Comprehensive Centers Program, 3242-3255 [2012-1247]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 77, Number 14 (Monday, January 23, 2012)]
[Notices]
[Pages 3242-3255]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 2012-1247]


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DEPARTMENT OF EDUCATION

[Docket ID ED-2012-OESE-0004]
RIN 1810-AB14


Comprehensive Centers Program

AGENCY: Office of Elementary and Secondary Education, Department of 
Education.

ACTION: Notice of proposed priorities, requirements, and selection 
criteria.

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Catalog of Federal Domestic Assistance (CFDA) Number: 84.283B.

SUMMARY: The Assistant Secretary for Elementary and Secondary Education 
(Assistant Secretary) proposes priorities, requirements, and selection 
criteria under the Comprehensive Centers program. The Assistant 
Secretary may use these priorities, requirements, and selection 
criteria for competitions in fiscal year (FY or fiscal year) 2012 and 
later years. We intend to use the priorities, requirements, and 
selection criteria to provide Federal financial assistance to eligible 
applicants seeking to provide technical assistance to help State 
educational agencies (SEAs) build their capacity to implement State-
level initiatives and to support district- and school-level initiatives 
that improve educational outcomes for all students, close achievement 
gaps, and improve the quality of instruction.

DATES: We must receive your comments on or before February 22, 2012.

ADDRESSES: Submit your comments through the Federal eRulemaking Portal 
or via U.S. mail, commercial delivery, or hand delivery. We will not 
accept comments by fax or by email. To ensure that we do not receive 
duplicate copies, please submit your comments only once. In addition, 
please include the Docket ID at the top of your comments.
     Federal eRulemaking Portal: Go to www.regulations.gov to 
submit your comments electronically. Information on using 
Regulations.gov, including instructions for accessing agency documents, 
submitting comments, and viewing the docket, is available on the site 
under ``How to Use This Site.''
     U.S. Mail, Commercial Delivery, or Hand Delivery: If you 
mail or deliver your comments about this notice of proposed priorities, 
requirements, and selection criteria, address them to Fran Walter, U.S. 
Department of Education, 400 Maryland Avenue SW., room 3W115, 
Washington, DC 20202-6132.
    Privacy Note: The U.S. Department of Education's (Department) 
policy is to make all comments received from members of the public 
available for public viewing in their entirety on the Federal 
eRulemaking Portal at www.regulations.gov. Therefore, commenters should 
be careful to include in their comments only information that they wish 
to make publicly available.

FOR FURTHER INFORMATION CONTACT: Fran Walter. Telephone: (202) 205-
9198, or by email: Fran.Walter@ed.gov.
    If you use a telecommunications device for the deaf (TDD), or a 
text telephone (TTY), call the Federal Relay Service (FRS), toll free, 
at 1-(800) 877-8339.

SUPPLEMENTARY INFORMATION: Invitation to Comment: We invite you to 
submit comments regarding this notice. To ensure that your comments 
have maximum effect in developing the notice of final priorities, 
requirements, and selection criteria, we urge you to identify clearly 
the specific proposed priority, requirement, or selection criterion 
that each comment addresses.
    We invite you to assist us in complying with the specific 
requirements of Executive Orders 12866 and 13563 and their overall 
requirement of reducing regulatory burden that might result from these 
proposed priorities, requirements, and selection criteria. Please let 
us know of any further opportunities we could take to reduce potential 
costs or increase potential benefits while preserving the effective and 
efficient administration of the program.
    During and after the comment period, you may inspect all public 
comments about the proposed priorities, requirements, and selection 
criteria in room 3W115, 400 Maryland Avenue SW., Washington, DC, 
between the hours of 8:30 a.m. and 4 p.m., Washington, DC time, Monday 
through Friday of each week except Federal holidays.
    Assistance to Individuals With Disabilities in Reviewing the 
Rulemaking Record: On request we will provide an appropriate 
accommodation or auxiliary aid to an individual with a disability who 
needs assistance to review the comments or other documents in the 
public rulemaking record for this notice. If you want to schedule an 
appointment for this type of accommodation or auxiliary aid, please 
contact the person listed under FOR FURTHER INFORMATION CONTACT.
    Purpose of Program: The Comprehensive Centers program supports the 
establishment of no fewer than 20 comprehensive technical assistance 
centers to provide technical assistance to SEAs that builds their 
capacity to support local educational agencies (LEAs or districts) and 
schools, especially low-performing districts and schools, improve 
educational outcomes for all students, close achievement gaps, and 
improve the quality of instruction.

    Program Authority: Title II, section 203, of the Education 
Technical Assistance Act of 2002 (ETAA).

I. Background

    The Elementary and Secondary Education Act of 1965, as amended 
(ESEA), holds States accountable for closing achievement gaps and 
ensuring that all children, regardless of race, ethnicity, family 
income, English language proficiency, or disability, receive a high-
quality education and meet challenging State academic standards.
    The ETAA authorizes support for no fewer than 20 Comprehensive 
Centers to provide training, technical assistance, and professional 
development to SEAs, LEAs, regional educational agencies, and schools 
in the administration and implementation of programs under the ESEA. 
Under section 203(a)(2) of the ETAA, the Department is required to 
establish at least one center in each of the 10 geographic regions 
served by the Department's Regional Educational Laboratories (RELs). 
Resources for centers established under the ETAA are determined on the 
basis of the number of school-aged children in each region, the 
proportion of economically disadvantaged students in each region, the 
higher cost of service delivery in sparsely populated areas, and the 
number of schools identified for improvement under section 1116(b) of 
the ESEA in each region.

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    The Department conducted the initial competition under the ETAA in 
2005 and made 5-year awards to 16 Regional Centers and 5 Content 
Centers. Each of the five Content Centers specialized in one of the 
following five areas: assessment and accountability, instruction, 
teacher quality, innovation and improvement, or high schools.
    The 16 Regional Centers focused almost entirely on helping SEAs 
implement ESEA requirements and increase capacity to assist their 
districts and schools in meeting student achievement goals. Each of the 
five Content Centers identified and analyzed key research and provided 
in-depth information in its area of expertise to the Regional Centers 
and SEAs. The Content Centers have more recently emphasized assisting 
the Regional Centers in using publications and tools to support State 
reform efforts, typically through webinars, the creation and support of 
online communities of practice, and in-person assistance to both SEA 
and Regional Center staff.
    In FYs 2010 and 2011, the Department extended the project period of 
the existing centers and negotiated new cooperative agreements with 
each center. These cooperative agreements retained the emphasis of the 
Regional Centers on building SEA capacity to support districts and 
schools in meeting student achievement goals. The agreements also 
retained the emphasis of the Content Centers on providing research-
based publications and tools that include information, guidance, 
analyses, and services to inform the activities of the Regional 
Centers. At the same time, the agreements recognized that many States 
were initiating innovative reforms, such as adopting college- and 
career-ready standards, developing next-generation accountability 
systems, and implementing innovative mechanisms for improving teacher 
and leader effectiveness.
    The Comprehensive Centers will provide technical assistance at a 
time when States, districts, and schools are moving forward with 
innovative approaches to significantly improve student outcomes and are 
implementing college- and career-ready standards and assessments; next-
generation accountability systems that focus on turning around the 
lowest-performing schools and closing achievement gaps; and human 
capital management systems that support effective teachers and leaders.
    The Department believes that the best way to support these State-
led reforms, consistent with the requirements of both the ESEA and the 
ETAA, is to focus the Comprehensive Centers funded under this program 
on building SEA capacity. In particular, we believe the centers must 
focus on helping SEAs (1) create sustainable organizational structures 
and performance management systems that support key initiatives and 
help them set priorities for using their resources, (2) increase their 
ability to use those structures and systems to ensure that districts 
and schools are provided with high-quality services and supports, (3) 
support the implementation and scaling up of innovative and effective 
strategies in districts and schools, (4) identify and implement a 
continuum of supports and interventions to address the specific and 
varying needs of districts and schools, and (5) ensure the 
sustainability of State-led reforms.
    Regional and Content Centers. The Comprehensive Centers competition 
would encompass both Regional Centers and Content Centers, retaining 
the program's two-tiered approach to helping SEAs build their capacity 
to implement State-level initiatives and support district- and school-
level initiatives that improve educational outcomes for all students, 
close achievement gaps, and improve the quality of instruction. 
Regional Centers would be the direct link to States. They would respond 
to States' needs by providing relevant technical assistance and expert 
advice and helping them implement, support, scale up, and sustain 
statewide reforms. Regional Centers would also make expert advice 
available to States from Content Centers, other Department-funded 
technical assistance providers, and other individuals and 
organizations. In addition, under the proposed priorities, 
requirements, and selection criteria, Regional Centers would be 
expected to have a broad understanding of the context and status of 
education reform in each of the States they serve and to maintain a 
regular and highly visible presence in the region. They would also be 
expected to develop strong relationships and partnerships within each 
State and across their regional communities that are likely to ensure 
the delivery of high-quality, relevant, and useful technical 
assistance.
    The Department is proposing to further focus technical assistance 
from Regional Centers on key areas that correspond to State-led reforms 
already underway across the Nation: implementing college- and career-
ready standards and aligned, high-quality assessments for all students; 
identifying, recruiting, developing, and retaining highly effective 
teachers and leaders; turning around the lowest-performing schools; 
ensuring the school readiness and success of preschool-age children and 
their successful transition to kindergarten-through-grade-three (K-3) 
learning; building rigorous instructional pathways that support the 
successful transition of all students from secondary education to 
college without the need for remediation, and to careers; identifying 
and scaling up innovative approaches to teaching and learning that 
significantly improve student outcomes; and using data-based decision-
making to improve instructional practices, policies, and student 
outcomes.
    In turn, the Content Centers funded under this program would work 
to increase the depth of knowledge and expertise available to Regional 
Centers and SEAs in key topic areas. Content Centers would complement 
the work of the Regional Centers by providing information, 
publications, tools, and specialized technical assistance based on 
research-based practices, as well as emerging promising-practices. 
Generally, research-based practices are practices that meet the strong 
or moderate evidence standards of the What Works Clearinghouse (https://ies.ed.gov/ncee/wwc/). Where strong or moderate evidence is not 
available on a topic, each center will explore emerging promising 
practices that could inform their technical assistance efforts. The 
Content Centers also would play a key role in improving efficiency in 
developing and disseminating technical assistance by, for example, 
avoiding the duplication and higher costs of parallel efforts by two or 
three Regional Centers.
    To support these and other efforts, the Assistant Secretary is 
proposing in this notice funding priorities for seven Content Centers: 
(1) The Center on Standards and Assessments Implementation, (2) the 
Center on Great Teachers and Leaders, (3) the Center on School 
Turnaround, (4) the Center on Enhancing Early Learning Outcomes, (5) 
the Center on College and Career Readiness and Success, (6) the Center 
on Building State Capacity and Productivity, and (7) the Center on 
Innovations in Learning.
    The Comprehensive Centers program represents a significant 
investment in technical assistance to SEAs. The Department is committed 
to supporting SEAs, districts, and schools as they work to implement 
their own reform priorities in the context of Federal program 
requirements. Therefore, the Department intends to have substantial and 
sustained involvement in the activities of all centers to ensure that 
they are responsive to State needs. The details and parameters of the 
Department's expectations and

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involvement will be included in a cooperative agreement with each 
grantee.
    Regional Advisory Committees. To help inform the priorities that we 
are proposing under this program, the Secretary of Education (the 
Secretary) (in accordance with section 206 of the ETAA) in 2011 
established 10 Regional Advisory Committees (RACs) charged with 
conducting educational needs assessments within the geographic regions 
served by the current RELs.
    The RACs conducted their needs assessments from June 2011 to August 
2011 and submitted their reports to the Secretary on November 15, 2011. 
The full reports are available at: https://www2.ed.gov/programs/newccp/resources.html.
    Potential applicants for the centers are encouraged to consider the 
specific educational needs assessment results and recommendations 
contained in the RAC reports when preparing their applications.

II. Proposed Priorities

    This notice contains nine proposed priorities. The Assistant 
Secretary may use one or more of these priorities for the FY 2012 
Comprehensive Centers program competition or for any subsequent 
competitions. We may choose in the notice of final priorities, 
requirements, and selection criteria to include the substance of these 
priorities in the selection criteria.

Proposed Priority for Regional Centers

    Proposed Priority 1: Regional Centers. Each Regional Center must 
provide high-quality technical assistance that focuses on key 
initiatives, aligns with the work of the Content Centers, and builds 
the capacity of SEAs to implement, support, scale up, and sustain 
initiatives statewide and to lead and support their LEAs and schools in 
improving student outcomes. Key initiatives include: (1) Implementing 
college- and career-ready standards and aligned, high-quality 
assessments for all students; (2) identifying, recruiting, developing, 
and retaining highly effective teachers and leaders; (3) turning around 
the lowest-performing schools; (4) ensuring the school readiness and 
success of preschool-age children and their successful transition to 
kindergarten; (5) building rigorous instructional pathways that support 
the successful transition of all students from secondary education to 
college without the need for remediation, and careers; (6) identifying 
and scaling up innovative approaches to teaching and learning that 
significantly improve student outcomes; and (7) using data-based 
decision-making to improve instructional practices, policies, and 
student outcomes.

Proposed Priorities for Content Centers

    Proposed Priority 2: Center on Standards and Assessments 
Implementation. The Center on Standards and Assessments Implementation 
must provide technical assistance and identify, synthesize, and 
disseminate research-based practices and emerging promising practices 
that will lead to the increased capacity of SEAs to support their 
districts and schools in implementing rigorous college- and career-
ready standards and aligned high-quality assessments.
    Proposed Priority 3: Center on Great Teachers and Leaders. The 
Center on Great Teachers and Leaders must provide technical assistance 
and identify, synthesize, and disseminate research-based practices and 
emerging promising practices that will lead to the increased capacity 
of SEAs to support their districts and schools in improving student 
outcomes by supporting effective instruction and leadership.
    Proposed Priority 4: Center on School Turnaround. The Center on 
School Turnaround must provide technical assistance and identify, 
synthesize, and disseminate research-based practices and emerging 
promising practices that will lead to the increased capacity of SEAs to 
support their districts and schools in turning around their lowest-
performing schools.
    Proposed Priority 5: Center on Enhancing Early Learning Outcomes. 
The Center on Enhancing Early Learning Outcomes must provide technical 
assistance and identify, synthesize, and disseminate research-based 
practices and emerging promising practices that will lead to the 
increased capacity of SEAs to implement comprehensive and aligned 
preschool-to-third-grade early learning systems in order to increase 
the number of children from birth to third grade who are prepared to 
succeed in school.
    Proposed Priority 6: Center on College and Career Readiness and 
Success. The Center on College and Career Readiness and Success must 
provide technical assistance and identify, synthesize, and disseminate 
research-based practices and emerging promising practices that will 
lead to the increased capacity of SEAs to support districts and schools 
in implementing comprehensive strategies that promote college- and 
career-readiness for students in kindergarten through grade 12 (K-12) 
and ensure the successful transition of all students from high school 
graduation to postsecondary education and the workforce.
    Proposed Priority 7: Center on Building State Capacity and 
Productivity. The Center on Building State Capacity and Productivity 
must provide technical assistance and identify, synthesize, and 
disseminate research-based practices and emerging promising practices 
that will increase the capacity of SEAs to implement their key 
initiatives statewide and support district- and school-level 
implementation of effective practices to improve student outcomes.
    Proposed Priority 8: Center on Innovations in Learning. The Center 
on Innovations in Learning must provide technical assistance and 
identify, synthesize, and disseminate research-based practices and 
emerging promising practices that will lead to the increased capacity 
of SEAs to identify and scale up innovative approaches that 
significantly improve, or have the potential to significantly improve, 
student outcomes.

Proposed Priority for All Centers

    Proposed Competitive Preference Priority 9: Cost-Sharing or 
Matching.
    Background: Many national, regional, and local foundations, civic 
organizations, and corporations are currently investing in building SEA 
and district capacity to implement comprehensive education reforms. We 
believe that combining the Department's efforts and resources with 
these external efforts and resources will help increase and extend the 
reach of the Comprehensive Centers program. Therefore, we are proposing 
a competitive preference priority for applicants that provide evidence 
of a commitment from a partner or partners of funds or an in-kind 
match, or both, that totals at least 15 percent of the total grant 
budget. The Department believes that applicants who partner with these 
types of private or public entities and secure a financial or in-kind 
commitment of at least 15 percent of their proposed budget will be in a 
better position to support States in building their capacity.
    Proposed Competitive Preference Priority 9: To meet this priority, 
an applicant must provide evidence in the application of a commitment 
of a matching contribution, in funds or in kind, or both, of at least 
15 percent of its total grant budget from one or more entities or 
organizations in the public or private sector, which may include 
philanthropic organizations. The entire amount of the matching 
contribution must be non-Federal funds. See 34 CFR 80.24. Evidence of 
the commitment of the financial or in-kind matching contribution must 
include the full

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amount and source of the matching contribution, and the date that the 
funds or in-kind contributions will be received. Examples of such 
evidence include funding agreements with a public or private-sector 
entity, or other signed documents such as commitment letters. The 
evidence should not include contingencies that raise concerns about the 
funding commitment other than that the applicant must be awarded a 
Comprehensive Centers grant award. An award will not be made unless the 
applicant provides evidence that the full amount of the match has been 
committed.
    If an applicant provides evidence of matching funds or in-kind 
contributions in excess of 15 percent of its grant budget, an applicant 
may receive additional points. Additional points may be awarded to the 
extent that the applicant provides evidence of a committed financial or 
in-kind matching contribution up to 100 percent of its grant budget. 
The Department will specify in the notice inviting applications the 
number of points to be awarded for specific ranges of matching amounts.

Types of Priorities

    When inviting applications for a competition using one or more 
priorities, and unless already established as a specific type of 
priority through regulation, we designate the type of each priority as 
absolute, competitive preference, or invitational through a notice in 
the Federal Register. The effect of each type of priority follows:
    Absolute priority: Under an absolute priority, we consider only 
applications that meet the priority (34 CFR 75.105(c)(3)).
    Competitive preference priority: Under a competitive preference 
priority, we give competitive preference to an application by (1) 
awarding additional points, depending on the extent to which the 
application meets the priority (34 CFR 75.105(c)(2)(i)); or (2) 
selecting an application that meets the priority over an application of 
comparable merit that does not meet the priority (34 CFR 
75.105(c)(2)(ii)).
    Invitational priority: Under an invitational priority, we are 
particularly interested in applications that meet the priority. 
However, we do not give an application that meets the priority a 
preference over other applications (34 CFR 75.105(c)(1)).

III. Proposed Comprehensive Center Requirements

A. Proposed Requirements for All Centers

    1. Provide high-quality technical assistance. Each center must 
deliver technical assistance that is based on research-based practices 
and emerging promising practices; highly relevant and useful to SEAs, 
LEAs, and school policymakers and practitioners; timely; and cost 
efficient.
    2. Provide technical assistance to build State capacity. Each 
center must provide technical assistance to help SEAs build their 
capacity to implement State-level initiatives and support district- and 
school-level initiatives that improve educational outcomes for all 
students, close achievement gaps, and improve the quality of 
instruction.
    For the purposes of this notice, the process of ``building 
capacity'' includes helping SEAs--
    a. Build internal organizational strength through such activities 
as creating sustainable organizational structures and effective 
performance management systems, building staff expertise within those 
structures to ensure that districts and schools are provided high-
quality services and supports, and better aligning programs and 
policies through strengthening connections (e.g., communication, 
collaboration) among different work streams (e.g., divisions, grant 
programs); and
    b. Build organizational capacity to support district- and school-
level implementation of effective practices to improve student 
outcomes--for example, by working collaboratively and productively with 
districts and schools; identifying and implementing a continuum of 
supports and interventions to address the needs of districts and 
schools; supporting the implementation and scaling up of innovative and 
effective strategies; sustaining effective practices; engaging 
effective external service providers; and involving key stakeholders, 
including parents, in decisionmaking.
    3. Coordination and Collaboration. In addition to the statutory 
requirement under section 203(f)(2) of the ETAA to collaborate with the 
Department and other entities, each center must collaborate with other 
Comprehensive Centers funded under this program; the Institute of 
Education Sciences (IES), including the What Works Clearinghouse and 
the RELs; technical assistance centers funded under other Department 
programs; and other technical assistance providers to address SEA 
needs. Each center must--
    a. Develop strong, ongoing relationships and partnerships with 
leading experts and organizations nationwide to supplement and enhance, 
as appropriate, center staff's expertise, skills, and experience and to 
ensure that technical assistance is informed by research-based 
practices and emerging promising practices;
    b. Coordinate center activities with the work of other technical 
assistance providers to make the best use of available knowledge and 
resources and avoid duplicating efforts; and
    c. Participate in sharing and exchanging information through a 
common online portal administered by a center funded by the Department 
for the purpose of sharing technical assistance expertise, materials, 
and other applicable resources across Comprehensive Centers, other 
Department-funded technical assistance providers, SEAs, districts, and 
schools.
    4. Evaluation. Each center must develop a plan to engage a third 
party to assess the progress and performance of the center in meeting 
the educational and capacity-building needs of the center's clients.

B. Proposed Requirements for All Regional Centers

    In addition to the requirements for all centers described in this 
notice, each Regional Center must--
    1. Assess each State's needs and develop an annual work plan in 
partnership with each SEA in its region and the Content Centers, as 
appropriate, that--
    a. Provides technical assistance to build SEA capacity to 
implement, support, scale up, and sustain initiatives that address the 
following key areas: (1) Implementing college- and career-ready 
standards and aligned, high-quality assessments for all students; (2) 
identifying, recruiting, developing, and retaining highly effective 
teachers and leaders; (3) turning around the lowest-performing schools; 
(4) ensuring the school-readiness and success of preschool-age children 
and their successful transition to K-3 learning; (5) building rigorous 
instructional pathways that support the successful transition of all 
students from secondary education to college, without the need for 
remediation, and to careers; (6) identifying and scaling up innovative 
approaches to teaching and learning that significantly improve, or have 
potential to significantly improve, student outcomes; and (7) using 
data-based decisionmaking to improve instructional practices, policies, 
and student outcomes;

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    c. Addresses the needs of each SEA in the region based on the SEA's 
unique context, challenges, and current capacity;
    d. Articulates the commitment by the center and the SEA to devote 
time, leadership, and personnel needed to implement the work plan;
    e. Addresses the demands of implementing integrated State 
longitudinal data systems and using data from these systems and other 
sources to improve student outcomes, in collaboration with RELs, as 
appropriate; and
    f. Addresses the needs of all students, including English Learners, 
students with disabilities, and low-achieving students;
    2. Deliver high-quality intensive technical assistance to SEAs 
that--
    a. Provides regular virtual and on-site support and coaching at a 
frequency appropriate to ensuring high-quality implementation of the 
work plan;
    b. Facilitates collaborative activities and strategies for 
evaluating and continuously improving organizational structures and 
processes;
    c. Draws on the expertise of the Center on Building State Capacity 
and Productivity;
    d. Facilitates productive SEA interactions with LEAs and other 
stakeholders to support implementation of key initiatives focused on 
improving student outcomes;
    e. Helps SEAs implement researched-based practices and emerging 
promising practices identified by the Content Centers and other leading 
experts and organizations nationwide; and
    f. Provides opportunities for SEAs to meet with and learn from 
researchers, experts, and each other about practical and effective 
strategies for implementing key initiatives, including by, for example, 
organizing or facilitating SEA participation in communities of 
practice; and
    3. Make all training materials, rubrics, manuals, presentations, 
and other materials developed during the grant period publicly and 
freely available through the online portal described in the 
coordination and collaboration requirement for all centers.

    Note: The requirements for all Regional Centers do not support 
the development of new content. A Regional Center applicant will not 
satisfy these requirements if it proposes a technical assistance 
plan that includes development work, such as designing or developing 
curricula or instructional materials for use in classrooms, 
developing educational programs, or conducting research, monitoring, 
or program evaluations for an SEA. A Regional Center may propose to 
create materials to be used in capacity-building activities with the 
SEA, such as decision matrices, written responses to information 
requests, self-assessment rubrics, or presentation materials. In 
addition, to the extent that an applicant proposes to work with 
individual school districts or schools, the applicant must propose 
technical assistance that reaches a large number or proportion of 
districts or schools in the State, responds to a need identified by 
an SEA, and is planned, coordinated, and executed in concert with 
the SEA.

C. Proposed Requirements for All Content Centers

    In addition to the proposed requirements for all centers described 
in this notice, each Content Center must--
    1. Assess national needs and develop an annual work plan that--
    a. Takes into account the needs of SEAs and Regional Centers in its 
area of expertise;
    b. Addresses its specific area of expertise; and
    c. Addresses the needs of all students, including English Learners, 
students with disabilities, and low-achieving students;
    2. Deliver high-quality technical assistance to Regional Centers 
and SEAs in its area of expertise that--
    a. Reflects collaboration with Regional Centers to address 
identified needs of SEAs;
    b. Provides opportunities for SEAs to learn from researchers, 
experts, and each other by, for example, participating in, organizing, 
or facilitating SEA participation in communities of practice; and
    c. Differentiates the delivery of technical assistance based on the 
current capacity and needs of the Regional Centers and SEAs;
    3. Translate expertise, research-based practices and emerging 
promising practices into high-quality publications, tools, and services 
appropriate for SEAs, LEAs, and school policymakers and practitioners; 
and
    4. Make all training materials, rubrics, manuals, presentations, 
and other materials developed during the grant period publicly and 
freely available through the online portal described in the 
coordination and collaboration requirement for all centers.

D. Proposed Requirements for the Center on Standards and Assessments 
Implementation

    In addition to the proposed requirements for all centers and for 
all Content Centers described in this notice, the Center on Standards 
and Assessments Implementation must provide technical assistance to 
Regional Centers and SEAs that focuses on--
    1. State implementation of college- and career-ready standards for 
students and schools statewide, as well as State development and 
administration of aligned high-quality assessments such as those under 
development by the Race to the Top Assessment program grantees (https://www.2.ed.gov/programs/racetothetop-assessment/) and by 
General Supervision Enhancement Grants (GSEG) program grantees, who are 
developing alternate assessments based on alternate academic 
achievement standards for students with the most significant cognitive 
disabilities;
    2. The instructional implications of transitioning to new 
standards, including the need for aligned, high-quality instructional 
materials and high-quality professional development and other supports 
to prepare teachers to teach all students, including English Learners, 
students with disabilities, and low-achieving students, to college- and 
career-ready standards;
    3. Integrating new standards and assessments with State 
accountability systems and State, district, and school teacher and 
leader support and evaluation systems; and
    4. Using assessment data and other measures of student performance 
to inform instruction, differentiate school performance levels, and 
evaluate district and school improvement policies and activities.

E. Proposed Requirements for the Center on Great Teachers and Leaders

    In addition to the proposed requirements for all centers and for 
all Content Centers described in this notice, the Center on Great 
Teachers and Leaders must provide technical assistance to Regional 
Centers and SEAs that focuses on--
    1. Developing the knowledge and skills of teachers and leaders, 
with emphasis on improving instructional practices that help students 
meet college- and career-ready standards;
    2. Strategies to ensure the equitable distribution of effective 
teachers and to meet demand in hard-to-staff schools and subjects and 
in rural areas;
    3. Strategies to recruit, reward, retain, and support effective 
teachers and leaders by, for example, offering opportunities for career 
advancement;
    4. Developing and implementing teacher and leader human capital 
management systems (e.g., systems related to recruiting, evaluating, 
developing, rewarding, and retaining teachers and leaders), including 
teacher and leader evaluation and support systems that use multiple 
valid measures of effectiveness (including

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student growth and other measures of professional performance), 
differentiate performance levels, inform professional development 
needs, and focus on continuously improving instruction for teachers in 
both tested and non-tested grades and subjects, including teachers of 
English learners and students with disabilities; and
    5. Using data from human capital management systems, State 
longitudinal data systems, and other sources to guide professional 
development and improve instruction.

F. Proposed Requirements for the Center on School Turnaround

    In addition to the proposed requirements for all centers and for 
all Content Centers described in this notice, the Center on School 
Turnaround must provide technical assistance to Regional Centers and 
SEAs that focuses on--
    1. Developing and strengthening organizational systems and 
structures that promote and sustain comprehensive district and school 
reforms that lead to significant gains in student outcomes and close 
achievement gaps in the lowest-performing schools;
    2. Developing effective tools, processes, and policies for States 
to monitor and support district and school efforts to turn around the 
lowest-performing schools; the tools, processes, and policies could 
include ways to select and monitor external providers, support and 
develop turnaround leaders, and analyze and use data;
    3. Collecting and disseminating information and resources on 
successful school turnaround models;
    4. Collecting and disseminating information and resources on 
promising and emerging State, district, and school approaches to: (a) 
Improving student outcomes and closing achievement gaps, (b) addressing 
non-academic factors that impact student achievement, such as students' 
social, emotional, and health needs, and (c) sustaining improvements 
across a broad spectrum (e.g., urban, rural, high-poverty) of the 
lowest-performing schools and across student populations (e.g., English 
Learners, students with disabilities); these approaches may include 
extending learning time; and
    4. Facilitating support networks and ongoing learning opportunities 
for SEAs, LEAs, and school policymakers and practitioners serving the 
lowest-performing schools, which may include managing and supporting an 
online community of practice.

G. Proposed Requirements for the Center on Enhancing Early Learning 
Outcomes

    In addition to the proposed requirements for all centers and for 
all Content Centers, the Center on Enhancing Early Learning Outcomes 
must provide technical assistance to Regional Centers and SEAs that 
focuses on--
    1. Aligning preschool and K-3 education policies and systems in 
order to increase successful transitions as children enter kindergarten 
and to close the achievement gap, particularly for children with high 
needs;
    2. Increasing knowledge and expertise among SEA staff and among 
State-level early learning program staff in understanding the purposes 
and uses of a full range of early childhood assessment strategies and 
instruments and in selecting assessment instruments and approaches that 
are appropriate for all children, including English Learners, students 
with disabilities, and low-achieving students;
    3. Using assessment data and other information to improve the 
quality of instruction in early learning programs;
    4. Increasing the effectiveness of the early learning workforce--
for example, by assisting SEAs in developing and implementing statewide 
workforce knowledge and competency frameworks designed to support 
children's learning and development and improve outcomes; supporting 
more robust early childhood educator preparation and professional 
development efforts; and developing a common, statewide progression of 
teaching credentials and degrees aligned with the State frameworks; and
    5. Working to integrate and align resources and policies across 
State agencies and programs to support a coordinated statewide system 
that promotes children's success in school.

H. Proposed Requirements for the Center on College and Career Readiness 
and Success

    In addition to the proposed requirements for all centers and for 
all Content Centers described in this notice, the Center on College and 
Career Readiness and Success must provide technical assistance to 
Regional Centers and SEAs that focuses on--
    1. Policies and practices that--
    a. Support the successful transition of all students from secondary 
education to college, without the need for remediation, and to careers; 
and
    b. Increase postsecondary enrollment, persistence, and completion--
for example, by assisting SEAs in aligning secondary and postsecondary 
learning expectations, strengthening the rigor of high school courses 
and pathways, and providing college counseling;
    2. SEA development and scaling up of statewide rigorous career and 
technical education (CTE) programs that align with college- and career-
ready standards and lead to an industry-recognized credential or 
postsecondary certificate or degree--for example, by implementing high-
quality, academically rigorous CTE programs and courses; providing high 
school credits for work-based learning opportunities; providing college 
credit for secondary school academic and technical courses through 
statewide secondary-postsecondary articulation agreements; implementing 
career counseling services that incorporate the most up-to-date 
information on existing and emerging in-demand industry sectors and 
occupations; and aligning CTE programs and priorities with State and 
local economic development strategies, industry standards in existing 
and emerging in-demand industry sectors and occupations, and job growth 
data;
    3. High-quality science, technology, engineering, and mathematics 
(STEM) instruction that supports and challenges students through a 
progression of STEM courses and the transition to postsecondary degree 
and certificate programs in STEM fields;
    4. Implementing accelerated learning strategies such as dual-credit 
and early college options, General Educational Development (GED)-to-
college pathways, competency-based pathways, and other programs 
designed to encourage and support the successful transition of all 
students, especially disadvantaged and first-generation college-going 
students, dropouts who re-enter school, and students with disabilities, 
from secondary school into postsecondary education or training 
programs; and
    5. Effectively using data--for example, using early warning and 
college- and career-readiness indicators to identify secondary school 
students needing additional support, or implementing approaches, 
consistent with Federal, State, and local privacy laws and regulations, 
to allow data to be shared between LEAs and postsecondary institutions 
to improve student transitions.

I. Proposed Requirements for the Center on Building State Capacity and 
Productivity

    In addition to the proposed requirements for all centers and for 
all Content Centers described in this notice,

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the Center on Building State Capacity and Productivity must provide 
technical assistance to Regional Centers and SEAs that focuses on--
    1. Building the internal organizational capacity of SEAs by--
    a. Supporting the implementation of sustainable organizational 
structures and effective performance management systems that help SEAs 
support key education initiatives and set priorities for using their 
resources;
    b. Helping SEAs build their staffs' leadership skills and expertise 
so that staff can effectively lead and support education initiatives 
and ensure that districts and schools are provided with high-quality 
services and supports;
    c. Helping SEAs strengthen information sharing across 
organizational units within SEAs in order to facilitate cross-cutting 
work that increases the success of State- and district-level 
initiatives designed to improve student outcomes and that enhances the 
sustainability of these initiatives;
    d. Helping SEAs make more efficient use of scarce resources--for 
example, by measuring and comparing the costs of similar systems, 
processes, programs, and products; and
    e. Identifying State- and district-level research-based practices 
and emerging promising practices in such areas as human capital 
management, financial data systems, and return-on-investment analyses 
that can inform decision making and help SEAs improve productivity and 
reduce costs across classrooms, schools, districts, and States; and
    2. Building the organizational capacity of SEAs to support 
district- and school-level implementation of initiatives designed to 
improve student outcomes by helping SEAs--
    a. Build collaborative and productive relationships with their 
LEAs; provide technical assistance that builds the capacity of its 
LEAs; facilitate the sharing of research-based practices, emerging 
promising practices, and problem-solving strategies among LEAs; and 
identify ways in which the SEA can help its LEAs scale up effective 
practices;
    b. Identify and implement a continuum of supports and interventions 
to address the needs of districts and schools;
    c. Develop processes to identify and select effective external 
partners and monitor their progress in achieving stated goals and 
objectives; and
    d. Engage and provide information to key stakeholders, including 
parents, on the implementation of key initiatives.

J. Proposed Requirements for the Center on Innovations in Learning

    In addition to the proposed requirements for all centers and for 
all Content Centers described in this notice, the Center on Innovations 
in Learning must provide technical assistance to Regional Centers and 
SEAs that focuses on--
    1. Identifying and implementing policies, strategies, and practices 
that encourage the identification and scaling up of new teaching and 
learning strategies, approaches, processes, or tools that significantly 
improve, or have the potential to significantly improve, student 
outcomes--for example, through analyzing State and district data to 
identify positive trends or unique patterns that indicate significant 
improvement, or the potential for significant improvement, in student 
outcomes; helping States use competitions to identify the most 
promising innovations; helping States rigorously evaluate promising 
innovations; and supporting States' broad adoption of the most 
promising and proven innovations and the replacement of less effective 
programs and practices;
    2. Identifying and implementing policies, strategies, and practices 
that encourage improved student outcomes through personalization of 
learning for each student--for example, by helping SEAs, LEAs, and 
schools provide opportunities for self-paced learning, implement 
instructional approaches and subject matter matched to students needs 
and interests, and increase access to experts, teachers, and peers who 
can address specific student needs and interests;
    3. Selecting and implementing technologies that support the 
personalization of learning--for example, (a) data systems that allow 
teachers to better differentiate instruction and instructional 
resources for maximum effectiveness and (b) adaptive instructional 
systems that enable students to optimize the pace of learning and 
individualize the instructional content they need to achieve mastery;
    4. Using State and local data systems to identify specific areas of 
student need and evaluate the effectiveness of specific strategies that 
support innovations in learning--for example, practices that improve 
student learning outcomes, that increase the number of individuals 
served without increasing resources, or that maintain educational 
outcomes and the number of students served while using fewer resources; 
and
    5. Identifying and implementing policies and practices that 
accelerate the adoption of promising and proven personalized learning 
strategies, practices, and tools.

K. Proposed Application Requirements

1. Technical Assistance Plan
    An applicant for a Regional Center must submit as part of its 
application a five-year plan of technical assistance that describes how 
it will meet the program requirements for all centers and for Regional 
Centers. An applicant for a Content Center must submit as part of its 
application a five-year plan of technical assistance that describes how 
it will meet the program requirements for all centers, the general 
requirements for all Content Centers, and the applicable Content Center 
requirements described in this notice.
2. Subject-Matter and Technical Expertise
    An applicant for a Regional or Content Center must provide a 
narrative describing the subject-matter and technical expertise of 
proposed center staff, including any partners and consultants. At a 
minimum, the narrative must include the names and resumes for the 
proposed center staff.
    a. All Centers. An applicant for a Regional or Content Center must 
provide evidence in its application demonstrating that the proposed 
center staff, including any partners and consultants, possesses--
    i. Knowledge and understanding of the research-based practices and 
emerging promising practices that will enable the applicant to provide 
high-quality technical assistance specifically related to building SEA 
capacity to implement State-level initiatives and to support district- 
and school-level initiatives that improve educational outcomes for all 
students, close achievement gaps, and improve the quality of 
instruction; and
    ii. Experience in the following:
    (a) Delivering high-quality, relevant technical assistance and 
sharing expertise with SEAs or multiple districts. An applicant must 
provide evidence of the effect that its technical assistance has had on 
SEAs or LEAs, such as improved student outcomes, increased 
organizational capacity, the establishment of effective structures or 
processes, or high levels of client satisfaction.
    (b) Supporting SEAs or multiple districts in implementing key 
initiatives and in making systemic changes beyond individual districts 
or schools.
    (c) Building collaborative relationships with leading experts and

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organizations in applicable areas of expertise to increase the quality, 
relevance, and usefulness of technical assistance.
    b. Regional Centers. In addition to the subject-matter and 
technical expertise outlined for all center applicants, an applicant 
for a Regional Center must provide evidence in its application 
demonstrating that the proposed center staff, including any partners 
and consultants, possesses--
    i. Knowledge and understanding of--
    (a) The context and status of education reform in each of the 
States the applicant would serve;
    (b) Leading research on implementing educational initiatives and 
practices and on how to help SEAs implement, support, scale up, and 
sustain practices that address identified problems;
    (c) LEA support systems within States the applicant would serve, 
such as networks of educational service agencies and third-party 
systems of support, and how to use those systems to provide high-
quality support to districts and schools; and
    ii. Experience in the following:
    (a) Working with SEAs or multiple districts to implement 
comprehensive or innovative plans to improve student achievement or 
provide large-scale technical assistance focused on improving student 
outcomes.
    (b) Developing and implementing performance and project management 
systems on a large scale or in large, complex, public-sector 
institutions.
    (c) Facilitating communities of practice within and across States.
    c. Center on Standards and Assessments Implementation. In addition 
to the subject-matter and technical expertise outlined for all centers, 
an applicant for the Center on Standards and Assessments Implementation 
must provide evidence in its application demonstrating that the 
proposed center staff, including any partners and consultants, 
possesses--
    i. Knowledge and understanding of--
    (a) The Common Core State Standards and other college- and career-
ready standards that States have adopted, including detailed knowledge 
and understanding of the differences in expectations embedded in these 
standards compared to those embedded in current State standards;
    (b) The work of the Smarter Balanced assessment consortium and the 
Partnership for Assessment of Readiness for College and Careers (PARCC) 
assessment consortium, as well as other State-developed assessments 
that are linked to college- and career-ready standards, including 
assessment designs and the status of efforts to develop and pilot the 
new assessments; and
    (c) Instructional strategies and high-quality curricula that are 
aligned with rigorous college- and career-ready standards and support 
the teaching and learning of all students, including English Learners, 
students with disabilities, and low-achieving students; and
    ii. Experience in the following:
    (a) Working successfully with SEAs or multiple districts on the 
implementation of new standards or assessments.
    (b) Working with experts and practitioners involved in college- and 
career-ready assessment efforts supported by States, such as the 
Smarter Balanced or PARCC assessment consortia.
    (c) Working with SEAs or multiple districts in aligning curricular 
and instructional options, as well as teacher and leader professional 
development, with new, more rigorous standards.
    (d) Working with SEAs, LEAs, or school policymakers and 
practitioners on the interpretation and appropriate use of assessment 
data.
    d. Center on Great Teachers and Leaders. In addition to the 
subject-matter and technical expertise outlined for all centers, an 
applicant for the Center on Great Teachers and Leaders must provide 
evidence in its application demonstrating that the proposed center 
staff, including any partners and consultants, possesses--
    i. Knowledge and understanding of--
    (a) Teacher and leader professional development that improves 
instruction and helps students meet college- and career-ready 
standards;
    (b) Strategies to improve teacher and leader recruitment and 
retention;
    (c) Designing or improving teacher and leader human capital 
management systems, including teacher and leader evaluation and support 
systems, that are based in significant part on student growth, 
differentiate performance, include multiple measures of effectiveness, 
inform professional development, and focus on continuous improvement of 
instruction; and
    (d) The broad range of SEA and district teacher and leader human 
capital management systems, State policies that facilitate or hinder 
the development of such high-quality systems, and possible barriers to 
the equitable distribution of effective teachers and leaders; and
    ii. Experience in the following:
    (a) Working successfully with SEAs or multiple districts on 
improving the quality of instruction statewide or across multiple 
districts.
    (b) Working collaboratively with teacher and leader preparation 
organizations, institutions of higher education, charter management 
organizations, or other teacher and leader preparation and development 
groups to develop, implement, or improve teacher and leader human 
capital management systems, including teacher and leader evaluation and 
support systems.
    e. Center on School Turnaround. In addition to the subject-matter 
and technical expertise outlined for all centers, an applicant for the 
Center on School Turnaround must provide evidence in its application 
demonstrating that the proposed center staff, including any partners 
and consultants, possesses--
    i. Knowledge and understanding of--
    (a) The approaches States, districts, and schools are taking to 
turn around their lowest-performing schools, including efforts under 
the School Improvement Grants and Race to the Top programs; and
    (b) Emerging promising practices, including non-academic practices 
that impact student outcomes, for improving student outcomes in the 
lowest-performing schools, particularly those engaged in school 
turnaround efforts; and
    ii. Experience working with SEAs or multiple districts on school 
turnaround efforts, including helping SEAs or multiple districts 
develop and implement structures or systems that promote and sustain 
comprehensive district and school reforms and processes and tools to 
monitor turnaround efforts.
    f. Center on Enhancing Early Learning Outcomes. In addition to the 
subject-matter and technical expertise outlined for all centers, an 
applicant for the Center on Enhancing Early Learning Outcomes must 
provide evidence in its application demonstrating that the proposed 
center staff, including any partners and consultants, possesses--
    i. Knowledge and understanding of--
    (a) State early learning and development standards that define what 
children should know and be able to do from birth through third grade;
    (b) Principles and approaches to appropriately assess young 
children's knowledge and skills from birth through third grade, 
including expertise in the field of psychometrics; and
    (c) The issues related to improving the workforce serving children 
from birth through third grade, including issues related to workforce 
competencies, certifications, and compensation; and
    ii. Experience in the following:

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    (a) Providing technical assistance to SEAs or multiple districts on 
selecting, using, and interpreting the results of early childhood 
assessments.
    (b) Assisting SEAs or multiple districts on building an effective 
early childhood workforce.
    g. Center on College and Career Readiness and Success. In addition 
to the subject-matter and technical expertise outlined for all centers, 
an applicant for the Center on College and Career Readiness and Success 
must provide evidence in its application demonstrating that the 
proposed center staff, including any partners and consultants, 
possess--
    i. Knowledge and understanding of--
    (a) Research-based practices and emerging promising practices that 
support the successful transition of all students from secondary 
education to college, without the need for remediation, and to careers;
    (b) Rigorous career and technical education programs of study that 
align with college- and career-ready standards; and
    (c) High-quality STEM instructional pathways that lead to a 
postsecondary degree or certification in STEM fields; and
    ii. Experience in the following:
    (a) Working with SEAs or multiple districts to design and implement 
systemic, comprehensive strategies that promote college- and career-
readiness for K-12 students and students' successful transition from 
high school graduation to postsecondary education and the workforce.
    (b) Helping SEAs address the systemic needs and challenges they and 
their LEAs face in ensuring that all students graduate from high school 
prepared for college and careers, particularly in high-poverty, high-
minority, urban, and rural settings.
    (c) Working with K-12 and postsecondary education systems to align 
policies and practices in order to improve student transitions from 
high school to postsecondary degree or credential programs.
    h. Center on Building State Capacity and Productivity. In addition 
to the subject-matter and technical expertise outlined for all centers, 
an applicant for the Center on Building State Capacity and Productivity 
must provide evidence in its application demonstrating that the 
proposed center staff, including any partners and consultants, 
possesses--
    i. Knowledge and understanding of--
    (a) SEA organizational structures that are effective in supporting 
district- and school-level implementation of effective practices to 
improve student outcomes;
    (b) The relationship of an SEA to its LEAs and the differing 
resources and capacities that exist across LEAs;
    (c) Research-based practices and emerging promising practices in 
using LEA support systems in States, such as networks of educational 
service agencies and third-party systems of support, in order to 
provide high-quality support to districts and schools; and
    (d) Leading research in performance and project management, 
including research conducted in non-education sectors and industries; 
and
    ii. Experience in the following:
    (a) Working with SEAs to successfully implement programs or 
initiatives statewide or in multiple districts.
    (b) Providing in-depth coaching and advice to SEA leaders on 
improving internal organizational capacity or the capacity to support 
district- and school-level implementation of effective practices in 
order to improve student outcomes.
    (c) Facilitating communities of practice within and across States.
    (d) Working with large-scale organizations, especially public-
sector organizations that work with multiple constituencies and 
stakeholders, on performance and project management.
    i. Center on Innovations in Learning. In addition to the subject-
matter and technical expertise outlined for all centers, an applicant 
for the Center on Innovations in Learning must provide evidence in its 
application demonstrating that the proposed center staff, including any 
partners and consultants, possesses--
    i. Knowledge and understanding of--
    (a) Policies, strategies, and practices that encourage the 
identification and scaling up of new teaching and learning strategies, 
approaches, processes, or tools that significantly improve, or have the 
potential to significantly improve, student outcomes; and
    (b) Policies, strategies, and practices that encourage improved 
student outcomes through personalization of learning and through 
implementing technologies that support the personalization of learning; 
and
    ii. Experience in the following:
    (a) Working with SEAs on identifying and implementing policies, 
strategies, and practices that encourage the identification and scaling 
up of new teaching and learning strategies, approaches, processes, or 
tools that significantly improve, or have the potential to 
significantly improve, student outcomes.
    (b) Working with SEAs or LEAs on identifying and implementing 
policies, strategies, and practices that encourage improved student 
outcomes through personalization of learning, including selecting or 
developing and implementing technologies that support personalized 
learning.
3. Management Plan
    An applicant must submit a management plan that describes the 
responsibilities of key personnel, timelines, and milestones for 
accomplishing project tasks; the time commitment of key personnel; and 
the adequacy and allocation of resources, including financial or in-
kind matching contributions from an entity or organization in the 
public or private sector, if any. If an applicant's proposed budget 
includes matching contributions, the application must include evidence 
of a commitment for the full amount of the matching contribution, 
inclusive of the source of the funds or in-kind contributions and the 
date(s) they will be received.
4. Evaluation Plan
    Each applicant must provide a plan to engage a third-party provider 
to assess the progress and performance of the center in meeting the 
educational and capacity-building needs of SEAs. The plan must identify 
performance objectives the project intends to achieve and performance 
measures for each performance objective; explain the quantitative and 
qualitative methods that will be used to collect, analyze, and report 
performance data; and describe the methods that will be used to monitor 
progress and make mid-course corrections as needed. Each center must 
also provide a plan to collect and use reliable formative and summative 
data throughout the grant period to inform and improve service 
delivery.

IV. Proposed Flexibility and Requirements for Regional Assignments

    Background. Currently, the Department funds 16 Regional Centers 
that serve States within defined geographic boundaries. In order to 
implement customer-centered, performance-focused technical assistance 
across the Regional Centers and provide States with the opportunity to 
create a demand-driven market for services, the Assistant Secretary is 
considering modifying the regional structure of the Comprehensive 
Centers to allow States greater choice about the Regional Centers with 
which they affiliate. Modifying the current structure would allow an 
SEA to seek services from the Regional Center that it believes will 
best meet its needs, regardless of its geographic location, and 
strengthen the incentives for Regional Centers to provide relevant and 
high-quality

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technical assistance. H