
    Experimental study means a study that employs random assignment of, 
for example, students, teachers, classrooms, schools, or districts to 
participate in a project being evaluated (treatment group) or not to 
participate in the project (control group). The effect of the project 
is the average difference in outcomes between the treatment and control 
groups.
    Quasi-experimental study means an evaluation design that attempts 
to approximate an experimental design and can support causal 
conclusions (i.e., minimizes threats to internal validity, such as 
selection bias, or allows them to be modeled). Well-designed quasi-
experimental studies include carefully matched comparison group designs 
(as defined in this notice), interrupted time series designs (as 
defined in this notice), or regression discontinuity designs (as 
defined in this notice).
    Carefully matched comparison group design means a type of quasi-
experimental study that attempts to approximate an experimental study. 
More specifically, it is a design in which project participants are 
matched with non-participants based on key characteristics that are 
thought to be related to the outcome. These characteristics include, 
but are not limited to: (1) Prior test scores and other measures of 
academic achievement (preferably, the same measures that the study will 
use to evaluate outcomes for the two groups); (2) demographic 
characteristics, such as age, disability, gender, English proficiency, 
ethnicity, poverty level, parents' educational attainment, and single- 
or two-parent family background; (3) the time period in which the two 
groups are studied (e.g., the two groups are children entering 
kindergarten in the same year as opposed to sequential years); and (4) 
methods used to collect outcome data (e.g., the same test of reading 
skills administered in the same way to both groups).
    Interrupted time series design \3\ means a type of quasi-
experimental study in which the outcome of interest is measured 
multiple times before and after the treatment for program participants 
only. If the program had an impact, the outcomes after treatment will 
have a different slope or level from those before treatment. That is, 
the series should show an ``interruption'' of the prior situation at 
the time when the program was implemented. Adding a comparison group 
time series, such as schools not participating in the program or 
schools participating in the program in a different geographic area, 
substantially increases the reliability of the findings.
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    \3\ A single subject or single case design is an adaptation of 
an interrupted time series design that relies on the comparison of 
treatment effects on a single subject or group of single subjects. 
There is little confidence that findings based on this design would 
be the same for other members of the population. In some single 
subject designs, treatment reversal or multiple baseline designs are 
used to increase internal validity. In a treatment reversal design, 
after a pretreatment or baseline outcome measurement is compared 
with a post treatment measure, the treatment would then be stopped 
for a period of time, a second baseline measure of the outcome would 
be taken, followed by a second application of the treatment or a 
different treatment. A multiple baseline design addresses concerns 
about the effects of normal development, timing of the treatment, 
and amount of the treatment with treatment-reversal designs by using 
a varying time schedule for introduction of the treatment and/or 
treatments of different lengths or intensity.
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    Regression discontinuity design study means, in part, a quasi-
experimental study design that closely approximates an experimental 
study. In a regression discontinuity design, participants are assigned 
to a treatment or comparison group based on a numerical rating or score 
of a variable unrelated to the treatment such as the rating of an 
application for funding. Another example would be assignment of 
eligible students, teachers, classrooms, or schools above a certain 
score (``cut score'') to the treatment group and assignment of those 
below the score to the comparison group.
    Independent evaluation means that the evaluation is designed and 
carried out independent of, but in coordination with, any employees of 
the entities who develop a practice, strategy, or program and are 
implementing it. This independence helps ensure the objectivity of an 
evaluation and prevents even the appearance of a conflict of interest.
Other Definitions
    Applicant means the entity that applies for a grant under this 
program on behalf of an eligible applicant (i.e., an LEA or a 
partnership in accordance with section 14007(a)(1)(B) of the ARRA).
    Official partner means any of the entities required to be part of a 
partnership under section 14007(a)(1)(B) of the ARRA.
    Other partner means any entity, other than the applicant and any 
official partner, that may be involved in a proposed project.
    Consortium of schools means two or more public elementary or 
secondary schools acting collaboratively for the purpose of applying 
for and implementing an Investing in Innovation Fund grant jointly with 
an eligible nonprofit organization.
    Nonprofit organization means an entity that meets the definition of 
``nonprofit'' under 34 CFR 77.1(c), or an institution of higher 
education as defined by section 101(a) of the Higher Education Act of 
1965, as amended.
    Formative assessment means assessment questions, tools, and 
processes that are embedded in instruction and are used by teachers and 
students to provide timely feedback for purposes of adjusting 
instruction to improve learning.
    Interim assessment means an assessment that is given at regular and 
specified intervals throughout the school year, is designed to evaluate 
students' knowledge and skills relative to a specific set of academic 
standards, and produces results that can be aggregated (e.g., by 
course, grade level, school, or LEA) in order to inform teachers and 
administrators at the

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student, classroom, school, and LEA levels.
    Highly effective principal means a principal whose students, 
overall and for each subgroup as described in section 
1111(b)(3)(C)(xiii) of the ESEA (i.e., economically disadvantaged 
students, students from major racial and ethnic groups, migrant 
students, students with disabilities, students with limited English 
proficiency, and students of each gender), achieve high rates (e.g., 
one and one-half grade levels in an academic year) of student growth. 
Eligible applicants may include multiple measures, provided that 
principal effectiveness is evaluated, in significant part, based on 
student growth. Supplemental measures may include, for example, high 
school graduation rates; college enrollment rates; evidence of 
providing supportive teaching and learning conditions, support for 
ensuring effective instruction across subject areas for a well-rounded 
education, strong instructional leadership, and positive family and 
community engagement; or evidence of attracting, developing, and 
retaining high numbers of effective teachers.
    Highly effective teacher means a teacher whose students achieve 
high rates (e.g., one and one-half grade levels in an academic year) of 
student growth. Eligible applicants may include multiple measures, 
provided that teacher effectiveness is evaluated, in significant part, 
based on student growth. Supplemental measures may include, for 
example, multiple observation-based assessments of teacher performance 
or evidence of leadership roles (which may include mentoring or leading 
professional learning communities) that increase the effectiveness of 
other teachers in the school or LEA.
    High-need student means a student at risk of educational failure, 
or otherwise in need of special assistance and support, such as 
students who are living in poverty, who attend high-minority schools, 
who are far below grade level, who are over-age and under-credited, who 
have left school before receiving a regular high school diploma, who 
are at risk of not graduating with a regular high school diploma on 
time, who are homeless, who are in foster care, who have been 
incarcerated, who have disabilities, or who are limited English 
proficient.
    National level, as used in reference to a Scale-up grant, describes 
a project that is able to be effective in a wide variety of communities 
and student populations around the country, including rural and urban 
areas, as well as with the different groups of students described in 
section 1111(b)(3)(C)(xiii) of the ESEA (i.e., economically 
disadvantaged students, students from major racial and ethnic groups, 
migrant students, students with disabilities, students with limited 
English proficiency, and students of each gender).
    Regional level, as used in reference to a Scale-up or Validation 
grant, describes a project that is able to serve a variety of 
communities and student populations within a State or multiple States, 
including rural and urban areas, as well as with the different groups 
of students described in section 1111(b)(3)(C)(xiii) of the ESEA (i.e., 
economically disadvantaged students, students from major racial and 
ethnic groups, migrant students, students with disabilities, students 
with limited English proficiency, and students of each gender). To be 
considered a regional-level project, a project must serve students in 
more than one LEA. The exception to this requirement would be a project 
implemented in a State in which the State educational agency is the 
sole educational agency for all schools and thus may be considered an 
LEA under section 9101(26) of the ESEA. Such a State would meet the 
definition of regional for the purposes of this notice.
    Rural LEA means an LEA that is eligible under the Small Rural 
School Achievement (SRSA) program or the Rural and Low-Income School 
(RLIS) program authorized under Title VI, Part B of the ESEA. Eligible 
applicants may determine whether a particular LEA is eligible for these 
programs by referring to information on the following Department Web 
sites. For the SRSA: https://www.ed.gov/programs/reapsrsa/eligible09/. For the RLIS: https://www.ed.gov/programs/reaprlisp/eligibility.html.
    Student achievement means--
    (a) For tested grades and subjects: (1) A student's score on the 
State's assessments under section 1111(b)(3) of the ESEA; and, as 
appropriate, (2) other measures of student learning, such as those 
described in paragraph (b) of this definition, provided they are 
rigorous and comparable across classrooms; and
    (b) For non-tested grades and subjects: alternative measures of 
student learning and performance such as student scores on pre-tests 
and end-of-course tests; student performance on English language 
proficiency assessments; and other measures of student achievement that 
are rigorous and comparable across classrooms.
    Student growth means the change in student achievement data for an 
individual student between two or more points in time. Growth may be 
measured by a variety of approaches, but any approach used must be 
statistically rigorous and based on student achievement data, and may 
also include other measures of student learning in order to increase 
the construct validity and generalizability of the information.
    High school graduation rate means a four-year adjusted cohort 
graduation rate consistent with 34 CFR 200.19(b)(1) and may also 
include an extended-year adjusted cohort graduation rate consistent 
with 34 CFR 200.19(b)(1)(v) if the State in which the proposed project 
is implemented has been approved by the Secretary to use such a rate 
under Title I of the ESEA.
    Regular high school diploma means, consistent with 34 CFR 
200.19(b)(1)(iv), the standard high school diploma that is awarded to 
students in the State and that is fully aligned with the State's 
academic content standards or a higher diploma and does not include a 
General Education Development (GED) credential, certificate of 
attendance, or any alternative award.
    Program Authority: Section 14007 of title XIV of the ARRA, Pub. L. 
111-5 as amended by section 307 of division D of Pub. L. 111-117 (H.R. 
3288), the Consolidated Appropriations Act, 2010.
    Applicable Regulations: (a) 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.
    (b) The notice of final priorities, requirements, definitions, and 
selection criteria (NFP) for this program, published elsewhere in this 
issue of the Federal Register.

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


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

II. Award Information

    Types of Award: Cooperative agreements (for Scale-up grants) and 
discretionary grants (for Validation grants and Development grants).
    Estimated Available Funds: $643,500,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2011 from the list of 
unfunded applicants from this competition.
    Estimated Range of Awards:
    Scale-up grants: Up to $50,000,000.
    Validation grants: Up to $30,000,000.
    Development grants: Up to $5,000,000.

[[Page 12077]]

    Estimated Average Size of Awards:
    Scale-up grants: $40,000,000.
    Validation grants: $17,500,000.
    Development grants: $3,000,000.
    Estimated Number of Awards:
    Scale-up grants: Up to 5 awards.
    Validation grants: Up to 100 awards.
    Development grants: Up to 100 awards.

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

    Project Period: 36-60 months.

III. Eligibility Information and Program Requirements

    The Secretary establishes the following requirements for the 
Investing in Innovation Fund. We may apply these requirements in any 
year in which this program is in effect.
     Providing Innovations That Improve Achievement for High-
Need Students: All eligible applicants must implement practices, 
strategies, or programs for high-need students (as defined in this 
notice).
     Eligible Applicants: Entities eligible to apply for 
Investing in Innovation Fund grants include: (a) An LEA or (b) a 
partnership between a nonprofit organization and (1) one or more LEAs 
or (2) a consortium of schools. An eligible applicant that is a 
partnership applying under section 14007(a)(1)(B) of the ARRA must 
designate one of its official partners (as defined in this notice) to 
serve as the applicant in accordance with the Department's regulations 
governing group applications in 34 CFR 75.127 through 75.129.
     Eligibility Requirements: To be eligible for an award, an 
eligible applicant must--except as specifically set forth in the Note 
About Eligibility for an Eligible Applicant That Includes a Nonprofit 
Organization that follows:
    (1)(A) Have significantly closed the achievement gaps between 
groups of students described in section 1111(b)(2) of the ESEA 
(economically disadvantaged students, students from major racial and 
ethnic groups, students with limited English proficiency, students with 
disabilities); or
    (B) Have demonstrated success in significantly increasing student 
academic achievement for all groups of students described in that 
section;
    (2) Have made significant improvements in other areas, such as 
graduation rates or increased recruitment and placement of high-quality 
teachers and principals, as demonstrated with meaningful data;
    (3) Demonstrate that it has established one or more partnerships 
with the private sector, which may include philanthropic organizations, 
and that the private sector will provide matching funds in order to 
help bring results to scale; and
    (4) In the case of an eligible applicant that includes a nonprofit 
organization, provide in the application the names of the LEAs with 
which the nonprofit organization will partner, or the names of the 
schools in the consortium with which it will partner. If an eligible 
applicant that includes a nonprofit organization intends to partner 
with additional LEAs or schools that are not named in the application, 
it must describe in the application the demographic and other 
characteristics of these LEAs and schools and the process it will use 
to select them as either official or other partners. An applicant must 
identify its specific partners before a grant award will be made.

    Note About LEA Eligibility:  For purposes of this program, an 
LEA is an LEA located within one of the 50 States, the District of 
Columbia, or the Commonwealth of Puerto Rico.


    Note about Eligibility for an Eligible Applicant that Includes a 
Nonprofit Organization: The authorizing statute (as amended) 
specifies that an eligible applicant that includes a nonprofit 
organization is considered to have met the requirements in 
paragraphs (1) and (2) of the eligibility requirements for this 
program if the nonprofit organization has a record of significantly 
improving student achievement, attainment, or retention. For an 
eligible applicant that includes a nonprofit organization, the 
nonprofit organization must demonstrate that it has a record of 
significantly improving student achievement, attainment, or 
retention through its record of work with an LEA or schools. 
Therefore, an eligible applicant that includes a nonprofit 
organization does not necessarily need to include as a partner for 
its Investing in Innovation Fund grant an LEA or a consortium of 
schools that meets the requirements in paragraphs (1) and (2).

    In addition, the authorizing statute (as amended) specifies that an 
eligible applicant that includes a nonprofit organization is considered 
to have met the requirements of paragraph (3) of the eligibility 
requirements for this program if the eligible applicant demonstrates 
that it will meet the requirement relating to private-sector matching.
     Evidence Standards: To be eligible for an award, an 
application for a Scale-up grant must be supported by strong evidence 
(as defined in this notice), an application for a Validation grant must 
be supported by moderate evidence (as defined in this notice), and an 
application for a Development grant must be supported by a reasonable 
hypothesis.
     Funding Categories: An applicant must state in its 
application whether it is applying for a Scale-up, Validation, or 
Development grant. An applicant may not submit an application for the 
same proposed project under more than one type of grant. An applicant 
will be considered for an award only for the type of grant for which it 
applies.
     Cost Sharing or Matching: To be eligible for an award, an 
eligible applicant must demonstrate that it has established one or more 
partnerships with an entity or organization in the private sector, 
which may include philanthropic organizations, and that the entity or 
organization in the private sector will provide matching funds in order 
to help bring project results to scale. An eligible applicant must 
obtain matching funds or in-kind donations equal to at least 20 percent 
of its grant award. Selected eligible applicants must submit evidence 
of the full 20 percent private-sector matching funds following the peer 
review of applications. An award will not be made unless the applicant 
provides adequate evidence that the full 20 percent private-sector 
match has been committed or the Secretary approves the eligible 
applicant's request to reduce the matching-level requirement.
    The Secretary may consider decreasing the 20 percent matching 
requirement in the most exceptional circumstances, on a case-by-case 
basis. An eligible applicant that anticipates being unable to meet the 
20 percent matching requirement must include in the application a 
request to the Secretary to reduce the matching-level requirement, 
along with a statement of the basis for the request.
     Subgrants: In the case of an eligible applicant that is a 
partnership between a nonprofit organization and (1) one or more LEAs 
or (2) a consortium of schools, the partner serving as the applicant 
may make subgrants to one or more official partners (as defined in this 
notice).
     Limits on Grant Awards: No grantee may receive more than 
two grant awards under this program. In addition, no grantee may 
receive more than $55 million in grant awards under this program in a 
single year's competition.
     Evaluation: A grantee must comply with the requirements of 
any evaluation of the program conducted by the Department. In addition, 
the grantee is required to conduct an independent evaluation (as 
defined in this notice) of its project and must agree, along with its 
independent evaluator, to cooperate with any technical assistance 
provided by the Department or its contractor. The purpose of this 
technical assistance will

[[Page 12078]]

be to ensure that the evaluations are of the highest quality and to 
encourage commonality in evaluation approaches across funded projects 
where such commonality is feasible and useful. Finally, the grantee 
must make broadly available through formal (e.g., peer-reviewed 
journals) or informal (e.g., newsletters) mechanisms, and in print or 
electronically, the results of any evaluations it conducts of its 
funded activities. For Scale-up and Validation grants, the grantee must 
also ensure the data from their evaluations are made available to 
third-party researchers consistent with applicable privacy 
requirements.
     Participation in ``Communities of Practice'': Grantees are 
required to participate in, organize, or facilitate, as appropriate, 
communities of practice for the Investing in Innovation Fund. A 
community of practice is a group of grantees that agrees to interact 
regularly to solve a persistent problem or improve practice in an area 
that is important to them. Establishment of communities of practice 
under the Investing in Innovation Fund will enable grantees to meet, 
discuss, and collaborate with each other regarding grantee projects.

IV. Application and Submission Information

    1. Submission of Proprietary Information:
    Given the types of projects that may be proposed in applications 
for the Investing in Innovation Fund, some applications may include 
proprietary information as it relates to confidential commercial 
information. Confidential commercial information is defined as 
information the disclosure of which could reasonably be expected to 
cause substantial competitive harm. Upon submission, applicants should 
identify any information contained in their application that they 
consider to be confidential commercial information. Doing so will 
assist the Department in making any future determination regarding 
public release of the application. Applicants are encouraged to 
identify only the specific information that the applicant considers to 
be proprietary and list the page numbers on which this information can 
be found in the appropriate Appendix section of their application. In 
addition to identifying the page number on which that information can 
be found, eligible applicants will assist the Department in making 
determinations on public release of the application by being as 
specific as possible in identifying the information they consider 
proprietary. Please note that, in many instances, identification of 
entire pages of documentation would not be appropriate.
    2. Address to Request Application Package:
    ED Pubs, U.S. Department of Education, P.O. Box 22207, Alexandria, 
VA 22304. Telephone, toll free: 1-877-433-7827. FAX: (703) 605-6794. If 
you use a telecommunications device for the deaf (TDD), call, toll 
free: 1-877-576-7734.
    You can contact ED Pubs at its Web site, also: https://www.EDPubs.ed.gov or at its e-mail address: edpubs@inet.ed.gov.
    If you request an application package from ED Pubs, be sure to 
identify this program or competition as follows: CFDA numbers 84.396A, 
84.396B, or 84.396C.
    Also, you can download the application package at the i3 Web site: 
https://www2.ed.gov/programs/innovation/.
    Individuals with disabilities can obtain a copy of the application 
package in an accessible format (e.g., braille, large print, audiotape, 
or computer diskette) by calling the program contact number or by 
writing to the e-mail address listed under Accessible Format in section 
VIII of this notice.
    3. Content and Form of Application Submission: Requirements 
concerning the content of an application, together with the forms you 
must submit, are in the application package for this competition.
    Notice of Intent to Apply: April 1, 2010.
    We will be able to develop a more efficient process for reviewing 
grant applications if we understand the number of applicants that 
intend to apply for funding under this competition. Therefore, the 
Secretary strongly encourages each potential applicant to notify us of 
the applicant's intent to submit an application for funding by sending 
a short e-mail message. This short e-mail should provide (1) the 
applicant organization's name and address, (2) the type of grant for 
which the applicant intends to apply, (3) the one absolute priority the 
applicant intends to address, and (4) all competitive preference 
priorities the applicant intends to address. The Secretary requests 
that this e-mail be sent to i3intent@ed.gov with ``Intent to Apply'' in 
the e-mail subject line. Applicants that do not provide this e-mail 
notification may still apply for funding.
    Page Limit: The application narrative (Part III of the application) 
is where you, the applicant, address the selection criteria that 
reviewers use to evaluate your application. Applicants are strongly 
encouraged to limit the application narrative (Part III) to not more 
than the following page limits: Scale-up grants--50 pages, Validation 
grants--35 pages, and Development grants--25 pages. Applicants are also 
strongly encouraged not to include lengthy appendices that contain 
information that could not be included in the narrative. Applications 
should use the following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, references, and captions, as well as all text in 
charts, tables, figures, and graphs.
     Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial. An application submitted in any other font 
(including Times Roman or Arial Narrow) will not be accepted.
    The suggested page limit does not apply to Part I, the cover sheet; 
Part II, the budget section, including the narrative budget 
justification; Part IV, the assurances and certifications; or the one-
page abstract, the resumes, the bibliography, or the letters of 
support. However, the suggested page limit does apply to all of the 
application narrative section [Part III].
    4. Submission Dates and Times:
    Applications Available: March 12, 2010.
    Deadline for Notice of Intent to Apply: April 1, 2010.
    Deadline for Transmittal of Applications: May 11, 2010.
    Dates of Pre-Application Workshops: March 19, 2010, in Baltimore, 
Maryland; March 24, 2010, in Denver, Colorado; and March 30, 2010, in 
Atlanta, Georgia.
    These pre-application workshops are designed to provide technical 
assistance to interested applicants for all three types of grants. 
Detailed information regarding the pre-application workshop locations 
and times, along with the on-line registration form, can be found on 
the Investing in Innovation Fund website at https://www2.ed.gov/programs/innovation/.
    Applications for grants under this competition must be submitted 
electronically using the Electronic Grant Application System (e-
Application) accessible through the Department's e-Grants site. For 
information (including dates and times) about how to submit your 
application electronically, or in

[[Page 12079]]

paper format by mail or hand delivery if you qualify for an exception 
to the electronic submission requirement, please refer to section IV.7. 
Other Submission Requirements of this notice.
    We do not consider an application that does not comply with the 
deadline requirements.
    Individuals with disabilities who need an accommodation or 
auxiliary aid in connection with the application process should call 
the program contact number or write to the e-mail address listed under 
For Further Information Contact in section VII of this notice. If the 
Department provides an accommodation or auxiliary aid to an individual 
with a disability in connection with the application process, the 
individual's application remains subject to all other requirements and 
limitations in this notice.
    Deadline for Intergovernmental Review: July 12, 2010.
    5. 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.
    6. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    7. Other Submission Requirements:
    Applications for grants under this program competition must be 
submitted electronically unless you qualify for an exception to this 
requirement in accordance with the instructions in this section.
    a. Electronic Submission of Applications.
    Applications for grants under the Investing in Innovation Fund--
CFDA Numbers 84.396A, 84.396B, and 84.396C must be submitted 
electronically using e-Application, accessible through the Department's 
e-Grants Web site at: https://e-grants.ed.gov.
    We will reject your application if you submit it in paper format 
unless, as described elsewhere in this section, you qualify for one of 
the exceptions to the electronic submission requirement and submit, no 
later than two weeks before the application deadline date, a written 
statement to the Department that you qualify for one of these 
exceptions. Further information regarding calculation of the date that 
is two weeks before the application deadline date is provided later in 
this section under Exception to Electronic Submission Requirement.
    While completing your electronic application, you will be entering 
data online that will be saved into a database. You may not e-mail an 
electronic copy of a grant application to us.
    Please note the following:
     You must complete the electronic submission of your grant 
application by 4:30 p.m., Washington, DC time, on the application 
deadline date. E-Application will not accept an application for this 
competition after 4:30 p.m., Washington, DC time, on the application 
deadline date. Therefore, we strongly recommend that you do not wait 
until the application deadline date to begin the application process.
     The hours of operation of the e-Grants Web site are 6 a.m. 
Monday until 7 p.m. Wednesday; and 6 a.m. Thursday until 8 p.m. Sunday, 
Washington, DC time. Please note that, because of maintenance, the 
system is unavailable between 8 p.m. on Sundays and 6 a.m. on Mondays, 
and between 7 p.m. on Wednesdays and 6 a.m. on Thursdays, Washington, 
DC time. Any modifications to these hours are posted on the e-Grants 
Web site.
     You will not receive additional point value because you 
submit your application in electronic format, nor will we penalize you 
if you qualify for an exception to the electronic submission 
requirement, as described elsewhere in this section, and submit your 
application in paper format.
     You must submit all documents electronically, including 
all information you typically provide on the following forms: The 
Application for Federal Assistance (SF 424), the Department of 
Education Supplemental Information for SF 424, Budget Information--Non-
Construction Programs (ED 524), and all necessary assurances and 
certifications. You must attach any narrative sections of your 
application as files in a .DOC (document), .RTF (rich text), or .PDF 
(Portable Document) format. If you upload a file type other than the 
three file types specified in this paragraph or submit a password 
protected file, we will not review that material.
     Your electronic application must comply with any page 
limit requirements described in this notice.
     Prior to submitting your electronic application, you may 
wish to print a copy of it for your records.
     After you electronically submit your application, you will 
receive an automatic acknowledgment that will include a PR/Award number 
(an identifying number unique to your application).
     Within three working days after submitting your electronic 
application, fax a signed copy of the SF 424 to the Application Control 
Center after following these steps:
    (1) Print SF 424 from e-Application.
    (2) The applicant's Authorizing Representative must sign this form.
    (3) Place the PR/Award number in the upper right hand corner of the 
hard-copy signature page of the SF 424.
    (4) Fax the signed SF 424 to the Application Control Center at 
(202) 245-6272.
     We may request that you provide us original signatures on 
other forms at a later date.
    Application Deadline Date Extension in Case of e-Application 
Unavailability: If you are prevented from electronically submitting 
your application on the application deadline date because e-Application 
is unavailable, we will grant you an extension of one business day to 
enable you to transmit your application electronically, by mail, or by 
hand delivery. We will grant this extension if--
    (1) You are a registered user of e-Application and you have 
initiated an electronic application for this competition; and
    (2)(a) E-Application is unavailable for 60 minutes or more between 
the hours of 8:30 a.m. and 3:30 p.m., Washington, DC time, on the 
application deadline date; or
    (b) E-Application is unavailable for any period of time between 
3:30 p.m. and 4:30 p.m., Washington, DC, time, on the application 
deadline date.
    We must acknowledge and confirm these periods of unavailability 
before granting you an extension. To request this extension or to 
confirm our acknowledgment of any system unavailability, you may 
contact either (1) the program contact number or write to the e-mail 
address listed elsewhere in this notice under For Further Information 
Contact (see VII. Agency Contact) or (2) the e-Grants help desk at 1-
888-336-8930. If e-Application is unavailable due to technical problems 
with the system and, therefore, the application deadline is extended, 
an e-mail will be sent to all registered users who have initiated an e-
Application. Extensions referred to in this section apply only to the 
unavailability of e-Application.
    Exception to Electronic Submission Requirement: You qualify for an 
exception to the electronic submission requirement, and may submit your 
application in paper format, if you are unable to submit an application 
through e-Application because--
     You do not have access to the Internet; or

[[Page 12080]]

     You do not have the capacity to upload large documents to 
e-Application; and
     No later than two weeks before the application deadline 
date (14 calendar days or, if the fourteenth calendar day before the 
application deadline date falls on a Federal holiday, the next business 
day following the Federal holiday), you mail or fax a written statement 
to the Department, explaining which of the two grounds for an exception 
prevents you from using the Internet to submit your application. If you 
mail your written statement to the Department, it must be postmarked no 
later than two weeks before the application deadline date. If you fax 
your written statement to the Department, we must receive the faxed 
statement no later than two weeks before the application deadline date.
    Address and mail or fax your statement to: Thelma Leenhouts, U.S. 
Department of Education, 400 Maryland Avenue, SW., Room 4W302, 
Washington, DC 20202-5900. FAX: (202) 401-4123.
    Your paper application must be submitted in accordance with the 
mail or hand delivery instructions described in this notice.
    b. Submission of Paper Applications by Mail.
    If you qualify for an exception to the electronic submission 
requirement, you may mail (through the U.S. Postal Service or a 
commercial carrier) your application to the Department. You must mail 
the original and two copies of your application, on or before the 
application deadline date, to the Department at the following address: 
U.S. Department of Education, Application Control Center, Attention: 
(CFDA Numbers 84.396A, 84.396B, or 84.396C), LBJ Basement Level 1, 400 
Maryland Avenue, SW., Washington, DC 20202-4260.
    You must show proof of mailing consisting of one of the following:
    (1) A legibly dated U.S. Postal Service postmark.
    (2) A legible mail receipt with the date of mailing stamped by the 
U.S. Postal Service.
    (3) A dated shipping label, invoice, or receipt from a commercial 
carrier.
    (4) Any other proof of mailing acceptable to the Secretary of the 
U.S. Department of Education.
    If you mail your application through the U.S. Postal Service, we do 
not accept either of the following as proof of mailing:
    (1) A private metered postmark.
    (2) A mail receipt that is not dated by the U.S. Postal Service.
    If your application is postmarked after the application deadline 
date, we will not consider your application.

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

    c. Submission of Paper Applications by Hand Delivery.
    If you qualify for an exception to the electronic submission 
requirement, you (or a courier service) may deliver your paper 
application to the Department by hand. You must deliver the original 
and two copies of your application, by hand, on or before the 
application deadline date, to the Department at the following address: 
U.S. Department of Education, Application Control Center, Attention: 
(CFDA Numbers 84.396A, 84.396B, or 84.396C), 550 12th Street, SW., Room 
7041, Potomac Center Plaza, Washington, DC 20202-4260.
    The Application Control Center accepts hand deliveries daily 
between 8 a.m. and