![](media/image1.jpeg){width="6.49375in" height="8.403472222222222in"}

Safe Schools/Healthy Students

**CFDA #84.184L**

**OMB Control Number 1865-0004**

**Expiration Date: 04/20/2010**

######## **Information and Application Procedures for Fiscal Year 2007**

######## **Application Deadline: June 19, 2007**

**U.S. Department of Education**

**U.S. Department of Health and Human Services**

**U.S. Department of Justice**

**Table of Contents**

[I. Application Submission Procedures
1](#i.-application-submission-procedures)

[Application Transmittal Instructions
1](#application-transmittal-instructions)

[Applications Submitted Electronically
1](#applications-submitted-electronically)

[Applications Sent by Mail 1](#applications-sent-by-mail)

[Applications Delivered by Commercial Carrier
2](#applications-delivered-by-commercial-carrier)

[Applications Delivered by Hand 2](#applications-delivered-by-hand)

[Grants.gov Submission Procedures and Tips for Applicants
3](#grants.gov-submission-procedures-and-tips-for-applicants)

[Submission Problems---What Should You Do?
4](#submission-problemswhat-should-you-do)

[Helpful Hints When Working With Grants.gov
4](#helpful-hints-when-working-with-grants.gov)

[II. Program Background Information
6](#ii.-program-background-information)

[General Information 6](#general-information)

[Eligibility 6](#eligibility)

[Authority 6](#authority)

[Official Documents Notice 6](#official-documents-notice)

[Paperwork Reduction Act Statement
6](#paperwork-reduction-act-statement)

[Resources 6](#resources)

[Available Technical Assistance 7](#available-technical-assistance)

[Grant Awards and Project Period 7](#grant-awards-and-project-period)

[Budget 7](#budget)

[E-Mail Addresses 7](#e-mail-addresses)

[Review of Applications and Notification of Award
8](#review-of-applications-and-notification-of-award)

[Human Subjects Research 8](#human-subjects-research)

[Grant Expectations 8](#grant-expectations)

[Government Performance and Results Act
9](#government-performance-and-results-act)

[1. Student Victimization/Perception of School Safety
9](#student-victimizationperception-of-school-safety)

[2. Student Substance Use and Abuse 9](#student-substance-use-and-abuse)

[3. Mental Health Services Provided 9](#mental-health-services-provided)

[Tips for Preparing and Submitting an Application
10](#tips-for-preparing-and-submitting-an-application)

[1. Beginning the Application Process
10](#beginning-the-application-process)

[2. Preparing Your Application 10](#preparing-your-application)

[3. Submitting Your Application 10](#submitting-your-application)

[4. What Happens Next? 10](#what-happens-next)

[III. Safe Schools/Healthy Students Initiative
12](#iii.-safe-schoolshealthy-students-initiative)

[Background 12](#background)

[Requirements for SS/HS Grant Applications
13](#requirements-for-sshs-grant-applications)

[Other Administrative Requirements That Apply to This Grant Program
14](#other-administrative-requirements-that-apply-to-this-grant-program)

[SS/HS Absolute Priority 15](#sshs-absolute-priority)

[Competitive Preference Priority 15](#competitive-preference-priority)

[Program-Specific Assurance for Former SS/HS Grantees
16](#program-specific-assurance-for-former-sshs-grantees)

[Memorandum of Agreement (MOA) 16](#memorandum-of-agreement-moa)

[Developing Your SS/HS Logic Model
18](#developing-your-sshs-logic-model)

[Determining Your Maximum Funding Request
19](#determining-your-maximum-funding-request)

[Including a Continuum of Evidence-Based Strategies in Your SS/HS
Comprehensive Plan
20](#including-a-continuum-of-evidence-based-strategies-in-your-sshs-comprehensive-plan)

[Choosing Evidence-Based Programs 21](#choosing-evidence-based-programs)

[SS/HS Elements 22](#sshs-elements)

[Element One: Safe School Environments and Violence Prevention
Activities
22](#element-one-safe-school-environments-and-violence-prevention-activities)

[Element Two: Alcohol, Tobacco, and Other Drug Prevention Activities
22](#element-two-alcohol-tobacco-and-other-drug-prevention-activities)

[Element Three: Student Behavioral, Social, and Emotional Supports
23](#element-three-student-behavioral-social-and-emotional-supports)

[Element Four: Mental Health Services
23](#element-four-mental-health-services)

[Element Five: Early Childhood Social and Emotional Learning Programs
24](#element-five-early-childhood-social-and-emotional-learning-programs)

[Local Evaluation 25](#local-evaluation)

[Selection Criteria 26](#selection-criteria)

[Safe Schools/Healthy Students Approach: Getting Started
28](#safe-schoolshealthy-students-approach-getting-started)

[Frequently Asked Questions 31](#frequently-asked-questions)

[Eligibility 31](#eligibility-1)

[Funding 33](#funding)

[Memoranda of Agreement 34](#memoranda-of-agreement)

[Evidence of Preexisting School-Community Partnership
36](#evidence-of-preexisting-school-community-partnership)

[Creating the SS/HS Comprehensive Plan and Addressing the Five SS/HS
Elements
36](#creating-the-sshs-comprehensive-plan-and-addressing-the-five-sshs-elements)

[Evaluation 38](#evaluation)

[GPRA Performance Indicators 38](#gpra-performance-indicators)

[Budget 39](#budget-1)

[Other Federal Administrative Requirements
40](#other-federal-administrative-requirements)

[General Information 41](#general-information-1)

[Electronic Application 42](#electronic-application)

[Appendix A---Definitions and Other Terms Definitions
44](#appendix-adefinitions-and-other-terms-definitions)

[Other Terms 45](#other-terms)

[Appendix B---Resource List 48](#appendix-bresource-list)

[Strategic Assessment and Planning
48](#strategic-assessment-and-planning)

[Evidence-Based Programs 48](#evidence-based-programs)

[Logic Models 49](#logic-models)

[Appendix C---Sample Assurances 50](#appendix-csample-assurances)

[Program-Specific Assurance for Eligibility For Former SS/HS Grant
Recipients
50](#program-specific-assurance-for-eligibility-for-former-sshs-grant-recipients)

[Program-Specific Assurance for Competitive Preference for Novice SS/HS
Applicants
51](#program-specific-assurance-for-competitive-preference-for-novice-sshs-applicants)

[Appendix D---Safe Schools/Healthy Students Program Logic Model Example
52](#appendix-dsafe-schoolshealthy-students-program-logic-model-example)

[SS/HS Program Logic Model--Putting It All Together
52](#sshs-program-logic-modelputting-it-all-together)

[Appendix E---Single State Agencies for Mental Health
53](#appendix-esingle-state-agencies-for-mental-health)

[IV. Legal And Regulatory Documents
61](#iv.-legal-and-regulatory-documents)

[Federal Register Notices May 10, 2007
61](#federal-register-notices-may-10-2007)

[Authorizing Legislation From SS/HS Federal Partners
76](#authorizing-legislation-from-sshs-federal-partners)

[V. General Application Instructions and Information
95](#v.-general-application-instructions-and-information)

[Preparing the Application 95](#preparing-the-application)

[Organizing the Application 96](#organizing-the-application)

[Supplemental Instructions for Standard Form 424
96](#supplemental-instructions-for-standard-form-424)

[Application Preparation Checklist for Paper Format
102](#application-preparation-checklist-for-paper-format)

[Application Preparation Checklist for Electronic Format
103](#application-preparation-checklist-for-electronic-format)

[Standard Forms and Instructions 104](#standard-forms-and-instructions)

# I. Application Submission Procedures

## Application Transmittal Instructions

## 

**If you want to apply for a grant and be considered for funding, you
must meet the following deadline requirements:**

### Applications Submitted Electronically

You must submit your grant application through the Internet, using the
software provided on the Grants.gov Web site
([www.grants.gov](http://www.grants.gov/)), by 4:30 p.m. (Washington, DC
time) on the application deadline date. If you submit your application
through the Internet via the Grants.gov Web site, you will receive an
automatic acknowledgment when we receive your application.

For more information on using Grants.gov, please refer to the Notice
Inviting Applications that was published in the *Federal Register* May
10, 2007, the Grants.gov Submission Procedures and Tips document on
pages 3 and 4 of this application package, and the Grants.gov Web site
([www.grants.gov](http://www.grants.gov/)).

You may access the electronic application for the Safe Schools/Healthy
Students grant at any of the following Web sites:
[www.grants.gov](http://www.grants.gov/),
[www.ed.gov/programs/dvpsafeschools/index.html](http://www.ed.gov/programs/dvpsafeschools/index.html)
and
[www.sshs.samhsa.gov/initiative/currentinit.aspx](http://www.sshs.samhsa.gov/initiative/currentinit.aspx).

### Applications Sent by Mail

You **must** mail the original and **two** copies of the application on
or before the deadline date. To help expedite our review of your
application, we appreciate your voluntarily including an additional copy
of your application. Please mail copies by midnight on the deadline date
to:

> **U.S. Department of Education**
>
> **Application Control Center**
>
> **Attention: CFDA #84.184L**
>
> **400 Maryland Ave., SW.**
>
> **Washington, DC 20202--4260**

You must show one of the following as proof of mailing:

[]{.mark}

-   A legibly dated U.S. Postal Service postmark.

-   A legible mail receipt with the date of mailing stamped by the U.S.
    Postal Service.

-   A dated shipping label, invoice, or receipt from a commercial
    carrier.

-   Any other proof of mailing acceptable to the Secretary.

**If you mail an 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.

**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.

### Applications Delivered by Commercial Carrier

**Special Note:** Due to disruptions to normal mail delivery, the
Department encourages you to consider using an alternative delivery
method (for example, a commercial carrier, such as Federal Express or
United Parcel Service, or U.S. Postal Service Express Mail) to transmit
your application for this competition to the Department. If you use an
alternative delivery method, please obtain the appropriate proof of
mailing under "Applications Sent by Mail," then follow the mailing
instructions under the appropriate delivery method.

**Applications that are delivered by commercial carrier, such as Federal
Express or United Parcel Service, should be mailed to:**

**U.S. Department of Education**

**Application Control Center--Stop 4260**

**Attention: CFDA #84.184L**

**7100 Old Landover Rd.**

**Landover, MD 20785--1506**

### Applications Delivered by Hand

You or your courier must hand deliver the original and two copies of
your application by 4:30 p.m. (Washington, DC time) on or before the
deadline date. To help expedite our review of your application, we would
appreciate your voluntarily including an additional copy of your
application. Please hand deliver copies to:

**U.S. Department of Education**

**Application Control Center**

**Attention: CFDA #84.184L**

**550 12th St., SW., PCP--Room 7041**

**Washington, DC 20202--4260**

The Application Control Center accepts application deliveries daily
between 8:00 a.m. and 4:30 p.m. (Washington, DC time), except Saturdays,
Sundays, and federal holidays.

## Grants.gov Submission Procedures and Tips for Applicants

**To facilitate your use of Grants.gov, this document includes important
submission procedures you need to be aware of to ensure your application
is received in a timely manner and accepted by the Department of
Education.**

1.  **Register early.** Grants.gov registration may take five or more
    business days to complete. You may begin working on your application
    while completing the registration process, but you cannot submit an
    application until all of the registration steps are complete. For
    detailed information on the registration steps, go to
    [www.grants.gov/applicants/get_registered.jsp](http://www.grants.gov/applicants/get_registered.jsp).
    **Note**: Your organization will need to update its Central
    Contractor Registry (CCR) registration annually.

2.  **Submit early.** We strongly recommend that you do not wait until
    the last day to submit your application. Grants.gov will put a date
    and time stamp on your application and then process it after it is
    fully uploaded. The time it takes to upload an application will vary
    depending on a number of factors, including the size of the
    application and the speed of your Internet connection, and the time
    it takes Grants.gov to process the application will vary as well. If
    Grants.gov rejects your application (see step three below), you will
    need to resubmit successfully before 4:30 p.m. Washington, DC time
    on the deadline date. **Note**: To submit successfully, you must
    provide the D-U-N-S number on your application that was used when
    your organization registered with the CCR.

3.  **Verify submission is OK.** You will want to verify that Grants.gov
    and the Department of Education received your Grants.gov submission
    timely and that it was validated successfully. To see the date and
    time your application was received, log in to Grants.gov and click
    on the Track My Application link. For a successful submission, the
    date and time received should be earlier than 4:30 p.m. (Washington,
    DC time) on the deadline date, and the application status should be
    Validated, Received by Agency, or Agency Tracking Number Assigned.

> If the date and time received is later than 4:30 p.m. (Washington, DC
> time) on the closing date, your application is late. If your
> application has a status of "Received," it is still awaiting
> validation by Grants.gov. Once validation is complete, the status will
> either change to "Validated" or "Rejected with Errors." If the status
> is "Rejected with Errors," your application has not been received
> successfully. Some of the reasons Grants.gov may reject an application
> can be found on the Grants.gov site
> ([www.grants.gov/help/submit_application_faqs.jsp#10](http://www.grants.gov/help/submit_application_faqs.jsp#10)).
> For more detailed information on why an application may be rejected,
> please review the Application Error Tips document
> ([www.grants.gov/section910/ApplicationErrorTips.pdf](http://www.grants.gov/section910/ApplicationErrorTips.pdf)).
> If you discover your application is late or has been rejected, please
> see the instructions below.
>
> **Note**: You will receive a series of confirmations both online and
> via e-mail about the status of your application. Please do **not**
> rely solely on e-mail to confirm whether your application has been
> received on time and validated successfully.

## Submission Problems---What Should You Do?

## 

If you have problems submitting to Grants.gov before the deadline date,
contact Grants.gov Customer Support at 1**--**800**--**518**--**4726 or
use the customer support available on the Web site
([www.grants.gov/applicants/applicant_help.jsp](http://www.grants.gov/applicants/applicant_help.jsp)).

If electronic submission is **optional** and you have problems that you
are unable to resolve before the deadline date and time for electronic
applications, please follow the transmittal instructions for hard copy
applications in the *Federal Register* notice and get a hard copy
application postmarked by midnight on the deadline date.

If electronic submission is **required**, you must submit an electronic
application before 4:30 p.m. (Washington, DC time), unless you follow
the procedures in the *Federal Register* notice and 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. See the *Federal Register* notice for detailed instructions.

## Helpful Hints When Working With Grants.gov

## 

Please note that once you download an application from Grants.gov, you
will be working offline and saving data on your computer. Please be sure
to note where you are saving the Grants.gov file on your computer. You
will need to log on to Grants.gov to upload and submit the

application. You must provide on your application the D-U-N-S number
that was used when your organization registered with the CCR.

Please go to
[www.grants.gov/applicants/applicant_help.jsp](http://www.grants.gov/applicants/applicant_help.jsp)
for help with Grants.gov. For additional tips related to submitting
grant applications, please refer to the Grants.gov Submit Application
FAQs found on Grants.gov
[(www.grants.gov/help/submit_application_faqs.jsp]()).

# II. Program Background Information

## General Information

## 

### Eligibility

This competition limits eligibility to local educational agencies (LEAs)
that are not current Safe Schools/Healthy Students (SS/HS) grantees with
an active grant.

### Authority

This application package is based on 34 CFR Parts 74, 75, 77, 79, 80,
81, 82, 84, 85, 86, 97, 98, and 99 of the Education Department General
Administrative Regulations (EDGAR). This competition is authorized under
Title IV, Section 4121 of the Elementary and Secondary Education Act
(ESEA) as amended by the No Child Left Behind Act of 2001; the Public
Health Service Act (42 U.S.C. 290aa); and the Juvenile Justice and
Delinquency Prevention Act (42 U.S.C. 5614(b)(4)(e) and 5781 et seq.).

### Official Documents Notice

The official documents governing this competition are the Notice
Inviting Applications and the Notice of Final Priorities, Requirements,
Selection Criteria, and Definitions published in the *Federal Register*
(see section III. Legal and Regulatory Documents of this application
package). These notices also are available electronically at the
following Web sites:
[www.ed.gov/legislation/FedRegister](http://www.ed.gov/legislation/FedRegister)
and [www.gpoaccess.gov/nara](http://www.gpoaccess.gov/nara).

### Paperwork Reduction Act Statement

According to the Paperwork Reduction Act of 1995, no persons are
required to respond to a collection of information unless such
collection displays a valid OMB control number. The valid OMB control
number for this collection is 1865-0004 and will expire on April 20,
2010. The time required to complete these forms is estimated to average
26 hours per response, including the time to review the instructions,
search existing data sources, gather needed data, and prepare and review
responses. **If you have any comments concerning the accuracy of the
time estimate or suggestions for improving this form, please write to**:
U.S. Department of Education, Washington, DC 20202**--**4651. **If you
have any comments or concerns regarding the status of your individual
submission of this form, write directly to**: Office of Safe and
Drug-Free Schools, U.S. Department of Education, Lyndon Baines Johnson
Education Building 6, 400 Maryland Ave., SW., Washington, DC
20202**--**6450.

### Resources

Any questions related to the requirements of this grant competition
should be directed to Karen Dorsey, of the Office of Safe and Drug-Free
Schools (OSDFS) at 202**--**708**--**4674. For more information about
the Safe Schools/Healthy Students program and related subjects, you can
visit

the following Web sites:
[www.ed.gov/programs/dvpsafeschools/applicant/html](http://www.ed.gov/programs/dvpsafeschools/applicant/html)
and [www.sshs.samhsa.gov](http://www.sshs.samhsa.gov/). Additional
related Web sites are contained in Appendix B---Resource List.

## Available Technical Assistance

## 

A series of 1-hour audio conferences will be held in May and June. The
calls will take place on May 17, May 24, May 31, June 6, and June 13
from 1:30 to 3:30 p.m. (Washington, DC time). During these audio
conferences, Federal staff will take questions from prospective
applicants on eligibility requirements, grant application requirements,
and the application review process. Instructions on how to access these
call will be posted on [www.sshs.samhsa.gov](../www.sshs.samhsa.gov).

### Grant Awards and Project Period

The project period for this grant is 48 months (four budget periods of
12 months each). We intend the project and budget periods for projects
funded under this grant competition to be September 1, 2007**--**August
31, 2011. However, awards may be made as late as September 30, 2007.
Projects will be funded for 1 year, with continuation funding for
additional years contingent upon substantial progress by the grantee and
the availability of funds.

Applicants requesting funds must submit ED Standard Form 524 and a
detailed budget narrative for each of the four 12-month budget periods
in order to be eligible for funding each year. No funds will be awarded
for those years for which a budget request and narrative are not
provided. An estimated 25 new awards will be made. Projects will be
funded for approximately \$750,000 to \$2,250,000 per year, depending on
the enrollment data of the LEA or the combined enrollment data of the
LEAs for consortia applicants. These figures are only estimates and do
not bind the Department of Education to a specific number of grants or
amount of any grant.

### Budget

Applicants must complete and submit two sets of the ED Standard Form 524
for each of the project's four 12-month budget periods. One set should
represent funds needed to support program Elements One, Two, and Three,
and another set should represent funds needed to support program
Elements Four and Five. A budget narrative should accompany each ED
Standard Form 524. The budget narrative should contain the same budget
categories of the ED Standard Form 524 and provide detailed information
on how costs were determined. Failure to submit an ED Standard Form 524
and budget narrative for each grant year will result in no funding for
those years for which budgets were not submitted.

### E-Mail Addresses

As part of our review of your application, we may need to contact you
with questions for clarification. Please be sure your application
contains valid e-mail addresses for the project director and authorized
representative or another party designated to answer questions in the
event the project director and authorized representative are
unavailable.

### Review of Applications and Notification of Award

The review of applications and notification of award for this grant
competition requires approximately 12 to 14 weeks. We expect to notify
successful applicants in early September 2007.

### Human Subjects Research

Please see Item 3 of the instructions for Supplemental Information for
Standard Form 424 on page 98 of section V. General Application
Instructions and Information of this application package. Projects
funded under this grant program may be subject to protection of human
subjects research requirements. If you have any questions about your
responsibilities under these requirements, please contact the Education
Department's protection of human subjects coordinator at 202--245--6153.

### Grant Expectations

By submitting an application for this program, applicants agree to
cooperate fully with any evaluation efforts conducted by ED, the
Substance Abuse and Mental Health Services Administration (SAMHSA) and
their contractors. At a minimum, grantees are expected to do the
following:

-   Maintain records on how their program is operating.

-   Maintain records on the extent to which their program objectives are
    being met.

-   Include specific performance measures in their evaluation plan.

-   Make ongoing project information, findings, and products available
    to ensure the dissemination of knowledge gained from this effort
    during the grant period.

Grantees also may be expected to work with a national evaluator to
collect key program information helpful in assessing the extent to which
projects supported under this grant competition are meeting their goals
and objectives. ED, the U.S. Department of Justice (DOJ), and the U.S.
Department of Health and Human Services (HHS) may use the results of
these projects to identify and disseminate to LEAs and their surrounding
communities those strategies that are effective in preventing violence
and the use of alcohol, tobacco, and other drugs and in promoting
prosocial behaviors in youth.

## Government Performance and Results Act

## 

The Government Performance and Results Act of 1993 (GPRA) is a
straightforward statute that requires all Federal agencies to manage
their activities with attention to the consequences of those activities.
Each agency is to state clearly what it intends to accomplish, identify
the resources required, and periodically report its progress to the U.S.
Congress. GPRA is intended to contribute to improvements in
accountability for the expenditures of public funds; enhance
congressional decision making through more objective information on the
effectiveness of Federal programs; and promote a new government focus on
results, service delivery, and customer satisfaction.

The Department has established the following GPRA performance measures
for the SS/HS program:

### 1. Student Victimization/Perception of School Safety

-   Percentage of grantees that experience a decrease in students who
    did not go to school on 1 or more days during the past 30 days
    because they felt unsafe at school or on their way to and from
    school.

-   Percentage of grantees that experience a decrease in students who
    have been in a physical fight on school property in the 12 months
    prior to the survey.

[]{.mark}

### 2. Student Substance Use and Abuse

-   Percentage of grantees that report a decrease in students who report
    current (30-day) marijuana use.

-   Percentage of grantees that report a decrease in students who report
    current (30-day) alcohol use.

### 3. Mental Health Services Provided

-   Percentage of grantees that report an increase in the number of
    students receiving school-based mental health services.

-   Percentage of grantees that report an increase in the percentage of
    mental health referrals for students that result in mental health
    services being provided in the community.

Grantees are required to collect data on the GPRA performance measures
and report that data to ED in their annual performance report and final
performance reports. In year one, grantees are expected to conduct two
data collections: the first to collect baseline data (prior to
implementing the project) and the second to collect year one actual
performance data for the annual performance report. Grantees will be
asked to provide student-level data for each of the measures listed
above so that staff can determine whether grantees are achieving
progress in these areas.

## Tips for Preparing and Submitting an Application

## 

### 1. Beginning the Application Process

-   Read this application package carefully and make sure you follow all
    of the instructions.

-   Use the tools we have provided to help you, including:

    -   Frequently Asked Questions (FAQs) section in this application
        package.

    ```{=html}
    <!-- -->
    ```
    -   Resources related to this specific grant competition on our Web
        site at
        [www.ed.gov/programs/dvpsafeschools/index.html](http://www.ed.gov/programs/dvpsafeschools/index.html)
        and on [www.sshs.samhsa.gov](http://www.sshs.samhsa.gov/).

    ```{=html}
    <!-- -->
    ```
    -   General grant application technical assistance resources on our
        Web site at
        [www.ed.gov/admins/grants/apply/techassist/index.html](http://www.ed.gov/admins/grants/apply/techassist/index.html).

-   If you do not understand an instruction or requirement, contact
    Karen Dorsey of the Office of Safe and Drug-Free Schools (OSDFS) at
    202**--**708**--**4674 for this grant competition.

### 2. Preparing Your Application

-   Organize your narrative according to the selection criteria
    headings.

-   Be thorough in your responses. Write so that someone who knows
    nothing about your community and the proposed activities, curricula,
    programs, and services can understand what you are proposing and
    why.

-   Make sure your budget narrative provides sufficient detail about
    planned expenditures so ED staff can easily determine how the funds
    will be spent.

-   Link your planned expenditures to the goals and objectives of your
    program. Do not request funds for miscellaneous purposes. Make sure
    you demonstrate that your proposed expenditures are necessary to
    carry out your program.

### 3. Submitting Your Application

-   Use the checklist provided on page 102 in this application package
    to ensure your application is complete before submitting it.

-   Make sure all required forms are included and signed by an
    authorized representative of your organization.

-   Transmit your application by the deadline date and time. If you
    submit your application electronically, you must use the Grants.gov
    Web site. If you use the U.S. Postal Service, make sure you have a
    legible postmark date. If you use an overnight carrier, get a
    receipt.

### 4. What Happens Next?

-   In approximately 2 weeks (depending on the volume of applications we
    receive), you should receive a postcard from ED's Application
    Control Center acknowledging receipt of your application and giving
    you its assigned number. Please refer to this number when you need
    to contact us about your application.

-   Staff members screen each application to ensure that all program
    eligibility requirements are met and that all forms are included.

-   Your application will be assigned to a three-person panel of
    independent reviewers and will receive a score from 0 to 100,
    depending upon how well it addresses the selection criteria. Agency
    staff will award any appropriate competitive preference points based
    on data concerning prior recipients of SS/HS grants. Competitive
    preference points will be in addition to points awarded by peer
    reviewers.

-   A Grant Award Notification will be sent to applicants whose
    proposals rank high enough to be awarded a grant. Unsuccessful
    applicants will receive a notification letter. All applicants will
    receive information on how to get access to peer reviewers'
    comments. Please be sure your application contains valid e-mail
    addresses.

# III. Safe Schools/Healthy Students Initiative

## 

## Background 

Since 1999, the U.S. Departments of Education, Health and Human
Services, and Justice (the Federal partners) have collaborated on the
Safe Schools/Healthy Students (SS/HS) Initiative. The SS/HS Initiative
is a discretionary grant program that provides communities with Federal
funding to implement a coordinated and SS/HS comprehensive plan of
activities, curricula, programs, and services that focus on creating
safe school environments, promoting healthy childhood development, and
preventing youth violence and alcohol, tobacco, and other drug (ATOD)
use, henceforth referred to as the SS/HS comprehensive plan. An eligible
applicant is a local educational agency (LEA) or a consortium of LEAs
that partner with their local public mental health, law enforcement, and
juvenile justice agencies to develop and submit a community-specific
SS/HS comprehensive plan that addresses the following five elements:

-   Element One: Safe School Environments and Violence Prevention
    Activities.

-   Element Two: Alcohol, Tobacco, and Other Drug Prevention Activities.

-   Element Three: Student Behavioral, Social, and Emotional Supports.

-   Element Four: Mental Health Services.

-   Element Five: Early Childhood Social and Emotional Learning
    Programs.

Over the past years, the SS/HS Federal partners, individually and
collectively, have worked diligently to improve the lives of America's
children. Unfortunate recent events of school violence and research show
that more work and resources are needed. The SS/HS Initiative allows
LEAs, in partnership with their local juvenile justice, law enforcement,
and public mental health agencies, to submit a single application for
Federal funds to coordinate and strengthen existing effective programs,
policies, and strategies and to institute new programs, policies, and
strategies that reduce and prevent violence and promote healthy
childhood development.

To date the SS/HS Federal partners have provided more than \$1 billion
in funding and other resources to 249 communities across the Nation as
they work collaboratively to implement their SS/HS comprehensive plans.
In implementing their SS/HS comprehensive plans, SS/HS grantees have
provided students, schools, families, and communities with a network of
effective activities, curricula, programs, and services that have:

-   Enhanced prosocial behaviors to prevent violent behavior and drug
    use.

-   Increased availability of mental health services.

-   Reduced incidents of violent behavior and drug use.

-   Created schools and communities that are safe, disciplined, and drug
    free.

-   Engaged parents, community organizations, faith-based groups, and
    other agencies.

-   Developed an infrastructure that has been institutionalized and
    sustained after the Federal funding ended.

Key to the SS/HS Initiative is partnership. Issues that affect the
learning environment of schools ---such as bullying, fighting, ATOD use,
need for mental health services, and truancy---cannot be solved by
schools alone. These diverse and complex problems not only affect
students and their families but also frequently spill out into the
community. A community collaboration approach can be very effective in
responding to these issues. Collaboration allows for combined knowledge,
skills, and resources of various local public, private, and community
agencies to respond to issues that frequently cross professional field,
cultural, geographic, and socioeconomic lines. The SS/HS Initiative
identifies four local agencies---education, mental health, law
enforcement, and juvenile justice---to provide leadership and management
to the community collaboration in supporting the vision of the SS/HS
program:

> *"To promote the mental health of students, to enhance academic
> achievement, to prevent violence and substance use, and to create safe
> and respectful climates through sustainable school-family-community
> partnerships and the use of research-based prevention and early
> intervention programs, policies, and procedures."*

The SS/HS Initiative draws on the best practices of education, justice,
law enforcement, social, and mental health services to encourage
applicants to use a community-focused, collaborative approach to develop
an SS/HS comprehensive plan with a continuum of activities, curricula,
programs, and services. We hope that the SS/HS partnership will continue
beyond the life of the project, ensuring continuation of the
SS/HS-funded activities, curricula, programs, and services as well as a
continued community-focused, collaborative approach in resolving future
community problems.

## Requirements for SS/HS Grant Applications 

To be eligible for funding, all applicants **must** meet the following
requirements:

1\. **Be an eligible applicant**. An eligible applicant is a local
educational agency (LEA) or a consortium of LEAs that is not a current
SS/HS grantee. Applicants are encouraged to check with State educational
agencies to verify their status as an LEA.

For the purpose of this eligibility requirement, a grant is considered
to be a current grant until the end of the grant's project or funding
period, including any extensions of those periods that extend the
grantee's authority to obligate funds (71 FR 70369).

A former LEA is eligible to reapply as a single applicant or as a member
of a consortium provided that a signed program-specific assurance
confirming eligibility is submitted with the application. (See Appendix
C for additional information.)

2\. **Propose a project that meets the absolute project priority.** The
LEA's application must propose to implement an integrated, comprehensive
community-wide plan designed to create safe, respectful, and drug-free
school environments and to promote prosocial skills and healthy
childhood development. Plans must focus activities, curricula, programs,
and services in a manner that responds to the community's existing
needs, gaps, or weaknesses in areas related to the following five
elements:

-   Element One: Safe School Environments and Violence Prevention
    Activities.

-   Element Two: Alcohol, Tobacco, and Other Drug Prevention Activities.

-   Element Three: Student Behavioral, Social, and Emotional Supports.

-   Element Four: Mental Health Services.

-   Element Five: Early Childhood Social and Emotional Learning
    Programs.

See page 15 for additional information about this topic under "SS/HS
Absolute Priority."

3\. **Request no more than the maximum amount established based on the
district's enrollment data.** An applicant's request for funding must
not exceed the maximum amount established based on enrollment data. The
maximum request for any of the project's four 12-month budget periods is

-   \$2,250,000 for an LEA with at least 35,000 students.

-   \$1,500,000 for an LEA with at least 5,000 students but fewer than
    35,000 students.

-   \$750,000 for an LEA with fewer than 5,000 students.

Applicants must use the most recent student enrollment data from the
National Center for Education Statistics (NCES) Common Core of Data
(CCD) as published on the NCES Web site. See page 19 for additional
information about this topic under "Determining Your Maximum Funding
Request."

4\. **Include a signed preliminary memorandum of agreement (MOA).** To
demonstrate that the applicant has the support and commitment of the
required SS/HS partners, each applicant is required to include a
preliminary MOA with the application. The preliminary MOA must be signed
and dated by the required SS/HS partners---the authorized
representatives of the LEA, local juvenile justice agency, local law
enforcement agency, and local public mental health authority. See page
22 for additional information.

5\. **Include a logic model.** The logic model is a graphic
representation of the project in chart format that depicts by element
the integration of the proposed activities, curricula, programs, and
services with the identified needs and gaps, goals, objectives,
activities, partners' roles, outcomes, and measures for outcomes.

See page 48 for additional information about this topic in Appendix
B---Resource List and a sample logic model in Appendix D.

**Applications that fail to meet any one of the above five requirements
will not be submitted to peer reviewers for consideration.**

## Other Administrative Requirements That Apply to This Grant Program

**General Education Provisions Act (GEPA) statement.** Section 427 of
GEPA requires each applicant for funding to include in its application a
description of the steps the applicant proposes to take to ensure
equitable access to, and participation in, Federal-assisted programs for
students, teachers, and other program beneficiaries with special needs.
Applicants for new SS/HS awards must include information in their
applications to address this provision. More detailed information about
the requirements is included on page 39.

**Participation by private school children and teachers.** Section 9501
of the Elementary and Secondary Education Act of 1965, as amended
(ESEA), requires that LEAs or other entities receiving funds under the
Safe and Drug-Free Schools and Communities Act provide for the equitable
participation of private school children, their teachers, and other
educational personnel in private schools located in areas served by the
grant recipient. In order to ensure that grant program activities
address the needs of private school children, LEAs must engage in timely
and meaningful consultation with private school officials during the
design and development of the program. This consultation must take place
before any decision is made that affects the opportunities of eligible
private school children, teachers, and other educational personnel to
participate.

Administrative direction and control over grant funds **must** remain
with the grantee.

**Maintenance of effort.** Section 9521 of the ESEA requires that LEAs
may receive a grant only if the State educational agency finds that the
combined fiscal effort per student or the aggregate expenditures of the
LEA and the State with respect to the provision of free public education
by the LEA for the preceding fiscal year was not less than 90 percent of
the combined effort or aggregate expenditures for the second preceding
fiscal year.

### 

## SS/HS Absolute Priority 

SS/HS applicants' proposals must meet the absolute priority for the
competition in order to be considered for funding. Applicants' proposal
must support the LEA's implementation of an integrated, comprehensive
community-wide plan designed to create safe, respectful, and drug-free
school environments and to promote prosocial skills and healthy
childhood development in youth. Plans must focus activities, curricula,
programs, and services in a manner that responds to the community's
existing needs, gaps, or weaknesses in areas related to the five SS/HS
comprehensive plan elements:

-   Element One: Safe School Environments and Violence Prevention
    Activities.

-   Element Two: Alcohol, Tobacco, and Other Drug Prevention Activities.

-   Element Three: Student Behavioral, Social, and Emotional Supports.

-   Element Four: Mental Health Services.

-   Element Five: Early Childhood Social and Emotional Learning
    Programs.

A complete discussion of the five elements begins on page 22.

## Competitive Preference Priority

A competitive preference will be given to applications from LEAs that
have not yet received a grant under this program as an applicant or as a
member of a consortium. For a consortium application to be eligible
under this priority, no member of the LEA consortium can have received a
grant or services under this program as an applicant or as a member of a
consortium applicant. Under this competitive preference, an additional
five points will be added to the external reviewer's score of those
eligible. To be considered for the competitive preference priority, an
applicant will need to submit a program-specific assurance stating
novice status. See Appendix C for additional information.

## Program-Specific Assurance for Former SS/HS Grantees

Former LEAs are eligible to reapply as a single applicant or as a member
of a consortium, provided that a signed program-specific assurance is
submitted with the application. For consortium applicants, all
participating LEAs in the consortium must sign this program-specific
assurance if one member of the consortium received funding from an SS/HS
grant as a sole applicant or as part of another consortium. The
program-specific assurance must state that, if awarded, the project will
not serve those schools or sub-regions that were served by the first
SS/HS project.

## Memorandum of Agreement (MOA) 

To demonstrate the support and commitment of the required SS/HS
partners---LEA, local juvenile justice agency, local law enforcement
agency, and local public mental health authority---the application must
include a preliminary MOA. The preliminary MOA must also include
information that supports the selection of the local juvenile justice
agency, local law enforcement agency, and local public mental health
authority to ensure effective change to and access to resources,
policies, programs, and services that relate to the absolute priority.

+-----------------------------------------------------------------------+
| Definitions for Required Partnerships                                 |
|                                                                       |
| **Local Juvenile Justice Partner:** an agency or entity at the local  |
| level that is officially recognized by State or local government to   |
| address juvenile justice issues in the communities to be served by    |
| the grant. Examples of juvenile justice agencies include juvenile     |
| justice task forces, juvenile justice centers, juvenile or family     |
| courts, juvenile probation agencies, and juvenile corrections         |
| agencies.                                                             |
|                                                                       |
| **Local Law Enforcement Partner:** the agency (or agencies) that has  |
| law enforcement authority for the LEA. Examples of local law          |
| enforcement agencies include municipal, county, and State police;     |
| tribal police and councils; and sheriffs\' departments.               |
|                                                                       |
| **Local Public Mental Health Partner\*:** the entity legally          |
| constituted (directly or through contract with the State mental       |
| health authority) to provide administrative control or oversight of   |
| mental health services delivery within the community.                 |
|                                                                       |
| *\*Applicants should contact their State Department of Mental Health  |
| to identify the relevant local public mental health authority. Mental |
| health entities that have no legal authority in the administrative    |
| oversight of the delivery of mental health services are not           |
| acceptable as the sole mental health partner. The local public mental |
| health authority is not required to provide mental health services to |
| the selected population.*                                             |
+-----------------------------------------------------------------------+

The **preliminary MOA** must name a core management team responsible for
supporting the project director and for providing leadership and
management to SS/HS project/collaborative process. The preliminary MOA
must also describe the process used to engage multiple and diverse
sectors of the community in the design, implementation, and continuous
improvement of the SS/HS comprehensive plan. Community engagement allows
those affected to help define problems (and causes for those problems)
and identify solutions. Meaningful community engagement is essential in
responding to diverse needs. It not only builds trust and a sense of
community but can also empower individuals to become actively involved
and committed to sustaining the project. Finally, the preliminary MOA
must include a logic model, a graphic representation of the project in
chart format. Additional information about "Developing Your SS/HS Logic
Model" can be found on page 22.

We have found that some communities experience significant changes from
the time the SS/HS application is submitted to the time of the award. To
ensure that needed partners and resources remain available to implement
the SS/HS comprehensive plan, grantees will be required to submit a
**final MOA**. The final MOA will update information included in the
preliminary MOA and provide additional assurances, address management
and service delivery issues, and contain other pertinent information
that will increase the likelihood of a successful project. The final MOA
would be signed by the authorized representatives of each of the
required partners and be submitted no later than 6 months after the
award is made.

The requirements for the signed MOAs are as follows:

At a minimum, the **preliminary MOA** must:

-   Be signed by the authorized representatives of the LEA, the local
    juvenile justice agency, the local law enforcement agency, and the
    local public mental authority---the required SS/HS partners.

-   For consortium applicants, be signed by the authorized
    representatives of each member LEA and by the authorized
    representatives of each corresponding required SS/HS partner for
    each member LEA.

-   Include information that supports the selection of each identified
    SS/HS required partner that has signed the preliminary MOA.

-   Demonstrate the support and commitment of the required SS/HS
    partners to implement and sustain the project if funded.

-   Name a core management team of senior representatives from the
    required partners and clearly define how each member of the team
    will support the project director in the day-to-day management of
    the project.

-   Describe how multiple and diverse sectors of the community,
    including parents and students, have been and will continue to be
    involved in the design, implementation, and continuous improvement
    of the project.

-   Include, as an attachment, a logic model (a graphic representation
    of the project in chart format) that identifies needs or gaps and
    connects those needs or gaps with corresponding project goals,
    objectives, activities, partners' roles, outcomes, and outcome
    measures for each of the SS/HS elements.

Applications that do not include the preliminary MOA signed by the
authorized representatives of each of the required partners (the LEA,
local juvenile justice agency, local law enforcement \|\
\
agency, and local public mental authority) and the logic model will be
rejected and not considered for funding.

At a minimum, the **final MOA** must:

-   Be signed by the authorized representatives of the LEA, the local
    juvenile justice agency, the local law enforcement agency, and the
    local public mental health authority---the required SS/HS partners.

-   For consortium applicants, be signed by the authorized
    representatives of each member LEA and by the authorized
    representative of each corresponding required SS/HS partner for each
    member LEA.

-   Include information that supports the selection of each identified
    SS/HS required partner that has signed the final MOA.

-   Include any needed revisions to the statement of support and
    commitment for each of the required SS/HS partners to implement and
    sustain the project.

-   Include a final roster of the core management team of senior
    representatives from the required SS/HS partners that clearly
    defines how each member of the team will support the project
    director in the day-to-day management of the project.

-   Include any needed revisions to the process for involving multiple
    and diverse sectors of the community in the implementation and
    continuous improvement of the project.

-   Include a final logic model that identifies needs or gaps and
    connects those needs or gaps with corresponding project goals,
    objectives, activities, partners' roles, outcomes, and outcome
    measures for each of the SS/HS elements.

-   Include a description of each partner's financial responsibility for
    the services that it will provide along with the conditions and
    terms of responsibility for those services, including the quality,
    accountability, and coordination of services as they relate to
    achieving the goals, objectives, and outcomes of the project.

-   Include a description of the procedures to be used for referral,
    treatment, and follow-up for children and adolescents in need of
    mental health services and an assurance that the local public mental
    health authority will provide administrative control and/or
    oversight of the delivery of mental health services.

-   Include any other necessary revisions to information furnished in
    the preliminary MOA.

Additional information and technical assistance will be provided to
grantees to support them as they finalize the MOA. Decisions for
continuation funding will be based, in part, on the submission of a
complete final MOA in a timely manner.

## Developing Your SS/HS Logic Model

SS/HS projects are usually large and complex. Our experience has shown
that the use of a visual tool, such as a logic model, can be invaluable
to applicants, peer reviewers, and Federal staff. The logic model
provides a snapshot view, by element, of key information, presented in
the narrative.

The chart format allows for easy cross-referencing between the project
narrative, preliminary MOA, and the budget. The logic model will allow
the applicant, peer reviewer, and Federal staff to readily evaluate if:

-   Needs and gaps have been identified.

-   Goals and objectives respond to the identified needs and gaps.

-   Proposed activities are related to and will contribute toward
    achieving identified goals and objectives.

-   Partners are actively and appropriately participating in
    implementing the project.

-   Outcomes and measures for outcomes are presented.

-   Resources (such as staff, materials, and training) are allocated in
    the budget.

The SS/HS logic model should provide a clear picture (graphic
representation in a chart format) of your SS/HS comprehensive plan. The
logic model should not introduce new or different information from what
is included in the narrative.

For each element, the logic model chart should illustrate the
relationship between the information identified as a need or gap with
the corresponding goals; objectives; activities, curricula, programs,
and services; partners' roles in implementing those activities; and
outcomes and methods for measuring outcomes. (An example of this
presentation is presented in Figure 1.)

**FIGURE 1: SS/HS Program Logic Model**

+---------+---------+---------+---------+---------+---------+---------+
| Element |         |         |         |         |         |         |
| One:    |         |         |         |         |         |         |
| Safe    |         |         |         |         |         |         |
| School  |         |         |         |         |         |         |
| Envir   |         |         |         |         |         |         |
| onments |         |         |         |         |         |         |
| and     |         |         |         |         |         |         |
| V       |         |         |         |         |         |         |
| iolence |         |         |         |         |         |         |
| Pre     |         |         |         |         |         |         |
| vention |         |         |         |         |         |         |
| Ma      |         |         |         |         |         |         |
| terials |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Needs | **      | **Objec | **Acti  | **Pa    | **Out   | **How   |
| and     | Goals** | tives** | vities, | rtners' | comes** | O       |
| Gaps**  |         |         | Cur     | Roles** |         | utcomes |
|         |         |         | ricula, |         |         | Will Be |
|         |         |         | Pro     |         |         | Mea     |
|         |         |         | grams,\ |         |         | sured** |
|         |         |         | and     |         |         |         |
|         |         |         | Ser     |         |         |         |
|         |         |         | vices** |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| #       | #       | #       | #       | #       | #       | #       |
+---------+---------+---------+---------+---------+---------+---------+

## Determining Your Maximum Funding Request

To determine your maximum funding request for the SS/HS application, you
must use the most current enrollment data published by NCES. The
enrollment data can be found by using the National Public School and
School District Locator available online at
<http://nces.ed.gov/ccd/districtsearch/>.

An applicant's request for funding must not exceed the maximum amount
established with enrollment data. A consortium applicant should base its
maximum funding request on the

combined enrollment of all participating LEAs. The maximum request for
any of the project's four 12-month budget periods is:

-   \$2,250,000 for an LEA with at least 35,000 students.

-   \$1,500,000 for an LEA with at least 5,000 students but fewer than
    35,000 students.

```{=html}
<!-- -->
```
-   \$750,000 for an LEA with fewer than 5,000 students.

+-----------------------------------------------------------------------+
| How To Use the NCES School District Locator To Access Enrollment Data |
|                                                                       |
| 1.  Go to the online NCES Locator at                                  |
|     <http://nces.ed.gov/ccd/districtsearch/>.                         |
|                                                                       |
| 2.  Type in the city and State of the school district that will serve |
|     as the fiscal agent and primary applicant for the SS/HS grant     |
|     application. Click on the "Search" button to bring up a list of   |
|     possible school districts found in that city and State.           |
|                                                                       |
| 3.  Click on the correct district link to bring up information under  |
|     two headings: "District Information" and "District Details."      |
|                                                                       |
| 4.  Under the heading "District Details," you will find a number for  |
|     "total students." Use this number to determine the maximum        |
|     funding you are eligible to request.                              |
|                                                                       |
| Print this page and include it with the SS/HS application. Consortia  |
| applicants will need to print and include this page for **each** of   |
| the participating LEAs.                                               |
+-----------------------------------------------------------------------+

**Note:** Department of Interior, Bureau of Indian Education-funded
(BIE-funded) schools are not required to use the locator. BIE-funded
applicants need only to include documentation of their status as a
BIE-funded school if the request for funding does not exceed \$750,000
for any of the project's four 12-month periods. BIE-funded schools
requesting more than \$750,000 for any of the project's four 12-month
periods must also provide documentation of student enrollment data.

**Applicants should ensure that their budget requests do not exceed the
maximum funding request allowable for their student enrollment data.
Applications that exceed the maximum for their designated enrollment
size will not be read, and grants will not be awarded for amounts that
exceed these established maximum amounts.**

## Including a Continuum of Evidence-Based Strategies in Your SS/HS Comprehensive Plan

As you design your SS/HS comprehensive plan, include a continuum of
evidence-based strategies---activities, curricula, programs, and
services---to help you in reaching your project's goals and objectives.
Make sure the five elements are represented.

**Continuum of Strategies**

Recent literature on the subjects of violence and substance use
prevention emphasizes the importance of providing a continuum of
strategies (activities, curricula, programs, and services). This
continuum is frequently described as a three-stage model: 1) universal
prevention, 2) early intervention, and 3) intensive strategies. This
model recognizes that all students can benefit from participating in
universal prevention activities and that students at higher risk for
substance use and/or violence already demonstrating such problematic
behaviors require different interventions.

**Universal prevention**---Activities, curricula, programs, and services
provided to students regardless of risk to delay or prevent negative
and/or violent behavior (such as bullying or fighting) and to enhance
knowledge and skills that will improve the level of respect and caring
attitude displayed by all.

**Early intervention**---Activities, curricula, programs, and services
provided to students who are at risk of engaging in, or experiencing,
negative and/or violent behavior.

**Intensive strategies**---Activities, curricula, programs, and services
designed for individuals at highest risk of engaging in negative and/or
violent behavior or already demonstrating such behavior. For additional
information on this topic, see Appendix B---Resource List.

### Choosing Evidence-Based Programs

The Federal No Child Left Behind Act of 2001 and many Federal K-12 grant
programs require educational practitioners to use "scientifically based
research" (also referred to as "evidence-based," "science-based," or
"research-based") programs. With limited resources available, the
selection of programs that have proven to be effective in creating
positive change is critical. A wide range of evidence-based strategies
(activities, curricula, programs, and services) is available to choose
from as well as a growing body of evidence-based principles and research
to consider (see page 26). Below are a few of the questions (this is not
an inclusive list) you may want to consider when selecting strategies to
include in your SS/HS comprehensive plan:

1.  Is the activity, curriculum, program, or service based on a
    well-defined theory or model?

2.  Is there sound research (quality and appropriateness of design, data
    collection, and analysis) to show evidence that the activity,
    curriculum, program, or service caused or contributed to a desired
    outcome?

3.  Given your community's risk and protective factors, can you
    replicate the activity, curriculum, program, or service with
    fidelity?

4.  Is the program age-, gender-, and culturally appropriate for your
    selected population?

## SS/HS Elements

### Element One: Safe School Environments and Violence Prevention Activities 

Without a safe learning environment, teachers cannot teach and students
cannot learn. Safe school environments and effective violence prevention
efforts promote a climate in which learning can take place. The twofold
goal of this element is to identify issues, conditions, behaviors,
and/or structures that contribute to unsafe school environments and
violence in schools and the community and then to propose strategies
that will address identified issues and result in safe and orderly
schools and reduced levels of violence in schools and the community.

To accomplish this goal, applicants should consider including strategies
that focus on the entire school population as well as those students
with disruptive, destructive, or violent behaviors. A continuum of
strategies---including universal prevention, early intervention, and
intensive activities, curricula, programs, and services---is key to
success.

Examples of strategies for universal prevention include conducting a
safety and security assessment and then implementing interventions to
correct deficiencies such as installing surveillance cameras. **(No more
than 10 percent of the total budget for each year may be used to support
costs associated with security equipment, personnel, and minor
remodeling of school facilities to improve safety.)** Other universal
prevention activities could include developing and implementing a
district-wide school safety plan, instituting a district-wide
research-based violence prevention curriculum, and promoting good
citizenship and character as part of a plan to improve overall school
climate.

Early intervention strategies include providing violence prevention
curricula in an intensive, small group setting, training staff on the
early warning signs of violence, developing a district-wide policy for
assessment and referral to parenting programs, and training staff and
identified students on conflict resolution skills.

More intensive strategies include alternative programs, case management
and coordinated services for students reentering schools from juvenile
justice or alternative school placements, and student courts.

### Element Two: Alcohol, Tobacco, and Other Drug Prevention Activities

ATOD use is a complex human behavior often related to other factors in
the home or wider community but having a negative impact on the learning
environment of the school. Schools have developed and implemented
curricula and instructional programs to address ATOD use. Although
curricula and instructional programs are important and necessary, they
are insufficient alone.

The prevention or reduction of substance use and abuse among youth needs
to be coordinated with broader environmental strategies that address
change not only at the individual, classroom, and school levels but also
at the family and community levels. Recognizing the importance of the
family is critical. Research has suggested that family interventions
aimed at improving parenting practices and the family environment can be
effective in reducing risk for later problem behaviors and ATOD use
among youth.

Examples of strategies include school-wide implementation of
research-based ATOD prevention curricula, social norms campaigns aimed
at reshaping attitudes and beliefs regarding ATOD use, and review of
policies and procedures addressing ATOD use across schools and other
community institutions. (All of these are examples of universal
prevention.) Programming to address the needs of students who are at
higher risk or already engaging in problem behavior would include more
individually focused supports and more intensive evidence-based
programming or practices.

### Element Three: Student Behavioral, Social, and Emotional Supports

Academic and social success depends on more than instruction alone. In
addition to having a strong academic focus that supports students to
achieve high standards, successful schools foster positive relationships
for youth, promote meaningful parental and community involvement, and
recognize that the social and emotional needs of students play an
important role in their development. When youth participate in
supervised, engaging, and well-planned programs that provide positive
interaction with peers and adults, promote initiative, and encourage
youth to contribute to society, youth are more likely to succeed
academically and have positive attitudes toward their school and
community.

Youth who engage in such activities also exhibit improved behavior,
including an increase in self- and social awareness; an ability to
effectively manage negative emotions; and improved decision making and
negotiation skills to address negative peer pressure. Students,
families, and other community members such as law enforcement officers,
juvenile justice personnel, social services and mental health
professionals, and faith- and community-based organizations are
important partners in addressing the behavioral, social, and emotional
supports for students. They should be involved in the planning of these
activities.

Some examples of universal strategies that can be included in your SS/HS
comprehensive plan are opportunities for students to participate in
afterschool programs, staff training focused on knowledge and skills
needed to support positive student behavior, and designated staff to
improve school-community liaisons. Well-designed mentoring programs may
address the needs of students at higher risk for problem behavior or
already demonstrating such behavior.

(This grant is not intended to fund activities that support direct
academic instruction, such as academic tutoring.)

### Element Four: Mental Health Services

Many children and adolescents have mental health needs but are unable to
access appropriate high-quality mental health services. Growing evidence
shows that school mental health programs improve educational outcomes by
decreasing absences, reducing discipline referrals, and improving test
scores. Identifying mental health problems early and providing
appropriate

services are especially important in improving academic achievement and
overall student well-being.

In responding to this element, an applicant should consider including
the following activities:

-   Providing early identification and assessment in the school setting.

-   Providing appropriate school-based mental health early intervention
    services for at-risk children and adolescents and their families.

-   Providing referral and follow-up with local public mental health
    agencies when treatment is indicated, consistent with the written
    agreement between the schools and the local public mental health
    authority.

-   Providing training and consultation to school personnel.

-   Providing supportive services to families in order that they may
    participate fully in the educational, social, and healthy
    development of their children.

-   Revising policies and procedures as needed to ensure enhanced
    communication and information-sharing across service systems (such
    as common referral or intake forms).

This element's activities are intended to support enhanced integration,
coordination, and resource sharing among education, mental health, and
social services providers. For this reason, the SS/HS final MOA requires
a formal arrangement between schools and public mental health entities.
The arrangement specifies the delivery of mental health services for
children and adolescents with more serious mental health problems to
complement school-based universal prevention and early intervention
services.

These grant funds are not intended to supplant the financial resources
already dedicated to improving mental health services under the
Individuals with Disabilities Education Act (IDEA). These funds are
intended to leverage and coordinate mental health services.

### Element Five: Early Childhood Social and Emotional Learning Programs

Experiences that occur in the first five years of life profoundly affect
later development. Learning that occurs in these early years is rapid,
spanning various domains---cognitive, linguistic, moral, social,
emotional, and behavioral---all of which impact school readiness.
Children who develop a secure attachment to at least one adult are more
likely to develop social and emotional skills that lay the foundation
for future healthy interpersonal relationships, association with
nonviolent peers, and improved academic achievement.

Because younger children are not yet enrolled in school, access to
families with children and toddlers may be complex. For this reason,
proposed activities should include ways to overcome barriers to
identifying and serving children and families in need of the services to
be provided. Appropriate community partners should be identified and
consulted in the development of services to address the proposed early
childhood social and emotional learning programs.

Some examples of activities, curricula, programs, and services that can
be included under Element Five are training for parents, training for
professionals working in early child care centers, parent and caregiver
support groups, and screening for developmental milestones and school
readiness in all early childhood programs. (These are examples of
universal prevention activities.) Examples of activities and programs
that address the needs of youngsters at higher risk or already
demonstrating problem behavior might include pre- and postnatal nurse
home visitation, case management, crisis intervention, and intensive
therapy.

## Local Evaluation 

Applicants must present a plan for evaluating their SS/HS comprehensive
plan. At least seven percent of the total budget must be allocated to
local evaluation efforts for each of the four years of the grant. The
purpose of the local evaluation is to provide timely information for
creating strategic plans, measuring progress, and keeping the project
focused on the overall objective of SS/HS---promoting healthy childhood
development and preventing violence and substance use. Local evaluation
is also an important tool in sustaining local progress after Federal
funding has ended.

Goals are generally broad outcome statements (for example, improve
school safety), and objectives are more specific statements for
achieving the goal. Objectives are attainable, measurable, and time
specific (for example, reduce injuries during the school year).

The local evaluation design should include both process and outcome
measures linked directly to goals and objectives. Process measures
describe what was done, how it was done, and to whom and for whom it was
done. Process measures are especially important to ensure that
evidence-based programs are implemented with fidelity in order to
maximize their effectiveness. Outcome measures evaluate the effect of
activities, curricula, programs, and services.

Applicants should demonstrate a strong commitment to making evaluation
an integral part of their SS/HS planning and implementation activities.

+-----------------------------------------------------------------------+
| Evaluation Planning Considerations:\                                  |
| Characteristics of Strong Evaluation Plans                            |
|                                                                       |
| The design is consistent with the goals and objectives and links with |
| activities and proposed process and outcome measures.                 |
|                                                                       |
| The design provides needed levels of autonomy and independence to     |
| collect, analyze, and report on data.                                 |
|                                                                       |
| The design includes both process and outcome measures that            |
|                                                                       |
| -   Describe how the SS/HS comprehensive plan (activities, curricula, |
|     programs, and services) will be implemented and how the applicant |
|     will determine whether goals and objectives have been met.        |
|                                                                       |
| -   Report on the local adaptation and fidelity of implementation of  |
|     selected evidence-based programs.                                 |
|                                                                       |
| -   Show if, and to what extent, the SS/HS comprehensive plan         |
|     (activities, curricula, programs, and services) is producing its  |
|     intended effects with the targeted population.                    |
|                                                                       |
| The design describes how the SS/HS partners will be provided with     |
| data that can be used to make adjustments in service delivery and     |
| improve the SS/HS comprehensive plan.                                 |
|                                                                       |
| The design provides for a lead evaluator and staff to serve in an     |
| advisory capacity to the local SS/HS partners and assist with         |
| planning, implementation, and sustainability activities.              |
|                                                                       |
| The design allows for the accurate and timely collection of           |
| Government Performance and Results Act data.                          |
+-----------------------------------------------------------------------+

## Selection Criteria 

The following selection criteria will be used to evaluate applications.
For ease of reading by the reviewers, applicants should develop their
narrative to follow the sequence of the criteria below. The maximum
number of possible points for all selection criteria is 100. Applicants
must address each subcriterion. The narrative portion of your SS/HS
application represents your response to the selection criteria. This
portion of your application, combined with your logic model, will serve
as your SS/HS comprehensive plan. The narrative portion is limited to 40
double-spaced pages and must adhere to the format requirements on page
98.

1.  Community Assessment---20 points

2.  Goals and Objectives---15 points

3.  Project Design---25 points

4.  Evaluation---15 points

5.  Management---20 points

6.  Budget---5 points

**1. Community Assessment (20 points)**

\(a\) The extent to which the applicant describes individual, family,
school, and community risk and protective factors that relate to the
five SS/HS elements and that will be addressed by the project. *(8
points)*

\(b\) The extent to which the applicant describes student problem
behaviors as they relate to the five SS/HS elements and how they will be
addressed by the project. *(7 points)*

\(c\) The extent to which the applicant identifies, in the project
narrative and the logic model, needs and gaps related to the five SS/HS
elements that are not addressed by current services and programs*. (5
points)*

**2. Goals and Objectives (15 points)**

\(a\) The extent to which the applicant's project narrative and logic
model specify one or more goals for each of the five SS/HS elements and
to which the goals are clearly linked to the needs and gaps identified
in the community assessment*. (10 points)*

\(b\) The extent to which the objectives identified in the applicant's
project narrative and logic model are measurable and linked to each of
the stated goals. *(5 points)*

**3. Project Design (25 points)**

\(a\) The extent to which the applicant's project narrative and logic
model propose activities, curricula, programs, and services that will
address each of the goals and objectives of the proposed project. *(12
points)*

\(b\) The extent to which activities, curricula, programs, and services
proposed by the applicant are evidence-based or reflect current research
and effective practice, and are appropriate for the age and
developmental levels, gender, and cultural diversity of the target
population. *(13 points)*

**4. Evaluation (15 points)**

\(a\) The extent to which the applicant's project narrative describes a
plan for regularly monitoring program implementation and identifies
process measures that the applicant will use to assess the quality and
completeness of the activities planned under the grant. *(10 points)*

\(b\) The extent to which the applicant's project narrative and logic
model identify outcomes that are clearly linked to the identified
objectives and activities for the project, and specify how outcomes will
be measured. *(5 points)*

**5. Management (20 points)**

\(a\) The extent to which the applicant describes a management plan
adequate to achieve the objectives of the proposed program on time and
within budget, including clearly defined responsibilities of partners,
staff, and contracted service providers, and milestones for
accomplishing project tasks. *(4 points)*

\(b\) The extent to which the applicant provides, in the project
narrative and the preliminary MOA, information about any preexisting
partnership involving the required SS/HS partners and about
accomplishments of that partnership that are directly related to the
five SS/HS elements. *(4 points)*

\(c\) The extent to which the applicant describes, in the project
narrative and in the preliminary MOA, a core management team that is
appropriate and adequate to achieve the project's objectives and support
the project director in day-to-day management of the project. *(6
points)*

\(d\) The extent to which the applicant describes, in the project
narrative and in the preliminary MOA, how multiple and diverse sectors
of the community, including students and families, have been and will
continue to be involved in the design, implementation, and continuous
improvement of the project*. (3 points)*

\(e\) The extent to which the applicant describes a plan to develop data
systems that will be used to support decision making processes
established for the grant, including the use of technology. *(3 points)*

**6. Budget (5 points)**

The extent to which the proposed budget and budget narrative correspond
to the project design and are reasonable in relation to the numbers of
students and staff and to the identified objectives to be achieved.

## Safe Schools/Healthy Students Approach: Getting Started

Many resources are available on comprehensive community planning for
sustainable school and community improvement (see page 48 for additional
resources). SS/HS supports efforts to encourage and enhance such
improvement through a broad-based SS/HS comprehensive plan of
activities. This section provides topics recommended for consideration
as you begin to design your SS/HS comprehensive plan. The plan should
address all the selection criteria found on page 26 of this application.

**1. Building on Existing Partnerships**

This grant aims to enhance and expand existing school-community
partnerships. An applicant should build on a preexisting
school-community partnership that involves at least two of the four
required SS/HS partners, working together on issues of school
improvement, parental involvement, juvenile delinquency, or other
activities through groups, coalitions, and committees in addressing
community concerns. Consideration should be given to the partnership's
mission and vision statement, governance and leadership, member
organizations, demonstrated substantial participation of members, and
examples of accomplishments. Accomplishments include measurable results,
leveraging of resources and financial support, systems change,
interdisciplinary training, public awareness campaigns, and community
events.

While certain entities are required SS/HS partners, applicants are
encouraged to create broad, strong partnerships which include a range of
organizations in the community that contribute to achieving the
project's goals. Successful SS/HS partnerships have included government
agencies, courts, public and private social services agencies, the faith
community, businesses, civic organizations, and private citizens.

**2. Assessing Your Community**

The goals of completing a community assessment are to identify problems
and strengths related to school safety, substance use and violence among
youth, and child and family development, and to identify the gaps in
programs, infrastructure, services, and available resources to support
efforts to improve in each of these areas. Both can be addressed through
a thorough needs assessment.

The data used to support a community's assessment should be both
quantitative and qualitative and may be derived from such sources as
police reports, juvenile justice referrals, school discipline records,
graduation rates, focus group results, and the like. Examples of the
types of problems communities may identify are increasing drug use among
youth, decreased graduation rates, and high numbers of youth with
behavioral disorders not receiving mental health services. Examples of
gaps in available services infrastructure and resources include lack of
adequate afterschool programming, lack of strong school-local business
partnerships, and an inadequate number of mental health service
providers.

**3. Addressing the Five Elements**

Although the five elements are required components that should be
addressed in the SS/HS comprehensive plan, they are not meant to be
discrete program elements. Activities associated with each element
should not be conducted or implemented in isolation (see page 36 "SS/HS
Comprehensive Plan and Addressing the Five Elements). LEAs and their
SS/HS partners should develop comprehensive plans that reflect and
address the unique needs of their communities, families, and students
for each of the five elements. Activities, curricula, programs, and
services should address these identified needs and build upon and
incorporate programs that have been shown to be effective and
appropriate for the populations they are serving. The partnership should
demonstrate the capacity to successfully implement and sustain the
proposed activities.

In addressing the five elements, applicants should consider the
continuum of strategies described on page 20.

**4. Selecting Activities, Curricula, Programs, and Services**

Selection of activities, curricula, programs, and services to be
included in your SS/HS comprehensive plan should build upon existing
resources and address gaps in programs and services as identified in
your community assessment. Selected interventions should be
evidence-based, culturally competent, and developmentally appropriate
for the intended population. (Appendix A contains a definition of the
term "evidence-based.") Applicants are strongly encouraged to select and
include in the plan activities, curricula, programs, and services that
have been evaluated and determined to be effective. (See Appendix
B---Resource List.) Applicants should include a rationale for their
selections. This rationale should include information about the research
base that supports the selected activities, curricula, programs, and
services as well as a discussion about why the selected program or
activity is appropriate for the intended population and how it addresses
needs identified in the community assessment. Information about the
research base for programs or activities may reference either specific
program evaluations or accepted theory from youth development or human
development research.

**5. Starting With the Logic Model**

The purpose of the SS/HS logic model is to create for the project staff,
partners, and community, as well as the Federal Government, a graphic
depiction of the sequence of processes and activities connecting the
needs and gaps identified by the community assessment with the project's
desired outcomes. Creating this model helps applicants see, in a
concrete form, how the investment of human and financial resources can
result in successfully reaching the intended goals and objectives of
your SS/HS comprehensive plan. The logic model will provide a means to
ensure all gaps and needs are addressed and that corresponding goals and
objectives can be monitored and evaluated throughout the implementation
of your SS/HS comprehensive plan.

Additional sources for creating a logic model are included in Appendix
B---Resource List. A sample logic model can be found in Appendix D.

## Frequently Asked Questions

## 

### Eligibility

**We did not serve as the lead local educational agency for a Safe
Schools/Healthy Students grant, but we did receive some services as part
of that grant. Are we eligible to apply?**

Yes. Local educational agencies (LEAs) that have previously received
grant funds or services under the Safe Schools/Healthy Students (SS/HS)
Initiative directly or as part of a consortium of LEAs may apply for
funding. Applicants must include a signed assurance stating that if
funded, the project will not serve those schools or sub-regions that
were served by the first SS/HS project. We will not consider
applications from prior grantees or from LEAs that have received
services as part of an SS/HS grant unless that application includes the
required program-specific assurance.

**We are a former SS/HS grantee and plan on submitting an application
for FY 2007. In addition to submitting the program-specific assurance
regarding eligibility for former SS/HS grantees, is there anything else
we should submit?**

[]{.mark}

No. Your program-specific assurance regarding eligibility should clearly
state that none of schools or sub-regions that were served by the first
SS/HS project will be served by the FY 2007 project, if awarded.
Applications from former SS/HS grantees that do not include the
program-specific assurance regarding eligibility will be deemed
ineligible and will not be forwarded to peer review.

**What if a former SS/HS grantee is proposing to provide different or
new activities, curricula, programs, or services to schools or
sub-regions served by the first SS/HS project. Is this allowable?**

No. The rationale for eliminating the restriction on eligibility that
prohibited former SS/HS grantees from applying for new SS/HS funding is,
that despite the size of SS/HS grants, some very large LEAs were not
eligible to apply for sufficient funding to implement a comprehensive
SS/HS plan district wide. That is, the LEA was unable to include all of
its schools or sub-regions in its first SS/HS project. With the
elimination of this eligibility restriction, former SS/HS grantees
\[LEAs\] are now able to implement activities, curricula, programs, and
services in those schools or sub-regions that were not served by the
first SS/HS grant. It is not our intent to allow prior recipients to
"redo" a SS/HS project in the schools and sub-regions that were served
by the first SS/HS project.

Applications from former SS/HS grantees that include schools and
sub-regions served by the first SS/HS project will be deemed ineligible
and will not be forwarded to peer review.

**My LEA currently has an SS/HS grant but would like to apply for
another. Can we do so?**

No. The December 4, 2006, notice of final eligibility requirement for
the Office of Safe and Drug-Free Schools limits eligibility under the
discretionary grant competition to applicants that do not currently have
an active grant under the same discretionary grant program. This action
was taken to ensure equitable distribution of awards among eligible
applicants for grants under OSDFS discretionary grant programs and also
to ensure that successful grantees have an opportunity to focus their
efforts on completing a current project and to use information and
results from that current project in designing future projects.

**We are required to submit a logic model as an attachment to our
preliminary MOA. What is a logic model? How is the logic model different
from what is included in the narrative section of the application?**

For the purpose of preparing your SS/HS application, we consider a logic
model to be a graphic representation of the narrative section of your
application (also known as your SS/HS comprehensive plan) in a chart
format. The purpose of the logic model is to help applicants make sure
that their proposed project connects community needs and gaps; goals;
objectives; activities; partners' role; outcomes; and how outcomes will
be measured. The logic model should restate information from the project
narrative; it should not present new information.

**Should each LEA in a consortium have a separate logic model?**

If the activities and measures for one LEA will differ from those of the
other consortium members, those activities and measures should be
captured in the comprehensive logic model representing the SS/HS
comprehensive plan.

**Where can I find out more about developing a logic model?**

Information about the logic model requirement is included in this
application package on page 19. A sample page from a logic model for one
element of an SS/HS project is included in this application package on
page 52. The resource list on page 49 also contains sources on creating
logic models.

**What is the definition of the term "LEA"? How can we determine whether
our organization is an LEA?**

The definition of the term "LEA" is provided in the definitions section
on page 44. If you are unsure whether your organization is an LEA,
contact your State educational agency (SEA)---the agency in your State
primarily responsible for the State supervision of public elementary and
secondary schools---for help in determining if your organization meets
this definition.

**Are charter schools eligible to apply for SS/HS?**

The only entities eligible to receive a grant under this initiative are
LEAs. Because statutes in some States designate individual charter
schools as LEAs and others make charter schools part of an existing LEA,
interested applicants from charter schools should check with their SEA
to determine if they are considered to be an LEA. Charter schools that
are not LEAs are not eligible to apply directly, but the LEA that they
reside in can apply for an SS/HS grant that targets one or more public
schools (including charter schools).

**How would a consortium of LEAs apply for an SS/HS grant?**

To apply as a consortium, all LEAs in the consortium must meet all of
the eligibility requirements. The consortium of LEAs then must assign
one LEA as the lead and applicant for the grant. As the applicant, the
lead LEA completes all the required forms and submits the application on
behalf of the consortium. Authorized representatives of all LEAs
participating in the consortium must sign the required preliminary
memorandum of agreement (MOA) and applicable program-specific
assurances. Authorized representatives of local law enforcement
agencies, local juvenile justice agencies, and local public mental
health authorities that correspond to each of the participating LEAs in
the consortium must also sign the required preliminary MOA.

## 

### Funding

**Available funding amounts under the program are now determined by
student enrollment. How should I determine my LEA's enrollment for the
purpose of submitting an SS/HS application?**

To determine its enrollment, the LEA (with the exception of Bureau of
Indian Education-funded applicants) must use the enrollment data from
the National Center for Education Statistics (NCES) National Public
School and School District Locator Web page
([http://nces.ed.gov/ccd/districtsearch](http://nces.ed.gov/ccd/districtsearch/)).
Directions for finding that information on the Web site are provided on
page 20.

**What should I do if I cannot find my LEA in the NCES locator?**

If you cannot find your LEA in the NCES locator, try again, limiting
information to the State and city fields only. This database conducts
its search using all of the information that you enter and is text
sensitive. Therefore, we recommend entering minimal information, such as
the State and city where the district administrative offices are
located. The locator page's "About the Data" and "Help" links are
useful. If you are still unable to locate your district, contact Karen
Dorsey at 202--708-4674 and reference the Safe Schools/Healthy Students
Initiative grant competition.

**We are part of a consortium of school districts applying for SS/HS.
How is our enrollment determined?**

A consortium should determine its enrollment by adding together the
enrollment of each of the participating LEAs in the consortium, as
determined on the NCES Web site. Consortium applications should print
out verification from the Web site for each participating LEA and
include that with the application.

**What is the maximum amount of funding that can be awarded to an
applicant?**

The maximum funding that can be awarded in a 4-year-grant to an LEA (or
consortium of LEAs) with 35,000 or more students is \$2,250,000 per year
or a total of \$9,000,000 for a maximum of 4 years. The maximum funding
for an LEA (or consortium of LEAs) with fewer than 35,000 but at least
5,000 students is \$1,500,000 per year or a total of \$6,000,000 for a
maximum of 4 years. The maximum funding for an LEA (on consortium of
LEAs) with fewer than 5,000 students is \$750,000 per year or a total of
\$3,000,000 for a maximum of 4 years.

**What happens if we request more funding than we are eligible for?**

Your application will not be considered for funding. Grants will not be
awarded for amounts that exceed these established caps. Applicants
should ensure that their budget requests do not exceed the maximum award
amount for their enrollment.

## 

### Memoranda of Agreement

**What is the difference between the preliminary and final MOAs?**

[]{.mark}

While the two MOAs require the same signatures, the preliminary
agreement is designed to provide basic information about the
partnership, demonstrate the commitment of required partners to the
project, and provide other basic information about project design and
implementation. Grantees will be required to provide a final MOA for the
project that updates and enhances information provided in the
preliminary agreement, reflecting more details about the project as
implementation begins.

Detailed information about the preliminary and final MOAs is provided
beginning on page 16 of this application. Applications that do not
include the preliminary MOAs with all required partner signatures and
the logic model as an attachment will not be considered complete and
will not be considered for funding.

**Several LEAs are applying as a consortium. Who must sign the
preliminary MOA?**

Authorized representatives of each LEA in the consortium and the
authorized representatives of the local law enforcement agency, public
mental health authority, and juvenile justice agency for each LEA must
each sign the preliminary MOA. If one of the required partners (law
enforcement, public mental health, or juvenile justice) covers one or
more of the LEAs in the consortium, the applicant should clearly state
which agency (or agencies) corresponds to which LEA. In those
jurisdictions where more than one entity meets the partner requirements
(for example, a police department and a sheriff's department), the LEA
should obtain the signature of the agency providing services to those
schools where the program will be located.

The law enforcement partner is the agency (or agencies) with law
enforcement authority for the LEA. This entity would respond to an
emergency situation at a school. Examples of local law enforcement
agencies include municipal, county, and State police; tribal police and
councils; and sheriff's departments.

If you are applying as a consortium of LEAs with one lead LEA, you must
designate a law enforcement partner or partners for each of the
partnering LEAs. If a law enforcement agency has jurisdiction over more
than one LEA in the consortium, you should clearly indicate which
agencies have jurisdiction over which LEA. **Note:** LEAs or a
consortium of LEAs can be served by one law enforcement partner or more
than one law enforcement partner.

**How do I identify the local public mental health authority? What if we
do not have one?**

Contact your Single State Agency (SSA) for Mental Health (see list in
Appendix E). The local public mental health authority is the legally
constituted entity closest to the community level that, directly or
through contract with the State mental health authority, provides
administrative control or oversight of mental health services delivery
within the community. If your SSA is unable to provide you with a
community-level entity, you must provide an MOA with the SSA.

**Can our school district police force serve as the law enforcement
partner?**

A school district police force may serve as the law enforcement partner
if it is accredited as a law enforcement entity and has jurisdiction
over the LEA and its schools.

**How do I know who should serve as our juvenile justice partner?**

The selection of the juvenile justice agency or organization that serves
as the SS/HS partner should be based on the agency's role in the SS/HS
comprehensive plan. Examples of potential juvenile justice partners
include juvenile justice task forces, juvenile justice centers, juvenile
and family courts, juvenile probation, and juvenile corrections.

**What should I do if I cannot get all required signatures on the
preliminary MOA or Federal application forms? Can I send or fax them in
later?**

A complete application must be postmarked by the deadline for the
application, June 19, 2007. Late additions or appendixes will not be
accepted.

**The solicitation states that the preliminary MOA must be signed by the
authorized representative for the applicant LEA as well as authorized
representatives for the other required SS/HS partners. Who should sign
the ED Standard Form 424 (cover sheet)?**

An authorized representative for the LEA should sign both the
preliminary MOA and the ED Standard Form 424 (the cover sheet).
Authorized representatives for other required partners must also sign
the preliminary MOA if the applicant is a single district. For a
consortium applicant, the authorized representative for the lead LEA
should sign the cover sheet.

Authorized representatives for all participating LEAs and their
corresponding required partners should sign the preliminary MOA.

### Evidence of Preexisting School-Community Partnership

**The management selection criterion seeks information about preexisting
partnerships. How can we demonstrate a preexisting school-community
partnership in our project narrative and preliminary MOA?**

Examples of evidence of a preexisting partnership can include, but are
not limited to, the partnership's history (including the circumstances
of its creation), mission and vision, and accomplishments. If your LEA
is part of a preexisting school-community partnership, you should
include information about the partnership in the narrative response and
also in the preliminary MOA.

## 

### Creating the SS/HS Comprehensive Plan and Addressing the Five SS/HS Elements

**Does each LEA in a consortium need to submit a separate SS/HS
comprehensive plan or may the five components be used as a framework to
describe what the consortium will do?**

A single SS/HS comprehensive plan may be submitted on behalf of a
consortium of LEAs. Although all services are not required to be
implemented in all LEAs in the consortium, each participating LEA must
implement a comprehensive approach addressing its five-element
framework. If LEAs within a consortium are taking different approaches,
these differences should be delineated. Sufficient explanation should be
provided to show in detail how the approaches differ and how the
consortium will ensure that an SS/HS comprehensive plan will be used in
all areas and relate to SS/HS goals and objectives.

**Should other members of our preexisting school-community partnership
also sign the preliminary MOA?**

Other local government, community, and faith-based agencies that will
play an integral part in your SS/HS comprehensive plan can also sign the
preliminary MOA, but are not required. For example, if your community
has a separate local substance abuse prevention agency that will be
coordinating substance abuse services, you should include details about
that agency's role in the narrative, logic model, and the preliminary
MOA.

**Is the SS/HS comprehensive plan an additional document that applicants
must submit?**

No. The SS/HS comprehensive plan is not a separate document; it is the
narrative portion of the SS/HS application package. Your response to the
selection criteria, in its entirety, will represent your SS/HS
comprehensive plan. The selection criteria are written in a manner that
will guide LEAs and their SS/HS partners' process in (1) assessing
community needs and strengths; (2) articulating goals, objectives, and
process and outcome measures; (3) finding best practices and
evidence-based programs and curricula that closely match your needs,
available resources, goals,

and objectives; (4) evaluating and improving activities; (5) effectively
managing the SS/HS project; and (6) matching budget resources to
proposed activities.

**Where do we start to conduct a needs assessment? What data should we
consider using as part of the community assessment?**

Communities developing their comprehensive SS/HS plan should consider a
broad range of data from a variety of sources and should especially
consider the core members of the SS/HS partnership as important
resources in this area. Applicants should look for data that will help
them understand how the children in their community are doing with
regard to the five elements that must be addressed in each SS/HS
comprehensive plan. The purpose of gathering these data is to help
communities begin to assess, in a concrete way, if their community is
providing a safe school environment for its students, as well as the
other services and supports needed for the development of healthy
students.

Schools may be able to provide data about the prevalence of student ATOD
use and violence; crime, violence, and weapons in schools; suspensions
and expulsions; truancy; and academic success. The law enforcement or
juvenile justice partners maybe be able to inform the needs assessment
phase of the SS/HS plan by contributing information about levels of
youth violence in the community, students involved with the juvenile
justice system or on probation, or youth gang activity. The public
mental health authority or social service agencies in your community may
be able to provide data about mental health needs of students in schools
and the community and about levels of child abuse or neglect and
students in foster care or child protective services.

In addition to identifying problems, communities should assess their
strengths and existing resources. Data on these topics might be
available from schools and also from other community-based or
governmental organizations. Applicants might want to consider things
like whether their community already offers afterschool programs that
provide supervision and enriching activities for students as well as
other strategies such as mentoring. Schools can contribute information
about the ATOD and violence prevention programs and strategies that they
are already implementing. Applicants should also consider the extent to
which high quality mental health and other social services are already
available to students and families.

**How should my application address management?**

The application should include a clear plan for managing the tasks
necessary to implement the SS/HS comprehensive plan. The management plan
should address how the core management group will assist the partnership
in making decisions, operating, communicating, sharing information and
resources, overcoming barriers, increasing levels and intensity of
collaboration, and planning for mutual sustainability of the SS/HS
comprehensive plan. Partnership activities and meetings may be supported
with grant funds. Preliminary information about management structures
should be included in the preliminary MOA. More detailed information
will be required in the final MOA for applicants that receive a grant.

**How can I get more information on "evidence-based" activities,
curricula, programs, and services?**

Sources for additional information on "evidence-based" activities,
curricula, programs, and services are listed in Appendix B---Resource
List.

### Evaluation

**Are we required to select a local evaluator before applying?**

No. You do not need to select a local evaluator prior to applying.
However, you should include information about the professional
qualifications you will look for in an evaluator.

**If we identify a specific evaluator in our application package, must
we employ that evaluator if we receive a grant?**

If funded, a grantee must follow the basic procurement guidelines
outlined in Section 80.36 of the Education Department General
Administrative Regulations (EDGAR) in order to contract for evaluation
or any other project services. (For more information, visit
[www.ed.gov/policiy/fund/reg/edgarReg/edgar.html](http://www.ed.gov/policiy/fund/reg/edgarReg/edgar.html).)
These standards require grantees to use their own procurement
procedures, which reflect State and local laws and regulations, provided
that the procurements conform to applicable Federal law and standards
identified in this section of EDGAR. The provisions describe standards
for engaging in procurements for both small purchases and sealed bids,
as well as for competitive and (rarely) noncompetitive proposals. Both
applicants and potential contractors should be aware that including a
specific individual or firm in a grant application does not free a
grantee from its responsibility to use its procurement procedures when
contracting for services.

**What are our obligations to a national evaluation should one be
conducted that includes our grant cohort?**

Grantees are required to participate in any evaluation of the program
sponsored or conducted by the SS/HS Federal partners.

## 

### GPRA Performance Indicators

**Are we required to collect GPRA performance indicators, even though we
are conducting a comprehensive local evaluation?**

Yes. The Government Performance and Results Act (GPRA) of 1993 (Public
Law 103--62) requires all Federal departments and agencies to develop
strategic plans that specify what they will accomplish over a 5-year
period, to annually set performance targets related to their strategic
plan, and to annually report the degree to which the targets set in the
previous year were met. In addition, agencies must regularly evaluate
their programs and use the results of the evaluations to explain their
successes and failures based on the performance monitoring data.

Information about the GPRA measures for the SS/HS Initiative is
contained on page 9 of the application package. We will expect grantees
to provide detailed information about each of the GPRA measures on an
annual basis, including results of student surveys or other data
collection activities.

### Budget

**Why are two separate budgets required?**

The U.S. Departments of Education (ED), Health and Human Services (HHS),
and Justice (DOJ) jointly support SS/HS. ED has statutory language that
prohibits use of funds for certain activities. To ensure that the use of
ED funds is in compliance with the statute, applicants are asked to
develop two separate budgets for each year of grant funding requested.
The first budget represents costs needed to support Elements One, Two,
and Three---the costs ED can support. The second budget supports
Elements Four and Five---the costs that the Department of Education
generally cannot support and are thus supported by either HHS or DOJ.

**The grant will provide funds for up to 4 years. Do I need to submit
budgets for each project year?**

Yes. A set of two budgets is required for each proposed project year.
Use ED Standard Form 524 to submit the 4-year project budget with your
application. Include detailed budgets for all 4 years. Failure to submit
two budgets and detailed budgets for each project year will result in no
funding for those years omitted.

**How much detail should be included in the budget narrative?**

You should provide a per unit cost breakdown for all costs listed and
described in the narrative and included in the total for each budget
category. For example, in addition to stating a \$12,000 total for
supplies, you can provide a unit cost breakdown per month (@\$1,000 per
month) or per staff (@\$800/staff/year for 15 staff members).

**Where can I find guidance on developing a budget narrative?**

For additional guidance on preparing a budget narrative, please see
[www.sshs.samhsa.gov/apply/sample.aspx](http://www.sshs.samhsa.gov/apply/sample.aspx)

**How should program administration costs (for example, project
director's salary, evaluation, and supplies) that are associated with
all elements and both budgets be handled?**

These costs should be allocated between the two required budgets in the
appropriate line items.

**Is there a matching or in-kind requirement?**

No. SS/HS does not require a matching or in-kind contribution. If you
choose to include or identify additional non-Federal funds, such as a
match or in-kind services that will support your SS/HS plan, you must
honor and report on these activities if your application is funded.

**May I use grant funds to purchase guns and other equipment or lease
vehicles for school resource officers (SROs)?**

Generally, grant funds may not be used to purchase these kinds of items.
In unusual circumstances, some costs associated with equipping SROs
might be allowable. Federal project officers would review requests for
such purchases on a case-by-case basis.

**May I use grant funds for construction, remodeling, and renovations?**

Grant funds cannot be used for construction. Minor renovations and
remodeling to adapt office or classroom space for grant activities may
be allowable in some cases. Minor renovations and remodeling related to
improving school safety and security (for example, installing
break-proof doors and window locks) cannot exceed 10 percent of the
total funds requested each year. All remodeling and renovation requests
should be consistent with the applicant's proposed SS/HS comprehensive
plan.

**May I use grant funds to support professional development
activities?**

Yes. Grant funds may be used to support professional development
activities. These activities should directly support the activities,
curricula, programs, services, and overall goals of the SS/HS
comprehensive plan.

### Other Federal Administrative Requirements

**Do I have to submit separate applications to all the Federal agencies
involved in this initiative?**

No. A unique aspect of the SS/HS Initiative is that applicants submit
one application for funding although a comprehensive variety of
activities will be implemented if a project is funded.

**In responding to program management criteria, I want to include
position descriptions, resumes, and a timeline. Would these documents be
counted toward the 40-page text limit for the narrative?**

No. Position descriptions, resumes, and timelines can be included in
Attachment E of your application. Reviewers will be permitted to read
and evaluate these materials. Reviewers will not read or evaluate any
additional attachments other than those specified on page 98.

**Will letters of support from officials or others help our chances of
being awarded an SS/HS grant?**

Peer reviewers will be instructed to read and evaluate only the
application narrative and information provided in specified attachments,
as detailed beginning on page 98. If other organizations or individuals
plan to play a specific role in your SS/HS project, that information
should be included in the project narrative, preliminary MOA, and logic
model.

### General Information

**How can I find more information on current grantees?**

Information on current grantees is available at
<http://www.sshs.samhsa.gov/initiative/currentinit.aspx>[.]{.underline}

**What is the CFDA number for SS/HS applications?**

The CFDA number is 84.184L.

**How can I get assistance with completing the standard Federal
application forms?**

Assistance with completing Federal discretionary grant application forms
is available through the U.S. Department of Education's Web site:
[www.ed.gov/admins/grants/apply/techassist/index.html](../www.ed.gov/admins/grants/apply/techassist/index.html).

**Can I get copies of previous applications from sites that have
received SS/HS grants?**

Copies of the three highest scoring applications from the FY 2005
competition are available at
[www.ed.gov/policy/gen/leg/foia/readingroom_2.html](../www.ed.gov/policy/gen/leg/foia/readingroom_2.html).
You should be aware that the application requirements are different than
those in effect when these posted applications were submitted. You may
request copies of applications from previous applicants or grantees, but
they are not obligated to provide them. If they agree to provide copies
of their application, they may require you to cover the costs of those
copies. You may request copies through the Freedom of Information Act,
but requesters must cover the costs associated with providing the
copies, and receipt of the copies may take several weeks or more.

**If funded, we plan to use some of the grant funds to contract for
services that we will need to implement our planned project. Because we
would be using Federal funds to support contracts, are there special
procedures that we would need to use in awarding contracts funded with
grant monies?**

Generally, all procurement transactions must be conducted in a manner
providing full and open competition, consistent with the standards in
Section 80.36 of the Education Department General Administrative
Regulations (EDGAR). This section requires that grantees use their own
procurement procedures (which reflect State and local laws and
regulations) to select contractors, provided those procedures meet
certain standards described in EDGAR. (EDGAR is available online at
[www.ed.gov/policy/funds/reg/edgarReg/edgar.html](http://www.ed.gov/policy/funds/reg/edgarReg/edgar.html);
Section 80.36.)

Because grantees must use appropriate procurement procedures to select
contractors, applicants should not include information in their grant
application about specific contractors that will be used to provide
services for the proposed project.

Consistent with limitation in Section 75.515 of EDGAR concerning the use
of consultants, contractors or consultants may be used to help prepare
grant applications, but their participation

in the application development process should not be presumed to result
in the receipt of a contract for work under the project if a grant is
awarded.

**What are some circumstances that might cause an application to be
deemed ineligible for review?**

An application submitted for funding under this competition will be
deemed ineligible for funding and will not be forwarded to peer review
if any **one** of the following true:

-   The applicant is not an LEA.

-   The applicant is a previous SS/HS grantee (or a previous member of a
    SS/HS consortium grantee) and does not include a program-specific
    assurance for eligibility.

-   The application does not meet the absolute priority.

-   The application does not include the preliminary MOA signed by the
    required partners.

-   A logic model is not included with the MOA.

-   The applicant's request for funding exceeds the maximum amount
    established based on the most recent student enrollment data from
    the NCES CCD as published on the NCES Web site.

-   The application is postmarked after the due date.

[]{.mark}

**How does the Freedom of Information Act affect my application?**

The Freedom of Information Act (FOIA) was enacted in 1966 and provides
that any person has the right to request access to Federal agency
records or information. All agencies of the U.S. Government are required
to disclose records upon receiving a written request for them, except
for those records that are protected from disclosure by the nine
exemptions listed in the FOIA. All applications submitted for funding
consideration under this grant competition are subject to the FOIA. To
read the text of the Freedom of Information Act, visit
www.usdoj.gov/04foia/foiastat.htm.

## 

### Electronic Application

**How do I submit my grant electronically?**

If you would like to submit your grant electronically, please use
[www.grants.gov](http://www.grants.gov/) to do so. Instructions on
electronic submission can be found on pages 103 of this application
package.

**Do I have to submit my application electronically?**

No. This program does not have a mandatory electronic submission policy.

**Does Grants.gov support the new Microsoft Vista operating system?**

No. Grants.gov does not currently support the new Microsoft Vista
operating system. The PureEdge software used by Grants.gov for forms is
not compatible with Vista. In addition, the new version of Microsoft
Word saves documents with the extension ".docx." The Grants.gov system
does not process Microsoft Word documents with the extension ".docx."
When submitting Microsoft Word attachments to Grants.gov, you will need
to use the version of Microsoft Word that saves documents with the
extension ".doc." If you have any questions on this topic, e-mail the
Grants.gov Contact Center at <support@grants.gov> or call (800)
518-4726.

**Do I need to provide the Funding Opportunity Number (Item #12) and the
Competition Identification Number (Item #13) on the Standard Form 424?**

If you are submitting your application electronically via Grants.gov,
then you will need to provide these numbers. The numbers can be found on
the Grants.gov Web site on the application download page and also on the
application package page once the package has been downloaded.

If you are submitting a paper application, you do not need to provide
these numbers.

## Appendix A---Definitions and Other Terms Definitions

## 

**Authorized representative**---The official within an organization with
the legal authority to give assurances, make commitments, enter into
contracts, and execute such documents on behalf of the organization as
may be required by the U.S. Department of Education (the Department),
including certification that commitments made on grant proposals will be
honored and that the applicant agrees to comply with the Department's
regulations, guidelines, and policies.

**Local educational agency**---For the purpose of this competition, the
definition of the term "local educational agency" is the definition at
Section 9101 (26) of the Elementary and Secondary Education Act of 1965
(ESEA), as amended:

In general---The term "**local educational agency**" means a public
board of education or other public authority legally constituted within
a State for either administrative control or direction of, or to perform
a service function for public elementary or secondary schools in a city,
county, township, school district, or other political subdivision of a
State, or for a combination of school districts or counties that is
recognized in a State as an administrative agency for its public
elementary schools or secondary schools.

**Administrative controls and directions**---The term includes any other
public institution or agency having administrative control or direction
of a public elementary or secondary school.

**BIA schools**---The term includes an elementary school or secondary
school funded by the Bureau of Indian Affairs but only to the extent
that including the school makes the school eligible for programs for
which specific eligibility is not provided to the school in another
provision of law and the school does not have a student population that
is smaller than the student population of the local educational agency
receiving assistance under the ESEA Act with the smallest student
population except that the school shall not be subject to the
jurisdiction of any State educational agency other than the Bureau of
Indian Affairs.

**Educational service agencies**---The term includes educational service
agencies and consortia of these agencies.

**State educational agency**---The term includes the State educational
agency in any State in which the State educational agency is the sole
educational agency for all public schools.

**Local juvenile justice agency**---An agency or entity at the local
level that is officially recognized by State or local government to
address juvenile justice issues in the communities to be served by the
grant. Examples of juvenile justice agencies include juvenile justice
task forces, juvenile justice centers, juvenile and family courts,
juvenile probation agencies, and juvenile corrections agencies.

**Local law enforcement agency**---The agency (or agencies) that has law
enforcement authority for the LEA. Examples of local law enforcement
agencies are municipal, county, and State police; tribal police and
councils; and sheriff's departments.

**Local public mental health authority**---The entity legally
constituted (directly or through contract with the State mental health
authority) to provide administrative control or oversight of mental
health services delivery within the community.

## 

### Other Terms

**Community policing**---Community policing is a policing philosophy
that promotes and supports organizational strategies to address the
causes and reduce the fear of crime and social disorder through
problem-solving tactics and community‑police partnerships. A fundamental
shift from traditional, reactive policing, community policing stresses
the prevention of crime before it occurs. Community policing is an
integral part of combating crime and improving the quality of life in
the Nation's cities, towns, and rural areas. Core components of
community policing include partnering with the community; problem
solving; and transforming policing agencies to support and empower
frontline officers, decentralize command, and encourage innovative
problem solving.

**Developmentally appropriate**---In the design of prevention programs,
the developmental appropriateness of different intervention strategies
must be considered. A key question is whether the intervention takes
into account the developmental stage of the child or youth targeted for
the intervention by addressing appropriate risk and protective factors.
For example, dyadic (one-on-one) parent-child training programs may be
effective with young children and early adolescents at risk for adopting
violent coping strategies, but they are not appropriate for or may have
negative effects on older adolescents who are seeking independence from
parents and who look to peers for approval and status. Likewise,
attempting to teach young elementary-school children how to deal with
peer pressure for engaging in violence or taking drugs is not likely to
be effective because they have no understanding of the intense need for
peer approval and badges of adult status that emerge in this
developmental stage.

**Early intervention strategies**---Activities, curricula, programs, and
services provided to students who are at risk of engaging in or
experiencing negative and/or violent behavior.

**Evidence-based**---A great deal of progress has been made in recent
years in developing and testing promising behavioral intervention
strategies for high-risk children, youth, and families. As a result, the
scientific knowledge base has grown rapidly, and many effective,
developmentally appropriate programs are available. Equally important is
the availability of information on programs that do not work and can
have potentially harmful effects.

The SS/HS Initiative requires the application of evidence-based
preventive, treatment, and other behavioral interventions.
*Evidence-based* refers to the extent to which an intervention is
supported by scientific data to indicate its effectiveness.
Evidence-based programs have met high standards of safety, efficacy, and
effectiveness, based on the strength of the study design, magnitude of
the beneficial effects of the intervention, sustainability of the
effects over time, and replications of the benefits across different
settings and populations.

Please see page 48 for additional resources on evidence-based programs.

**Goal**---Broad, general statements concerning what a program intends
to accomplish; also the intended long-term outcome of the program or
strategy. Goals should be clearly defined, specific, realistic and
attainable, and measurable. Some examples of program goals relevant to
the SS/HS Initiative are reducing rates of youth drug use, reducing
number of fights at school, or increasing access to mental health
services for students.

**Indicated/intensive strategies**---Activities, curricula, programs,
and services provided to students who are at high risk to engage or who
are already engaging in negative and/or violent behavior.

**Logic model**---A graphic presentation of the project in chart format
that shows, by element: identified needs and gaps, goals, objectives,
activities, partners' roles, outcomes, and processes for measuring
outcomes.

**Long-term strategies**---Strategies that span most (or even all) of a
SS/HS project's 4-year duration. These strategies should be linked
closely with the program goals and desired outcomes and are likely to be
supported by a number of simpler steps or short-term strategies for
implementing the long-term strategy. An example of a long-term strategy
that supports a program goal to reduce the rates of youth drug use is:
To implement a research-based ATOD prevention curriculum in all school
district elementary schools. (See also short-term strategies.)

**Objectives**---Specific statements that identify 1) what will change
for whom, 2) by how much, and 3) by when. Typically, SS/HS objectives
are related to changes in knowledge, attitudes, skills, and behaviors.
Objectives can be either short term (immediate) or long term. Objectives
should be derived from program goals.

> Example of an objective---To decrease the percentage of students in
> grades 6 through 8 who report being bullied, threatened, or pushed
> around in or on the way to or from school by10 percent from baseline
> by the end of the project.

**Outcomes**---Specific data that will be used to objectively determine
the degree of success a program or strategy has had in achieving its
stated goals, objectives, and planned activities. Outcomes should be
specific and measurable and should be derived from program goals and
objectives.

> Example of an outcome---Fewer number of students in grades 6th through
> 8th who report being bullied, threatened, or pushed around in or on
> the way to or from school.

**Prevention**---Reduction of risk of onset, or delay of onset, of an
adverse health, mental health, or other outcome. Prevention
interventions can be characterized as *universal, early intervention,*
or *intensive,* based on the level of risk associated with the groups or
individuals for whom the intervention is intended. Successful prevention
interventions may reduce risk of onset, or they may delay onset, of
negative outcomes. Preventive interventions may also include treatment
interventions intended to reduce risk of comorbidity (having two or more
diagnosable conditions at the same time), lessen the severity of
illness, or prevent relapse of episodic disorders in diagnosed
populations.

**Prosocial**---Refers to interpersonal skills and behaviors intended to
evoke empathy and other characteristics of caring toward others, and the
desire to help an individual, group, or situation.

**Protective factors**---Characteristics, variables, and/or conditions
present in an individual or group that increase resistance to risk and
fortify against the development of a disorder or adverse outcome. Both
protective and risk factors can vary over time.

**Risk factors**---Characteristics, variables, and/or hazards present in
an individual or group that increase the likelihood of developing a
disorder or adverse outcome. Because both the potency and clustering of
risk and protective factors can vary over time and developmental
periods, prevention interventions that are successful and
developmentally appropriate take this variation into account.

**School resource officer**---A career law enforcement officer, with
sworn authority, deployed in community‑oriented policing and assigned by
the employing police department or agency to work in collaboration with
schools and community‑based organizations to: (1) address crime and
disorder problems, gangs, and drug activities affecting or occurring in
or around an elementary or secondary school; (2) develop or expand crime
prevention efforts for students; (3) educate likely school-age victims
in crime prevention and safety; (4) develop or expand community justice
initiatives for students; (5) train students in conflict resolution,
restorative justice, and crime awareness; (6) assist in the
identification of physical changes in the environment that may reduce
crime in or around the school; and (7) assist in developing school
policy that addresses crime and recommend procedural changes.

**Short-term strategies**---Strategies that can be accomplished in a
relatively short, discrete period of time (perhaps 6 to 12 months) to
directly support the implementation of the proposed project's long-term
strategies and attainment of its goals. Examples of short-term
strategies might include the development of staff training activities,
providing training to school staff, and purchasing a curriculum, all of
which would support a long-term strategy of implementing a
research-based prevention program. (See also long-term strategies.)

**Social marketing**---The social marketing concept differs from
conventional "marketing" techniques. In social marketing, the objectives
of the marketer are not focused on a product, but seek to use the core
principles of marketing to influence social behaviors rather than to
benefit the marketer. The beneficiaries of social marketing should be
the "target audience" and the community served by the grant. Social
marketing activities should ultimately enhance the health and well-being
of the community.

**Universal strategies**---Activities, curricula, programs, and services
provided to all students to delay or prevent negative and/or violent
behavior (such as bullying) and enhance knowledge and skills that will
improve the level of respect and caring attitude displayed by all.

## Appendix B---Resource List

## 

### Strategic Assessment and Planning

<http://promoteprevent.org/resources/legacy_wheel/strategic_planning.html>:
Sponsored by the National Center for Mental Health Promotion and Youth
Violence Prevention, this Web site assists SS/HS grantees by providing a
conceptual framework and a variety of resources related to strategic
planning and assessment.

### Evidence-Based Programs

[www.helpingamericasyouth.gov](../www.helpingamericasyouth.gov): A
feature of First Lady Laura Bush's Helping America's Youth initiative.
On this site, a community guide tool is available to assist local
communities in building local partnerships, assessing needs and
resources, and selecting model programs.

[www.surgeongeneral.gov/library/youthviolence/toc.html](../www.surgeongeneral.gov/library/youthviolence/toc.html):
A direct link to the document *Youth Violence: A Report of the Surgeon
General*. This report describes a public health approach to youth
violence prevention, provides related data and data sources, and
discusses relevant evidence-based practices.

[www.dsgonline.com/mpg2.5/mpg_index.htm](../www.dsgonline.com/mpg2.5/mpg_index.htm):
A direct link to the Office of Juvenile Justice and Delinquency
Prevention's Model Program Guide (MPG). This searchable database is
designed to assist practitioners and communities in finding and
implementing evidence-based prevention and intervention programs. The
MPG covers the entire continuum of youth services from prevention to
sanctions to reentry.

[www.colorado.edu/cspv/blueprints/](../www.colorado.edu/cspv/blueprints/):
Blueprints is a large-scale prevention initiative that identifies 11
prevention and intervention programs that meet a strict scientific
review by the Center for the Study and Prevention of Violence at the
University of Colorado at Boulder and a final review and recommendation
from an advisory board comprised of experts in the area of violence
prevention.

[www.modelprograms.samhsa.gov](../www.modelprograms.samhsa.gov): A
SAMHSA-supported site that features programs that have been tested in
communities, schools, social services organizations, and workplaces
across America. These programs provide solid evidence that they have
prevented or reduced substance use and other related high-risk
behaviors.

[www.nrepp.samhsa.gov](http://www.nrepp.samhsa.gov/): NREPP is a
searchable database of interventions for the prevention and treatment of
mental and substance use disorders. SAMHSA has developed this resource
to help people, agencies, and organizations implement programs and
practices in their communities.

### Logic Models

<http://nnlm.gov/outreach/community/logicmodel.html>: A National Library
of Medicine resource that covers the basic concepts of a logic model,
provides a basic framework, and links to other logic model resources.

[www.cdc.gov/eval/index.htm](../www.cdc.gov/eval/index.htm): A site
hosted by the Centers for Disease Control and Prevention's Evaluation
Workgroup that provides overview materials, steps and standards for a
logic model framework, and other related logic model resources.

[www.wkkf.org/Pubs/Tools/Evaluation/Pub3669.pdf](../www.wkkf.org/Pubs/Tools/Evaluation/Pub3669.pdf):
A direct link to the W.K. Kellogg Foundation's Logic Model Development
Guide. This document offers a comprehensive approach to using logic
models in integrating planning, evaluation, and action.

## Appendix C---Sample Assurances 

### Program-Specific Assurance for Eligibility For Former SS/HS Grant Recipients

We have provided the following sample form to help you complete the
required assurance for former SS/HS grant recipients. You may choose
another format to obtain the necessary signature and content, but former
SS/HS grant recipients must include this assurance in order to be
eligible for another SS/HS grant. For consortium applicants with more
than one member LEA that was a former SS/HS grantee or a member of a
former SS/HS grant consortium, a separate form must be completed for
each applicable member LEA. Please include this program-specific
assurance(s) as Attachment B to your application package.

If you are submitting an electronic application, you must fax the
completed, signed form along with the SF 424 and other forms to the
Office of Safe and Drug-Free Schools at 202-260-7767 within 3 days of
submitting your electronic application.

### Program-Specific Assurance for Competitive Preference for Novice SS/HS Applicants

LEAs that have not previously received SS/HS funds or services as a
grantee or member of a SS/HS consortium are eligible to receive a
competitive preference of five additional points as a novice applicant.
These points will be added to the scores assigned to your application by
the panel of peer reviewers. We have provided the following sample form
to assist us in determining your eligibility for the competitive
preference. You may choose another format to submit this assurance. For
consortium applicants, the lead applicant and each member LEA will need
to submit a separate assurance for the competitive preference. Please
include your competitive preference assurance(s) as Attachment B.

If you are submitting an electronic application, fax the completed,
signed form along with Standard Form 424 and other forms to the Office
of Safe and Drug-Free Schools at 202-260-7767 within 3 working days of
submitting your electronic application.

## Appendix D---Safe Schools/Healthy Students Program Logic Model Example

Note: This example is for demonstration purposes only and is not
complete.

### 

### SS/HS Program Logic Model--Putting It All Together

+---------+---------+---------+---------+---------+---------+---------+
| **      |         |         |         |         |         |         |
| Element |         |         |         |         |         |         |
| One --  |         |         |         |         |         |         |
| Safe    |         |         |         |         |         |         |
| School  |         |         |         |         |         |         |
| Envir   |         |         |         |         |         |         |
| onments |         |         |         |         |         |         |
| and     |         |         |         |         |         |         |
| V       |         |         |         |         |         |         |
| iolence |         |         |         |         |         |         |
| Pre     |         |         |         |         |         |         |
| vention |         |         |         |         |         |         |
| Activ   |         |         |         |         |         |         |
| ities** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Needs | **      | **Objec | **Acti  | **Pa    | **Out   | **How   |
| and     | Goals** | tives** | vities, | rtners' | comes** | Ou      |
| Gaps**  |         |         | Cur     | Roles** |         | tcomes\ |
|         |         |         | ricula, |         |         | Will Be |
|         |         |         | Pr      |         |         | Mea     |
|         |         |         | ograms, |         |         | sured** |
|         |         |         | and     |         |         |         |
|         |         |         | Ser     |         |         |         |
|         |         |         | vices** |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| 1\. A   | To      | 1\. The | Im      | Mental  | 1\.     | 1\. The |
| locally | reduce  | per     | plement | health  | Fewer   | re      |
| admin   | the     | centage | an      | partner | number  | duction |
| istered | level   | of      | evidenc | will    | of      | of the  |
| survey  | of      | s       | e-based | assist  | s       | per     |
| of      | b       | tudents | b       | with    | tudents | centage |
| s       | ullying | in      | ullying | staff   | in      | of      |
| tudents | among   | grades  | pre     | tr      | grades  | s       |
| in      | s       | 6 to 8  | vention | aining; | 6 to 8  | tudents |
| grades  | tudents | who     | cur     | t       | who     | in      |
| 6 to 8  | in      | i       | riculum | eachers | report  | grades  |
| shows   | grades  | ndicate | with    | will    | being   | 6 to 8  |
| higher  | 6 to 8  | that    | all     | deliver | b       | who     |
| levels  | in our  | they    | s       | the     | ullied, | i       |
| of      | school  | were    | tudents | b       | thre    | ndicate |
| s       | di      | b       | in      | ullying | atened, | that    |
| tudents | strict. | ullied, | grades  | p       | or      | they    |
| r       |         | thre    | 6 to 8. | rogram. | pushed  | were    |
| eported |         | atened, |         |         | around  | b       |
| being   |         | or      | P       |         | in      | ullied, |
| b       |         | pushed  | urchase |         | school  | thre    |
| ullied, |         | around  | curr    |         | or on   | atened, |
| thre    |         | in      | iculum, |         | the way | or      |
| atened, |         | school  | train   |         | to or   | pushed  |
| or      |         | or on   | staff,  |         | from    | around  |
| pushed  |         | the way | arrange |         | school. | in      |
| around  |         | to or   | school  |         |         | school  |
| in      |         | from    | s       |         |         | or on   |
| school  |         | school  | chedule |         |         | the way |
| or on   |         | in the  | to      |         |         | to or   |
| the way |         | past 30 | acco    |         |         | from    |
| to or   |         | days    | mmodate |         |         | school  |
| from    |         | will    | curr    |         |         | in the  |
| school  |         | d       | iculum, |         |         | past 30 |
| in the  |         | ecrease | and     |         |         | days    |
| past 30 |         | by 10   | obtain  |         |         | from 35 |
| days    |         | percent | p       |         |         | percent |
| (35     |         | as      | arental |         |         | to 25   |
| p       |         | m       | per     |         |         | percent |
| ercent) |         | easured | mission |         |         | by June |
| than    |         | by a    | for     |         |         | 2008    |
| among   |         | locally | student |         |         | will be |
| s       |         | admin   | partici |         |         | m       |
| tudents |         | istered | pation, |         |         | easured |
| in a    |         | survey. | as      |         |         | by an   |
| State   |         |         | needed. |         |         | annual  |
| survey  |         |         |         |         |         | locally |
| (25     |         |         |         |         |         | admin   |
| pe      |         |         |         |         |         | istered |
| rcent). |         |         |         |         |         | survey. |
+---------+---------+---------+---------+---------+---------+---------+

## Appendix E---Single State Agencies for Mental Health

Applicants should contact their State Department of Mental Health to
identify the relevant local public mental health authority---the entity
that has legal authority in the administrative oversight of the delivery
of mental health services. The local public mental health authority is
not required to provide mental health services.

**\
Alabama\
\
***John Houston*\
Commissioner\
Alabama Department of Mental Health & Mental Retardation\
Department of Mental Health & Mental Retardation\
100 North Union St.\
P.O. Box 301410\
Montgomery, AL 36130--1410\
Phone: 334--242--3107\
Fax: 334--242--0684\
E-mail: <john.houston@mh.alabama.gov>

**Alaska\
\
***Stacy Toner*\
Deputy Director\
Division of Behavioral Health\
Department of Health & Social Services\
P.O. Box 110620\
Juneau, AK 99811--0620\
Phone: 907--465--2817\
Fax: 907--465--2668\
E-mail: <stacy_toner@health.state.ak.us>

**American Samoa\
\
***Uiagalelei Lealofi, Ph.D.*\
Director\
Department of Human & Social Services\
American Samoa Government\
P.O. Box 997534\
Pago Pago, AS 96799\
Phone: 684--633--2696\
Fax: 684--633--7449\
E-mail: <proberto@mail.gov.gu>

**\
Arizona\
\
***Eddy Broadway*\
Deputy Director\
Division of Behavioral Health Services\
Department of Health Services\
150 North 18th Ave., Suite 200\
Phoenix, AZ 85007\
Phone: 602--364--4567\
Fax: 602--364--4570\
E-mail: <broadwed@azdhs.gov>

**Arkansas\
\
***John Althoff, Ph.D.*\
Interim Director\
Division of Behavioral Health Services\
Department of Human Services\
4313 West Markham St.\
Little Rock, AR 72205--4096\
Phone: 501--686--9164\
Fax: 501--686--9182\
E-mail: <john.althoff@arkansas.gov>

**California\
\
***Stephen W. Mayberg, Ph.D.*\
Director\
State of California\
Department of Mental Health\
1600 Ninth St., Room 151\
Sacramento, CA 95814\
Phone: 916--654--2309\
Fax: 916--654--3198\
E-mail: <stephen.mayberg@dmh.ca.gov>

**Colorado\
\
***Janet Wood*\
Director\
Behavioral Health Services\
Department of Human Services\
3824 West Princeton Circle\
Denver, CO 80236\
Phone: 303--866--7486\
Fax: 303--866--7428\
E-mail: <janet.wood@state.co.us>

**Connecticut\
\
***Thomas A. Kirk, Jr., Ph.D.*\
Commissioner\
Department of Mental Health & Addiction Services\
410 Capitol Ave. MS #14COM\
Hartford, CT 06106\
Phone: 860--418 --6700\
Fax: 860--418--6691\
E-mail: <thomas.kirk@po.state.ct.us>

**Delaware\
\
***Renata Henry, M.Ed.*\
Director\
Division of Substance Abuse & Mental Health\
Delaware Health and Social Services\
1901 North DuPont Highway\
New Castle, DE 19720\
Phone: 302--255--9398\
Fax: 302--255--4427\
E-mail: <Renata.Henry@state.de.us>

**District of Columbia\
\
***Stephen Baron*\
Director\
Department of Mental Health\
64 New York Ave., NE.\
4th Floor\
Washington, DC 20002\
Phone: 202--673--2200\
Fax: 202--673--3433\
E-mail: <steve.baron@dc.gov>

**Florida\
\
***Rod Hall, Ph.D.*\
Director of Mental Health\
Substance Abuse & Mental Health\
Department of Children & Families\
1317 Winewood Blvd.\
Bldg. 6, Room 275\
Tallahassee, FL 32399--0700\
Phone: 850--413--0935\
Fax: 850--487--2239\
E-mail: <rod_hall@dcf.state.fl.us>

**Georgia\
\
***Gwendolyn B. Skinner*\
Division Director\
Division of Mental Health, Developmental Disabilities & Addictive
Diseases\
Department of Human Resources\
2 Peachtree St., Suite 22.224\
Atlanta, GA 30303\
Phone: 404--657--2260\
Fax: 404--657--1137\
E-mail: <gbskinner@dhr.ga.gov>

**Guam\
\
***Andrea Leitheiser, Ph.D.*\
Director\
Department of Mental Health & Substance Abuse\
790 Governor Carlos G. Camacho Rd.\
Tamuning, GU 96911\
Phone: 671--647--5330\
Fax: 671--649--6948\
E-mail: <directors.office@mail.dmhsa.guam.gov>

**Hawaii\
\
***Michelle R. Hill*\
Deputy Director\
Behavioral Health Administration\
Department of Health\
1250 Punchbowl St.\
P.O. Box 3378\
Honolulu, HI 96813\
Phone: 808--586--4416\
Fax: 808--586--4444\
E-mail: <michelle.hill@doh.hawaii.gov>

**Idaho\
\
***Kathleen Allyn*\
Commissioner\
Division of Behavioral Health\
Idaho Department of Health and Welfare\
P.O. Box 83720\
450 West State, 3rd Floor\
Boise, ID 83720\
Phone: 208--334--6997\
Fax: 208--334--5998\
E-mail: <allynk@dhw.idaho.gov>

**Illinois\
\
***Lorrie Rickman Jones, Ph.D.*\
Director\
Illinois Department of Human Services\
Division of Mental Health\
160 N LaSalle St., 10th Floor-S-1000\
Chicago, II 60601\
Phone: 312--814--3784\
Fax: 312--814--2964\
E-mail: <LorrieRickman.Jones@illinois.gov>

**Indiana\
\
***Cathy Boggs*\
Director\
Division of Mental Health & Addiction\
Family and Social Services Administration\
402 West Washington St., Room W-353\
Indianapolis, IN 46204--2739\
Phone: 317--232--7845\
Fax: 317--233--3472\
E-mail: <cathy.boggs@fssa.in.gov>

**Iowa\
\
***Allen W. Parks, Ed.D., M.P.H.*\
Director/Administrator\
Division of Mental Health and Disability Services\
Department of Human Services\
Hoover State Office Bldg.\
Des Moines, IA 50319--0114\
Phone: 515--281--0377\
Fax: 515--242--6036\
E-mail: <aparks@dhs.state.ia.us>

**Kansas\
\
***Steve Erikson*\
Director of Mental Health\
State of Kansas\
Department of Social & Rehabilitation Services\
Docking State Office Bldg.\
915 SW. Harrison Ave., 10th Floor\
Topeka, KN 66612--1570\
Phone: 785--296--7272\
Fax: 785--296--6142\
E-mail: <sxxe@srskansas.org>

**Kentucky\
\
***Donna Hillman*\
Director\
Commissioner's Office\
Department for Mental Health & Mental Retardation Services\
100 Fair Oaks Lane 4ED\
Frankfort, KY 40621\
Phone: 502--564--4456\
Fax: 502--564--9010\
E-mail: <donna.hillman@ky.gov>

**Louisiana\
\
***William Payne*\
Assistant Secretary\
Office of Mental Health\
Department of Health and Hospitals\
P.O. Box 4049, Bin #12\
Baton Rouge, LA 70821\
Phone: 225--342--2540\
Fax: 225--342--5066\
E-mail: <wpayne@dhh.la.gov>

**Maine\
\
***Ron Welch*\
Adult Mental Health Director\
Department of Health and Human Services\
#11 State House Station\
Marquardt Bldg., 2nd Floor\
Augusta, ME 04333--0011\
Phone: 207--287--2991\
Fax: 207--287--1022\
E-mail: <Ron.Welch@maine.gov>

**Maryland\
\
***Brian Hepburn, M.D.*\
Executive Director\
Mental Hygiene Administration\
Department of Health & Mental Hygiene\
Spring Grove Hospital Center\
55 Wade Ave., Dix Bldg.\
Catonsville, MD 21228\
Phone: 410--402--8457\
Fax: 410--402--8441\
E-mail: <bhepburn@dhmh.state.md.us>

**Massachusetts\
\
***Elizabeth Childs, M.D.*\
Deputy Commissioner\
Department of Mental Health\
Clinical and Professional Services\
25 Staniford St.\
Boston, MA 02114\
Phone: 617--626--8113\
Fax: 617--626--8225\
E-mail: <Elizabeth.Childs@dmh.state.ma.us>

**Michigan\
\
***Patrick Barrie*\
Deputy Director\
Mental Health & Substance Abuse Administration\
Department of Community Health\
320 South Walnut St.\
Lansing, MI 48913\
Phone: 517--335--0196\
Fax: 517--335--4798\
E-mail: <barriep@michigan.gov>

**Minnesota\
\
***Sharon Autio*\
Director\
Mental Health Program Division\
Department of Human Services\
Elmer L. Andersen Human Services Bldg.\
P.O. Box 64981\
St. Paul, MN 55164--0981\
Phone: 651--431--2228\
Fax: 651--431--7418\
E-mail: <sharon.autio@state.mn.us>

**Mississippi\
\
***Edwin C. LeGrand, III*\
Executive Director\
Department of Mental Health\
1101 Robert E. Lee Bldg.\
239 North Lamar St.\
Jackson, MS 39201\
Phone: 601--359--1288\
Fax: 601--359--5069\
E-mail: <ed.legrand@dmh.state.ms.us>

**Missouri\
\
***Keith Schafer, Ed.D.*\
Director\
Division of Comprehensive Psychiatric Services\
1706 East Elm St.\
P.O. Box 687\
Jefferson City, MO 65102\
Phone: 573--751--3070\
Fax: 573--526--7926\
E-mail: <keith.schafer@dmh.mo.gov>

**Montana\
\
***Lou Thompson*\
Chief, Mental Health Services Bureau\
Addictive & Mental Disorders Division\
Department of Public Health & Human Services\
555 Fuller Ave.\
P.O. Box 202905\
Helena, MT 59620--2905\
Phone: 406--444--9657\
Fax: 406--444--4435\
E-mail: <lothompson@mt.gov>

**Nebraska\
\
***Ronald Sorensen*\
Behavioral Health Services Administrator\
Division Behavioral Health\
Department of Health & Human Services\
P.O. Box 98925\
Lincoln, NE 68509\
Phone: 402--471--7766\
Fax: 402--479--5162\
E-mail: <ron.sorensen@hhss.ne.gov>

**Nevada\
\
***Carlos Brandenburg, Ph.D.*\
Administrator\
Division of Mental Health & Developmental Services\
Department of Human Resources\
4126 Technology Way, 2nd Floor\
Carson City, NV 89706\
Phone: 775--684--5943\
Fax: 775--684--5966\
E-mail: <cbrandenburg@mhds.nv.gov>

**New Hampshire\
\
***Nancy Rollins*\
Director, Division of Community Based Care Services\
Bureau of Behavioral Health\
Department of Health & Human Services\
105 Pleasant St., Main Bldg.\
Concord, NH 03301\
Phone: 603--271--8560\
Fax: 603--271--5058\
E-mail: <nrollins@dhhs.state.nh.us>

**New Jersey\
\
***Kevin Martone*\
Mental Health Director (Adults)\
Division of Mental Health Services\
Department of Human Services\
50 E. State St., Capitol Center\
P.O. Box 727\
Trenton, NJ 08625\
Phone: 609--777--0702\
Fax: 609--777--0662\
E-mail: [dmhsmail@dhs.state.nj.us](mailto:dmhsmail@dhs.state.nj.us )

**New Mexico\
\
***Karen Meador, J.D.*\
Director\
Behavioral Health Services Division\
New Mexico Department of Health\
1190 St. Francis Dr., Room N3300\
Santa Fe, NM 87502--6110\
Phone: 505--827--2658\
Fax: 505--827--0097\
E-mail: <karen.meador@state.nm.us>

**New York\
\
***Michael F. Hogan, Ph.D.*\
Commissioner\
New York State Office of Mental Health\
Commissioner's Office\
44 Holland Ave.\
Albany, NY 12229\
Phone: 518--474--4403\
Fax: 518--474--2149\
E-mail: <cocomfh@omh.state.ny.us>

**North Carolina\
\
***Mike Moseley*\
Director\
Division of Mental Health, Developmental Disabilities & Substance Abuse\
Department of Health & Human Services\
3001 Mail Service Center\
Raleigh, NC 27699--3001\
Phone: 919--733--7011\
Fax: 919--508--0951\
E-mail: <mike.moseley@ncmail.net>

**North Dakota\
\
***JoAnne D. Hoesel*\
Director\
Division of Mental Health & Substance Abuse\
Department of Human Services\
1237 West Divide Ave, Suite 1C\
Bismarck, ND 58501\
Phone: 701--328--8924\
Fax: 701--328--8969\
E-mail: <sohoej@nd.gov>

**Ohio\
\
***Donald Anderson*\
Acting Director\
Ohio Department of Mental Health\
30 East Broad St., 7th Floor\
Columbus, OH 43215--3430\
Phone: 614--466--2176\
Fax: 614--644--1502\
E-mail: <andersonDC@mh.state.oh.us>

**Oklahoma\
\
***Rand Baker*\
Oklahoma State Secretary of Health-

Commissioner\
Department of Mental Health and Substance Abuse Services\
Executive Department\
P.O. Box 53277\
1200 NE. 13th\
Oklahoma City, OK 73152--3277\
Phone: 405--522--3878\
Fax: 405--522--0637\
E-mail: <rbaker@odmhsas.org>

**Oregon\
\
***Robert E. Nikkel, M.S.W.*\
Administrator\
Office of Mental Health & Addiction Services\
Department of Health Services\
500 Summer St. NE. E86\
Salem, OR 97301--1118\
Phone: 503--945--9704\
Fax: 503--373--7327\
E-mail: <robert.e.nikkel@state.or.us>

**Pennsylvania\
\
***Joan L. Erney, J.D.*\
Deputy Secretary\
Office of Mental Health & Substance Abuse Services\
Department of Public Welfare\
2nd Floor, Admin Bldg. #11 Harrisburg State Hospital Campus\
P.O. Box 2675\
Harrisburg, PA 17105--2675\
Phone: 717--787--6443\
Fax: 717--787--5394\
E-mail: <joerney@state.pa.us>

**Puerto Rico\
\
***Jose Luis Galarza Arbona, M.D., M.P.H.*\
Administrator\
Mental Health & Anti-Addiction Services Administration\
Ave Barbosa 414\
P.O. Box 21414\
San Juan, PR 00928--1414\
Phone: 787--764--3760; 787-764-3795\
Fax: 787--765--5888

E-mail: <jgalarza@assmca.gobierno.pr>

**Rhode Island\
\
***Ellen Nelson, Ph.D.*\
Director\
Department of Mental Health, Retardation & Hospitals\
14 Harrington Rd., Barry Hall\
Cranston, RI 02920\
Phone: 401--462--3201\
Fax: 401--462--3204\
E-mail: <enelson@mhrh.ri.gov>

**South Carolina\
\
***John Magill*\
State Director\
Office of State Director\
Department of Mental Health\
2414 Bull St., Suite 321\
P.O. Box 485\
Columbia, SC 29202\
Phone: 803--898--8319\
Fax: 803--898--8586\
E-mail: <jhm03@scdmh.org>

**South Dakota\
\
***Amy Iversen-Pollreisz*\
Director of the South Dakota Division of Mental Health\
Department of Human Services\
Hillsview Plaza, East Highway 34\
c/o 500 East Capitol\
Pierre, SD 57501--5070\
Phone: 605--773--5991\
Fax: 605--773--7076\
E-mail: <amy.iversen-Pollreisz@state.sd.us>

**Tennessee\
\
***Virginia Trotter Betts, M.S.N., J.D., R.N., FAAN*\
Commissioner\
State of Tennessee\
Department of Mental Health & Developmental Disabilities\
Cordell Hull Bldg., 3rd Floor\
425 Fifth Ave. North\
Nashville, TN 37243--0675\
Phone: 615--532--6500\
Fax: 615--532--6514\
E-mail: <virginiatrotter.betts@state.tn.us>

**Texas\
\
***Dave Wanser, Ph.D.*\
Deputy Commissioner\
Office of the Commissioner/Executive Office\
Department of State Health Services\
1100 West 49th St., M-751\
Austin, TX 78756--31990\
Phone: 512--458--7376\
Fax: 512--458--7477\
E-mail: <dave.wanser@dshs.state.tx.us>

**Utah\
\
***Mark Payne, L.C.S.W.*\
Director\
Division of Substance Abuse and Mental Health\
Department of Human Services\
120 North 200 West Room 209\
Salt Lake City, UT 84103\
Phone: 801--538--8290\
Fax: 801--538--9892\
E-mail: <mpayne@utah.gov>

**Vermont\
\
***Michael Hartman*\
Deputy Commissioner\
Agency of Human Services\
Department of Health/Division of Mental Health\
P.O. Box 70\
Burlington, VT 05402\
Phone: 802--951--1258\
Fax: 802--951--1275\
E-mail: <mhartma@vdh.state.vt.us>

**Virgin Islands\
\
***Denese Marshall, Ph.D.*\
Director\
Dependency Services\
Department of Mental Health, Alcoholism & Drug Dependency Services\
Barbel Plaza South, 2nd Floor\
St. Thomas, VI 00801\
Phone: 340--774--4888\
Fax: 340--774--7900\
E-mail: <denese.marshall@usvi-doh.org>

**Virginia\
\
***James S. Reinhard, M.D.*\
Commissioner\
Commonwealth of Virginia\
Department of Mental Health, Mental Retardation & Substance Abuse
Services\
1220 Bank St.\
P.O. Box 1797\
Richmond, VA 23218--1797\
Phone: 804--786--3921\
Fax: 804--371--6638\
E-mail: <james.reinhard@co.dmhmrsas.virginia.gov>

**Washington\
\
***Richard Kellogg*\
Director\
Mental Health Division\
Department of Social & Health Services

14th and Jefferson St.\
P.O. Box 45320\
Olympia, WA 98504\
Phone: 360--902--0790\
Fax: 360--902--0809\
E-mail: <kellore@dshs.wa.gov>

**West Virginia\
\
***John Bianconi*\
Commissioner\
Bureau for Behavioral Health & Health Facilities\
Department of Health & Human Resources\
350 Capitol St., Room 350\
Charleston, WV 25301--3702\
Phone: 304--558--0298\
Fax: 304--558--2230\
E-mail: <jbianconi@wvdhhr.org>

**Wisconsin\
\
***John T. Easterday, Ph.D.*\
Associate Administrator for Mental Health & Substance Abuse Services\
Division of Disability & Elder Services\
Department of Health & Family Services\
1 West Wilson St., Room #850\
P.O. Box 7851\
Madison, WI 53707--7851\
Phone: 608--267--9391\
Fax: 608--266--2579\
E-mail: <eastejt@dhfs.state.wi.us>

**Wyoming\
\
***Charles Hayes, M.S.W.*\
Administrator\
Division of Mental Health\
Department of Health\
6101 Yellowstone Rd., Rm. 220\
Cheyenne, WY 82002\
Phone: 307--777--5698\
Fax: 307--777--5580\
E-mail: <chayes@state.wy.us>

# IV. Legal And Regulatory Documents

## Federal Register Notices May 10, 2007 

4000-01-U

DEPARTMENT OF EDUCATION

RIN 1865-ZA04

Safe Schools/Healthy Students Program

AGENCY: Office of Safe and Drug-Free Schools, Department of Education.

ACTION: Notice of final priorities, requirements, selection criteria,
and definitions.

SUMMARY: The Assistant Deputy Secretary for Safe and Drug-Free Schools
announces priorities, requirements, selection criteria, and definitions
under the Safe Schools/Healthy Students program. The Assistant Deputy
Secretary for Safe and Drug-Free Schools may use these priorities,
requirements, selection criteria, and definitions for competitions in
fiscal year (FY) 2007 and later years. We take this action to focus
Federal financial assistance on safe, respectful, and drug-free learning
environments and healthy childhood development, as well as to support
the implementation and enhancement of integrated, comprehensive,
community-wide plans designed to meet these goals.

EFFECTIVE DATE: These priorities, requirements, selection criteria, and
definitions are effective June 11, 2007.

FOR FURTHER INFORMATION CONTACT: Karen Dorsey, U.S. Department of
Education, 400 Maryland Avenue, SW., room 3E336, Washington, DC
20202-6200. Telephone: (202) 708-4674 or via email:

karen.dorsey@ed.gov

If you use a telecommunications device for the deaf (TDD), you may call
the Federal Relay Service (FRS) at 1-800-877-8339.

Individuals with disabilities may obtain this document in an alternative
format (e.g., Braille, large print, audiotape, or computer diskette) on
request to the contact person listed under FOR FURTHER INFORMATION
CONTACT.

SUPPLEMENTARY INFORMATION:

The Safe Schools/Healthy Students (SS/HS) grant program draws on the
best practices of the education, justice, social service, and mental
health systems to provide a continuum of activities, curricula, programs
and services designed to increase protective factors and reduce risk as
an effective way to promote healthy child development and address the
problems of school violence and alcohol and other drug abuse.

Key to the SS/HS grant program is creating and implementing a
comprehensive plan that addresses specific needs, gaps, or weaknesses in
services and builds on available resources and services. Creating and
implementing the comprehensive plan allows an applicant to prevent youth
drug use and violence, promote safe environments and prosocial skills,
and provide for healthy child development.

The establishment in this notice of priorities, requirements, selection
criteria, and definitions is designed to describe more clearly our
vision for this important initiative and provide prospective applicants
with additional insight into the program and its requirements.

We published a notice of proposed priorities, requirements, selection
criteria, and definitions for this program in the [Federal
Register]{.underline} on February 27, 2007 (72 FR 8704).

Except for minor editorial and technical revisions, there are no
differences between the notice of proposed priorities, requirements,
selection criteria, and definitions and this notice of final priorities,
requirements, selection criteria, and definitions.

[Analysis of Comments and Changes]{.underline}

In response to our invitation in the notice of proposed priorities,
requirements, selection criteria, and definitions, five parties
submitted comments. An analysis of the comments follows.

Generally, we do not address technical and other minor changes or
suggested changes we are not authorized to make under the applicable
statutory authority.

[Comment]{.underline}: One commenter recommended that community
organizations be allowed to apply directly for an SS/HS grant. The
commenter expressed concern that by limiting eligibility to local
educational agencies (LEAs), the Department would exclude some
communities from receiving much needed Federal resources. The commenter
noted that while schools are interested in having an intervention
implemented, that interest wanes when they discover that they have to be
the entity applying for funding because they feel they are unable to
commit the necessary time and resources to coordinate, manage, and
implement a grant.

[Discussion]{.underline}: The U.S. Departments of Education, Health and
Human Services, and Justice initially designed the SS/HS initiative in
response to direction from Congress. The conference committee report
that accompanied the initial funding appropriated for SS/HS in FY 1999
instructed the Federal agencies to "promote safe learning environments
for students" through competitive grants "to local educational agencies
for developing community-wide approaches to creating safe and drug-free
schools..." (House of Representatives Report 105-825, to accompany H.R.
4328, Making Omnibus Consolidated and Emergency Supplemental
Appropriations for Fiscal Year 1999)

The SS/HS initiative recognizes the importance of community partners in
creating a comprehensive, coordinated plan for meeting the initiative's
very broad goals, as demonstrated by the requirement that every
application include a partnership among a local school district, a local
public mental health authority, and local law enforcement and juvenile
justice entities. However, we continue to believe that an LEA is the
entity best positioned to take the lead in developing and implementing a
comprehensive set of strategies and activities that significantly
improves the school environment and climate. Community-based
organizations are often well suited to implement effective prevention
programs for students and families and can be an important partner in a
SS/HS project, but these organizations may lack the level of control and
oversight of school settings needed to implement effective,
comprehensive school-based projects.

[Change]{.underline}: None.

[Comment]{.underline}: Two commenters expressed concern about the
elimination of the previous SS/HS eligibility requirement that barred
former SS/HS grant recipients from applying for a second SS/HS grant.
One commenter felt that this change might reduce the number of awards
made to small, rural districts. Specifically, the commenter was
concerned that small, rural districts may be unable to compete with
larger LEAs that frequently have dedicated resources for grant writing.

The other commenter asserted that the advantages realized by receiving a
SS/HS grant, including the ability to leverage additional resources, are
so significant that previous recipients should not be eligible to
compete for another SS/HS grant.

[Discussion]{.underline}: In developing the notice of proposed
priorities, requirements, selection criteria, and definitions, we
carefully considered whether or not to eliminate the restriction on
eligibility for previous SS/HS grantees. The proposal to eliminate the
restriction was based in significant part on the unique needs of LEAs
with very large enrollments or States and territories whose governance
structure includes only a single LEA. In these cases, SS/HS funds from a
single grant, though significant, were not sufficient to reach all
schools and sub-regions in the LEA. We believe that eliminating this
restriction provides an opportunity for an LEA to compete for additional
support to realize its goal of creating a safer learning environment for
all of its schools or sub-regions. To ensure that former SS/HS grant
recipients do not receive new SS/HS awards to sustain their original
projects, we proposed to require that former SS/HS grant recipients
submit a program-specific assurance stating that if awarded, the project
will not serve those schools or sub-regions that were served by the
first SS/HS project.

Additionally, we recognize that all previous grantees, not just large
LEAs with dedicated grant-writing personnel, have experience with the
initiative that may assist them in preparing competitive grant
applications. In an effort to level the playing field and balance the
interests of small, large, rural, and urban LEAs, as well as those of
prior SS/HS grant recipients and of LEAs that have not yet received a
SS/HS grant, we plan to award a preference for LEAs that have not
received a SS/HS grant. Our experience with other grant competitions
suggests that this strategy generally helps novice applicants compete
effectively with entities that have previously received grants and
implemented discretionary grant projects.

[Change]{.underline}: None.

[Comment]{.underline}: One commenter requested that an educational
service agency (ESA) that has previously received a SS/HS grant on
behalf of several of its member districts be able to apply on behalf of
other LEAs that were not part of the previous SS/HS project. This
commenter also requested that the ESA be able to implement with the new
LEAs the same activities previously implemented as part of a prior SS/HS
grant received by the ESA. Finally, the commenter requested that ESAs
that have previously received a SS/HS grant and are submitting a new
application on behalf of LEAs not served by the prior grant be
considered new applicants under Priority 2.

[Discussion]{.underline}: The notice of proposed priorities,
requirements, selection criteria, and definitions did not propose to
continue the prohibition on an LEA receiving a second SS/HS grant that
was established in the notice of final priorities for the program
published in the [Federal Register]{.underline} on May 28, 2004 (69 FR
30756). Instead, through Priority 2, we proposed to establish a priority
for LEAs that have not previously received a SS/HS grant at any time.
This preference is designed to help level the playing field for
applicants that have not previously received SS/HS funding given that
prior recipients will now be allowed to compete for funding.

We are not restricting the ability of an ESA to propose programs used in
a previous SS/HS project, provided that different LEAs are being served
under the new SS/HS project.

Priority 1 does not address the issue of whether or not an applicant is
a prior recipient or a new applicant for SS/HS funding. Priority 2
provides a priority for new applicants, but ESAs that have previously
received a SS/HS grant would not be considered new applicants, even if
their applications were designed to serve LEAs that had not received
services under a previous SS/HS project. The priority is designed to
help applicants that have not received SS/HS funds compete effectively
with prior recipients that have had the advantage of designing and
implementing a successful SS/HS project. Permitting an ESA with a prior
SS/HS grant award to be eligible under this priority (even when it would
implement activities in new schools or LEAs) would run counter to our
objective in establishing Priority 2 because those ESAs have used a
previous grant to gain experience that they can build upon in serving
new schools and LEAs.

[Change]{.underline}: None.

[Comment]{.underline}: One commenter suggested that we change the
application requirements and definitions to require that applicants for
SS/HS funds demonstrate the participation in their projects of local
agencies working to prevent substance abuse. Specifically, the commenter
recommended that the application requirement for a preliminary
memorandum of agreement (MOA) be modified to require the addition of a
local substance abuse prevention agency as a partner or, alternatively,
that the local behavioral health authority be included if a single
authority is responsible for both mental health and substance abuse
services. The commenter felt that requiring the inclusion of such
agencies would enhance efforts to prevent youth violence and promote
healthy youth development.

The commenter also suggested that the contents of the required final MOA
be expanded to include details about the procedures to be used for
referral, treatment, and follow-up for students receiving substance
abuse services. Additionally, the commenter proposed definitions for the
terms "local substance abuse prevention agency" and/or "behavioral
health authority," and requested that the Department apply these
definitions to the SS/HS program.

[Discussion]{.underline}: As stated by the commenter, local substance
abuse prevention agencies and/or behavioral health authorities exist in
many localities, but this is not true for every community and every
State. Some States and many localities do not have independent substance
abuse prevention agencies but combine responsibilities for substance
abuse prevention, intervention, and treatment with behavioral health,
mental health, public health, or even child welfare. Because of the
variation in State and local government structures, we would not easily
be able to determine if local agencies for substance abuse prevention
exist in each applicant's jurisdiction and, thus, we would not be able
to make an accurate and efficient determination regarding an applicant's
eligibility.

Applicants are required to address, in their preliminary and final MOAs
among the required SS/HS partners, as well as in their responses to the
selection criteria, how multiple and diverse sectors of the community
have been and will continue to be involved in the design,
implementation, and continuous improvement of the project. Those LEAs
situated in localities with a separate local substance abuse prevention
agency could include the separate local substance abuse prevention
agency in their Comprehensive Plan and as a SS/HS partner and describe
the participation of that agency in their application. The final MOA
from a partnership that includes a separate local substance abuse
prevention agency could also include details about the proposed
procedures to be used for referral, treatment, and follow-up for
students receiving substance abuse services to be provided by or
coordinated by the local substance abuse prevention agency.

[Change]{.underline}: None.

[Comment]{.underline}: None.

[Discussion]{.underline}: The notice of proposed priorities,
requirements, selection criteria, and definitions proposed that previous
SS/HS grant recipients be allowed to compete for additional SS/HS
funding provided that the applicants submit a program-specific assurance
with their grant applications. In this assurance, an applicant would
state that the scope of work contained in the grant application is new
and that funding, if awarded, will not be used to sustain activities,
programs, curricula, or services provided to a population during the
first SS/HS grant.

Although we did not receive any comments about the proposed assurance,
we were contacted by some LEAs that have previously received a SS/HS
grant award, seeking clarification about the proposed assurance. Based
on these contacts, we believe that the language for the assurance
proposed in the notice of proposed priorities, requirements, selection
criteria, and definitions may not have clearly conveyed our intent.

Our rationale for eliminating the restriction on eligibility that
prohibited recipients of a SS/HS grant from applying for a subsequent
grant is that, despite the size of SS/HS grants, some very large LEAs
were not eligible to apply for sufficient funding to design and
implement a comprehensive SS/HS plan district-wide and that such LEAs
would not have been able to include all of their schools or sub-regions
in their first SS/HS projects. Our intent was to provide an opportunity
for these LEAs to implement activities, curricula, programs, and
services to those schools or sub-regions that were not served by the
first SS/HS project. We did not intend to limit the activities,
programs, curricula, or services that can be included in a new
application for schools not previously served, nor did we intend this to
provide an opportunity for prior recipients to "redo" a SS/HS project in
the schools and sub-regions that were served by the first SS/HS project.

We expect current and former SS/HS grantees to use the resources
provided by the SS/HS initiative (direct grant funds as well as
technical assistance resources) and their strong community partnerships
to create the system and institutional changes needed to sustain SS/HS
activities, curricula programs, and services after Federal funding has
ended.

[Change]{.underline}: We have modified the text of the assurance to
clarify our intent in requiring this assurance. LEAs that have received
funds or services (or for those LEA consortia that include a member LEA
that has received funds or services) under the SS/HS program must submit
a program-specific assurance as part of the SS/HS application. That
assurance must state that, if awarded, the project will not serve those
schools or sub-regions that were served by the first SS/HS project.

[Note]{.underline}: This notice does [not]{.underline} solicit
applications. In any year in which we choose to use this priority, we
invite applications through a notice in the [Federal
Register]{.underline}. When inviting applications we designate a
priority as absolute, competitive preference, or invitational. The
effect of each type of priority follows:

[Absolute priority]{.underline}: Under an absolute priority we consider
only applications that meet the priority (34 CFR 75.105(c)(3)).

[Competitive preference priority]{.underline}: Under a competitive
preference priority we give competitive preference to an application by
either (1) Awarding additional points, depending on how well or the
extent to which the application meets the competitive priority (34 CFR
75.105(c)(2)(i)); or (2) selecting an application that meets the
competitive priority over an application of comparable merit that does
not meet the priority (34 CFR 75.105(c)(2)(ii)).

[Invitational priority]{.underline}: Under an invitational priority we
are particularly interested in applications that meet the invitational
priority. However, we do not give an application that meets the
invitational priority a competitive or absolute preference over other
applications (34 CFR 75.105(c)(1)).

[PRIORITIES]{.underline}:

[Priority 1 -- Comprehensive Plan]{.underline}

This priority supports projects of LEAs proposing to implement an
integrated, comprehensive community-wide plan designed to create safe,
respectful, and drug-free school environments and promote prosocial
skills and healthy childhood development. Plans must focus activities,
curricula, programs, and services in a manner that responds to the
community's existing needs, gaps, or weaknesses in areas related to the
five comprehensive plan elements:

• Element One \-- Safe School Environments and Violence Prevention
Activities.

• Element Two \-- Alcohol, Tobacco, and Other Drug Prevention
Activities.

• Element Three \-- Student Behavioral, Social, and Emotional Supports.

• Element Four \-- Mental Health Services.

• Element Five \-- Early Childhood Social and Emotional Learning
Programs.

[Priority 2 -- LEAs That Have Not Previously Received a Grant or
Services Under the Safe Schools/Healthy Students Initiative]{.underline}

Under this priority, we give priority to applications from LEAs that
have not yet received a grant under this program as an applicant or as a
member of a consortium. In order for a consortium application to be
eligible under this priority, no member of the LEA consortium may have
received a grant or services under this program as an applicant or as a
member of a consortium applicant.

[Application AND ELIGIBILITY Requirements]{.underline}:

The applicant must meet the following requirements:

1\. [Program-Specific Assurances for Former SS/HS Grant
Recipients.]{.underline} For those LEAs that have previously received
funds or services (or for those LEA consortia that include a member LEA
that has received funds or services) under the SS/HS program, a
program-specific assurance must be submitted as part of the SS/HS
application. All participating LEAs in a proposed consortium project
must sign this program-specific assurance. The assurance must state
that, if awarded, the project will not serve those schools or
sub-regions served by the first SS/HS project. Applications from prior
SS/HS grant recipients (or from a consortium that includes an LEA that
has previously received SS/HS funds or services) that do not include the
program-specific assurance will be rejected and not considered for
funding.

2\. [Funding Limits for Applicants]{.underline}. An applicant's request
for funding must not exceed the following maximum amounts, based on
student enrollment data, for any of the project's four 12-month budget
periods: \$2,250,000 for an LEA with at least 35,000 students;
\$1,500,000 for an LEA with at least 5,000 students but fewer than
35,000 students; and \$750,000 for an LEA with fewer than 5,000
students. In applying these maximums, applicants must use the most
recent student enrollment data from the National Center for Education
Statistics' (NCES) Common Core of Data (CCD) as posted on the NCES Web
site. In the case of consortium applicants, the maximum funding request
is based on the combined student enrollment data for the participating
LEAs. Department of the Interior, Bureau of Indian Education-funded
schools that are not included in the NCES database and request grant
funds that exceed \$750,000 for any of the project's four 12-month
budget periods must provide documentation of enrollment data.

3\. [Preliminary MOA]{.underline}. Each applicant must include in its
application a preliminary MOA that is signed by the authorized
representatives of the LEA, the local juvenile justice agency, the local
law enforcement agency, and the local public mental health authority --
the required SS/HS partners. For consortium applicants, the preliminary
MOA must be signed by the authorized representatives of each member LEA
and by the authorized representatives of each corresponding required
SS/HS partner for each member LEA. Additionally, the preliminary MOA
must:

\(a\) Include information that supports the selection of each identified
SS/HS required partner that has signed the preliminary MOA;

\(b\) Demonstrate the support and commitment of the required SS/HS
partners to implement and sustain the project if funded;

\(c\) Name a core management team of senior representatives from the
required partners, and clearly define how each member of the team will
support the project director in the day-to-day management of the
project;

\(d\) Describe how multiple and diverse sectors of the community,
including parents and students, have been and will continue to be
involved in the design, implementation, and continuous improvement of
the project; and

\(e\) Include, as an attachment, a logic model (a graphic representation
of the project in chart format) that identifies needs or gaps and
connects those needs or gaps with corresponding project goals,
objectives, activities, partners\' roles, outcomes, and outcome measures
for each of the SS/HS elements.

Applications that do not include the preliminary MOA signed by the
authorized representatives of each of the required SS/HS partners (the
LEA, the local juvenile justice agency, the local law enforcement
agency, and the local public mental health authority) and the logic
model will be rejected and not considered for funding.

4\. [Final MOA]{.underline}. If funded, grant recipients must complete a
final MOA. The final MOA must be signed by the authorized
representatives of the LEA, the local juvenile justice agency, the local
law enforcement agency, and the local public mental health authority-the
required SS/HS partners. For consortium applicants, the final MOA must
be signed by the authorized representative for each member LEA and the
authorized representative for each of the corresponding required SS/HS
partners for each member LEA. The final MOA must also include the
following:

\(a\) Information that supports the selection of each identified SS/HS
required partner that has signed the final MOA;

\(b\) Any needed revisions to the statement of support and commitment
for each of the required SS/HS partners to implement and sustain the
project;

\(c\) A final roster of the core management team of senior
representatives from the required SS/HS partners that clearly defines
how each member of the team will support the project director in the
day-to-day management of the project;

\(d\) Any needed revisions to the process for involving multiple and
diverse sectors of the community in the implementation and continuous
improvement of the project;

\(e\) A final logic model that identifies needs or gaps and connects
those needs or gaps with corresponding project goals, objectives,
activities, partners\' roles, outcomes, and outcome measures for each of
the SS/HS elements;

\(f\) A description of each partner\'s financial responsibility for the
services that it will provide, along with the conditions and terms of
responsibility for those services, including the quality,
accountability, and coordination of services as they relate to achieving
the goals, objectives, and outcomes of the project;

\(g\) A description of the procedures to be used for referral,
treatment, and follow-up for children and adolescents in need of mental
health services and an assurance that the local public mental health
authority will provide administrative control and/or oversight of the
delivery of mental health services; and

\(h\) Any other necessary revisions to information furnished in the
preliminary MOA.

[FUNDING RESTRICTIONS]{.underline}: The funding restrictions for this
program are:

1\. No less than seven percent of a grantee\'s budget for each year must
be used to support costs associated with local evaluation activities.

2\. No more than 10 percent of the total budget for each project year
may be used to support costs associated with security equipment,
security personnel, and minor remodeling of school facilities to improve
school safety.

[SELECTION CRITERIA]{.underline}:

The selection criteria for this program are:

1\. [Community Assessment]{.underline}

\(a\) The extent to which the applicant describes individual, family,
school, and community risk and protective factors that relate to the
five SS/HS elements and that will be addressed by the project.

\(b\) The extent to which the applicant describes student problem
behaviors as they relate to the five SS/HS elements and how they will be
addressed by the project.

\(c\) The extent to which the applicant identifies, in the project
narrative and the logic model, needs and gaps related to the five SS/HS
elements that are not addressed by current services and programs.

2\. [Goals and Objectives]{.underline}

\(a\) The extent to which the applicant\'s project narrative and logic
model specify one or more goals for each of the five SS/HS elements and
to which the goals are clearly linked to the needs and gaps identified
in the community assessment.

\(b\) The extent to which the objectives identified in the applicant\'s
project narrative and logic model are measurable and linked to each of
the stated goals.

3\. [Project Design]{.underline}

\(a\) The extent to which the applicant\'s project narrative and logic
model propose activities, curricula, programs, and services that will
address each of the goals and objectives of the proposed project.

\(b\) The extent to which activities, curricula, programs, and services
proposed by the applicant are evidence-based or reflect current research
and effective practice, and are appropriate for the age and
developmental levels, gender, and cultural diversity of the target
population.

4\. [Evaluation]{.underline}

\(a\) The extent to which the applicant\'s project narrative describes a
plan for regularly monitoring program implementation and identifies
process measures that the applicant will use to assess the quality and
completeness of the activities planned under the grant.

\(b\) The extent to which the applicant\'s project narrative and logic
model identify outcomes that are clearly linked to the identified
objectives and activities for the project, and specify how outcomes will
be measured.

5\. [Management]{.underline}

\(a\) The extent to which the applicant describes a management plan
adequate to achieve the objectives of the proposed program on time and
within budget, including clearly defined responsibilities of partners,
staff, and contracted service providers, and milestones for
accomplishing project tasks.

\(b\) The extent to which the applicant provides, in the project
narrative and the preliminary MOA, information about any preexisting
partnership involving the required SS/HS partners and about
accomplishments of that partnership that are directly related to the
five SS/HS elements.

\(c\) The extent to which the applicant describes, in the project
narrative and in the preliminary MOA, a core management team that is
appropriate and adequate to achieve the project\'s objectives and
support the project director in day-to-day management of the project.

\(d\) The extent to which the applicant describes, in the project
narrative and in the preliminary MOA, how multiple and diverse sectors
of the community, including students and families, have been and will
continue to be involved in the design, implementation, and continuous
improvement of the project.

\(e\) The extent to which the applicant describes a plan to develop data
systems that will be used to support decision making processes
established for the grant, including the use of technology.

6\. [Budget]{.underline}

The extent to which the proposed budget and budget narrative correspond
to the project design and are reasonable in relation to the numbers of
students and staff and to the identified objectives to be achieved.

Additional Selection Factors

The following factors may be considered in selecting an application for
an award: (1) geographic distribution; and (2) diversity of activities
addressed by the projects.

[DEFINITIONS]{.underline}:

1\. Authorized representative means\-- the official within an
organization with the legal authority to give assurances, make
commitments, enter into contracts, and execute such documents on behalf
of the organization as may be required by the U.S. Department of
Education (the Department), including certification that commitments
made on grant proposals will be honored and that the applicant agrees to
comply with the Department\'s regulations, guidelines, and policies.

2\. [Local juvenile justice agency]{.underline} means\-- an agency or
entity at the local level that is officially recognized by State or
local government to address juvenile justice issues in the communities
to be served by the grant. Examples of juvenile justice agencies
include: juvenile justice task forces; juvenile justice centers;
juvenile or family courts; juvenile probation agencies; and juvenile
corrections agencies.

3\. [Local law enforcement agency]{.underline} means\-- the agency (or
agencies) that has law enforcement authority for the LEA. Examples of
local law enforcement agencies include: municipal, county, and State
police; tribal police and councils; and sheriffs\' departments.

4\. [Local public mental health authority]{.underline} means\-- the
entity legally constituted (directly or through contract with the State
mental health authority) to provide administrative control or oversight
of mental health services delivery within the community.

[Executive Order 12866]{.underline}

This notice of final priorities, requirements, selection criteria, and
definitions has been reviewed in accordance with Executive Order 12866.
Under the terms of the order, we have assessed the potential costs and
benefits of this regulatory action.

The potential costs associated with the notice of final priorities,
requirements, selection criteria, and definitions are those resulting
from statutory requirements and those we have determined as necessary
for administering this program effectively and efficiently.

In assessing the potential costs and benefits\--both quantitative and
qualitative\--of this notice of final priorities, requirements,
selection criteria, and definitions, we have determined that the
benefits of this regulatory action justify the costs.

We have also determined that this regulatory action does not unduly
interfere with State, local, and tribal governments in the exercise of
their governmental functions.

We fully discussed the costs and benefits in the notice of proposed
priorities, requirements, selection criteria, and definitions.

[Paperwork Reduction Act of 1995]{.underline}

Certain sections of the proposed priorities, requirements, and selection
criteria for the SS/HS grant program contain information collection
requirements already approved by the Office of Management and Budget
(OMB) under OMB control number 1865-0004 (1890-0001). The Department
does not believe the proposed priorities, requirements, and selection
criteria will change the current approved burden for 1865-0004
(1890-0001). However, as required by the PRA, the Department has
submitted 1865-0004 (1890-0001) to OMB for a revised information
collection clearance.

The current absolute priority for the SS/HS grant program includes six
elements that an applicant's comprehensive plan must address. This
notice proposes to reduce the elements from six to five. While this
notice establishes two new requirements, we have eliminated the
requirement that applicants submit a MOA for mental health services.
Also, we have established fewer program-specific selection criteria. The
current approved information collection contains seven selection
criteria with a total of 25 sub-criteria to which applicants must
respond. In this notice, we have established six selection criteria,
with only 15 sub-criteria.

The proposed changes to the information collection do not change the
estimated 26 hours needed to review the instructions, search existing
data sources, gather needed data, prepare and review responses. The
elimination of one of the elements in the absolute priority and the
elimination of 10 sub-criteria provide more than enough time for
applicants to respond to new requirements (i.e., signatures on the
program-specific assurance and completing a logic model).

In this notice, we have established a priority for LEAs that have not
previously received a grant or services under the SS/HS Initiative. To
receive priority, applicants will be required to submit a
program-specific assurance. This new information collection requirement
is primarily cosmetic, as the application will include a form requiring
the authorized representative's signature for the applicant; for
consortium applicants it would require the signatures from the
authorized representative from all participating LEAs, but again, the
elimination of the sub-criteria more than offsets this.

The current approved information collection requires applicants to
submit two different MOAs with the application. We are requiring
applicants to submit a single preliminary MOA with the application and a
final MOA submitted post award. The proposed collection does require
submission of a logic model, but this requirement adds little burden as
the applicant need only present a subset of the narrative information in
a chart format.

If you want to comment on the proposed information collection
requirements, send your comments to the Office of Information and
Regulatory Affairs, OMB, Attention: Desk Officer for U.S. Department of
Education by e-mail to <OIRA_DOCKET@omb.eop.gov> or by fax to (202)
395-6974. You may also send a copy of these comments to the Department
contact named in the addresses section of this notice.

[Intergovernmental Review]{.underline}

This program is subject to Executive Order 12372 and the regulations in
34 CFR part 79. One of the objectives of the Executive order is to
foster an intergovernmental partnership and a strengthened federalism.
The Executive order relies on processes developed by State and local
governments for coordination and review of proposed Federal financial
assistance.

This document provides early notification of our specific plans and
actions for this program.

[Electronic Access to this Document]{.underline}

You may view this document, as well as all other Department of Education
documents published in the [Federal Register]{.underline}, in text or
Adobe Portable Document Format (PDF) on the Internet at the following
site:

<http://www.ed.gov/news/fedregister>

To use PDF you must have Adobe Acrobat Reader, which is available free
at this site. If you have questions about using PDF, call the U.S.
Government Printing Office (GPO), toll free, at 1-888-293-6498; or in
the Washington, DC, area at (202) 512-1530.

You may also view this document in text at the following sites:
www.ed.gov/programs/dvpsafeschools/applicant.html

www.sshs.samhsa.gov

[Note]{.underline}: The official version of this document is the
document published in the [Federal Register]{.underline}. Free Internet
access to the official edition of the [Federal Register]{.underline} and
the Code of Federal Regulations is available on GPO Access at:

<http://www.gpoaccess.gov/nara/index.html>

(Catalog of Federal Domestic Assistance Number 84.184L Safe
Schools/Healthy Students Program.)

[PROGRAM AUTHORITY]{.underline}: Safe and Drug-Free Schools and
Communities Act (20 U.S.C. 7131); Public Health Service Act (42 U.S.C.
290aa); and Juvenile Justice and Delinquency Prevention Act (42 U.S.C.
5614(b)(4)(e) and 5781 et seq.).

Dated:

> \_[/s/]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Deborah A. Price,
>
> [Assistant Deputy Secretary]{.underline}
>
> [for Safe and Drug-Free]{.underline}
>
> [Schools]{.underline}.

4000-01-U

DEPARTMENT OF EDUCATION

Office of Safe and Drug-Free Schools

Overview Information

Safe Schools/Healthy Students Program

Notice inviting applications for new awards for fiscal year (FY) 2007.

Catalog of Federal Domestic Assistance (CFDA) Number: 84.184L.

Dates:

Applications Available: May 10, 2007.

Deadline for Transmittal of Applications: June 19, 2007.

Deadline for Intergovernmental Review: August 20, 2007.

Full Text of Announcement

I. Funding Opportunity Description

Purpose of Program: The Safe Schools/Healthy Students program (SS/HS)
supports the implementation and enhancement of integrated, comprehensive
community-wide plans that create safe and drug-free schools and promote
healthy childhood development.

Priorities: These priorities are from the notice of final priorities,
requirements, selection criteria, and definitions for this program,
published elsewhere in this issue of the Federal Register.

Absolute Priority: For FY 2007 and any subsequent year in which we make
awards based on the list of unfunded applicants from this competition,
this priority is an absolute priority. Under 34 CFR 75.105(c)(3) we
consider only those applications that meet this priority.

This priority is:

Comprehensive Plan

This priority supports projects of local educational agencies (LEAs)
proposing to implement an integrated, comprehensive community-wide plan
designed to create safe, respectful, and drug-free school environments
and promote prosocial skills and healthy childhood development. Plans
must focus activities, curricula, programs, and services in a manner
that responds to the community's existing needs, gaps, or weaknesses in
areas related to the five comprehensive plan elements:

Element One \-- Safe School Environments and Violence Prevention
Activities.

Element Two \-- Alcohol, Tobacco, and Other Drug Prevention Activities.

Element Three \-- Student Behavioral, Social, and Emotional Supports.

Element Four \-- Mental Health Services.

Element Five \-- Early Childhood Social and Emotional Learning Programs.

Competitive Preference Priority: Within this absolute priority, we give
competitive preference to applications that address the following
priority.

Under 34 CFR 75.105(c)(2)(i) we award an additional 5 points to an
application that meets this priority.

This priority is:

LEAs That Have Not Previously Received a Grant or Services Under the
Safe Schools/Healthy Students Initiative

Under this priority, we give priority to applications from LEAs that
have not yet received a grant under this program as an applicant or as a
member of a consortium. In order for a consortium application to be
eligible under this priority, no member of the LEA consortium may have
received a grant or services under this program as an applicant or as a
member of a consortium.

Application Requirements: The following requirements apply to all
applications submitted under this competition (Definitions for important
terms associated with this competition can be found in the notice of
final priorities, requirements, selection criteria, and definitions
published elsewhere in this issue of the Federal Register.):

\(1\) Program-Specific Assurances for Former SS/HS Grant Recipients. For
those LEAs that have previously received funds or services (or for those
LEA consortia that include a member LEA that has received funds or
services) under the SS/HS program, a program-specific assurance must be
submitted as part of the SS/HS application. All participating LEAs in a
proposed consortium project must sign this program-specific assurance.
The assurance must state that, if awarded, the project will not serve
those schools or sub-regions that were served by the first SS/HS
project. Applications from prior SS/HS grant recipients (or from a
consortium that includes an LEA that has previously received SS/HS funds
or services) that do not include the program-specific assurance will be
rejected and not considered for funding.

\(2\) Funding Limits for Applicants. An applicant's request for funding
must not exceed the following maximum amounts, based on student
enrollment data, for any of the project's four 12-month budget periods:
\$2,250,000 for an LEA with at least 35,000 students; \$1,500,000 for an
LEA with at least 5,000 students but fewer than 35,000 students; and
\$750,000 for an LEA with fewer than 5,000 students. In applying these
maximums, applicants must use the most recent student enrollment data
from the National Center for Education Statistics' (NCES) Common Core of
Data (CCD) as posted on the NCES Web site. In the case of consortium
applicants, the maximum funding request is based on the combined student
enrollment data for the participating LEAs. Department of the Interior,
Bureau of Indian Education-funded schools that are not included in the
NCES database and request grant funds that exceed \$750,000 for any of
the project's four 12-month budget periods must provide documentation of
enrollment data.

\(3\) Preliminary Memorandum of Agreement (MOA). Each applicant must
include in its application a preliminary MOA that is signed by the
authorized representatives of the LEA, the local juvenile justice
agency, the local law enforcement agency, and the local public mental
health authority -- the required SS/HS partners. For consortium
applicants, the preliminary MOA must be signed by the authorized
representative of each member LEA and by the authorized representative
of each corresponding required SS/HS partner for each member LEA.
Additionally, the preliminary MOA must:

\(a\) Include information that supports the selection of each identified
SS/HS required partner that has signed the preliminary MOA;

\(b\) Demonstrate the support and commitment of the required SS/HS
partners to implement and sustain the project if funded;

\(c\) Name a core management team of senior representatives from the
required partners, and clearly define how each member of the team will
support the project director in the day-to-day management of the
project;

\(d\) Describe how multiple and diverse sectors of the community,
including parents and students, have been and will continue to be
involved in the design, implementation, and continuous improvement of
the project; and

\(e\) Include, as an attachment, a logic model (a graphic representation
of the project in chart format) that identifies needs or gaps and
connects those needs or gaps with corresponding project goals,
objectives, activities, partners\' roles, outcomes, and outcome measures
for each of the SS/HS elements.

Applications that do not include the preliminary MOA signed by the
authorized representatives of each of the required SS/HS partners (the
LEA, the local juvenile justice agency, the local law enforcement
agency, and the local public mental health authority) and the logic
model will be rejected and not considered for funding.

\(4\) Final MOA. If funded, grant recipients must complete a final MOA.
The final MOA must be signed by the authorized representatives of the
LEA, the local juvenile justice agency, the local law enforcement
agency, and the local public mental health authority --- the required
SS/HS partners. For consortium applicants, the final MOA must be signed
by the authorized representative for each member LEA and authorized
representative for each of the corresponding required SS/HS partners for
each member LEA. The final MOA must also include the following:

\(a\) Information that supports the selection of each identified SS/HS
required partner that has signed the final MOA;

\(b\) Any needed revisions to the statement of support and commitment
for each of the required SS/HS partners to implement and sustain the
project;

\(c\) A final roster of the core management team of senior
representatives from the required SS/HS partners that clearly defines
how each member of the team will support the project director in the
day-to-day management of the project;

\(d\) Any needed revisions to the process for including multiple and
diverse sectors of the community in the implementation and continuous
improvement of the project;

\(e\) A final logic model that identifies needs or gaps and connects
those needs or gaps with corresponding project goals, objectives,
activities, partners\' roles, outcomes, and outcome measures for each of
the SS/HS elements;

\(f\) A description of each partner\'s financial responsibility for the
services that it will provide, along with the conditions and terms of
responsibility for those services, including the quality,
accountability, and coordination of services as they relate to achieving
the goals, objectives, and outcomes of the project;

\(g\) A description of the procedures to be used for referral,
treatment, and follow-up for children and adolescents in need of mental
health services and an assurance that the local public mental health
authority will provide administrative control and/or oversight of the
delivery of mental health services; and

\(h\) Any other necessary revisions to information furnished in the
preliminary MOA.

Program Authority: Safe and Drug-Free Schools and Communities Act (20
U.S.C. 7131); Public Health Service Act (42 U.S.C. 290aa); and Juvenile
Justice and Delinquency Prevention Act (42 U.S.C. 5614(b)(4)(e) and 5781
et seq.).

Applicable Regulations: (a) The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 75, 77, 79, 80, 81,
82, 84, 85, 97, 98, 99, and 299. (b) The notice of final priorities,
requirements, selection criteria, and definitions published elsewhere in
this issue of the Federal Register. (c) The notice of final eligibility
requirement for the Office of Safe and Drug-Free Schools discretionary
grant programs published in the Federal Register on December 4, 2006 (71
FR 70369).

Note: The regulations in part 79 apply to all applicants except
Federally recognized Indian tribes.

II\. Award Information

Type of Award: Discretionary grants.

Estimated Available Funds: \$38,000,000. Contingent upon the
availability of funds and the quality of applications, the Secretary may
make additional awards later in FY 2007 and in FY 2008 from the list of
unfunded applicants from this competition.

Estimated Range of Awards: Up to \$750,000 for an LEA with fewer than
5,000 students; up to \$1,500,000 for an LEA with at least 5,000
students but fewer than 35,000 students; and up to \$2,250,000 for an
LEA with at least 35,000 students.

Estimated Average Size of Awards: \$750,000 for an LEA with fewer than
5,000 students; \$1,500,000 for an LEA with at least 5,000 students but
fewer than 35,000 students; and \$2,250,000 for an LEA with at least
35,000 students.

Estimated Number of Awards: 25.

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

Project Period: Up to 48 months.

III\. Eligibility Information

1\. Eligible Applicants: LEAs and consortium of LEAs.

Note: The Secretary is limiting eligibility under the SS/HS grant
competition (CFDA Number 84.184L) to applicants that do not currently
have an active grant under this program. For the purpose of this
eligibility requirement, a grant is considered active until the end of
the grant\'s project or funding period, including any extensions of
those periods that extend the grantee\'s authority to obligate funds
(notice of final eligibility requirement (71 FR 70369)).

2\. Cost Sharing or Matching: This competition does not involve cost
sharing or matching.

3\. (a) Other: Participation by Private School Children and Teachers.
Section 9501 of the Elementary and Secondary Education Act (ESEA) of
1965, as amended, requires that LEAs or other entities receiving funds
under the Safe and Drug-Free Schools and Communities Act provide for the
equitable participation of private school children, their teachers, and
other educational personnel in private schools located in areas served
by the grant recipient. In order to ensure that grant program
activities, curricula, programs, and services address the needs of
private school children, LEAs must engage in timely and meaningful
consultation with private school officials during the design and
development of the program. This consultation must take place before any
decision is made that affects the opportunities of eligible private
school children, teachers, and other educational personnel to
participate.

Administrative direction and control over grant funds must remain with
the grantee.

\(b\) Maintenance of Effort. Section 9521 of the ESEA provides that LEAs
may receive a grant only if the State educational agency finds that the
combined fiscal effort per student or the aggregate expenditures of the
LEA and the State with respect to the provision of free public education
by the LEA for the preceding fiscal year was not less than 90 percent of
the combined effort or aggregate expenditures for the second preceding
fiscal year.

IV\. Application and Submission Information

1\. Address to Request Application Package: You can obtain an
application package via the Internet, from the Education Publications
Center (ED Pubs), or from the program office.

To obtain a copy via the Internet, use the following address:

> www.ed.gov/fund/grant/apply/grantapps/index.html

To obtain a copy from ED Pubs, write, fax, or call the following:
Education Publications Center (ED Pubs), P.O. Box 1398, Jessup, MD
20794-1398. Telephone, toll free: 1-877-433-7827. FAX: 301-470-1244. If
you use a telecommunications device for the deaf (TDD), call toll free:
1-877-576-7734.

You can contact ED Pubs at its Web site, also:

edpubs@inet.ed.gov

If you request an application from ED Pubs, be sure to identify this
competition as follows: CFDA number 84.184L.

To obtain a copy from the program office, contact: Karen Dorsey, U.S.
Department of Education, 400 Maryland Avenue, SW., room 3E336,
Washington, DC 20202-6450. Telephone: (202) 708-4674 or by email:
<karen.dorsey@ed.gov>

If you use TDD, call the Federal Relay Service (FRS), toll free, at
1-800-877-8339.

Individuals with disabilities may obtain a copy of the application
package in an alternative format (e.g., Braille, large print, audiotape,
or computer diskette) by contacting the program contact person 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.

Page Limit: The application narrative is where you, the applicant,
address the selection criteria that reviewers use to evaluate your
application. You must limit the application narrative to the equivalent
of 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 on both sides.

• Double space (no more than three lines per vertical inch) all text in
the application narrative. Titles, headings, footnotes, quotations,
references, and captions, as well as text in charts, tables, figures,
and graphs, can 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: Times New Roman, Courier, Courier New,
or Arial.

• Number all pages consecutively using the style 1 of 40, 2 of 40, and
so forth.

• Include a Table of Contents with page references. The 40-page limit
does not apply to the Table of Contents.

Our reviewers will not read any pages of the narrative portion of your
application that \--

• Exceeds the page limit if you apply these standards; or

• Exceeds the equivalent of the pages limit if you apply other
standards.

3\. Submission Dates and Times:

Applications Available: May 10, 2007.

Deadline for Transmittal of Applications: June 19, 2007.

Applications for grants under this competition may be submitted
electronically using the Grants.gov Apply site (Grants.gov), or in paper
format by mail or hand delivery. For information (including dates and
times) about how to submit your application electronically, or by mail
or hand delivery, please refer to section IV. 6. Other Submission

Requirements in 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.

Deadline for Intergovernmental Review: August 20, 2007.

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:

\(1\) No less than seven percent of a grantee\'s budget for each project
year must be used to support costs associated with local evaluation
activities.

\(2\) No more than 10 percent of the total budget for each project year
may be used to support costs associated with security equipment,
security personnel, and minor remodeling of school facilities to improve
school safety.

\(3\) We reference additional regulations outlining funding restrictions
in the Applicable Regulations section of this notice.

6\. Other Submission Requirements: Applications for grants under this
competition may be submitted electronically or in paper format by mail
or hand delivery.

a\. Electronic Submission of Applications.

To comply with the President\'s Management Agenda, we are participating
as a partner in the Governmentwide Grants.gov Apply site. The Safe
Schools/Healthy Students competition, CFDA Number 84.184L, is included
in this project. We request your participation in Grants.gov.

If you choose to submit your application electronically, you must use
the Governmentwide Grants.gov Apply site at
[http://www.Grants.gov](http://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 e-mail
an electronic copy of a grant application to us.

You may access the electronic grant application for the Safe
Schools/Healthy Students competition at
[http://www.Grants.gov](http://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 84.184, not 84.184L).

Please note the following:

• Your participation in Grants.gov is voluntary.

• 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 p.m.,
Washington, DC time, on the application deadline date. Except as
otherwise noted in this section, we will not consider your application
if it is date and time stamped by the Grants.gov system later than 4:30
p.m., Washington, DC time, on the application deadline date. 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 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 at
http://e-Grants.ed.gov/help/GrantsgovSubmissionProcedures.pdf

• To submit your application via Grants.gov, you must complete all steps
in the Grants.gov registration process (see
<http://www.grants.gov/applicants/get_registered.jsp> These steps
include (1) registering your organization, a multi-part process that
includes registration with the Central Contractor Registry (CCR); (2)
registering yourself as an Authorized Organization Representative (AOR);
and (3) getting authorized as an AOR by your organization. Details on
these steps are outlined in the Grants.gov 3-Step Registration Guide
(see
<http://www.grants.gov/section910/Grants.govRegistrationBrochure.pdf>).
You also must provide on your application the same D-U-N-S Number used
with this registration. Please note that the registration process may
take five or more business days to complete, and you must have completed
all registration steps to allow you to submit successfully an
application via Grants.gov. In addition you will need to update your CCR
registration on an annual basis. This may take three or more business
days to complete.

• You will not receive additional point value because you submit your
application in electronic format, nor will we penalize you if you submit
your application in paper format.

• If you submit your application electronically, you must submit all
documents electronically, including all information you typically
provide on the following forms: 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. Please note that two of these
forms\--the SF 424 and the Department of Education Supplemental
Information for SF 424\--have replaced the ED 424 (Application for
Federal Education Assistance).

• If you submit your application electronically, you must attach any
narrative sections of your application as files in a .DOC (document),
.RTF (rich text), or .PDF (Portable Document) format. If you upload a
file type other than the three file types specified in this paragraph 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 second
notification to you by e-mail. 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 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 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 p.m., Washington, DC time, on
the application deadline date, please contact the person listed under
For Further Information Contact in section VII in 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 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.

b\. Submission of Paper Applications by Mail.

If you submit your application in paper format by mail (through the U.S.
Postal Service or a commercial carrier), you must mail the original and
two copies of your application, on or before the application deadline
date, to the Department at the applicable following address:

By mail through the U.S. Postal Service:

U.S. Department of Education

> Application Control Center
>
> Attention: (CFDA Number 84.184L)

400 Maryland Avenue, SW.

> Washington, DC 20202-4260
>
> or

By mail through a commercial carrier:

U.S. Department of Education

Application Control Center, Stop 4260

Attention: (CFDA Number 84.184L)

7100 Old Landover Road

Landover, MD 20785-1506

Regardless of which address you use, 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 submit
your application in paper format by hand delivery, you (or a courier
service) 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 Number 84.184L)

550 12th Street, SW.

Room 7041, Potomac Center Plaza

Washington, DC 20202-4260

The Application Control Center accepts hand deliveries daily between
8:00 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 notice of final priorities, requirements, selection criteria,
and definitions published elsewhere in this issue of the Federal
Register and are listed in the application package.

2\. Review and Selection Process: Additional factors we consider in
selecting an application for award are: (1) geographic distribution; and
(2) diversity of activities addressed by the projects.

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 also notify you informally.

If your application is not evaluated or not selected for funding, we
notify you.

2\. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.

We reference the regulations outlining the terms and conditions of an
award in the Applicable Regulations section of this notice and include
these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.

3\. Reporting: Semi-annual and annual performance reports are required
for each of the project's four 12 month performance periods in
accordance with 34 CFR 75.720(c). At the end of your project period, you
must submit a final performance report, including financial information,
as directed by the Secretary in 34 CFR 75.118. For specific requirements
on reporting, please go to
http://www.ed.gov/fund/grant/apply/appforms/appforms.html

4\. Performance Measures: The Department has established the following
Government Performance and Results Act (GPRA) performance measures for
the SS/HS program:

\(1\) Student Victimization/Perception of School Safety

\(a\) Percentage of grantees that experience a decrease in students who
did not go to school on 1 or more days during the past 30 days because
they felt unsafe at school or on their way to and from school.

\(b\) Percentage of grantees that experience a decrease in students who
have been in a physical fight on school property in the 12 months prior
to the survey.

\(2\) Student Substance Use/Abuse

\(a\) Percentage of grantees that report a decrease in students who
report current (30-day) marijuana use.

\(b\) Percentage of grantees that report a decrease in students who
report current (30-day) alcohol use.

\(3\) Mental Health Services Provided

\(a\) Percentage of grantees that report an increase in the number of
students receiving school-based mental health services.

\(b\) Percentage of grantees that report an increase in the percentage
of mental health referrals for students that result in mental health
services being provided in the community.

These measures constitute the Department\'s indicator of success for
this program. Consequently, we advise an applicant for a grant under
this program to give careful consideration to these measures in
conceptualizing the approach and evaluation for its proposed project.
Each grantee will be required to provide, in its annual performance and
final reports, data about its progress in meeting these measures.

VII\. Agency Contacts

For Further Information Contact: Karen Dorsey, U.S. Department of
Education, 400 Maryland Avenue, SW., room 3E336, Washington, DC
20202-6450. Telephone: (202) 708-4674 or by e-mail: karen.dorsey@ed.gov

If you use a TDD, call the FRS, toll free, at 1-800-877-8339.

VIII\. Other Information

Alternative Format: Individuals with disabilities can obtain this
document and a copy of the application package in an alternative format
(e.g., Braille, large print, audiotape, or computer diskette) on request
to the program contact person listed under For Further Information
Contact in section VII in this notice.

Electronic Access to This Document: You may 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) on the
Internet at the following site:
[www.ed.gov/news/fedregister](http://www.ed.gov/news/fedregister)

To use PDF you must have Adobe Acrobat Reader, which is available free
at this site. If you have questions about using PDF, call the U.S.
Government Printing Office (GPO), toll free, at 1-888-293-6498; or in
the Washington, DC, area at (202) 512-1530.

You may also view this document in text or PDF at the following sites:

www.ed.gov/programs/dvpsafeschools/applicant.html

www.sshs.samhsa.gov

Note: 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 on
GPO Access at:
[www.gpoaccess.gov/nara/index.html](http://www.gpoaccess.gov/nara/index.html)

Date:

> \_[/s/]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Deborah A. Price,
>
> [Assistant Deputy Secretary]{.underline}
>
> [for Safe and Drug-Free]{.underline}
>
> [Schools]{.underline}.

## Authorizing Legislation From SS/HS Federal Partners

**Subpart 2-National Programs**

**SEC. 4121. FEDERAL ACTIVITIES.**

\(a\) Program Authorized---From funds made available to carry out this
subpart under section 4003(2), the Secretary, in consultation with the
Secretary of Health and Human Services, the Director of the Office of
National Drug Control Policy, and the Attorney General, shall carry out
programs to prevent the illegal use of drugs and violence among, and
promote safety and discipline for, students. The Secretary shall carry
out such programs directly, or through grants, contracts, or cooperative
agreements with public and private entities and individuals, or through
agreements with other Federal agencies, and shall coordinate such
programs with other appropriate Federal activities. Such programs may
include:

1)  the development and demonstration of innovative strategies for the
    training of school personnel, parents, and members of the community
    for drug and violence prevention activities based on State and local
    needs;

2)  the development, demonstration, scientifically based evaluation, and
    dissemination of innovative and high quality drug and violence
    prevention programs and activities, based on State and local needs,
    which may include-

    a.  alternative education models, either established within a school
        or separate and apart from an existing school, that are designed
        to promote drug and violence prevention, reduce disruptive
        behavior, reduce the need for repeat suspensions and expulsions,
        enable students to meet challenging State academic standards,
        and enable students to return to the regular classroom as soon
        as possible;

    b.  community service and service-learning projects, designed to
        rebuild safe and health neighborhoods and increase students'
        sense of individual responsibility

    c.  video-based projects developed by noncommercial
        telecommunications entities that provide young people with
        models for conflict resolution and responsible decision-making;
        and

    d.  child abuse education and prevention programs for elementary and
        secondary students;

3)  the provision of information on drug abuse education and prevention
    to the Secretary of Health and Human Services for dissemination;

4)  the provision of information on violence prevention and education
    and school safety to the Department of Justice for dissemination;

5)  technical assistance to chief executive officers, State agencies,
    local educational agencies, and other recipients of funding under
    this part to build capacity to develop and implement high-quality,
    effective drug and violence prevention programs consistent with the
    principles of effectiveness in section 4115(a);

6)  assistance to school systems that have particularly severe drug and
    violence problems, including hiring drug prevention and school
    safety coordinators, or assistance to support appropriate response
    efforts to crisis situations;

7)  the development of education and training programs, curricula,
    instructional materials, and professional training and development
    for preventing and reducing the incidence of crimes and conflicts
    motivated by hate in localities most directly affected by hate
    crimes;

8)  activities in communities designated as empowerment zones or
    enterprise communities that will connect schools to community-wide
    efforts to reduce drug and violence problems; and

9)  other activities in accordance with the purpose of this part, based
    on State and local needs.

\(b\) Peer Review---The Secretary shall use a peer review process in
reviewing applications for funds under this section.

## 

*42 U.S.C. 5614* **\[Sec. 204.\] Concentration of Federal efforts**

\(b\) Duties of Administrator

In carrying out the purposes of this chapter, the Administrator shall\--

> \(1\) advise the President through the Attorney General as to all
> matters relating to federally assisted juvenile delinquency programs
> and Federal policies regarding juvenile delinquency;
>
> \(2\) assist operating agencies which have direct responsibilities for
> the prevention and treatment of juvenile delinquency in the
> development and promulgation of regulations, guidelines, requirements,
> criteria, standards, procedures, and budget requests in accordance
> with the policies, priorities, and objectives the Administrator
> establishes;
>
> \(3\) conduct and support evaluations and studies of the performance
> and results achieved by Federal juvenile delinquency programs and
> activities; and
>
> \(4\) implement Federal juvenile delinquency programs and activities
> among Federal departments and agencies and between Federal juvenile
> delinquency programs and activities and other Federal programs and
> activities which the Administrator determines may have an important
> bearing on the success of the entire Federal juvenile delinquency
> effort;
>
> \(4\) (A) develop for each fiscal year, and publish annually in the
> Federal Register for public comment, a proposed comprehensive plan
> describing the particular activities which the Administrator intends
> to carry out under parts D and E of this subchapter in such fiscal
> year, specifying in detail those activities designed to satisfy the
> requirements of parts D and E of this subchapter; and
>
> \(5\) (B) taking into consideration comments received during the
> 45-day period beginning on the date the proposed plan is published,
> develop and publish a final plan, before December 31 of such fiscal
> year, describing the particular activities which the Administrator
> intends to carry out under parts D and E of this subchapter in such
> fiscal year, specifying in detail those activities designed to satisfy
> the requirements of parts D and E of this subchapter;
>
> \(6\) provide for the auditing of monitoring systems required under
> section 5633(a)(15) of this title to review the adequacy of such
> systems; and
>
> \(7\) not later than 1 year after the date of the enactment of this
> paragraph, issue model standards for providing health care to
> incarcerated juveniles.

\(c\) Information, reports, studies, and surveys from other agencies

> The Administrator may require, through appropriate authority, Federal
> departments and agencies engaged in any activity involving any Federal
> juvenile delinquency program to provide the Administrator with such
> information as may be appropriate to prevent the duplication of
> efforts, and to coordinate activities, related to the prevention of
> juvenile delinquency.

\(d\) Delegation of functions

> The Administrator shall have the sole authority to delegate any of the
> functions of the Administrator under this Act.

\(e\) Utilization of services and facilities of other agencies;
reimbursement

> The Administrator is authorized to utilize the services and facilities
> of any agency of the Federal Government and of any other public agency
> or institution in accordance with appropriate agreements, and to pay
> for such services either in advance or by way of reimbursement as may
> be agreed upon.

(f ) coordination of functions of Administrator and Secretary of Health
and Human Services

All functions of the Administrator under this subchapter shall be
coordinated as appropriate with the functions of the Secretary of Health
and Human Services under subchapter III of this chapter.

TITLE 42 - THE PUBLIC HEALTH AND WELFARE

CHAPTER 72 - JUVENILE JUSTICE AND DELINQUENCY PREVENTION

SUBCHAPTER V - INCENTIVE GRANTS FOR LOCAL DELINQUENCY PREVENTION

Sec. 5781. Definition

-STATUTE-

In this subchapter, the term \"State advisory group\" means the

advisory group appointed by the chief executive officer of a State

under a plan described in section 5633(a) of this title.

**United States Code\
  **![](media/image2.png){width="0.16666666666666666in"
height="0.16666666666666666in"}**Title 42 The Public Health and Welfare\
      **![](media/image2.png){width="0.16666666666666666in"
height="0.16666666666666666in"}**CHAPTER 6A - PUBLIC HEALTH SERVICE;
SUBCHAPTER III-A - SUBSTANCE ABUSE AND MENTAL HEALTH SERVICES
ADMINISTRATION Part G - Projects for\
        **![](media/image3.png){width="0.16666666666666666in"
height="0.16666666666666666in"}**Section 290hh - Children and violence\
**Cite as: 42 U.S.C. 290hh (OSCN 2007), CHAPTER 6A - PUBLIC HEALTH
SERVICE; SUBCHAPTER III-A - SUBSTANCE ABUSE AND MENTAL HEALTH SERVICES
ADMINISTRATION Part G - Projects for

\(a\) In general The Secretary, in consultation with the Secretary of
Education and the Attorney General, shall carry out directly or through
grants, contracts or cooperative agreements with public entities a
program to assist local communities in developing ways to assist
children in dealing with violence. (b) Activities Under the program
under subsection (a) of this section, the Secretary may -

\(1\) provide financial support to enable local communities to implement
programs to foster the health and development of children;

\(2\) provide technical assistance to local communities with respect to
the development of programs described in paragraph (1);

\(3\) provide assistance to local communities in the development of
policies to address violence when and if it occurs;

\(4\) assist in the creation of community partnerships among law
enforcement, education systems and mental health and substance abuse
service systems; and (5) establish mechanisms for children and
adolescents to report incidents of violence or plans by other children
or adolescents to commit violence. (c) Requirements An application for a
grant, contract or cooperative agreement under subsection (a) of this
section shall demonstrate that -

\(1\) the applicant will use amounts received to create a partnership
described in subsection (b)(4) of this section to address issues of
violence in schools;

\(2\) the activities carried out by the applicant will provide a
comprehensive method for addressing violence, that will include -

\(A\) security;

\(B\) educational reform;

\(C\) the review and updating of school policies;

\(D\) alcohol and drug abuse prevention and early intervention services;

\(E\) mental health prevention and treatment services; and (F) early
childhood development and psychosocial services;

and (3) the applicant will use amounts received only for the services
described in subparagraphs (D), (E), and (F) of paragraph (2). (d)
Geographical distribution The Secretary shall ensure that grants,
contracts or cooperative agreements under subsection (a) of this section
will be distributed equitably among the regions of the country and among
urban and rural areas. (e) Duration of awards With respect to a grant,
contract or cooperative agreement under subsection (a) of this section,
the period during which payments under such an award will be made to the
recipient may not exceed 5 years. (f) Evaluation The Secretary shall
conduct an evaluation of each project carried out under this section and
shall disseminate the results of such evaluations to appropriate public
and private entities. (g) Information and education The Secretary shall
establish comprehensive information and education programs to
disseminate the findings of the knowledge development and application
under this section to the general public and to health care
professionals. (h) Authorization of appropriations There is authorized
to be appropriated to carry out this section, \$100,000,000 for fiscal
year 2001, and such sums as may be necessary for each of fiscal years
2002 and 2003.

***HISTORICAL DATA***

(July 1, 1944, ch. 373, title V, Sec. 581, as added Pub. L. 106-310,
div. B, title XXXI, Sec. 3101, Oct. 17, 2000, 114 Stat. 1168.)
CODIFICATION Another section 581 of act July 1, 1944, is classified to
section 290kk of this title.

***Citationizer^©^ Summary of Documents Citing This Document***

# V. General Application Instructions and Information

## 

## Preparing the Application

## 

A completed application for assistance under this competition consists
of two parts: (1) a detailed narrative description of the proposed
project and budget and (2) all forms and assurances that must be
submitted in order to receive a grant. An application under this program
should address the specific needs of the applicant and propose
activities specifically designed to meet those needs. We strongly
discourage applicants from using "form" applications or proposals that
address general rather than specific local needs. Identical or
substantially similar applications are not responsive to the scoring
criteria.

A panel of non-Federal readers with experience in one or more fields
(ATOD abuse prevention; violence prevention; mental health; early
childhood development; and evaluation) will review each eligible
application submitted by the deadline. The panel will award points
ranging from 0 to 100 to each application, depending on how well the
selection criteria are addressed. Be sure you provide a comprehensive
response to each selection criterion. Applications that fail to do so
will be read, but our experience suggests they may not score well enough
to be funded.

After external readers score the application on a scale of 0 to 100,
Federal staff will assign the additional five points to those novice
applicants that are eligible for competitive preference.

If you apply via Grants.gov, you will use the following Grants.gov
narrative forms:

-   ED Abstract Form

-   Project Narrative Attachment Form

-   Other Attachments Form

-   Budget Narrative Attachment Form

The **ED Abstract Form** is where you will attach your program abstract.

The **Project Narrative Attachment Form** is where you will attach the
narrative sections addressing the selection criteria that will be used
to evaluate applications submitted for this grant competition.

The **Other Attachments Form** is where you will attach proposal
appendixes, including the preliminary MOA, logic model, and
program-specific assurances. The Grants.gov system will allow applicants
to attach as many as 10 separate appendixes in this section.

The **Budget Narrative Attachment Form** is where you will attach a
detailed line item budget and any supplemental budget information.

If you submit your proposal via Grants.gov, you will use your own
word-processing software to complete the application for this grant
competition.

**D-U-N-S Number Instructions**

All applicants must obtain and use a D-U-N-S number, and all applicants
applying through Grants.gov must register with Grants.gov. The D-U-N-S
number used on the application must be the same number that the
applicant's organization used to register with Grants.gov. If the
numbers are not the same, Grants.gov will reject the application.

The D-U-N-S number is a unique nine-digit number that does not convey
any information about the recipient. A built-in check digit helps to
ensure the accuracy of the D-U-N-S number. The ninth digit of each
number is the check digit, which is mathematically related to the other
digits. It lets computer systems determine if a D-U-N-S number has been
entered correctly.

You can obtain a D-U-N-S number at no charge by calling
1--800--333--0505 or by completing the D-U-N-S Number Request Form
available online at
[www.dnb.com/US/duns_update/index.html](http://www.dnb.com/US/duns_update/index.html).
Dun & Bradstreet, a global information provider, has assigned D-U-N-S
numbers to more than 43 million companies worldwide. Customer service is
available Monday through Friday from 8:00 a.m. to 6:00 p.m. (Washington,
DC time) at 1--888--814--1435.

## Organizing the Application

## 

### Supplemental Instructions for Standard Form 424

**1. Application for Federal Assistance (Standard Form 424)**: Use the
Application for Federal Assistance and the Department of Education
Supplemental Information for Standard Form 424. This is the title page
of your application. Be sure that *Item 10* identifies the CFDA number
for this grant competition: 84.184L and the Title: Safe Schools/Healthy
Students.

Under *Item 3* in the ED Supplemental Information, indicate whether the
proposed project includes human subjects research activities, and if so,
whether any or all of the proposed activities are exempt. For additional
guidance, see instructions for ED Supplemental Information in the
required forms section of this application package or call ED's
protection of human subjects coordinator at 202--245--6153.

If you submit your proposal for this grant competition via Grants.gov,
please complete the Standard Form 424 (Application for Federal
Assistance) first. Grants.gov will insert the correct CFDA and program
name automatically where needed.

If you submit your proposal in paper format by mail or hand delivery,
you will need to insert the correct CFDA number and program name where
requested.

**2. Abstract**: Include a concise, one-page, single-spaced abstract
following the table of contents. This is a key element and should
include a brief narrative summary of the project goals and objectives
and the intended outcomes of the project. Clearly mark this page with
the applicant's name as shown in *Item 1* of Standard Form 424. If you
submit your application via Grants.gov, attach this document to the **ED
Abstract Attachment Form**.

**3. Project Narrative**: There is a 40-page limit placed on the program
narrative section of the SS/HS application. The program narrative is
where you, the applicant, address the selection criteria that reviewers
use to evaluate your application. This narrative is also considered to
be your SS/HS comprehensive plan. All applicants **must** adhere to the
following formatting guidelines and standards:

-   A page is 8.5" x 11", on one side only, with 1" margins at the top,
    bottom, and on both sides.

-   Double space (no more than three lines per vertical inch) all text
    in the application narrative. Titles, headings, footnotes,
    quotations, references, and captions, as well as text in charts,
    tables, figures, and graphs, can be single spaced.

-   Use a font that is either 12 points or larger or no smaller than 10
    pitch (characters per inch).

-   Use one of the following fonts: Times New Roman, Courier, Courier
    New, or Arial.

-   Number all pages consecutively using the style 1 of 40, 2 of 40, and
    so forth.

-   Include a Table of Contents with page references. The 40-page limit
    does not apply to the Table of Contents.

Our reviewers will not read any pages of the narrative portion of your
application that exceed the page limit.

These requirements are designed to prevent any applicant from gaining an
unfair competitive advantage by providing a more extensive discussion
than the requirements permit. These requirements also facilitate
evaluation of applications by peer reviewers by ensuring that
applications are readable.

Do not attach anything to the application that cannot be photocopied
using an automatic process, that is, anything stapled, folded, pasted,
or in a size other than 8.5 inches by 11 inches on white paper.

If you submit your application via Grants.gov, attach this document to
the **Project Narrative Attachment Form**.

**4. Budget and Budget Narrative**: Use the Budget Information Form (ED
Standard Form 524) provided in the required forms section of this
application package to prepare the budgets for the project. Applicants
must submit two (2) copies of the budget ED Standard Form 524 and two
(2) copies of the budget narratives for each of the project's four
12-month periods. The first budget narrative should represent funds
needed to support program Elements One, Two, and Three. The second
budget narrative should represent funds needed to support program
Elements Four and Five. The budget narratives should contain the same
budget categories as the ED Standard Form 524 and provide detailed
information on how costs were calculated.

Two budgets must be submitted for each year in which funds are requested
(4 years). Failure to supply any of the two budgets and supporting
narrative for each of the 4 years of the project will result in no
funding for those years.

You must include a detailed budget narrative that supports and explains
the information provided in ED Standard Form 524. Use the same budget
categories as the ED Standard Form 524 and explain the basis used to
estimate costs for all budget categories and how the cost items relate
to the proposed project's goals, objectives, and activities. All
expenditures must be necessary to carry out the goals and objectives of
the project, reasonable for the scope and complexity of the project, and
allowable under the terms and conditions of the grant and in accordance
with government cost principles.

The Budget Information Form and accompanying narrative should provide
enough detail for ED staff to easily understand how costs were
determined and if the budget is commensurate with the scope of the
project. Applicants must submit separate detailed budgets for each year
as shown on the Budget Information Form. At a minimum, the following
should be included in each of the four 12-month budgets:

-   Salary for a full-time project director.

-   Travel for at least three but no more than five individuals
    (including the project director and representatives from the
    required SS/HS partners) to attend an annual national SS/HS
    conference. Grant funds may be used to pay all expenses associated
    with attending these meetings.

-   Travel for the project director to attend two 3-day meetings to be
    determined by the Federal SS/HS partners. Grant funds may be used to
    pay all expenses associated with attending these meetings.

-   At least 7 percent of the total of each grant year for local
    evaluation. SS/HS projects are unusually complex and require a broad
    range of evaluation activities, including process, formative, and
    outcome evaluations in order to supply the information needed for
    effective management and project improvement.

-   No more than 10 percent of the total of each grant year allotted for
    security equipment, security personnel, or minor remodeling related
    to security. (See page 22 for more instructions on this cap.)

For this grant competition, you may charge indirect costs using the rate
negotiated with your cognizant Federal agency (for example, Department
of Education, Department of Health and Human Services, or Department of
the Interior). Be sure to include evidence of a federally negotiated
indirect cost rate. Individuals who apply for any grant competition
through ED are not allowed to budget for an indirect cost rate. If you
budget for contractual services, please note that indirect costs may be
applied only to the first \$25,000 of each contract.

You are encouraged to give priority to direct services to students by
limiting the indirect costs charged to the project. You will not be
penalized for failure to reduce indirect costs nor will you gain
competitive advantage if you do.

If you claim indirect costs in the budget for your proposed project and
do not have a negotiated rate with the Federal Government, you have 90
days from the time you transmit your application to submit the necessary
paperwork to the Department to receive a negotiated indirect cost rate.
For more information about indirect cost rates, visit
[www.ed.gov/about/offices/list/ocfo/intro.html](http://www.ed.gov/about/offices/list/ocfo/intro.html).

If you submit your application via Grants.gov, attach this document to
the **Budget Narrative Attachment Form**.

Note: There are no requirements for non-Federal matching funds. No
matching or in-kind contributions are required under the SS/HS grant
program. Applicants who propose to address part (or parts) of their
SS/HS comprehensive plan with matching or in-kind contributions must
complete a second ED 524Form and InstructionsBudget Information,
Non-Construction Programs. Applicants that receive grant awards under
this program and proposed matching contributions are expected to provide
the funds described in their application.

**5. Appendixes**: Below is a list and order of required appendixes. If
you submit your application via Grants.gov, the **Other Attachments
Form** is where you will attach required forms and supplemental
documents for the program. The Grants.gov system allows for only 10
separate attachments. Therefore, you may combine some of the
supplemental documents into a single document to attach to this section.
If you submit your application in paper format via mail or hand
delivery, you **must** submit the completed and signed forms with your
application.

The following items are part of the appendixes and should be included:

-   Attachment A---Preliminary MOA with the attached logic model

-   Attachment B---Program-Specific Assurance for Competitive Preference
    or Program-Specific Assurance for Eligibility for Former SS/HS Grant
    Recipients

-   Attachment C---NCES District Information Page

-   Attachment D---Budget Information

-   Attachment E---Position Descriptions/Resumes/Timelines

-   Attachment F---Department of Education and Other Federal
    Administrative Requirements

```{=html}
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```
-   Department of Education Supplemental Form for the Standard Form 424

-   GEPA 427, Equitable Access to and Participation in Federally
    Assisted Programs

-   Equitable Participation of Private Schools Statement

-   Maintenance of Effort Statement

-   Letter of Transmittal to State Single Point of Contact (if your
    State participates)

-   Proof of Federal Negotiated Indirect Cost Rate (if you are claiming
    Indirect Costs)

-   Assurance, Non-Construction Programs (Standard Form 424B)

-   Grants.gov Lobbying Form (formerly ED Form 80-0013)

> Note: If *Item 2* of the Grants.gov Lobbing Form applies because of
> lobbying activities related to a previous grant, or are anticipated to
> occur with this project, if funded, you must submit Standard Form LLL.
> If your organization does not engage in lobbying, please submit
> Standard Form LLL and indicate "Not Applicable."

-   Disclosure of Lobbying Activities (Standard Form LLL)

-   Statement Regarding Confidentiality and Participant Protection
    (DHHS)

If you are submitting an electronic application, in addition to the
above stated required attachments, you must attach the Application for
Federal Assistance ---Standard Form 424. All forms that require a
signature must be completed, signed, and faxed to the Office of Safe and
Drug-Free Schools at 202-260-7767 within 3 working days of submitting
your electronic application.

The following items are **not** part of the appendixes and must **not**
be included in the appendixes:

-   Budget or program narrative information that the applicant wishes to
    have reviewed as part of its response to one or more scoring
    criteria. All such information **must** be included in the narrative
    portion of the application.

-   Videotapes, CD-ROMs, photographs, or floppy disks. These items will
    **not** be reviewed or returned to the applicant.

## Application Preparation Checklist for Paper Format

## 

Application for Federal Assistance (Standard Form 424) is completed
according to the instructions and includes the nine-digit D-U-N-S number
and tax identification number.

All required forms are signed in black or blue ink and dated by an
authorized official, and the signed original is included with your
submission.

One signed original and two copies of the application, including all
required forms and appendixes plus one voluntarily submitted additional
copy, are included. All copies are unbound, and each page is
consecutively numbered.

Deadline Date: **June 19, 2007**. See sections I and IV of this
application package for complete application transmittal instructions
and general application instructions and information.

**EACH PAPER FORMAT COPY OF THE APPLICATION MUST INCLUDE THE
FOLLOWING:**

-   Application for Federal Assistance (Standard Form 424)

-   Department of Education Supplemental Information Form for the
    Standard Form 424

-   Project Abstract (one single-spaced page maximum)

-   Project Narrative (up to 40 pages using formatting guidelines and
    standards on page 98)

-   Application Attachments

> Attachment A---Preliminary MOA with the attached logic model
>
> Attachment B---Program-Specific Assurance for Competitive Preference
> or Program-Specific Assurance for Eligibility for Former SS/HS Grant
> Recipients
>
> Attachment C---NCES District Information Page
>
> Attachment D---Budget Information
>
> Attachment E---Position Descriptions/Resumes/Timelines
>
> Attachment F---Department of Education and Other Federal
> Administrative Requirements

-   GEPA 427, Equitable Access to and Participation in Federally
    Assisted Programs

-   Equitable Participation of Private Schools Statement

-   Maintenance of Effort Statement

-   Letter of Transmittal to State Single Point of Contact (if your
    State participates)

-   Proof of Federal Negotiated Indirect Cost Rate (if you are claiming
    Indirect Costs)

-   Assurance, Non-Construction Programs (Standard form 424B)

-   Grants.gov Lobbying Form (formerly ED Form 80-0013)

> Note: If Item 2 of the Grants.gov Lobbing Form applies because of
> lobbying activities related to a previous grant, or are anticipated to
> occur with this project, if funded, you must submit Standard Form LLL.
> If your organization does not engage in lobbying, please submit
> Standard Form LLL and indicate "Not Applicable."

-   Disclosure of Lobbying Activities (Standard Form LLL)

-   Statement Regarding Confidentiality and Participant Protection
    (DHHS)

## Application Preparation Checklist for Electronic Format

## 

Application for Federal Assistance (Standard Form 424) is completed
according to the instructions and includes the nine-digit D-U-N-S number
and tax identification number.

All required forms are signed in black or blue ink and dated by the
required authorized representative. You can either upload the signed
forms to the Other Attachment Form in Grants.gov or fax them to the
Office of Safe and Drug-Free Schools at 202-260-7767 within 3 working
days of submitting your electronic application. All forms must be faxed
by June 19, 2007. If funded, all documents with original signatures must
be presented to the Department within 3 working days of award.

Deadline Date: June 19, 2007. See Sections I and IV of this application
package for complete application transmittal instructions and general
instructions and information.

EACH ELECTRONIC COPY OF THE APPLICATION MUST INCLUDE THE FOLLOWING:

A one page, single-spaced abstract---***Attached to the ED Abstract
Form***

Project Narrative, up to 40 pages using the formatting guidelines and
standards on page 98---***Attached to the ED Project Narrative
Attachment Form***

SS/HS Project Attachments---***Attached to the Other Attachments Form***

> Attachment A---Preliminary MOA with the attached logic model
>
> Attachment B---Program-Specific Assurance for Competitive Preference
> or Program-Specific Assurance for Eligibility for Former SS/HS Grant
> Recipients
>
> Attachment C---NCES District Information Page
>
> Attachment D---Budget Information
>
> Attachment E---Department of Education and Other Federal
> Administrative Requirements

-   Application for Federal Assistance (Standard Form 424)

-   Department of Education Supplemental Form for the Standard Form 424

-   GEPA 427, Equitable Access to and Participation in Federally
    Assisted Programs

-   Equitable Participation of Private Schools Statement

-   Maintenance of Effort Statement

-   Letter of Transmittal to State Single Point of Contact (if your
    State participates)

-   Proof of Federal Negotiated Indirect Cost Rate (if you are claiming
    Indirect Costs)

-   Assurance, Non-Construction Programs (Standard Form 424B)

-   Grants.gov Lobbying Form (formerly ED Form 80-0013)

> Note: If *Item 2* of the Grants.gov Lobbing Form applies because of
> lobbying activities related to a previous grant, or are anticipated to
> occur with this project, if funded, you must submit Standard Form LLL.
> If your organization does not engage in lobbying, please submit
> Standard Form LLL and indicate "Not Applicable."

-   Disclosure of Lobbying Activities (Standard Form LLL)

-   Statement Regarding Confidentiality and Participant Protection
    (DHHS)

**Reminder:** The Grants.gov system will allow applicants to attach only
10 separate appendixes to this attachment form. You may combine some of
the attachments in a single document.

ED Form 524 and Budget Narrative---***Attached to the Budget Narrative
Attachment Form***

## Standard Forms and Instructions

-   Application for Federal Assistance SF-424

-   Department of Education Supplemental Form for the SF-424

-   Assurance Non-Construction Programs - Standard Form 424B

-   Disclosure of Lobbying Activities (Standard Form LLL)

-   U.S. Department of Education Budget Information Non-Construction
    Programs ED 524

OMB Number: 4040-0004

Expiration Date: 01/31/2009

+--------------------+---+------+---+-----------------------------------+
| **Application for  |   |      |   |                                   |
| Federal Assistance |   |      |   |                                   |
| SF-424** Version   |   |      |   |                                   |
| 02                 |   |      |   |                                   |
+--------------------+---+------+---+-----------------------------------+
| \*1. Type of       | \ |      |   | \* If Revision, select            |
| Submission:        | * |      |   | appropriate letter(s)             |
|                    | 2 |      |   |                                   |
| Preapplication     | . |      |   |                                   |
|                    | T |      |   |                                   |
| Application        | y |      |   |                                   |
|                    | p |      |   |                                   |
| Changed/Corrected  | e |      |   |                                   |
| Application        | o |      |   |                                   |
|                    | f |      |   |                                   |
|                    | A |      |   |                                   |
|                    | p |      |   |                                   |
|                    | p |      |   |                                   |
|                    | l |      |   |                                   |
|                    | i |      |   |                                   |
|                    | c |      |   |                                   |
|                    | a |      |   |                                   |
|                    | t |      |   |                                   |
|                    | i |      |   |                                   |
|                    | o |      |   |                                   |
|                    | n |      |   |                                   |
|                    |   |      |   |                                   |
|                    | N |      |   |                                   |
|                    | e |      |   |                                   |
|                    | w |      |   |                                   |
|                    |   |      |   |                                   |
|                    | C |      |   |                                   |
|                    | o |      |   |                                   |
|                    | n |      |   |                                   |
|                    | t |      |   |                                   |
|                    | i |      |   |                                   |
|                    | n |      |   |                                   |
|                    | u |      |   |                                   |
|                    | a |      |   |                                   |
|                    | t |      |   |                                   |
|                    | i |      |   |                                   |
|                    | o |      |   |                                   |
|                    | n |      |   |                                   |
|                    |   |      |   |                                   |
|                    | R |      |   |                                   |
|                    | e |      |   |                                   |
|                    | v |      |   |                                   |
|                    | i |      |   |                                   |
|                    | s |      |   |                                   |
|                    | i |      |   |                                   |
|                    | o |      |   |                                   |
|                    | n |      |   |                                   |
+--------------------+---+------+---+-----------------------------------+
|                    |   |      |   | \*Other (Specify)                 |
|                    |   |      |   |                                   |
|                    |   |      |   | [     ]{.underline}               |
+--------------------+---+------+---+-----------------------------------+
| 3\. Date Received  |   |      |   |                                   |
| : 4. Applicant     |   |      |   |                                   |
| Identifier:        |   |      |   |                                   |
|                    |   |      |   |                                   |
|                    |   |      |   |                                   |
+--------------------+---+------+---+-----------------------------------+
| 5a. Federal Entity |   |      | \ |                                   |
| Identifier:        |   |      | * |                                   |
|                    |   |      | 5 |                                   |
|                    |   |      | b |                                   |
|                    |   |      | . |                                   |
|                    |   |      | F |                                   |
|                    |   |      | e |                                   |
|                    |   |      | d |                                   |
|                    |   |      | e |                                   |
|                    |   |      | r |                                   |
|                    |   |      | a |                                   |
|                    |   |      | l |                                   |
|                    |   |      | A |                                   |
|                    |   |      | w |                                   |
|                    |   |      | a |                                   |
|                    |   |      | r |                                   |
|                    |   |      | d |                                   |
|                    |   |      | I |                                   |
|                    |   |      | d |                                   |
|                    |   |      | e |                                   |
|                    |   |      | n |                                   |
|                    |   |      | t |                                   |
|                    |   |      | i |                                   |
|                    |   |      | f |                                   |
|                    |   |      | i |                                   |
|                    |   |      | e |                                   |
|                    |   |      | r |                                   |
|                    |   |      | : |                                   |
|                    |   |      |   |                                   |
|                    |   |      |   |                                   |
|                    |   |      |   |                                   |
|                    |   |      |   |                                   |
|                    |   |      |   |                                   |
|                    |   |      |   |                                   |
+--------------------+---+------+---+-----------------------------------+
| **State Use        |   |      |   |                                   |
| Only:**            |   |      |   |                                   |
+--------------------+---+------+---+-----------------------------------+
| 6\. Date Received  |   | 7\.  |   |                                   |
| by State:          |   | S    |   |                                   |
|                    |   | tate |   |                                   |
|                    |   | App  |   |                                   |
|                    |   | lica |   |                                   |
|                    |   | tion |   |                                   |
|                    |   | Ide  |   |                                   |
|                    |   | ntif |   |                                   |
|                    |   | ier: |   |                                   |
|                    |   |      |   |                                   |
|                    |   |      |   |                                   |
+--------------------+---+------+---+-----------------------------------+
| **8. APPLICANT     |   |      |   |                                   |
| INFORMATION:**     |   |      |   |                                   |
+--------------------+---+------+---+-----------------------------------+
| \*a. Legal Name:   |   |      |   |                                   |
|                    |   |      |   |                                   |
+--------------------+---+------+---+-----------------------------------+
| \*b.               |   |      | \ |                                   |
| Employer/Taxpayer  |   |      | * |                                   |
| Identification     |   |      | c |                                   |
| Number (EIN/TIN):  |   |      | . |                                   |
|                    |   |      | O |                                   |
|                    |   |      | r |                                   |
|                    |   |      | g |                                   |
|                    |   |      | a |                                   |
|                    |   |      | n |                                   |
|                    |   |      | i |                                   |
|                    |   |      | z |                                   |
|                    |   |      | a |                                   |
|                    |   |      | t |                                   |
|                    |   |      | i |                                   |
|                    |   |      | o |                                   |
|                    |   |      | n |                                   |
|                    |   |      | a |                                   |
|                    |   |      | l |                                   |
|                    |   |      | D |                                   |
|                    |   |      | U |                                   |
|                    |   |      | N |                                   |
|                    |   |      | S |                                   |
|                    |   |      | : |                                   |
|                    |   |      |   |                                   |
|                    |   |      |   |                                   |
|                    |   |      |   |                                   |
|                    |   |      |   |                                   |
|                    |   |      |   |                                   |
|                    |   |      |   |                                   |
+--------------------+---+------+---+-----------------------------------+
| **d. Address:**    |   |      |   |                                   |
+--------------------+---+------+---+-----------------------------------+
| \*Street 1:        |   |      |   |                                   |
| [                  |   |      |   |                                   |
|      ]{.underline} |   |      |   |                                   |
+--------------------+---+------+---+-----------------------------------+
| Street 2:          |   |      |   |                                   |
| [                  |   |      |   |                                   |
|      ]{.underline} |   |      |   |                                   |
+--------------------+---+------+---+-----------------------------------+
| \*City:            |   |      |   |                                   |
| [                  |   |      |   |                                   |
|      ]{.underline} |   |      |   |                                   |
+--------------------+---+------+---+-----------------------------------+
| County:            |   |      |   |                                   |
| [                  |   |      |   |                                   |
|      ]{.underline} |   |      |   |                                   |
+--------------------+---+------+---+-----------------------------------+
| \*State:           |   |      |   |                                   |
| [                  |   |      |   |                                   |
|      ]{.underline} |   |      |   |                                   |
+--------------------+---+------+---+-----------------------------------+
| Province:          |   |      |   |                                   |
| [                  |   |      |   |                                   |
|      ]{.underline} |   |      |   |                                   |
+--------------------+---+------+---+-----------------------------------+
| \*Country:         |   |      |   |                                   |
| [                  |   |      |   |                                   |
|      ]{.underline} |   |      |   |                                   |
+--------------------+---+------+---+-----------------------------------+
| \*Zip / Postal     |   |      |   |                                   |
| Code               |   |      |   |                                   |
| [                  |   |      |   |                                   |
|      ]{.underline} |   |      |   |                                   |
+--------------------+---+------+---+-----------------------------------+
| **e.               |   |      |   |                                   |
| Organizational     |   |      |   |                                   |
| Unit:**            |   |      |   |                                   |
+--------------------+---+------+---+-----------------------------------+
| Department Name:   |   |      | D |                                   |
|                    |   |      | i |                                   |
|                    |   |      | v |                                   |
|                    |   |      | i |                                   |
|                    |   |      | s |                                   |
|                    |   |      | i |                                   |
|                    |   |      | o |                                   |
|                    |   |      | n |                                   |
|                    |   |      | N |                                   |
|                    |   |      | a |                                   |
|                    |   |      | m |                                   |
|                    |   |      | e |                                   |
|                    |   |      | : |                                   |
|                    |   |      |   |                                   |
|                    |   |      |   |                                   |
|                    |   |      |   |                                   |
|                    |   |      |   |                                   |
|                    |   |      |   |                                   |
|                    |   |      |   |                                   |
+--------------------+---+------+---+-----------------------------------+
| **f. Name and      |   |      |   |                                   |
| contact            |   |      |   |                                   |
| information of     |   |      |   |                                   |
| person to be       |   |      |   |                                   |
| contacted on       |   |      |   |                                   |
| matters involving  |   |      |   |                                   |
| this               |   |      |   |                                   |
| application:**     |   |      |   |                                   |
+--------------------+---+------+---+-----------------------------------+
| Prefix:            |   |      |   |                                   |
| [                  |   |      |   |                                   |
|      ]{.underline} |   |      |   |                                   |
| \*First Name:      |   |      |   |                                   |
| [                  |   |      |   |                                   |
|      ]{.underline} |   |      |   |                                   |
+--------------------+---+------+---+-----------------------------------+
| Middle Name:       |   |      |   |                                   |
| [                  |   |      |   |                                   |
|      ]{.underline} |   |      |   |                                   |
+--------------------+---+------+---+-----------------------------------+
| \*Last Name:       |   |      |   |                                   |
| [                  |   |      |   |                                   |
|      ]{.underline} |   |      |   |                                   |
+--------------------+---+------+---+-----------------------------------+
| Suffix:            |   |      |   |                                   |
| [                  |   |      |   |                                   |
|      ]{.underline} |   |      |   |                                   |
+--------------------+---+------+---+-----------------------------------+

+-----------------------------------------------------------------------+
| Title:                                                                |
+-----------------------------------------------------------------------+
| Organizational Affiliation:                                           |
|                                                                       |
|                                                                       |
+-----------------------------------------------------------------------+
| \*Telephone Number:       Fax Number:                                 |
+-----------------------------------------------------------------------+
| \*Email:                                                              |
+-----------------------------------------------------------------------+
| **\*9. Type of Applicant 1: Select Applicant Type:**                  |
+-----------------------------------------------------------------------+
| Type of Applicant 2: Select Applicant Type:                           |
+-----------------------------------------------------------------------+
| Type of Applicant 3: Select Applicant Type:                           |
+-----------------------------------------------------------------------+
| \*Other (Specify)                                                     |
|                                                                       |
|                                                                       |
+-----------------------------------------------------------------------+
| **\*10 Name of Federal Agency:**                                      |
|                                                                       |
| **     **                                                             |
+-----------------------------------------------------------------------+
| **11. Catalog of Federal Domestic Assistance Number**:                |
|                                                                       |
| [     ]{.underline}                                                   |
|                                                                       |
| CFDA Title:                                                           |
|                                                                       |
| [     ]{.underline}                                                   |
+-----------------------------------------------------------------------+
| **\*12 Funding Opportunity Number**:                                  |
|                                                                       |
| [     ]{.underline}                                                   |
|                                                                       |
| \*Title:                                                              |
|                                                                       |
| [     ]{.underline}                                                   |
+-----------------------------------------------------------------------+
| **13. Competition Identification Number**:                            |
|                                                                       |
| [     ]{.underline}                                                   |
|                                                                       |
| Title:                                                                |
|                                                                       |
| [     ]{.underline}                                                   |
+-----------------------------------------------------------------------+
| **14. Areas Affected by Project (Cities, Counties, States, etc.):**   |
|                                                                       |
| **     **                                                             |
+-----------------------------------------------------------------------+

+-------------+-----------+-------------------------------------------+
| **\*15.     |           |                                           |
| Descriptive |           |                                           |
| Title of    |           |                                           |
| Applicant's |           |                                           |
| Project**:  |           |                                           |
|             |           |                                           |
|             |           |                                           |
+-------------+-----------+-------------------------------------------+
| **16.       |           |                                           |
| Co          |           |                                           |
| ngressional |           |                                           |
| Districts   |           |                                           |
| Of:**       |           |                                           |
|             |           |                                           |
| \*a.        |           |                                           |
| Applicant:  |           |                                           |
|       \*b.  |           |                                           |
| Progr       |           |                                           |
| am/Project: |           |                                           |
|             |           |                                           |
+-------------+-----------+-------------------------------------------+
| **17.       |           |                                           |
| Proposed    |           |                                           |
| Project**:  |           |                                           |
|             |           |                                           |
| \*a. Start  |           |                                           |
| Date:       |           |                                           |
| \*b. End    |           |                                           |
| Date:       |           |                                           |
+-------------+-----------+-------------------------------------------+
| **18.       |           |                                           |
| Estimated   |           |                                           |
| Funding     |           |                                           |
| (\$):**     |           |                                           |
+-------------+-----------+-------------------------------------------+
| \*a.        | >         |                                           |
| Federal     |           |                                           |
|             |           |                                           |
| \*b.        |           |                                           |
| Applicant   |           |                                           |
|             |           |                                           |
| \*c. State  |           |                                           |
|             |           |                                           |
| \*d. Local  |           |                                           |
|             |           |                                           |
| \*e. Other  |           |                                           |
|             |           |                                           |
| \*f.        |           |                                           |
| Program     |           |                                           |
| Income      |           |                                           |
|             |           |                                           |
| \*g. TOTAL  |           |                                           |
+-------------+-----------+-------------------------------------------+
|             |           |                                           |
+-------------+-----------+-------------------------------------------+
|             | >         |                                           |
+-------------+-----------+-------------------------------------------+
|             | >         |                                           |
+-------------+-----------+-------------------------------------------+
|             |           |                                           |
+-------------+-----------+-------------------------------------------+
|             | >         |                                           |
+-------------+-----------+-------------------------------------------+
|             |           |                                           |
+-------------+-----------+-------------------------------------------+
| **\*19. Is  |           |                                           |
| Application |           |                                           |
| Subject to  |           |                                           |
| Review By   |           |                                           |
| State Under |           |                                           |
| Executive   |           |                                           |
| Order 12372 |           |                                           |
| Process?**  |           |                                           |
|             |           |                                           |
| a. This     |           |                                           |
| application |           |                                           |
| was made    |           |                                           |
| available   |           |                                           |
| to the      |           |                                           |
| State under |           |                                           |
| the         |           |                                           |
| Executive   |           |                                           |
| Order 12372 |           |                                           |
| Process for |           |                                           |
| review on   |           |                                           |
| [     ]{    |           |                                           |
| .underline} |           |                                           |
|             |           |                                           |
| b. Program  |           |                                           |
| is subject  |           |                                           |
| to E.O.     |           |                                           |
| 12372 but   |           |                                           |
| has not     |           |                                           |
| been        |           |                                           |
| selected by |           |                                           |
| the State   |           |                                           |
| for review. |           |                                           |
|             |           |                                           |
| c. Program  |           |                                           |
| is not      |           |                                           |
| covered by  |           |                                           |
| E. O. 12372 |           |                                           |
+-------------+-----------+-------------------------------------------+
| **\*20. Is  |           |                                           |
| the         |           |                                           |
| Applicant   |           |                                           |
| Delinquent  |           |                                           |
| On Any      |           |                                           |
| Federal     |           |                                           |
| Debt? (If   |           |                                           |
| "Yes",      |           |                                           |
| provide     |           |                                           |
| expl        |           |                                           |
| anation.)** |           |                                           |
|             |           |                                           |
| Yes No      |           |                                           |
+-------------+-----------+-------------------------------------------+
| 21\. \*By   |           |                                           |
| signing     |           |                                           |
| this        |           |                                           |
| a           |           |                                           |
| pplication, |           |                                           |
| I certify   |           |                                           |
| (1) to the  |           |                                           |
| statements  |           |                                           |
| contained   |           |                                           |
| in the list |           |                                           |
| of          |           |                                           |
| certifi     |           |                                           |
| cations\*\* |           |                                           |
| and (2)     |           |                                           |
| that the    |           |                                           |
| statements  |           |                                           |
| herein are  |           |                                           |
| true,       |           |                                           |
| complete    |           |                                           |
| and         |           |                                           |
| accurate to |           |                                           |
| the best of |           |                                           |
| my          |           |                                           |
| knowledge.  |           |                                           |
| I also      |           |                                           |
| provide the |           |                                           |
| required    |           |                                           |
| ass         |           |                                           |
| urances\*\* |           |                                           |
| and agree   |           |                                           |
| to comply   |           |                                           |
| with any    |           |                                           |
| resulting   |           |                                           |
| terms if I  |           |                                           |
| accept an   |           |                                           |
| award. I am |           |                                           |
| aware that  |           |                                           |
| any false,  |           |                                           |
| fictitious, |           |                                           |
| or          |           |                                           |
| fraudulent  |           |                                           |
| statements  |           |                                           |
| or claims   |           |                                           |
| may subject |           |                                           |
| me to       |           |                                           |
| criminal,   |           |                                           |
| civil, or   |           |                                           |
| adm         |           |                                           |
| inistrative |           |                                           |
| penalties.  |           |                                           |
| (U. S.      |           |                                           |
| Code, Title |           |                                           |
| 218,        |           |                                           |
| Section     |           |                                           |
| 1001)       |           |                                           |
|             |           |                                           |
| \*\* I      |           |                                           |
| AGREE       |           |                                           |
|             |           |                                           |
| \*\* The    |           |                                           |
| list of     |           |                                           |
| cer         |           |                                           |
| tifications |           |                                           |
| and         |           |                                           |
| assurances, |           |                                           |
| or an       |           |                                           |
| internet    |           |                                           |
| site where  |           |                                           |
| you may     |           |                                           |
| obtain this |           |                                           |
| list, is    |           |                                           |
| contained   |           |                                           |
| in the      |           |                                           |
| a           |           |                                           |
| nnouncement |           |                                           |
| or agency   |           |                                           |
| specific    |           |                                           |
| i           |           |                                           |
| nstructions |           |                                           |
+-------------+-----------+-------------------------------------------+
| *           |           |                                           |
| *Authorized |           |                                           |
| Repres      |           |                                           |
| entative:** |           |                                           |
+-------------+-----------+-------------------------------------------+
| Prefix:     |           |                                           |
| [     ]{    |           |                                           |
| .underline} |           |                                           |
| \*First     |           |                                           |
| Name:       |           |                                           |
| [     ]{    |           |                                           |
| .underline} |           |                                           |
|             |           |                                           |
| Middle      |           |                                           |
| Name:       |           |                                           |
| [     ]{    |           |                                           |
| .underline} |           |                                           |
|             |           |                                           |
| \*Last      |           |                                           |
| Name:       |           |                                           |
| [     ]{    |           |                                           |
| .underline} |           |                                           |
|             |           |                                           |
| Suffix:     |           |                                           |
| [     ]{    |           |                                           |
| .underline} |           |                                           |
+-------------+-----------+-------------------------------------------+

+--------------------------------------+---------+---------------------+
| \*Title:                             |         |                     |
+--------------------------------------+---------+---------------------+
| \*Telephone Number:                  | Fax     |                     |
|                                      | Number: |                     |
|                                      |         |                     |
+--------------------------------------+---------+---------------------+
| \* Email:                            |         |                     |
+--------------------------------------+---------+---------------------+
| \*Signature of Authorized            |         | > \*Date Signed:    |
| Representative:                      |         | >                   |
+--------------------------------------+---------+---------------------+

![](media/image4.wmf){width="7.623611111111111in" height="9.75in"}

![](media/image5.wmf){width="7.75in" height="6.292361111111111in"}

**INSTRUCTIONS FOR**

**DEPARTMENT OF EDUCATION SUPPLEMENTAL INFORMATION FOR SF 424**

1.  **Project Director.** Name, address, telephone and fax numbers, and
    e-mail address of the person to be contacted on matters involving
    this application.

**2. Novice Applicant.** Check **"Yes"** or "**No**" only if assistance
is being requested under a program that gives special consideration to
novice applicants. Otherwise, **leave blank.**

Check "**Yes"** if you meet the requirements for novice applicants
specified in the regulations in 34 CFR 75.225 and included on the
attached page entitled "Definitions for Department of Education
Supplemental Information for SF 424." By checking "Yes" the applicant
certifies that it meets these novice applicant requirements. Check
"**No**" if you do not meet the requirements for novice applicants**.**

**3. Human Subjects Research.** (See I. A. "Definitions" in attached
page entitled "Definitions for Department of Education Supplemental
Information For SF 424.")

**If Not Human Subjects Research.** Check "**No**" if research
activities involving human subjects are not planned at any time during
the proposed project period. The remaining parts of Item 3 are then not
applicable.

**If Human Subjects Research.** Check "**Yes**" if research activities
involving human subjects are planned at any time during the proposed
project period, either at the applicant organization or at any other
performance site or collaborating institution. Check "**Yes**" even if
the research is exempt from the regulations for the protection of human
subjects. (See I. B. "Exemptions" in attached page entitled "Definitions
for Department of Education Supplemental Information For SF 424.")

**3a. If Human Subjects Research is Exempt from the Human Subjects
Regulations.** Check "**Yes**" if all the research activities proposed
are designated to be exempt from the regulations. Insert the exemption
number(s) corresponding to one or more of the six exemption categories
listed in I. B. "Exemptions." In addition, follow the instructions in
II. A. "Exempt Research Narrative" in the attached page entitled
"Definitions for Department of Education Supplemental Information For SF
424."

**3a. If Human Subjects Research is Not Exempt from Human Subjects
Regulations.** Check "**No**" if some or all of the planned research
activities are covered (not exempt). In addition, follow the
instructions in II. B. "Nonexempt Research Narrative" in the page
entitled "Definitions for Department of Education Supplemental
Information For SF 424

**3a. Human Subjects Assurance Number.** If the applicant has an
approved Federal Wide (FWA) on file with the Office for Human Research
Protections (OHRP), U.S. Department of Health and Human Services, that
covers the specific activity, insert the number in the space provided.
If the applicant does not have an approved assurance on file with OHRP,
enter "None." In this case, the applicant, by signature on the SF-424,
is declaring that it will comply with 34 CFR 97 and proceed to obtain
the human subjects assurance upon request by the designated ED official.
If the application is recommended/selected for funding, the designated
ED official will request that the applicant obtain the assurance within
30 days after the specific formal request.

**Note about Institutional Review Board Approval.** ED does not require
certification of Institutional Review Board approval with the
application. However, if an application that involves non-exempt human
subjects research is recommended/selected for funding, the designated ED
official will request that the applicant obtain and send the
certification to ED within 30 days after the formal request.

***Paperwork Burden Statement*.** *According to the Paperwork Reduction
Act of 1995, no persons are required to respond to a collection of
information unless such collection displays a valid OMB control number.
The valid OMB control number for this information collection is
1890-0017. The time required to complete this information collection is
estimated to average between 15 and 45 minutes per response, including
the time to review instructions, search existing data resources, gather
the data needed, and complete and review the information collection. If
you have any comments concerning the accuracy of the estimate(s) or
suggestions for improving this form, please write to: U.S. Department of
Education, Washington, D.C. 20202-4700. If you have comments or concerns
regarding the status of your individual submission of this form write
directly to: Joyce I. Mays, Application Control Center, U.S. Department
of Education, Potomac Center Plaza, 550 12^th^ Street, S.W. Room 7076,
Washington, D.C. 20202-4260*.

**SUPPLEMENTAL INFORMATION**

**REQUIRED FOR**

**DEPARTMENT OF EDUCATION**

**1. [Project Director:]{.underline}**

Prefix: \*First Name: Middle Name: \*Last Name: Suffix:

Address:

\* Street1:

Street2:

\* City:

County:

\* State \* Zip Code: \* Country:

\* Phone Number (give area code) Fax Number (give area code)

Email Address:

**2. [Applicant Experience:]{.underline}**

Novice Applicant Yes No Not applicable to this program

**3. [Human Subjects Research:]{.underline}**

Are any research activities involving human subjects planned at any time
during the

proposed project Period?

Yes No

Are ALL the research activities proposed designated to be exempt from
the regulations?

Yes Provide Exemption(s) #:
![](media/image6.wmf){width="0.12013888888888889in"
height="0.12013888888888889in"}

No Provide Assurance #, if available:
![](media/image6.wmf){width="0.12013888888888889in"
height="0.12013888888888889in"}

**[Please attach an explanation Narrative:]{.underline}**

**DEFINITIONS FOR**

**DEPARTMENT OF EDUCATION SUPPLEMENTAL INFORMATION FOR SF 424**

**(Attachment to Instructions for Supplemental Information for SF 424)**

**Definitions:**

**Novice Applicant (See 34 CFR 75.225**). For discretionary grant
programs under which the Secretary gives special consideration to novice
applications, a novice applicant means any applicant for a grant from ED
that---

-   Has never received a grant or subgrant under the program from which
    it seeks funding;

-   Has never been a member of a group application, submitted in
    accordance with 34 CFR 75.127-75.129, that received a grant under
    the program from which it seeks funding; and

-   Has not had an active discretionary grant from the Federal
    government in the five years before the deadline date for
    applications under the program. For the purposes of this
    requirement, a grant is active until the end of the grant's project
    or funding period, including any extensions of those periods that
    extend the grantee's authority to obligate funds.

In the case of a group application submitted in accordance with 34 CFR
75.127-75.129, a group includes only parties that meet the requirements
listed above.

#### PROTECTION OF HUMAN SUBJECTS IN RESEARCH

**I. Definitions and Exemptions**

**A. Definitions.**

A research activity involves human subjects if the activity is research,
as defined in the Department's regulations, and the research activity
will involve use of human subjects, as defined in the regulations.

---**Research**

The ED Regulations for the Protection of Human Subjects, Title 34, Code
of Federal Regulations, Part 97, define research as "a systematic
investigation, including research development, testing and evaluation,
designed to develop or contribute to generalizable knowledge." *If an
activity follows a deliberate plan whose purpose is to develop or
contribute to generalizable knowledge it is research.* Activities which
meet this definition constitute research whether or not they are
conducted or supported under a program that is considered research for
other purposes. For example, some demonstration and service programs may
include research activities.

**---Human Subject**

The regulations define human subject as "a living individual about whom
an investigator (whether professional or student) conducting research
obtains (1) data through intervention or interaction with the
individual, or (2) identifiable private information." *(1) If an
activity involves obtaining information about a living person by
manipulating that person or that person's environment, as might occur
when a new instructional technique is tested, or by communicating or
interacting with the individual, as occurs with surveys and interviews,
the definition of human subject is met. (2) If an activity involves
obtaining private information about a living person in such a way that
the information can be linked to that individual (the identity of the
subject is or may be readily determined by the investigator or
associated with the information), the definition of human subject is
met.* \[Private information includes information about behavior that
occurs in a context in which an individual can reasonably expect that no
observation or recording is taking place, and information which has been
provided for specific purposes by an individual and which the individual
can reasonably expect will not be made public (for example, a school
health record).\]

**B. Exemptions.**

Research activities in which the **[only]{.underline}** involvement of
human subjects will be in one or more of the following six categories of
***exemptions*** are not covered by the regulations:

\(1\) Research conducted in established or commonly accepted educational
settings, involving normal educational practices, such as (a) research
on regular and special education instructional strategies, or (b)
research on the effectiveness of or the comparison among instructional
techniques, curricula, or classroom management methods.

\(2\) Research involving the use of educational tests (cognitive,
diagnostic, aptitude, achievement), survey procedures, interview
procedures or observation of public behavior, unless: (a) information
obtained is recorded in such a manner that human subjects can be
identified, directly or through identifiers linked to the subjects; and
(b) any disclosure of the human subjects' responses outside the research
could reasonably place the subjects at risk of criminal or civil
liability or be damaging to the subjects' financial standing,
employability, or reputation. ***If the subjects are children, exemption
2 applies only to research involving educational tests and observations
of public behavior when the investigator(s) do not participate in the
activities being observed.***

***Exemption 2 does not apply if children are surveyed or interviewed or
if the research involves observation of public behavior and the
investigator(s) participate in the activities being observed.***
\[Children are defined as persons who have not attained the legal age
for consent to treatments or procedures involved in the research, under
the applicable law or jurisdiction in which the research will be
conducted.\]

\(3\) Research involving the use of educational tests (cognitive,
diagnostic, aptitude, achievement), survey procedures, interview
procedures or observation of public behavior that is not exempt under
section (2) above, if the human subjects are elected or appointed public
officials or candidates for public office; or federal statute(s)
require(s) without exception that the confidentiality of the personally
identifiable information will be maintained throughout the research and
thereafter.

\(4\) Research involving the collection or study of existing data,
documents, records, pathological specimens, or diagnostic specimens, if
these sources are publicly available or if the information is recorded
by the investigator in a manner that subjects cannot be identified,
directly or through identifiers linked to the subjects.

\(5\) Research and demonstration projects which are conducted by or
subject to the approval of department or agency heads, and which are
designed to study, evaluate, or otherwise examine: (a) public benefit or
service programs; (b) procedures for obtaining benefits or services
under those programs; (c) possible changes in or alternatives to those
programs or procedures; or (d) possible changes in methods or levels of
payment for benefits or services under those programs.

\(6\) Taste and food quality evaluation and consumer acceptance studies,
(a) if wholesome foods without additives are consumed or (b) if a food
is consumed that contains a food ingredient at or below the level and
for a use found to be safe, or agricultural chemical or environmental
contaminant at or below the level found to be safe, by the Food and Drug
Administration or approved by the Environmental Protection Agency or the
Food Safety and Inspection Service of the U.S. Department of
Agriculture.

**II. Instructions for Exempt and Nonexempt Human Subjects Research
Narratives**

If the applicant marked "Yes" for Item 3 of Department of Education
Supplemental Information for SF 424, the applicant must provide a human
subjects "exempt research" or "nonexempt research" narrative. Insert the
narrative(s) in the space provided. If you have multiple projects and
need to provide more than one narrative, be sure to label each set of
responses as to the project they address.

**A. Exempt Research Narrative.**

If you marked "Yes" for item 3 a. and designated exemption numbers(s),
provide the "exempt research" narrative. The narrative must contain
sufficient information about the involvement of human subjects in the
proposed research to allow a determination by ED that the designated
exemption(s) are appropriate. The narrative must be succinct.

**B. Nonexempt Research Narrative.**

If you marked "No" for item 3 a. you must provide the "nonexempt
research" narrative. The narrative must address the following seven
points. Although no specific page limitation applies to this section of
the application, be succinct.

\(1\) **Human Subjects Involvement and Characteristics**: Provide a
detailed description of the proposed involvement of human subjects.
Describe the characteristics of the subject population, including their
anticipated number, age range, and health status. Identify the criteria
for inclusion or exclusion of any subpopulation. Explain the rationale
for the involvement of special classes of subjects, such as children,
children with disabilities, adults with disabilities, persons with
mental disabilities, pregnant women, prisoners, institutionalized
individuals, or others who are likely to be vulnerable

\(2\) **Sources of Materials**: Identify the sources of research
material obtained from individually identifiable living human subjects
in the form of specimens, records, or data. Indicate whether the
material or data will be obtained specifically for research purposes or
whether use will be made of existing specimens, records, or data.

\(3\) **Recruitment and Informed Consent**: Describe plans for the
recruitment of subjects and the consent procedures to be followed.
Include the circumstances under which consent will be sought and
obtained, who will seek it, the nature of the information to be provided
to prospective subjects, and the method of documenting consent. State if
the Institutional Review Board (IRB) has authorized a modification or
waiver of the elements of consent or the requirement for documentation
of consent.

\(4\) **Potential Risks**: Describe potential risks (physical,
psychological, social, legal, or other) and assess their likelihood and
seriousness. Where appropriate, describe alternative treatments and
procedures that might be advantageous to the subjects.

\(5\) **Protection Against Risk**: Describe the procedures for
protecting against or minimizing potential risks, including risks to
confidentiality, and assess their likely effectiveness. Where
appropriate, discuss provisions for ensuring necessary medical or
professional intervention in the event of adverse effects to the
subjects. Also, where appropriate, describe the provisions for
monitoring the data collected to ensure the safety of the subjects.

\(6\) **Importance of the Knowledge to be Gained**: Discuss the
importance of the knowledge gained or to be gained as a result of the
proposed research. Discuss why the risks to subjects are reasonable in
relation to the anticipated benefits to subjects and in relation to the
importance of the knowledge that may reasonably be expected to result.

\(7\) **Collaborating Site(s)**: If research involving human subjects
will take place at collaborating site(s) or other performance site(s),
name the sites and briefly describe their involvement or role in the
research.

***Copies of the Department of Education's Regulations for the
Protection of Human Subjects, 34 CFR Part 97 and other pertinent
materials on the protection of human subjects in research are available
from the Grants Policy and Oversight Staff, Office of the Chief
Financial Officer, U.S. Department of Education, Washington, D.C.
20202-4250, telephone: (202) 245-6120, and on the U.S. Department of
Education's Protection of Human Subjects in Research Web Site:
http://www.ed.gov/about/offices/list/OCFO/humansub.html***

NOTE: The **State Applicant Identifier** on the SF 424 is for State Use
only. Please complete it on the OMB Standard 424 in the upper right
corner of the form (if applicable).

**OMB Approval No. 0348-0040**

**ASSURANCES - NON-CONSTRUCTION PROGRAMS**

Public reporting burden for this collection of information is estimated
to average 15 minutes per response, including time for reviewing
instructions, searching existing data sources, gathering and maintaining
the data needed, and completing and reviewing the collection of
information. Send comments regarding the burden estimate or any other
aspect of this collection of information, including suggestions for
reducing this burden, to the Office of Management and Budget, Paperwork
Reduction Project (0348-0040), Washington, DC 20503

**PLEASE DO NOT RETURN YOUR COMPLETED FORM TO THE OFFICE OF MANAGEMENT
AND BUDGET. SEND IT TO THE ADDRESS PROVIDED BY THE SPONSORING AGENCY.**

**Note:** Certain of these assurances may not be applicable to your
project or program. If you have questions, please contact the awarding
agency. Further, certain Federal awarding agencies may require
applicants to certify to additional assurances. If such is the case, you
will be notified.

As the duly authorized representative of the applicant I certify that
the applicant:

1\. Has the legal authority to apply for Federal assistance, and the
institutional, managerial and financial capability (including funds
sufficient to pay the non-Federal share of project cost) to ensure
proper planning, management, and completion of the project described in
this application.

2\. Will give the awarding agency, the Comptroller General of the United
States, and if appropriate, the State, through any authorized
representative, access to and the right to examine all records, books,
papers, or documents related to the award; and will establish a proper
accounting system in accordance with generally accepted accounting
standards or agency directives.

3\. Will establish safeguards to prohibit employees from using their
positions for a purpose that constitutes or presents the appearance of
personal or organizational conflict of interest, or personal gain.

4\. Will initiate and complete the work within the applicable time frame
after receipt of approval of the awarding agency.

5\. Will comply with the Intergovernmental Personnel Act of 1970 (42
U.S.C. 4728-4763) relating to prescribed standards for merit systems
for programs funded under one of the 19 statutes or regulations
specified in Appendix A of OPM\'s Standards for a Merit System of
Personnel Administration (5 C.F.R. 900, Subpart F).

6\. Will comply with all Federal statutes relating to nondiscrimination.
These include but are not limited to: (a) Title VI of the Civil Rights
Act of 1964 (P.L. 88-352) which prohibits discrimination on the basis of
race, color or national origin; (b) Title IX of the Education Amendments
of 1972, as amended (20 U.S.C. 1681-1683, and 1685-1686), which
prohibits discrimination on the basis of sex; (c) Section 504 of the
Rehabilitation Act of 1973, as amended (29 U.S.C. 794), which prohibits
discrimination on the basis of handicaps; (d) the Age Discrimination Act
of 1975, as amended (42 U.S.C.  6101-6107), which prohibits
discrimination on the basis of age; (e) the Drug Abuse Office and
Treatment Act of 1972 (P.L. 92-255), as amended, relating to
nondiscrimination on the basis of drug abuse; (f) the Comprehensive
Alcohol Abuse and Alcoholism Prevention, Treatment and Rehabilitation
Act of 1970 (P.L. 91-616), as amended, relating to nondiscrimination on
the basis of alcohol abuse or alcoholism; (g)  523 and 527 of the
Public Health Service Act of 1912 (42 U.S.C.  290 dd-3 and 290 ee 3),
as amended, relating to confidentiality of alcohol and drug abuse
patient records; (h) Title VIII of the Civil Rights Act of 1968 (42
U.S.C.  3601 et seq.), as amended, relating to nondiscrimination in the
sale, rental or financing of housing; (i) any other nondiscrimination
provisions in the specific statute(s) under which application for
Federal assistance is being made; and (j) the requirements of any other
nondiscrimination statute(s) which may apply to the application.

7\. Will comply, or has already complied, with the requirements of
Titles II and III of the uniform Relocation Assistance and Real Property
Acquisition Policies Act of 1970 (P.L. 91-646) which provide for fair
and equitable treatment of persons displaced or whose property is
acquired as a result of Federal or federally assisted programs. These
requirements apply to all interests in real property acquired for
project purposes regardless of Federal participation in purchases.

8\. Will comply, as applicable, with the provisions of the Hatch Act (5
U.S.C. 1501-1508 and 7324-7328) which limit the political activities
of employees whose principal employment activities are funded in whole
or in part with Federal funds.

9\. Will comply, as applicable, with the provisions of the Davis-Bacon
Act (40 U.S.C. 276a to 276a-7), the Copeland Act (40 U.S.C. 276c and
18 U.S.C. 874) and the Contract Work Hours and Safety Standards Act
(40 U.S.C.  327-333), regarding labor standards for federally assisted
construction subagreements.

10\. Will comply, if applicable, with flood insurance purchase
requirements of Section 102(a) of the Flood Disaster Protection Act of
1973 (P.L. 93-234) which requires recipients in a special flood hazard
area to participate in the program and to purchase flood insurance if
the total cost of insurable construction and acquisition is \$10,000 or
more.

11\. Will comply with environmental standards which may be prescribed
pursuant to the following: (a) institution of environmental quality
control measures under the National Environmental Policy Act of 1969
(P.L. 91-190) and Executive Order (EO) 11514; (b) notification of
violating facilities pursuant to EO 11738; (c) protection of wetlands
pursuant to EO 11990; (d) evaluation of flood hazards in floodplains in
accordance with EO 11988; (e) assurance of project consistency with the
approved State management program developed under the Coastal Zone
Management Act of 1972 (16 U.S.C. 1451 et seq.); (f) conformity of
Federal actions to State (Clear Air) Implementation Plans under Section
176(c) of the Clear Air Act of 1955, as amended (42 U.S.C. 7401 et
seq.); (g) protection of underground sources of drinking water under the
Safe Drinking Water Act of 1974, as amended, (P.L. 93-523); and (h)
protection of endangered species under the Endangered Species Act of
1973, as amended, (P.L. 93-205).

  ----------------------------------------- -------- ---------------------
  SIGNATURE OF AUTHORIZED CERTIFYING        TITLE    
  OFFICIAL                                           

  APPLICANT ORGANIZATION                             DATE SUBMITTED
  ----------------------------------------- -------- ---------------------

12 Will comply with the Wild and Scenic Rivers Act of 1968 (16 U.S.C.
1721 et seq.) related to protecting components or potential components
of the national wild and scenic rivers system.

13\. Will assist the awarding agency in assuring compliance with Section
106 of the National Historic Preservation Act of 1966, as amended (16
U.S.C. 470), EO 11593 (identification and protection of historic
properties), and the Archaeological and Historic Preservation Act of
1974 (16 U.S.C. 469a-1 et seq.).

14\. Will comply with P.L. 93-348 regarding the protection of human
subjects involved in research, development, and related activities
supported by this award of assistance.

15\. Will comply with the Laboratory Animal Welfare Act of 1966 (P.L.
89-544, as amended, 7 U.S.C. 2131 et seq.) pertaining to the care,
handling, and treatment of warm blooded animals held for research,
teaching, or other activities supported by this award of assistance.

16\. Will comply with the Lead-Based Paint Poisoning Prevention Act (42
U.S.C. 4801 et seq.) which prohibits the use of lead- based paint in
construction or rehabilitation of residence structures.

17\. Will cause to be performed the required financial and compliance
audits in accordance with the Single Audit Act Amendments of 1996 and
OMB Circular No. A-133, Audits of States, Local Governments, and
Non-Profit Organizations.

18\. Will comply with all applicable requirements of all other Federal
laws, executive orders, regulations and policies governing this program.

**Standard Form 424B (Rev. 7-97) Back**

**CERTIFICATION REGARDING LOBBYING**

Applicants must review the requirements for certification regarding
lobbying included in the regulations cited below before completing this
form. Applicants must sign this form to comply with the certification
requirements under 34 CFR Part 82, \"New Restrictions on Lobbying.\"
This certification is a material representation of fact upon which the
Department of Education relies when it makes a grant or enters into a
cooperative agreement.

As required by Section 1352, Title 31 of the U.S. Code, and implemented
at 34 CFR Part 82, for persons entering into a Federal contract, grant
or cooperative agreement over \$100,000, as defined at 34 CFR Part 82,
Sections 82.105 and 82.110, the applicant certifies that:

\(a\) No Federal appropriated funds have been paid or will be paid, by
or on behalf of the undersigned, to any person for influencing or
attempting to influence an officer or employee of any agency, a Member
of Congress, an officer or employee of Congress, or an employee of a
Member of Congress in connection with the making of any Federal grant,
the entering into of any cooperative agreement, and the extension,
continuation, renewal, amendment, or modification of any Federal grant
or cooperative agreement;

\(b\) If any funds other than Federal appropriated funds have been paid
or will be paid to any person for influencing or attempting to influence
an officer or employee of any agency, a Member of Congress, an officer
or employee of Congress, or an employee of a Member of Congress in
connection with this Federal grant or cooperative agreement, the
undersigned shall complete and submit Standard Form - LLL, \"Disclosure
Form to Report Lobbying,\" in accordance with its instructions;

\(c\) The undersigned shall require that the language of this
certification be included in the award documents for all subawards at
all tiers (including subgrants and contracts under grants and
cooperative agreements) and that all subrecipients shall certify and
disclose accordingly.

As the duly authorized representative of the applicant, I hereby certify
that the applicant will comply with the above certification.

  -----------------------------------------------------------------------
  NAME OF APPLICANT PR/AWARD NUMBER AND / OR PROJECT NAME

  PRINTED NAME AND TITLE OF AUTHORIZED REPRESENTATIVE

  SIGNATURE DATE
  -----------------------------------------------------------------------

06/04

Approved by OMB

0348-0046

**Disclosure of Lobbying Activities**

Complete this form to disclose lobbying activities pursuant to 31 U.S.C.
1352

(See reverse for public burden disclosure)

+----------------------+----------+---------+-------------------------+
| 1.  **Type of        | 2.       |         | 3.  **Report Type:**    |
|     Federal          | **Status |         |                         |
|     Action:**        |     of   |         | a\. initial filing      |
|                      |          |         |                         |
| a\. contract         |  Federal |         | \_\_\_\_\_ b. material  |
|                      |     A    |         | change                  |
| \_\_\_\_ b. grant    | ction:** |         |                         |
|                      |          |         | **For material change   |
| c\. cooperative      | a\.      |         | only:**                 |
| agreement            | bid/o    |         |                         |
|                      | ffer/app |         | Year \_\_\_\_\_\_\_     |
| d\. loan             | lication |         | quarter \_\_\_\_\_\_\_  |
|                      |          |         |                         |
| e\. loan guarantee   | \_       |         | Date of last            |
|                      | \_\_\_\_ |         | repor                   |
| f\. loan insurance   | b.       |         | t\_\_\_\_\_\_\_\_\_\_\_ |
|                      | initial  |         |                         |
|                      | award    |         |                         |
|                      |          |         |                         |
|                      | c\.      |         |                         |
|                      | po       |         |                         |
|                      | st-award |         |                         |
+----------------------+----------+---------+-------------------------+
| 4.  **Name and       |          | 5       |                         |
|     Address of       |          | .  **If |                         |
|     Reporting        |          |     Re  |                         |
|     Entity:**        |          | porting |                         |
|                      |          |         |                         |
| \_\_\_\_ Prime       |          |  Entity |                         |
| \_\_\_\_\_           |          |     in  |                         |
| Subawardee           |          |     No. |                         |
|                      |          |     4   |                         |
| > Tier\_\_\_\_\_\_,  |          |     is  |                         |
| > if Known:          |          |         |                         |
|                      |          |  Subawa |                         |
| **Congressional      |          | rdee,** |                         |
| District, if         |          |         |                         |
| known:**             |          |   Enter |                         |
|                      |          |         |                         |
|                      |          |    Name |                         |
|                      |          |     and |                         |
|                      |          |         |                         |
|                      |          | Address |                         |
|                      |          |     of  |                         |
|                      |          |         |                         |
|                      |          |  Prime: |                         |
|                      |          |         |                         |
|                      |          | *       |                         |
|                      |          | *Congre |                         |
|                      |          | ssional |                         |
|                      |          | Di      |                         |
|                      |          | strict, |                         |
|                      |          | if      |                         |
|                      |          | k       |                         |
|                      |          | nown:** |                         |
+----------------------+----------+---------+-------------------------+
| 6.  **Federal        |          | **7.    |                         |
|                      |          | Federal |                         |
| Department/Agency:** |          | Program |                         |
|                      |          | Name/   |                         |
|                      |          | Descrip |                         |
|                      |          | tion:** |                         |
|                      |          |         |                         |
|                      |          | CFDA    |                         |
|                      |          | Number, |                         |
|                      |          | *if     |                         |
|                      |          | appli   |                         |
|                      |          | cable*: |                         |
|                      |          | \       |                         |
|                      |          | _\_\_\_ |                         |
|                      |          | \_\_\_\ |                         |
|                      |          | _\_\_\_ |                         |
|                      |          | \_\_\_\ |                         |
|                      |          | _\_\_\_ |                         |
+----------------------+----------+---------+-------------------------+
| 7.  **Federal Action |          | **9.    |                         |
|     Number,** *if    |          | Award   |                         |
|     known:*          |          | Am      |                         |
|                      |          | ount**, |                         |
|                      |          | *if     |                         |
|                      |          | known:* |                         |
|                      |          |         |                         |
|                      |          | **\$**  |                         |
+----------------------+----------+---------+-------------------------+
| **10. a. Name and    |          | **b.    |                         |
| Address of Lobbying  |          | Indi    |                         |
| Registrant**         |          | viduals |                         |
|                      |          | Per     |                         |
| *(if individual,     |          | forming |                         |
| last name, first     |          | Ser     |                         |
| name, MI):*          |          | vices** |                         |
|                      |          | *(in    |                         |
|                      |          | cluding |                         |
|                      |          | address |                         |
|                      |          | if      |                         |
|                      |          | di      |                         |
|                      |          | fferent |                         |
|                      |          | from    |                         |
|                      |          | No.     |                         |
|                      |          | 10a)*   |                         |
|                      |          |         |                         |
|                      |          | *(last  |                         |
|                      |          | name,   |                         |
|                      |          | first   |                         |
|                      |          | name,   |                         |
|                      |          | MI):*   |                         |
+----------------------+----------+---------+-------------------------+
| **11. Information    |          | **Sig   |                         |
| requested through    |          | nature: |                         |
| this form is         |          | \_\_\_\ |                         |
| authorized by title  |          | _\_\_\_ |                         |
| 31 U.S.C. section    |          | \_\_\_\ |                         |
| 1352. This           |          | _\_\_\_ |                         |
| disclosure of        |          | \_\_\_\ |                         |
| lobbying activities  |          | _\_\_\_ |                         |
| is a material        |          | \_\_\_\ |                         |
| representation of    |          | _\_\_\_ |                         |
| fact upon which      |          | \_\_\_\ |                         |
| reliance was placed  |          | _\_\_** |                         |
| by the tier above    |          |         |                         |
| when this            |          | **Print |                         |
| transaction was made |          | Name:   |                         |
| or entered into.     |          | \_\_\   |                         |
| This disclosure is   |          | _\_\_** |                         |
| required pursuant to |          |         |                         |
| 31 U.S.C. 1352. This |          | *       |                         |
| information will be  |          | *Title: |                         |
| reported to the      |          | \_\_\   |                         |
| Congress             |          | _\_\_** |                         |
| semi-annually and    |          |         |                         |
| will be available    |          | **Te    |                         |
| for public           |          | lephone |                         |
| inspection. Any      |          | No.:    |                         |
| person who fails to  |          | \_\     |                         |
| file the required    |          | _\_\_\_ |                         |
| disclosure shall be  |          | \_\_\_\ |                         |
| subject to a civil   |          | _\_\_\_ |                         |
| penalty of not less  |          | Date:   |                         |
| than \$10,000 and    |          | \_      |                         |
| not more than        |          | \_\_\_\ |                         |
| \$100,000 for each   |          | _\_\_** |                         |
| such failure.**      |          |         |                         |
+----------------------+----------+---------+-------------------------+
| **Federal Use Only** |          | **Aut   |                         |
|                      |          | horized |                         |
|                      |          | for     |                         |
|                      |          | Local   |                         |
|                      |          | Reprodu |                         |
|                      |          | ction** |                         |
|                      |          |         |                         |
|                      |          | **S     |                         |
|                      |          | tandard |                         |
|                      |          | Form -  |                         |
|                      |          | LLL     |                         |
|                      |          | (Rev.   |                         |
|                      |          | 7-97)** |                         |
+----------------------+----------+---------+-------------------------+

**INSTRUCTIONS FOR COMPLETION OF SF-LLL, DISCLOSURE OF LOBBYING
ACTIVITIES**

This disclosure form shall be completed by the reporting entity, whether
subawardee or prime Federal recipient, at the initiation or receipt of a
covered Federal action, or a material change to a previous filing,
pursuant to title 31 U.S.C. section 1352. The filing of a form is
required for each payment or agreement to make payment to any lobbying
entity for influencing or attempting to influence an officer or employee
of any agency, a Member of Congress, an officer or employee of Congress,
or an employee of a Member of Congress in connection with a covered
Federal action. Complete all items that apply for both the initial
filing and material change report. Refer to the implementing guidance
published by the Office of Management and Budget for additional
information.

1\. Identify the type of covered Federal action for which lobbying
activity is and/or has been secured to influence the outcome of a
covered Federal action.

2\. Identify the status of the covered Federal action.

3\. Identify the appropriate classification of this report. If this is a
followup report caused by a material change to the information
previously reported, enter the year and quarter in which the change
occurred. Enter the date of the last previously submitted report by this
reporting entity for this covered Federal action.

4\. Enter the full name, address, city, State and zip code of the
reporting entity. Include Congressional District, if known. Check the
appropriate classification of the reporting entity that designates if it
is, or expects to be, a prime or subaward recipient. Identify the tier
of the subawardee, e.g., the first subawardee of the prime is the 1st
tier. Subawards include but are not limited to subcontracts, subgrants
and contract awards under grants.

5\. If the organization filing the report in item 4 checks "Subawardee,"
then enter the full name, address, city, State and zip code of the prime
Federal recipient. Include Congressional District, if known.

6\. Enter the name of the federal agency making the award or loan
commitment. Include at least one organizational level below agency name,
if known. For example, Department of Transportation, United States Coast
Guard.

7\. Enter the Federal program name or description for the covered
Federal action (item 1). If known, enter the full Catalog of Federal
Domestic Assistance (CFDA) number for grants, cooperative agreements,
loans, and loan commitments.

8\. Enter the most appropriate Federal identifying number available for
the Federal action identified in item 1 (e.g., Request for Proposal
(RFP) number; Invitations for Bid (IFB) number; grant announcement
number; the contract, grant, or loan award number; the
application/proposal control number assigned by the Federal agency).
Included prefixes, e.g., "RFP-DE-90-001."

9\. For a covered Federal action where there has been an award or loan
commitment by the Federal agency, enter the Federal amount of the
award/loan commitment for the prime entity identified in item 4 or 5.

10\. (a) Enter the full name, address, city, State and zip code of the
lobbying registrant under the Lobbying Disclosure Act of 1995 engaged by
the reporting entity identified in item 4 to influence the covered
Federal action.

> \(b\) Enter the full names of the individual(s) performing services,
> and include full address if different from 10(a). Enter Last Name,
> First Name, and Middle Initial (MI).

11\. The certifying official shall sign and date the form, print his/her
name, title, and telephone number.

According to the Paperwork Reduction Act, as amended, no persons are
required to respond to a collection of information unless it displays a
valid OMB control Number. The valid OMB control number for this
information collection is OMB No. 0348-0046. Public reporting burden for
this collection of information is estimated to average 10 minutes per
response, including time for reviewing instructions, searching existing
data sources, gathering and maintaining the data needed, and completing
and reviewing the collection of information. Send comments regarding the
burden estimate or any other aspect of this collection of information,
including suggestions for reducing this burden, to the Office of
Management and Budget, Paperwork Reduction Project (0348-0046),
Washington, DC 20503

<table>
<colgroup>
<col style="width: 14%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 8%" />
<col style="width: 5%" />
<col style="width: 8%" />
<col style="width: 5%" />
<col style="width: 9%" />
<col style="width: 4%" />
<col style="width: 9%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 7%" />
<col style="width: 1%" />
<col style="width: 11%" />
</colgroup>
<tbody>
<tr class="odd">
<td><img src="media/image7.wmf" /></td>
<td colspan="11"><p><strong>U.S. DEPARTMENT OF EDUCATION</strong></p>
<p><strong>BUDGET INFORMATION</strong></p>
<p><strong>NON-CONSTRUCTION PROGRAMS</strong></p></td>
<td colspan="3"><p>OMB Control Number: 1890-0004</p>
<p>Expiration Date: 10-31-2007</p></td>
</tr>
<tr class="even">
<td colspan="7"><blockquote>
<p>Name of Institution/Organization</p>
</blockquote></td>
<td colspan="8">Applicants requesting funding for only one year should
complete the column under "Project Year 1." Applicants requesting
funding for multi-year grants should complete all applicable columns.
Please read all instructions before completing form.</td>
</tr>
<tr class="odd">
<td colspan="15"><p><strong>SECTION A - BUDGET SUMMARY</strong></p>
<p><strong>U.S. DEPARTMENT OF EDUCATION FUNDS</strong></p></td>
</tr>
<tr class="even">
<td colspan="3">Budget Categories</td>
<td colspan="2"><p>Project Year 1</p>
<p>(a)</p></td>
<td colspan="2"><p>Project Year 2</p>
<p>(b)</p></td>
<td colspan="2"><p>Project Year 3</p>
<p>(c)</p></td>
<td colspan="2"><p>Project Year 4</p>
<p>(d)</p></td>
<td colspan="3"><p>Project Year 5</p>
<p>(e)</p></td>
<td><p>Total</p>
<p>(f)</p></td>
</tr>
<tr class="odd">
<td colspan="3">1. Personnel</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3">2. Fringe Benefits</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3">3. Travel</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3">4. Equipment</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3">5. Supplies</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3">6. Contractual</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3">7. Construction</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3">8. Other</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3">9. Total Direct Costs (lines 1-8)</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3">10. Indirect Costs*</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3">11. Training Stipends</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3">12. Total Costs (lines 9-11)</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="15"><blockquote>
<p><strong>*Indirect Cost Information <em>(To Be Completed by Your
Business Office</em>):</strong></p>
</blockquote>
<p>If you are requesting reimbursement for indirect costs on line 10,
please answer the following questions:</p>
<ol type="1">
<li><p>Do you have an Indirect Cost Rate Agreement approved by the
Federal government? ____Yes ____ No</p></li>
<li><p>If yes, please provide the following information:</p></li>
</ol>
<blockquote>
<p>Period Covered by the Indirect Cost Rate Agreement: From:
___/___/______ To: ___/___/______ (mm/dd/yyyy)</p>
</blockquote>
<ol start="3" type="1">
<li><p>Approving Federal agency: ____ ED ____ Other (please specify):
__________________________</p></li>
<li><p>For Restricted Rate Programs (check one) -- Are you using a
restricted indirect cost rate that:</p></li>
</ol>
<p>___ Is included in your approved Indirect Cost Rate Agreement? or ___
Complies with 34 CFR 76.564(c)(2)?</p></td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>Name of Institution/Organization</p>
</blockquote></td>
<td colspan="9">Applicants requesting funding for only one year should
complete the column under<br />
"Project Year 1." Applicants requesting funding for multi-year grants
should complete all applicable columns. Please read all instructions
before completing form.</td>
</tr>
<tr class="odd">
<td colspan="15"><p><strong>SECTION B - BUDGET SUMMARY</strong></p>
<p><strong>NON-FEDERAL FUNDS</strong></p></td>
</tr>
<tr class="even">
<td colspan="2">Budget Categories</td>
<td colspan="2"><p>Project Year 1</p>
<p>(a)</p></td>
<td colspan="2"><p>Project Year 2</p>
<p>(b)</p></td>
<td colspan="2"><p>Project Year 3</p>
<p>(c)</p></td>
<td colspan="2"><p>Project Year 4</p>
<p>(d)</p></td>
<td colspan="3"><p>Project Year 5</p>
<p>(e)</p></td>
<td colspan="2"><p>Total</p>
<p>(f)</p></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="2">1. Personnel</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="2">2. Fringe Benefits</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="2">3. Travel</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="2">4. Equipment</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="2">5. Supplies</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="2">6. Contractual</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="2">7. Construction</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="2">8. Other</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="2"><p>9. Total Direct Costs</p>
<p>(Lines 1-8)</p></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="2">10. Indirect Costs</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="2">11. Training Stipends</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="2"><p>12. Total Costs</p>
<p>(Lines 9-11)</p></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="15"><strong>SECTION C – BUDGET NARRATIVE</strong> (see
instructions)</td>
</tr>
</tbody>
</table>

**Instructions for ED 524**

[General Instructions]{.underline}

This form is used to apply to individual U.S. Department of Education
(ED) discretionary grant programs. Unless directed otherwise, provide
the same budget information for each year of the multi-year funding
request. Pay attention to applicable program specific instructions, if
attached. Please consult with your Business Office prior to submitting
this form.

[Section A - Budget Summary]{.underline}

[U.S. Department of Education Funds]{.underline}

All applicants must complete Section A and provide a breakdown by the
applicable budget categories shown in lines 1-11.

Lines 1-11, columns (a)-(e): For each project year for which funding is
requested, show the total amount requested for each applicable budget
category.

Lines 1-11, column (f): Show the multi-year total for each budget
category. If funding is requested for only one project year, leave this
column blank.

Line 12, columns (a)-(e): Show the total budget request for each project
year for which funding is requested.

Line 12, column (f): Show the total amount requested for all project
years. If funding is requested for only one year, leave this space
blank.

Indirect Cost Information:\
If you are requesting reimbursement for indirect costs on line 10, this
information is to be completed by your Business Office. (1): Indicate
whether or not your organization has an Indirect Cost Rate Agreement
that was approved by the Federal government. (2): If you checked "yes"
in (1), indicate in (2) the beginning and ending dates covered by the
Indirect Cost Rate Agreement. In addition, indicate whether ED or
another Federal agency (Other) issued the approved agreement. If you
check "Other," specify the name of the Federal agency that issued the
approved agreement. (3): If you are applying for a grant under a
Restricted Rate Program (34 CFR 75.563 or 76.563), indicate whether you
are using a restricted indirect cost rate that is included on your
approved Indirect Cost Rate Agreement or whether you are using a
restricted indirect cost rate that complies with 34 CFR 76.564(c)(2).
Note: State or Local government agencies may not use the provision for a
restricted indirect cost rate specified in 34 CFR 76.564(c)(2). Check
only one response. Leave blank, if this item is not applicable.

[Section B - Budget Summary]{.underline}

[Non-Federal Funds]{.underline}

If you are required to provide or volunteer to provide matching funds or
other non-Federal resources to the project, these should be shown for
each applicable budget category on lines 1‑11 of Section B.

Lines 1-11, columns (a)-(e): For each project year, for which matching
funds or other contributions are provided, show the total contribution
for each applicable budget category.

Lines 1-11, column (f): Show the multi-year total for each budget
category. If non-Federal contributions are provided for only one year,
leave this column blank.

Line 12, columns (a)-(e): Show the total matching or other contribution
for each project year.

Line 12, column (f): Show the total amount to be contributed for all
years of the multi-year project. If non-Federal contributions are
provided for only one year, leave this space blank.

[Section C - Budget Narrative \[Attach separate sheet(s)\]]{.underline}

[Pay attention to applicable program specific instructions,\
if attached.]{.underline}

1.  Provide an itemized budget breakdown, and justification by project
    year, for each budget category listed in Sections A and B. For grant
    projects that will be divided into two or more separately budgeted
    major activities or sub-projects, show for each budget category of a
    project year the breakdown of the specific expenses attributable to
    each sub-project or activity.

2.  If applicable to this program, provide the rate and base on which
    fringe benefits are calculated.

3.  If you are requesting reimbursement for indirect costs on line 10,
    this information is to be completed by your Business Office. Specify
    the estimated amount of the base to which the indirect cost rate is
    applied and the total indirect expense. Depending on the grant
    program to which you are applying and/or your approved Indirect Cost
    Rate Agreement, some direct cost budget categories in your grant
    application budget may not be included in the base and multiplied by
    your indirect cost rate. For example, you must multiply the indirect
    cost rates of "Training grants\" (34 CFR 75.562) and grants under
    programs with "Supplement not Supplant" requirements (\"Restricted
    Rate\" programs) by a "modified total direct cost" (MTDC) base (34
    CFR 75.563 or 76.563). Please indicate which costs are included and
    which costs are excluded from the base to which the indirect cost
    rate is applied.

> When calculating indirect costs (line 10) for \"Training grants\" or
> grants under \"Restricted Rate\" programs, you must refer to the
> information and examples on ED's website at:
> [http://www.ed.gov/fund/grant/apply/appforms/appforms.html]{.underline}.
>
> You may also contact (202) 377-3838 for additional information
> regarding calculating indirect cost rates or general indirect cost
> rate information.

4.  Provide other explanations or comments you deem necessary.

Paperwork Burden Statement

According to the Paperwork Reduction Act of 1995, no persons are
required to respond to a collection of information unless such
collection displays a valid OMB control number. The valid OMB control
number for this information collection is **1890-0004**. The time
required to complete this information collection is estimated to vary
from 13 to 22 hours per response, with an average of 17.5 hours per
response, including the time to review instructions, search existing
data sources, gather the data needed, and complete and review the
information collection. If you have any comments concerning the accuracy
of the time estimate(s) or suggestions for improving this form, please
write to: U.S. Department of Education, Washington, D.C. 20202-4651. If
you have comments or concerns regarding the status of your individual
submission of this form, write directly to (insert program office), U.S.
Department of Education, 400 Maryland Avenue, S.W., Washington, D.C.
20202.

**Intergovernmental Review of Federal Programs**

This grant competition is subject to the requirements of Executive Order
12372 and the regulations in 34 CFR Part 79. One of the objectives of
the Executive Order is to foster an intergovernmental partnership and a
strengthened federalism. The Executive Order relies on processes
developed by state and local governments for coordination and review of
proposed federal financial assistance.

Applicants must contact the appropriate State Single Point of Contact to
find out about, and to comply with, the state's process under Executive
Order 12372. Applicants proposing to perform activities in more than one
state should immediately contact the Single Point of Contact for each of
those states and follow the procedure established in each state under
the Executive Order. The name and address of each State Single Point of
Contact is listed below. *Note*: **A copy of the applicant's letter to
the State Single Point of Contact must be included with the
application**.

To view a list of states that participate in the intergovernmental
review process, visit
[www.whitehouse.gov/omb/grants/spoc.html](http://www.whitehouse.gov/omb/grants/spoc.html).

In states that have not established a process or chosen a program for
review, state, area-wide, regional, and local entities may submit
comments directly to the Department.

Any state process recommendation and other comments submitted by a State
Single Point of Contact and any comments from state, area-wide,
regional, and local entities must be received by July 24, 2007, at the
following address: The Secretary, EO 12372---CFDA #84.184E, U.S.
Department of Education, 400 Maryland Avenue, SW, Room 7W300,
Washington, DC 20202-0124. Recommendations or comments may be
hand-delivered until 4:30 p.m. (Eastern Time) on July 24, 2007. Please
do not send applications to this address.

States that are not listed have chosen not to participate in the
intergovernmental review process, and therefore do not have a State
Single Point of Contact. If you are located within one of these states,
you are exempt from this requirement.

**General Education Provisions Act (GEPA) Section 427**

Section 427 of GEPA affects applicants for new discretionary grant
awards under this program. All applicants for new awards must include
information in their applications to address this provision, summarized
below, in order to receive funding under this program.

Section 427 requires each applicant for funds (other than an individual
person) 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.

This section allows applicants discretion in developing the required
description. The statute highlights six types of barriers that can
impede equitable access or participation that you may address: *gender*,
*race*, *national origin*, *color*, *disability*, or *age*. Based on
local circumstances, you can determine whether these or other barriers
may prevent your students, teachers, or others from equitable access or
participation. Your description need not be lengthy; you may provide a
clear and succinct description of how you plan to address those barriers
that are applicable to your circumstances. In addition, the information
may be provided in a single narrative, or, if appropriate, may be
discussed in connection with related topics in the application.

**NOTE**: **A general statement of an applicant's nondiscriminatory
hiring policy is not sufficient to meet this requirement. Applicants
must identify potential barriers and explain steps they will take to
overcome these barriers**.

Section 427 is not intended to duplicate the requirements of civil
rights statutes, but rather to ensure that, in designing their projects,
applicants for federal funds address equity concerns that may affect the
ability of certain potential beneficiaries to fully participate in the
project and to achieve to high standards. Consistent with program
requirements and its approved application, an applicant may use the
federal funds awarded to eliminate barriers it identifies.

**Examples**

The following examples help illustrate how an applicant may comply with
section 427.

1.  An applicant that proposes to carry out an adult literacy project
    serving, among others, adults with limited English proficiency,
    might describe in its application how it intends to distribute a
    brochure about the proposed project to such potential participants
    in their native language.

2.  An applicant that proposes to develop instructional materials for
    classroom use might describe how it will make the materials
    available on audiotape or in Braille for students who are blind.

3.  An applicant that proposes to carry out a model science program for
    secondary students and is concerned that girls may be less likely
    than boys to enroll in the course might indicate how it tends to
    conduct "outreach" efforts to girls to encourage their enrollment.

We recognize that many applicants may already be implementing effective
steps to ensure equity of access and participation in their grant
programs, and we appreciate your cooperation in responding to the
requirements of this provision.

**Estimated Public Reporting Burden**

According to the Paperwork Reduction Act of 1995, no persons are
required to respond to a collection of information unless it displays a
valid OMB control number. The valid OMB control number for the GEPA 427
is OMB No. 1890-0007. The time required to complete GEPA 427 is
estimated to average 1.5 hours per response, including the time to
review instructions, search existing data sources, gather and maintain
the data needed, and complete and review the information collection. [If
you have any comments concerning the accuracy of the time estimate or
suggestions for improving this form, please write to]{.underline}: U.S.
Department of Education, Washington, DC 20202-4651. [If you have
comments or concerns regarding the status of your individual submission
of this form, write directly to]{.underline}: U.S. Department of
Education, Office of Safe and Drug-Free Schools, 400 Maryland Avenue,
SW, Washington, DC 20202-6450.