[Federal Register Volume 84, Number 39 (Wednesday, February 27, 2019)]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2019-03427]
DEPARTMENT OF EDUCATION
Applications for New Awards; Full-Service Community Schools
AGENCY: Office of Elementary and Secondary Education, Department of
SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for fiscal year (FY) 2019 for the Full-Service
Community Schools (FSCS) program, Catalog of Federal Domestic
Assistance (CFDA) number 84.215J.
Applications Available: February 27, 2019.
Deadline for Notice of Intent to Apply: March 18, 2019.
Date of Pre-Application Webinar: For information about the pre-
application webinar, visit the Full-Service Community Schools (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: April 15, 2019.
Deadline for Intergovernmental Review: June 27, 2019.
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 13, 2019 (84 FR 3768), and available at
FOR FURTHER INFORMATION CONTACT: Michelle Johnson Armstrong, U.S.
Department of Education, 400 Maryland Avenue SW, Room 3C118,
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-
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The Full-Service Community Schools program is
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
Background: Full-service community schools provide comprehensive
academic, social, and health services for students, students' family
members, and community members that are designed to improve education
outcomes for children. The growing interest at the State and local
level in community schools,\1\ also known as full-service community
schools, coupled with this competition, present an opportunity for
nationwide school improvement. The ESEA offers flexibilities at the
State and local 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 educational agency (SEA) or local
educational agency (LEA) (as defined in this notice) 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. Full-service community
schools must be operated in a manner consistent with nondiscrimination
requirements contained in the U.S. Constitution and Federal civil
rights laws. The Department, through the Full-Service Community Schools
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.
\1\ 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.
According to a 2017 report, comprehensive community school
interventions that incorporate most or all of four features, or pillars
(integrated student supports; expanded learning time and opportunities;
family and community engagement; collaborative leadership and
practice), are associated with a range of positive student outcomes.
``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, p. v.
Over the last decade, the field has observed a wide range of
practices coordinated and implemented in full-service community
schools. Assuming strong social capital, stable leadership, and a
strong instructional program, full-service community schools have been
associated with improved attendance, student achievement, and student
behavior and youth development.\3\
\3\ Sebring, P.B., Allensworth, E., Bryk, A.S., Easton, J.Q., &
Luppescu, S. (2006). The Essential Supports for School Improvement.
Human Development (September), The Consortium on Chicago School
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 2019, 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 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
Competitive Preference Priorities: For FY 2019, 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
Competitive Preference Priority 2. We award an additional point to an
application that meets Competitive Preference Priority 3, and an
additional five points to an application that meets Competitive
Preference Priority 4. An applicant may receive a maximum of nine
competitive preference priority points. 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
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 an 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
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
The Secretary gives priority to an applicant that demonstrates that
it is a consortium with a history of effectiveness.
Competitive Preference Priority 4--Evidence-Based Activities,
Strategies, or Interventions. (0 or 5 points).
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,'' ``Quasi-experimental design study,'' ``Relevant
outcome,'' 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
(a) Is representative of a community or significant segments of a
(b) Provides educational or related services to individuals in the
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
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
(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
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 LEA 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
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
(a) High-quality early childhood education programs.
(b) High-quality school and out-of-school-time programs and
(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, including any comprehensive readiness assessment
(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
(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 connection to the
community and success in postsecondary education and the workforce.
(g) Social, health, nutrition, and mental health services and
(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
(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,
(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 schoolwide program.
State educational agency (SEA) means the agency primarily
responsible for the State supervision of public elementary schools and
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:
(1) A description of the eligible entity.
(2) 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.
(3) A description of the capacity of the eligible entity to
coordinate and provide pipeline services at two or more full-service
(4) A comprehensive plan that includes descriptions of the
(a) The student, family, and school community to be served,
including demographic information.
(b) A needs assessment that identifies the academic, physical,
nonacademic, health, mental health, and other needs of students,
families, and community residents.
(c) 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--
(i) Prepared for kindergarten;
(ii) Achieving academically; and
(iii) Safe, healthy, and supported by engaged parents.
(d) 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--
(i) Why such services have been selected;
(ii) How such services will improve student academic achievement;
(iii) How such services will address the annual measurable
performance objectives and outcomes described under (4)(c) of the
(e) 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.
(f) Plans for annual evaluation based upon attainment of the
performance objectives and outcomes described under (4)(c) of the
(g) Plans for sustaining the programs and services described in the
application after the grant period.
(5) 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: Section 4625 of the ESEA (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
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: $4,142,281.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in subsequent years from
the list of unfunded applications from this competition.
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
Maximum Award: We will not make an award exceeding $2,500,000 for
the entire project period.
Minimum Award: Under ESEA section 4625(d), the Secretary is
prohibited from making a grant under the Full-Service Community Schools
program in an amount that is less than $75,000 for each year of the
grant. Therefore, we will reject any application that proposes an
amount that is less than $75,000 for any budget period.
Estimated Number of Awards: 8.
Note: The Department is not bound by any estimates in this
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. Under section 4625(c) of the ESEA, 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: Under section 4625(e) of the ESEA, 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
6. Evaluation: Under section 4625(f) of the ESEA, 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) of the ESEA. Grantees must
make the results of their annual evaluation publicly available,
including by providing public notice of the availability of such
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 13, 2019 (84 FR 3768),
and available at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.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
Because we plan to make successful applications available to the
public, you may wish to request confidentiality of business
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. Information about
Intergovernmental Review of Federal Programs under Executive Order
12372 is in the application package for this competition.
4. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
5. Recommended Page Limit: The application narrative 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
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
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 should be sent
to [email protected] with ``INTENT TO APPLY'' in the subject line by March
18, 2019. 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 109 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
(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
(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
(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
(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.
(3) The extent to which the methods of evaluation will provide
valid and reliable performance data on relevant outcomes.
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
(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
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,
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
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
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
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 at www.govinfo.gov. 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
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: February 22, 2019.
Assistant Secretary for Elementary and Secondary Education.
[FR Doc. 2019-03427 Filed 2-26-19; 8:45 am]
BILLING CODE 4000-01-P