[Federal Register Volume 88, Number 109 (Wednesday, June 7, 2023)]
[Notices]
[Pages 37222-37237]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-12145]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Full-Service Community Schools 
Program

AGENCY: Office of Elementary and Secondary Education, 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) 2023 for the Full-Service 
Community Schools (FSCS) program, Assistance Listing Number 84.215J. 
This notice relates to the approved information collection under OMB 
control number 1894-0006.

DATES: 
    Applications Available: June 7, 2023.
    Deadline for Notice of Intent to Apply: July 7, 2023.
    Date of Pre-Application Meetings: The Department will hold pre-
application meetings via webinars for prospective applicants. Detailed 
information regarding these webinars will be provided on the FSCS 
website at https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/school-choice-improvement-programs/full-service-community-schools-program-fscs/fy-2023-fscs-grant-competition/.
    Deadline for Transmittal of Applications: August 8, 2023.
    Deadline for Intergovernmental Review: October 8, 2023.

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 December 7, 2022 (87 FR 75045), and available at 
https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs. Please note that these Common Instructions supersede 
the version published on December 27, 2021.

FOR FURTHER INFORMATION CONTACT: Jane Hodgdon, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 4E246, Washington, DC 20202. 
Telephone: 202-245-6057. Email: [email protected].
    If you are deaf, hard of hearing, or have a speech disability and 
wish to access telecommunications relay services, please dial 7-1-1.

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The FSCS program is authorized by sections 
4621-4623 and 4625 of the Elementary and Secondary Education Act of 
1965, as amended (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: Meeting the needs of the whole child is essential to 
helping America's students grow academically and improve their well-
being. The Biden-Harris Administration's commitment to increasing and 
supporting the adoption of community school models across the country 
has resulted in an increase in funding from $25 million in 2020 to $150 
million in FY 2023, from 42 grantees in 2020 to 129 grantees in 2023, 
which includes 42 grants made to local educational agencies (LEAs) (as 
defined in this notice), nonprofit (as defined in this notice) 
organizations, institutions of higher education, and government 
organizations in FY 2022. To further demonstrate its commitment to 
community schools, the White House worked with nine Federal agencies to 
identify how funding across the Federal government can be used to 
support community schools. These efforts resulted in the publication of 
a Fact Sheet \1\ and Toolkit \2\ designed to assist community school 
leaders, coordinators, advocates, and other stakeholders to understand 
the current scope of Federal funding that can be used to support 
community schools.
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    \1\ Fact Sheet: Biden-Harris Administration Announces Efforts to 
Support Community Schools. Available at: www.whitehouse.gov/briefing-room/statements-releases/2023/01/18/fact-sheet-biden-harris-administration-announces-efforts-to-support-community-schools/.
    \2\ White House Toolkit: Federal Resources to Support Community 
Schools. Available at: www.whitehouse.gov/wp-content/uploads/2023/01/2023-01-13-WHITE-HOUSE-TOOLKIT_Federal-Resources-to-Support-Community-Schools.pdf.
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    Full-service community schools (as defined in this notice) meet the 
unique needs of the neighborhoods they serve by leveraging local 
nonprofit, private sector, and public partnerships to bring wraparound 
services into school buildings, such as mental health supports, dental 
services, and assistance with shelter and nutrition. They operate with 
the assistance of school staff who coordinate with school 
administrators, stakeholders, and local organizations to deliver these 
services and more to students, their families, and members of the 
community. Research \3\ has shown that comprehensive community school 
interventions have increased student attendance, on-time grade 
progression, and high school graduation rates.
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    \3\ Maier, A., Daniel, J., Oakes, J., & Lam, L. (December 2017). 
Community Schools as an Effective School Improvement Strategy: A 
Review of the Evidence. Learning Policy Institute.
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    The growing interest at the State and local levels in community 
schools,\4\ known as full-service community schools, coincides with a 
moment in which schools are urgently focused on supporting students' 
holistic needs as they help them recover from the COVID-19 pandemic and 
the Nation is grappling with violence in and around schools. In his 
January 2023 speech, Secretary Miguel Cardona encouraged all 
stakeholders to raise the bar in education. ``Raise the Bar: Lead the 
World'' \5\ is the Department's call to action to transform preschool 
through grade 12 education and unite around evidence-based (as defined 
in this notice) strategies that advance educational equity and 
excellence for all students. Raising the bar in education focuses on 
building the skills that all students need to thrive inside and

[[Page 37223]]

outside of school, and supporting students to excel in the classroom, 
in their careers, and in their enriched lives and communities, making a 
positive difference in the world, for generations to come.
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    \4\ Maier, A., Daniel, J., Oakes, J., & Lam, L. (December 2017). 
Community Schools as an Effective School Improvement Strategy: A 
Review of the Evidence. Learning Policy Institute.
    \5\ Raise the Bar, U.S. Department of Education Call to Action. 
Available at: www.ed.gov/raisethebar/.
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    In addition to the funding made available under FSCS, 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 after-school programming and support for a community 
school coordinator (ESEA section 4108(5)(H)). If a State educational 
agency (SEA) (as defined in this notice) or LEA 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.\6\ In addition to a community 
school approach being an allowable use of funding under title I of ESEA 
as an evidence-based approach to school improvement, full-service 
community schools have been well-positioned to respond to the COVID-19 
pandemic and its impact on student's academic needs and well-being, 
including by working closely with partner organizations to address 
community needs such as summer programming, food and nutrition 
programs, tutoring, mentoring, mental and physical health services, 
COVID-19 vaccine access, family engagement strategies, and 
opportunities to accelerate learning both inside and outside the 
classroom. Accordingly, community schools are an allowable use of 
American Rescue Plan Act funds. In addition, through the FSCS program, 
the Department provides catalytic support for the planning and capacity 
building, development, implementation, operation, and coordination of 
effective services for children and families, particularly in urban and 
rural areas with high rates of poverty.
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    \6\ Horn, M.B., Freeland, J., Butler, S.M., & Brookings 
Institution. (2015). Schools as Community Hubs: Integrating Support 
Services to Drive Educational Outcomes. A Series of Discussion 
Papers on Building Healthy Neighborhoods. No. 3. In Brookings 
Institution. Brookings Institution.
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    Research \7\ shows that community schools that include certain 
design features show improvements in teaching, learning, and student 
outcomes. The evidence-based features, or pillars, include providing 
(1) integrated supports (e.g., social and emotional learning, access to 
health and nutrition services); (2) expanded and enriched learning time 
(e.g., after-school enrichment and summer school); (3) active family 
and community engagement; and (4) collaborative leadership and 
practices to support high-quality teaching. Full-service community 
schools should create and implement these evidence-based strategies as 
part of a comprehensive set of services that are designed to reflect 
and be tailored to local contexts. These four pillars are supported by 
the Science of Learning and Development Alliance \8\ and can be used to 
address the needs of the whole child, including those children and 
youth whom schools and community partners determine to be most 
underserved. Continued inclusion of the four pillars in this year's 
FSCS competition allows applicants to develop projects with greater 
fidelity to evidence-based practices \9\ that have been shown to be 
associated with improvements in teaching, learning, and student 
outcomes, and prepares the FSCS program and its grantees for future 
national evaluation efforts. For example, in a January 2020 study of 
New York City community schools, assuming strong social capital, stable 
leadership, and a strong instructional program, community schools have 
been associated with improved attendance, on-time grade progression, 
student achievement in math, and fewer disciplinary incidents.\10\
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    \7\ Maier, A., Daniel, J., Oakes, J., & Lam, I. (2017). 
Community Schools as an Effective School Improvement Strategy: A 
Review of the Evidence. Palo Alto, CA: Learning Policy Institute.
    \8\ Science of Learning and Development Alliance. (2020). 
Science of Learning and Development: Initial Findings. https://soldalliance.org/wp-content/uploads/2021/12/SoLD-Science-Translation_May-2020_FNL.pdf.
    \9\ Learning Policy Institute & Turnaround for Children. (2021). 
Design principles for schools: Putting the science of learning and 
development into action.
    \10\ Johnston, W., Engberg, J., Opper, I., Sontag-Padilla, L., 
and Xenakis, L. (2020). Illustrating the Promise of Community 
Schools: An Assessment of the Impact of the New York City Community 
Schools Initiative. City of New York, www.rand.org/pubs/research_reports/RR3245.html.
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    Building upon the work and progress of the field, as well as the 
lessons learned from reviews and evaluations of community school 
strategies and implementation, the Department published a notice of 
final priority and requirements for the FSCS program elsewhere in this 
issue of the Federal Register (2023 FSCS NFP). The final requirements 
are included in this notice and require that grantees under this 
competition commit to and participate in a national evaluation 
assessing the implementation of the FSCS program.
    In this FSCS competition, through two competitive preference 
priorities, the Department seeks applications that consider how 
classroom practices and school designs that are focused on the whole 
learner can be incorporated into community school supports and 
strategies. Recognizing the impact of school and community safety on 
learning, the Department is also interested in projects that propose to 
coordinate across multiple agencies and organizations to address 
community violence prevention and intervention. Through an invitational 
priority, the Department encourages projects that support effective 
transition practices, continuity of services and supports, and aligned 
instruction for students as they transition from preschool and other 
early childhood settings into kindergarten and from kindergarten into 
the early grades. Under the ESEA, FSCS grantees must provide pipeline 
services (as defined in this notice), which includes access to high-
quality early childhood education programs. While FSCS grantees are 
also required to support a child's transition between elementary, 
middle, and high schools, they are not required to support effective 
transitions between early childhood education and elementary school 
settings, which research suggests is a critical point for addressing 
the achievement gap before it is further entrenched.\11\ Furthermore, 
instructional alignment from prekindergarten to first grade is 
associated with a sustained benefit for a student's language, literacy, 
and math skills through first grade.\12\ To facilitate a smooth 
transition to kindergarten and support educational continuity across 
the preschool to third grade continuum, we include the invitational 
priority.
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    \11\ McCormick, M., MacDowell, C., Weiland, C., Hsueh, J., 
Maier, M., Pralica, M., Maves, S., Snow, C. & Sachs, J. (2023). 
Instructional Alignment is Associated with Sustained Benefits of 
PreK. (EdWorkingPaper: 23-776). Retrieved from Annenberg Institute 
at Brown University: https://doi.org/10.26300/8s3g-tz1.
    \12\ Ibid.
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    Priorities: This notice contains five absolute priorities, two 
competitive preference priorities, and one invitational priority. In 
accordance with 34 CFR 75.105(b)(2)(iv), Absolute Priority 1 is from 
section 4625(b)(1)(A) of the ESEA, and Absolute Priority 2 is from 
section 4625(b)(1)(A) and (B) of the ESEA. Absolute Priorities 3, 4, 
and 5 are from the notice of final priorities, requirements, 
definitions, and selection criteria for this program published in the 
Federal Register on July 13, 2022 (87 FR 41675) (2022 FSCS NFP). 
Competitive Preference Priorities 1 and 2 are from the Secretary's 
Supplemental Priorities and Definitions for

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Discretionary Grants Programs published in the Federal Register on 
December 10, 2021 (86 FR 70612) (Supplemental Priorities).
    Absolute Priorities: For FY 2023 and any subsequent year in which 
we make awards from the list of unfunded applications from this 
competition, these priorities are absolute priorities. Under 34 CFR 
75.105(c)(3) we consider only applications that meet Absolute Priority 
1 or Absolute Priority 2 and one additional absolute priority (Absolute 
Priority 3, Absolute Priority 4, or Absolute Priority 5).
    Absolute Priorities 3, 4, and 5 constitute their own funding 
categories under Absolute Priority 1 and under Absolute Priority 2. 
Consequently, there will be separate funding slates for each of the 
following categories of applications:
     Absolute Priorities 1 and 3;
     Absolute Priorities 1 and 4;
     Absolute Priorities 1 and 5;
     Absolute Priorities 2 and 3;
     Absolute Priorities 2 and 4; and
     Absolute Priorities 2 and 5.
    The Secretary intends to award grants under each of these funding 
categories, provided that applications of sufficient quality are 
submitted. To ensure that applicants are considered for the correct 
type of grant, applicants must clearly identify the specific absolute 
priorities that the proposed project addresses in the one-page 
abstract. If an entity is interested in proposing separate projects 
(e.g., one that addresses Absolute Priorities 1 and 3 and another that 
addresses Absolute Priorities 1 and 4), separate applications must be 
submitted.
    These priorities are:
    Absolute Priority 1--Title IA Schoolwide Program Eligibility.
    To meet this priority, applicants must propose to 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.
    Absolute Priority 2--Title IA Schoolwide Program Eligibility and 
Rural Districts--Small and Rural or Rural and Low-Income.
    To meet this priority, applicants must propose to: (1) serve a 
minimum of two or more full-service community schools eligible for a 
schoolwide program under section 1114(b) of the ESEA, as part of a 
community- or district-wide strategy; and (2) include an LEA that 
satisfies the requirements of the Small Rural School Achievement 
program (ESEA section 5211(b)(1)(A), (B), or (C)) or the Rural and Low-
Income School program (ESEA section 5221(b)(1)(A), (B), or (C)).
    Note: Applicants may determine whether a particular LEA is eligible 
for these programs by referring to information on the following 
Department website: https://oese.ed.gov/offices/office-of-formula-grants/rural-insular-native-achievement-programs/rural-education-achievement-program/.
    Note: An LEA includes a public charter school that operates as an 
LEA.
    Absolute Priority 3--Capacity Building and Development Grants.
    To meet this priority, applicants must propose projects to (a) 
conduct initial development and coordination activities, including 
extensive community engagement, that leverage the findings of their 
needs assessment--which may be completed during or before the grant 
period--to develop the infrastructure, activities, and partnerships to 
implement full-service community schools in two or more schools, and 
(b) gather data on performance indicators.
    Absolute Priority 4--Multi-Local Educational Agency Grants.
    To meet this priority, applicants must propose projects to 
implement and sustain full-service community schools in two or more 
LEAs. As outlined in section 4622(1)(B) of the ESEA, an eligible entity 
for any FSCS grant is a consortium of one or more LEAs or the Bureau of 
Indian Education (BIE) and one or more community-based organizations, 
nonprofit organizations, or other public or private entities. The 
project must, with the exception of LEAs that oversee a single school, 
coordinate and provide services at two or more full-service community 
schools in each LEA.
    Absolute Priority 5--FSCS State Scaling Grants.\13\
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    \13\ Unitary systems, such as the District of Columbia, Hawaii, 
and Puerto Rico, may apply under Absolute Priority 5 FSCS State 
Scaling Grants.
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    Applications submitted under Priority 5 must include a written 
commitment of the SEA to participate in the partnership and to sustain 
the program beyond 2 years after the term of the grant, which can be 
submitted in the required preliminary memorandum of understanding (MOU) 
that includes the roles and responsibilities of the SEA and other 
partners identified at the time of the application. The applicant, in 
partnership with the SEA, determines the number and percentage of State 
LEAs, and the number and percentage of schools across those LEAs, that 
will develop, support, and expand full-service community schools over 
the 5-year grant performance period.
    Applications under Priority 5 must also identify or establish a 
State steering committee (which may be a previously existing body) that 
represents relevant community schools' stakeholders, including 
educators and other school staff, community school initiative leaders, 
education union or association designees, family leaders participating 
in community school programs, community partners such as service 
providers, early childhood education providers such as Head Start, and 
community school coordinators from schools already implementing full-
service community schools in the State. In addition to serving as an 
advisory committee, the steering committee also has the authority to 
make decisions about the design, implementation, and evaluation for the 
grant, which may include identification or selection of LEAs that will 
partner in the development and implementation of two or more community 
schools in each LEA, with the exception of LEAs that oversee a single 
school. The roles and responsibilities of the steering committee must 
be included in the required preliminary MOU.
    As outlined in section 4622(1)(B) of the ESEA, an eligible entity 
for any FSCS grant is a consortium of one or more LEAs or the BIE and 
one or more community-based organizations, nonprofit organizations, or 
other public or private entities.
    Competitive Preference Priorities: For FY 2023 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 up to an additional 
10 points to an application, depending on how well the application 
meets one or both of these priorities; the total possible points for 
each competitive preference priority are noted in parentheses. 
Applicants may apply under one, both, or none of the competitive 
preference priorities. If an applicant chooses to address one or both 
of the competitive preference priorities, the applicant must identify 
in the one-page abstract the competitive preference priorities they are 
addressing in order to receive those points. The applicant must respond 
to the competitive preference priorities it chooses to address in the 
application narrative section of its application.
    These priorities are:
    Competitive Preference Priority 1--Meeting Student Social, 
Emotional, and Academic Needs. (up to 5 points)
    Projects that are designed to improve students' social, emotional, 
academic, and career development, with a focus on

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underserved students, through one or more of the following priority 
areas:
    (1) Creating education or work-based settings that are supportive, 
positive, identity-safe, and inclusive with regard to race, ethnicity, 
culture, language, and disability status, through developing trusting 
relationships between students (including underserved students), 
educators, families, and community partners.
    (2) Providing multi-tiered systems of supports that address 
learning barriers both in and out of the classroom, that enable healthy 
development and respond to students' needs and which may include 
evidence-based trauma-informed practices and professional development 
for educators on avoiding deficit-based approaches.
    (3) Creating and implementing comprehensive schoolwide frameworks 
(such as small schools or learning communities, advisory systems, or 
looping educators) that support strong and consistent student and 
educator relationships.
    Competitive Preference Priority 2--Strengthening Cross-Agency 
Coordination and Community Engagement to Advance Systemic Change. (up 
to 5 points)
    The Secretary gives priority to projects that are designed to take 
a systemic evidence-based approach to improving outcomes for 
underserved students in coordinating efforts with Federal, State, or 
local agencies, or community-based organizations, that support 
students, to address community violence prevention and intervention.
    Invitational Priority: For FY 2023 and any subsequent year in which 
we make awards from the list of unfunded applications from this 
competition, this is an invitational priority. Under 34 CFR 
75.105(c)(1) we do not give an application that meets this invitational 
priority a competitive or absolute preference over other applications. 
If an applicant chooses to address the invitational priority, the 
applicant must identify so in the one-page abstract. The applicant must 
respond to the invitational priority in the application narrative 
section of its application.
    This priority is:
    Supporting Effective Transition Practices, Continuity of Services 
and Supports, and Aligned Instruction for Students from Preschool and 
Other Early Childhood Settings into Kindergarten and from Kindergarten 
into the Early Grades (K-3).
    The Secretary is particularly interested in projects that include 
policies and procedures informed by developmentally appropriate 
practices that support cross-sector collaboration and family engagement 
across early learning and early elementary grades to support continuity 
of relationships and services from preschool through grade three, 
designed to lead to increased and improved educational opportunities 
for students, and include implementation of one or more of the 
following: (1) early learning through early elementary grades 
instructional alignment and educator and school leader support to 
promote academic recovery; (2) promotion of effective and informed 
attendance strategies in early learning and the early elementary 
grades; and (3) capacity building to promote effective family 
engagement for students in early learning and the early elementary 
grades.
    Application Requirements: For FY 2023 and any subsequent year in 
which we make awards from the list of unfunded applications from this 
competition, the following requirements apply. Applications for FSCS 
grant funds must address the following application requirements. 
Applicants must respond to the requirements that correspond to the 
absolute priority that they are addressing. The application 
requirements are from section 4625(a) of the ESEA, the 2022 FSCS NFP, 
and the 2023 FSCS NFP. The source of each requirement is provided in 
the parentheses following each requirement. An applicant may choose to 
respond to each requirement separately or in the context of the 
applicant's response to the selection criteria in Section V.1. of this 
notice.
    Absolute Priority 3--Capacity Building and Development Grants.
    In order to receive funding, applicants for grants under Absolute 
Priority 3 Capacity Building and Development Grants must address the 
following application requirements.
    (1) A description of the eligible entity. (4625(a)(1))
    (2) A preliminary MOU among all partner entities of the eligible 
entity, identified at the time of application, that will assist the 
eligible entity to plan, develop, coordinate, provide, and evaluate 
pipeline services and that describes the roles and responsibilities 
that the partners, including the broadly representative consortium (as 
defined in this notice), will assume. (4625(a)(2) and 2022 FSCS NFP)
    (3) A description of the capacity of the eligible entity to 
coordinate and provide pipeline services at two or more full-service 
community schools. (4625(a)(3))
    (4) A comprehensive plan that includes descriptions of the 
following:
    (A) The student, family, and school community to be served, 
including demographic information; (4625(a)(4)(A))
    (B) A plan for conducting the needs assessment that identifies the 
academic, physical, nonacademic, health, mental health, and other needs 
of students, families, and community residents; (4625(a)(4)(B)) and 
2022 FSCS NFP)
    (C) A plan for developing 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. 
(4625(a)(4)(C) and 2022 FSCS NFP)
    (D) A plan for identifying and developing 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; 
and
    (iii) How such services will address the annual measurable 
performance objectives and outcomes established under paragraph (4)(C) 
of this requirement. (4625(a)(4)(D) and 2022 FSCS NFP)
    (E) A description of the pillars of full-service community schools 
(as defined in this notice) that they have in place or how they will 
establish these pillars, or how they will implement these pillars with 
partners, including community-based organizations and collaborating 
with school leadership and staff. (2022 FSCS NFP)
    (F) 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. (4625(a)(4)(E))
    (G) Plans for an annual evaluation based upon attainment of the 
performance objectives and outcomes described in paragraph (4)(C) of 
this requirement.
    An applicant must, in addition to providing the information and 
assurances required by section 4625(a)(4)(F) of the ESEA, commit to an 
independent evaluation that includes a design and implementation 
evaluation that will, at a minimum, (1) include annual evaluations of 
progress achieved

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with the grant; (2) be used to refine and improve activities carried 
out through the grant; (3) collect and report data that includes, but 
is not limited to, the following indicators: student chronic 
absenteeism rates; student discipline rates, including suspensions and 
expulsions; school climate information, which may come from student, 
parent, or teacher surveys; provision of integrated student supports 
and stakeholder services; expanded and enriched learning time and 
opportunities; family and community engagement efforts and impact; 
information on the number, qualifications, and retention of school 
staff, including the number and percentage of fully certified teachers, 
disaggregated by race and ethnicity, rates of teacher turnover, and 
teacher experience; graduation rates; changes in school spending 
information; collaborative leadership and practice strategies, which 
may include building the capacity of educators, principals, other 
school leaders, and other staff to lead collaborative school 
improvement structures, such as professional learning communities; 
regularly convening or engaging all initiative-level partners, such as 
LEA representatives, city or county officials, children's and youth's 
cabinets, nonprofit service providers, public housing agencies, and 
advocates; regularly assessing program quality and progress through 
individual student data, participant feedback, and aggregate outcomes 
to develop strategies for improvement; and organizing school personnel 
and community partners into working teams focused on specific issues 
identified in the needs and assets assessment; and (4) make results of 
the evaluation publicly available. (2022 FSCS NFP)
    (H) Plans for sustaining the programs and services described in 
section 4625(a) of the ESEA after the grant period. (4625(a)(4)(G))
    (5) An assurance that the eligible entity and its partner entities 
will participate in a national evaluation assessing the implementation 
of the FSCS program, which may include, but is not limited to, the 
following:
    (A) Completing surveys of grantee organizations (which may include 
service provider partners), grantee schools (which may include multiple 
individuals within each school such as the principal and the service 
coordinator), and potentially a sample of teachers within grantee 
schools;
    (B) Participating in interviews of grantee organizations, grantee 
schools, and/or a sample of teachers within grantee schools;
    (C) Providing administrative data, such as student absenteeism 
rates and high school graduation rates;
    (D) Cooperating with data collection at several points during the 
grant period, such as shortly after grant award (baseline round of data 
collection), during the middle of the grant period (interim round of 
data collection), and toward the end of the grant period (final round 
of data collection); and
    (E) Assisting in facilitating connections between each grantee's 
local evaluator and the national evaluation of implementation to ensure 
efficiency and coordination between the evaluation efforts. (2023 FSCS 
NFP)
    (6) 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. (4625(a)(5))
    Absolute Priority 4--Multi-Local Educational Agency Grants.
    In order to receive funding, applicants for grants under Absolute 
Priority 4 Multi-Local Educational Agency Grants must address the 
following application requirements.
    (1) A description of the eligible entity. (4625(a)(1))
    (2) A preliminary MOU among all partner entities of the eligible 
entity, identified at the time of the application, that will assist the 
eligible entity to plan, develop, coordinate, provide, and evaluate 
pipeline services and that describes the roles and responsibilities 
that the partners, including the broadly representative consortium, 
will assume. (4625(a)(2) and 2022 FSCS NFP)
    (3) A description of the capacity of the eligible entity to 
coordinate and provide pipeline services at two or more full-service 
community schools in each LEA. (4625(a)(3) and 2022 FSCS NFP)
    (4) A comprehensive plan that includes descriptions of the 
following:
    (A) The student, family, and school community to be served, 
including demographic information. (4625(a)(4)(A))
    (B) A needs assessment that identifies the academic, physical, 
nonacademic, health, mental health, and other needs of students, 
families, and community residents. (4625(a)(4)(B))
    (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; (4625(a)(4)(C)(i))
    (ii) Achieving academically; (4625(a)(4)(C)(ii)) and
    (iii) Safe, healthy, and supported by engaged parents. 
(4625(a)(4)(C)(iii))
    (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; 
and
    (iii) How such services will address the annual measurable 
performance objectives and outcomes established under paragraph (4)(C) 
of this requirement. (4625(a)(4)(D))
    (E) A description of the pillars of full-service community schools 
that they have in place or how they will establish these pillars, or 
how they will implement these pillars with partners, including 
community-based organizations and collaborating with school leadership 
and staff. (2022 FSCS NFP)
    (F) 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 facilities. (4625(a)(4)(E))
    (G) Plans for an annual evaluation based upon attainment of the 
performance objectives and outcomes described in paragraph (4)(C) of 
this requirement.
    An applicant must, in addition to providing the information and 
assurances required by section 4625(a)(4)(F) of the ESEA, commit to an 
independent evaluation that includes a design and implementation 
evaluation that will, at a minimum, (1) include annual evaluations of 
progress achieved with the grant; (2) be used to refine and improve 
activities carried out through the grant; (3) collect and report data 
that includes, but is not limited to, the following indicators: student 
chronic absenteeism rates; student discipline rates, including 
suspensions and expulsions; school climate information, which may come 
from student, parent, or teacher surveys; provision of integrated 
student supports and stakeholder services; expanded and enriched 
learning time and opportunities; family and community engagement 
efforts and impact; information on the number, qualifications, and 
retention of school staff, including the number and percentage of fully 
certified teachers, disaggregated by race and ethnicity, rates of 
teacher turnover, and teacher experience; graduation rates; changes in

[[Page 37227]]

school spending information; collaborative leadership and practice 
strategies, which may include building the capacity of educators, 
principals, other school leaders, and other staff to lead collaborative 
school improvement structures, such as professional learning 
communities; regularly convening or engaging all initiative-level 
partners, such as LEA representatives, city or county officials, 
children's and youth's cabinets, nonprofit service providers, public 
housing agencies, and advocates; regularly assessing program quality 
and progress through individual student data, participant feedback, and 
aggregate outcomes to develop strategies for improvement; and 
organizing school personnel and community partners into working teams 
focused on specific issues identified in the needs and assets 
assessment; and (4) make results of the evaluation publicly available. 
(2022 FSCS NFP)
    (H) Plans for sustaining the programs and services described in 
section 4624(a) of the ESEA after the grant period. (4625(a)(4)(G))
    (5) An assurance that the eligible entity and its partner entities 
will participate in a national evaluation assessing the implementation 
of the FSCS program, which may include, but is not limited to, the 
following:
    (A) Completing surveys of grantee organizations (which may include 
service provider partners), grantee schools (which may include multiple 
individuals within each school such as the principal and the service 
coordinator), and potentially a sample of teachers within grantee 
schools;
    (B) Participating in interviews of grantee organizations, grantee 
schools, and/or a sample of teachers within grantee schools;
    (C) Providing administrative data, such as student absenteeism 
rates and high school graduation rates;
    (D) Cooperating with data collection at several points during the 
grant period, such as shortly after grant award (baseline round of data 
collection), during the middle of the grant period (interim round of 
data collection), and toward the end of the grant period (final round 
of data collection); and
    (E) Assisting in facilitating connections between each grantee's 
local evaluator and the national evaluation to ensure efficiency and 
coordination between the evaluation efforts. (2023 FSCS NFP)
    (6) An assurance that the eligible entity and its partner entities 
will focus services on schools eligible for a schoolwide program under 
section 1114(b). (4625(a)(5))
    Absolute Priority 5--State Scaling Grants.
    In order to receive funding, applicants for grants under Absolute 
Priority 5 State Scaling Grants must address the following application 
requirements.
    (1) A description of the eligible entity. (4625(a)(1))
    (2) A preliminary MOU among all partner entities of the eligible 
entity, identified at the time of the application, that will assist the 
eligible entity to plan, develop, coordinate, provide, and evaluate 
pipeline services and that describes the roles and responsibilities 
that the partners, including the broadly representative consortium, 
will assume. (4625(a)(2) and 2022 FSCS NFP)
    Applications submitted under Priority 5 FSCS State Scaling Grants 
must also include in the preliminary MOU a description of the State 
steering committee and the SEA's commitment to and partnership in the 
consortium, including the roles, responsibilities, and commitment of 
the SEA to the partnership and the scaling of full-service community 
schools to a percentage of State LEAs implementing schoolwide Title IA 
programs and where there is a commitment to sustain the program beyond 
2 years after the term of the grant. (4625(a)(2) and 2022 FSCS NFP)
    (3) A description of the capacity of the eligible entity to 
coordinate and provide pipeline services at two or more full-service 
community schools in each of the LEAs included in the application. 
(4625(a)(3) and 2022 FSCS NFP)
    (4) A comprehensive plan that includes descriptions of the 
following:
    (A) The student, family, and school community to be served, 
including demographic information. (4625(a)(4)(A))
    (B) A needs assessment that identifies the academic, physical, 
nonacademic, health, mental health, and other needs of students, 
families, and community residents. (4625(a)(4)(B))
    (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; (4625(a)(4)(C)(i))
    (ii) Achieving academically; (4625(a)(4)(C)(ii)) and
    (iii) Safe, healthy, and supported by engaged parents. 
(4625(a)(4)(C)(iii))
    (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; (4625(a)(4)(D)(ii))
    (ii) How such services will improve student academic achievement; 
(4625(a)(4)(D)(ii)) and
    (iii) How such services will address the annual measurable 
performance objectives and outcomes established under paragraph (4)(C) 
of this requirement. (4625(a)(4)(C)(iii))
    (E) A description of the pillars of full-service community schools 
that they have in place or how they will establish these pillars, or 
how they will implement these pillars with partners, including 
community-based organizations and collaborating with school leadership 
and staff. (2022 FSCS NFP)
    (F) 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 facilities. (4625(a)(4)(E))
    (G) Plans for an annual evaluation based upon attainment of the 
performance objectives and outcomes described in paragraph (4)(C) of 
this requirement.
    An applicant must, in addition to providing the information and 
assurances required by section 4625(a)(4)(F) of the ESEA, commit to an 
independent evaluation that includes a design and implementation 
evaluation that will, at a minimum, (1) include annual evaluations of 
progress achieved with the grant; (2) be used to refine and improve 
activities carried out through the grant; (3) collect and report data 
that includes, but is not limited to, the following indicators: student 
chronic absenteeism rates; student discipline rates, including 
suspensions and expulsions; school climate information, which may come 
from student, parent, or teacher surveys; provision of integrated 
student supports and stakeholder services; expanded and enriched 
learning time and opportunities; family and community engagement 
efforts and impact; information on the number, qualifications, and 
retention of school staff, including the number and percentage of fully 
certified teachers, disaggregated by race and ethnicity, rates of 
teacher turnover, and teacher experience; graduation rates; changes in 
school spending information; collaborative leadership and practice 
strategies, which may include building the capacity of educators, 
principals,

[[Page 37228]]

other school leaders, and other staff to lead collaborative school 
improvement structures, such as professional learning communities; 
regularly convening or engaging all initiative-level partners, such as 
LEA representatives, city or county officials, children's and youth's 
cabinets, nonprofit service providers, public housing agencies, and 
advocates; regularly assessing program quality and progress through 
individual student data, participant feedback, and aggregate outcomes 
to develop strategies for improvement; and organizing school personnel 
and community partners into working teams focused on specific issues 
identified in the needs and assets assessment; and (4) make results of 
the evaluation publicly available. (2022 FSCS NFP)
    (H) Plans for sustaining the programs and services described in 
this subsection after the grant period. (4625(a)(4)(G))
    (5) An assurance that the eligible entity and its partner entities 
will participate in a national evaluation assessing the implementation 
of the FSCS program, which may include, but is not limited to, the 
following:
    (A) Completing surveys of grantee organizations (which may include 
service provider partners), grantee schools (which may include multiple 
individuals within each school such as the principal and the service 
coordinator), and potentially a sample of teachers within grantee 
schools;
    (B) Participating in interviews of grantee organizations, grantee 
schools, and/or a sample of teachers within grantee schools;
    (C) Providing administrative data, such as student absenteeism 
rates and high school graduation rates;
    (D) Cooperating with data collection at several points during the 
grant period, such as shortly after grant award (baseline round of data 
collection), during the middle of the grant period (interim round of 
data collection), and toward the end of the grant period (final round 
of data collection); and
    (E) Assisting in facilitating connections between each grantee's 
local evaluator and the national evaluation to ensure efficiency and 
coordination between the evaluation efforts. (2023 FSCS NFP)
    (6) An assurance that the eligible entity and its partner entities 
will focus services on schools eligible for a schoolwide program under 
section 1114(b). (4625(a)(5))
    Program Requirements: FSCS grantees must meet the following program 
requirements. These requirements are from sections 4623 and 4625 of the 
ESEA, the 2022 FSCS NFP, and the 2023 FSCS NFP. The source of each 
requirement is provided in the parentheses following each requirement. 
For FY 2023 and any subsequent year in which we make awards from the 
list of unfunded applications from this competition, the following 
requirements apply.
    (1) Matching Funds. Each grantee shall provide matching funds from 
non-Federal sources, which may be provided in part with in-kind 
contributions. The BIE may meet the matching requirement using funds 
from other Federal sources. (ESEA section 4623(d)(2))
    (2) Use of Funds. Each grantee shall use the grant funds for the 
following grant activities:
    (A) Each grantee may use not more than 10 percent of the total 
amount of grant funds for planning purposes during the first year of 
the grant. (ESEA section 4625(c))
    (B) Each grantee shall use the grant funds for the following grant 
activities:
    (i) Coordinate not less than three existing pipeline services, as 
of the date of the grant award, and provide not less than two 
additional pipeline services at two or more public elementary schools 
or secondary schools; (ESEA section 4625(e)(1))
    (ii) To the extent practicable, integrate multiple pipeline 
services, at two or more public elementary schools or secondary 
schools. Under Absolute Priorities 4 and 5, to the extent practicable, 
integrate multiple pipeline services at two or more public elementary 
schools or secondary schools in each LEA; (ESEA section 4625(e)(2) and 
2022 FSCS NFP) and
    (iii) If applicable, coordinate and integrate services provided by 
community-based organizations and government agencies with services 
provided by specialized instructional support personnel. (ESEA section 
4625(e)(3))
    (3) Evaluation. Each grantee shall include an independent 
evaluation to do the following:
    (A) Conduct an annual evaluation of the progress achieved with the 
grant toward the purpose described in section 4621(2) of the ESEA; 
(ESEA section 4625(g)(1) and 2022 FSCS NFP)
    (B) Use the evaluation to refine and improve activities carried out 
through the grant and annual measurable performance objectives and 
outcomes under section 4625(a)(4)(C); (4625(g)(2) and 2022 FSCS NFP) 
and
    (C) Make the results of the evaluation publicly available, 
including by providing public notice of such availability. (ESEA 
section 4625(g)(3) and 2022 FSCS NFP)
    (4) Participate in a National Evaluation Assessing the 
Implementation of the FSCS Program.
    Each grantee must participate in a national evaluation assessing 
the implementation of the FSCS program, which may include, but is not 
limited to, the following:
    (A) Completing surveys of grantee organizations (which may include 
service provider partners), grantee schools (which may include multiple 
individuals within each school such as the principal and the service 
coordinator), and potentially a sample of teachers within grantee 
schools;
    (B) Participating in interviews of grantee organizations, grantee 
schools, and/or a sample of teachers within grantee schools;
    (C) Providing administrative data, such as student absenteeism 
rates and high school graduation rates;
    (D) Cooperating with data collection at several points during the 
grant period, such as shortly after grant award (baseline round of data 
collection), during the middle of the grant period (interim round of 
data collection), and toward the end of the grant period (final round 
of data collection); and
    (E) Assisting in facilitating connections between each grantee's 
local evaluator and the national evaluation of implementation to ensure 
efficiency and coordination between the evaluation efforts. (2023 FSCS 
NFP)
    (5) Final MOU. At the end of the first year of the grant, each 
grantee must submit a final MOU among all partner entities in the 
eligible entity that will assist the eligible entity to plan, develop, 
coordinate, provide, and evaluate pipeline services and that describes 
the roles and responsibilities that the partners, including the broadly 
representative consortium, will assume. (4625(a)(2) and 2022 FSCS NFP)
    Definitions: The definitions of ``Community-based organization,'' 
``Eligible entity,'' ``Evidence-based,'' ``Full-service community 
school,'' ``Local educational agency,'' ``Pipeline services,'' and 
``State educational agency'' are from sections 4622 and 8101 of the 
ESEA. The definitions of ``Baseline,'' ``Demonstrates a rationale,'' 
``Experimental study,'' ``Logic model,'' ``Moderate evidence,'' 
``Nonprofit,'' ``Performance measure,'' ``Performance target,'' 
``Project,'' ``Project component,'' ``Promising evidence,'' ``Quasi-
experimental design study,'' ``Relevant outcome,'' ``Strong evidence,'' 
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). The definitions of ``Broadly representative

[[Page 37229]]

consortium,'' Full-service community school coordinator,'' ``History of 
effectiveness,'' and ``Pillars of full-service community schools'' are 
from the 2022 FSCS NFP. The definitions of ``Children or students with 
disabilities,'' ``Disconnected youth,'' ``Early learning,'' 
``Educator,'' ``English learner,'' ``Military- or veteran-connected 
student,'' and ``Underserved student'' are from the Supplemental 
Priorities.
    Baseline means the starting point from which performance is 
measured and targets are set.
    Broadly representative consortium means stakeholders representing 
broad groups of people working together for the best interest of 
children; such stakeholders may include, but are not limited to, 
families and family leadership, schools, nonprofits, government, 
philanthropy, and the business community.
    Children or students with disabilities means children with 
disabilities as defined in section 602(3) of the Individuals with 
Disabilities Education Act (IDEA) (20 U.S.C. 1401(3)) and 34 CFR 300.8, 
or students with disabilities as defined in the Rehabilitation Act of 
1973 (29 U.S.C. 705(37), 705(20)(B)).
    Community-based organization means a public or private nonprofit 
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.
    Demonstrates a rationale means a key project component included in 
the project's logic model is informed by research or evaluation 
findings that suggest the project component is likely to improve 
relevant outcomes.
    Disconnected youth means an individual, between the ages 14 and 24, 
who may be from a low-income background, experiences homelessness, is 
in foster care, is involved in the justice system, or is not working or 
not enrolled in (or at risk of dropping out of) an educational 
institution.
    Early learning means any (a) State-licensed or State-regulated 
program or provider, regardless of setting or funding source, that 
provides early care and education for children from birth to 
kindergarten entry, including, but not limited to, any program operated 
by a child care center or in a family child care home; (b) program 
funded by the Federal Government or State or local educational agencies 
(including any IDEA-funded program); (c) Early Head Start and Head 
Start program; (d) non-relative child care provider who is not 
otherwise regulated by the State and who regularly cares for two or 
more unrelated children for a fee in a provider setting; and (e) other 
program that may deliver early learning and development services in a 
child's home, such as the Maternal, Infant, and Early Childhood Home 
Visiting Program; Early Head Start; and Part C of IDEA.
    Educator means an individual who is an early learning educator, 
teacher, principal, or other school leader, specialized instructional 
support personnel (e.g., school psychologist, counselor, school social 
worker, early intervention service personnel), paraprofessional, or 
faculty.
    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.
    English learner means an individual who is an English learner as 
defined in section 8101(20) of the Elementary and Secondary Education 
Act of 1965, as amended, or an individual who is an English language 
learner as defined in section 203(7) of the Workforce Innovation and 
Opportunity Act.
    Evidence-based, when used with respect to a State, local 
educational agency, or school activity, means an activity, strategy, or 
intervention that--
    (i) Demonstrates a statistically significant effect on improving 
student outcomes or other relevant outcomes based on--
    (I) Strong evidence from at least one well-designed and well-
implemented experimental study;
    (II) Moderate evidence from at least one well-designed and well-
implemented quasi-experimental study; or
    (III) Promising evidence from at least one well-designed and well-
implemented correlational study with statistical controls for selection 
bias; or
    (ii)(I) Demonstrates a rationale based on high-quality research 
findings or positive evaluation that such activity, strategy, or 
intervention is likely to improve student outcomes or other relevant 
outcomes; and
    (II) Includes ongoing efforts to examine the effects of such 
activity, strategy, or intervention.
    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 Handbooks (as 
defined in this notice):
    (i) 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).
    (ii) 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.
    (iii) 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.
    Full-service community school coordinator means an individual in a 
full-time position at each community school who serves to plan, 
integrate, coordinate, and facilitate the delivery of pipeline services 
at each school. The coordinator may also lead the school and community 
assessment of needs and assets and identify ways to sustain the 
services and partnerships beyond the duration of the grant.
    History of effectiveness means an eligible entity demonstrating the 
ability to successfully implement programs and policies. Such programs 
and policies must include, but shall not be limited to, successfully 
implementing with other organizations grants, policies, and programs 
for students from high-need

[[Page 37230]]

schools (as defined in section 2221 of the ESEA).
    Local educational agency (LEA):
    (a) In General. The term ``local educational agency'' means 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 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 SEA in a State 
in which the SEA is the sole educational agency for all public schools.
    Logic model (also referred to as a theory of action) means a 
framework that identifies key project components of the proposed 
project (i.e., the active ``ingredients'' that are hypothesized to be 
critical to achieving the relevant outcomes) and describes the 
theoretical and operational relationships among the key project 
components and relevant outcomes.
    Military- or veteran-connected student means one or more of the 
following:
    (a) A child participating in an early learning program, a student 
enrolled in preschool through grade 12, or a student enrolled in career 
and technical education or postsecondary education who has a parent or 
guardian who is a member of the uniformed services (as defined by 37 
U.S.C. 101), in the Army, Navy, Air Force, Marine Corps, Coast Guard, 
Space Force, National Guard, Reserves, National Oceanic and Atmospheric 
Administration, or Public Health Service or is a veteran of the 
uniformed services with an honorable discharge (as defined by 38 U.S.C. 
3311).
    (b) A student who is a member of the uniformed services, a veteran 
of the uniformed services, or the spouse of a service member or 
veteran.
    (c) A child participating in an early learning program, a student 
enrolled in preschool through grade 12, or a student enrolled in career 
and technical education or postsecondary education who has a parent or 
guardian who is a veteran of the uniformed services (as defined by 37 
U.S.C. 101).
    Moderate evidence means that there is evidence of effectiveness of 
a key project component in improving a relevant outcome for a sample 
that overlaps with the populations or settings proposed to receive that 
component, based on a relevant finding from one of the following:
    (i) A practice guide prepared by the WWC using version 2.1, 3.0, 
4.0, or 4.1 of the WWC Handbooks reporting a ``strong evidence base'' 
or ``moderate evidence base'' for the corresponding practice guide 
recommendation;
    (ii) An intervention report prepared by the WWC using version 2.1, 
3.0, 4.0, or 4.1 of the WWC Handbooks reporting a ``positive effect'' 
or ``potentially positive effect'' on a relevant outcome based on a 
``medium to large'' extent of evidence, with no reporting of a 
``negative effect'' or ``potentially negative effect'' on a relevant 
outcome; or
    (iii) A single experimental study or quasi-experimental design 
study reviewed and reported by the WWC using version 2.1, 3.0, 4.0, or 
4.1 of the WWC Handbooks, or otherwise assessed by the Department using 
version 4.1 of the WWC Handbooks, as appropriate, and that--
    (A) Meets WWC standards with or without reservations;
    (B) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome;
    (C) Includes no overriding statistically significant and negative 
effects on relevant outcomes reported in the study or in a 
corresponding WWC intervention report prepared under version 2.1, 3.0, 
4.0, or 4.1 of the WWC Handbooks; and
    (D) Is based on a sample from more than one site (e.g., State, 
county, city, school district, or postsecondary campus) and includes at 
least 350 students or other individuals across sites. Multiple studies 
of the same project component that each meet requirements in paragraphs 
(iii)(A), (B), and (C) of this definition may together satisfy the 
requirement in this paragraph (iii)(D).
    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.
    Pillars of Full-Service Community Schools means all of the 
following:
    (A) Integrated student supports at a community school that provide 
in- and out-of-school support for students, address well-being, and 
address out-of-school barriers to learning through partnerships with 
social and health service agencies, including mental and behavioral 
health agencies and providers, and coordinated by a community school 
coordinator, which may include--
    (i) Medical, dental, vision care, and mental and behavioral health 
services, including mental health literacy for students and staff, and 
trauma-informed services to prevent, intervene, and mitigate adverse 
childhood experiences (ACEs); and
    (ii) Individuals to assist with housing, transportation, nutrition, 
citizenship preparation, or criminal justice issues and other services.
    (B) Expanded and enriched learning time and opportunities, through 
evidence-based strategies, including before-school, after-school, 
during-school, weekend, and summer programs that provide additional 
academic instruction, individualized academic support, enrichment 
activities, or learning opportunities, for students at a community 
school that--
    (i) May emphasize real-world project-based learning where students 
can apply their learning to contexts that are relevant and engaging; 
and
    (ii) May include art, music, drama, creative writing, hands-on 
experience with engineering or science (including computer science), 
career and technical education, tutoring that is aligned with classroom 
success and homework help, and recreational programs that enhance and 
are consistent with the school's curriculum.

[[Page 37231]]

    (C) Active family and community engagement that--
    (i) Brings parents and families of students at the community school 
and community members and leaders into the school as partners in 
students' education, including meaningfully involving parents and 
families in the community school's decision-making processes;
    (ii) Makes the community school a hub for services, activities, and 
programs, for students, families, and members of the neighborhood that 
the community school serves;
    (iii) Provides adults with desired educational and employment 
opportunities and other supportive services; and
    (iv) Provides centralized supports for families and communities in 
community schools, which may include English as a second language 
classes, citizenship preparation, computer skills, art, housing 
assistance, child abuse and neglect prevention supports, health and 
mental health, literacy programs, digital literacy training, or other 
programs that bring community members into a school building for 
meetings, events, or programming.
    (D) Collaborative leadership and practices that build a culture of 
professional learning, collective trust, and shared responsibility for 
each community school using strategies that--
    (i) At a minimum, include a school-based leadership team with 
representation of student, parent and family leaders and a community 
voice; a community school coordinator; and a community-wide leadership 
team; and
    (ii) May include other leadership or governance teams, community 
school steering committees, or other community coalitions, educator 
learning communities, and other staff to manage the multiple, complex 
joint work of school and community organizations.
    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, 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 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:
    (i) A practice guide prepared by WWC reporting a ``strong evidence 
base'' or ``moderate evidence base'' for the corresponding practice 
guide recommendation;
    (ii) 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
    (iii) A single study assessed by the Department, as appropriate, 
that--
    (A) 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
    (B) 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 Handbooks.
    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. Specifically,
    (1) A school may operate a schoolwide program if--
    (i) The school's LEA determines that the school serves an eligible 
attendance area or is a participating school under section 1113 of the 
ESEA; and
    (ii) Except as provided under paragraph (b)(1)(iii) of this 
section, for the initial year of the schoolwide program--
    (A) The school serves a school attendance area in which not less 
than 40 percent of the children are from low-income families; or
    (B) Not less than 40 percent of the children enrolled in the school 
are from low-income families.
    (iii) A school that does not meet the poverty percentage in 
paragraph (b)(1)(ii) of this section may operate a schoolwide program 
if the school receives a waiver from the State to do so, after taking 
into account how a schoolwide program will best serve the needs of the 
students in the school in improving academic achievement and other 
factors.
    (2) In determining the percentage of children from low-income 
families under paragraph (b)(1) of this section, the LEA may use a 
measure of poverty that is different from the measure or measures of 
poverty used by the LEA to identify and rank school attendance areas 
for eligibility and participation under this subpart.
    State educational agency (SEA) means the agency primarily 
responsible for the State supervision of public elementary schools and 
secondary schools.
    Strong evidence means that there is evidence of the effectiveness 
of a key project component in improving a relevant outcome for a sample 
that overlaps with the populations and settings proposed to receive 
that component, based on a relevant finding from one of the following:
    (i) A practice guide prepared by the WWC using version 2.1, 3.0, 
4.0, or 4.1

[[Page 37232]]

of the WWC Handbooks reporting a ``strong evidence base'' for the 
corresponding practice guide recommendation;
    (ii) An intervention report prepared by the WWC using version 2.1, 
3.0, 4.0, or 4.1 of the WWC Handbooks reporting a ``positive effect'' 
on a relevant outcome based on a ``medium to large'' extent of 
evidence, with no reporting of a ``negative effect'' or ``potentially 
negative effect'' on a relevant outcome; or
    (iii) A single experimental study reviewed and reported by the WWC 
using version 2.1, 3.0, 4.0, or 4.1 of the WWC Handbooks, or otherwise 
assessed by the Department using version 4.1 of the WWC Handbooks, as 
appropriate, and that--
    (A) Meets WWC standards without reservations;
    (B) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome;
    (C) Includes no overriding statistically significant and negative 
effects on relevant outcomes reported in the study or in a 
corresponding WWC intervention report prepared under version 2.1, 3.0, 
4.0, or 4.1 of the WWC Handbooks; and
    (D) Is based on a sample from more than one site (e.g., State, 
county, city, school district, or postsecondary campus) and includes at 
least 350 students or other individuals across sites. Multiple studies 
of the same project component that each meet requirements in paragraphs 
(iii)(A), (B), and (C) of this definition may together satisfy the 
requirement in this paragraph (iii)(D).
    Underserved student means a student (which may include children in 
early learning environments, students in K-12 programs, students in 
postsecondary education or career and technical education, and adult 
learners, as appropriate) in one or more of the following subgroups:
    (a) A student who is living in poverty or is served by schools with 
high concentrations of students living in poverty.
    (b) A student of color.
    (c) A student who is a member of a federally recognized Indian 
Tribe.
    (d) An English learner.
    (e) A child or student with a disability.
    (f) A disconnected youth.
    (g) A technologically unconnected youth.
    (h) A migrant student.
    (i) A student experiencing homelessness or housing insecurity.
    (j) A lesbian, gay, bisexual, transgender, queer or questioning, or 
intersex (LGBTQI+) student.
    (k) A student who is in foster care.
    (l) A student without documentation of immigration status.
    (m) A pregnant, parenting, or caregiving student.
    (n) A student impacted by the justice system, including a formerly 
incarcerated student.
    (o) A student who is the first in their family to attend 
postsecondary education.
    (r) A student who is enrolled in or is seeking to enroll in 
postsecondary education who is eligible for a Pell Grant.
    (s) A student performing significantly below grade level.
    (t) A military- or veteran-connected student.
    What Works Clearinghouse Handbooks (WWC Handbooks) means the 
standards and procedures set forth in the WWC Standards Handbook, 
Versions 4.0 or 4.1, and WWC Procedures Handbook, Versions 4.0 or 4.1, 
or in the WWC Procedures and Standards Handbook, Version 3.0 or Version 
2.1 (all incorporated by reference, see Sec.  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 WWC 
Handbooks documentation.
    Note: The What Works Clearinghouse Procedures and Standards 
Handbook (Version 4.1), as well as the more recent What Works 
Clearinghouse Handbooks released in August 2022 (Version 5.0), are 
available at https://ies.ed.gov/ncee/wwc/Handbooks.
    Program Authority: Sections 4621-4625 of the ESEA, 20 U.S.C. 7271-
7273, 7275.
    Note: Projects will be awarded and must be operated in a manner 
consistent with the nondiscrimination requirements contained in Federal 
civil rights laws.
    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. (d) 34 CFR 200.25. (e) The 2022 FSCS NFP. (f) The 2023 FSCS 
NFP. (g) The Supplemental Priorities.
    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: $74,000,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards later in FY 2023 or in 
subsequent years from the list of unfunded applications from this 
competition.
    Estimated Range of Awards: Under Absolute Priority 3, $275,000 to 
$500,000 for each 12-month budget period; $1,375,000 to $2,500,000 for 
the entire project period. Under Absolute Priority 4, $1,000,000 to 
$3,000,000 for each 12-month budget period; $5,000,000 to $15,000,000 
for the entire project period. Under Absolute Priority 5, $5,000,000 to 
$10,000,000 for each 12-month budget period; $25,000,000 to $50,000,000 
for the entire project period.
    Estimated Average Size of Awards: Under Absolute Priority 3, 
$450,000 for each 12-month period. Under Absolute Priority 4, $2 
million for each 12-month period. Under Absolute Priority 5, $7.5 
million for each 12-month period.
    Maximum Award: Under Absolute Priority 3, we will not make an award 
exceeding $2.5 million for the entire project period. Under Absolute 
Priority 4, we will not make an award exceeding $15 million for the 
entire project period. Under Absolute Priority 5, we will not make an 
award exceeding $50 million for the entire project period.
    Minimum Award: The Secretary is prohibited by section 4625(d) of 
the ESEA from making a grant under the FSCS 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: 45.
    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 BIE; and
    (b) One or more community-based organizations, nonprofit 
organizations, or other public or private entities.

[[Page 37233]]

    A consortium must comply with the provisions governing group 
applications in 34 CFR 75.127 through 75.129.
    Note: If you are a nonprofit organization, under 34 CFR 75.51, you 
may demonstrate your nonprofit status by providing: (1) proof that the 
Internal Revenue Service currently recognizes the applicant as an 
organization to which contributions are tax deductible under section 
501(c)(3) of the Internal Revenue Code; (2) a statement from a State 
taxing body or the State attorney general certifying that the 
organization is a nonprofit organization operating within the State and 
that no part of its net earnings may lawfully benefit any private 
shareholder or individual; (3) a certified copy of the applicant's 
certificate of incorporation or similar document if it clearly 
establishes the nonprofit status of the applicant; or (4) any item 
described above if that item applies to a State or national parent 
organization, together with a statement by the State or parent 
organization that the applicant is a local nonprofit affiliate.
    2. a. Cost Sharing or Matching: To be eligible for an award, an 
applicant shall provide matching funds 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 BIE may meet the matching requirement using funds from other 
Federal sources.
    b. Supplement not Supplant: This competition involves 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.
    c. Indirect Cost Rate Information: This program uses a restricted 
indirect cost rate. For more information regarding indirect costs, or 
to obtain a negotiated indirect cost rate, please see http://www2.ed.gov/about/offices/list/ocfo/intro.html.
    d. Administrative Cost Limitation: This program does not include 
any program-specific limitation on administrative expenses. All 
administrative expenses must be reasonable and necessary and conform to 
Cost Principles described in 2 CFR part 200 subpart E of the Uniform 
Guidance.
    3. Subgrantees: A grantee under this competition may not award 
subgrants to entities to directly carry out project activities 
described in its application.
    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: Applicants are required to 
follow the Common Instructions for Applicants to Department of 
Education Discretionary Grant Programs, published in the Federal 
Register on December 7, 2022 (84 FR 75045), and available at https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs, which contain requirements and information on how to 
submit an application. Please note that these Common Instructions 
supersede the version published on December 27, 2021.
    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. 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 100 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 the cover sheet; the 
budget section, including the narrative budget justification; the 
required preliminary MOU; 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 review 
grant applications more efficiently if we know the approximate number 
of applications that intend to apply. Therefore, we strongly encourage 
each potential applicant to notify us of their intent to submit an 
application. Applicants may access this form using the link available 
on the Notice of Intent to Apply section of the competition website: 
https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/school-choice-improvement-programs/full-service-community-schools-program-fscs/fy-2023-fscs-grant-competition/. Applicants that 
do not submit a notice of intent to apply may still apply for funding; 
applicants that do submit a notice of intent to apply are not bound to 
apply or bound by the information provided.

V. Application Review Information

    1. Selection Criteria: The selection criteria for applicants 
submitting applications under Absolute Priority 3--Capacity Building 
and Development Grants are listed in paragraph (a) of this section. The 
selection criteria for applicants submitting applications

[[Page 37234]]

under Absolute Priority 4--Multi-Local Educational Agency Grants are 
listed in paragraph (b) of this section. The selection criteria for 
applicants submitting applications under Absolute Priority 5--State 
Scaling Grants are listed under paragraph (c) of this section. The 
selection criteria for this competition are from 34 CFR 75.210 and the 
2022 FSCS NFP. The points assigned to each criterion are indicated in 
the parentheses next to the criterion. An applicant may earn up to a 
total of 100 points based on the selection criteria for the 
application.
    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 110 points.
    In evaluating a FSCS application, the Secretary considers the 
following criteria:
    (a) Selection Criteria for Absolute Priority 3--Capacity Building 
and Development Grants.
    (1) Need for Project (up to 10 points).
    The Secretary considers the need for the proposed project. In 
determining the need for the proposed project, the Secretary considers 
the extent to which the proposed project will provide support, 
resources, and services; close gaps in educational opportunity; or 
otherwise address the needs of the targeted population, including 
addressing the needs of underserved populations most impacted by the 
issue, challenge, or opportunity to be addressed by the proposed 
project. (2022 FSCS NFP) (10 points)
    (2) Quality of the Project Design (up to 25 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 the following factors:
    (A) The extent to which the design of the proposed project reflects 
relevant and evidence-based findings from existing literature and 
includes a high-quality plan for project implementation integrating the 
four pillars of full-service community schools and the use of 
appropriate evaluation methods to ensure successful achievement of 
project objectives. (2022 FSCS NFP) (15 points)
    (B) The extent to which the proposed project demonstrates a 
rationale (as defined in this notice). (34 CFR 75.210) (10 points)
    (3) Quality of the Project Services (up to 15 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 following factors:
    (A) The extent to which the applicant will ensure that a diversity 
of perspectives are brought to bear in the design and operation of the 
proposed project, including those of students, youth, families, 
educators and staff, beneficiaries of services, school leadership, and 
community leadership. (2022 FSCS NFP) (10 points)
    (B) The extent to which the services provided reflect up-to-date 
knowledge from research and effective practice. (34 CFR 75.210) (5 
points)
    (4) Adequacy of Resources (up to 10 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:
    (A) The extent to which the grantee has plans for a full-time 
coordinator at each school, including a plan to sustain the position 
beyond the grant period and a description of how this position will 
serve to plan, integrate, coordinate, and facilitate programs and 
services at each school. (2022 FSCS NFP) (5 points)
    (B) Potential for continued support for the project after Federal 
funding ends, including, as appropriate, the demonstrated commitment of 
appropriate entities to such support. (34 CFR 75.210) (5 points)
    (5) Quality of the Management Plan (up to 25 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:
    (A) The extent to which the grantee has, or demonstrates a strong 
plan to have, a broadly representative consortium that reflects the 
needs of the community and its stakeholders, and a description of the 
roles and responsibilities of the broadly representative consortium 
outlined in the required preliminary MOU. (2022 FSCS NFP) (5 points)
    (B) The extent to which the applicant demonstrates a history of 
effectiveness in working with a diverse range of stakeholders, 
including students and families. (2022 FSCS NFP) (5 points)
    (C) 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. (34 CFR 75.210) (15 points)
    (6) Quality of the Project Evaluation (up to 15 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--
    (A) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project. (34 CFR 75.210) (5 points)
    (B) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes. (34 CFR 75.210) (5 points)
    (C) The extent to which the methods of evaluation will provide 
valid and reliable performance data on relevant outcomes. (34 CFR 
75.210) (5 points)
    (b) Selection Criteria for Absolute Priority 4--Multi-Local 
Educational Agency Grants.
    (1) Need for Project (up to 10 points).
    The Secretary considers the need for the proposed project. In 
determining the need for the proposed project, the Secretary considers 
the extent to which the proposed project will provide support, 
resources, and services; close gaps in educational opportunity; or 
otherwise address the needs of the targeted population, including 
addressing the needs of underserved populations most impacted by the 
issue, challenge, or opportunity to be addressed by the proposed 
project. (2022 FSCS NFP) (10 points)
    (2) Quality of the Project Design (up to 25 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 the following factors--
    (A) The extent to which the design of the proposed project reflects 
relevant and evidence-based findings from existing literature and 
includes a high-quality plan for project implementation integrating the 
four pillars of full-service community schools and the use of 
appropriate evaluation methods to ensure successful achievement of 
project objectives. (2022 FSCS NFP) (15 points)
    (B) The extent to which proposed project demonstrates a rationale 
(as defined in 34 CFR 77.1(c)). (34 CFR 75.210) (10 points)
    (3) Quality of the Project Services (up to 15 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 following factors:

[[Page 37235]]

    (A) The extent to which the applicant will ensure that a diversity 
of perspectives is brought to bear in the design and operation of the 
proposed project, including those of students, youth, families, 
educators and staff, beneficiaries of services, school leadership, and 
community leadership. (2022 FSCS NFP) (5 points)
    (B) The extent to which the services provided reflect up-to-date 
knowledge from research and effective practice. (34 CFR 75.210) (5 
points)
    (C) The extent to which the services to be provided are focused on 
those with greatest need. (34 CFR 75.210) (5 points).
    (4) Adequacy of Resources (up to 10 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:
    (A) The extent to which the grantee has plans for a full-time 
coordinator at each school, including a plan to sustain the position 
beyond the grant period and a description of how this position will 
serve to plan, integrate, coordinate, and facilitate programs and 
services at each school. (2022 FSCS NFP) (5 points)
    (B) Potential for continued support for project after Federal 
funding ends, including, as appropriate, the demonstrated commitment of 
appropriate entities to such support. (34 CFR 75.210) (5 points)
    (5) Quality of the Management Plan (up to 25 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:
    (A) The extent to which the grantee has, or demonstrates a strong 
plan to have, a broadly representative consortium that reflects the 
needs of the community and its stakeholders, and a description of the 
roles and responsibilities of the broadly representative consortium 
outlined in the required preliminary MOU. (2022 FSCS NFP) (5 points)
    (B) The extent to which the applicant demonstrates a history of 
effectiveness in working with a diverse range of stakeholders, 
including students and families. (2022 FSCS NFP) (5 points)
    (C) 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. (34 CFR 75.210) (15 points)
    (6) Quality of the Project Evaluation (up to 15 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--
    (A) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project. (34 CFR 75.210) (5 points)
    (B) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes. (34 CFR 75.210) (5 points)
    (C) The extent to which the methods of evaluation will provide 
valid and reliable performance data on relevant outcomes. (34 CFR 
75.210) (5 points)
    (c) Selection Criteria for Absolute Priority 5--State Scaling 
Grants.
    (1) Need for Project (up to 5 points).
    The Secretary considers the need for the proposed project. In 
determining the need for the proposed project, the Secretary considers 
the extent to which the proposed project will provide support, 
resources, and services; close gaps in educational opportunity; or 
otherwise address the needs of the targeted population, including 
addressing the needs of underserved populations most impacted by the 
issue, challenge, or opportunity to be addressed by the proposed 
project. (2022 FSCS NFP) (5 points)
    (2) Quality of the Project Design (up to 25 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 the following factors:
    (A) The extent to which the design of the proposed project reflects 
relevant and evidence-based findings from existing literature and 
includes a high-quality plan for project implementation integrating the 
four pillars of full-service community schools and the use of 
appropriate evaluation methods to ensure successful achievement of 
project objectives. (2022 FSCS NFP) (15 points)
    (B) The extent to which proposed project demonstrates a rationale 
(as defined in this notice). (34 CFR 75.210) (10 points)
    (3) Quality of the Project Services (up to 15 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 following factors:
    (A) The extent to which the applicant will ensure that a diversity 
of perspectives is brought to bear in the design and operation of the 
proposed project, including those of students, youth, families, 
educators and staff, beneficiaries of services, school leadership, and 
community leadership. (2022 FSCS NFP) (5 points)
    (B) The extent to which the services provided reflect up-to-date 
knowledge from research and effective practice. (34 CFR 75.210) (5 
points)
    (C) The extent to which the services to be provided are focused on 
those with greatest need. (34 CFR 75.210) (5 points)
    (4) Adequacy of Resources (up to 10 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:
    (A) The extent to which the grantee has plans for a full-time 
coordinator at each school, including a plan to sustain the position 
beyond the grant period and a description of how this position will 
serve to plan, integrate, coordinate, and facilitate programs and 
services at each school. (2022 FSCS NFP) (5 points)
    (B) Potential for continued support for project after Federal 
funding ends, including, as appropriate, the demonstrated commitment of 
appropriate entities to such support. (34 CFR 75.210) (5 points)
    (5) 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--
    (A) The extent to which the grantee has, or demonstrates a strong 
plan to have, a broadly representative consortium that reflects the 
needs of the community and its stakeholders, and a description of the 
roles and responsibilities of the broadly representative consortium 
outlined in the required preliminary MOU. (2022 FSCS NFP) (5 points)
    (B) The extent to which the applicant demonstrates a history of 
effectiveness in working with a diverse range of stakeholders, 
including students and families. (2022 FSCS NFP) (5 points)
    (C) 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. (34 CFR 75.210) (10 points)

[[Page 37236]]

    (6) Quality of the Project Evaluation (up to 15 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--
    (A) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project. (34 CFR 75.210) (5 points)
    (B) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes. (34 CFR 75.210) (5 points)
    (C) The extent to which the methods of evaluation will provide 
valid and reliable performance data on relevant outcomes. (34 CFR 
75.210) (5 points)
    (7) Strategy to Scale (up to 10 points).
    The Secretary considers the applicant's strategy to scale the 
proposed project. In determining the applicant's capacity to scale the 
proposed project, the Secretary considers the extent to which the 
applicant demonstrates its commitment and strategy to scale full-
service community schools at the statewide level. In determining the 
applicant's capacity to scale the proposed project, the Secretary 
considers the number and percentage of LEAs, and the number and 
percentage of schools within each LEA, the applicant, the SEA, and 
other partners propose to serve, the applicant's capacity (e.g., in 
terms of qualified personnel, financial resources, or management 
capacity) to further develop, implement, bring to scale, and sustain 
additional full-service community schools in multiple LEAs, and the 
applicant's capacity to work with others, including the broadly 
representative consortium and the State steering committee, to ensure 
that the proposed process, products, strategies, or practices can be 
further developed and brought to scale, based on the regular findings 
of the proposed project and its independent evaluation. (2022 FSCS NFP) 
(10 points)
    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 
200.206, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
200.208, the Secretary may impose specific conditions and, under 2 CFR 
3474.10, 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 
$250,000), under 2 CFR 200.206(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.
    5. In General: In accordance with the Office of Management and 
Budget's guidance located at 2 CFR part 200, all applicable Federal 
laws, and relevant Executive guidance, the Department will review and 
consider applications for funding pursuant to this notice inviting 
applications in accordance with:
    (a) Selecting recipients most likely to be successful in delivering 
results based on the program objectives through an objective process of 
evaluating Federal award applications (2 CFR 200.205);
    (b) Prohibiting the purchase of certain telecommunication and video 
surveillance services or equipment in alignment with section 889 of the 
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR 
200.216);
    (c) Providing a preference, to the extent permitted by law, to 
maximize use of goods, products, and materials produced in the United 
States (2 CFR 200.322); and
    (d) Terminating agreements in whole or in part to the greatest 
extent authorized by law if an award no longer effectuates the program 
goals or agency priorities (2 CFR 200.340).

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 also 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

[[Page 37237]]

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 https://www2.ed.gov/fund/grant/apply/appforms/appforms.html.
    5. Performance Measures: Section 4625(a)(4)(C) of the ESEA provides 
the basis for 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. The 2022 FSCS 
NFP established an additional set of indicators: student chronic 
absenteeism rates; student discipline rates, including suspensions and 
expulsions; school climate information, which may come from student, 
parent, or teacher surveys; provision of integrated student supports 
and stakeholder services; expanded and enriched learning time and 
opportunities; family and community engagement efforts and impact; 
information on the number, qualifications, and retention of school 
staff, including the number and percentage of fully certified teachers, 
disaggregated by race and ethnicity, and rates of teacher turnover; 
graduation rates; changes in school spending information; collaborative 
leadership and practice strategies, which may include building the 
capacity of educators, principals, other school leaders, and other 
staff to lead collaborative school improvement structures, such as 
professional learning communities; regularly convening or engaging all 
initiative-level partners, such as LEA representatives, city or county 
officials, children's cabinets, nonprofit service providers, public 
housing agencies, and advocates; regularly assessing program quality 
and progress through individual student data, participant feedback, and 
aggregate outcomes to develop strategies for improvement; and 
organizing school personnel and community partners into working teams 
focused on specific issues identified in the needs and assets 
assessment.
    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, whether 
the grantee has made substantial progress in achieving 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: On request to the program contact person listed 
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities 
can obtain this document and a copy of the application package in an 
accessible format. The Department will provide the requestor with an 
accessible format that may include Rich Text Format (RTF) or text 
format (txt), a thumb drive, an MP3 file, braille, large print, 
audiotape, compact disc, or other accessible format.
    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 Department documents 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 Department documents 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.

James F. Lane,
Principal Deputy Assistant Secretary, Delegated the Authority to 
Perform the Functions and Duties of the Assistant Secretary, Office of 
Elementary and Secondary Education.
[FR Doc. 2023-12145 Filed 6-6-23; 8:45 am]
BILLING CODE 4000-01-P