Yes, a grantee may serve the same teachers in a second or third grant if they are providing a new approach to professional development or a new content area. A grantee cannot provide the same professional development program for the same teachers -- that would be unnecessary or unreasonable and thus not allowable.

Funds will support activities designed to deliver ongoing, intensive professional development. Activities may include, but are not limited to, the following: high-quality in-service and/or pre-service professional development activities; strategies for sustained collaboration among teachers and outside experts to improve instruction in American history; participation of teams of teachers in summer institutes and summer immersion activities; and school-based collaborative efforts among teachers to improve instruction in American history. In addition, grants may support development of programs to assist new history teachers in the classroom, such as mentoring and coaching by trained mentor teachers and team teaching.

LEAs applying for funds are required by statute to work in partnership with at least one of the following:

1. Institutions of higher education;
2. Non-profit history or humanities organizations; or
3. Libraries or museums.

As part of this requirement, the LEA must identify the entity or entities with which it will collaborate and include in its application an assurance from appropriate officials of those entities that they will work with the applicant in implementing the proposal.

School Districts with Schools in Need of Improvement, Corrective Action, or Restructuring (up to 15 additional points): Projects that help school districts implement academic and structural interventions in schools that have been identified for improvement, corrective action, or restructuring under the Elementary and Secondary Education Act of 1965, as amended by the No Child Left Behind Act of 2001.

Note: In addressing this priority, each applicant is encouraged to include a plan for how the applicant will assess the specific needs in the content area of traditional American history in schools that have been identified for improvement, corrective action, or restructuring. In addition, each applicant is encouraged to include a plan for how the applicant will recruit U.S. history teachers from schools that have been identified for improvement, corrective action, or restructuring. Further, each applicant is encouraged to include information on how each of these two plans will be implemented.

No, the program does not have any invitational priorities for FY 2008.

Grant recipients will be required to submit an annual performance report that documents yearly progress towards meeting the expected programmatic outcomes. Grantees will also be required to submit a final report no later than 90 days after the end of the project period, in addition to any materials developed in the documentation, evaluation, and dissemination of the proposed products.

In addition to individually developed project measures, all grantees are required to respond to the TAH program's two GPRA indicators. These two indicators are: (1) Students in experimental and quasi-experimental studies of educational effectiveness of Teaching American History projects will demonstrate higher achievement on course content measures and/or statewide U.S. history assessments than students in control and comparison groups; and (2) Teachers will demonstrate an increased understanding of American history through the use of nationally validated tests of American history that can be directly linked to their participation in the Teaching American History program.

Both the absolute priority and the competitive preference priority should be submitted as separate documents on the Program Narrative form in Grants.gov. Each priority should be properly labeled and located in the front of the Program Narrative. Also, please add the page numbers of these documents to your Table of Contents.

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