**DB CONSULTING GROUP INCORPORATED**

**Moderator: Karen Dorsey**

**February 28, 2008**

**12:30 pm CT**

Operator: Good afternoon and welcome to the Technical Assistance Call
for the FY 2008 Safe School Healthy Students Initiatives. Karen Dorsey
from the US Department of Education will provide opening remarks before
we begin the question-and-answer portion.

During the Q&A session, you may press star then the number 1 to ask a
question. To withdraw your question, press the pound key. I will now
turn the call over to Ms. Dorsey. Please go ahead

Karen Dorsey: Thank you. Thank you and good afternoon again and welcome
to the Safe School Healthy Students Technical Assistance Call for fiscal
year 2008. Again, Karen Dorsey with the (Opposite Safe and Directory
Schools at the US Department of Education) and joining me is Michelle
Bechard at the US Department of Health and Human Services with the
Substance Abuse and Mental Health Services Administration.

For today's call -- like last week's call -- we are going to skip any
introductory remarks and go directly to the questions to maximize the
amount of time. After today's call there is one more call which is next
Thursday again at 1:30 and that will be the last call. And at this time,
I'm just going to go directly to questions. So let's start.

Operator: At this time if you would like to ask a question, please press
star then the number 1 on your telephone key pad.

Your first question comes from the line of Jane Drake.

Jane Drake: Yes, good afternoon. Jane Drake from Muskegon County,
Michigan. A couple technical things -- Logic Model Languages and
requirements said somewhere in there that an attachment had to be -- it
could be an attachment or it had to be included in the MOA and I just
want to make sure we can just say in the MOA referencing attachment and
the grant narrative?

Michelle Bechard: This is (Michelle). The logic model is actually
connected to the MOA.

Jane Drake: Correct. Elements of it will be in there but do we have to
actually include the whole logic model as far as the MOA or -- cause
somewhere there was language that said you can reference it as an
attachment.

Michelle Bechard: Reference it in the narrative as an attachment?

Jane Drake: In the MOA that, you know, it could say, you know, these
elements as per the logic model and reference attachment whatever letter
it is in the grant package.

Karen Dorsey: Now the attachment to the narrative should be the MOA and
attached to the MOA should be the logic model. So I -- we're a little
confused about where...

Jane Drake: Obviously I am too, so okay. All right, I'll confirm that
and see where I got confused.

Michelle Bechard: But also looking to the review pages area -- because
there's information that needs to be in both the logic -- needs to be...

Jane Drake: Correct you have those...

Michelle Bechard: We need to find the logic models as well as the
narrative.

Jane Drake: Correct. You have those sub-criteria notes where -- that I
referenced.

Michelle Bechard: Correct.

Jane Drake: Exactly. So those specific pieces of language I understand
about including that as part of MOA but the partners are signing off and
agreeing to that. But like I said there were two points -- and I can't
find it now -- what specific pages -- but at one point it said logic
model is in the MOA and then later it says logic model was referenced.
So I just...

Karen Dorsey: Yeah the logic model is actually part of the MOA, it's an
attachment to the MOA.

Jane Drake: Okay, got that. Next question -- sustainability. Do you want
to reference by element -- how we're going to achieve that per element
or is that part of the management plan? That that's an over-arching
thing that we're going to strive to accomplish through the whole
development of this project -- development and implementation?

Karen Dorsey: We're searching again to go back to the selection
criteria. I do know that it is a big part of the final MOA that is
submitted - if an award in May.

Jane Drake: So make sure that's part of the MOA.

Karen Dorsey: Well the MOA has the list of things on Page 7...

Jane Drake: Great.

Jane Drake: Correct.

Karen Dorsey: Okay. And...

Jane Drake: But is that something that -- for a reviewer's benefit
should also be reflected in the management plan that's also discussed.

Michelle Bechard: As far as what people offer will be toward reaching
sustainability?

Jane Drake: Correct.

Karen Dorsey: It is not specifically mentioned in the selection
criteria.

Jane Drake: Okay.

Karen Dorsey: Which one were you thinking that you saw it in?

Jane Drake: Oh, you would ask me that. Maybe I'll come back to you next
week with a follow up on that. But...

Michelle Bechard: Sure, or if you can find -- if you can identify where
it is during this call just come back into the queue and ask the
question. We're looking right now, we're not finding it. But it doesn't
mean it's not there, we're just not quite sure where it is.

Jane Drake: Okay. And then I did have -- on Page 20 where it lists the
bullet points for the logic model. It has one, two, three, four, five,
six bullet points. The last bullet point being resources. But then...

Karen Dorsey: I'm sorry we lost you, you faded out.

Jane Drake: Sorry. Page 20 by my page numbering -- developing your logic
model. It has six bullet points of things that we have to make available
to be evaluated in the logic model.

Karen Dorsey: Correct and those...

Jane Drake: Right and the last bullet point listed is resources.

Karen Dorsey: Correct.

Jane Drake: That's not referenced in your sample. So what's going to
help here? Do you want another column added to the logic model chart or
is that implied as part of the activities curricular programs and
services?

Karen Dorsey: Okay, your page numbers are different than ours.

Michelle Bechard: Yes.

Jane Drake: Figure 1, right above Figure 1.

Karen Dorsey: Okay.

Jane Drake: I apologize. I...

Michelle Bechard: It's the bulleted items at the top of the page that
you're referring to?

Jane Drake: Correct. So the last item listed there is resources. So if I
go down and I look at the Figure 1 there's no reference to resources in
your example.

Karen Dorsey: You can include those under Partner's Role.

Jane Drake: Okay.

Michelle Bechard: It could also be included or -- yeah -- it could also
be included in Partner's Role or the Activities Curricular Programs and
Services.

Jane Drake: We actually have to have budget dollars there or...

Michelle Bechard: No.

Jane Drake: Just implied? It's somehow allocated and that's reflected in
the budget narrative.

Michelle Bechard: Yeah, we would -- in the detailed budget we would see
whether you allocated -- we could see the connection between what you
had proposed to do and what you've got in your budget.

Jane Drake: Okay. And then last question.

Karen Dorsey: And this is Karen. And again, when you're looking at the
selection criteria -- there's the selection criteria under management --
it talks about the adequacy and clearly defining the responsibilities of
partner staff and contracted service providers.

Jane Drake: Yep, okay. Last question -- on the government GPRA. Do we
have to have an institutional review board?

Michelle Bechard: Can you - I'm sorry, you're cutting out again.

Jane Drake: I apologize.

Michelle Bechard: It's okay.

Jane Drake: Do we have to have an institutional review board for the
GPRA?

Michelle Bechard: The question is do you need an IRB for GPRA?

Jane Drake: Yes, for this project.

Michelle Bechard: Not specifically for GPRA. And it would have to take a
look at your total plan in order to determine if you needed to go
forward with IRB approval. You would need to take a look at your total
application which of course would include the GPRA measures and see how
you're proposing to collect and use that data.

Jane Drake: Got you.

Michelle Bechard: GPRA by itself no, GPRA in relationship to the rest of
what you've got in your application, perhaps. And that would be
something that we would look at quite frankly and we would double-check
-- if you were to be awarded we would look at post-award.

Karen Dorsey: As part of the peer review process our peer reviewers do
not read and evaluate issues relating to how well you complete the cover
sheet and answer the question IRB requirement. And as Michelle said, if
an award is made, we will work with you on post-award to make sure those
are correctly responded to.

Michelle Bechard: And that, I mean if you indicate that you did not need
IRB approval when you applied and then we determine afterwards that you
-- the reviewers would not deduct points because they thought that you
were wrong.

Jane Drake: Got you. All right, well thank you very much.

Michelle Bechard: Okay.

Operator: Your next question comes from the line of Joyce Little.

Joyce Little: Yes, hello. I have three questions. The first one is
regarding Element 1 under Element -- and the 10% cap. We are planning on
having consultants design a Web site that will house the school crisis
response plans and also have the consultant do mapping of the schools
and pictures that can also be posted for first responders. Is that under
the 10% cap or because it's a consultant it would be separate as a
service?

Karen Dorsey: It's not under the 10% cap because it's not what we
consider to be purely security -- security-related. It doesn't -- the
10% cap does not relate to whether something is being completed by a
consultant or not.

Joyce Little: Okay well we're concerned because you have a Web site
created that might -- but that's a great answer. Thank you. The second
question I have is regarding the requirement for a detailed budget. And
I've -- we did a grant application last year and I'm confused about the
differences. Let me see if I can explain to you what I understand this
to be and you can tell me if I'm on the right track.

We have to do the budget form that's required as part of this -- I
forget the number now -- and then for every single year we have to do
detailed budgets and a budget narrative. Is that correct?

Karen Dorsey: The detailed budget and budget narrative are terms that
are used interchangeably. So what you need to do is respond to the
selection criteria that relates to budget in a narrative form as part of
your 40 pages. You are right -- you do complete the ED524 Form and you
would fill in the column for each of the four years. But that amount
shows your total request for each given year.

Then you need to do two detailed budgets. One that would support
Elements 1, 2 and 3, one that would support 4 and 5. Some people refer
to those as budget narratives. We -- the idea is what you're doing is
you're breaking out the cost so it just doesn't say Personnel,
\$200,000. That you're telling us how many -- how many staff there are,
what the yearly salary is, fringe, what the rate is, what that total is
for each of the two budgets.

Also on the Web site -- on the Safe School (Objectives) Web site -- I
believe if you go to the Apply page there is in the drop-down menu to
the left -- you can click on a link and see what we are calling a
detailed budget. What some people may refer to as a budget narrative.

Joyce Little: Okay, that's very helpful. So you're not looking for an
Excel spreadsheet for every year and a budget narrative. You're looking
for one or the other.

Michelle Bechard: No we're looking for both. We're looking for the --
how I would define the budget narrative is how you address the review
criteria relating to budget in you're program narrative which is that
40-page narrative that Karen was just talking about.

In addition to that, you also need -- and if you take a look at Page 86
of the application -- you also need for each year of the grant you need
to provide a detailed budget showing how the funds that you requested
will be spent. Within each of those budgets you need to identify for
Elements 1, 2, 3 the cost and for Elements 4 and 5 the cost. So you're
going to be doing both.

Joyce Little: So you want the Excel spreadsheet and you want the budget
narrative and you want the form that would encompass the gross amounts
for all of the details?

Michelle Bechard: Correct.

Joyce Little: Okay, very good. That's why we just need to know.

Michelle Bechard: Okay. Again I -- take a look - and this has been
confusing in the past but I would say go ahead and take a look at Page
86 and also make sure you take a look if there's one criteria for budget
that is to be included in your narrative -- in the 40-page narrative
that you submit as part of your application.

Joyce Little: But the whole budget narrative doesn't have to fit into
the 40 pages?

Karen Dorsey: No, no. On Page 28 one of the selection criteria -- number
6 -- is budget. And it said the extent to which the proposed budget and
budget narrative corresponds to the project design and are reasonable in
relation to the number of students and staff and to the identified
object to be achieved.

So you're going to write a page, a paragraph, it's up to you how your
budget responds to those things. In addition to providing the detailed
spreadsheet that would be a separate document that is included as an
attachment to the application.

Joyce Little: Got you, okay. Right. Thank you. And my third question
deals with travel expenditures. We have several consultants that would
be employed as part of the project. Do you want the travel for the
consultants broken out under Travel or do you want it spelled out under
the Consultant's Fees?

Michelle Bechard: This is Michelle. It could be either way. I think if
you're going be paying for their travel directly rather than being part
of a contract then I think you would include it under your Travel line.
However, if you envision that, their travel under the grant is going to
be linked into the contract that you let with an organization, with a
provider then I would include it in the Contract Cost line.

Depends on how you're looking at it. More than likely you're going to
bundle it into the breakdown of Contract Cost.

Joyce Little: And that's the way it logically seemed to us but, you
know, there's no such thing as a stupid question.

Michelle Bechard: No there's not. It's a good question.

Joyce Little: Okay, thank you very much. This has been very helpful.

Michelle Bechard: Good.

Operator: Your next question comes from the line of Sharon Jahn.

Sharon Jahn: Good morning, Karen and Michelle.

Michelle Bechard: Hi Sharon.

Sharon Jahn: Hi, I have a question. I'm working with a consortium of
rural districts that encompass a huge area of over 800 square miles. And
the huge issue for this group is transportation for students. And I'm
not finding anything on Page 44 in terms of some of the budget
limitations around obtaining transportation so students can get to
services and can stay at after-school programs and so forth.

Is there anything in terms of either purchase or rent - lease of vans or
buses?

Michelle Bechard: Yes - purchase of vehicles is generally not allowable.
Leasing of vehicles is. There are no limitations per se on
transportation cost regarding this application. You know, the only kind
of restrictions you might have is just to make sure that when we're
looking at your budget we want to make sure that the cost you budgeted
are reasonable.

That is, that, you know, the cost that a prudent person -- the cost that
a person would consider to be very prudent and are they allocable. Can
they connect back to your application? But if you envision purchasing
vehicles there's probably going to be an issue with that. We would
prefer that you lease and that's usually what we see. And then again,
just make sure, you know, that you have buses or you've got any other
kinds of after-school transportation -- that it's allocable and it's
reasonable.

Sharon Jahn: Okay. And with the gas prices today, I guess we could make
some kind of calculation so there'd be an understanding of what seems
unreasonable but is reasonable under the conditions?

Michelle Bechard: Yes, and that is not -- members keep looking at the
review criteria. The reasonableness of costs are not -- is not part of
the review criteria -- allocability is. But if there is a question about
reasonableness it would be addressed with the site if they were to be
awarded a grant.

Sharon Jahn: Okay, great. Okay, and then on the state single point of
line -- this is a technical question -- but for the Form 424 on Item 19
if our state has chosen as a B, if they have not selected to review this
and we've contacted them by telephone. Then are we still obliged to send
a letter as outlined in the items that we need to send in? So that you'd
know that we contacted them?

Karen Dorsey: This is Karen, yes.

Sharon Jahn: Yes is the answer?

Karen Dorsey: Correct.

Sharon Jahn: Okay. And the consequent consecutive numbering of the
pages. We do 1 of 40 for the narrative. Then for all the attachments can
we do it like Attachment A-1, -2, so forth?

Michelle Bechard: Well we would prefer that you take the whole -- I know
it's hard -- but take the whole document -- it can be written in -- but
take the whole document and number it 1 to whatever. In large part, just
to make sure that if something should happen to an application that --
let's say somebody dropped it on the floor -- that we're able to put
that application back together and make sure that it's complete.

Sharon Jahn: Thanks a lot. It's nice talking to you.

Michelle Bechard: Same here.

Operator: Your next question comes from the line of Debbie Mintz.

Debbie Mintz: Hi, I am wondering if you can tell me what happens to --
if we are awarded the grant -- what happens to money that's not expended
in a given budget year? Is it rolled over into the next year?

Michelle Bechard: Yes.

Debbie Mintz: Okay, thank you. And then my second question -- if mental
health -- if our mental health partner is responsible for coordinating
something but not actually providing the service, how do we talk about
that in terms of partner roles?

So for instance, if we're -- if mental health is responsible for
coordinating trainings that would be specific to mental health-related
issues in the school that actually what happens is that some of the
trainings are, I guess, sub-contracted. Do we talk about mental health
as being a coordinator in that or when we're talking about partner
roles, how do we describe that?

Karen Dorsey: Yes, that would be one of the roles that your mental
health partner would be assigned. But remember they are also responsible
for making sure that whoever is providing mental health services are
adhering to state and federal regulations and rules that are applicable.
So they may -- any partner -- may have one or more roles.

Debbie Mintz: Okay, thank you very much.

Operator: Your next question comes from the line of Murray Ingraham.

Murray Ingraham: Yes, thank you. I have a couple questions. One is on
figuring out indirect cost. Do you include the contractual amounts or
does that have to be excluded for the local LEA?

Michelle Bechard: No if you have a negotiated indirect cost rate you can
apply it. You would apply it against all of your costs and your budget
except for equipment cost. And equipment's defined as any one piece --
any one item whose cost exceeds \$5,000 per unit. You would also exclude
applying your indirect rate against any contract cost that's in excess
of \$25,000.

And that means that for each contract you can apply the indirect rate
against the first \$25,000 of it. If it exceeds \$25,000 you can still
only apply it against the first 25. But again how you calculate your
indirect cost rate is not part of the review criteria and that is
something that we will -- we do review your budget pre-award to see if
it's been calculated correctly.

Murray Ingraham: Oh, okay, all right. My second question is still a
budget one. If we're involved with another school district as a
consortium grant, how do you handle their expenses on the budget? Do
they come under the regular personnel part or do they come under
contractual -- if it's another school district?

Michelle Bechard: I think it depends on your relationship to them.
There's no -- there's not a standard answer to that question.

Murray Ingraham: Okay.

Michelle Bechard: I've seen applications that have done both.

Murray Ingraham: Okay. All right, well thank you. That helps quite a
bit.

Michelle Bechard: Okay.

Murray Ingraham: Thank you.

Operator: Your next question comes from the line of Christina Mann.

Christina Mann: Hello. We are working with a rural school district and
they have no local health services. And so we're wondering about if we
increase the mental health -- the local mental health services and
school-based mental health services and they have one school nurse for
their whole district, would it be an allowable expense to write in
another school nurse position? Or medical, you know, medicine tech
position just for the increase and sort of coordinating some of the
medication issues and some of those kinds of things?

Michelle Bechard: I think the answer depends on how you -- what you're
comprehensive plan looks like and how it addresses the five elements in
the review criteria. There is no reason you can't -- it's based on your
needs assessment and your comprehensive plan you identify that there's a
need to increase a level of service, i.e. school-based mental health
services or something else like that. Then that's perfectly okay. But it
really depends on -- it really does go back to what your needs
assessment tells you your issues are. And then where you go with your
comprehensive plan.

Karen Dorsey: And this is Karen. The other piece to that too is if you
are providing mental health services, there needs to be a public
organization. It may not be locally in the area that you're in but there
has to be oversight of the provision of those services to make sure that
the service providers are in compliance with federal rules and
regulations and state rules and regulations, that HIPAA is being
addressed and confidentiality.

So you need to make sure that there is coordination and connection and
it's required that the mental health -- public mental health entity sign
the MOA. So just hiring additional service providers is not going to be
sufficient to meet the requirement of the grant.

Christina Mann: Right. And it's not so much the question about the
mental health service providers and the overall -- but kind of the
increase and demand it might make on schools for nursing or medication
services in the schools. And so that seemed like a little bit more of a
leap than what's in our mental health partner will be providing.

Michelle Bechard: Are you -- we're having a hard time understanding part
of what you're asking. Is it that you're thinking that if you increase
mental health services in the community that there will be an increase
in prescription of medication and that would need to be given out during
the school day?

Christina Mann: Correct. Part of our needs and assessment is, you know,
there are no local mental health services, no local physical medical
health services, that kind of thing. So if we are in there providing
those services and there may be an -- the school nurse is already, you
know, quite pressed for time trying to manage all the district. There
may be...

Michelle Bechard: I think what you're describing is -- would be -- could
be part of your comprehensive plan. And again, if we can see that it's
part of the plan and how it all connects, I think it would be okay.

Christina Mann: Okay. And then I have a second question and that is
about your sample logic model. We noticed on Page 52 -- we are looking
-- they have a committee that's looking at some of the different
evidenced- based programs where school-wide positive behavior support.
And we noticed in the sample logic model that under the Activities it
says implement an evidence-based bullying prevention curriculum.

Can we say something as broad as that or do we have to identify that it
would -- that we'd be implementing TBIF or...?

Karen Dorsey: Again, when you write the application, you look at the
selection criteria. \[ The selection criteria talks about the extent to
which and so the extent to which you say an evidence-based program
versus being very specific is how a reviewer will score you.

Christina Mann: So I don't...

Michelle Bechard: Go to Page 27 which is an -- read the selection
criteria that Karen is referring to and it's extent to which activities,
curricular programs and services proposed by the applicant are
evidence-based or reflect current research in effective practice. That's
the first half of that criteria. And so a reviewer's going to be looking
to see can they - have you met that criteria? So -- and to what degree
you met that criteria which is why it says to -- the extent to which.

Christina Mann: So just broadly saying that we'll implement an evidence
-- we might -- it might strengthen the application to say that we're
going to choose between these two or three or -- obviously if we chose
one that would probably be the ideal thing. But they're still kind of
working on creating some consensus around which one to go with. If we
put in that it would one of two or three programs...

Karen Dorsey: This is Karen and actually one of the FAQs that we added
this added this year address that and -- looking for a page number.

Michelle Bechard: Take a look at Page 41. And the question is, is this
enough for me to just say the narrative portion of the application that
a program I've selected is evidence-based? And it says for every
selected program intervention you must include sufficient detailed
information to support that the program is effective and works. The
information should represent specific program evaluations or accepted
theory from youth development or human development research.

And then it says that alternatively you could site the source of the
evidence. I think reading that you could make a determination rather
being vague meets that criteria -- or does or does not meet the
criteria.

Christina Mann: Right.

Michelle Bechard: We can't tell you how to answer is why we're -- we
can't give you the answer to the question. The only thing we can do is
refer you to the FAQs. And again, just really take a look at the review
criteria.

Christina Mann: Okay. That's all I have. Thank you very much.

Operator: Your next question is from the line of Jerry Oday.

Jerry Oday: Yes, just a technical question about footnotes. Would the
grant not be read if the footnote was less than 12 point font?

Michelle Bechard: No, it would still be read but we'll be looking to see
if based on your use of footnotes did you exceed 40 pages.

Jerry Oday: Okay, so...

Michelle Bechard: The fact that the footprint -- the font is less than
12 point it's not a screening criteria.

Jerry Oday: For the footnote?

Michelle Bechard: Well yes. The footnote itself that it -- that it would
not be -- let's say you put it in an 8 point font. That would not kick
you out -- it's not a screen out. However if during screening it appears
that you tried to bypass the 40 page limit by using a less than 12 point
font then we would -- we have a mechanism to determine at what point in
your narrative you've hit the 40 page limit even if it's not numerically
40 pages.

Reviewers -- it still goes to peer review but reviewers then receive
guidance that they should not read beyond a certain page in the 40-page
narrative.

Jerry Oday: Oh, that's confusing.

Karen Dorsey: If you use a font that's less than twelve points as a way
of avoiding the 40 page narrative. So we look at your application and we
notice that instead of including a single chart on a particular page an
applicant has charted the entire application using a 10 point font and
it's 40 pages, we would determine what the equivalent of 40 pages would
be had that applicant used a 12 point font. And then instruct the
reviewers not to read past a certain page.

Jerry Oday: But if there was a chart that -- one chart that had 10 point
font that would not be appropriate? Or would you recommend using 12
point font all the way through?

Karen Dorsey: I would recommend that you use the 12 point font and I
would hate to try to split hairs on this because a chart is a chart that
goes for 15 pages or is chart -- I mean, we don't want to kind of get
into that. So we would recommend that you stick with the font that's
assigned clearly and the attachment, your logic model, your budget --
those things don't count toward the 40 pages.

The logic model -- sometimes it works better if you use a smaller font.
That is acceptable but within the 40 pages of the project narrative the
footnotes have to be within the margin and I would recommend that as
best you can that you stay with the 12 point font.

Jerry Oday: Okay -- yes.

Michelle Bechard: You asked if it would get kicked out. It would not get
kicked out.

Jerry Oday: Okay, thank you very much.

Operator: Your next question is from the line of Heidi Yoakum.

Heidi Yoakum: Good afternoon. I'm trying to eat while I'm listening. So
I'm hoping that I'm not coming across chewing here. I don't have mute
and it sounds like that's disabled. So...

Michelle Bechard: We haven't heard any chewing yet.

Heidi Yoakum: Very good. Quick question for you about evaluation. We're
working with 16 districts in a consortium. And I asked last week about
their ability to choose different types of say bullying prevention
activities while having the bullying prevention as part of the
comprehensive plan. I understood that was okay based on their own
district's needs and assessments.

My question is if we -- if they -- if we have a collection of types of
say bullying activities represented, do we need to list them all
specifically? And does the evaluation need to evaluate them all
individually? Does that make sense?

Michelle Bechard: No, can you see if you can paraphrase?

Heidi Yoakum: Let's see.

Michelle Bechard: Just that you have one object -- one performance
measure but there might be -- depending on the school district to meet
that performance measure -- there might be different strategies or
activities?

Heidi Yoakum: Correct. And so would the evaluation need to be very
detailed and comprehensive and cover -- I mean, do we have to have an
evaluation plan for each of the types of those kinds of activities?

Karen Dorsey: Let me - first of all, you would need to include all of
the activities that you are planning to offer as part of your
comprehensive strategy. So I'm understanding that there might be several
bullying curricular activities. You should be describing all of those
and also including those in your budgeted cost implication.

Michelle Bechard: And so is your logic model.

Karen Dorsey: Correct. And because then you're going to be putting in --
the needs and the gaps -- you're going to need to be responding to
those. The evaluation selection criteria don't necessarily require that
you present a complete evaluation plan.

Heidi Yoakum: Okay.

Karen Dorsey: So I would encourage that you go back and look at those
selection criteria.

Heidi Yoakum: Okay.

Karen Dorsey: And to the extent that you are proposing specific programs
or activities making sure that your narratives address the evaluation
criteria for those activities.

Michelle Bechard: And also that's concerning evaluation but also the
project design criteria related to the identification of program
activities, strategies, etcetera.

Heidi Yoakum: Okay.

Michelle Bechard: And you'll notice for project design criteria 3A that
there's a note that says and to respond to this particular sub-criterion
that the information needs to be included in both the narrative portion
of the application -- which is that 40 page piece -- as well as the
logic model.

Heidi Yoakum: Okay. All right, I think that answers my question. I'm
trying to get a better feel for the evaluation piece of it. And I
hesitate to ask this question because it seems so simplistic and maybe
sounds odd. But GIRPA's are long-term and....

Michelle Bechard: Excuse me, are you talking about GPRA the
government...

Heidi Yoakum: GPRA -- sorry.

Michelle Bechard: Okay, okay. We never heard of GIRPA.

Heidi Yoakum: Sorry.

Michelle Bechard: That's okay.

Heidi Yoakum: So they're very long-term and we're just -- we're trying
to figure out whether we want to focus on the -- on evaluating the GPRAs
or more on the strategies. Does that -- do you know what I'm asking?
Kind of which direction should we use in the evaluation plan?

Michelle Bechard: Well there's one direction you have to use. You have
to collect data and report on the six GPRA measures. You don't have any
choice on that one.

Heidi Yoakum: Right.

Michelle Bechard: I think we're going to again refer you to back to the
criteria...

Heidi Yoakum: Okay.

Michelle Bechard: For the evaluation section. And you have to determine
how you're going to looking at the rest of your comprehensive plan. But
you don't any choice on the GPRA.

Heidi Yoakum: Got you. All right -- see why I hesitated in asking. Okay,
thank you.

Michelle Bechard: Wasn't a stupid question.

Heidi Yoakum: Thank you, that's all.

Michelle Bechard: Okay.

Operator: Your next question comes from the line of Cheryl James.

Cheryl James: Hello, my question's about the private school
participation? We have one private school that would like to participate
in the grant and I've heard conflicting information about if they need
to qualify for free and reduced lunch. Their demographics are very
different from our public schools. And how do I report their
demographics?

Karen Dorsey: I'm not -- there's not a requirement that you report their
demographic.

Cheryl James: Okay. They have approximately 200 students and do I
include that in my total number of students served?

Karen Dorsey: For purposes providing services, yeah. For purposes of
determining the amount of money that you're eligible to receive, no.

Cheryl James: Okay.

Karen Dorsey: And again the idea is if they are participating they are
participating in the entire comprehensive plan that it is not a menu of
options and they get to select one or two activities. But they would
also be participating with local evaluation activities and national
evaluation activities as required.

Cheryl James: Well I sent them out a questionnaire. Under each element
it was like -- I told them what the activities would be and they have to
respond to how they're going to participate and I haven't heard from
them so far.

Karen Dorsey: So in your application in your response for that you would
just put in narrative just what you said. That you've contacted the
(single), you sent them this and you waited for their response. And if
you get a response before you submit your application you can talk about
that.

Cheryl James: Okay. I did not -- I did all that for all the private
schools and no one -- none of the private schools said they would like
to participate except this one. And now I've gone back and forth with
questionnaires to them to see how -- telling them it's not a cafeteria
selection and they have to do the whole thing and giving them examples
and asking them question to prompt how they want to participate or what
they're thinking.

Michelle Bechard: Right. No you've got the right -- you're going in the
right direction.

Cheryl James: Okay. All right, that was my question. Thank you.

Operator: You're next question comes from the line of Kristine Ross.

Kristine Ross: Yes, thank you. I wanted to ask about the budgeting
direction. I was a little confused about -- it sounded like we were to
make a four year budget but that the first two years were to be focused
on the first three requirements or elements. And then the second year
was to be on the last two elements along with the first three.

Michelle Bechard: You just got us confused. All right, you're going to
be doing a -- if you want to receive funding -- you need to do a
detailed budget. Usually that's -- it's some kind of spreadsheet such as
an Excel spreadsheet -- for each of the four years of the grant.

Each year's -- each annual budget -- each 12-month budget should
identify the cost for the activities and strategies, whatever for
Elements 1, 2, 3 and then also identify the cost for everything that
address Elements 4 and 5.

Kristine Ross: All right.

Michelle Bechard: So you're going to be developing an annual or 12-month
budget that's going to be addressing all five elements.

Kristine Ross: But it's going to be broken out into two cards...

Michelle Bechard: Yes.

Kristine Ross: One, two, three, four, five.

Michelle Bechard: Yes.

Kristine Ross: Okay.

Michelle Bechard: Yes, and that is because different federal departments
-- different -- several different departments have restrictions on
sometimes how their funds can be spent. So because this is a
collaborative effort between different departments of the federal
government that is unfortunately why you do have to submit essentially
two separate budgets for each 12-month period.

And one budget -- one detailed budget is for Elements 1, 2, 3 -- the
other one is for 4 and 5 and you need to do that for each of the four
years of the grant application.

Kristine Ross: Okay.

Karen Dorsey: And this is Karen again. I would recommend that you go to
the Web site and look at the sample detailed budget that we have. We
have a partial one there and you will see that it is probably not as
confusing in actuality once you actually look at the document.

Kristine Ross: Okay. And if our -- you know, we're partnering with our
local mental health provider but our community is just sorely inadequate
to meet the mental health needs of our students. I wondered if then it
is -- you commented in the description of it -- it talked about that one
of the important needs that we could show is that we have inadequate
mental health providers.

But then are we allowed to go to other communities to try and bring them
in? I guess I was kind of stymied and once identified and proven that we
have inadequate health providers, is there any limitation on what we do
in terms of problem solving for that?

Michelle Bechard: No, no.

Kristine Ross: No?

Michelle Bechard: No. No this is Michelle. I don't see that you have any
limitations.

Kristine Ross: Okay. We can be as creative as we need to.

Michelle Bechard: Yes, in -- based on what you're describing, yes. You
might propose something that's just -- that is questionable. But we
don't know that without seeing that.

Kristine Ross: Okay.

Michelle Bechard: In theory, yes.

Karen Dorsey: As long as it's appropriate to standards of practice and
delivering services, you will be fine. I mean, clearly we don't want you
to do anything that's unethical or illegal or that will cause harm.

Kristine Ross: Right.

Karen Dorsey: And I don't think you want that either.

Kristine Ross: Right, we would not want to do that either, no. Thank
you.

Operator: Your next question comes from the line of Debbie Mintz.

Debbie Mintz: Hi, I'm wondering if all contractors through the project
need to be named or identified in the grant application.

Michelle Bechard: No. No, I mean, you might identify that you have a
need for instance, to contract for mental health services but you have
not yet identified who that service provider would be, that's okay. But
you would -- do need to calculate or estimate what your cost -- what you
consider your cost be. You can certainly -- you need -- school districts
have to follow their own procurement procedures so even -- I will say --
even if you identify a service provider in you application -- if after
awards your procurement procedures are such that it requires a
competitive bid then you need to do the competitive bid.

Just because someone's been identified in the application as a service
provider does not automatically -- should not automatically mean that
they will be the service provider.

Debbie Mintz: Okay.

Michelle Bechard: So that's extra information in response to your
question, but the answer is no, you do not need to identify all your
service providers or all your contractors.

Debbie Mintz: Thank you.

Operator: Your next question comes from the line of Sabrina Jones.

Sabrina Jones: Hi, I have actually a couple of questions. The first is
related to the evaluation fees. I think a conference call that I'd done
about a week or two ago you all mentioned that you don't necessarily
need to have an evaluator chosen when you apply for that grant. Is that
correct?

Michelle Bechard: That's correct.

Karen Dorsey: Right. And building on what Michelle just said that, you
know, the expectation is if an award is made, a grantee would then
follow their procurement process. They need to be consistent with the
department standards that are in (Edgar) and provide for full and open
competition.

Sabrina Jones: Thanks.

Karen Dorsey: So even if you worked with somebody it should not be
presumed that because you named them in the application or they worked
on the application that they will be getting work under the grant if
it's awarded.

Sabrina Jones: Okay, that makes sense. What my next question was is
relating to that. How do you an accurate and fair cost breakdown? I know
that the application says you're allotting -- to allot at least 7% of
the total budget per year for evaluation costs. How do we justify saying
7 or 8% is the cost when we don't actually know who the evaluator is and
the staff that they will need to do this?

Michelle Bechard: You're doing your best estimate at this point.

Sabrina Jones: Okay.

Michelle Bechard: If you do -- if you are awarded and post-award you
discover that the -- perhaps the bid for the evaluator that you've
selected is greater that what you budgeted, you can make adjustments in
your budget. So your not -- you're held to the total amount that you're
awarded but you can make adjustments within that amount.

Sabrina Jones: Okay.

Michelle Bechard: You do that in consultation with your federal project
officer.

Sabrina Jones: Okay.

Karen Dorsey: And this is Karen and coming up with those estimates is
also appropriate. You can call a couple of folks that you know that
provide services as well as local evaluators and ask then, you know,
what is your hourly rate, you know? What kinds of things would you
include if an award was made? And do a little homework on your end to
come up with a good estimate.

Sabrina Jones: Okay, that makes sense. Regarding Attachment E that's
discussed - that's discussed on Page 87. It talks about full position
descriptions, resumes as well as time lines. My question relating to
that is, do you need full position descriptions? I know some of this
will actually be a creation of position specifically for this grant.
Some of the other job descriptions -- such as counselors and mental
health people -- we already know what that description is.

How are you dealing with -- if it's something that created -- for
example, a project director for this project doesn't necessarily have a
job description within our school district? But at the same time, we
need to provide some general information. So I'm asking how specific are
you looking at as far as time lines and position description?

Karen Dorsey: This is Karen. For key personnel such as the project
director- let me back up. First, those things that are listed there for
Attachment E are not required.

Sabrina Jones: Okay.

Karen Dorsey: But if you think they would assist you and assist peer
reviewers then you can put them in.

Sabrina Jones: Okay.

Karen Dorsey: So there's not a requirement that you have every position
description in that attachment.

Sabrina Jones: Okay.

Karen Dorsey: If there are key personnel positions that will be playing
critical roles, have critical roles and responsibility then you could
create then. And again, post-award if you determine that you would like
additional education requirements for a particular position, you could
make those kinds of revision in consultation with your federal project
officer.

Sabrina Jones: Okay. And specifically regarding the time lines. Are you
looking for a time line kind of based quarterly, yearly or pretty much
monthly as far as the progress that we make?

Michelle Bechard: I don't think it matters much. Annually would be fine.
I do think you need to take a look at the entire four years of the
project though.

Sabrina Jones: Okay.

Michelle Bechard: Let me just go back too. Also on Page 87 -- for
attachment E what you do include - it states -- there's a note in there
that says that these -- those -- these documents will not be - they're
not part of the review.

Sabrina Jones: Okay, okay.

Michelle Bechard: It will be reviewed if you are awarded, they will be
reviewed post-award by your federal project officer.

Sabrina Jones: Okay, perfect.

Michelle Bechard: Hold on just a minute please.

Sabrina Jones: Sure.

Karen Dorsey: What we're saying with that note is if you use anything
other than the state here, peer reviewers will not look at it.

Sabrina Jones: That's what I -- okay, that's what I was reading. I
thought they would disregard any additional documents other that the
position descriptions, resumes and timelines.

Michelle Bechard: You're correct, I'm wrong.

Sabrina Jones: Okay. And I think the last piece was, particularly for
the project director, we have -- we are consortium applying as two urban
school districts. One has 57 schools, one has 36, I think it is. And so
from that standpoint, I am probably going to be the one recommended for
the project director but I'm trying to figure out how we can assume the
role of having -- me having a program manager for each area. Because the
school districts are so large to help coordination with the lower level.
Is that an allowable call?

Michelle Bechard: Yes. The only requirement is that there be one
full-time, 12-month project director. If it is determined that to manage
the project that you need additional staff, and you describe it and
justify it, then it's reasonable.

Sabrina Jones: Okay. And I think that was our last question. Thank you.

Operator: Your next question comes from the line of Heidi Yoakum.

Heidi Yoakum: Hello again. Couple questions that have come up since
private schools -- I want to go back to for a moment. We have a large
county district that we're covering. There are tons of private schools
and charter schools. I think I remember that charter schools are not
required to be included. Is that correct or am I wrong?

Karen Dorsey: Charter schools that are independent and depending on how
your state defines them, if they are considered to be an LEA on their
own merit, then they would be part of you consortium. And they would
actually -- you could count their enrollment towards the student
enrollment data for determining your maximum funding requests. So
charter schools -- it would depend on how charter schools are defined in
your state.

Heidi Yoakum: Okay. All right. Are there any stipulations in terms of --
it's kind of up to us about how we notify the private schools that this
is underway? Is that right?

Karen Dorsey: Right. There's a requirement that you notify them. We
don't say that you have to phone them or fax them, you determine the
method of contacting them. But you must contact them in a manner that
would allow them to participate if they decide to. So you -- sending a
letter the day before the application is due would not be sufficient.

Heidi Yoakum: Okay. Also want to ask about the other attachments -- the
Attachment E section. Is it true, what I understood from someone else,
that it is not allowed to include the letters of support that -- or is
it okay to, they just won't be part of the selection criteria?

Karen Dorsey: If you include letters of support, peer reviewers will not
read them. But if an award is made, whatever's in the letters of
support, those things will be included in the monitoring of the grant.
So we would be looking for people to honor anything that they said in
those letters.

Heidi Yoakum: Okay. The reason I'm asking that and I think this is
covered -- we have a family and children first council that we're
working with but they're not a required partner so they wouldn't be
necessarily part of a MOA -- in what we're understanding. But they
wanted to provide a letter of support to show how they would be
participating. So we just handle it that way?

Michelle Bechard: Well remember you MOA at a minimum must have -- it
must include the four partners but there's nothing that says it can't
have more partners. I think if they are going to partner with you and
collaborate with you -- even if they don't receive funding, I think you
could certainly include them in the MOA.

Heidi Yoakum: And that would be better than doing a letter of support,
you think?

Michelle Bechard: Well the letter of support doesn't mean anything,
quite frankly.

Heidi Yoakum: Got you. Okay. One other question -- in terms of the final
evaluation plan being due six months after award. Is the final logic
model due that same time?

Michelle Bechard: Yes, yes.

Heidi Yoakum: Okay. That's all for now. Thanks.

Operator: At this time, there are no further questions.

Karen Dorsey: Okay, we'll pause for a second:

Operator: Your next question comes from the line of Jane Drake.

Jane Drake: Yes, thank you. Question on human subjects research. If we
guess wrong and fill this out incorrect because -- is this not going be
looked at by the reviewers -- we can get that fixed later with technical
assistance?

Michelle Bechard: Yes, correct.

Jane Drake: Okay. Yes, we're looking at providing intensive services --
mental health services -- in the school setting and we've got different
opinions about whether or not that would (unintelligible) this.

Michelle Bechard: That's not unusual.

Jane Drake: Right, okay.

Michelle Bechard: So as -- if you were to be awarded, post-award we can
help you work with that.

Jane Drake: Excellent, oh that's very reassuring. Thank you very much.

Operator: Again, if you would like to ask a question, please press
star 1. You're next question comes from the line of Cheryl James.

Cheryl James: Yes, I have another stupid question. On the attachments,
could you please go over exactly which one of the attachments are
required?

Michelle Bechard: All of them.

Cheryl James: All of them, okay. Cause I have gotten -- gathered all of
my attachments, I have them and then all of a sudden I panic because I
think that I don't have it. But it's Attachments A -- F.

Michelle Bechard: Correct.

Karen Dorsey: Correct. And F has multiple parts. F...

Cheryl James: The GPRA, the equitable participation of private schools,
maintenance of statement -- those.

Karen Dorsey: Yes, but...

Cheryl James: Okay.

Karen Dorsey: For purposes of going to peer review, if you leave off
attachment A, we will not forward you to peer review.

Cheryl James: Okay.

Karen Dorsey: If you leave off Attachment B and you were a former safe
school company student grantee, then you would not go to peer review.

Cheryl James: No, I'm a novice.

Karen Dorsey: Okay.

Cheryl James: I'm a novice.

Michelle Bechard: Attachment C, if for some reason somebody forgets it,
that's okay but we still want you to use...

Cheryl James: No I have that. I have every one of them. I've gone
down...

Michelle Bechard: Okay.

Cheryl James: And I have everything and I've got them all together and I
just thought, "Well, maybe there's -- I'm not suppose to submit
something -- or..." I just want to make sure.

Michelle Bechard: The only thing -- again, look at Attachment E now that
I'm straight. In Attachment E, include what we ask you to include. If
you include things other than that, you're -- no one's going to look at
them and there's -- to me there's no point in collecting that
information if it's not going to be looked at.

Cheryl James: Well we sat down and -- with personnel -- and developed
the position descriptions and then I included in the narrative and the
management part. So all those have to be board-approved and everything
so I've already got position descriptions in my time line.

Michelle Bechard: Okay.

Cheryl James: So I just don't have resumes because we don't know who
they are yet. But we've gone through personnel and Human Resources and
developed those.

Michelle Bechard: Okay.

Cheryl James: The one -- the other thing that I was confused about --
the very last statement regarding confidentiality and participant
protection. We have our HIPAA policy for our school board but I also got
the confidentiality form that they use through the mental health
association. Do I include both of those?

Karen Dorsey: In your response to Attachment F, where you talk about
statement regarding confidentiality and participant protection, you can
attach it to that.

Cheryl James: Yes, I have that.

Michelle Bechard: You still need to address the issues in the
confidentiality and participant protection. The form -- I think what
you're describing is a form and that's not -- that would not necessarily
satisfy the confidentiality participant protection requirement. That
might be a part of it but that's not all of it.

Cheryl James: What about our confidentiality of our school district?

Michelle Bechard: Can you say a little bit more about that?

Cheryl James: Well it's our HIPAA policy.

Michelle Bechard: If you turn to Page -- it's on, yeah, 117...

Cheryl James: Page 117, okay.

Michelle Bechard: 118...

Cheryl James: Okay.

Michelle Bechard: And 119. There it talks about what you need -- how you
need to address...

Cheryl James: Those seven areas?

Michelle Bechard: Yes. And I think if your school district policy and
everything else can fit into that, fine. But just make sure you -- I
think it's eight principles operate issue -- seven.

Cheryl James: Seven.

Michelle Bechard: As long as you address that, that's fine.

Cheryl James: Okay.

Michelle Bechard: Also know that if for some reason there's some problem
-- we do look at this pre-award and if we find that something's not
quite the way we think it should be we will come to you and ask you to
correct it.

Cheryl James: Okay.

Michelle Bechard: It's not -- it would not prevent you from being
awarded.

Cheryl James: Okay. Thank you.

Operator: Your next question comes from the line of Rachel Tansey.

Rachel Tansey: Hi. I have a question about eligibility requirements.
Does the district have to have pre-existing relationships with two of
the required partners? I thought I read that somewhere. Do we have to
have a LEA -- an existing relationship with the Department of Justice,
Affairs or local court system or police department prior to applying?

Karen Dorsey: That is under -- obviously we are asking -- I'm sorry,
Michelle is pointing me to Page 7.

Michelle Bechard: I think you're talking about how it refers to the MOA?

Rachel Tansey: Yeah, I'm trying to remember where I read that or if I
read that correctly. I know we're supposed to talk about our
pre-existing relationships. But if we don't have one, is that a penalty
or is that prevent us from applying?

Karen Dorsey: It wouldn't prevent you from applying provided that the
appropriate required partners sign the MOA but there is a selection
criteria under management by B that says -- that requires that you give
information about the pre-existing partnerships. So, I mean, it's worth
5 points.

Rachel Tansey: Okay, okay. Another question I have is one of the things
we'd like to do with this project is create some alternative programs
for students needing those services. Is there any limitation on hiring
teaching staff to be teachers in an alternative program?

Michelle Bechard: In this -- can you go a little further?

Rachel Tansey: Like if -- we we're thinking specifically, we lose a lot
of students at ninth grade. We have a lot of students who identify it as
needing an option to the regular school day. So we would create a
separate location for those students who meet certain criteria and we
would hire separate teaching staff to provide programming aimed at
helping them be successful in a non-traditional school setting.

Michelle Bechard: I think if your teachers are solely for the purpose of
academic instruction, then it very well could be an issue.

Rachel Tansey: Okay, okay.

Michelle Bechard: Providing services to students in an alternative
school setting by -- in and of itself -- is not questionable. But if the
funds are being used to sort of finance the development of a school --
total school program that is focusing on academic instruction, I think
then it really doesn't fit what Safe Schools Healthy Students are asking
for.

Rachel Tansey: But if we hired someone who was a social worker or a
counselor or a case manager to work with social and emotional support...

Michelle Bechard: Yes.

Rachel Tansey: Okay, okay...

Michelle Bechard: Yes, management in the classroom...

Rachel Tansey: Okay.

Michelle Bechard: Yes.

Rachel Tansey: Okay, okay. All right, thank you very much.

Operator: Your next question comes from the line of Lynne Dardenne.

Lynne Dardenne: Good afternoon, I have a few questions. Some of them
have been addressed somewhat but I think that you stated earlier that
when referring to specific contractors that you do not have to name
specific contractors, you can just discuss what types of programs you
would offer and then have an adequate budget that tied back into that.
Is that correct?

Michelle Bechard: Yes.

Lynne Dardenne: Okay. We have a question in regard to school resource
officers? In looking at the need for school resource officers within our
schools as evidenced by our assessment we were wondering if the amount
for an (SRO) salary can be spread across more that one of the elements.
For example, in Element 1, you're limited to 10% of the total amount of
the grant going for personnel and safety equipment, that type of thing
for that element.

The resource officer would also provide services in the Element 2 --
alcohol, drugs, tobacco abuse, prevention activities and some of those
other area. So can those costs be spread across more than one element?

Karen Dorsey: They wouldn't if the school resource officer is also
providing early intervention and prevention -- performing those kinds of
activities and they're not solely doing security-related work then their
salary would not be included in that 10% cap.

Lynne Dardenne: Okay.

Karen Dorsey: If you wanted to pro-rate it across two elements you
could. But because the budget is 1, 2 and 3 those elements are already
together.

Lynne Dardenne: Okay, all right. And next question was in regard to the
mental health -- local mental health facility? I have gone to the Web
site for our state mental health organization and in doing that, the
only entity that they name within our county or our region of the state
is a private, non-profit. Will that serve as a local mental health
provider? Or if we were going to seek outside mental health providers
for our area because of the lack of services may be considered our local
provider and sign the memorandum of agreement?

Karen Dorsey: The purpose of the public mental health entity is not
necessarily to provide services. So -- but I do understand that some
states have reorganized and vested oversight and administration of
mental health services in private entities. If that's the case, then
they could sign the agreement as one of the required partners. And they
may also be a private provider and there could be other private
providers.

But the important thing is to remember the purpose of the required
partner being the public mental health entity in that this is the entity
that's going to make sure that mental health services are being
delivered in an appropriate fashion using professional standards in
compliance with federal and state rules and regulations that govern
those of kinds of service delivery.

Lynne Dardenne: Okay. Let's see. The next question that I had I think
was just answered in regard to the human subjects. If we're providing
mental health and we're doing those types of things -- alcohol, drug
abuse -- but not treatment but prevention activities. And of course,
human subjects are being used and you have to evaluate your program
according to the six standards, then who do we submit our human research
proposal to?

Michelle Bechard: This is Michelle. I think you might be confusing just
a little bit the confidentiality and participant protection issues
versus human subjects.

Lynne Dardenne: Okay.

Michelle Bechard: You do need to address or you do need to include a
narrative in the -- in one of the appendices and how you're going to
address the seven points of confidentiality and participant protection.
And again, that's on Page - on the last few pages of the application --
Pages -- it's on Page 117. And beyond that, you need to look to see if
human subjects applies - if you need to go for IRB approval.

Lynne Dardenne: Okay, and if you had to go for IRB approval, who would
you submit that to?

Karen Dorsey: You would have to work with a -- probably a local
university or college or another entity that has an IRB board. But
again, if an award is made, we would help you through that process
post-award. That is not something that peer reviewers will review and
consider and score on.

Lynne Dardenne: Okay.

Karen Dorsey: So if you answer the question incorrectly on the cover
sheet, we'll fix that if an award is made.

Lynne Dardenne: Okay. On the form -- I believe it was the ED4...

Michelle Bechard: 424?

Lynne Dardenne: Where you have to name a project director when you
submit your application?

Karen Dorsey: What we're -- I'm sorry, what we're looking for is -- you
may already have somebody that you'd like to see as a project director
-- but primarily we're looking for a contact at the local education
agency that will be available in May, June and July that we can contact.
So if you -- if an award is made and you put Mary Smith and Mary Smith
leaves or she decides she doesn't want to do it, then certainly you can
select another project director with your -- in consultation with your
federal project officer.

Lynne Dardenne: So if I...

Michelle Bechard: Most of...

Lynne Dardenne: Point of contact is basically what you're looking for,
for the original agreement then, is someone that you can contact and --
in case it is awarded.

Michelle Bechard: Yes, and it its probably also going to be -- if you
don't identify a project director -- you know you're going to be looking
for one if you were to be awarded, wherever that person is identified on
the 424 would probably also be the person who would act in the role of
interim project director until you did hire a project director.

Lynn Dardenne: All right.

Michelle Bechard: So it's a point of contact and if awarded it would be
the interim person.

Lynne Dardenne: Okay. And the last question that I think that I have was
in regard to the evaluation. It's my understanding that we could
contract possibly with an institution of higher education for local
evaluation in? That we would not have to necessarily name our evaluator,
just describe our evaluation process in the grant proposal itself?

Karen Dorsey: Correct.

Lynne Dardenne: Okay, well thank you very much.

Operator: Your next question comes from the line of Jeanne Miller.

Jeanne Miller: Hello everybody. I have a question about expanding
programs. We've been building a comprehensive plan through a
collaborative for the last -- over two years and had a lot of data. And
what we're looking for -- and I want to make sure it's okay is...

Michelle Bechard: Okay I think we just...

Jeanne Miller: For our research-based program?

Michelle Bechard: Okay I think we lost -- we missed a couple sentences
in there somehow.

Jeanne Miller: What we're looking for -- we're a collaborative in a
rural area -- five school districts. And we've built a comprehensive
plan over the last couple years and really -- and with this grant to
expand some of the successful research-based programs and also fill in
some of the gaps. It is acceptable to utilize this grant to expand some
of the research-based programs that are getting positive outcomes. Is
that correct?

Michelle Bechard: Absolutely.

Jeanne Miller: Okay. And a second one was -- and that's what I wanted to
know. Now for example, we're doing positive action in several of our
school districts and -- which is a research but through (unintelligible)
-- and getting wonderful results. And that's one of the programs we
wanted to increase in our other districts.

Michelle Bechard: That's allowable.

Jeanne Miller: Second question I have is -- and I think you answered my
question -- and it's very interesting hearing about the mental health
services in different areas. Again, our mental health provider is --
like many people say -- they do not provide services, they are more case
management. But they would be the overseer, as you said, to make sure
that when we contract -- when the school districts contract out with
those mental health services -- that they will oversee that we are
following the appropriate guidelines.

Michelle Bechard: That sounds correct.

Karen Dorsey: Are we still on?

Operator: Yes, your next question comes from the line of Heidi Yoakum.

Heidi Yoakum: Director piece -- I understand you don't have to name
someone but need a summer contact who would then be the interim project
director. Is there any kind of gradation of selection criteria in terms
of having a project director already named versus not?

Michelle Bechard: It makes no difference at all.

Heidi Yoakum: Okay, thanks.

Operator: Your next question is from the line of Rachel Tansey.

Rachel Tansey: I was thinking again about that question about teaching
staff. We also would like to propose an after-school program. And one of
the things in addition to offering recreation and enrichment -- arts
programming, violence prevention, that type of programming - we wanted
to offer some academic support for students who are behind. Is that
something that we would be able to hire tutors to do or people to do
academic assistance or is that really not in the scope of this
particular...

Michelle Bechard: I think what you're describing is something that is a
piece or part of the comprehensive plan. It's not solely academic --
academically oriented.

Rachel Tansey: Right.

Michelle Bechard: That's the difference. So...

Rachel Tansey: Okay.

Michelle Bechard: As part of your after-school -- this is just part of
your after-school program.

Rachel Tansey: Right.

Michelle Bechard: I think you're okay.

Rachel Tansey: Okay.

Michelle Bechard: If your after-school program only did tutoring, then
it's a different issue.

Rachel Tansey: Okay, I just wanted to -- I think I understand where
we're going. I just wanted to make sure we don't run in the totally
wrong thing. Okay, thank you so much.

Operator: Again, if you would like to ask a question, please press star
1.

Karen Dorsey: Well it appears that there are no more calls -- questions
queued up and it's just about 3:00 so unless there are additional
questions, we will end this call. And the final call will be next
Thursday at the same time. Thank you very much.

Operator: This concludes today's conference call. You may now
disconnect.

END