Funding Priorities, Requirements, and Definitions, 19980-19984 [2011-8461]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 76, Number 69 (Monday, April 11, 2011)]
[Notices]
[Pages 19980-19984]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 2011-8461]


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DEPARTMENT OF EDUCATION

[CFDA Number: 84.184Y]


Funding Priorities, Requirements, and Definitions

AGENCY: Office of Safe and Drug-Free Schools, Department of Education.

ACTION: Notice of proposed priorities, requirements, and definitions.

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SUMMARY: The Assistant Deputy Secretary for Safe and Drug-Free Schools 
proposes priorities, requirements, and definitions under the Safe and 
Supportive Schools program. The Assistant Deputy Secretary may use one 
or more of these priorities, requirements, and definitions for 
competitions in fiscal year (FY) 2011 and later years. The Assistant 
Deputy Secretary intends to use the priorities, requirements, and 
definitions to 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 student safety and health.

DATES: We must receive your comments on or before May 11, 2011.

ADDRESSES: Address all comments about this notice to Bryan Williams, 
U.S. Department of Education, 400 Maryland Avenue, SW., Potomac Center 
Plaza, Room 10120, Washington, DC 20202-6450.
    If you prefer to send your comments by e-mail, use the following 
address: bryan.williams@ed.gov. Please include the term ``Safe and 
Supportive Schools--Comments on FY 2011 Proposed Priorities'' in the 
subject line of your message.

FOR FURTHER INFORMATION CONTACT: Bryan Williams (202) 245-7883 or by e-
mail: bryan.williams@ed.gov.
    If you use a telecommunications device for the deaf (TDD), call the 
Federal Relay Service, toll free, at 1-800-877-8339.

SUPPLEMENTARY INFORMATION:
    Invitation to Comment: We invite you to submit comments regarding 
this notice. To ensure that your comments have maximum effect in 
developing the notice of final priorities, requirements, and 
definitions, we urge you to identify clearly the specific proposed 
priority, requirement, or definition that each comment addresses.
    We invite you to assist us in complying with the specific 
requirements of Executive Order 12866 and its overall requirement of 
reducing regulatory burden that might result from these proposed 
priorities, requirements, and definitions. Please let us know of any 
further opportunities we should take to reduce potential costs or 
increase potential benefits while preserving the effective and 
efficient administration of the program.
    During and after the comment period, you may inspect all public 
comments about this notice in room 10120, 550 12th Street, SW., 
Washington, DC, between the hours of 8:30 a.m. and 4:00 p.m., 
Washington, DC time, Monday through Friday of each week except Federal 
holidays.
    Assistance to Individuals with Disabilities in Reviewing the 
Rulemaking Record: On request we will provide an appropriate 
accommodation or auxiliary aid to an individual with a disability who 
needs assistance to review the comments or other documents in the 
public rulemaking record for this notice. If you want to schedule an 
appointment for this type of accommodation or auxiliary aid, please

[[Page 19981]]

contact the person listed under FOR FURTHER INFORMATION CONTACT.
    Purpose of Program: Through the Safe and Supportive Schools 
program, the Department awards grants to SEAs to support statewide 
measurement of, and targeted programmatic interventions to improve, 
conditions for learning in order to help schools improve student safety 
and health. 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.

Proposed Priorities

    This notice contains three proposed priorities. Background: Our 
Nation's schools should be safe and secure settings where children can 
learn and grow to their full potential. Unfortunately, data suggests 
that significant levels of violence, bullying, and other problems in 
schools create conditions that negatively affect learning. The most 
recent data on school crime and safety indicate that while the 
incidence of violent crimes in schools decreased from 1992 to 2008, 
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.\1\ During the 2007-2008 school year, 85 
percent of public schools in the United States reported that at least 
one crime occurred at their school.\2\ In addition, based on more 
recently reported data, 25 percent of public schools reported that 
bullying occurred among students on a daily or weekly basis, and 34 
percent of teachers agreed or strongly agreed that student misbehavior 
interfered with their teaching.\3\
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    \1\ U.S. Department of Education. National Center for Education 
Statistics. Indicators of School Crime and Safety: 2010.
    \2\ Dinkes, R., Kemp, J., Baum, K. and Snyder, T.D. (2009). 
Indicators of School Crime and Safety: 2010 (NCES 2011-012/NCJ 
230812) 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: US Government Printing Office.
    \3\ U.S. Department of Education. National Center for Education 
Statistics. Indicators of School Crime and Safety: 2010.
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    Disruptive aggressive behaviors such as bullying and violence 
create a hostile school environment that can interfere with the 
academic performance and mental health of students who are victims of 
or witnesses to such aggressive behaviors. 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 school.\5\ Students who are 
bullied are also more likely to become truant from school \6\ and have 
lower academic performance.\7\ Research also 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' instructional time 
and students' 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 adjustment, 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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    Preparing students for success requires learning environments that 
help all students to be engaged in their classrooms, schools, and 
communities. Students learn best when they are in a school environment 
with, among other things, positive relationships between adults and 
students; the absence of violence, bullying, harassment, and substance 
abuse; and readily available physical and mental health supports and 
services. Research has shown that students who report high levels of 
school connectedness also report lower levels of emotional distress, 
violence, suicide attempts, and drug use.\10\
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    \10\ Blum, R.W & Libbey, H.P. (2004). School Connectedness--
Strengthening Health and Education Outcomes for Teenagers. Journal 
of School Health. 74, 231-232.
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    Safe and supportive school environments also provide greater 
opportunities for family and community engagement in students' learning 
and strengthening the role of schools as centers of communities.
    To ensure that schools are safe places for students to learn and to 
formulate intervention and prevention strategies, schools should 
understand the issues they face and the conditions that may influence 
student risk behaviors. As such, comprehensive needs assessments of 
conditions for learning--including assessments of school engagement, 
school safety, and the school environment--can provide educators with 
the data needed to design and target interventions to improve 
conditions in schools.
    Safe and Supportive Schools grants were first implemented in FY 
2010, using priorities similar to the priorities proposed in this 
notice. Our experience with grantees from this cohort is that 
developing a comprehensive approach to improving conditions for 
learning is critical to helping all students be safe, healthy, and 
supported in their classrooms, schools, and communities. We propose the 
following priorities to increase the capacity of States, local 
educational agencies (LEAs), and schools to create safe, healthy, and 
supportive learning environments.

Proposed Priority 1--Grants to States To Improve Conditions for 
Learning

    Under this proposed priority the Department supports grants to SEAs 
for projects that take a systematic approach to improving conditions 
for learning in eligible schools (as defined in this notice) through 
(a) an improved measurement system that assesses conditions for 
learning, which must include school safety, and (b) the implementation 
of programmatic interventions that address problems identified by data.

Proposed Priority 2--Inclusion of School Engagement and School 
Environment in Needs Assessments Measuring Conditions for Learning

    To meet this proposed priority, the applicant must propose to 
implement a measurement system that uses valid and reliable instruments 
to gather comprehensive data on school engagement and the school 
environment from students in order to assess conditions for learning.

Proposed Priority 3--Family and Staff Inclusion in Needs Assessments 
Measuring School Engagement

    To meet this proposed priority, the applicant must 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 that can be used to assess school engagement.
    Types of Priorities:

[[Page 19982]]

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

Proposed Requirements

    Background: The purpose of the Safe and Supportive Schools program 
is to support SEAs in the statewide measurement of, and targeted 
programmatic interventions to improve, conditions for learning in order 
to help schools improve student safety and health. Schools need 
complete and accurate data to determine where resources are most needed 
and to design effective programs. For example, while incident data can 
be used to determine the frequency of safety incidents, they cannot 
fully measure perceptions or attitudes, and those data are usually 
limited to those incidents that come to the attention of school 
personnel. In addition, these data rarely include students, staff, and 
parent perceptions of school safety, student engagement, and the 
learning environment.
    We believe that supplementing incident data with survey or other 
data is critical to informing and guiding efforts to improve conditions 
for learning. Many States and LEAs already use a variety of surveys to 
track State-level or LEA-level trends; however, improvements are needed 
to ensure that the survey measures are valid and reliable and that the 
surveys provide schools with sufficient data to inform decision making.
    In order to improve conditions for learning, we believe that 
sufficient high-quality data are required to identify need, allocate 
resources, and implement and expand effective programs that meet the 
needs of students.
    Proposed Requirements:
    The Assistant Deputy Secretary for Safe and Drug-Free Schools 
proposes the following program, application, administrative, and 
eligibility requirements for this program. We may apply one or more of 
these requirements in any year in which this program is in effect.
    Program Requirements:
    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 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 (as defined 
in this notice) to assess conditions for learning, which include, at a 
minimum, data on 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) Provides data that can be summarized in ways that will 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 
student survey data and incident data (as defined in this notice) both 
of which are disaggregated by school, 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 student survey data 
and incident data (as defined in this notice) both of which are 
disaggregated at the school 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 
after the 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 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, and 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 on using data to assess areas in need of improvement, and on 
identifying programmatic interventions to address these areas; and
    (d) Use at least 80 percent of the 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 proposed program requirements, 
grantees may implement programmatic interventions that serve any 
student within an eligible school, including students in grades 8 
and below. Grantees are not required to survey students in grades 8 
and below.

    Application Requirements:
    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

[[Page 19983]]

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 in developing a formula to be used in generating 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 that 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; and 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;
    (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 summaries of the data collected 
from the measurement system and the school safety scores 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 and 
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 in order to identify and implement programmatic 
interventions (as defined in this notice) in identified schools that 
respond to needs identified through the analysis of 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.
    Eligibility Requirements:
    Eligible applicants under this program are SEAs, as defined by 
section 9101(41) of the ESEA.
    Proposed Definitions:
    The Assistant Deputy Secretary for Safe and Drug-Free Schools 
proposes the following definitions for this program. We may apply one 
or more of these definitions in any year in which this program is in 
effect.
    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 whose 
designs can support causal conclusions (i.e., studies with high 
internal validity) but have limited generalizability (i.e., moderate 
external validity), or 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.
    To identify the persistently lowest-achieving schools, a State must 
take into account both: (i) The academic achievement of the ``all 
students'' group in a school in terms of proficiency on the State's 
assessments under section 1111(b)(3) of the ESEA in reading/language 
arts and mathematics combined; and (ii) the school's lack of progress 
on those assessments over a number of years for the ``all students'' 
group.
    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; promotes readiness and emergency management 
for schools; or provides other needed social and emotional supports for 
students. Programmatic interventions should be based on the best 
available evidence, including, where available, strong evidence (as 
defined in this notice) 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 school setting relating to the 
physical plant, the fairness and adequacy of disciplinary procedures, 
the academic environment, and student health, including the available 
physical and mental health supports and services, as supported by 
relevant research and an assessment of validity.
    School safety means the safety of school settings, such as the 
incidence of harassment, bullying, violence, and substance use, as 
supported by relevant research and an assessment of validity.

[[Page 19984]]

    School safety score means a number 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 survey data and incident data (as defined in this notice) 
collected by a measurement system and that can be used to make school 
comparisons.
    Strong evidence means evidence from previous studies whose designs 
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.
    Final Priorities, Requirements, and Definitions:
    We will announce the final priorities, requirements, and 
definitions in a notice in the Federal Register. We will determine the 
final priorities, requirements, and definitions after considering 
responses to this notice and other information available to the 
Department. This notice does not preclude us from proposing additional 
priorities, requirements, and definitions subject to meeting applicable 
rulemaking requirements.

    Note: This notice does not solicit applications. In any year in 
which we choose to use one or more of these proposed priorities, 
requirements, and definitions, we invite applications through a 
notice in the Federal Register.

    Executive Order 12866: This notice has been reviewed in accordance 
with Executive Order 12866. Under the terms of the order, we have 
assessed the potential costs and benefits of this proposed regulatory 
action.
    The potential costs associated with this proposed regulatory action 
are those resulting from statutory requirements and those we have 
determined as necessary for administering this program effectively and 
efficiently.
    In assessing the potential costs and benefits--both quantitative 
and qualitative--of this proposed regulatory action, we have determined 
that the benefits of the proposed priorities, requirements, and 
definitions justify the costs.
    We have determined, also, that this proposed regulatory action does 
not unduly interfere with State, local, and tribal governments in the 
exercise of their governmental functions.
    Discussion of Costs and Benefits:
    The potential costs associated with the proposed priorities and 
requirements are minimal while the potential benefits are significant.
    Grantees may anticipate costs related to developing and 
implementing a measurement system, including data collection, analysis, 
and reporting. Grantees may also anticipate costs in implementing 
programs in schools, and providing training and technical assistance to 
staff in participating LEAs. Finally, grantees will experience costs 
when traveling to mandatory training events sponsored by the 
Department. However, all of these costs may be included in the grant 
budget and, therefore, will have little or no financial impact on the 
applicant.
    The benefit of the proposed priorities, definitions, and 
requirements is that grantees will develop a measurement system that 
uses incident and survey data to support statewide measurement of 
conditions for learning. The grantee can use this information to 
identify and support the most at-risk schools and communities, thereby 
improving school safety and increasing the likelihood of academic 
success for students in these schools. Grantees will be able to tailor 
their approach based on the specific needs of each school, using data 
from the measurement system to drive resource and programming 
decisions. Training and technical assistance will be provided for 
staff, and will increase the grantee's overall performance and 
sustainability efforts. In summary, a comprehensive effort to improve 
conditions for learning will help to promote student safety, health, 
and well-being, and increase our capacity to create safe, healthy, and 
drug-free learning environments.
    Intergovernmental Review: This program is subject to Executive 
Order 12372 and the regulations in 34 CFR part 79. One of the 
objectives of the Executive order is to foster an intergovernmental 
partnership and a strengthened federalism. The Executive order relies 
on processes developed by State and local governments for coordination 
and review of proposed Federal financial assistance.
    This document provides early notification of our specific plans and 
actions for this program.
    Accessible Format: Individuals with disabilities can obtain this 
document in an accessible format (e.g., braille, large print, 
audiotape, or computer diskette) on request to the contact person 
listed under FOR FURTHER INFORMATION CONTACT.
    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: April 5, 2011.
Kevin Jennings,
Assistant Deputy Secretary for Safe and Drug-Free Schools.
[FR Doc. 2011-8461 Filed 4-8-11; 8:45 am]
BILLING CODE 4000-01-P