[Federal Register Volume 77, Number 77 (Friday, April 20, 2012)]
[Notices]
[Pages 23690-23704]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2012-9595]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Promise Neighborhoods Program--
Planning Grant Competition
AGENCY: Office of Innovation and Improvement, Department of Education.
ACTION: Notice.
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Overview Information
Promise Neighborhoods Program--Planning Grant Competition Notice
inviting applications for new awards for fiscal year (FY) 2012.
Catalog of Federal Domestic Assistance (CFDA) Number: 84.215P
(Planning grants).
Dates:
Applications Available: April 20, 2012.
Deadline for Notice of Intent To Apply: June 8, 2012.
Date of Pre-Application Webinars: May 15, 2012, and June 12, 2012.
Deadline for Transmittal of Applications: July 27, 2012.
Deadline for Intergovernmental Review: September 25, 2012.
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The Promise Neighborhoods program is carried
out under the legislative authority of the Fund for the Improvement of
Education (FIE), title V, part D, subpart 1, sections 5411 through 5413
of the Elementary and Secondary Education Act of 1965 (ESEA), as
amended (20 U.S.C. 7243-7243b). FIE supports nationally significant
programs to improve the quality of elementary and secondary education
at the State and local levels and to help all children meet challenging
State academic content and student academic achievement standards.
The purpose of the Promise Neighborhoods program is to
significantly improve the educational and developmental outcomes of
children and youth in our most distressed communities, and to transform
those communities by--
(1) Identifying and increasing the capacity of eligible
organizations (as defined in this notice) that are focused on achieving
results for children and youth throughout an entire neighborhood;
(2) Building a complete continuum of cradle-through-college-to-
career solutions (continuum of solutions) (as defined in this notice)
of both education programs and family and community supports (both as
defined in this notice), with great schools at the center. All
solutions in the continuum of solutions must be accessible to children
with disabilities (CWD) (as defined in this notice) and English
learners (EL) (as defined in this notice);
(3) Integrating programs and breaking down agency ``silos'' so that
solutions are implemented effectively and efficiently across agencies;
(4) Developing the local infrastructure of systems and resources
needed to sustain and scale up proven, effective solutions across the
broader region beyond the initial neighborhood; and
(5) Learning about the overall impact of the Promise Neighborhoods
program and about the relationship between particular strategies in
Promise Neighborhoods and student outcomes, including through a
rigorous evaluation of the program.
Background: The vision for this program is that all children and
youth growing up in Promise Neighborhoods have access to great schools
and strong systems of family and community support that will prepare
them to attain an excellent education and successfully transition to
college and a career.
A Promise Neighborhood is both a place and a strategy. A place
eligible to become a Promise Neighborhood is a geographic area that is
distressed, often facing inadequate access to high-quality early
learning programs and services, with struggling schools, low high
school and college graduation rates, high rates of unemployment, high
rates of crime, and indicators of poor health. These conditions
contribute to and intensify the negative outcomes associated with
children and youth living in poverty. Children and youth who are from
low-income families and grow up in neighborhoods of concentrated
poverty face educational and life challenges above and beyond the
challenges faced by children who are from low-income families who grow
up in neighborhoods without a high concentration of poverty. A Federal
evaluation of the reading and mathematics outcomes of elementary
students in 71 schools in 18 districts and 7 States found that even
when controlling for individual student poverty, there is a significant
negative association between school-level poverty and student
achievement.\1\ The evaluation found that students have lower academic
outcomes when a higher percentage of their same-school peers qualify
for free and reduced-priced lunch (FRPL) compared to when a lower
percentage of their same-school peers qualify for FRPL. The compounding
effects of neighborhood poverty continue later in life: Another study
found that, for children with similar levels of family income, growing
up in a neighborhood where the number of families in poverty was
between 20 and 30 percent increased the chance of downward economic
mobility--moving down the income ladder relative to their parents--by
more than 50 percent compared with children who grew up in
neighborhoods with under 10 percent of families in poverty.\2\
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\1\ Westat and Policy Studies Associates. The longitudinal
evaluation of school change and performance (LESCP) in title I
schools. Prepared for the U.S. Department of Education. Available
January 2010 online at http://www2.ed.gov/offices/OUS/PES/esed/lescp_vol1.pdf.
\2\ Sharkey, Patrick. ``Neighborhoods and the Black-White
Mobility Gap.'' Economic Mobility Project: An Initiative of The Pew
Charitable Trusts, 2009.
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A Promise Neighborhood is also a strategy for addressing the issues
in distressed communities. Promise Neighborhoods are led by
organizations that work to ensure that all children and youth in the
target geographic area have access to the continuum of solutions needed
to graduate from high school ready for college and a career. Within
these geographic areas, Promise Neighborhoods create a high level of
participation in cradle-through-college-to-career supports for children
and youth, where over time a greater proportion of the neighborhood is
served by programs and neighborhood indicators show significant
progress. For this reason, each Promise Neighborhood grantee must have
several core features: (1) Significant need in the neighborhood the
grant serves; (2) a strategy to build
[[Page 23691]]
a continuum of solutions with strong schools at the center; and (3) the
capacity to achieve results. As the proportion of neighborhood
children, students, and families accessing services and attending great
schools increases, the entire neighborhood will be positively affected.
While there are a number of organizations and communities that are
working on developing Promise Neighborhoods strategies, these entities
are at different stages of readiness to create a Promise Neighborhood.
We have established priorities, requirements, definitions, and
selection criteria for both planning and implementation grants in a
notice of final priorities, requirements, definitions, and selection
criteria published in the Federal Register on July 6, 2011 (76 FR
39590) (2011 Promise Neighborhoods NFP). The priorities, requirements,
and selection criteria are different for planning grant and
implementation grant applicants, while the definitions apply to both
groups of applicants. This current notice invites applications for FY
2012 planning grants. Elsewhere in this issue of the Federal Register,
we have published a notice inviting applications for FY 2012
implementation grants.
Planning grants will support eligible organizations that seek to
develop feasible plans to create a continuum of solutions with the
potential to significantly improve the educational and developmental
outcomes of children and youth in a neighborhood. These grants will
support eligible organizations that demonstrate the need for creating a
Promise Neighborhood in the geographic areas they are targeting, a
sound strategy for developing a feasible plan to create a continuum of
solutions, and the capacity to develop the plan.
Under Absolute Priority 1 for planning grants, Promise
Neighborhoods planning grantees generally must undertake the following
activities during the planning year (the complete and exact
requirements of the priority are specified elsewhere in the notice):
(1) Conduct a comprehensive needs assessment and segmentation
analysis (as defined in this notice) of children and youth in the
neighborhood.
(2) Develop a plan to deliver a continuum of solutions with the
potential to drive results. This includes building community support
for and involvement in the development of the plan.
(3) Establish effective partnerships both to provide solutions
along the continuum and to commit resources to sustain and scale up
what works.
(4) Plan, build, adapt, or expand a longitudinal data system that
will provide information that the grantee will use for learning,
continuous improvement, and accountability.
(5) Participate in a community of practice (as defined in this
notice).
Implementation grants will support eligible organizations in
carrying out their plans to create a continuum of solutions that will
significantly improve the educational and developmental outcomes of
children and youth in the target neighborhood. These grants will aid
eligible organizations that have developed a plan that demonstrates the
need for the creation of a Promise Neighborhood in the geographic area
they are targeting, a sound strategy for implementing a plan to create
a continuum of solutions, and the capacity to implement the plan. More
specifically, grantees will use implementation grant funds to develop
the administrative capacity necessary to successfully implement a
continuum of solutions, such as managing partnerships, integrating
multiple funding sources, and supporting the grantee's longitudinal
data system. While implementation grantees will be best positioned to
determine the allocation of grant funds given the results of their
needs assessments and plans to build their organizational capacity, the
Department expects that the majority of resources that provide
solutions within the continuum of solutions will come from public and
private funding sources that are integrated and aligned with the
Promise Neighborhoods strategy.
Under Absolute Priority 1 for implementation grants, Promise
Neighborhoods implementation grantees generally will undertake the
following activities during the implementation years (the complete and
exact requirements of the priority are specified elsewhere in the
notice):
(1) Implement a continuum of solutions that addresses neighborhood
challenges, as identified through a needs assessment and segmentation
analysis, and that will improve results for children and youth in the
neighborhood.
(2) Continue to build and strengthen partnerships that will provide
solutions along the continuum of solutions and that lead to additional
commitments of resources to sustain and scale up what works.
(3) Collect data on indicators at least annually, and use and
improve a longitudinal data system for learning, continuous
improvement, and accountability.
(4) Demonstrate progress on goals for improving systems, such as by
making changes in policies and organizations, and by leveraging
resources to sustain and scale up what works.
(5) Participate in a community of practice (as defined in this
notice).
Considering the time and urgency required to dramatically improve
outcomes for children and youth in our most distressed neighborhoods
and to transform those neighborhoods, implementation grantees will
establish both short- and long-term goals to define success.
Consistent with the overall vision for the Promise Neighborhoods
program, we believe that it is important for communities to develop a
comprehensive neighborhood revitalization strategy that addresses
neighborhood assets (as defined in this notice) that are essential to
transforming distressed neighborhoods into healthy and vibrant
communities of opportunity. Although not a proposed requirement for
planning or implementation applicants, we believe that a Promise
Neighborhood will be most successful when it is part of, and
contributing to, an area's broader neighborhood revitalization
strategy. We believe that only through the development of such
comprehensive neighborhood revitalization plans that embrace the
coordinated use of programs and resources in order to effectively
address the interrelated needs within a community will the broader
vision of neighborhood transformation occur.
Because a diverse group of communities could benefit from Promise
Neighborhoods, the Secretary has established an absolute priority for
applicants that propose to serve one or more rural communities (as
defined in this notice) only and an absolute priority for applicants
that propose to serve one or more Indian tribes (as defined in this
notice).
Note: In developing their strategies for planning or
implementing a continuum of solutions, applicants should be mindful
of the importance of ensuring that all children, including infants
and toddlers in the neighborhood, have an opportunity to benefit.
For example, individuals with disabilities and English Learners,
particularly recent immigrants, may encounter unique challenges that
prevent them from accessing the benefits of a Promise Neighborhoods
project.
Successful applicants under this competition must comply with
Federal civil rights laws that apply to recipients and sub-recipients
of Federal financial
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assistance including: Title VI of the Civil Rights Act of 1964, as
amended (prohibiting discrimination on the basis of race, color, or
national origin); Section 504 of the Rehabilitation Act of 1973, as
amended and Title II of the Americans with Disabilities Act of 1990, as
amended (prohibiting discrimination on the basis of disability); Title
IX of the Education Amendments of 1972, as amended (prohibiting
discrimination on the basis of sex); and the Age Discrimination Act of
1975, as amended (prohibiting discrimination on the basis of age).
Applicants, therefore, in designing their projects and preparing
their required General Education Provisions Act (GEPA) section 427
assurance, will need to address barriers to participation for
individuals, including individuals with disabilities and limited
English proficiency, and must consider the steps they will take to
ensure equitable participation of all children and families in the
project, in compliance with civil rights obligations. (Section 427
requires each applicant to include in its application a description of
the steps the applicant proposes to take to ensure equitable access to,
and participation in, its federally assisted program for students,
teachers, and other program beneficiaries with special needs.)
Priorities: This competition includes three absolute priorities,
four competitive preference priorities, and one invitational priority
that are explained in the following paragraphs. These priorities are
from the 2011 Promise Neighborhoods NFP.
Absolute Priorities: For FY 2012 and any subsequent year in which
we make awards from the list of unfunded applicants from this
competition, these priorities are absolute priorities. Under 34 CFR
75.105(c)(3) we consider only applications that meet one or more of
these absolute priorities.
Note: Applicants must indicate in their application whether
they are applying under Planning Grant Priority 1 (Absolute),
Planning Grant Priority 2 (Absolute), or Planning Grant Priority 3
(Absolute). An applicant that applies under Planning Grant Priority
2 (Absolute) but is not eligible for funding under Planning Grant
Priority 2 (Absolute), or applies under Planning Grant Priority 3
(Absolute) but is not eligible for funding under Planning Grant
Priority 3 (Absolute), may be considered for funding under Planning
Grant Priority 1 (Absolute).
These priorities are:
Planning Grant Priority 1 (Absolute)
Proposal To Develop a Promise Neighborhood Plan
To meet this priority, an applicant must submit a proposal for how
it will plan to create a Promise Neighborhood. This proposal must
describe the need in the neighborhood, a strategy to build a continuum
of solutions, and the applicant's capacity to achieve results.
Specifically, an applicant must--
(1) Describe the geographically defined area \3\ (neighborhood) to
be served and the level of distress in that area based on indicators of
need and other relevant indicators. Applicants may propose to serve
multiple, non-contiguous geographically defined areas. In cases where
target areas are not contiguous, the applicant must explain its
rationale for including non-contiguous areas;
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\3\ For the purposes of this notice, the Department uses the
terms ``geographic area'' and ``neighborhood'' interchangeably.
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(2) Describe how it will plan to build a continuum of solutions
based on the best available evidence, including, where available,
strong or moderate evidence (as defined in this notice) designed to
significantly improve educational outcomes and to support the healthy
development and well-being of children and youth in the neighborhood.
The applicant must also describe how it will build community support
for and involvement in the development of the plan. The plan must be
designed to ensure that over time, children and youth in the
neighborhood who attend the target school or schools have access to a
complete continuum of solutions, and ensure, as appropriate, that
children and youth in the neighborhood who do not attend the target
school or schools have access to solutions within the continuum of
solutions. The plan must also ensure that students not living in the
neighborhood who attend the target school or schools have access to
solutions within the continuum of solutions.
The success of the applicant's strategy to build a continuum of
solutions will be based on the results of the project, as measured
against the project indicators defined in this notice and described in
Table 1 and Table 2. In its strategy, the applicant must describe how
it will determine which solutions within the continuum of solutions to
implement, and must include--
(a) High-quality early learning programs and services designed to
improve outcomes across multiple domains of early learning (as defined
in this notice) for children from birth through third grade;
(b) Ambitious, rigorous, and comprehensive education reforms that
are linked to improved educational outcomes for children and youth in
preschool through the 12th grade. Public schools served through the
grant may include persistently lowest-achieving schools (as defined in
this notice) or low-performing schools (as defined in this notice) that
are not also persistently lowest-achieving schools. An applicant (or
one or more of its partners) may serve an effective school or schools
(as defined in this notice) but only if the applicant (or one or more
of its partners) also serves at least one low-performing school (as
defined in this notice) or persistently lowest-achieving school (as
defined in this notice). An applicant must identify in its application
the public school or schools that would be served and the current
status of reforms in the school or schools, including, if applicable,
the type of intervention model being implemented. In cases where an
applicant operates a school or partners with a school that does not
serve all students in the neighborhood, the applicant must partner with
at least one additional school or schools that also serves students in
the neighborhood. An applicant proposing to work with a persistently
lowest-achieving school must include as part of its strategy one of the
four school intervention models (turnaround model, restart model,
school closure, or transformation model) described in Appendix C of the
Race to the Top (RTT) notice inviting applications for new awards for
FY 2010 that was published in the Federal Register on November 18, 2009
(74 FR 59836, 59866).
An applicant proposing to work with a low-performing school must
include, as part of its strategy, ambitious, rigorous, and
comprehensive interventions to assist, augment, or replace schools,
which may include implementing one of the four school intervention
models, or may include another model of sufficient ambition, rigor, and
comprehensiveness to significantly improve academic and other outcomes
for students. An applicant proposing to work with a low-performing
school must include an intervention that addresses the effectiveness of
teachers and leaders and the school's use of time and resources, which
may include increased learning time (as defined in this notice);
Note regarding school reform strategies: So as not to penalize
an applicant for proposing to work with an LEA that has implemented
rigorous reform strategies prior to the publication of this notice,
an applicant is not required to propose a new reform strategy in
place of an existing reform strategy in order to be eligible for a
Promise Neighborhoods planning grant. For example, an LEA might have
begun to implement
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improvement activities that meet many, but not all, of the elements
of a transformation model of school intervention. In this case, the
applicant could propose, as part of its Promise Neighborhood
strategy, to work with the LEA as the LEA continues with its
reforms.
(c) Programs that prepare students to be college- and career-ready;
and
(d) Family and community supports (as defined in this notice).
To the extent feasible and appropriate, the applicant must
describe, in its plan, how the applicant and its partners will leverage
and integrate high-quality programs, related public and private
investments, and existing neighborhood assets into the continuum of
solutions.
An applicant must also describe in its plan how it will identify
Federal, State, or local policies, regulations, or other requirements
that would impede its ability to achieve its goals and how it will
report on those impediments to the Department and other relevant
agencies.
As part of the description of how it will plan to build a continuum
of solutions, the applicant must describe how it will participate in,
organize, or facilitate, as appropriate, communities of practice (as
defined in this notice) for Promise Neighborhoods.
(3) Specify how it will conduct a comprehensive needs assessment
and segmentation analysis of children and youth in the neighborhood
during the planning grant project period and explain how it will use
this needs assessment and segmentation analysis to determine the
children with the highest needs and ensure that those children receive
the appropriate services from the continuum of solutions. In this
explanation of how it will use the needs assessment and segmentation
analysis, the applicant must identify and describe in the application
both the educational indicators and the family and community support
indicators that the applicant will use in conducting the needs
assessment during the planning year. During the planning year, the
applicant must--
(a) Collect data for the educational indicators listed in Table 1
and use them as both program and project indicators;
(b) Collect data for the family and community support indicators in
Table 2 and use them as program indicators; and
(c) Collect data for unique family and community support
indicators, developed by the applicant, that align with the goals and
objectives of projects and use them as project indicators or use the
indicators in Table 2 as project indicators.
Note: Planning grant applicants are not required to propose
solutions in their applications; however, they are required to
describe how they will identify solutions, including the use of
available evidence, during the planning year that will result in
improvements on the project indicators.
Table 1--Education Indicators and Results They Are Intended To Measure
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Indicator Result
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-- and % of children birth to Children enter
kindergarten entry who have a place where kindergarten ready to
they usually go, other than an emergency succeed in school.
room, when they are sick or in need of
advice about their health.
-- and % of three-year-olds and
children in kindergarten who demonstrate at
the beginning of the program or school year
age-appropriate functioning across multiple
domains of early learning (as defined in
this notice) as determined using
developmentally appropriate early learning
measures (as defined in this notice).
-- and % of children, from birth to
kindergarten entry, participating in center-
based or formal home-based early learning
settings or programs, which may include
Early Head Start, Head Start, child care, or
preschool.
-- and % of students at or above Students are proficient
grade level according to State mathematics in core academic
and reading or language arts assessments in subjects.
at least the grades required by the ESEA
(3rd through 8th and once in high school).
--Attendance rate of students in 6th, 7th, Students successfully
8th, and 9th grade. transition from middle
school grades to high
school.
--Graduation rate (as defined in this notice) Youth graduate from high
school.
-- and % of Promise Neighborhood High school graduates
students who graduate with a regular high obtain a postsecondary
school diploma, as defined in 34 CFR degree, certification,
200.19(b)(1)(iv), and obtain postsecondary or credential.
degrees, vocational certificates, or other
industry-recognized certifications or
credentials without the need for remediation.
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Table 2--Family and Community Support Indicators and Results They Are
Intended To Measure
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Indicator Result
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-- and % of children who participate Students are healthy.
in at least 60 minutes of moderate to
vigorous physical activity daily; and--
& % of children who consume five
or more servings of fruits and vegetables
daily; or
--possible third indicator, to be determined
(TBD) by applicant.
-- and % of students who feel safe Students feel safe at
at school and traveling to and from school, school and in their
as measured by a school climate needs community.
assessment (as defined in this notice); or
--possible second indicator, TBD by
applicant.
--Student mobility rate (as defined in this Students live in stable
notice); or communities.
--possible second indicator, TBD by
applicant.
--For children birth to kindergarten entry, Families and community
the and % of parents or family members support learning
members who report that they read to their in Promise Neighborhood
child three or more times a week; schools.
--For children in kindergarten through the
eighth grade, the and % of parents
or family members who report encouraging
their child to read books outside of school;
and
--For children in the ninth through twelfth
grades, the and % of parents or
family members who report talking with their
child about the importance of college and
career; or
--possible fourth indicator TBD by applicant.
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-- and % of students who have school Students have access to
and home access (and % of the day they have 21st century learning
access) to broadband Internet (as defined in tools.
this notice) and a connected computing
device; or
--possible second indicator TBD by applicant.
------------------------------------------------------------------------
Note: The indicators in Table 1 and Table 2 are not intended to
limit an applicant from collecting and using data for additional
indicators. Examples of additional indicators are--
(i) The and % of children who participate in high-
quality learning activities during out-of-school hours or in the
hours after the traditional school day ends;
(ii) The and % of children who are suspended or
receive discipline referrals during the school year;
(iii) The share of housing stock in the geographically defined
area that is rent-protected, publicly assisted, or targeted for
redevelopment with local, State, or Federal funds; and
(iv) The and % of children who are homeless or in
foster care and who have an assigned adult advocate.
Note: While the Department believes there are many programmatic
benefits of collecting data on every child in the proposed
neighborhood, the Department will consider requests to collect data
on only a sample of the children in the neighborhood for some
indicators so long as the applicant describes in its application how
it would ensure the sample would be representative of the children
in the neighborhood.
(4) Describe the experience and lessons learned, and describe how
the applicant will build the capacity of its management team and
project director in all of the following areas:
(a) Working with the neighborhood and its residents, including
parents and families that have children or other family members with
disabilities or ELs, as well as with the school(s) described in
paragraph (2) of this priority; the LEA in which the school or schools
are located; Federal, State, and local government leaders; and other
service providers.
(b) Collecting, analyzing, and using data for decision-making,
learning, continuous improvement, and accountability. The applicant
must describe--
(i) Its proposal to plan to build, adapt, or expand a longitudinal
data system that integrates student-level data from multiple sources in
order to measure progress on educational and family and community
support indicators for all children in the neighborhood, disaggregated
by the subgroups listed in section 1111(b)(3)(C)(xiii) of the ESEA;
(ii) How the applicant will link the longitudinal data system to
school-based, LEA, and State data systems; make the data accessible to
parents, families, community residents, program partners, researchers,
and evaluators while abiding by Federal, State, and other privacy laws
and requirements; and manage and maintain the system;
(iii) How the applicant will use rapid-time (as defined in this
notice) data both in the planning year and, once the Promise
Neighborhood strategy is implemented, for continuous program
improvement; and
(iv) How the applicant will document the planning process,
including by describing lessons learned and best practices;
(c) Creating formal and informal partnerships, for such purposes as
providing solutions along the continuum of solutions and attaining
resources to sustain and scale up what works. An applicant, as part of
its application, must submit a preliminary memorandum of understanding,
signed by each organization or agency with which it would partner in
planning the proposed Promise Neighborhood. The preliminary memorandum
of understanding must describe--
(i) Each partner's financial and programmatic commitment; and
(ii) How each partner's existing vision, theory of change (as
defined in this notice), theory of action (as defined in this notice),
and existing activities align with those of the proposed Promise
Neighborhood strategy;
(d) The governance structure proposed for the Promise Neighborhood,
including a system for holding partners accountable, how the eligible
entity's governing board or advisory board is representative of the
geographic area proposed to be served (as defined in this notice), and
how residents of the geographic area would have an active role in the
organization's decision-making; and
(e) Securing and integrating funding streams from multiple public
and private sources from the Federal, State, and local level. Examples
of public funds include Federal resources from the U.S. Department of
Education, such as the 21st Century Community Learning Centers program
and title I of the ESEA, and from other Federal agencies, such as the
U.S. Departments of Health and Human Services, Housing and Urban
Development, Justice, Labor, and Treasury.
(5) Describe the applicant's commitment to work with the
Department, and with a national evaluator for Promise Neighborhoods or
another entity designated by the Department, to ensure that data
collection and program design are consistent with plans to conduct a
rigorous national evaluation of the Promise Neighborhoods program and
of specific solutions and strategies pursued by individual grantees.
This commitment must include, but need not be limited to--
(a) Ensuring that, through memoranda of understanding with
appropriate entities, the national evaluator and the Department have
access to relevant program and project data (e.g., administrative data
and program and project indicator data), including data on a quarterly
basis if requested by the Department;
(b) Developing, in consultation with the national evaluator, an
evaluation strategy, including identifying a credible comparison group;
and
(c) Developing, in consultation with the national evaluator, a plan
for identifying and collecting reliable and valid baseline data for
both program participants and a designated comparison group of non-
participants.
Planning Grant Priority 2 (Absolute)
Promise Neighborhoods in Rural Communities
To meet this priority, an applicant must propose to develop a plan
for implementing a Promise Neighborhood strategy that (1) meets all of
the requirements in Absolute Priority 1; and (2) proposes to serve one
or more rural communities only.
Planning Grant Priority 3 (Absolute)
Promise Neighborhoods in Tribal Communities
To meet this priority, an applicant must propose to develop a plan
for implementing a Promise Neighborhood strategy that (1) meets all of
the requirements in Absolute Priority 1; and (2) proposes to serve one
or more Indian tribes (as defined in this notice).
Competitive Preference Priorities: For FY 2012, these priorities
are competitive
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preference priorities. Under 34 CFR 75.105(c)(2)(i) we award additional
points to an application depending on how well the application meets
Planning Grant Priorities 4, 5, 6, or 7 (Competitive Preference).
Applicants may address more than one of the competitive preference
priorities; however, the Department will review and award points only
for a maximum of two of the competitive preference priorities.
Therefore, an applicant must identify in the project narrative section
of its application the priority or the two priorities it wishes the
Department to consider for purposes of earning the competitive
preference priority points.
Note: The Department will not review or award points under any
competitive preference priority for an application that (1) fails to
clearly identify the competitive preference priority or two
priorities it wishes the Department to consider for purposes of
earning the competitive preference priority points, or (2)
identifies more than two competitive preference priorities.
These priorities are:
Planning Grant Priority 4 (Competitive Preference)
Comprehensive Local Early Learning Network (Zero, One, or Two Points)
To meet this priority, an applicant must propose to develop a plan
to expand, enhance, or modify an existing network of early learning
programs and services to ensure that they are high-quality and
comprehensive for children from birth through the third grade. The plan
must also ensure that the network establishes a high standard of
quality across early learning settings and is designed to improve
outcomes across multiple domains of early learning. Distinct from the
early learning solutions described in paragraph (2) of Absolute
Priority 1, this priority supports proposals to develop plans that
integrate various early learning services and programs in the
neighborhood in order to enhance the quality of such services and
programs, i.e., school-based early learning programs; locally or State-
funded preschool programs; Early Head Start and Head Start; the local
child care resource and referral agency, if applicable; Individuals
with Disabilities Education Act (IDEA) services and programs; services
through private providers; home visiting programs; public and private
child care providers that are licensed by the State, including public
and private providers and center-based care; and family, friend, or
neighbor care in the Promise Neighborhood.
The local early learning network must address or incorporate
ongoing State-level efforts regarding the major components of high-
quality early learning programs and services, such as State early
learning and development standards, program quality standards,
comprehensive assessment systems, workforce and professional
development systems, health promotion, family and community engagement,
a coordinated data infrastructure, and a method of measuring,
monitoring, evaluating, and improving program quality. For example, an
applicant might address how the Promise Neighborhoods project will use
the State's early learning standards, as applicable, and the Head Start
Child Development and Early Learning Framework (Framework), as
applicable, to define the expectations of what children should know and
be able to do before entering kindergarten. The Framework is available
on the Office of Head Start's Web site at: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Assessment/Child%20Outcomes/HS_Revised_Child_Outcomes_Framework(rev-
Sept2011).pdf. Similarly, an applicant that addresses this priority
must discuss, where applicable, how it would align with the State's
Quality Rating and Improvement System (QRIS), as applicable,
professional development and workforce infrastructure, and other
appropriate State efforts. In addition, the proposal must describe how
the project will provide, to the extent practicable, early learning
opportunities on multiple platforms (e.g., public television, Web-
based) and in multiple locations (e.g., at home, at school, and at
other community locations.)
Note regarding accessibility of early learning programs and
services: These early learning opportunities must be fully accessible
to individuals with disabilities, including individuals who are blind
or have low vision; otherwise, the plans must describe how
accommodations or modifications will be provided to ensure that the
benefits of the early learning opportunities are provided to children
and youth with disabilities in an equally effective and equally
integrated manner.
The proposal to develop a plan for a high-quality and comprehensive
local early learning network must describe the governance structure and
how the applicant will use the planning year to plan solutions that
address the major components of high-quality early learning programs
and services as well as establish goals, strategies, and benchmarks to
provide early learning programs and services that result in improved
outcomes across multiple domains of early learning (as defined in this
notice). An applicant addressing this priority must designate an
individual responsible for overseeing and integrating the early
learning initiatives and must include a resume or position description
and other supporting documentation to demonstrate that the individual
designated, or individual hired to carry out those responsibilities,
possesses the appropriate State certification, and has experience and
expertise in managing and administering high-quality early learning
programs, including in coordinating across various high-quality early
learning programs and services.
Planning Grant Priority 5 (Competitive Preference)
Quality Internet Connectivity (Zero or One Point)
To meet this priority, an applicant must propose to develop a plan
to ensure that almost all students in the geographic area proposed to
be served have broadband internet access (as defined in this notice) at
home and at school, the knowledge and skills to use broadband internet
access effectively, and a connected computing device to support
schoolwork.
Planning Grant Priority 6 (Competitive Preference)
Arts and Humanities (Zero or One Point)
To meet this priority, an applicant must propose to develop a plan
to include opportunities for children and youth to experience and
participate actively in the arts and humanities in their community so
as to broaden, enrich, and enliven the educational, cultural, and civic
experiences available in the neighborhood. Applicants may propose to
develop plans for offering these activities in school and in out-of-
school settings and at any time during the calendar year.
Planning Grant Priority 7 (Competitive Preference)
Quality Affordable Housing (Zero or One Point)
To meet this priority, an applicant must propose to serve
geographic areas that were the subject of an affordable housing
transformation pursuant to a Choice Neighborhoods or HOPE VI grant
awarded by the U.S. Department of Housing and Urban Development during
FY 2009 or later years. To be eligible under this priority, the
applicant must either (1) be able to demonstrate that it has received a
Choice Neighborhoods or HOPE VI grant or (2) provide, in its
application, a memorandum of
[[Page 23696]]
understanding between it and a partner that is a recipient of Choice
Neighborhoods or HOPE VI grant. The memorandum must indicate a
commitment on the part of the applicant and partner to coordinate
planning and align resources to the greatest extent practicable.
Invitational Priority: For FY 2012, this priority 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.
This priority is:
Planning Grant Priority 8 (Invitational)
Family Engagement in Learning Through Adult Education
To meet this priority, an applicant must propose to develop a plan
that is coordinated with adult education providers serving neighborhood
residents, such as those funded through the Adult Education and Family
Literacy Act. Coordinated services may include adult basic and
secondary education and programs that provide training and
opportunities for family members and other members of the community to
support student learning and establish high expectations for student
educational achievement. Examples of services and programs include
preparation for the General Education Development (GED) test; English
literacy, family literacy, and work-based literacy training; or other
training that prepares adults for postsecondary education and careers
or supports adult engagement in the educational success of children and
youth in the neighborhood.
Definitions
The following definitions apply to this program: Broadband internet
access means internet access sufficient to provide community members
with the internet available when and where they need it and for the
uses they require. Children with disabilities or CWD means individuals
who meet the definition of child with a disability in 34 CFR 300.8,
infant or toddler with a disability in 34 CFR 300.25, handicapped
person in 34 CFR 104.3(j), or disability as it pertains to an
individual in 42 U.S.C. 12102.
Community of practice means a group of grantees that agrees to
interact regularly to solve a persistent problem or improve practice in
an area that is important to them and the success of their projects.
Establishment of communities of practice under Promise Neighborhoods
will enable grantees to meet, discuss, and collaborate with each other
regarding grantee projects.
Continuum of cradle-through-college-to-career solutions or
continuum of solutions means solutions that--
(1) Include programs, policies, practices, services, systems, and
supports that result in improving educational and developmental
outcomes for children from cradle through college to career;
(2) Are based on the best available evidence, including, where
available, strong or moderate evidence (as defined in this notice);
(3) Are linked and integrated seamlessly (as defined in this
notice); and
(4) Include both education programs and family and community
supports.
Credible comparison group includes a comparison group formed by
matching project participants with non-participants based on key
characteristics that are thought to be related to outcomes. These
characteristics include, but are not limited to: (1) Prior test scores
and other measures of academic achievement (preferably the same
measures that will be used to assess the outcomes of the project); (2)
demographic characteristics, such as age, disability, gender, English
proficiency, ethnicity, poverty level, parents' educational attainment,
and single- or two-parent family background; (3) the time period in
which the two groups are studied (e.g., the two groups are children
entering kindergarten in the same year as opposed to sequential years);
and (4) methods used to collect outcome data (e.g., the same test of
reading skills administered in the same way to both groups).
Developmentally appropriate early learning measures means a range
of assessment instruments that are used in ways consistent with the
purposes for which they were designed and validated; appropriate for
the ages and other characteristics of the children being assessed;
designed and validated for use with children whose ages, cultures,
languages spoken at home, socioeconomic status, abilities and
disabilities, and other characteristics are similar to those of the
children with whom the assessments will be used; and used in compliance
with the measurement standards set forth by the American Educational
Research Association (AERA), the American Psychological Association
(APA), and the National Council for Measurement in Education (NCME) in
the 1999 Standards for Educational and Psychological Testing.
Education programs means programs that include, but are not limited
to--
(1) High-quality early learning programs or services designed to
improve outcomes across multiple domains of early learning for young
children. Such programs must be specifically intended to align with
appropriate State early learning and development standards, practices,
strategies, or activities across as broad an age range as birth through
third grade so as to ensure that young children enter kindergarten and
progress through the early elementary school grades demonstrating age-
appropriate functioning across the multiple domains;
(2) For children in preschool through the 12th grade, programs,
inclusive of related policies and personnel, that are linked to
improved educational outcomes. The programs--
(a) Must include effective teachers and effective principals;
(b) Must include strategies, practices, or programs that encourage
and facilitate the evaluation, analysis, and use of student
achievement, student growth (as defined in this notice), and other data
by educators, families, and other stakeholders to inform decision-
making;
(c) Must include college- and career-ready standards, assessments,
and practices, including a well-rounded curriculum, instructional
practices, strategies, or programs in, at a minimum, core academic
subjects as defined in section 9101(11) of the ESEA, that are aligned
with high academic content and achievement standards and with high-
quality assessments based on those standards; and
(d) May include creating multiple pathways for students to earn
regular high school diplomas (e.g., using schools that serve the needs
of over-aged, under-credited, or other students with an exceptional
need for flexibility regarding when they attend school or the
additional supports they require; awarding credit based on demonstrated
evidence of student competency; or offering dual-enrollment options);
and
(3) Programs that prepare students for college and career success,
which may include programs that--
(a) Create and support partnerships with community colleges, four-
year colleges, or universities and that help instill a college-going
culture in the neighborhood;
(b) Provide dual-enrollment opportunities for secondary students to
gain college credit while in high school;
(c) Provide, through relationships with businesses and other
organizations,
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apprenticeship opportunities to students;
(d) Align curricula in the core academic subjects with requirements
for industry-recognized certifications or credentials, particularly in
high-growth sectors;
(e) Provide access to career and technical education programs so
that individuals can attain the skills and industry-recognized
certifications or credentials for success in their careers;
(f) Help college students, including CWD and ELs from the
neighborhood to transition to college, persist in their academic
studies in college, graduate from college, and transition into the
workforce; and
(g) Provide opportunities for all youth (both in and out of school)
to achieve academic and employment success by improving educational and
skill competencies and providing connections to employers. Such
activities may include opportunities for on-going mentoring, supportive
services, incentives for recognition and achievement, and opportunities
related to leadership, development, decision-making, citizenship, and
community service.
Effective school means a school that has--
(1) Significantly closed the achievement gaps between subgroups of
students (as identified in section 1111(b)(3)(C)(xiii) of the ESEA)
within the school or district; or
(2)(a) Demonstrated success in significantly increasing student
academic achievement in the school for all subgroups of students (as
identified in section 1111(b)(3)(C)(xiii) of the ESEA) in the school;
and (b) made significant improvements in other areas, such as
graduation rates (as defined in this notice) or recruitment and
placement of effective teachers and effective principals.
Eligible organization means an organization that--
(1) Is representative of the geographic area proposed to be served
(as defined in this notice);
(2) Is one of the following:
(a) A nonprofit organization that meets the definition of a
nonprofit under 34 CFR 77.1(c), which may include a faith-based
nonprofit organization.
(b) An institution of higher education as defined by section 101(a)
of the Higher Education Act of 1965, as amended.
(c) An Indian tribe (as defined in this notice);
(3) Currently provides at least one of the solutions from the
applicant's proposed continuum of solutions in the geographic area
proposed to be served; and
(4) Operates or proposes to work with and involve in carrying out
its proposed project, in coordination with the school's LEA, at least
one public elementary or secondary school that is located within the
identified geographic area that the grant will serve.
English learners or ELs means individuals who meet the definition
of limited English proficient, as defined in section 9101(25) of the
ESEA.
Family and community supports means--
(1) Child and youth health programs, such as physical, mental,
behavioral, and emotional health programs (e.g., home visiting
programs; Early Head Start; programs to improve nutrition and fitness,
reduce childhood obesity, and create healthier communities);
(2) Safety programs, such as programs in school and out of school
to prevent, control, and reduce crime, violence, drug and alcohol use,
and gang activity; programs that address classroom and school-wide
behavior and conduct; programs to prevent child abuse and neglect;
programs to prevent truancy and reduce and prevent bullying and
harassment; and programs to improve the physical and emotional security
of the school setting as perceived, experienced, and created by
students, staff, and families;
(3) Community stability programs, such as programs that--
(a) Increase the stability of families in communities by expanding
access to quality, affordable housing, providing legal support to help
families secure clear legal title to their homes, and providing housing
counseling or housing placement services;
(b) Provide adult education and employment opportunities and
training to improve educational levels, job skills and readiness in
order to decrease unemployment, with a goal of increasing family
stability;
(c) Improve families' awareness of, access to, and use of a range
of social services, if possible at a single location;
(d) Provide unbiased, outcome-focused, and comprehensive financial
education, inside and outside the classroom and at every life stage;
(e) Increase access to traditional financial institutions (e.g.,
banks and credit unions) rather than alternative financial institutions
(e.g., check cashers and payday lenders);
(f) Help families increase their financial literacy, financial
assets, and savings; and
(g) Help families access transportation to education and employment
opportunities;
(4) Family and community engagement programs that are systemic,
integrated, sustainable, and continue through a student's transition
from K-12 school to college and career. These programs may include
family literacy programs and programs that provide adult education and
training and opportunities for family members and other members of the
community to support student learning and establish high expectations
for student educational achievement; mentorship programs that create
positive relationships between children and adults; programs that
provide for the use of such community resources as libraries, museums,
television and radio stations, and local businesses to support improved
student educational outcomes; programs that support the engagement of
families in early learning programs and services; programs that provide
guidance on how to navigate through a complex school system and how to
advocate for more and improved learning opportunities; and programs
that promote collaboration with educators and community organizations
to improve opportunities for healthy development and learning; and
(5) 21st century learning tools, such as technology (e.g.,
computers and mobile phones) used by students in the classroom and in
the community to support their education. This includes programs that
help students use the tools to develop knowledge and skills in such
areas as reading and writing, mathematics, research, critical thinking,
communication, creativity, innovation, and entrepreneurship.
Graduation rate means the four-year or extended-year adjusted
cohort graduation rate as defined by 34 CFR 200.19(b)(1).
Note: This definition is not meant to prevent a grantee from
also collecting information about the reasons why students do not
graduate from the target high school, e.g., dropping out or moving
outside of the school district for non-academic or academic reasons.
Increased learning time means using a longer school day, week, or
year to significantly increase the total number of school hours. This
strategy is used to redesign the school's program in a manner that
includes additional time for (a) Instruction in core academic subjects
as defined in section 9101(11) of the ESEA; (b) instruction in other
subjects and enrichment activities that contribute to a well-rounded
education, including, for example, physical education, service
learning, and experiential and work-based learning opportunities that
are provided by partnering, as appropriate, with other
[[Page 23698]]
organizations; and (c) teachers to collaborate, plan, and engage in
professional development within and across grades and subjects.
Indian tribe means any Indian or Alaska Native tribe, band, nation,
pueblo, village or community that the Secretary of the Interior
acknowledges to exist as an Indian tribe, 25 U.S.C. 479a and 479a-1 or
any Alaska Native village or regional or village corporation as defined
in or established pursuant to the Alaska Native Claims Settlement Act,
43 U.S.C. 1601, et seq., that is recognized as eligible for the special
programs and services provided by the United States to Indians because
of their status as Indians. The term ``Indian'' means a member of an
Indian tribe.
Indicators of need means currently available data that describe--
(1) Education need, which means--
(a) All or a portion of the neighborhood includes or is within the
attendance zone of a low-performing school that is a high school,
especially one in which the graduation rate (as defined in this notice)
is less than 60 percent or a school that can be characterized as low-
performing based on another proxy indicator, such as students' on-time
progression from grade to grade; and
(b) Other indicators, such as significant
achievement gaps between subgroups of students (as identified in
section 1111(b)(3)(C)(xiii) of the ESEA) within a school or LEA, high
teacher and principal turnover, or high student absenteeism; and
(2) Family and community support need, which means--
(a) Percentages of children with preventable chronic health
conditions (e.g., asthma, poor nutrition, dental problems, obesity) or
avoidable developmental delays;
(b) Immunization rates;
(c) Rates of crime, including violent crime;
(d) Student mobility rates;
(e) Teenage birth rates;
(f) Percentage of children in single-parent or no-parent families;
(g) Rates of vacant or substandard homes, including distressed
public and assisted housing; or
(h) Percentage of the residents living at or below the Federal
poverty threshold.
Linked and integrated seamlessly, with respect to the continuum of
solutions, means solutions that have common outcomes, focus on similar
milestones, support transitional time periods (e.g., the beginning of
kindergarten, the middle grades, or graduation from high school) along
the cradle-through-college-to-career continuum, and address time and
resource gaps that create obstacles for students in making academic
progress.
Low-performing schools means schools receiving assistance through
title I of the Elementary and Secondary Education Act of 1965, as
amended (ESEA), that are in corrective action or restructuring in the
State, as determined under section 1116 of the ESEA, and the secondary
schools (both middle and high schools) in the State that are equally as
low-achieving as these Title I schools and are eligible for, but do not
receive, Title I funds.
Moderate evidence means evidence from previous studies with designs
that can support causal conclusions (i.e., studies with high internal
validity) but have limited generalizability (i.e., moderate external
validity) or from studies with high external validity but moderate
internal validity.
Multiple domains of early learning means physical well-being and
motor development; social-emotional development; approaches toward
learning, which refers to the inclinations, dispositions, or styles,
rather than skills, that reflect ways that children become involved in
learning and develop their inclinations to pursue learning; language
and literacy development, including emergent literacy; and cognition
and general knowledge, which refers to thinking and problem-solving as
well as knowledge about particular objects and the way the world works.
Cognition and general knowledge include mathematical and scientific
knowledge, abstract thought, and imagination.
Neighborhood assets means--
(1) Developmental assets that allow residents to attain the skills
needed to be successful in all aspects of daily life (e.g., educational
institutions, early learning centers, and health resources);
(2) Commercial assets that are associated with production,
employment, transactions, and sales (e.g., labor force and retail
establishments);
(3) Recreational assets that create value in a neighborhood beyond
work and education (e.g., parks, open space, community gardens, and
arts organizations);
(4) Physical assets that are associated with the built environment
and physical infrastructure (e.g., housing, commercial buildings, and
roads); and
(5) Social assets that establish well-functioning social
interactions (e.g., public safety, community engagement, and
partnerships with youth, parents, and families).
Persistently lowest-achieving school \4\ means, as determined by
the State--
---------------------------------------------------------------------------
\4\ The Department considers schools that are identified as Tier
I or Tier II schools under the School Improvement Grants Program
(see 75 FR 66363) as part of a State's approved FY 2009 or FY 2010
applications to be persistently lowest-achieving schools. A list of
these Tier I and Tier II schools can be found on the Department's
Web site at http://www2.ed.gov/programs/sif/index.html.
---------------------------------------------------------------------------
(1) Any school receiving assistance through Title I that is in
improvement, corrective action, or restructuring and that--
(a) Is among the lowest-achieving five percent of Title I schools
in improvement, corrective action, or restructuring or the lowest-
achieving five Title I schools in improvement, corrective action, or
restructuring in the State, whichever number of schools is greater; or
(b) Is a high school that has had a graduation rate that is less
than 60 percent over a number of years; and
(2) Any secondary school that is eligible for, but does not
receive, Title I funds that--
(a) Is among the lowest-achieving five percent of secondary schools
or the lowest-achieving five secondary schools in the State that are
eligible for, but do not receive, Title I funds, whichever number of
schools is greater; or
(b) Is a high school that has had a graduation rate that is less
than 60 percent over a number of years.
Program indicators are indicators that the Department will use only
for research and evaluation purposes and for which an applicant is not
required to propose solutions.
Project indicators are indicators for which an applicant proposes
solutions intended to result in progress on the indicators.
Public officials means elected officials (e.g., council members,
aldermen and women, commissioners, State legislators, Congressional
representatives, members of the school board), appointed officials
(e.g., members of a planning or zoning commission, or of any other
regulatory or advisory board or commission), or individuals who are not
necessarily public officials, but who have been appointed by a public
official to serve on the Promise Neighborhoods governing board or
advisory board.
Rapid-time, in reference to reporting and availability of locally-
collected data, means that data are available quickly enough to inform
current lessons, instruction, and related education programs and family
and community supports.
Representative of the geographic area proposed to be served means
that
[[Page 23699]]
residents of the geographic area proposed to be served have an active
role in decision-making and that at least one-third of the eligible
entity's governing board or advisory board is made up of--
(1) Residents who live in the geographic area proposed to be
served, which may include residents who are representative of the
ethnic and racial composition of the neighborhood's residents and the
languages they speak;
(2) Residents of the city or county in which the neighborhood is
located but who live outside the geographic area proposed to be served,
and who are low-income (which means earning less than 80 percent of the
area's median income as published by the Department of Housing and
Urban Development);
(3) Public officials (as defined in this notice) who serve the
geographic area proposed to be served (although not more than one-half
of the governing board or advisory board may be made up of public
officials); or
(4) Some combination of individuals from the three groups listed in
paragraphs (1), (2), and (3) of this definition.
Rural community means a neighborhood that--
(1) Is served by an LEA that is currently eligible under the Small
Rural School Achievement (SRSA) program or the Rural and Low-Income
School (RLIS) program authorized under Title VI, Part B of the ESEA.
Applicants may determine whether a particular LEA is eligible for these
programs by referring to information on the following Department Web
sites. For the SRSA program: http://www2.ed.gov/programs/reapsrsa/eligible10/index.html. For the RLIS program: http://www2.ed.gov/programs/reaprlisp/eligible10/index.html; or
(2) Includes only schools designated with a school locale code of
42 or 43. Applicants may determine school locale codes by referring to
the following Department Web site: http://nces.ed.gov/ccd/schoolsearch/.
School climate needs assessment means an evaluation tool that
measures the extent to which the school setting promotes or inhibits
academic performance by collecting perception data from individuals,
which could include students, staff, or families.
Segmentation analysis means the process of grouping and analyzing
data from children and families in the geographic area proposed to be
served according to indicators of need (as defined in this notice) or
other relevant indicators.
Note: The analysis is intended to allow grantees to
differentiate and more effectively target interventions based on
what they learn about the needs of different populations in the
geographic area.
Strong evidence means evidence from studies with designs that can
support causal conclusions (i.e., studies with high internal validity),
and studies that, in total, include enough of the range of participants
and settings to support scaling up to the State, regional, or national
level (i.e., studies with high external validity).
Student achievement means--
(1) For tested grades and subjects:
(a) A student's score on the State's assessments under the ESEA;
and, as appropriate,
(b) Other measures of student learning, such as those described in
paragraph (2) of this definition, provided they are rigorous and
comparable across classrooms and programs.
(2) For non-tested grades and subjects: alternative measures of
student learning and performance, such as student scores on pre-tests
and end-of-course tests; student performance on English language
proficiency assessments; and other measures of student achievement that
are rigorous and comparable across classrooms.
Student growth means the change in achievement data for an
individual student between two or more points in time. Growth may also
include other measures that are rigorous and comparable across
classrooms.
Student mobility rate is calculated by dividing the total number of
new student entries and withdrawals at a school, from the day after the
first official enrollment number is collected through the end of the
academic year, by the first official enrollment number of the academic
year.
Note: This definition is not meant to limit a grantee from also
collecting information about why students enter or withdraw from the
school, e.g., transferring to charter schools, moving outside of the
school district for non-academic or academic reasons.
Theory of action means an organization's strategy regarding how,
considering its capacity and resources, it will take the necessary
steps and measures to accomplish its desired results.
Theory of change means an organization's beliefs about how its
inputs, and early and intermediate outcomes, relate to accomplishing
its long-term desired results.
Program Authority: 20 U.S.C.7243-7243b.
Applicable Regulations: (a) The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80,
81, 82, 84, 85, 86, 97, 98, and 99. (b) The notice of final priorities,
requirements, definitions, and selection criteria published in the
Federal Register on July 6, 2011 (76 FR 39590).
Note: The regulations in 34 CFR part 79 apply to all applicants
except federally recognized Indian tribes.
Note: The regulations in 34 CFR part 86 apply to institutions
of higher education only.
II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds: $7,000,000.
These estimated available funds are only for Planning grants under
the Promise Neighborhoods program.
Contingent upon the availability of funds and the quality of the
applications, we may make additional awards in FY 2013 or in subsequent
years from the list of unfunded applicants from this competition.
Estimated Range of Awards: Up to $500,000.
Estimated Average Size of Awards: $467,000.
Maximum Award: $500,000.
The maximum award amount is $500,000 per 12-month budget period. We
may choose not to further consider or review applications with budget
requests for any 12-month budget period that exceed this amount, if we
conclude, during our initial review of the application, that the
proposed goals and objectives cannot be obtained with the specified
maximum amount.
Estimated Number of Awards: Up to 15.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 12 months.
III. Eligibility Information
1. Eligible Applicants: To be eligible for a grant under this
competition, an applicant must be an eligible organization (as defined
in this notice). For purposes of Absolute Priority 3: Promise
Neighborhoods in Tribal Communities, an eligible applicant is an
eligible organization that partners with an Indian tribe or is an
Indian tribe that meets the definition of an eligible organization.
2. Cost-Sharing or Matching:
To be eligible for a planning grant under this competition, an
applicant must demonstrate that it has established a commitment from
one or more entities in the public or private sector, which may include
Federal, State, and local public agencies, philanthropic
[[Page 23700]]
organizations, private businesses, or individuals, to provide matching
funds for the planning process. An applicant for a planning grant must
obtain matching funds or in-kind donations for the planning process
equal to at least 50 percent of its grant award, except that an
applicant proposing a project that meets Absolute Priority 2: Promise
Neighborhoods in Rural Communities or Absolute Priority 3: Promise
Neighborhoods in Tribal Communities must obtain matching funds or in-
kind donations equal to at least 25 percent of the grant award.
Both planning and implementation applicants must demonstrate a
commitment of matching funds in the applications. The applicants must
specify the source of the funds or contributions and, in the case of a
third-party in-kind contribution, a description of how the value was
determined for the donated or contributed goods or service. Applicants
must demonstrate the match commitment by including letters in their
applications explaining the type and quantity of the match commitment
with original signatures from the executives of organizations or
agencies providing the match. The Secretary may consider decreasing the
matching requirement in the most exceptional circumstances, on a case-
by-case basis.
An applicant that is unable to meet the matching requirement must
include in its application a request to the Secretary to reduce the
matching requirement, including the amount of the requested reduction,
the total remaining match contribution, and a statement of the basis
for the request. An applicant should review the Department's cost-
sharing and cost-matching regulations. These include specific
limitations in 34 CFR 74.23, which is applicable to non-profit
organizations and institutions of higher education, and 34 CFR 80.24,
which is applicable to State, local, and Indian tribal governments.
Applicants should also review the Office of Management and Budget (OMB)
cost principles regarding donations, capital assets, depreciations and
allowable costs. These circulars are available on OMB's Web site at
http://www.whitehouse.gov/omb/circulars/index.html.
3. Other: Funding Categories: An applicant must state in its
application whether it is applying for a Planning grant or an
Implementation grant. An applicant will be considered for an award only
for the type of grant for which it applies.
IV. Application and Submission Information
1. Address To Request Application Package
Adrienne Hawkins, U.S. Department of Education, 400 Maryland Avenue
SW., room 4W256, LBJ, Washington, DC 20202. Telephone: (202) 453-5638
or by email: [email protected]. If you use a
telecommunications device for the deaf (TDD), call the Federal Relay
Service (FRS), toll free, at 1-800-877-8339.
Individuals with disabilities can obtain a copy of the application
package in an accessible format (e.g., braille, large print, audiotape,
or compact disc) by contacting the program contact person listed in
this section.
2. Content and Form of Application Submission
Requirements concerning the content of an application, together
with the forms you must submit, are in the application package for this
competition.
Notice of Intent to Apply: June 8, 2012.
We will be able to develop a more efficient process for reviewing
grant applications if we know the approximate number of applicants that
intend to apply for funding under this competition. Therefore, the
Secretary strongly encourages each potential applicant to notify us of
the applicant's intent to submit an application for funding by
completing a Web-based form. When completing this form, applicants will
provide (1) the applicant organization's name and address, and (2) the
type of grant for which the applicant intends to apply. Applicants may
access this form online at http://wdcrobcolp01.ed.gov/CFAPPS/survey/survey.cfm?ID=5c306e04-40e0-4cb3-b6e7-4a8ea1d2012e. Applicants that do
not complete this form may still apply for funding.
Page Limit: The application narrative (Part III of the application)
is where you, the applicant, address the selection criteria that
reviewers use to evaluate your application. You are strongly encouraged
to limit the application narrative [Part III] for a planning
application to no more than 40 pages, using 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. Text in charts, tables, figures,
and graphs may be single-spaced.
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 is strongly encouraged:
Times New Roman, Courier, Courier New, or Arial.
Include page numbers at the bottom of each page in your
application narrative.
The suggested page limit does not apply to Part I, the cover sheet;
Part II, the budget section, including the narrative budget
justification; Part IV, the assurances and certifications; or the one-
page abstract, the resumes, the bibliography, or the letters of
support. However, the page limit does apply to all of the application
narrative section [Part III].
3. Submission Dates and Times
Applications Available: April 20, 2012.
Deadline for Notice of Intent To Apply: June 8, 2012.
Date of Pre-Application Webinars: May 15, 2012, and June 12, 2012.
Pre-application webinars are designed to provide technical assistance
to interested applicants for Promise Neighborhoods grants. Detailed
information regarding the pre-application webinar times will be
available through the Department of Education Web site at http://www2.ed.gov/programs/promiseneighborhoods/index.html.
Deadline for Transmittal of Applications: June 19, 2012.
Applications for grants under this competition must be submitted
electronically using the Grants.gov Apply site (Grants.gov). For
information (including dates and times) about how to submit your
application electronically, or in paper format by mail or hand delivery
if you qualify for an exception to the electronic submission
requirement, please refer to section IV. 7. Other Submission
Requirements of this notice.
We do not consider an application that does not comply with the
deadline requirements.
Individuals with disabilities who need an accommodation or
auxiliary aid in connection with the application process should contact
the person listed under FOR FURTHER INFORMATION CONTACT in section VII
of this notice. If the Department provides an accommodation or
auxiliary aid to an individual with a disability in connection with the
application process, the individual's application remains subject to
all other requirements and limitations in this notice.
[[Page 23701]]
Deadline for Intergovernmental Review: September 25, 2012.
4. Intergovernmental Review
This competition 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.
5. Funding Restrictions
We reference regulations outlining funding restrictions in the
Applicable Regulations section of this notice.
6. Data Universal Numbering System Number, Taxpayer Identification
Number, and Central Contractor Registry
To do business with the Department of Education, you must--
a. Have a Data Universal Numbering System (DUNS) number and a
Taxpayer Identification Number (TIN);
b. Register both your DUNS number and TIN with the Central
Contractor Registry (CCR), the Government's primary registrant
database;
c. Provide your DUNS number and TIN on your application; and
d. Maintain an active CCR registration with current information
while your application is under review by the Department and, if you
are awarded a grant, during the project period.
You can obtain a DUNS number from Dun and Bradstreet. A DUNS number
can be created within one business day.
If you are a corporate entity, agency, institution, or
organization, you can obtain a TIN from the Internal Revenue Service.
If you are an individual, you can obtain a TIN from the Internal
Revenue Service or the Social Security Administration. If you need a
new TIN, please allow 2-5 weeks for your TIN to become active.
The CCR registration process may take five or more business days to
complete. If you are currently registered with the CCR, you may not
need to make any changes. However, please make certain that the TIN
associated with your DUNS number is correct. Also note that you will
need to update your CCR registration on an annual basis. This may take
three or more business days to complete.
In addition, if you are submitting your application via Grants.gov,
you must (1) be designated by your organization as an Authorized
Organization Representative (AOR); and (2) register yourself with
Grants.gov as an AOR. Details on these steps are outlined at the
following Grants.gov Web page: www.grants.gov/applicants/get_registered.jsp.
7. Other Submission Requirements
Applications for grants under this competition must be submitted
electronically unless you qualify for an exception to this requirement
in accordance with the instructions in this section.
a. Electronic Submission of Applications
Applications for grants under the Promise Neighborhoods Program
(Implementation grants), CFDA Number 84.215N, must be submitted
electronically using the Governmentwide Grants.gov Apply site at
www.grants.gov. Through this site, you will be able to download a copy
of the application package, complete it offline, and then upload and
submit your application. You may not email an electronic copy of a
grant application to us.
We will reject your application if you submit it in paper format
unless, as described elsewhere in this section, you qualify for one of
the exceptions to the electronic submission requirement and submit, no
later than two weeks before the application deadline date, a written
statement to the Department that you qualify for one of these
exceptions. Further information regarding calculation of the date that
is two weeks before the application deadline date is provided later in
this section under Exception to Electronic Submission Requirement.
You may access the electronic grant application for Promise
Neighborhoods Planning Grant Competition at www.Grants.gov. You must
search for the downloadable application package for this competition by
the CFDA number. Do not include the CFDA number's alpha suffix in your
search (e.g., search for 84.215, not 84.215P).
Please note the following:
When you enter the Grants.gov site, you will find
information about submitting an application electronically through the
site, as well as the hours of operation.
Applications received by Grants.gov are date and time
stamped. Your application must be fully uploaded and submitted and must
be date and time stamped by the Grants.gov system no later than 4:30:00
p.m., Washington, DC time, on the application deadline date. Except as
otherwise noted in this section, we will not accept your application if
it is received--that is, date and time stamped by the Grants.gov
system--after 4:30:00 p.m., Washington, DC time, on the application
deadline date. We do not consider an application that does not comply
with the deadline requirements. When we retrieve your application from
Grants.gov, we will notify you if we are rejecting your application
because it was date and time stamped by the Grants.gov system after
4:30:00 p.m., Washington, DC time, on the application deadline date.
The amount of time it can take to upload an application
will vary depending on a variety of factors, including the size of the
application and the speed of your Internet connection. Therefore, we
strongly recommend that you do not wait until the application deadline
date to begin the submission process through Grants.gov.
You should review and follow the Education Submission
Procedures for submitting an application through Grants.gov that are
included in the application package for this competition to ensure that
you submit your application in a timely manner to the Grants.gov
system. You can also find the Education Submission Procedures
pertaining to Grants.gov under News and Events on the Department's G5
system home page at www.G5.gov.
You will not receive additional point value because you
submit your application in electronic format, nor will we penalize you
if you qualify for an exception to the electronic submission
requirement, as described elsewhere in this section, and submit your
application in paper format.
You must submit all documents electronically, including
all information you typically provide on the following forms: The
Application for Federal Assistance (SF 424), the Department of
Education Supplemental Information for SF 424, Budget Information--Non-
Construction Programs (ED 524), and all necessary assurances and
certifications.
You must upload any narrative sections and all other
attachments to your application as files in a PDF (Portable Document)
read-only, non-modifiable format. Do not upload an interactive or
fillable PDF file. If you upload a file type other than a read-only,
non-modifiable PDF or submit a password-protected file, we will not
review that material.
Your electronic application must comply with any page-
limit requirements described in this notice.
After you electronically submit your application, you will
receive from Grants.gov an automatic notification of receipt that
contains a Grants.gov tracking number. (This notification indicates
receipt by Grants.gov only, not receipt by the Department.) The
Department then will retrieve your application from Grants.gov and send
a
[[Page 23702]]
second notification to you by email. This second notification indicates
that the Department has received your application and has assigned your
application a PR/Award number (an ED-specified identifying number
unique to your application).
We may request that you provide us original signatures on
forms at a later date.
Application Deadline Date Extension in Case of Technical Issues
with the Grants.gov System: If you are experiencing problems submitting
your application through Grants.gov, please contact the Grants.gov
Support Desk, toll free, at 1-800-518-4726. You must obtain a
Grants.gov Support Desk Case Number and must keep a record of it.
If you are prevented from electronically submitting your
application on the application deadline date because of technical
problems with the Grants.gov system, we will grant you an extension
until 4:30:00 p.m., Washington, DC time, the following business day to
enable you to transmit your application electronically or by hand
delivery. You also may mail your application by following the mailing
instructions described elsewhere in this notice.
If you submit an application after 4:30:00 p.m., Washington, DC
time, on the application deadline date, please contact the person
listed under FOR FURTHER INFORMATION CONTACT in section VII of this
notice and provide an explanation of the technical problem you
experienced with Grants.gov, along with the Grants.gov Support Desk
Case Number. We will accept your application if we can confirm that a
technical problem occurred with the Grants.gov system and that that
problem affected your ability to submit your application by 4:30:00
p.m., Washington, DC time, on the application deadline date. The
Department will contact you after a determination is made on whether
your application will be accepted.
Note: The extensions to which we refer in this section apply
only to the unavailability of, or technical problems with, the
Grants.gov system. We will not grant you an extension if you failed
to fully register to submit your application to Grants.gov before
the application deadline date and time or if the technical problem
you experienced is unrelated to the Grants.gov system.
Exception to Electronic Submission Requirement: You qualify for an
exception to the electronic submission requirement, and may submit your
application in paper format, if you are unable to submit an application
through the Grants.gov system because--
You do not have access to the Internet; or
You do not have the capacity to upload large documents to
the Grants.gov system;
and
No later than two weeks before the application deadline
date (14 calendar days or, if the fourteenth calendar day before the
application deadline date falls on a Federal holiday, the next business
day following the Federal holiday), you mail or fax a written statement
to the Department, explaining which of the two grounds for an exception
prevents you from using the Internet to submit your application. If you
mail your written statement to the Department, it must be postmarked no
later than two weeks before the application deadline date. If you fax
your written statement to the Department, we must receive the faxed
statement no later than two weeks before the application deadline date.
Address and mail or fax your statement to: Adrienne Hawkins, U.S.
Department of Education, 400 Maryland Avenue SW., Room 4W256,
Washington, DC 20202. Fax: (202) 401-5638.
Your paper application must be submitted in accordance with the
mail or hand delivery instructions described in this notice.
b. Submission of Paper Applications by Mail
If you qualify for an exception to the electronic submission
requirement, you may mail (through the U.S. Postal Service or a
commercial carrier) your application to the Department. You must mail
the original and two copies of your application, on or before the
application deadline date, to the Department at the following address:
U.S. Department of Education, Application Control Center, Attention:
(CFDA Number 84.215P), LBJ Basement Level 1, 400 Maryland Avenue SW.,
Washington, DC 20202-4260.
You must show proof of mailing consisting of one of the following:
(1) A legibly dated U.S. Postal Service postmark.
(2) A legible mail receipt with the date of mailing stamped by the
U.S. Postal Service.
(3) A dated shipping label, invoice, or receipt from a commercial
carrier.
(4) Any other proof of mailing acceptable to the Secretary of the
U.S. Department of Education.
If you mail your application through the U.S. Postal Service, we do
not accept either of the following as proof of mailing:
(1) A private metered postmark.
(2) A mail receipt that is not dated by the U.S. Postal Service.
If your application is postmarked after the application deadline
date, we will not consider your application.
Note: The U.S. Postal Service does not uniformly provide a dated
postmark. Before relying on this method, you should check with your
local post office.
c. Submission of Paper Applications by Hand Delivery
If you qualify for an exception to the electronic submission
requirement, you (or a courier service) may deliver your paper
application to the Department by hand. You must deliver the original
and two copies of your application, by hand, on or before the
application deadline date, to the Department at the following address:
U.S. Department of Education, Application Control Center, Attention:
(CFDA 84.215P), 550 12th Street SW., Room 7041, Potomac Center Plaza,
Washington, DC 20202-4260.
The Application Control Center accepts hand deliveries daily
between 8 a.m. and 4:30 p.m., Washington, DC time, except Saturdays,
Sundays, and Federal holidays.
Note for Mail or Hand Delivery of Paper Applications: If you
mail or hand deliver your application to the Department--
(1) You must indicate on the envelope and--if not provided by
the Department--in Item 11 of the SF 424 the CFDA number, including
suffix letter, if any, of the competition under which you are
submitting your application; and
(2) The Application Control Center will mail to you a
notification of receipt of your grant application. If you do not
receive this notification within 15 business days from the
application deadline date, you should call the U.S. Department of
Education Application Control Center at (202) 245-6288.
V. Application Review Information
1. Selection Criteria
The selection criteria for this competition are from the 2011
Promise Neighborhoods NFP and from 34 CFR 75.210. The points assigned
to each criterion are indicated in the parenthesis next to the
criterion. Applicants may earn up to a total of 100 points. The
selection criteria for planning grants are as follows:
A. Need for Project (15 Points)
The Secretary considers the need for the proposed project.
In determining the need for the proposed project, the Secretary
considers--
(1) The magnitude or severity of the problems to be addressed by
the proposed project as described by
[[Page 23703]]
indicators of need and other relevant indicators (10 points); and
(2) The extent to which the geographically defined area has been
described (5 points).
B. Quality of the Project Design (20 Points)
The Secretary considers the quality of the design of the proposed
project.
In determining the quality of the design of the proposed project,
the Secretary considers--
(1) The extent to which the continuum of solutions will be aligned
with an ambitious, rigorous, and comprehensive strategy for improvement
of schools in the neighborhood (10 points);
(2) The extent to which the applicant describes a proposal to plan
to create a complete continuum of solutions, including early learning
through grade 12, college- and career-readiness, and family and
community supports, without time and resource gaps that will prepare
all children in the neighborhood to attain an excellent education and
successfully transition to college and a career (5 points); and
(3) The extent to which solutions leverage existing neighborhood
assets and coordinate with other efforts, including programs supported
by Federal, State, local, and private funds (5 points).
C. Quality of Project Services (20 Points)
The Secretary considers the quality of the services to be provided
by the proposed project.
In determining the quality of the project services, the Secretary
considers--
(1) The extent to which the applicant describes how the needs
assessment and segmentation analysis, including identifying and
describing indicators, will be used during the planning phase to
determine each solution within the continuum (10 points); and
(2) The extent to which the applicant describes how it will
determine that solutions are based on the best available evidence
including, where available, strong or moderate evidence, and ensure
that solutions drive results and lead to changes on indicators (10
points).
D. Quality of the Management Plan (45 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 experience, lessons learned, and
proposal to build capacity of the applicant's management team and
project director in all of the following areas--
(1) Working with the neighborhood and its residents; the schools
described in paragraph (2)(b) of Absolute Priority 1; the LEA in which
those schools are located; Federal, State, and local government
leaders; and other service providers (10 points);
(2) Collecting, analyzing, and using data for decision-making,
learning, continuous improvement, and accountability (15 points);
(3) Creating formal and informal partnerships, including the
alignment of the visions, theories of action, and theories of change
described in its memorandum of understanding, and creating a system for
holding partners accountable for performance in accordance with the
memorandum of understanding (10 points); and
(4) Integrating funding streams from multiple public and private
sources, including its proposal to leverage and integrate high-quality
programs in the neighborhood into the continuum of solutions (10
points).
2. Review and Selection Process
The Department will screen applications submitted in accordance
with the requirements in this notice, and will determine which
applications have met eligibility and other statutory requirements.
The Department will use independent reviewers from various
backgrounds and professions including: Pre-kindergarten--12 teachers
and principals, college and university educators, researchers and
evaluators, social entrepreneurs, strategy consultants, grant makers
and managers, and others with education expertise. The Department will
thoroughly screen all reviewers for conflicts of interest to ensure a
fair and competitive review process.
Reviewers will read, prepare a written evaluation, and score the
applications assigned to their panel, using the selection criteria
provided in this notice.
For applications addressing Absolute Priority 1, Absolute priority
2, and Absolute Priority 3, the Secretary prepares a rank order of
applications for each absolute priority based solely on the evaluation
of their quality according to the selection criteria. The Department
may use more than one tier of reviews in determining grantees.
Additional information about the review process will be posted on the
Department's Web site.
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
also requires various assurances including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. Special Conditions
Under 34 CFR 74.14 and 80.12, the Secretary may impose special
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 34 CFR
parts 74 or 80, as applicable; has not fulfilled the conditions of a
prior grant; or is otherwise not responsible.
4. Transparency and Open Government Policy
After awards are made under this competition, all of the submitted
successful applications, together with reviewer scores and comments,
will be posted on the Department's Web site.
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN). We may notify you informally, also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Reporting: (a) If you apply for a grant under this competition,
you must
[[Page 23704]]
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 multi-year award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to www.ed.gov/fund/grant/apply/appforms/appformshtml.
4. Performance Measures: The Secretary has established one
performance indicator for this program: The percentage of planning
grantees that produce a high-quality plan as measured by their
receiving at least 90 percent of the total possible points in the
competition for FY 2013 implementation grants. All grantees will be
required to submit a final performance report documenting their
contribution in assisting the Department in measuring the performance
of the program against this indicator, as well as other information
requested by the Department.
5. Continuation Awards: In making a continuation award, the
Secretary may consider, under 34 CFR 75.253, the extent to which a
grantee has made ``substantial progress toward meeting the objectives
in its approved application.'' This consideration includes the review
of a grantee's progress in meeting the targets and projected outcomes
in its approved application, and whether the grantee has expended funds
in a manner that is consistent with its approved application and
budget. In making a continuation grant, 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. Agency Contact
FOR FURTHER INFORMATION CONTACT: Adrienne Hawkins, U.S. Department of
Education, 400 Maryland Avenue SW., room 4W256, Washington, DC 20202.
Telephone: (202) 453-5638 or by email: [email protected].
If you use a TDD or a TTY, call the FRS, toll free, at 1-800-877-
8339.
VIII. Other Information
Accessible Format: Individuals with disabilities can obtain this
document and a copy of the application package in an accessible format
(e.g., braille, large print, audiotape, or compact disc) on request to
the program contact person listed under FOR FURTHER INFORMATION CONTACT
in section VII of this notice.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. Free
Internet access to the official edition of the Federal Register and the
Code of Federal Regulations is available via the Federal Digital System
at: www.gpo.gov/fdsys. At this site you can view this document, as well
as all other documents of this Department published in the Federal
Register, in text or Adobe Portable Document Format (PDF). To use PDF
you must have Adobe Acrobat Reader, which is available free at the
site.
You may also access documents of the Department published in the
Federal Register by using the article search feature at:
www.federalregister.gov. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.
Dated: April 17, 2012.
James H. Shelton, III,
Assistant Deputy Secretary for Innovation and Improvement.
[FR Doc. 2012-9595 Filed 4-19-12; 8:45 am]
BILLING CODE 4000-01-P