FR Doc 2010-13781
[Federal Register: June 8, 2010 (Volume 75, Number 109)]
[Notices]               
[Page 32428-32435]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr08jn10-73]                        
                  
         

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DEPARTMENT OF EDUCATION

 
Office of Innovation and Improvement; Overview Information; Full-
Service Community Schools Program; Notice Inviting Applications for New 
Awards for Fiscal Year (FY) 2010

Catalog of Federal Domestic Assistance (CFDA) Number: 84.215J.

    Applications Available: June 8, 2010.
    Deadline of Notice of Intent to Apply: June 23, 2010.
    Date of Pre-Application Meeting: June 17, 2010.
    Deadline for Transmittal of Applications: July 23, 2010.
    Deadline for Intergovernmental Review: September 21, 2010.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The Fund for the Improvement of Education 
(FIE), which is authorized by section 5411 of the Elementary and 
Secondary Education Act of 1965, as amended (ESEA), supports nationally 
significant programs to improve the quality of elementary and secondary 
education at the State and local levels and help all children meet 
challenging academic content and academic achievement standards. The 
Full-Service Community Schools (FSCS) program, which is funded under 
FIE, encourages coordination of academic, social, and health services 
through partnerships between (1) Public elementary and secondary 
schools; (2) the schools' local educational agencies (LEAs); and (3) 
community-based organizations, nonprofit organizations, and other 
public or private entities. The purpose of this collaboration is to 
provide comprehensive academic, social, and health services for 
students, students' family members, and community members that will 
result in improved educational outcomes for children. The Full-Service 
Community Schools program is a ``place-based'' program (see 
http://www.whitehouse.gov/omb/assets/memoranda_fy2009/m09-28.pdf) that can 
leverage investments by focusing resources in targeted places, drawing 
on the compounding effects of well-coordinated actions. Place-based 
approaches can also streamline otherwise redundant and disconnected 
programs.
    Program Authority: 20 U.S.C. 7243-7243b.
    Priorities:
    These priorities are from the notice of final priorities, selection 
criteria, definitions, and requirements for this program, published 
elsewhere in this issue of the Federal Register.
    Absolute Priority: For FY 2010 and any subsequent year in which we 
make awards from the list of unfunded applications, this priority is an 
absolute priority. Under 34 CFR 75.105(c)(3) we consider only 
applications that meet this priority.
    This priority is:

Projects That Establish or Expand Full-Service Community Schools

    Background: In order for children to be ready and able to learn, 
they need academic, social, and health supports. The National Research 
Council has cited the presence of these supports as important 
predictors of future adult success.\1\ Students' needs are better met 
when academic, social, and health services are delivered to them in a 
well-coordinated, results-focused, and integrated manner.
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    \1\ Committee on Community-Level Programs for Youth (2002). 
Community Programs to Promote Youth Development. Edited by J.S. 
Eccles and J. Gootman. Washington, DC: National Research Council, 
Institute of Medicine, and National Academy Press.
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    A full-service community school, as defined in this notice, is a 
public elementary or secondary school that works with its local 
educational agency and community-based organizations, nonprofit 
organizations, and other public or private entities to provide a 
coordinated and integrated set of comprehensive academic, social, and 
health services that respond to the needs of its students, students' 
family members, and community members, as defined in this notice. These 
results-focused partnerships, as defined in this notice, are based on 
identified needs and organized around a set of mutually defined results 
and outcomes.
    Full-service community schools recognize that schools do not 
operate in total isolation from the communities in which they are 
located. Community challenges such as poverty, violence, poor physical 
health, and family instability can become education issues when left 
unaddressed. When schools and community partners collaborate to address 
these issues and align their resources to achieve common results, 
children are more likely to succeed

[[Page 32429]]

academically, socially, and physically. Full-service community schools 
seek to address these challenges by connecting students, students' 
family members, and community members with available services and 
opportunities, creating the conditions for students to achieve in 
school and beyond.
    The Department recognizes that in order for students and the 
members of the communities in which they reside to thrive, their 
schools must be effective. Effective schools create learning 
environments that support student academic success and foster student 
engagement. When characterized by stable leadership and a strong 
instructional program, full-service community schools have been 
associated with improved attendance and student achievement,\2\ 
increased family and community engagement,\3\ and improved student 
behavior and youth development.\4\ In addition, system-wide support 
should be present for developing, implementing, and sustaining 
effective full-service community schools. There is greater potential 
impact when full-service community schools have a strong infrastructure 
in place to support sustaining the overall effort and expanding the 
number of FSCS sites throughout an LEA.
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    \2\ Krenichyn, Kira, Helene Clark, and Lymari Benitez (2008). 
Children's Aid Society 21st Century Community Learning Centers 
After-School Programs at Six Middle Schools: Final Report of a 
Three-Year Evaluation, 2004-2007. New York: ActKnowledge.
    \3\ Quinn, Jane, and Joy Dryfoos (2009). Freeing teachers to 
teach: Students in full-service community schools are ready to 
learn. American Educator, Summer 2009:16-21.
    \4\ Whalen, Samuel (2007). Three Years Into Chicago's Community 
Schools Initiative (CSI): Progress, Challenges, and Emerging 
Lessons. Chicago: University of Illinois at Chicago. Retrieved April 
9, 2010, from http://www.aypf.org/documents/CSI_ThreeYearStudy.pdf.
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    In this and other programs, it is imperative that we pay close 
attention to our most educationally disadvantaged, persistently lowest-
achieving schools, as defined in this notice. These are the schools 
that continue to challenge our country's system of public education and 
fail to adequately educate our Nation's youth. Persistently lowest-
achieving schools can be transformed into schools that enable all 
students to meet high standards when these schools implement school 
intervention models, as defined in this notice, that are aligned with a 
well-coordinated system of comprehensive academic, social, and health 
services. The Department believes that the full-service community 
school model can create the needed synergy to bolster efforts to 
transform persistently lowest-achieving schools into schools that 
enable all students to meet high standards.
    This absolute priority supports projects that propose to establish 
or expand (through collaborative efforts among local educational 
agencies, community-based organizations, nonprofit organizations, and 
other public and private entities) full-service community schools, as 
defined in this notice, offering a range of services. To meet this 
priority, an applicant must propose a project that is based on 
scientifically based research--as defined in section 9101(37) of the 
ESEA--and that establishes or expands a full-service community school. 
Each applicant must propose to provide at least three of the following 
eligible services at each participating full-service community school 
included in its proposed project:
    1. High-quality early learning programs and services.
    2. Remedial education, aligned with academic supports and other 
enrichment activities, providing students with a comprehensive academic 
program.
    3. Family engagement, including parental involvement, parent 
leadership, family literacy, and parent education programs.
    4. Mentoring and other youth development programs.
    5. Community service and service learning opportunities.
    6. Programs that provide assistance to students who have been 
chronically absent, truant, suspended, or expelled.
    7. Job training and career counseling services.
    8. Nutrition services and physical activities.
    9. Primary health and dental care.
    10. Activities that improve access to and use of social service 
programs and programs that promote family financial stability.
    11. Mental health services.
    12. Adult education, including instruction of adults in English as 
a second language.
    Competitive Preference Priority: For FY 2010 and any subsequent 
year in which we make awards from the list of unfunded applicants from 
this competition, this priority is a competitive preference priority. 
Under 34 CFR 75.105(c)(2)(i) we award an additional 2 points to an 
application, depending on how well the application meets this priority.
    This priority is:

Strategies That Support Turning Around Persistently Lowest-Achieving 
Schools

    We give competitive preference to applications that propose to 
serve persistently lowest-achieving schools, as defined in this notice, 
and are currently implementing or plan to implement one of three school 
intervention models, as defined in this notice, to enable these schools 
to become full-service community schools. Applicants seeking to receive 
this priority must describe (a) The school intervention model that 
would be or is being implemented to improve academic outcomes for 
students; (b) the academic, social, and/or health services that would 
be provided and why; and (c) how the academic, social and/or health 
services provided would align with and support the school intervention 
model implemented.
    Application Requirements:
    The following requirements are from the NFP for this program, 
published elsewhere in this issue of the Federal Register.
    Background: Children, particularly those living in poverty, need a 
variety of family and community resources, including intellectual, 
social, physical, and emotional supports, to have the opportunity to 
attain academic success. Many children live in communities that lack 
not only high-performing schools, but also the supports needed to be 
ready and able to learn when they start school. School-community 
partnerships can be key strategies for providing resources to these 
individual students. A variety of organizations can help provide the 
missing resources for children living in poverty and, therefore, begin 
to transform struggling schools and communities. These organizations 
can be public or private, community-based or faith-based, governmental 
or non-governmental, or a combination thereof, but they must work 
together with clearly articulated and mutually agreed upon goals, 
target populations, roles, and desired results and outcomes. 
Partnerships between schools and organizations may take many forms and 
should be based on overlapping vital interests. For example, a 
telecommunications firm might provide internships to high school 
students to foster real-world connections to the school's science 
curriculum. Or, a local police department might provide mentors for 
troubled youth in order to keep students in school. Such results-
focused partnerships, as defined in this notice, can transform the 
capacity of both the school and its partners to better serve students' 
and families' diverse needs and improve their outcomes.
    A full-service community school coordinator, as defined in this 
notice, is often central to the effective facilitation of these 
partnerships, as well as the coordination and integration of services,

[[Page 32430]]

programs, supports, and available opportunities. The FSCS coordinator's 
main responsibility is to work closely and plan jointly with the 
school's principal to drive, develop, and implement the community 
school effort. The FSCS coordinator convenes a cross-section of school 
staff, parents, and community organizations to develop systems with 
which to coordinate new and existing programs that respond to the needs 
of the school and community through ongoing needs assessments. The FSCS 
coordinator adds capacity to the principal's leadership of the school 
and is essential to ensuring that all programs, supports, services, 
opportunities, and the mutually defined results and outcomes are fully 
aligned.
    In order to receive funding, an applicant must include the 
following in its application:
    1. A description of the needs of the students, students' family 
members, and community members to be served, including information 
about (a) The basic demographic characteristics of the students, 
students' family members, and community members; (b) the magnitude or 
severity of the needs to be addressed by the project; and (c) the 
extent to which specific gaps or weaknesses in services, 
infrastructures, or opportunities have been identified and will be 
addressed by the proposed project.
    2. A list of entities that will partner with the applicant to 
coordinate existing services or to provide additional services that 
promote successful student, family, and community results and outcomes. 
The applicant must describe how existing resources and services will be 
coordinated and integrated with new resources and services.
    3. A memorandum of understanding between the applicant and all 
partner entities, describing the role each partner will assume, the 
services or resources each one will provide, and the desired results 
and outcomes.
    4. A description of the organizational capacity of the applicant to 
provide and coordinate eligible services at a full-service community 
school that will support increased student achievement. The description 
must include the applicant's experience partnering with the target 
school(s) and other partner entities; examples of how the applicant has 
responded to challenges working with these schools and entities; 
lessons learned from similar work or previous community-school efforts, 
and a description of the existing or proposed infrastructure to support 
the implementation and sustainability of the full-service community 
school. Applicants must also describe their past experience (a) 
building relationships and community support to achieve results; and 
(b) collecting and using data for decision-making and continuous 
improvement.
    5. A comprehensive plan based on results-focused partnerships, as 
defined in this notice, that includes a description of well-aligned 
goals, services, activities, objectives, performance measures, and 
project results and outcomes. In addition, the plan must include the 
estimated total number of individuals to be served, disaggregated by 
the number of students, students' family members, and community 
members, and the type and frequency of services to be provided to each 
group.
    6. A list and description of the eligible services to be provided 
or coordinated by the applicant and the partner entities; a description 
of the applicant's approach to integrating new and existing programs 
and services with the school's (or schools') core instructional 
program; and identification of the intended results and outcomes.
    7. A description of how the applicant will use data to drive 
decisionmaking and measure success. This includes a description of the 
applicant's plans to monitor and assess outcomes of the eligible 
services provided and coordinated by the FSCS project, as well as the 
number of individuals served, while complying with Federal, State, and 
other privacy laws and requirements.
    8. A description of the roles and responsibilities of a full-time 
FSCS coordinator and the proposed approach to ensuring that the FSCS 
coordinator engages in joint planning with the principal and key 
community stakeholders to guide the proposed full-service community 
school.
    Applications that do not meet these requirements will not be read 
and will not be considered for funding.
    Definitions: The following definitions are from the NFP for this 
program, published elsewhere in this issue of the Federal Register.
    These definitions are:
    Community member means an individual who is not a student or a 
student's family member, as defined in this notice, but who lives in 
the community served by the FSCS grant.
    Full-service community school means a public elementary or 
secondary school that works with its local educational agency and 
community-based organizations, nonprofit organizations, and other 
public or private entities to provide a coordinated and integrated set 
of comprehensive academic, social, and health services that respond to 
the needs of its students, students' family members, and community 
members. In addition, a full-service community school promotes family 
engagement by bringing together many partners in order to offer a range 
of supports and opportunities for students, students' family members, 
and community members.
    Full-service community school coordinator means an individual who 
works closely and plans jointly with the school's principal to drive 
the development and implementation of the FSCS effort and who, in that 
capacity, facilitates the partnerships and coordination and integration 
of service delivery.
    Persistently lowest-achieving school means, as determined by the 
State under the School Improvement Grants program (pursuant to the 
final requirements for the School Improvement Grants program, 74 FR 
65618, published in the Federal Register on December 10, 2009)--
    (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.
    Results-focused partnership means a partnership between a full-
service community school and one or more nonprofit organizations 
(including community-based organizations) that is based on identified 
needs and organized around a set of mutually defined results and 
outcomes for increasing student success and improving access to family 
and community services.
    School intervention model means one of the following three specific 
interventions described in the final requirements for the School

[[Page 32431]]

Improvement Grants program, 74 FR 65618, published in the Federal 
Register on December 10, 2009 and summarized as follows:
    (1) Turnaround model, which includes, among other actions, 
replacing the principal and rehiring no more than 50 percent of the 
school's staff, adopting a new governance structure, and implementing 
an instructional program that is research-based and vertically aligned 
from one grade to the next as well as aligned with a State's academic 
standards.
    (2) Restart model, in which a local educational agency converts the 
school or closes and reopens it under the management of a charter 
school operator, a charter management organization, or an education 
management organization that has been selected through a rigorous 
review process.
    (3) Transformation model, which addresses four specific areas 
critical to transforming persistently lowest-achieving schools: (i) 
Replace the principal and take steps to increase teacher and school 
effectiveness; (ii) institute comprehensive instructional reforms; 
(iii) increase learning time and create community-oriented schools; 
(iv) provide operational flexibility and sustained support.
    Student means a child enrolled in a public elementary or secondary 
school served by the FSCS grant.
    Student's family member means the student's parents/guardians, 
siblings, and any other related individuals living in the same 
household as the student and not enrolled in the school served by the 
FSCS grant.
    Program Authority: 20 U.S.C. 7243-7243b.
    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

    Type of Award: Discretionary grants.
    Estimated Available Funds: $5,000,000.
    Estimated Range of Awards: $275,000-$500,000.
    Estimated Average Size of Awards: $415,000.
    Maximum Award: The maximum award amount is $500,000 per year. We 
may choose not to further consider or review applications with budget 
requests for any 12-month budget period that exceed this amount, if we 
conclude, during our initial review of the application, that the 
proposed goals and objectives cannot be obtained with the specified 
maximum amount.
    Estimated Number of Awards: 8-12.


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

    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: To be eligible for a grant under this 
competition, an applicant must be a consortium consisting of a local 
educational agency and one or more community-based organizations, 
nonprofit organizations, or other public or private entities. Consortia 
must comply with the provisions governing group applications in 34 CFR 
75.127 through 75.129 of EDGAR.
    2. Cost Sharing or Matching: To be eligible for an award, a portion 
of the services provided by the applicant must be supported through 
non-Federal contributions, either in cash or in-kind donations. The 
applicant must propose the amount of cash or in-kind resources to be 
contributed for each year of the grant.
    3. Planning: Interagency collaborative efforts are highly complex 
undertakings that require extensive planning and communication among 
partners and key stakeholders. Partnerships should be based on 
identified needs and organized around a set of mutually-defined results 
and outcomes. Applicants under this program may devote funds received 
during the first year of the project period to comprehensive program 
planning, establishing results-focused partnerships, and capacity 
building. Funding received by grantees during the remainder of the 
project period must be devoted to program implementation.

IV. Application and Submission Information

    1. Address to Request Application Package:
    You can obtain an application package via the Internet or from the 
Education Publications Center (ED Pubs). To obtain a copy via the 
Internet, use the following address: 
http://www2.ed.gov/programs/communityschools/applicant.html.
    To obtain a copy from ED Pubs, write, fax, or call the following: 
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: 
http://www.EDPubs.gov or at its e-mail address: edpubs@inet.ed.gov.
    If you request an application from ED Pubs, be sure to identify 
this program or competition as follows: CFDA number 84.215J.
    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 contacting the person or team listed under 
Accessible Format in section VIII of this notice.
    2. 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: The Department will be able to develop a 
more efficient process for reviewing grant applications if it has a 
better understanding of the number of entities that intend to apply for 
funding under this competition. Therefore, the Secretary strongly 
encourages each potential applicant to notify the Department by sending 
a short e-mail message indicating the applicant's intent to submit an 
application for funding. The e-mail need not include information 
regarding the content of the proposed application, only the applicant's 
intent to submit it. This e-mail notification should be sent to 
FSCS@ed.gov with ``INTENT TO APPLY'' in the subject line by June 23, 
2010. Applicants that fail to 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.
    You should limit the application narrative [Part III] to the 
equivalent of no more than 35 pages, using 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.

[[Page 32432]]

     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 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 page 
limit does apply to all of the application narrative section [Part 
III].
    3. Submission Dates and Times:
    Applications Available: June 8, 2010.
    Deadline for Notice of Intent to Apply: June 23, 2010.
    Date of Pre-Application Meeting: The Department will hold a pre-
application meeting for prospective applicants on June 17, 2010 from 
1:30 p.m. to 3:30 p.m. at the U.S. Department of Education, Barnard 
Auditorium, 400 Maryland Avenue, SW., Washington, DC. Interested 
parties are invited to participate in this meeting to discuss the 
purpose of the FSCS program, absolute and competitive priorities, 
application requirements, definitions, selection criteria, application 
content, submission requirements, and reporting requirements. 
Interested parties may participate in this meeting either by conference 
call or in person. This site is accessible by Metro on the Blue, 
Orange, Green, and Yellow lines at the Seventh Street and Maryland 
Avenue exit of the L'Enfant Plaza station.
    Individuals interested in attending this meeting must register no 
later than June 11, 2010 by e-mailing their name, organization, and 
contact information with ``PRE-APPLICATION MEETING'' in the subject 
line to FSCS@ed.gov. There is no registration fee for attending this 
meeting. For further information contact Jill Staton, U.S. Department 
of Education, Office of Innovation and Improvement, room 4W245, 400 
Maryland Avenue, SW., Washington, DC 20202. Telephone: (202) 401-2091 
or by e-mail: FSCS@ed.gov.

Assistance to Individuals With Disabilities at the Pre-Application 
Meeting

    The meeting site is accessible to individuals with disabilities. If 
you will need an auxiliary aid or service to participate in the meeting 
(e.g., interpreting service, assistive listening device, or materials 
in an alternate format), notify the contact person listed in this 
notice at least two weeks before the scheduled meeting date. Although 
we will attempt to meet a request we receive after that date, we may 
not be able to make available the requested auxiliary aid or service 
because of insufficient time to arrange it.
    Deadline for Transmittal of Applications: July 23, 2010.
    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 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 contact 
the person 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: September 21, 2010.
    4. 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.
    5. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section in this notice.
    6. Data Universal Numbering System Number, Taxpayer Identification 
Number, and Central Contractor Registry: To do business with the 
Department of Education, (1) You must have a Data Universal Numbering 
System (DUNS) number and a Taxpayer Identification Number (TIN); (2) 
you must register both of those numbers with the Central Contractor 
Registry (CCR), the Government's primary registrant database; and (3) 
you must provide those same numbers on your application.
    You can obtain a DUNS number from Dun and Bradstreet. A DUNS number 
can be created within one business day.
    If you are a corporate entity, agency, institution, or 
organization, you can obtain a TIN from the Internal Revenue Service. 
If you are an individual, you can obtain a TIN from the Internal 
Revenue Service or the Social Security Administration. If you need a 
new TIN, please allow 2-5 weeks for your TIN to become active.
    The CCR registration process may take five or more business days to 
complete. If you are currently registered with the CCR, you may not 
need to make any changes. However, please make certain that the TIN 
associated with your DUNS number is correct. Also note that you will 
need to update your CCR registration on an annual basis. This may take 
three or more business days to complete.
    7. Other Submission Requirements:
    Applications for grants under this 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 Full-Service Community Schools 
program--CFDA Number 84.215J must be submitted electronically using e-
Application, accessible through the Department's e-Grants Web site at: 
http://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 4:30:00 p.m. Washington, DC time, on the application 
deadline date. E-Application will not accept an application for this 
competition after 4:30:00 p.m., Washington, DC time, on the application 
deadline date. Therefore, we strongly recommend that you do not wait 
until the application

[[Page 32433]]

deadline date to begin the application process.
     The hours of operation of the e-Grants Web site are 6:00 
a.m. Monday until 7:00 p.m. Wednesday; and 6:00 a.m. Thursday until 
8:00 p.m. Sunday, Washington, DC time. Please note that, because of 
maintenance, the system is unavailable between 8:00 p.m. on Sundays and 
6:00 a.m. on Mondays, and between 7:00 p.m. on Wednesdays and 6:00 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 4:30:00 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 person 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
     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: Jill Staton, U.S. 
Department of Education, 400 Maryland Avenue, SW., room 4W245, 
Washington, DC 20202. FAX: (202) 205-5630.
    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 Number 84.215J), 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:

[[Page 32434]]

(CFDA Number 84.215J), 550 12th Street, SW., Room 7041, Potomac Center 
Plaza, Washington, DC 20202-4260.
    The Application Control Center accepts hand deliveries daily 
between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except 
Saturdays, Sundays, and Federal holidays.

    Note for Mail or Hand Delivery of Paper Applications: If you 
mail or hand deliver your application to the Department--
    (1) You must indicate on the envelope and--if not provided by 
the Department--in Item 11 of the SF 424 the CFDA number, including 
suffix letter, if any, of the competition under which you are 
submitting your application; and
    (2) The Application Control Center will mail to you a 
notification of receipt of your grant application. If you do not 
receive this grant notification within 15 business days from the 
application deadline date, you should call the U.S. Department of 
Education Application Control Center at (202) 245-6288.

V. Application Review Information

    Selection Criteria: The selection criteria for this competition are 
from the NFP for this program, published elsewhere in this issue of the 
Federal Register. These selection criteria are listed in the 
application package as well as this notice. We may apply one or more of 
these criteria in any year in which this program is in effect. The 
maximum score for all the selection criteria is 100 points. The maximum 
score for each criterion is indicated in parentheses with the 
criterion. The selection criteria are as follows:
    (a) Quality of the Project Design (up to 25 points).
    (1) The Secretary considers the quality of the design of the 
proposed project.
    (2) In determining the quality of the design of the proposed 
project, the Secretary considers the extent to which the proposed 
project consists of a comprehensive plan that includes a description 
of--
    (i) The project objectives;
    (ii) The students, students' family members, and community to be 
served, including information about the demographic characteristics and 
needs of the students, students' family members, and other community 
members and the estimated number of individuals to be served; and
    (iii) The eligible services (as listed in the Absolute Priority 
described elsewhere in this notice) to be provided or coordinated by 
the applicant and its partner entities, how those services will meet 
the needs of students, students' family members, and other community 
members, and the frequency with which those services will be provided 
to students, students' family members, and community members.
    (b) Adequacy of Resources (up to 20 points).
    (1) The Secretary considers the adequacy of resources for the 
proposed project.
    (2) In determining the adequacy of resources for the proposed 
project, the Secretary considers the following factors:
    (i) The adequacy of support, including facilities, equipment, 
supplies, and other resources to be provided by the applicant and 
consortium partners;
    (ii) The relevance and demonstrated commitment of each partner in 
the proposed project to the implementation and success of the project; 
and
    (iii) The extent to which costs are reasonable in relation to the 
number of persons to be served and services to be provided.
    (c) Quality of the Management Plan (up to 25 points).
    (1) The Secretary considers the quality of the management plan for 
the proposed project.
    (2) In determining the quality of the management plan for the 
proposed project, the Secretary considers the following factors:
    (i) The extent to which the proposed project consists of a 
comprehensive plan that includes a description of planning, 
coordination, management, and oversight of the eligible services (as 
listed in the Absolute Priority described elsewhere in this notice) to 
be provided at each school to be served, including the role of the 
school principal, the FSCS coordinator, partner entities, parents, and 
community members;
    (ii) The qualifications, including relevant training and 
experience, of the FSCS coordinator and other key project personnel 
including prior performance of the applicant on similar or related 
efforts; and
    (iii) The extent to which the time commitments of the project 
director, the FSCS coordinator, and other key project personnel are 
appropriate and adequate to meet the objectives of the proposed 
project.
    (d) Quality of Project Services (up to 20 points).
    (1) The Secretary considers the quality of the services to be 
provided by the proposed project.
    (2) In determining the quality of the project services, the 
Secretary considers the following:
    (i) The extent to which the services to be provided by the proposed 
project reflect up-to-date knowledge from research and effective 
practice; and
    (ii) The likelihood that the services to be provided by the 
proposed project will lead to improvements in the achievement of 
students as measured against rigorous academic standards.
    (e) Quality of the Project Evaluation (up to 10 points).
    (1) The Secretary considers the quality of the evaluation to be 
conducted of the proposed project.
    (2) In determining the quality of the evaluation, the Secretary 
considers the extent to which the proposed evaluation--
    (i) Sets out methods of evaluation that include the use of 
objective performance measures that are clearly related to the intended 
outcomes of the project and will produce quantitative and qualitative 
data to the extent possible;
    (ii) Will provide timely and valid information on the management, 
implementation, or efficiency of the project; and
    (iii) Will provide guidance on or strategies for replicating or 
testing the project intervention in multiple settings.

Factors Applicants May Wish To Consider in Developing an Evaluation 
Plan

    The quality of the evaluation plan is one of the selection criteria 
by which applications in this competition will be judged. A strong 
evaluation plan should be included in the application narrative and 
should be used, as appropriate, to shape the development of the project 
from the beginning of the project period. The plan should include 
benchmarks to monitor progress toward specific project objectives and 
also outcome measures to assess the impact on teaching and learning or 
other important outcomes for project participants. More specifically, 
the plan should identify the individual or organization that has agreed 
to serve as evaluator for the project and describe the qualifications 
of that evaluator. The plan should describe the evaluation design, 
indicating: (1) What types of data will be collected; (2) when various 
types of data will be collected; (3) what methods will be used; (4) 
what instruments will be developed and when; (5) how the data will be 
analyzed; (6) when reports of results and outcomes will be available; 
and (7) how the applicant will use the information collected through 
the evaluation to monitor progress of the funded project and to provide 
accountability information both about success at the initial site and 
about effective strategies for replication in other settings. 
Applicants are encouraged to devote an appropriate level of resources 
to project evaluation.

[[Page 32435]]

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN). We may notify you informally, also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Reporting: At the end of your project period, you must submit a 
final performance report, including financial information, as directed 
by the Secretary. If you receive a multi-year award, you must submit an 
annual performance report that provides the most current performance 
and financial expenditure information as directed by the Secretary 
under 34 CFR 75.118. The Secretary may also require more frequent 
performance reports under 34 CFR 75.720(c). For specific requirements 
on reporting, please go to 
http://www.ed.gov/fund/grant/apply/appforms/appforms.html.
    4. Performance Measures: The Secretary has established one 
performance indicator for this program: The percentage of individuals 
targeted for services who receive services during each year of the 
project period. All grantees will be required to submit an annual 
performance report documenting their contribution in assisting the 
Department in measuring the performance of the program against this 
indicator, as well as performance on project-specific indicators.

VII. Agency Contact

    For Further Information Contact: Jill Staton, U.S. Department of 
Education, 400 Maryland Avenue, SW., room 4W245, Washington, DC 20202. 
Telephone: (202) 401-2091 or by e-mail: FSCS@ed.gov. If you use a TDD, 
call the FRS, toll free, at 1-800-877-8339.

VIII. Other Information

    Accessible Format: Individuals with disabilities can obtain this 
document and a copy of the application package in an accessible format 
(e.g., braille, large print, audiotape, or computer diskette) by 
contacting the Grants and Contracts Services Team, U.S. Department of 
Education, 400 Maryland Avenue, SW., room 5075, PCP, Washington, DC 
20202-2550. Telephone: (202) 245-7363. If you use a TDD, call the FRS, 
toll free, at 1-800-877-8339.
    Electronic Access to This Document: You can view this document, as 
well as all other documents of this Department published in the Federal 
Register, in text or Adobe Portable Document Format (PDF) on the 
Internet at the following site: http://www.ed.gov/news/fedregister. To 
use PDF you must have Adobe Acrobat Reader, which is available free at 
this site.

    Note: The official version of this document is the document 
published in the Federal Register. Free Internet access to the 
official edition of the Federal Register and the Code of Federal 
Regulations is available on GPO Access at: 
http://www.gpoaccess.gov/nara/index.html.


    Dated: June 3, 2010.
James H. Shelton, III,
Assistant Deputy Secretary for Innovation and Improvement.
[FR Doc. 2010-13781 Filed 6-7-10; 8:45 am]
BILLING CODE 4000-01-P