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Federal Register / Vol. 86, No. 129 / Friday, July 9, 2021 / Rules and Regulations List of Subjects in 32 CFR Part 199
Claims, Dental health, Health care, Health insurance, Individuals with disabilities, Military personnel.
Accordingly, 32 CFR part 199 is amended as follows:
PART 199CIVILIAN HEALTH AND
MEDICAL PROGRAM OF THE
UNIFORMED SERVICES CHAMPUS
1. The authority citation for part 199
continues to read as follows:

Authority: 5 U.S.C. 301; 10 U.S.C. chapter 55.

2. In 199.5, revise paragraph c7
introductory text to read as follows:

199.5 TRICARE Extended Care Health Option ECHO.

c
7 Respite care. TRICARE
beneficiaries enrolled in ECHO are eligible for a maximum of 16 hours of respite care per month. Respite care is defined in 199.2. Respite care services will be provided by a TRICAREauthorized HHA and will be designed to provide health care services for the covered beneficiary. The benefit will not be cumulative, that is, any respite hours not used in one month will not be carried over or banked for use on another occasion.

Dated: July 2, 2021.
Aaron T. Siegel, Alternate OSD Federal Register Liaison Officer, Department of Defense.
FR Doc. 202114614 Filed 7821; 8:45 am BILLING CODE 500106P

DEPARTMENT OF EDUCATION
34 CFR Chapter II
Docket ID ED2021OESE0045

Final PrioritiesEffective Educator Development Division Office of Elementary and Secondary Education, Department of Education.
ACTION: Final priorities.
AGENCY:

The Department of Education Department announces priorities for the following programs of the Effective Educator Development Division EED:
Teacher and School Leader Incentive Grants TSL, Assistance Listing Number ALN 84.374A; Supporting Effective Educator Development SEED, ALN 84.423A; and Teacher Quality Partnership TQP, ALN 84.336S. We
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SUMMARY:

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may use these priorities for competitions in fiscal year FY 2021
and later years. We propose these priorities to focus on educator development, leadership, and diversity in the various EED programs in order to improve the quality of teaching and school leadership.
DATES: These priorities are effective August 9, 2021.
FOR FURTHER INFORMATION CONTACT:
Orman Feres, U.S. Department of Education, 400 Maryland Avenue SW, Room 3C124, Washington, DC 20202.
Telephone: 202 4536921. Email:
orman.feres@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 1800877
8339.
SUPPLEMENTARY INFORMATION:
Purpose of Program: This notice identifies final priorities for use in three Department programs: TSL, SEED, and TQP. The purpose of TSL is to assist States, local educational agencies, and nonprofit organizations to develop, implement, improve, or expand comprehensive performance-based compensation systems PBCS or human capital management systems HCMS for teachers, principals, and other school leaders educators especially educators in high-need schools who raise student academic achievement and close the achievement gap between highand low-performing students. In addition, a portion of TSL funds may be used to study the effectiveness, fairness, quality, consistency, and reliability of such systems. The SEED program provides funding to increase the number of highly effective educators by supporting the implementation of evidence-based practices that prepare, develop, or enhance the skills of educators. SEED
grants allow eligible entities to develop, expand, and evaluate practices that can serve as models to be sustained and disseminated. The purposes of the TQP
program are to improve student achievement; improve the quality of prospective and new teachers by improving the preparation of prospective teachers and enhancing professional development activities for new teachers; hold teacher preparation programs at institutions of higher education accountable for preparing teachers who meet applicable State certification and licensure requirements;
and recruit highly qualified individuals, including minorities and individuals from other occupations, into the teaching profession.
Program Authority: 20 U.S.C. 1221e 3. TSL: Sections 22112213 of the
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Elementary and Secondary Education Act of 1965, as amended ESEA, 20
U.S.C. 66316633. SEED: Section 2242
of the ESEA, 20 U.S.C. 6672. TQP:
Sections 200204 of the Higher Education Act of 1965, as amended, 20
U.S.C. 10211022c.
We published a notice of proposed priorities NPP for these programs in the Federal Register on April 20, 2021
86 FR 20471. The NPP contained background information and our reasons for proposing the particular priorities.
Except for minor editorial and technical revisions, there are no differences between the proposed priorities and these final priorities.
Public Comment: In response to our invitation in the NPP, we received 31
comments, 23 of which were relevant to the proposed priorities and 8 of which were not relevant to the proposed priorities and were not considered in the analysis. Of the 23 comments addressing the proposed priorities, 7
expressed support for the proposed priorities but either offered no specific recommendations to revise them or offered broad recommendations for strengthening the educator workforce that were outside the scope of these proposed priorities. The remaining 16
comments either expressed disagreement or broadly agreed while offering suggestions to strengthen the proposed priorities. Responses to these comments are found in the Analysis of the Comments and Changes below.
Analysis of the Comments and Changes: An analysis of the comments and of any changes to the proposed priorities follows. Generally, we do not address technical and other minor changes, or suggested changes the law does not authorize us to make under the applicable statutory authority. In addition, we do not address general comments that raise concerns not directly related to the NPP.
Comment: In response to Priority 1
Supporting Educators and Their Professional Growth, one commenter suggested that encouraging educators to pursue advanced credentials, such as Masters degrees, may not necessarily lead to improvements in educator effectiveness and may produce unintended incentives for educators to leave the profession.
Discussion: We appreciate the comment regarding the potential limited impact on educator effectiveness and potential disincentives to educator retention that could result from encouraging teachers to pursue advanced credentials. Creating or enhancing professional growth
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