Applications for New Awards; Full-Service Community Schools Program, 27564-27570 [2018-12701]

Download as PDF 27564 Federal Register / Vol. 83, No. 114 / Wednesday, June 13, 2018 / Notices mitigation, monitoring, and reporting requirements are incorporated. DEPARTMENT OF DEFENSE Dated: June 7, 2018. Elaine T. Saiz, Acting Deputy Director, Office of Protected Resources, National Marine Fisheries Service. [FR Doc. 2018–12629 Filed 6–12–18; 8:45 am] Global Positioning System Directorate (GPSD), Department of the Air Force. ACTION: Meeting notice. DEPARTMENT OF DEFENSE Notice of Availability of Software and Documentation for Licensing Department of the Air Force, Department of Defense. AGENCY: Availability of Mi-Std-1553B decoder software and documentation for licensing. ACTION: Pursuant to the provisions of Section 801 of Public Law 113–66 (2014 National Defense Authorization Act) as extended by Section 818 of Public Law 114–328; the Department of the Air Force announces the availability of MilStd-1553B decoder software and related documentation for decoding the interaction of bus controllers (BC) and remote terminals (RT) using field programmable gate array (FPGA) implementation technology. SUMMARY: Licensing interests should be sent to: Air Force Research Laboratory, Sensors Directorate, AFRL/ RYO, 2241 Avionics, Wright-Patterson AFB, OH 45433; Facsimile: (937) 656– 4676. ADDRESSES: Air Force Research Laboratory, Sensors Directorate, AFRL/RYO, 2241 Avionics, Wright-Patterson AFB, OH 45433; Facsimile: (937) 656–4676. FOR FURTHER INFORMATION CONTACT: The MilStd-1553B decoder is written in the VHDL programming language and is vendor agnostic. This software is useful for implementation in technologies that need to passively collect, monitor or process existing Mil-Std-1553B bus interactions in real-time. amozie on DSK3GDR082PROD with NOTICES1 [FR Doc. 2018–12716 Filed 6–12–18; 8:45 am] BILLING CODE 5001–10–P VerDate Sep<11>2014 18:01 Jun 12, 2018 Jkt 244001 This notice informs the public that the Global Positioning Systems (GPS) Directorate will host the 2018 Public Interface Control Working Group and Open Public Forum on September 12, 2018 for the following NAVSTAR GPS public documents: IS–GPS–200 (Navigation User Interfaces), IS–GPS– 705 (User Segment L5 Interfaces), IS– GPS–800 (User Segment L1C Interface), ICD–GPS–240 (NAVSTAR GPS Control Segment to User Support Community Interfaces), and ICD–GPS–870 (NAVSTAR GPS Control Segment to User Support Community Interfaces). Additional logistical details can be found below. DATES: 0830–1600 PST, 12 September 2018. SUMMARY: Department of the Air Force Henry Williams, Acting Air Force Federal Register Liaison Officer. 2018 Public Interface Control Working Group and Forum for the Navstar Gps Public Documents AGENCY: BILLING CODE 3510–22–P SUPPLEMENTARY INFORMATION: Department of the Air Force TASC/Engility, 100 N Sepulveda Blvd., El Segundo, CA 90245, The Great Room; Dial In: 310–653–2663 Meeting ID: 8337375 Password: 123456. FOR FURTHER INFORMATION CONTACT: 1Lt Michael Telcide (310–653–4191) or Mr. Daniel Godwin (310–653–3163); SMCGPER@us.af.mil. SUPPLEMENTARY INFORMATION: The purpose of this meeting is to update the public on GPS public document revisions and collect issues/comments for analysis and possible integration into future GPS public document revisions. All outstanding comments on the GPS public documents will be considered along with the comments received at this year’s open forum in the next revision cycle. The 2018 Interface Control Working Group and Open Forum are open to the general public. For those who would like to attend and participate, we request that you register no later than August 30, 2018. Please send the registration information to SMCGPER@us.af.mil, providing your name, organization, telephone number, email address, and country of citizenship. Comments will be collected, catalogued, and discussed as potential inclusions to the version following the current release. If accepted, these changes will be processed through the formal directorate change process for IS–GPS–200, IS–GPS–705, IS–GPS–800, ADDRESSES: PO 00000 Frm 00027 Fmt 4703 Sfmt 4703 ICD–GPS–240, and ICD–GPS–870. All comments must be submitted in a Comments Resolution Matrix. This form along with current versions of the documents and the official meeting notice are posted at: http:// www.gps.gov/technical/icwg/meetings/ 2018/. Please submit comments to the SMC/ GPS Requirements (SMC/GPER) mailbox at SMCGPER@us.af.mil by August 24, 2018. Special topics may also be considered for the Public Open Forum. If you wish to present a special topic, please submit any materials to SMC/GPER no later than August 1, 2018. For more information, please contact 1Lt Michael Telcide at 310–653– 4191 or Mr. Daniel Godwin at 310–653– 3640. Henry Williams, Acting Air Force Federal Register Liaison Officer. [FR Doc. 2018–12715 Filed 6–12–18; 8:45 am] BILLING CODE 5001–10–P DEPARTMENT OF EDUCATION Applications for New Awards; FullService Community Schools Program Office of Innovation and Improvement, Department of Education. ACTION: Notice. AGENCY: The Department of Education (Department) is issuing a notice inviting applications for fiscal year (FY) 2018 for the Full-Service Community Schools (FSCS) program, Catalog of Federal Domestic Assistance (CFDA) number 84.215J. DATES: Applications Available: June 13, 2018. Deadline for Notice of Intent to Apply: June 28, 2018. Date of Pre-Application Webinar: June 20, 2018. For information about the preapplication webinar, visit the FSCS website at: https://innovation.ed.gov/ what-we-do/parental-options/fullservice-community-schools-programfscs/applicant-info-and-eligibility/. Deadline for Transmittal of Applications: July 13, 2018. ADDRESSES: For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 12, 2018 (83 FR 6003) and available at www.gpo.gov/fdsys/pkg/FR-2018-02-12/ pdf/2018-02558.pdf. FOR FURTHER INFORMATION CONTACT: Michelle Johnson Armstrong, U.S. SUMMARY: E:\FR\FM\13JNN1.SGM 13JNN1 Federal Register / Vol. 83, No. 114 / Wednesday, June 13, 2018 / Notices Department of Education, 400 Maryland Avenue SW, Room 4W214, Washington, DC 20202. Telephone: (202) 205–1729. Email: FSCS@ed.gov. If you use a telecommunications device for the deaf (TDD) or a text telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1–800–877– 8339. SUPPLEMENTARY INFORMATION: Full Text of Announcement amozie on DSK3GDR082PROD with NOTICES1 I. Funding Opportunity Description Purpose of Program: The FSCS program is newly authorized by sections 4621–4623 and 4625 of the Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act (ESEA). This program provides support for the planning, implementation, and operation of fullservice community schools that improve the coordination, integration, accessibility, and effectiveness of services for children and families, particularly for children attending highpoverty schools, including high-poverty rural schools. Background: Community school strategies hold considerable promise for creating good schools for all students, but especially those living in poverty. This is of particular relevance in the face of growing achievement and opportunity gaps at a moment in which the Nation faces a decentralization of decision making about the use of Federal dollars.1 The growing interest in community schools, also known as full-service community schools, coupled with this competition, present an opportunity for nationwide school improvement. While earlier versions of the ESEA authorized community schools as a strategy and allowable activity, the reauthorized ESEA offers continued flexibilities at the State and district levels to implement strategies supported by community schools, such as coordination of school and community resources (ESEA sections 1114(b)(5) and 1115(b)(2)) and afterschool programming and support for a community school coordinator (ESEA section 4108(a)(5)(H)). If a State or district lacks the resources to implement community schools at scale, it can productively begin in neighborhoods where community schools are most needed and, therefore, students are most likely to benefit. The Department, through the FSCS program, provides catalytic support for the planning, 1 Maier, A., Daniel, J., Oakes, J., & Lam, L. (2017). Community Schools as an Equitable School Improvement Strategy: A Review of the Evidence. VerDate Sep<11>2014 18:01 Jun 12, 2018 Jkt 244001 implementation, operation, and coordination of effective services for children and families, particularly those in high-poverty urban and rural areas at the local level. According to a 2017 report, ‘‘a well-implemented community school leads to improvement in student and school outcomes and contributes to meeting the educational needs of lowachieving students in high-poverty schools. Strong research reinforces the efficacy of integrated student supports, expanded learning time and opportunities, and family and community engagement as intervention strategies.’’ 2 Over the last decade, the field has observed a wide range of practices coordinated and implemented in fullservice community schools. Assuming stable leadership and a strong instructional program, full-service community schools have been associated with improved attendance and student achievement,3 increased family and community engagement,4 and improved student behavior and youth development.5 In addition, research suggests that system-wide support is critical to developing, implementing, and sustaining effective full-service community schools; fullservice community schools have greater potential for impact when strong infrastructures are in place to support sustaining the overall effort and expanding the number of FSCS sites throughout a local educational agency (LEA) (as defined in this notice). Priorities: This notice contains one absolute priority and four competitive preference priorities. In accordance with 34 CFR 75.105(b)(2)(iv), the absolute priority is from section 4625(b)(1)(A) of the ESEA. The competitive preference priorities are from sections 4625(b)(1)(B), 4625(b)(2), 4625(b)(3), and 8101(21)(A)(i) of the ESEA and 34 CFR 75.226(c). Absolute Priority: For FY 2018 and any subsequent year in which we make awards from the list of unfunded 2 Maier, A., Daniel, J., Oakes, J., & Lam, L. (2017). Community Schools as an Equitable School Improvement Strategy: A Review of the Evidence. Learning Policy Institute, December 2017. 3 Krenichyn, K., Clark, H., & Benitez, L. (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. 4 Quinn, J., & Dryfoos, J. (2009). Freeing teachers to teach: Students in full-service community schools are ready to learn. American Educator, Summer 2009: 16–21. 5 Whalen, S. (2007). Three Years Into Chicago’s Community Schools Initiative (CSI): Progress, Challenges, and Lessons Learned. Chicago: University of Illinois at Chicago. Retrieved April 9, 2010. www.aypf.org/documents/CSI_ ThreeYearStudy.pdf. PO 00000 Frm 00028 Fmt 4703 Sfmt 4703 27565 applications from this competition, this priority is an absolute priority. Under 34 CFR 75.105(c)(3) we consider only applications that meet this priority. This priority is: Eligible entities that will serve a minimum of two or more full-service community schools eligible for a schoolwide program (as defined in this notice) under section 1114(b) of the ESEA as part of a community- or district-wide strategy. Competitive Preference Priorities: For FY 2018 and any subsequent year in which we make awards from the list of unfunded applications from this competition, these priorities are competitive preference priorities. Under 34 CFR 75.105(c)(2)(i) we award an additional two points to an application that meets Competitive Preference Priority 1 and we award an additional point to an application that meets any of Competitive Preference Priority 2, Competitive Preference Priority 3, or Competitive Preference Priority 4, for a maximum of five additional points under the competitive preference priorities. Applicants may apply under any, all, or none of the competitive preference priorities. Applicants must identify the priorities they are seeking points for in order to receive those points. These priorities are: Competitive Preference Priority 1— Rural Districts-Small and Rural or Rural and Low-Income. (0 or 2 points) The Secretary gives priority to applicants that include a LEA that is currently eligible under the Small Rural School Achievement (SRSA) program or the Rural and Low-Income School (RLIS) program authorized under title V, part B (sections 5211 and 5221) of the ESEA. Applicants may determine whether a particular LEA is eligible for these programs by referring to information on the following Department websites: For the SRSA program, https://www2.ed.gov/ programs/reapsrsa/eligible16/ index.html and for the RLIS program, https://www2.ed.gov/programs/ reaprlisp/eligibility.html. Note: An LEA includes a public charter school that operates as an LEA. Competitive Preference Priority 2— Broadly Representative Consortiums. (0 or 1 point) The Secretary gives priority to an applicant that demonstrates that it is a consortium comprised of a broad representation of stakeholders. Competitive Preference Priority 3— History of Effectiveness. (0 or 1 point) The Secretary gives priority to an applicant that demonstrates that it is a E:\FR\FM\13JNN1.SGM 13JNN1 amozie on DSK3GDR082PROD with NOTICES1 27566 Federal Register / Vol. 83, No. 114 / Wednesday, June 13, 2018 / Notices consortium with a history of effectiveness. Competitive Preference Priority 4— Evidence-Based Activities, Strategies, or Interventions. (0 or 1 point) The Secretary gives priority to an application that is supported by promising evidence (as defined in this notice). Definitions: The definitions for ‘‘Community-based organization,’’ ‘‘Eligible entity,’’ ‘‘Full-service community school,’’ ‘‘Local educational agency,’’ ‘‘Pipeline services,’’ and ‘‘State educational agency’’ are from sections 4622 and 8101 of the ESEA. The definitions for ‘‘Baseline,’’ ‘‘Experimental study,’’ ‘‘Nonprofit,’’ ‘‘Performance measure,’’ ‘‘Performance target,’’ ‘‘Project,’’ ‘‘Project component,’’ ‘‘Promising evidence,’’ ‘‘Relevant outcome,’’ ‘‘Quasi-experimental design study,’’ and ‘‘What Works Clearinghouse Handbook’’ are from 34 CFR 77.1. The definition of ‘‘School eligible for a schoolwide program’’ is from 34 CFR 200.25(b). Baseline means the starting point from which performance is measured and targets are set. Community-based organization means a public or private nonprofit (as defined in this notice) organization of demonstrated effectiveness that— (a) Is representative of a community or significant segments of a community; and (b) Provides educational or related services to individuals in the community. Eligible entity means a consortium of one or more LEAs; or the Bureau of Indian Education; and one or more community-based organizations, nonprofit organizations, or other public or private entities. Experimental study means a study that is designed to compare outcomes between two groups of individuals (such as students) that are otherwise equivalent except for their assignment to either a treatment group receiving a project component or a control group that does not. Randomized controlled trials, regression discontinuity design studies, and single-case design studies are the specific types of experimental studies that, depending on their design and implementation (e.g., sample attrition in randomized controlled trials and regression discontinuity design studies), can meet What Works Clearinghouse (WWC) standards without reservations as described in the WWC Handbook (as defined in this notice): (a) A randomized controlled trial employs random assignment of, for example, students, teachers, classrooms, VerDate Sep<11>2014 18:01 Jun 12, 2018 Jkt 244001 or schools to receive the project component being evaluated (the treatment group) or not to receive the project component (the control group). (b) A regression discontinuity design study assigns the project component being evaluated using a measured variable (e.g., assigning students reading below a cutoff score to tutoring or developmental education classes) and controls for that variable in the analysis of outcomes. (c) A single-case design study uses observations of a single case (e.g., a student eligible for a behavioral intervention) over time in the absence and presence of a controlled treatment manipulation to determine whether the outcome is systematically related to the treatment. Full-service community school means a public elementary school or secondary school that— (a) Participates in a community-based effort to coordinate and integrate educational, developmental, family, health, and other comprehensive services through community-based organizations and public and private partnerships; and (b) Provides access to such services in school to students, families, and the community, such as access during the school year (including before- and afterschool hours and weekends), as well as during the summer. Local educational agency (LEA) means: (a) In General. A public board of education or other public authority legally constituted within a State for either administrative control or direction of, or to perform a service function for, public elementary schools or secondary schools in a city, county, township, school district, or other political subdivision of a State, or of or for a combination of school districts or counties that is recognized in a State as an administrative agency for its public elementary schools or secondary schools. (b) Administrative Control and Direction. The term includes any other public institution or agency having administrative control and direction of a public elementary school or secondary school. (c) Bureau of Indian Education Schools. The term includes an elementary school or secondary school funded by the Bureau of Indian Education but only to the extent that including the school makes the school eligible for programs for which specific eligibility is not provided to the school in another provision of law and the school does not have a student population that is smaller than the PO 00000 Frm 00029 Fmt 4703 Sfmt 4703 student population of the local educational agency receiving assistance under the ESEA with the smallest student population, except that the school shall not be subject to the jurisdiction of any State educational agency (as defined in this notice) other than the Bureau of Indian Education. (d) Educational Service Agencies. The term includes educational service agencies and consortia of those agencies. (e) State Educational Agency. The term includes the State educational agency in a State in which the State educational agency is the sole educational agency for all public schools. Nonprofit, as applied to an agency, organization, or institution, means that it is owned and operated by one or more corporations or associations whose net earnings do not benefit, and cannot lawfully benefit, any private shareholder or entity. Performance measure means any quantitative indicator, statistic, or metric used to gauge program or project performance. Performance target means a level of performance that an applicant would seek to meet during the course of a project or as a result of a project. Pipeline services means a continuum of coordinated supports, services, and opportunities for children from birth through entry into and success in postsecondary education, and career attainment. Such services shall include, at a minimum, strategies to address through services or programs (including integrated student supports) the following: (a) High-quality early childhood education programs. (b) High-quality school and out-ofschool-time programs and strategies. (c) Support for a child’s transition to elementary school, from elementary school to middle school, from middle school to high school, and from high school into and through postsecondary education and into the workforce, and including any comprehensive readiness assessment determined necessary. (d) Family and community engagement and supports, which may include engaging or supporting families at school or at home. (e) Activities that support postsecondary and workforce readiness, which may include job training, internship opportunities, and career counseling. (f) Community-based support for students who have attended the schools in the area served by the pipeline, or students who are members of the community, facilitating their continued E:\FR\FM\13JNN1.SGM 13JNN1 amozie on DSK3GDR082PROD with NOTICES1 Federal Register / Vol. 83, No. 114 / Wednesday, June 13, 2018 / Notices connection to the community and success in postsecondary education and the workforce. (g) Social, health, nutrition, and mental health services and supports. (h) Juvenile crime prevention and rehabilitation programs. Project means the activity described in an application. Project component means an activity, strategy, intervention, process, product, practice, or policy included in a project. Evidence may pertain to an individual project component or to a combination of project components (e.g., training teachers on instructional practices for English learners and follow-on coaching for these teachers). Promising evidence means that there is evidence of the effectiveness of a key project component in improving a relevant outcome, based on a relevant finding from one of the following: (a) A practice guide prepared by WWC reporting a ‘‘strong evidence base’’ or ‘‘moderate evidence base’’ for the corresponding practice guide recommendation; (b) An intervention report prepared by the WWC reporting a ‘‘positive effect’’ or ‘‘potentially positive effect’’ on a relevant outcome with no reporting of a ‘‘negative effect’’ or ‘‘potentially negative effect’’ on a relevant outcome; or (c) A single study assessed by the Department, as appropriate, that— (i) Is an experimental study, a quasiexperimental design study, or a welldesigned and well-implemented correlational study with statistical controls for selection bias (e.g., a study using regression methods to account for differences between a treatment group and a comparison group); and (ii) Includes at least one statistically significant and positive (i.e., favorable) effect on a relevant outcome. Quasi-experimental design study means a study using a design that attempts to approximate an experimental study by identifying a comparison group that is similar to the treatment group in important respects. This type of study, depending on design and implementation (e.g., establishment of baseline equivalence of the groups being compared), can meet WWC standards with reservations, but cannot meet WWC standards without reservations, as described in the WWC Handbook. Relevant outcome means the student outcome(s) or other outcome(s) the key project component is designed to improve, consistent with the specific goals of the program. School eligible for a schoolwide program means any school eligible VerDate Sep<11>2014 18:01 Jun 12, 2018 Jkt 244001 under 34 CFR 200.25(b) to operate a school-wide program. State educational agency (SEA) means the agency primarily responsible for the State supervision of public elementary schools and secondary schools. What Works Clearinghouse Handbook (WWC Handbook) means the standards and procedures set forth in the WWC Procedures and Standards Handbook, Version 3.0 or Version 2.1 (incorporated by reference, see 34 CFR 77.2). Study findings eligible for review under WWC standards can meet WWC standards without reservations, meet WWC standards with reservations, or not meet WWC standards. WWC practice guides and intervention reports include findings from systematic reviews of evidence as described in the Handbook documentation. Application Requirements: The following requirements are from section 4625(a) of the ESEA. In order to receive funding, an applicant must include the following in its application: (a) A description of the eligible entity. (b) A memorandum of understanding among all partner entities in the eligible entity that will assist the eligible entity to coordinate and provide pipeline services and that describes the roles the partner entities will assume. (c) A description of the capacity of the eligible entity to coordinate and provide pipeline services at two or more fullservice community schools. (d) A comprehensive plan that includes descriptions of the following: (i) The student, family, and school community to be served, including demographic information. (ii) A needs assessment that identifies the academic, physical, nonacademic, health, mental health, and other needs of students, families, and community residents. (iii) Annual measurable performance objectives and outcomes, including an increase in the number and percentage of families and students targeted for services each year of the program, in order to ensure that children are— (A) Prepared for kindergarten; (B) Achieving academically; and (C) Safe, healthy, and supported by engaged parents. (iv) Pipeline services, including existing and additional pipeline services, to be coordinated and provided by the eligible entity and its partner entities, including an explanation of— (A) Why such services have been selected; (B) How such services will improve student academic achievement; and (C) How such services will address the annual measurable performance objectives and outcomes described above. PO 00000 Frm 00030 Fmt 4703 Sfmt 4703 27567 (v) Plans to ensure that each fullservice community school site has a full-time coordinator of pipeline services at such school, including a description of the applicable funding sources, plans for professional development for the personnel managing, coordinating, or delivering pipeline services, and plans for joint utilization and management of school facilities. (vi) Plans for annual evaluation based upon attainment of the performance objectives and outcomes described above. (vii) Plans for sustaining the programs and services described in the application after the grant period. (e) An assurance that the eligible entity and its partner entities will focus services on schools eligible for a schoolwide program under section 1114(b) of the ESEA. Applications that do not address the application requirements are not eligible for funding and will not be reviewed. Program Authority: 20 U.S.C. 7275. Applicable Regulations: (a) The Education Department General Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 97, 98, and 99. (b) The Office of Management and Budget Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 180, as adopted and amended as regulations of the Department in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR part 200, as adopted and amended as regulations of the Department in 2 CFR part 3474. 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: $7,500,000. Estimated Range of Awards: $275,000–$500,000 for each 12-month budget period; $1,375,000–$2,500,000 for the entire project period. Estimated Average Size of Awards: $450,000 for each 12-month period. Maximum Award: We will not make an award exceeding $2,500,000 for the entire project period. Minimum Award: The Secretary may not award a grant under this subpart for activities described in this section to an eligible entity in an amount that is less than $75,000 for each year of the grant. E:\FR\FM\13JNN1.SGM 13JNN1 27568 Federal Register / Vol. 83, No. 114 / Wednesday, June 13, 2018 / Notices Estimated Number of Awards: 14–17. Note: The Department is not bound by any estimates in this notice. Project Period: Up to 60 months. amozie on DSK3GDR082PROD with NOTICES1 III. Eligibility Information 1. Eligible Applicants: A consortium of— (a) (i) One or more LEAs; or (ii) The Bureau of Indian Education; and (b) one or more community-based organizations, nonprofit organizations, or other public or private entities. A consortium must comply with the provisions governing group applications in 34 CFR 75.127 through 75.129. 2. a. 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. The Bureau of Indian Education may meet the matching requirement using funds from other Federal sources. b. Supplement not Supplant: This program is subject to supplement-notsupplant funding requirements. Grantees must use FSCS grant funds to supplement, and not supplant, any other Federal, State, and local funds that would otherwise have been available to carry out activities authorized under section 4625 of the ESEA. 3. Subgrantees: A grantee under this competition may not award subgrants to entities to directly carry out project activities described in its application. 4. 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 not use more than 10 percent of the total amount of grant funds for planning purposes during the first year of the grant. Funding received by grantees during the remainder of the project period must be devoted to program implementation. 5. Use of Funds: Grantees must use FSCS grant funds to: (1) Coordinate not less than three existing pipeline services, as of the date their grants are awarded, and provide not less than two additional pipeline services, at two or more public elementary schools or secondary schools; (2) to the extent practicable, integrate multiple pipeline services into a comprehensive and coordinated continuum to achieve the annual measurable performance VerDate Sep<11>2014 18:01 Jun 12, 2018 Jkt 244001 objectives and outcomes under section 4625(a)(4)(C) of the ESEA to meet the holistic needs of children; and (3) if applicable, coordinate and integrate services provided by community-based organizations and government agencies with services provided by specialized instructional support personnel. 6. Evaluation: Grantees must conduct an annual evaluation of their project’s progress in meeting the purpose of the FSCS program set out in section 4621(2) of the ESEA and use those evaluations to refine and improve activities carried out under the grant and the annual measurable achievement objectives and outcomes set out in section 4625(a)(4)(C). Grantees must make the results of their annual evaluation publicly available, including by providing public notice of the availability of such results. Note: Nothing in section 4625 of the ESEA shall be construed to alter or otherwise affect the rights, remedies, and procedures afforded school or LEA employees under Federal, State, or local laws (including applicable regulations or court orders) under the terms of collective bargaining agreements, memoranda of understanding, or other agreements between such employees and their employers. IV. Application and Submission Information 1. Application Submission Instructions: For information on how to submit an application please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 12, 2018 (83 FR 6003) and available at www.gpo.gov/fdsys/pkg/FR-2018-02-12/ pdf/2018-02558.pdf. 2. Submission of Proprietary Information: Given the types of projects that may be proposed in applications for the FSCS program, your application may include business information that you consider proprietary. In 34 CFR 5.11 we define ‘‘business information’’ and describe the process we use in determining whether any of that information is proprietary and, thus, protected from disclosure under Exemption 4 of the Freedom of Information Act (5 U.S.C. 552, as amended). Because we plan to make successful applications available to the public, you may wish to request confidentiality of business information. Consistent with Executive Order 12600, please designate in your application any information that you believe is exempt from disclosure under Exemption 4. In the appropriate Appendix section of your application, PO 00000 Frm 00031 Fmt 4703 Sfmt 4703 under ‘‘Other Attachments Form,’’ please list the page number or numbers on which we can find this information. For additional information please see 34 CFR 5.11(c). 3. Intergovernmental Review: This program is subject to Executive Order 12372 and the regulations in 34 CFR part 79. However, under 34 CFR 79.8 (a), we waive intergovernmental review in order to make awards by the end of FY 2018. 4. Funding Restrictions: We reference regulations outlining funding restrictions in the Applicable Regulations section of this notice. 5. Recommended 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. We recommend that you (1) limit the application narrative to no more than 150 pages and (2) use 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. • 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. The recommended 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 recommended page limit does apply to all of the application narrative. 6. 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 of the applicant’s intent to submit an application for funding by sending a short email message indicating the applicant’s intent to submit an application for funding. The email need not include information regarding the content of the proposed application, only the applicant’s intent to submit it. This email notification E:\FR\FM\13JNN1.SGM 13JNN1 Federal Register / Vol. 83, No. 114 / Wednesday, June 13, 2018 / Notices amozie on DSK3GDR082PROD with NOTICES1 should be sent to FSCS@ed.gov with ‘‘INTENT TO APPLY’’ in the subject line by June 28, 2018. Applicants that do not notify us of their intent to apply may still apply for funding. V. Application Review Information 1. Selection Criteria: The selection criteria for this competition are from 34 CFR 75.210. The maximum score for all of the selection criteria is 100 points. The maximum score for each criterion is included in parentheses following the title of the specific selection criterion. Each criterion also includes the factors that reviewers will consider in determining the extent to which an applicant meets the criterion. Points awarded under these selection criteria are in addition to any points an applicant earns under the competitive preference priorities in this notice. The maximum score that an application may receive under the competitive preference priorities and the selection criteria is 105 points. The selection criteria are as follows: (a) Quality of the Project Design (up to 15 points). The Secretary considers the quality of the design of the proposed project. In determining the quality of the design of the proposed project, the Secretary considers— (1) The extent to which the goals, objectives, and outcomes to be achieved by the proposed project are clearly specified and measurable. (2) The extent to which the design of the proposed project is appropriate to, and will successfully address, the needs of the target population or other identified needs. (b) Quality of the Project Services (up to 25 points). The Secretary considers the quality of the services to be provided by the proposed project. In determining the quality of project services, the Secretary considers the quality and sufficiency of strategies for ensuring equal access and treatment for eligible project participants who are members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability. In addition, the Secretary considers the following— (1) The likely impact of the services to be provided by the proposed project on the intended recipients of those services. (2) The extent to which the services to be provided by the proposed project involve the collaboration of appropriate partners for maximizing the effectiveness of project services. (c) Adequacy of Resources (up to 15 points). VerDate Sep<11>2014 18:01 Jun 12, 2018 Jkt 244001 The Secretary considers the adequacy of resources for the proposed project. In determining the adequacy of resources for the proposed project, the Secretary considers the following factors— (1) The relevance and demonstrated commitment of each partner in the proposed project to the implementation and success of the project; (2) The extent to which the costs are reasonable in relation to the number of persons to be served and to the anticipated results and benefits. (d) Quality of the Management Plan (up to 20 points). The Secretary considers the quality of the management plan for the proposed project. In determining the quality of the management plan for the proposed project, the Secretary considers the following factors— (1) The adequacy of the management plan to achieve the objectives of the proposed project on time and within budget, including clearly defined responsibilities, timelines, and milestones for accomplishing project tasks. (2) The extent to which the time commitments of the project director and principal investigator and other key project personnel are appropriate and adequate to meet the objectives of the proposed project. (e) Quality of the Project Evaluation (up to 25 points). The Secretary considers the quality of the evaluation to be conducted of the proposed project. In determining the quality of the evaluation, the Secretary considers the following factors— (1) The extent to which the methods of evaluation are thorough, feasible, and appropriate to the goals, objectives, and outcomes of the proposed project. (2) The extent to which the methods of evaluation 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. 2. Review and Selection Process: We remind potential applicants that in reviewing applications in any discretionary grant competition, the Secretary may consider, under 34 CFR 75.217(d)(3), the past performance of the applicant in carrying out a previous award, such as the applicant’s use of funds, achievement of project objectives, and compliance with grant conditions. The Secretary may also consider whether the applicant failed to submit a timely performance report or submitted a report of unacceptable quality. In addition, in making a competitive grant award, the Secretary requires PO 00000 Frm 00032 Fmt 4703 Sfmt 4703 27569 various assurances including those applicable to Federal civil rights laws that prohibit discrimination in programs or activities receiving Federal financial assistance from the Department of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23). 3. Risk Assessment and Specific Conditions: Consistent with 2 CFR 200.205, before awarding grants under this competition the Department conducts a review of the risks posed by applicants. Under 2 CFR 3474.10, the Secretary may impose specific conditions and, in appropriate circumstances, high-risk conditions on a grant if the applicant or grantee is not financially stable; has a history of unsatisfactory performance; has a financial or other management system that does not meet the standards in 2 CFR part 200, subpart D; has not fulfilled the conditions of a prior grant; or is otherwise not responsible. 4. Integrity and Performance System: If you are selected under this competition to receive an award that over the course of the project period may exceed the simplified acquisition threshold (currently $150,000), under 2 CFR 200.205(a)(2), we must make a judgment about your integrity, business ethics, and record of performance under Federal awards—that is, the risk posed by you as an applicant—before we make an award. In doing so, we must consider any information about you that is in the integrity and performance system (currently referred to as the Federal Awardee Performance and Integrity Information System (FAPIIS)), accessible through the System for Award Management. You may review and comment on any information about yourself that a Federal agency previously entered and that is currently in FAPIIS. Please note that, if the total value of your currently active grants, cooperative agreements, and procurement contracts from the Federal Government exceeds $10,000,000, the reporting requirements in 2 CFR part 200, Appendix XII, require you to report certain integrity information to FAPIIS semiannually. Please review the requirements in 2 CFR part 200, Appendix XII, if this grant plus all the other Federal funds you receive exceed $10,000,000. 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); or we may send you an email containing a link to access an electronic version of your GAN. We may notify you informally, also. E:\FR\FM\13JNN1.SGM 13JNN1 amozie on DSK3GDR082PROD with NOTICES1 27570 Federal Register / Vol. 83, No. 114 / Wednesday, June 13, 2018 / Notices 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. Open Licensing Requirements: Unless an exception applies, if you are awarded a grant under this competition, you will be required to openly license to the public grant deliverables created in whole, or in part, with Department grant funds. When the deliverable consists of modifications to pre-existing works, the license extends only to those modifications that can be separately identified and only to the extent that open licensing is permitted under the terms of any licenses or other legal restrictions on the use of pre-existing works. Additionally, a grantee or subgrantee that is awarded competitive grant funds must have a plan to disseminate these public grant deliverables. This dissemination plan can be developed and submitted after your application has been reviewed and selected for funding. For additional information on the open licensing requirements please refer to 2 CFR 3474.20. 4. Reporting: (a) If you apply for a grant under this competition, you must ensure that you have in place the necessary processes and systems to comply with the reporting requirements in 2 CFR part 170 should you receive funding under the competition. This does not apply if you have an exception under 2 CFR 170.110(b). (b) 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 multiyear 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 www.ed.gov/ fund/grant/apply/appforms/ appforms.html. (c) Under 34 CFR 75.250(b), the Secretary may provide a grantee with VerDate Sep<11>2014 18:01 Jun 12, 2018 Jkt 244001 additional funding for data collection analysis and reporting. In this case the Secretary establishes a data collection period. 5. Performance Measures: We have established one performance measure for the FSCS program: The percentage and number of individuals targeted for services and who receive services during each year of the project period. 6. Continuation Awards: In making a continuation award under 34 CFR 75.253, the Secretary considers, among other things: Whether a grantee has made substantial progress in achieving the goals and objectives of the project; whether the grantee has expended funds in a manner that is consistent with its approved application and budget; and, if the Secretary has established performance measurement requirements, the performance targets in the grantee’s approved application. In making a continuation award, the Secretary also considers whether the grantee is operating in compliance with the assurances in its approved application, including those applicable to Federal civil rights laws that prohibit discrimination in programs or activities receiving Federal financial assistance from the Department (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23). VII. 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 compact disc) on request to the program contact person listed under FOR FURTHER INFORMATION CONTACT. Electronic Access to This Document: The official version of this document is the document published in the Federal Register. You may access the official edition of the Federal Register and the Code of Federal Regulations via the Federal Digital System at: www.gpo.gov/ fdsys. At this site you can view this document, as well as all other documents of this Department published in the Federal Register, in text or Portable Document Format (PDF). To use PDF you must have Adobe Acrobat Reader, which is available free at the site. You may also access documents of the Department published in the Federal Register by using the article search feature at: www.federalregister.gov. Specifically, through the advanced search feature at this site, you can limit your search to documents published by the Department. PO 00000 Frm 00033 Fmt 4703 Sfmt 4703 Dated: June 8, 2018. James C. Blew, Acting Assistant Deputy Secretary for Innovation and Improvement. [FR Doc. 2018–12701 Filed 6–12–18; 8:45 am] BILLING CODE 4000–01–P DEPARTMENT OF EDUCATION Applications for New Awards; Personnel Development To Improve Services and Results for Children With Disabilities—Preparation of Special Education, Early Intervention, and Related Services Leadership Personnel Office of Special Education and Rehabilitative Services, Department of Education. ACTION: Notice. AGENCY: The Department of Education is issuing a notice inviting applications for new awards for fiscal year (FY) 2018 for Personnel Development to Improve Services and Results for Children with Disabilities—Preparation of Special Education, Early Intervention, and Related Services Leadership Personnel, Catalog of Federal Domestic Assistance (CFDA) number 84.325D. DATES: Applications Available: June 13, 2018. Deadline for Transmittal of Applications: July 30, 2018. Deadline for Intergovernmental Review: September 26, 2018. ADDRESSES: For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 12, 2018 (83 FR 6003) and available at www.gpo.gov/fdsys/pkg/FR-2018-02-12/ pdf/2018-02558.pdf. FOR FURTHER INFORMATION CONTACT: Celia Rosenquist, U.S. Department of Education, 400 Maryland Avenue SW, Room 5146, Potomac Center Plaza, Washington, DC 20202–5076. Telephone: (202) 245–7373. If you use a telecommunications device for the deaf (TDD) or a text telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1–800–877– 8339. SUMMARY: SUPPLEMENTARY INFORMATION: Full Text of Announcement I. Funding Opportunity Description Purpose of Program: The purposes of this program are to (1) help address State-identified needs for personnel preparation in special education, early E:\FR\FM\13JNN1.SGM 13JNN1

Agencies

[Federal Register Volume 83, Number 114 (Wednesday, June 13, 2018)]
[Notices]
[Pages 27564-27570]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2018-12701]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Full-Service Community Schools 
Program

AGENCY: Office of Innovation and Improvement, Department of Education.

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for fiscal year (FY) 2018 for the Full-Service 
Community Schools (FSCS) program, Catalog of Federal Domestic 
Assistance (CFDA) number 84.215J.

DATES: 
    Applications Available: June 13, 2018.
    Deadline for Notice of Intent to Apply: June 28, 2018.
    Date of Pre-Application Webinar: June 20, 2018. For information 
about the pre-application webinar, visit the FSCS website at: https://innovation.ed.gov/what-we-do/parental-options/full-service-community-schools-program-fscs/applicant-info-and-eligibility/.
    Deadline for Transmittal of Applications: July 13, 2018.

ADDRESSES: For the addresses for obtaining and submitting an 
application, please refer to our Common Instructions for Applicants to 
Department of Education Discretionary Grant Programs, published in the 
Federal Register on February 12, 2018 (83 FR 6003) and available at 
www.gpo.gov/fdsys/pkg/FR-2018-02-12/pdf/2018-02558.pdf.

FOR FURTHER INFORMATION CONTACT: Michelle Johnson Armstrong, U.S.

[[Page 27565]]

Department of Education, 400 Maryland Avenue SW, Room 4W214, 
Washington, DC 20202. Telephone: (202) 205-1729. Email: [email protected].
    If you use a telecommunications device for the deaf (TDD) or a text 
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The FSCS program is newly authorized by 
sections 4621-4623 and 4625 of the Elementary and Secondary Education 
Act, as amended by the Every Student Succeeds Act (ESEA). This program 
provides support for the planning, implementation, and operation of 
full-service community schools that improve the coordination, 
integration, accessibility, and effectiveness of services for children 
and families, particularly for children attending high-poverty schools, 
including high-poverty rural schools.
    Background: Community school strategies hold considerable promise 
for creating good schools for all students, but especially those living 
in poverty. This is of particular relevance in the face of growing 
achievement and opportunity gaps at a moment in which the Nation faces 
a decentralization of decision making about the use of Federal 
dollars.\1\
---------------------------------------------------------------------------

    \1\ Maier, A., Daniel, J., Oakes, J., & Lam, L. (2017). 
Community Schools as an Equitable School Improvement Strategy: A 
Review of the Evidence.
---------------------------------------------------------------------------

    The growing interest in community schools, also known as full-
service community schools, coupled with this competition, present an 
opportunity for nationwide school improvement. While earlier versions 
of the ESEA authorized community schools as a strategy and allowable 
activity, the reauthorized ESEA offers continued flexibilities at the 
State and district levels to implement strategies supported by 
community schools, such as coordination of school and community 
resources (ESEA sections 1114(b)(5) and 1115(b)(2)) and afterschool 
programming and support for a community school coordinator (ESEA 
section 4108(a)(5)(H)). If a State or district lacks the resources to 
implement community schools at scale, it can productively begin in 
neighborhoods where community schools are most needed and, therefore, 
students are most likely to benefit. The Department, through the FSCS 
program, provides catalytic support for the planning, implementation, 
operation, and coordination of effective services for children and 
families, particularly those in high-poverty urban and rural areas at 
the local level. According to a 2017 report, ``a well-implemented 
community school leads to improvement in student and school outcomes 
and contributes to meeting the educational needs of low-achieving 
students in high-poverty schools. Strong research reinforces the 
efficacy of integrated student supports, expanded learning time and 
opportunities, and family and community engagement as intervention 
strategies.'' \2\
---------------------------------------------------------------------------

    \2\ Maier, A., Daniel, J., Oakes, J., & Lam, L. (2017). 
Community Schools as an Equitable School Improvement Strategy: A 
Review of the Evidence. Learning Policy Institute, December 2017.
---------------------------------------------------------------------------

    Over the last decade, the field has observed a wide range of 
practices coordinated and implemented in full-service community 
schools. Assuming stable leadership and a strong instructional program, 
full-service community schools have been associated with improved 
attendance and student achievement,\3\ increased family and community 
engagement,\4\ and improved student behavior and youth development.\5\ 
In addition, research suggests that system-wide support is critical to 
developing, implementing, and sustaining effective full-service 
community schools; full-service community schools have greater 
potential for impact when strong infrastructures are in place to 
support sustaining the overall effort and expanding the number of FSCS 
sites throughout a local educational agency (LEA) (as defined in this 
notice).
---------------------------------------------------------------------------

    \3\ Krenichyn, K., Clark, H., & Benitez, L. (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.
    \4\ Quinn, J., & Dryfoos, J. (2009). Freeing teachers to teach: 
Students in full-service community schools are ready to learn. 
American Educator, Summer 2009: 16-21.
    \5\ Whalen, S. (2007). Three Years Into Chicago's Community 
Schools Initiative (CSI): Progress, Challenges, and Lessons Learned. 
Chicago: University of Illinois at Chicago. Retrieved April 9, 2010. 
www.aypf.org/documents/CSI_ThreeYearStudy.pdf.
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    Priorities: This notice contains one absolute priority and four 
competitive preference priorities. In accordance with 34 CFR 
75.105(b)(2)(iv), the absolute priority is from section 4625(b)(1)(A) 
of the ESEA. The competitive preference priorities are from sections 
4625(b)(1)(B), 4625(b)(2), 4625(b)(3), and 8101(21)(A)(i) of the ESEA 
and 34 CFR 75.226(c).
    Absolute Priority: For FY 2018 and any subsequent year in which we 
make awards from the list of unfunded applications from this 
competition, this priority is an absolute priority. Under 34 CFR 
75.105(c)(3) we consider only applications that meet this priority.
    This priority is:
    Eligible entities that will serve a minimum of two or more full-
service community schools eligible for a schoolwide program (as defined 
in this notice) under section 1114(b) of the ESEA as part of a 
community- or district-wide strategy.
    Competitive Preference Priorities: For FY 2018 and any subsequent 
year in which we make awards from the list of unfunded applications 
from this competition, these priorities are competitive preference 
priorities. Under 34 CFR 75.105(c)(2)(i) we award an additional two 
points to an application that meets Competitive Preference Priority 1 
and we award an additional point to an application that meets any of 
Competitive Preference Priority 2, Competitive Preference Priority 3, 
or Competitive Preference Priority 4, for a maximum of five additional 
points under the competitive preference priorities. Applicants may 
apply under any, all, or none of the competitive preference priorities. 
Applicants must identify the priorities they are seeking points for in 
order to receive those points.
    These priorities are:
    Competitive Preference Priority 1--Rural Districts-Small and Rural 
or Rural and Low-Income. (0 or 2 points)
    The Secretary gives priority to applicants that include a LEA that 
is currently eligible under the Small Rural School Achievement (SRSA) 
program or the Rural and Low-Income School (RLIS) program authorized 
under title V, part B (sections 5211 and 5221) of the ESEA. Applicants 
may determine whether a particular LEA is eligible for these programs 
by referring to information on the following Department websites: For 
the SRSA program, https://www2.ed.gov/programs/reapsrsa/eligible16/index.html and for the RLIS program, https://www2.ed.gov/programs/reaprlisp/eligibility.html.

    Note: An LEA includes a public charter school that operates as 
an LEA.

    Competitive Preference Priority 2--Broadly Representative 
Consortiums. (0 or 1 point)
    The Secretary gives priority to an applicant that demonstrates that 
it is a consortium comprised of a broad representation of stakeholders.
    Competitive Preference Priority 3--History of Effectiveness. (0 or 
1 point)
    The Secretary gives priority to an applicant that demonstrates that 
it is a

[[Page 27566]]

consortium with a history of effectiveness.
    Competitive Preference Priority 4--Evidence-Based Activities, 
Strategies, or Interventions. (0 or 1 point)
    The Secretary gives priority to an application that is supported by 
promising evidence (as defined in this notice).
    Definitions: The definitions for ``Community-based organization,'' 
``Eligible entity,'' ``Full-service community school,'' ``Local 
educational agency,'' ``Pipeline services,'' and ``State educational 
agency'' are from sections 4622 and 8101 of the ESEA. The definitions 
for ``Baseline,'' ``Experimental study,'' ``Nonprofit,'' ``Performance 
measure,'' ``Performance target,'' ``Project,'' ``Project component,'' 
``Promising evidence,'' ``Relevant outcome,'' ``Quasi-experimental 
design study,'' and ``What Works Clearinghouse Handbook'' are from 34 
CFR 77.1. The definition of ``School eligible for a schoolwide 
program'' is from 34 CFR 200.25(b).
    Baseline means the starting point from which performance is 
measured and targets are set.
    Community-based organization means a public or private nonprofit 
(as defined in this notice) organization of demonstrated effectiveness 
that--
    (a) Is representative of a community or significant segments of a 
community; and
    (b) Provides educational or related services to individuals in the 
community.
    Eligible entity means a consortium of one or more LEAs; or the 
Bureau of Indian Education; and one or more community-based 
organizations, nonprofit organizations, or other public or private 
entities.
    Experimental study means a study that is designed to compare 
outcomes between two groups of individuals (such as students) that are 
otherwise equivalent except for their assignment to either a treatment 
group receiving a project component or a control group that does not. 
Randomized controlled trials, regression discontinuity design studies, 
and single-case design studies are the specific types of experimental 
studies that, depending on their design and implementation (e.g., 
sample attrition in randomized controlled trials and regression 
discontinuity design studies), can meet What Works Clearinghouse (WWC) 
standards without reservations as described in the WWC Handbook (as 
defined in this notice):
    (a) A randomized controlled trial employs random assignment of, for 
example, students, teachers, classrooms, or schools to receive the 
project component being evaluated (the treatment group) or not to 
receive the project component (the control group).
    (b) A regression discontinuity design study assigns the project 
component being evaluated using a measured variable (e.g., assigning 
students reading below a cutoff score to tutoring or developmental 
education classes) and controls for that variable in the analysis of 
outcomes.
    (c) A single-case design study uses observations of a single case 
(e.g., a student eligible for a behavioral intervention) over time in 
the absence and presence of a controlled treatment manipulation to 
determine whether the outcome is systematically related to the 
treatment.
    Full-service community school means a public elementary school or 
secondary school that--
    (a) Participates in a community-based effort to coordinate and 
integrate educational, developmental, family, health, and other 
comprehensive services through community-based organizations and public 
and private partnerships; and
    (b) Provides access to such services in school to students, 
families, and the community, such as access during the school year 
(including before- and after-school hours and weekends), as well as 
during the summer.
    Local educational agency (LEA) means:
    (a) In General. A public board of education or other public 
authority legally constituted within a State for either administrative 
control or direction of, or to perform a service function for, public 
elementary schools or secondary schools in a city, county, township, 
school district, or other political subdivision of a State, or of or 
for a combination of school districts or counties that is recognized in 
a State as an administrative agency for its public elementary schools 
or secondary schools.
    (b) Administrative Control and Direction. The term includes any 
other public institution or agency having administrative control and 
direction of a public elementary school or secondary school.
    (c) Bureau of Indian Education Schools. The term includes an 
elementary school or secondary school funded by the Bureau of Indian 
Education but only to the extent that including the school makes the 
school eligible for programs for which specific eligibility is not 
provided to the school in another provision of law and the school does 
not have a student population that is smaller than the student 
population of the local educational agency receiving assistance under 
the ESEA with the smallest student population, except that the school 
shall not be subject to the jurisdiction of any State educational 
agency (as defined in this notice) other than the Bureau of Indian 
Education.
    (d) Educational Service Agencies. The term includes educational 
service agencies and consortia of those agencies.
    (e) State Educational Agency. The term includes the State 
educational agency in a State in which the State educational agency is 
the sole educational agency for all public schools.
    Nonprofit, as applied to an agency, organization, or institution, 
means that it is owned and operated by one or more corporations or 
associations whose net earnings do not benefit, and cannot lawfully 
benefit, any private shareholder or entity.
    Performance measure means any quantitative indicator, statistic, or 
metric used to gauge program or project performance.
    Performance target means a level of performance that an applicant 
would seek to meet during the course of a project or as a result of a 
project.
    Pipeline services means a continuum of coordinated supports, 
services, and opportunities for children from birth through entry into 
and success in postsecondary education, and career attainment. Such 
services shall include, at a minimum, strategies to address through 
services or programs (including integrated student supports) the 
following:
    (a) High-quality early childhood education programs.
    (b) High-quality school and out-of-school-time programs and 
strategies.
    (c) Support for a child's transition to elementary school, from 
elementary school to middle school, from middle school to high school, 
and from high school into and through postsecondary education and into 
the workforce, and including any comprehensive readiness assessment 
determined necessary.
    (d) Family and community engagement and supports, which may include 
engaging or supporting families at school or at home.
    (e) Activities that support postsecondary and workforce readiness, 
which may include job training, internship opportunities, and career 
counseling.
    (f) Community-based support for students who have attended the 
schools in the area served by the pipeline, or students who are members 
of the community, facilitating their continued

[[Page 27567]]

connection to the community and success in postsecondary education and 
the workforce.
    (g) Social, health, nutrition, and mental health services and 
supports.
    (h) Juvenile crime prevention and rehabilitation programs.
    Project means the activity described in an application.
    Project component means an activity, strategy, intervention, 
process, product, practice, or policy included in a project. Evidence 
may pertain to an individual project component or to a combination of 
project components (e.g., training teachers on instructional practices 
for English learners and follow-on coaching for these teachers).
    Promising evidence means that there is evidence of the 
effectiveness of a key project component in improving a relevant 
outcome, based on a relevant finding from one of the following:
    (a) A practice guide prepared by WWC reporting a ``strong evidence 
base'' or ``moderate evidence base'' for the corresponding practice 
guide recommendation;
    (b) An intervention report prepared by the WWC reporting a 
``positive effect'' or ``potentially positive effect'' on a relevant 
outcome with no reporting of a ``negative effect'' or ``potentially 
negative effect'' on a relevant outcome; or
    (c) A single study assessed by the Department, as appropriate, 
that--
    (i) Is an experimental study, a quasi-experimental design study, or 
a well-designed and well-implemented correlational study with 
statistical controls for selection bias (e.g., a study using regression 
methods to account for differences between a treatment group and a 
comparison group); and
    (ii) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome.
    Quasi-experimental design study means a study using a design that 
attempts to approximate an experimental study by identifying a 
comparison group that is similar to the treatment group in important 
respects. This type of study, depending on design and implementation 
(e.g., establishment of baseline equivalence of the groups being 
compared), can meet WWC standards with reservations, but cannot meet 
WWC standards without reservations, as described in the WWC Handbook.
    Relevant outcome means the student outcome(s) or other outcome(s) 
the key project component is designed to improve, consistent with the 
specific goals of the program.
    School eligible for a schoolwide program means any school eligible 
under 34 CFR 200.25(b) to operate a school-wide program.
    State educational agency (SEA) means the agency primarily 
responsible for the State supervision of public elementary schools and 
secondary schools.
    What Works Clearinghouse Handbook (WWC Handbook) means the 
standards and procedures set forth in the WWC Procedures and Standards 
Handbook, Version 3.0 or Version 2.1 (incorporated by reference, see 34 
CFR 77.2). Study findings eligible for review under WWC standards can 
meet WWC standards without reservations, meet WWC standards with 
reservations, or not meet WWC standards. WWC practice guides and 
intervention reports include findings from systematic reviews of 
evidence as described in the Handbook documentation.
    Application Requirements: The following requirements are from 
section 4625(a) of the ESEA. In order to receive funding, an applicant 
must include the following in its application:
    (a) A description of the eligible entity.
    (b) A memorandum of understanding among all partner entities in the 
eligible entity that will assist the eligible entity to coordinate and 
provide pipeline services and that describes the roles the partner 
entities will assume.
    (c) A description of the capacity of the eligible entity to 
coordinate and provide pipeline services at two or more full-service 
community schools.
    (d) A comprehensive plan that includes descriptions of the 
following:
    (i) The student, family, and school community to be served, 
including demographic information.
    (ii) A needs assessment that identifies the academic, physical, 
nonacademic, health, mental health, and other needs of students, 
families, and community residents.
    (iii) Annual measurable performance objectives and outcomes, 
including an increase in the number and percentage of families and 
students targeted for services each year of the program, in order to 
ensure that children are--
    (A) Prepared for kindergarten;
    (B) Achieving academically; and
    (C) Safe, healthy, and supported by engaged parents.
    (iv) Pipeline services, including existing and additional pipeline 
services, to be coordinated and provided by the eligible entity and its 
partner entities, including an explanation of--
    (A) Why such services have been selected;
    (B) How such services will improve student academic achievement; 
and
    (C) How such services will address the annual measurable 
performance objectives and outcomes described above.
    (v) Plans to ensure that each full-service community school site 
has a full-time coordinator of pipeline services at such school, 
including a description of the applicable funding sources, plans for 
professional development for the personnel managing, coordinating, or 
delivering pipeline services, and plans for joint utilization and 
management of school facilities.
    (vi) Plans for annual evaluation based upon attainment of the 
performance objectives and outcomes described above.
    (vii) Plans for sustaining the programs and services described in 
the application after the grant period.
    (e) An assurance that the eligible entity and its partner entities 
will focus services on schools eligible for a schoolwide program under 
section 1114(b) of the ESEA.
    Applications that do not address the application requirements are 
not eligible for funding and will not be reviewed.
    Program Authority: 20 U.S.C. 7275.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 
97, 98, and 99. (b) The Office of Management and Budget Guidelines to 
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 
2 CFR part 180, as adopted and amended as regulations of the Department 
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost 
Principles, and Audit Requirements for Federal Awards in 2 CFR part 
200, as adopted and amended as regulations of the Department in 2 CFR 
part 3474.

    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: $7,500,000.
    Estimated Range of Awards: $275,000-$500,000 for each 12-month 
budget period; $1,375,000-$2,500,000 for the entire project period.
    Estimated Average Size of Awards: $450,000 for each 12-month 
period.
    Maximum Award: We will not make an award exceeding $2,500,000 for 
the entire project period.
    Minimum Award: The Secretary may not award a grant under this 
subpart for activities described in this section to an eligible entity 
in an amount that is less than $75,000 for each year of the grant.

[[Page 27568]]

    Estimated Number of Awards: 14-17.

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

    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: A consortium of--
    (a) (i) One or more LEAs; or
    (ii) The Bureau of Indian Education; and
    (b) one or more community-based organizations, nonprofit 
organizations, or other public or private entities.
    A consortium must comply with the provisions governing group 
applications in 34 CFR 75.127 through 75.129.
    2. a. 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. The Bureau of Indian 
Education may meet the matching requirement using funds from other 
Federal sources.
    b. Supplement not Supplant: This program is subject to supplement-
not-supplant funding requirements. Grantees must use FSCS grant funds 
to supplement, and not supplant, any other Federal, State, and local 
funds that would otherwise have been available to carry out activities 
authorized under section 4625 of the ESEA.
    3. Subgrantees: A grantee under this competition may not award 
subgrants to entities to directly carry out project activities 
described in its application.
    4. 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 not use more than 10 
percent of the total amount of grant funds for planning purposes during 
the first year of the grant. Funding received by grantees during the 
remainder of the project period must be devoted to program 
implementation.
    5. Use of Funds: Grantees must use FSCS grant funds to: (1) 
Coordinate not less than three existing pipeline services, as of the 
date their grants are awarded, and provide not less than two additional 
pipeline services, at two or more public elementary schools or 
secondary schools; (2) to the extent practicable, integrate multiple 
pipeline services into a comprehensive and coordinated continuum to 
achieve the annual measurable performance objectives and outcomes under 
section 4625(a)(4)(C) of the ESEA to meet the holistic needs of 
children; and (3) if applicable, coordinate and integrate services 
provided by community-based organizations and government agencies with 
services provided by specialized instructional support personnel.
    6. Evaluation: Grantees must conduct an annual evaluation of their 
project's progress in meeting the purpose of the FSCS program set out 
in section 4621(2) of the ESEA and use those evaluations to refine and 
improve activities carried out under the grant and the annual 
measurable achievement objectives and outcomes set out in section 
4625(a)(4)(C). Grantees must make the results of their annual 
evaluation publicly available, including by providing public notice of 
the availability of such results.

    Note: Nothing in section 4625 of the ESEA shall be construed to 
alter or otherwise affect the rights, remedies, and procedures 
afforded school or LEA employees under Federal, State, or local laws 
(including applicable regulations or court orders) under the terms 
of collective bargaining agreements, memoranda of understanding, or 
other agreements between such employees and their employers.

IV. Application and Submission Information

    1. Application Submission Instructions: For information on how to 
submit an application please refer to our Common Instructions for 
Applicants to Department of Education Discretionary Grant Programs, 
published in the Federal Register on February 12, 2018 (83 FR 6003) and 
available at www.gpo.gov/fdsys/pkg/FR-2018-02-12/pdf/2018-02558.pdf.
    2. Submission of Proprietary Information: Given the types of 
projects that may be proposed in applications for the FSCS program, 
your application may include business information that you consider 
proprietary. In 34 CFR 5.11 we define ``business information'' and 
describe the process we use in determining whether any of that 
information is proprietary and, thus, protected from disclosure under 
Exemption 4 of the Freedom of Information Act (5 U.S.C. 552, as 
amended).
    Because we plan to make successful applications available to the 
public, you may wish to request confidentiality of business 
information.
    Consistent with Executive Order 12600, please designate in your 
application any information that you believe is exempt from disclosure 
under Exemption 4. In the appropriate Appendix section of your 
application, under ``Other Attachments Form,'' please list the page 
number or numbers on which we can find this information. For additional 
information please see 34 CFR 5.11(c).
    3. Intergovernmental Review: This program is subject to Executive 
Order 12372 and the regulations in 34 CFR part 79. However, under 34 
CFR 79.8 (a), we waive intergovernmental review in order to make awards 
by the end of FY 2018.
    4. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    5. Recommended 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. We recommend 
that you (1) limit the application narrative to no more than 150 pages 
and (2) use 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.
     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.
    The recommended 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 recommended page limit does apply to all of the 
application narrative.
    6. 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 
of the applicant's intent to submit an application for funding by 
sending a short email message indicating the applicant's intent to 
submit an application for funding. The email need not include 
information regarding the content of the proposed application, only the 
applicant's intent to submit it. This email notification

[[Page 27569]]

should be sent to [email protected] with ``INTENT TO APPLY'' in the subject 
line by June 28, 2018. Applicants that do not notify us of their intent 
to apply may still apply for funding.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210. The maximum score for all of the selection 
criteria is 100 points. The maximum score for each criterion is 
included in parentheses following the title of the specific selection 
criterion. Each criterion also includes the factors that reviewers will 
consider in determining the extent to which an applicant meets the 
criterion.
    Points awarded under these selection criteria are in addition to 
any points an applicant earns under the competitive preference 
priorities in this notice. The maximum score that an application may 
receive under the competitive preference priorities and the selection 
criteria is 105 points.
    The selection criteria are as follows:
    (a) Quality of the Project Design (up to 15 points).
    The Secretary considers the quality of the design of the proposed 
project. In determining the quality of the design of the proposed 
project, the Secretary considers--
    (1) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable.
    (2) The extent to which the design of the proposed project is 
appropriate to, and will successfully address, the needs of the target 
population or other identified needs.
    (b) Quality of the Project Services (up to 25 points).
    The Secretary considers the quality of the services to be provided 
by the proposed project. In determining the quality of project 
services, the Secretary considers the quality and sufficiency of 
strategies for ensuring equal access and treatment for eligible project 
participants who are members of groups that have traditionally been 
underrepresented based on race, color, national origin, gender, age, or 
disability. In addition, the Secretary considers the following--
    (1) The likely impact of the services to be provided by the 
proposed project on the intended recipients of those services.
    (2) The extent to which the services to be provided by the proposed 
project involve the collaboration of appropriate partners for 
maximizing the effectiveness of project services.
    (c) Adequacy of Resources (up to 15 points).
    The Secretary considers the adequacy of resources for the proposed 
project. In determining the adequacy of resources for the proposed 
project, the Secretary considers the following factors--
    (1) The relevance and demonstrated commitment of each partner in 
the proposed project to the implementation and success of the project;
    (2) The extent to which the costs are reasonable in relation to the 
number of persons to be served and to the anticipated results and 
benefits.
    (d) Quality of the Management Plan (up to 20 points).
    The Secretary considers the quality of the management plan for the 
proposed project. In determining the quality of the management plan for 
the proposed project, the Secretary considers the following factors--
    (1) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks.
    (2) The extent to which the time commitments of the project 
director and principal investigator and other key project personnel are 
appropriate and adequate to meet the objectives of the proposed 
project.
    (e) Quality of the Project Evaluation (up to 25 points).
    The Secretary considers the quality of the evaluation to be 
conducted of the proposed project. In determining the quality of the 
evaluation, the Secretary considers the following factors--
    (1) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project.
    (2) The extent to which the methods of evaluation 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.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
requires various assurances including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department of Education 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.205, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
3474.10, the Secretary may impose specific conditions and, in 
appropriate circumstances, high-risk conditions on a grant if the 
applicant or grantee is not financially stable; has a history of 
unsatisfactory performance; has a financial or other management system 
that does not meet the standards in 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.
    4. Integrity and Performance System: If you are selected under this 
competition to receive an award that over the course of the project 
period may exceed the simplified acquisition threshold (currently 
$150,000), under 2 CFR 200.205(a)(2), we must make a judgment about 
your integrity, business ethics, and record of performance under 
Federal awards--that is, the risk posed by you as an applicant--before 
we make an award. In doing so, we must consider any information about 
you that is in the integrity and performance system (currently referred 
to as the Federal Awardee Performance and Integrity Information System 
(FAPIIS)), accessible through the System for Award Management. You may 
review and comment on any information about yourself that a Federal 
agency previously entered and that is currently in FAPIIS.
    Please note that, if the total value of your currently active 
grants, cooperative agreements, and procurement contracts from the 
Federal Government exceeds $10,000,000, the reporting requirements in 2 
CFR part 200, Appendix XII, require you to report certain integrity 
information to FAPIIS semiannually. Please review the requirements in 2 
CFR part 200, Appendix XII, if this grant plus all the other Federal 
funds you receive exceed $10,000,000.

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); or we may send you an email containing a link to 
access an electronic version of your GAN. We may notify you informally, 
also.

[[Page 27570]]

    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. Open Licensing Requirements: Unless an exception applies, if you 
are awarded a grant under this competition, you will be required to 
openly license to the public grant deliverables created in whole, or in 
part, with Department grant funds. When the deliverable consists of 
modifications to pre-existing works, the license extends only to those 
modifications that can be separately identified and only to the extent 
that open licensing is permitted under the terms of any licenses or 
other legal restrictions on the use of pre-existing works. 
Additionally, a grantee or subgrantee that is awarded competitive grant 
funds must have a plan to disseminate these public grant deliverables. 
This dissemination plan can be developed and submitted after your 
application has been reviewed and selected for funding. For additional 
information on the open licensing requirements please refer to 2 CFR 
3474.20.
    4. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) 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 multiyear 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 www.ed.gov/fund/grant/apply/appforms/appforms.html.
    (c) Under 34 CFR 75.250(b), the Secretary may provide a grantee 
with additional funding for data collection analysis and reporting. In 
this case the Secretary establishes a data collection period.
    5. Performance Measures: We have established one performance 
measure for the FSCS program: The percentage and number of individuals 
targeted for services and who receive services during each year of the 
project period.
    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: Whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, the 
performance targets in the grantee's approved application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. 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 compact disc) on request to 
the program contact person listed under FOR FURTHER INFORMATION 
CONTACT.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. You may 
access the official edition of the Federal Register and the Code of 
Federal Regulations via the Federal Digital System at: www.gpo.gov/fdsys. At this site you can view this document, as well as all other 
documents of this Department published in the Federal Register, in text 
or Portable Document Format (PDF). To use PDF you must have Adobe 
Acrobat Reader, which is available free at the site.
    You may also access documents of the Department published in the 
Federal Register by using the article search feature at: 
www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.

    Dated: June 8, 2018.
James C. Blew,
Acting Assistant Deputy Secretary for Innovation and Improvement.
[FR Doc. 2018-12701 Filed 6-12-18; 8:45 am]
 BILLING CODE 4000-01-P