Office of Safe and Drug-Free Schools; Overview Information; Safe and Supportive Schools; Notice Inviting Applications for New Awards for Fiscal Year (FY) 2010, 39504-39510 [2010-16811]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 75, Number 131 (Friday, July 9, 2010)]
[Notices]
[Pages 39504-39510]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 2010-16811]



[[Page 39504]]

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DEPARTMENT OF EDUCATION


Office of Safe and Drug-Free Schools; Overview Information; Safe 
and Supportive Schools; Notice Inviting Applications for New Awards for 
Fiscal Year (FY) 2010

Catalog of Federal Domestic Assistance (CFDA) Number: 84.184Y.

    Dates:
    Applications Available: July 9, 2010.
    Deadline for Transmittal of Applications: August 9, 2010.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: Safe and Supportive Schools awards grants to 
State educational agencies (SEAs) to support statewide measurement of, 
and targeted programmatic interventions to improve, conditions for 
learning in order to help schools improve safety and reduce substance 
use.
    Background: Our Nation's schools should be safe and secure settings 
where children can learn and grow to their full potential. Parents want 
and expect the schools their children attend to be safe. Unfortunately, 
data suggests that significant levels of violence, bullying, and other 
problems in schools create conditions that negatively impact learning. 
The most recent data on school crime and safety indicate that while the 
incidence of violent crimes in schools decreased from 1992 to 2007, 
students are now more likely to experience non-fatal crimes (including 
theft, simple assault, aggravated assault, rape, and sexual assault) in 
school than outside of school. During the 2007-2008 school year, 85 
percent of public schools in the United States recorded that at least 
one crime occurred at their school.\1\ Based on reported data, bullying 
in schools has increased in recent years. In 2001, 14 percent of 
students ages 12 through 18 reported that they had been bullied in 
school. By 2007, 32 percent of students ages 12 through 18 reported 
that they were bullied at school, and 4 percent reported having been 
bullied over the Internet (``cyber bullied'').\2\ In addition, 
substance use remains a pervasive issue threatening student health. In 
2007, 45 percent of high school students reported having consumed at 
least one drink of alcohol, while 20 percent reported using marijuana 
within the last 30 days.\3\
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    \1\ Dinkes, R., Kemp, J., Baum, K. and Snyder, T.D. (2009). 
Indicators of School Crime and Safety: 2009 (NCES 2010-012/NCJ 
228478) National Center for Education Statistics, Institute for 
Education Sciences, U.S. Department of Education, and Bureau of 
Justice Statistics, Office of Justice Programs, U.S. Department of 
Justice. Washington, DC: U.S. Government Printing Office.
    \2\ U.S. Department of Education. National Center for Education 
Statistics. Indicators of School Crime and Safety: 2009.
    \3\ U.S. Department of Education. National Center for Education 
Statistics. Indicators of School Crime and Safety: 2009.
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    Disruptive aggressive behaviors such as bullying and violence 
create a hostile school environment that may interfere with the 
academic performance and mental health of students who are victims or 
witnesses. Students who are exposed to high levels of aggressive 
behavior and violence at school are more likely to disengage from 
school \4\ and to experience clinical levels of mental and emotional 
disorders than are students who experience either no or low levels of 
violence at schools.\5\ Students who are bullied are also more likely 
to become truant from school \6\ and have lower academic 
performance.\7\ Research indicates that the majority of school shooters 
had been previously bullied.\8\ Disruptive and aggressive behaviors in 
the classroom, and the resulting suspensions and expulsions, also 
diminish teachers' and students' instructional and learning time. Of 
the 271,800 serious disciplinary actions that were taken during the 
2007-2008 school year for physical attacks or fights, 79 percent were 
out-of-school suspensions lasting five days or more.\9\
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    \4\ Bowen, N.K. & Bowen, G.L. (1999). Effects of crime and 
violence in neighborhoods and schools on the school behaviors and 
performance of adolescents. Journal of Adolescent Research, 14, 319-
342.
    \5\ Flannery, D.J., Wester, K.L. & Singer, M.I. (2004). Impact 
of exposures to violence in school on child and adolescent mental 
health and behavior. Journal of Community Psychology. 32, 559-573.
    \6\ Smith, P.K. & Sharp, S. (1994). The problem of school 
bullying. In P.K. Smith & S. Sharp (Eds.) School Bullying: Insights 
and Perspectives. New York, NY: Routledge, pp. 1-19.
    \7\ Glew, G., Fan, F., Katon, W., Rivara, F., Kernic, M. (2005). 
Bullying, psychosocial adjustement, and academic performance in 
elementary school. Arch Pediatr Adolesc Med, 159, 1026-1031.
    \8\ Leary, M.R., Kowalski, R.M., Smith, L., & Phillips, S. 
(2003). Teasing, rejection, and violence: Case studies of the school 
shootings. Aggressive Behavior, 29, 202-214.
    \9\ U.S. Department of Education. National Center for Education 
Statistics. 2007-2008 Survey on Crime and Safety (SSOCS), 2008.
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    To ensure that schools are safe places for students to learn, 
schools should understand the issues their communities face and the 
conditions that may influence student risk behaviors to best formulate 
intervention and prevention strategies. School communities are complex 
systems that include multiple stakeholders and interconnecting 
environmental factors that influence student health and safety. As 
such, comprehensive needs assessments of conditions for learning--
including school engagement, school safety, and the school environment 
as elements evaluated--can provide educators with the data support 
needed to pursue comprehensive approaches to school reform. One element 
of conditions for learning is school engagement, including the 
relationships between the members of the school community and the 
extent to which members participate in school activities. For example, 
research shows that positive student-teacher relationships 
characterized by fairness and care are a protective factor against the 
initiation and escalation of cigarette smoking and alcohol use, and are 
associated with the cessation of weapon-related violence.\10\ In 
addition, increases in parent involvement have been associated with 
increases in social skills and decreases in behavioral problems among 
elementary school children.\11\ Various aspects of the school 
environment, such as the physical, academic, and disciplinary 
environment, and the presence of health supports, may serve as another 
element. For example, research has indicated that student perceptions 
of the fairness and clarity of disciplinary procedures are associated 
with student delinquency, student victimization, and teacher 
victimization.\12\ As schools implement programmatic interventions that 
target school engagement, school environment, and other factors related 
to conditions for learning, they may need school safety data, a third 
element, to help them determine the relative safety of their school 
over time and to decide what interventions, if any, might be 
appropriate. By monitoring indicators such as the frequency and 
severity of student risk behaviors and perceptions of school safety, 
schools may identify threats to school safety and then use this 
information to implement the appropriate intervention or program to 
improve school safety.
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    \10\ McNeely, C., Falci, C. (2004). School connectedness and the 
transition into and out of health-risk behavior among adolescents: A 
comparison of social belonging and teacher support. Journal of 
School Health, 74(7), 284-292.
    \11\ El Nokali, N., Bachman, H., Vortuba-Drzal, E. (2010). 
Parent involvement and children's academic and social development in 
elementary school. Child Development, 81(3), 988-1005.
    \12\ Gottfredson, G., Gottfredson, D., Payne, A., Gottfredson, 
N. (2005). School climate predictors of school disorder: Results 
from a national study of delinquency prevention in schools. Journal 
of Research in Crime and Delinquency. 42(4), 412-444.
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    A comprehensive picture of school health and safety can be created 
by utilizing needs assessments that include student perceptions and, 
where appropriate, parents and staff

[[Page 39505]]

perceptions, to help schools identify key issues in need of attention. 
For example, research demonstrates that teachers' perceptions and 
attitudes toward bullying can significantly impact students' acceptance 
of and engagement in bullying behaviors.\13\ Efforts to increase 
parental engagement may be impacted by preexisting parental attitudes 
and perceptions.\14\ Including parents in the assessment process could 
help schools to understand these preexisting attitudes, which may 
inform schools decisions regarding how best to communicate with 
parents, and increase their engagement. Schools might consider 
examining parent attitudes of student behaviors as part of a parent 
engagement or parent education strategy to combat violence and 
substance use; research shows linkages between student perceptions of 
parental attitudes and student risk behaviors such as weapons carrying, 
schools fights,\15\ alcohol use, and tobacco use.\16\
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    \13\ Chang, L. (2003). Variable effects of children's 
aggression, social withdrawal, and prosocial leadership as a 
function of teacher beliefs and behaviors. Child Development, 74(2), 
535-548; Henry, D., Guerra, N., Huesmann, R., Tolan, P., Van Acker, 
R., & Eron, L. (2000). Normative influences on aggression in urban 
elementary school classrooms. American Journal of Community 
Psychology, 28(1), 59-81.
    \14\ Green, C., Walker, J. (2007). Parents' motivations for 
involvement in children's education: An empirical test of a 
theoretical model of parental involvement. Journal of Education 
Psychology, 99(3), 532-544.
    \15\ Orpinas, P., Murray, N., Keider, S. (1999). Parental 
influences on students' aggressive behaviors and weapon carrying. 
Health Educ Behav, 26, 774-787.
    \16\ Simons-Morton, B., Haynie, D., Crump, D., Eitel, P., 
Saylor, K. (2001). Peer and Parent Influences on Smoking and 
Drinking among Early Adolescents. Health Educ Behav, 28, 95-107.
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    Safe and Supportive Schools will provide grants to support 
statewide measurement of, and targeted programmatic interventions to 
improve, the conditions for learning by helping schools to reduce 
substance use and improve safety by managing the broad continuum of 
detrimental behaviors, including disruptive behaviors, violent crime, 
and substance use.
    In the following sections, we announce an absolute priority, a 
competitive preference priority, and an invitational priority, and 
requirements for this competition as well as define key terms used in 
this notice.
    Absolute Priority: We are establishing this absolute priority for 
the FY 2010 grant competition and any subsequent year in which we make 
awards from the list of unfunded applicants from this competition, in 
accordance with section 437(d)(1) of the General Education Provisions 
Act (GEPA), 20 U.S.C. 1232(d)(1). Under 34 CFR 75.105(c)(3) we consider 
only applications that meet this priority.
    This priority is:
    Grants to States to Improve Conditions for Learning.
    This priority supports grants to SEAs for projects that take a 
systematic approach to improving conditions for learning in eligible 
schools through improved measurement systems that assess conditions for 
learning, which must include school safety, and the implementation of 
programmatic interventions that address problems identified by data.
    Competitive Preference Priority: We are establishing this 
competitive preference priority for the FY 2010 grant competition and 
any subsequent year in which we make awards from the list of unfunded 
applicants from this competition in accordance with section 437(d)(1) 
of the General Education Provisions Act (GEPA), 20 U.S.C. 1232(d)(1). 
Under 34 CFR 75.105(c)(2)(i) we award an additional 5 points to an 
application that meets this priority.
    This priority is:
    Inclusion of School Engagement and School Environment in Needs 
Assessments Measuring Conditions for Learning (5 points).
    To meet this priority, the applicant must propose to implement a 
measurement system that uses valid and reliable instruments to gather 
comprehensive data related to school engagement and school environment 
from students to assess conditions for learning.
    Invitational Priority: We are establishing this invitational 
priority for the FY 2010 grant competition and any subsequent year in 
which we make awards from the list of unfunded applicants from this 
competition. Under 34 CFR 75.105(c)(1) we do not give an application 
that meets this invitational priority a competitive or absolute 
preference over other applications.
    This priority is:
    Family and Staff Inclusion in Needs Assessments Measuring School 
Engagement
    Under this priority, we are interested in applications from SEAs 
that propose to implement a measurement system that uses valid and 
reliable instruments to gather comprehensive data from school staff and 
from students' families or guardians in order to assess school 
engagement.
    Program Requirements: The following requirements apply to projects 
funded under this competition:

1. Measurement System

    (a) Each grantee must implement a measurement system that--
    (1) Collects survey data and incident data (as defined in this 
notice) from participating local educational agencies (LEAs) that have 
a combined student enrollment of no less than 20 percent of the State's 
total student enrollment;
    (2) Collects student survey data from eligible schools to assess 
conditions for learning, which will include, at a minimum, school 
safety;
    (3) Uses survey sampling procedures that collect data from a 
representative sample of the students in grades 9 and above within the 
eligible schools surveyed;
    (4) Uses valid and reliable survey instruments (as defined in this 
notice);
    (5) Collects the required survey data from all eligible schools in 
participating LEAs within the first 12 months of the project period and 
again during the final 12 months of the project period;
    (6) Collects the required survey data from each eligible school 
selected to implement programmatic interventions (as defined in this 
notice) in each year of the project period;
    (7) Collects incident data (as defined in this notice) from all 
eligible schools in participating LEAs in each year of the project 
period; and
    (8) Allows the data to be summarized in ways that can be used to 
engage school staff and families or guardians in discussions of the 
results.

2. School Safety Scores

    (a) Each grantee must generate a school safety score (as defined in 
this notice) for each eligible school in its participating LEAs, using 
both student survey data and incident data (as defined in this notice) 
that is disaggregated by school building, within the first 12 months of 
the project period and again during the final 12 months of the project 
period;
    (b) Additionally, each grantee must generate a school safety score 
for each eligible school selected to implement programmatic 
interventions (as defined in this notice), using both student survey 
data and incident data (as defined in this notice) that is 
disaggregated at the school building level, in each year of the project 
period; and
    (c) Each grantee must publicly report school safety scores for each 
eligible school in its participating LEAs after the initial year and 
final year of the project period, and for each year of the project 
period for eligible schools selected to implement programmatic 
interventions. To satisfy this requirement, each grantee must--
    (i) Prior to the start of each school year, post school safety 
scores, generated from current data, on the

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Internet in a manner that is easily accessible to the general public; 
and
    (ii) Within the first 12 months of the project period, post the 
formula used to generate school safety scores on the Internet in a 
manner that is easily accessible to the general public.

3. Implementing Programmatic Interventions and Technical Assistance 
Strategies

    Each grantee must--
    (a) In consultation with its participating LEAs, using criteria 
that incorporate student survey data and incident data from the 
measurement system, the list of persistently lowest-achieving schools 
(as defined in this notice), or both, select eligible schools in need 
of programmatic interventions (as defined in this notice);
    (b) In consultation with its participating LEAs, implement 
programmatic interventions (as defined in this notice) in a number of 
eligible schools, located in participating LEAs, totaling no more than 
20 percent of the total number of eligible schools in the State, to 
ensure that programmatic interventions are of sufficient size and 
scope;
    (c) Provide its participating LEAs and eligible schools with 
technical assistance in using survey data to drive school improvement, 
including using data to assess areas in need of improvement, and 
identifying programmatic interventions to address these areas; and
    (d) Use at least 80 percent of grant funds awarded in project years 
two, three, and four to carry out programmatic interventions (as 
defined in this notice) and related technical assistance.

    Note:  For the purposes of these program requirements, grantees 
may implement programmatic interventions that serve any student 
within an eligible school, including those students in grades 8 and 
below. Grantees are not required to survey students in grades 8 and 
below.

    Application Requirements: The following requirements apply to all 
applications submitted under this competition. Applications that fail 
to meet any one of these requirements will not be read or scored. In 
its application, an applicant must--
    (a) Identify the LEAs that will participate in the proposed 
project. If the LEAs that will participate have not been identified by 
the time the application is submitted, the applicant must provide a 
description of the process it will use to select LEAs to participate;
    (b) Describe the process it will use to consult with participating 
LEAs to develop a formula to be used to generate school safety scores 
required under the program;
    (c) Describe its plan to maintain, improve, or build State-level 
capacity to conduct the following activities:
    (1) Developing, adapting, or adopting valid and reliable survey 
instruments.
    (2) Administering surveys using established sampling and 
administration methodologies to ensure adequate school-level 
representation and high response rates.
    (3) Tracking costs by major component (e.g., student survey data 
collection).
    (4) Safeguarding the privacy and confidentiality of the survey 
respondents and complying with the requirements of the Protection of 
Pupil Rights Amendment, 20 U.S.C. 1232h; 34 CFR part 98 in collecting 
survey data and with the requirements of the Family Educational Rights 
and Privacy Act, 20 U.S.C. 1232g; 34 CFR part 99 in collecting any 
survey or incident data containing personally identifiable information;
    (d) Provide a brief description of the specific constructs to be 
included on any survey instruments, including constructs used to assess 
school safety;
    (e) Explain the strategies it will use to identify and address any 
anticipated challenges (including statutory or regulatory requirements) 
involved in collecting the required data in the participating LEAs. At 
a minimum, each applicant must identify and address anticipated 
barriers to obtaining high response rates for surveys;
    (f) Describe how it will use the data collected from the 
measurement system and the school safety scores generated from such 
data to engage families and guardians in a discussion of the findings; 
to examine how a school's setting, policies, and practices promote or 
inhibit student safety from physical violence; and to examine how a 
school's setting, policies, and practices might reduce disruptive 
behaviors while reducing suspensions and expulsions;
    (g) Describe how it will provide technical assistance to 
participating LEAs and their schools on the use, meaning, and 
application of required survey data and incident data (as defined in 
this notice);
    (h) Describe the strategies it will use to consult with 
participating LEAs to identify and implement programmatic interventions 
(as defined in this notice) in identified schools that respond to needs 
identified by data collected through the measurement system; and
    (i) Comply with the requirements of any evaluation of the program 
conducted by the Department, including by sharing all data collected 
through the measurement system with the Department or an evaluator 
selected by the Department.
    Administrative Requirement: Although programmatic interventions 
will be delivered at the LEA level, the SEA must retain administrative 
direction and fiscal control for the project.
    Definitions: We are establishing these definitions for the FY 2010 
grant competition and any subsequent year in which we make awards from 
the list of unfunded applicants from this competition, in accordance 
with section 437(d)(1) of GEPA, 20 U.S.C. 1232(d)(1).
    Conditions for learning means the school setting, which includes, 
at a minimum, school safety, and which may include school environment 
and school engagement.
    Eligible school means any school that includes 9th grade, 10th 
grade, 11th grade, or 12th grade.
    Incident data means data from incident reports by school officials 
including, but not limited to, truancy rates; the frequency, 
seriousness, and incidence of violence and drug-related offenses 
resulting in suspensions and expulsions; and the incidence and 
prevalence of drug use and violence by students in schools.
    Moderate evidence means evidence from previous studies with designs 
that can support causal conclusions (i.e., studies with high internal 
validity) but have limited generalizability (i.e., moderate external 
validity) or from studies with high external validity but moderate 
internal validity.
    Persistently lowest-achieving schools means, as determined by the 
State, (a)(1) any Title I school in improvement, corrective action, or 
restructuring that (i) is among the lowest-achieving five percent of 
Title I schools in improvement, corrective action, or restructuring or 
the lowest-achieving five Title I schools in improvement, corrective 
action, or restructuring in the State, whichever number of schools is 
greater; or (ii) is a high school that has had a graduation rate as 
defined in 34 CFR 200.19(b) that is less than 60 percent over a number 
of years; and (2) any secondary school that is eligible for, but does 
not receive, Title I funds that (i) is among the lowest-achieving five 
percent of secondary schools or the lowest-achieving five secondary 
schools in the State that are eligible for, but do not receive, Title I 
funds, whichever number of schools is greater; or (ii) is a high school 
that has had a graduation rate as defined in 34 CFR 200.19(b) that is 
less than 60 percent over a number of years.

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    Programmatic intervention means any program, strategy, activity, 
service, or policy for school or community settings that prevents and 
reduces youth crime, violence, harassment, bullying, and the illegal 
use of drugs, alcohol, and tobacco; creates positive relationships 
between students and adults; promotes parent and community engagement; 
promotes the character, social, and emotional development of students; 
provides or improves access to social services; enables school 
communities to manage student behaviors effectively while lowering 
suspensions and expulsions; or provides other needed social and 
emotional supports for students. Programmatic interventions should be 
based on the best available evidence, including, where available, 
strong or moderate evidence (as defined in this notice).
    School engagement means participation in school-related activities, 
and the quality of school relationships, which may include 
relationships between and among administrators, teachers, parents and 
students.
    School environment means the extent to which school settings 
promote student safety and student health, which may include topics 
such as the physical plant, the academic environment, available 
physical and mental health supports and services, and the fairness and 
adequacy of disciplinary procedures, as supported by relevant research 
and an assessment of validity.
    School safety means the safety of school settings, based on factors 
which may include topics such as the presence and use of illegal drugs 
(including alcohol use), bullying, and violence, as supported by 
relevant research and an assessment of validity.
    School safety score means a figure calculated with a formula, 
developed by the State in consultation with LEAs and applied uniformly 
to all eligible schools in participating LEAs within the State, that 
uses both the survey data and incident data (as defined in this notice) 
collected by a measurement system, and that facilitates school 
comparisons.
    Strong evidence means evidence from studies with designs that can 
support causal conclusions (i.e., studies with high internal validity), 
and studies that, in total, include enough of the range of participants 
and settings to support scaling up to the State, regional, or national 
level (i.e., studies with high external validity).
    Valid and reliable survey instruments mean intact sets of survey 
questions that have been demonstrated statistically to produce results 
that are both consistently and accurately measuring appropriate 
concepts of interest for the age groups surveyed.
    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (5 U.S.C. 553), the Department generally offers interested parties 
the opportunity to comment on proposed priorities, definitions, 
requirements. Section 437(d)(1) of GEPA, however, allows the Secretary 
to exempt from rulemaking requirements, regulations governing the first 
grant competition under a new or substantially revised program 
authority. This is the first grant competition for Safe and Supportive 
Schools and, therefore qualifies for this exemption. In order to ensure 
timely grant awards, the Secretary has decided to forgo public comment 
on the priorities, requirements, and definitions under section 
437(d)(1) of GEPA. These priorities, requirements, and definitions will 
apply to the FY 2010 grant competition and any subsequent year in which 
we make awards from the list of unfunded applicants from this 
competition.
    Program Authority: 20 U.S.C. 7131.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 75, 77, 79, 80, 81, 
82, 84, 85, 97, 98, and 99. (b) The regulations in 34 CFR part 299.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $27,300,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2011 from the list of 
unfunded applicants from this competition.
    Estimated Range of Awards: $1,000,000-$12,000,000.
    Estimated Average Size of Awards: $1 million per year for a State 
with up to 199,999 students enrolled; $2.5 million per year for a State 
with 200,000-499,999 students enrolled; $3.5 million per year for a 
State with 500,000--999,999 students enrolled; $6 million per year for 
a State with 1,000,000-1,999,999 students enrolled; and $12 million per 
year for a State with at least 2,000,000 students enrolled. Award 
ranges are based on 2008-2009 school year enrollment data submitted by 
SEAs through the National Center for Education Statistics.
    Estimated Number of Awards: 5-7.

    Note: The Department is not bound by any estimates in this 
notice. The Department will decide on the size of each SEA's award 
based on a detailed review of the budget the SEA requests, 
considering such factors as the size of the State, level of LEA 
participation, and the proposed activities.

    Project Period: Up to 48 months, of which no more than 12 months 
may be used for planning and program design.

III. Eligibility Information

    1. Eligible Applicants: SEAs, as defined by section 9101(41) of the 
ESEA.
    2. Cost Sharing or Matching: This program does not require cost 
sharing or matching.
    3. Participation by Private School Children and Teachers. Section 
9501 of the ESEA requires that SEAs, LEAs, or other entities receiving 
funds under the Safe and Drug-Free Schools and Communities Act provide 
for the equitable participation of private school children, their 
teachers, and other educational personnel in private schools located in 
geographic areas served by the grant recipient.
    In order to ensure that grant program activities address the needs 
of private school children, the applicant must engage in timely and 
meaningful consultation with appropriate private school officials 
during the design and development of the proposed program. This 
consultation must take place before the applicant makes any decision 
that affects the opportunities of eligible private school children, 
teachers, and other educational personnel to participate in grant 
program activities.

IV. Application and Submission Information

    1. Address to Request Application Package: You can obtain an 
application package via the Internet, from the Education Publications 
Center (ED Pubs), or from the program office.
    To obtain a copy via the Internet, use the following address: 
https://www.ed.gov/fund/grant/apply/grantapps/.
    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: https://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 as follows: CFDA number 84.184Y.
    To obtain a copy from the program office, contact: Bryan Williams, 
U.S. Department of Education, 400 Maryland Avenue, SW., Potomac Center 
Plaza, Room 10120, Washington, DC 20202-6450. Telephone: (202) 245-7883 
or by e-mail: bryan.williams@ed.gov. If you use a TDD, call the Federal 
Relay

[[Page 39508]]

Service (FRS), toll free, at 1-800-877-8339.
    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 program contact person listed 
in section VII 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 program.
    3. Submission Dates and Times:
    Applications Available: July 9, 2010.
    Deadline for Transmittal of Applications: August 9, 2010.
    Applications for grants under this program 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.
    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.
    4. Intergovernmental Review: This program 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 program.
    5. Funding Restrictions: Grant funds may not be used for 
construction, except for minor remodeling needed to accomplish the 
purposes of this program, or for medical services, drug treatment, or 
rehabilitation except for pupil services or referral to treatment for 
students who are victims of, or witnesses to, crime or who illegally 
use drugs.
    We reference additional regulations outlining funding restrictions 
in the Applicable Regulations section of 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 program 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 Safe and Supportive Schools--CFDA 
Number 84.184Y must be submitted electronically using e-Application, 
accessible through the Department's e-Grants Web site at: https://e-grants.ed.gov.
    We will reject your application if you submit it in paper format 
unless, as described elsewhere in this section, you qualify for one of 
the exceptions to the electronic submission requirement and submit, no 
later than two weeks before the application deadline date, a written 
statement to the Department that you qualify for one of these 
exceptions. Further information regarding calculation of the date that 
is two weeks before the application deadline date is provided later in 
this section under Exception to Electronic Submission Requirement.
    While completing your electronic application, you will be entering 
data online that will be saved into a database. You may not e-mail an 
electronic copy of a grant application to us.
    Please note the following:
     You must complete the electronic submission of your grant 
application by 4:30:00 p.m., Washington, DC time, on the application 
deadline date. E-Application system will not accept an application for 
this program [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 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

[[Page 39509]]

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: Bryan Williams, U.S. 
Department of Education, 400 Maryland Avenue, SW., Potomac Center 
Plaza, Room 10120, Washington, DC 20202-6450. FAX: (202) 485-0013.
    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 84.184Y), LBJ Basement Level 1, 400 Maryland Avenue, SW., 
Washington, DC 20202-4260.
    You must show proof of mailing consisting of one of the following:
    (1) A legibly dated U.S. Postal Service postmark.
    (2) A legible mail receipt with the date of mailing stamped by the 
U.S. Postal Service.
    (3) A dated shipping label, invoice, or receipt from a commercial 
carrier.
    (4) Any other proof of mailing acceptable to the Secretary of the 
U.S. Department of Education.
    If you mail your application through the U.S. Postal Service, we do 
not accept either of the following as proof of mailing:
    (1) A private metered postmark.
    (2) A mail receipt that is not dated by the U.S. Postal Service.
    If your application is postmarked after the application deadline 
date, we will not consider your application.

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

    c. Submission of Paper Applications by Hand Delivery.
    If you qualify for an exception to the electronic submission 
requirement, you (or a courier service) may deliver your paper 
application to the Department by hand. You must deliver the original 
and two copies of your application, by hand, on or before the 
application deadline date, to the Department at the following address: 
U.S. Department of Education, Application Control Center, Attention: 
(CFDA Number 84.184Y), 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 program are 
from 34 CFR 75.210 of EDGAR and are listed in the application package.

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

[[Page 39510]]

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 https://www.ed.gov/fund/grant/apply/appforms/appforms.html.
    4. Performance Measures: The Department has established the 
following Government Performance and Results Act of 1993 (GPRA) 
performance measures for Safe and Supportive Schools--
    (a) Percentage of eligible schools implementing programmatic 
interventions funded by Safe and Supportive Schools that experience a 
decrease in the percentage of students who report current (30-day) 
alcohol use;
    (b) Percentage of eligible schools implementing programmatic 
interventions funded by Safe and Supportive Schools that experience an 
increase in the percentage of students who report current (30-day) 
alcohol use;
    (c) Percentage of eligible schools implementing programmatic 
interventions funded by Safe and Supportive Schools that experience a 
decrease in the percentage of students who report personal harassment 
or bullying on school property during the current school year;
    (d) Percentage of eligible schools implementing programmatic 
interventions funded by Safe and Supportive Schools that experience an 
increase in the percentage of students who report personal harassment 
or bullying on school property during the current school year;
    (e) Percentage of eligible schools implementing programmatic 
interventions funded by Safe and Supportive Schools that experience an 
improvement in their school safety score;
    (f) Percentage of eligible schools implementing programmatic 
interventions funded by Safe and Supportive Schools that experience a 
worsening in their school safety score;
    (g) Percentage of eligible schools implementing programmatic 
interventions funded by Safe and Supportive Schools that experience a 
decrease in the number of suspensions for violent incidents without 
physical injury;
    (h) Percentage of eligible schools implementing programmatic 
interventions funded by Safe and Supportive Schools that experience an 
increase in the number of suspensions for violent incidents without 
physical injury.
    These measures constitute the Department's indicators of 
effectiveness for this program. Consequently, we advise an applicant 
for a grant under this program to give careful consideration to these 
measures in conceptualizing the approach and evaluation for its 
proposed project. Each grantee will be required to provide, in its 
annual performance and final reports, data with regard to these 
measures.

VII. Agency Contact

FOR FURTHER INFORMATION CONTACT: Bryan Williams, U.S. Department of 
Education, 400 Maryland Avenue, SW., Potomac Center Plaza, Room 10120, 
Washington, DC 20202-6450. Telephone: (202) 245-7883 or by e-mail: 
bryan.williams@ed.gov.

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) on 
request to the program contact person listed under FOR FURTHER 
INFORMATION CONTACT in section VII of this notice.
    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: https://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: https://www.gpoaccess.gov/nara/.


    Dated: July 6, 2010.
Kevin Jennings,
Assistant Deputy Secretary for Safe and Drug-Free Schools.
[FR Doc. 2010-16811 Filed 7-8-10; 8:45 am]
BILLING CODE 4000-01-P