6188 Federal Register / Vol. 75, No. 25 / Monday, February 8, 2010 / Notices 

1Committee on Community-Level Programs for 

Youth (2002). Community Programs To Promote 

Youth Development. Edited by J.S. Eccles and J. 

Gootman. Washington, DC: National Research 

Council, Institute of Medicine, and National 

Academy Press. 

DEPARTMENT OF EDUCATION 

Full-Service Community Schools 

Catalog of Federal Domestic 

Assistance (CFDA) Number: 84.215J. 

AGENCY: Office of Innovation and 

Improvement, Department of Education. 

ACTION: Notice of proposed priorities, 

requirements, definitions, and selection 

criteria. 

SUMMARY: The Secretary of Education 

proposes priorities, requirements, 

definitions, and selection criteria for the 

Full-Service Community Schools (FSCS) 

program. The Secretary may use these 

priorities, requirements, definitions, and 

selection criteria for competitions in 

fiscal year (FY) 2010 and later years. We 

take this action to focus Federal 

assistance on supporting collaboration 

among schools and entities within a 

community in the provision of 

comprehensive academic, social, and 

health services for students, students’ 

family members, and community 

members. We intend the priorities to 

support the improvement of student 

outcomes through their promotion of 

strong school-community partnerships 

that support effective resource 

coordination and service delivery. 

DATES: We must receive your comments 

on or before March 10, 2010. 

ADDRESSES: Address all comments about 

this notice to Jill Staton, U.S. 

Department of Education, 400 Maryland 

Avenue, SW., room 4W245, 

Washington, DC 20202–5970. 

If you prefer to send your comments 

by e-mail, use the following address: 

FSCS@ed.gov. You must include the 

term ‘‘FSCS—Comments on FY 2010 

Proposed Priority’’ in the subject line of 

your electronic message. 

FOR FURTHER INFORMATION CONTACT: Jill 

Staton. (202) 401–2091 or by e-mail: 

FSCS@ed.gov. 

If you use a telecommunications 

device for the deaf (TDD), call the 

Federal Relay Service, toll free, at 1– 

800–877–8339. 

SUPPLEMENTARY INFORMATION: 

Invitation to Comment: We invite you 

to submit comments regarding this 

notice. To ensure that your comments 

have maximum effect in developing the 

notice of final priorities, requirements, 

definitions, and selection criteria, we 

urge you to identify clearly the specific 

proposed priority, requirement, 

definition, or selection criterion your 

comment addresses. 

We invite you to assist us in 

complying with the specific 

requirements of Executive Order 12866 

and its overall requirement of reducing 

regulatory burden that might result from 

the proposed priorities, requirements, 

definitions, and selection criteria. Please 

let us know of any further ways we 

could reduce potential costs or increase 

potential benefits while preserving the 

effective and efficient administration of 

the program. 

During and after the comment period, 

you may inspect all public comments 

about the proposed priorities, 

requirements, definitions, and selection 

criteria in room 4W245, 400 Maryland 

Avenue, SW., Washington, DC, between 

the hours of 8:30 a.m. and 4:00 p.m., 

Washington, DC time, Monday through 

Friday of each week except Federal 

holidays. 

Assistance to Individuals With 

Disabilities in Reviewing the 

Rulemaking Record: On request we will 

provide an appropriate accommodation 

or auxiliary aid to an individual with a 

disability who needs assistance to 

review the comments or other 

documents in the public rulemaking 

record for this notice. If you want to 

schedule an appointment for this type of 

accommodation or auxiliary aid, please 

contact the person listed under FOR

FURTHER INFORMATION CONTACT. 

Purpose of Program: The Fund for the 

Improvement of Education (FIE), which 

is authorized by section 5411 of the 

Elementary and Secondary Education 

Act of 1965, as amended (ESEA), 

supports nationally significant programs 

to improve the quality of elementary 

and secondary education at the State 

and local levels and help all children 

meet challenging academic content and 

academic achievement standards. The 

FSCS program, which is funded under 

FIE, encourages coordination of 

academic, social, and health services 

through partnerships between (1) public 

elementary and secondary schools; (2) 

the schools’ local educational agencies; 

and (3) community-based organizations, 

non-profit organizations, and other 

public or private entities. The purpose 

of this collaboration is to provide 

comprehensive academic, social, and 

health services for students, students’ 

family members, and community 

members that will result in improved 

educational outcomes for children. 

Program Authority: 20 U.S.C. 7243– 

7243b. 

Proposed Priorities: 

Types of Priorities 

When inviting applications for a 

competition using one or more 

priorities, we designate the type of each 

priority as absolute, competitive 

preference, or invitational through a 

notice in the Federal Register. Under an 

absolute priority, as specified by 34 CFR 

75.105(c)(3), we would consider only 

applications that meet the priority. 

Under a competitive preference priority, 

we would give competitive preference 

to an application by (1) awarding 

additional points, depending on the 

extent to which the application meets 

the priority (34 CFR 75.105(c)(2)(i)); or 

(2) selecting an application that meets 

the priority over an application of 

comparable merit that does not meet the 

priority (34 CFR 75.105(c)(2)(ii)). With 

an invitational priority, we would signal 

our interest in receiving applications 

that meet the priority; however, 

consistent with 34 CFR 75.105(c)(1), we 

would not give an application that 

meets an invitational priority preference 

over other applications. 

The Secretary proposes two priorities 

for the Full-Service Community Schools 

program. Proposed Priority 1 is an 

absolute priority—all applicants would 

be required to meet this priority in order 

to receive a grant. Priority 2 is a 

competitive preference priority under 

which we would award additional 

points to an applicant that met the 

priority. We may choose, in the notice 

of final priorities, requirements, 

definitions, and selection criteria, to 

change the designation of any of these 

priorities to absolute, competitive 

preference, or invitational priorities, or 

to include the substance of these 

priorities in the selection criteria. 

Background: 

In order for children to be ready and 

able to learn, they need academic, 

social, and health supports. The 

National Research Council has cited the 

presence of these supports as important 

predictors of future adult success.1

Students’ needs are better met when 

academic, social, and health services are 

delivered to them in a well-coordinated 

and collaborative manner. 

A full-service community school, as 

defined in this notice, is a public 

elementary or secondary school that 

coordinates with its local educational 

agency and with community-based 

organizations, nonprofit organizations, 

and other public or private entities on 

the provision of comprehensive 

academic, social, and health services to 

students, students’ family members, and 

community members. In addition, a fullservice community school fosters 

community development and promotes 

parental engagement by bringing 

together many partners in order to offer 

a range of supports and opportunities 

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for students, students’ family members, 

and community members. 

Schools do not operate in total 

isolation from the communities in 

which they are located. Such 

community challenges as poverty, 

violence, poor physical health, and 

family instability are also education 

issues. When schools and community 

partners collaborate to address these 

issues and align their resources to 

achieve common results, children are 

more likely to succeed academically, 

socially, and emotionally. Full-service 

community schools seek to address 

these challenges by connecting students, 

students’ family members, and 

community members with available 

services and opportunities, including 

with increased-learning-time 

opportunities that can support high 

academic achievement. 

Additionally, the Department 

recognizes that in order for students and 

the members of the communities in 

which they reside to thrive, their 

schools must be effective. Effective 

schools create learning environments 

that support student academic success. 

They are characterized by high 

academic standards; rigorous curricula; 

high-quality teachers; effective school 

leadership; well-designed assessments 

and accountability systems; positive 

school climates; and strong professional 

development. It is imperative that we 

pay close attention to our most 

educationally disadvantaged, 

persistently lowest-achieving schools, as 

defined in this notice. These are the 

schools that continue to challenge our 

country’s system of public education 

and fail to adequately educate our 

Nation’s youth. Persistently lowestachieving schools can be transformed 

into schools that enable all students to 

meet high standards when these schools 

implement school intervention models, 

as defined in this notice, that are 

aligned with a well-coordinated system 

of comprehensive academic, social, and 

health services. The Department 

believes that the full-service community 

school model can create the needed 

synergy to bolster efforts to transform 

persistently lowest-achieving schools 

into schools that enable all students to 

meet high standards. 

Proposed Absolute Priority: 

This absolute priority would support 

projects that propose to establish or 

expand (through collaborative efforts 

among State and local agencies, 

community-based organizations, other 

public and private entities, and parents) 

full-service community schools, as 

defined in this notice, offering a range 

of services. To meet this priority, an 

applicant must propose a project that is 

based on scientifically based research— 

as defined in section 9101(3) of the 

ESEA—and that establishes or expands 

a full-service community school as 

defined in this notice. Each applicant 

must propose to provide at least three of 

the following eligible services at each 

participating full-service community 

school included in its proposed project: 

1. Early childhood education; 

2. Remedial education and academic 

enrichment activities; 

3. Programs that promote parental 

involvement and family literacy 

activities; 

4. Mentoring and other youth 

development programs; 

5. Parenting education and parent 

leadership programs; 

6. Community service and service 

learning opportunities; 

7. Programs that provide assistance to 

students who have been truant, 

suspended, or expelled; 

8. Job training and career counseling 

services; 

9. Nutrition services; 

10. Primary health and dental care; 

11. Mental health counseling services; 

and 

12. Adult education, including 

instruction of adults in English as a 

second language. 

Proposed Competitive Preference 

Priority: 

We are proposing the following 

competitive preference priority for this 

program: 

Proposed Competitive Preference 

Priority—Strategies That Support 

Turning Around Persistently LowestAchieving Schools 

We propose to give competitive 

preference to applications to enable 

schools that are currently identified as 

persistently lowest-achieving schools, as 

defined in this notice, and are currently 

undergoing or plan to undergo one of 

three school intervention models, as 

defined in this notice, to become fullservice community schools. Applicants 

would be required to describe (a) the 

school intervention model that would 

be implemented to improve academic 

outcomes for students; (b) the academic, 

social, and/or health services that would 

be provided and why; and (c) how the 

academic, social and/or health services 

provided would align with and support 

the school intervention model 

implemented. 

Proposed Requirements: 

Background: 

Children, particularly those living in 

poverty, need a variety of family and 

community resources, including 

intellectual, social, physical, and 

emotional supports, to have the 

opportunity to attain academic success. 

Many children live in communities that 

lack not only high-performing schools, 

but also the supports that children need 

to be ready and able to learn when they 

start school. School-community 

partnerships are key strategies for 

providing resources to these individual 

students. A variety of organizations can 

help provide the missing resources for 

children living in poverty and, 

therefore, begin to transform struggling 

schools and communities. These 

organizations can be public or private, 

community-based or faith-based, 

governmental or non-governmental, or a 

combination thereof, but they must 

work together with clearly articulated 

and mutually agreed upon goals, target 

populations, roles, and desired 

outcomes. Partnerships between schools 

and organizations may take many forms; 

for example, a telecommunications firm 

might offer internships to high school 

students to help them make real-world 

connections to the school’s science 

curriculum or a local police department 

might provide mentors for troubled 

youth in order to improve a low school 

graduation rate. Such partnerships can 

transform the capacity of schools to 

serve students’ diverse needs and 

improve their outcomes. 

A full-service community school 

coordinator, as defined in this notice, is 

often central to the effective facilitation 

of these partnerships and the delivery of 

services. The FSCS coordinator serves 

as the lead advocate for the on-site 

development of the community school 

effort. The FSCS coordinator assists 

school staff, parents, and community 

members, as defined in this notice, by 

linking students with the community 

organizations that offer programs and 

services that can address students’ 

needs. The FSCS coordinator is 

essential to ensuring that programs and 

desired outcomes are fully aligned. 

Proposed Requirements: 

The Secretary proposes the following 

requirements for this program. We may 

apply one or more of these requirements 

in any year in which this program is in 

effect. 

Application Requirements 

In order to receive funding, an 

applicant must include the following in 

its application: 

1. A description of the needs of the 

students, students’ family members, and 

community members to be served, 

including information about (a) the 

magnitude or severity of the problem to 

be addressed by the project; and (b) the 

extent to which specific gaps or 

weaknesses in services, infrastructure, 

or opportunities have been identified 

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and will be addressed by the proposed 

project. 

2. A list of partner entities that will 

assist the applicant in coordinating or 

providing services to promote 

successful student, family, and 

community outcomes. 

3. A memorandum of understanding 

between the applicant and all partner 

entities, describing the role each partner 

entity will assume. 

4. A description of the organizational 

capacity of the applicant to provide and 

coordinate eligible services at an FSCS 

that will support increased student 

achievement. The description must 

include the applicant’s experience 

partnering with the target school(s) and 

other partner entities, examples of how 

the applicant has responded to 

challenges working with these partners, 

and lessons learned from similar work 

or previous community-school efforts. 

Applicants must also describe their past 

experience (a) building relationships 

and community support to achieve 

results; and (b) collecting and using data 

for decision-making and ongoing 

improvement. 

5. A comprehensive plan that 

includes descriptions of the students, 

students’ family members, and 

community to be served, including 

information about the demographic 

characteristics and needs of the 

students, students’ family members, and 

community to be served. The plan must 

also include the estimated total number 

of individuals to be served, 

disaggregated by the number of 

students, students’ family members, and 

community members, as defined in this 

notice, and the type and frequency of 

services to be provided to each group. 

6. A list and description of the eligible 

services to be provided or coordinated 

by the applicant and the partner 

entities. 

7. A description of how the applicant 

will use data to drive decision-making 

and measure success. This description 

must include a description of the 

applicant’s plans to build or expand a 

longitudinal data system to track 

academic and community support 

indicators that will be used to monitor 

and assess outcomes of the eligible 

services provided and coordinated by 

the FSCS project. 

8. A description of the role and 

responsibilities of the full-service 

community school coordinator. 

Eligibility 

To be eligible for a grant under this 

competition, an applicant must be a 

consortium consisting of a local 

educational agency and one or more 

community-based organizations, 

nonprofit organizations, or other public 

or private entities. 

Cost-Sharing or Matching 

To be eligible for an award, a portion 

of the services provided by the 

applicant must be supported through 

non-Federal contributions, either in 

cash or in-kind donations. The 

applicant must propose the amount of 

cash or in-kind resources to be 

contributed for each year of the grant. 

Planning 

Because interagency collaborative 

efforts are highly complex undertakings, 

and require extensive planning and 

communication among partners and key 

stakeholders, applicants receiving 

funding under this program may devote 

funds received during the first year of 

the project period to comprehensive 

program planning. Funding received by 

grantees during the remainder of the 

project period must be devoted to 

program implementation. 

Proposed Definitions: 

Background: 

Several important terms associated 

with the FSCS program are not defined 

in sections 5411–5413 and 9101 of the 

ESEA. 

Proposed Definitions: 

The Secretary proposes the following 

definitions for this program. We may 

apply these definitions in any year in 

which this program is in effect. 

Community member means an 

individual who is not a student or a 

student’s family member, as defined 

elsewhere in this notice, but who lives 

in the community served by the FSCS 

grant. 

Full-service community school means 

a public elementary or secondary school 

that coordinates with its local 

educational agency and communitybased organizations, nonprofit 

organizations, and other public or 

private entities on the provision of 

comprehensive academic, social, and 

health services to students, students’ 

family members, and community 

members. In addition, a full-service 

community school fosters community 

development and promotes parental 

engagement by bringing together many 

partners in order to offer a range of 

supports and opportunities for students, 

students’ family members, and 

community members. 

Full-service community school 

coordinator means an individual who 

has lead responsibility for on-site 

development and implementation of the 

full-service community school effort 

and who, in that capacity, facilitates 

partnerships and coordinates service 

delivery. 

Persistently lowest-achieving school 

means, as determined by the State under 

the School Improvement Grants 

program (pursuant to the final 

requirements for the School 

Improvement Grants program, 74 FR 

65618, published in the Federal 

Register on December 10, 2009)— 

(1) Any Title I school in 

improvement, corrective action, or 

restructuring that— 

(i) Is among the lowest-achieving five 

percent of Title I schools in 

improvement, corrective action, or 

restructuring or the lowest-achieving 

five Title I schools in improvement, 

corrective action, or restructuring in the 

State, whichever number of schools is 

greater; or 

(ii) Is a high school that has had a 

graduation rate as defined in 34 CFR 

200.19(b) that is less than 60 percent 

over a number of years; and 

(2) Any secondary school that is 

eligible for, but does not receive, Title 

I funds that— 

(i) Is among the lowest-achieving five 

percent of secondary schools or the 

lowest-achieving five secondary schools 

in the State that are eligible for, but do 

not receive, Title I funds, whichever 

number of schools is greater; or 

(ii) Is a high school that has had a 

graduation rate as defined in 34 CFR 

200.19(b) that is less than 60 percent 

over a number of years. 

School intervention model means one 

of the following three specific 

interventions described in the final 

requirements for the School 

Improvement Grants program, 74 FR 

65618, published in the Federal 

Register on December 10, 2009 and 

summarized as follows: 

(1) Turnaround model, which 

includes, among other actions, replacing 

the principal and rehiring no more than 

50 percent of the school’s staff, adopting 

a new governance structure, and 

implementing an instructional program 

that is research-based and vertically 

aligned from one grade to the next as 

well as aligned with a State’s academic 

standards. 

(2) Restart model, in which a local 

educational agency converts the school 

or closes and reopens it under the 

management of a charter school 

operator, a charter management 

organization, or an education 

management organization that has been 

selected through a rigorous review 

process. 

(3) Transformation model, which 

addresses four specific areas critical to 

transforming persistently lowestachieving schools: (i) Replace the 

principal and take steps to increase 

teacher and school effectiveness; (ii) 

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Federal Register / Vol. 75, No. 25 / Monday, February 8, 2010 / Notices 6191 

institute comprehensive instructional 

reforms; (iii) increase learning time and 

create community-oriented schools; (iv) 

provide operational flexibility and 

sustained support. 

Student means a child enrolled in a 

public elementary or secondary school 

served by the FSCS grant. 

Student’s family member means the 

student’s parents/guardians, siblings, 

and any other related individuals living 

in the same household as the student 

and not enrolled in the school served by 

the FSCS grant. 

Proposed Selection Criteria: 

Background: 

The first FSCS grant competition was 

held in FY 2008. Our experience with 

administering this competition suggests 

that the selection criteria used in FY 

2008 were effective in selecting FSCS 

projects for funding with the greatest 

potential for success. We believe the 

following proposed selection criteria, 

which are essentially the same as those 

used in FY 2008, would contribute to 

our efforts to support successful FSCS 

sites. 

Proposed Selection Criteria: 

The Secretary proposes the following 

selection criteria for evaluating an 

application under the FSCS program. 

We may apply one or more of these 

criteria in any year in which this 

program is in effect. In the notice 

inviting applications, the application 

package, or both, we will announce the 

maximum possible points assigned to 

each criterion. 

(a) Quality of the Project Design. 

(1) The Secretary considers the 

quality of the design of the proposed 

project. 

(2) In determining the quality of the 

design of the proposed project, the 

Secretary considers the extent to which 

the proposed project consists of a 

comprehensive plan that includes a 

description of— 

(i) The project objectives; 

(ii) The students, students’ family 

members, and community to be served, 

including information about the 

demographic characteristics and needs 

of the students, students’ family 

members, and other community 

members and the estimated number of 

individuals to be served; and 

(iii) The eligible services (as listed in 

the Absolute Priority described 

elsewhere in this notice) to be provided 

or coordinated by the applicant and its 

partner entities, how those services will 

meet the needs of students, students’ 

family members, and other community 

members and the frequency with which 

those services will be provided to 

students and students’ family members. 

(b) Adequacy of Resources. 

(1) The Secretary considers the 

adequacy of resources for the proposed 

project. 

(2) In determining the adequacy of 

resources for the proposed project, the 

Secretary considers the following 

factors: 

(i) The adequacy of support, including 

facilities, equipment, supplies, and 

other resources to be provided by the 

applicant and consortium partners; 

(ii) The relevance and demonstrated 

commitment of each partner in the 

proposed project to the implementation 

and success of the project; and 

(iii) The extent to which costs are 

reasonable in relation to the number of 

persons to be served and services to be 

provided. 

(c) Quality of the Management Plan. 

(1) The Secretary considers the 

quality of the management plan for the 

proposed project. 

(2) In determining the quality of the 

management plan for the proposed 

project, the Secretary considers the 

following factors: 

(i) The extent to which the proposed 

project consists of a comprehensive plan 

that includes a description of planning, 

coordination, management, and 

oversight of the eligible services (as 

listed in the Absolute Priority described 

elsewhere in this notice) to be provided 

at each school to be served, including 

the role of the school principal, the 

FSCS coordinator, partner entities, 

parents, and community members; 

(ii) The qualifications, including 

relevant training and experience, of the 

FSCS coordinator and other key project 

personnel including prior performance 

of the applicant on similar or related 

efforts; and 

(iii) The extent to which the time 

commitments of the project director, the 

FSCS coordinator, and other key project 

personnel are appropriate and adequate 

to meet the objectives of the proposed 

project. 

(d) Quality of Project Services. 

(1) The Secretary considers the 

quality of the services to be provided by 

the proposed project. 

(2) In determining the quality of the 

project services, the Secretary considers 

the following: 

(i) The extent to which the services to 

be provided by the proposed project 

reflect up-to-date knowledge from 

research and effective practice; 

(ii) The likelihood that the services to 

be provided by the proposed project 

will lead to improvements in the 

achievement of students as measured 

against rigorous academic standards. 

(e) Quality of the Project Evaluation. 

(1) The Secretary considers the 

quality of the evaluation to be 

conducted of the proposed project. 

(2) In determining the quality of the 

evaluation, the Secretary considers the 

extent to which the proposed 

evaluation— 

(i) Sets out methods of evaluation that 

include the use of objective performance 

measures that are clearly related to the 

intended outcomes of the project and 

will produce quantitative and 

qualitative data to the extent possible; 

(ii) Will provide timely and valid 

information on the management, 

implementation, or efficiency of the 

project; and 

(iii) Will provide guidance on or 

strategies for replicating or testing the 

project intervention in multiple settings. 

Factors Applicants May Wish to 

Consider in Developing an Evaluation 

Plan: 

The quality of the evaluation plan is 

one of the selection criteria by which 

applications in this competition will be 

judged. A strong evaluation plan should 

be included in the application narrative 

and should be used, as appropriate, to 

shape the development of the project 

from the beginning of the project period. 

The plan should include benchmarks to 

monitor progress toward specific project 

objectives and also outcome measures to 

assess the impact on teaching and 

learning or other important outcomes 

for project participants. More 

specifically, the plan should identify the 

individual or organization that has 

agreed to serve as evaluator for the 

project and describe the qualifications 

of that evaluator. The plan should 

describe the evaluation design, 

indicating: (1) What types of data will 

be collected; (2) when various types of 

data will be collected; (3) what methods 

will be used; (4) what instruments will 

be developed and when; (5) how the 

data will be analyzed; (6) when reports 

of results and outcomes will be 

available; and (7) how the applicant will 

use the information collected through 

the evaluation to monitor progress of the 

funded project and to provide 

accountability information both about 

success at the initial site and about 

effective strategies for replication in 

other settings. Applicants are 

encouraged to devote an appropriate 

level of resources to project evaluation. 

Final Priority, Requirements, 

Definitions, and Selection Criteria: 

We will announce the final priorities, 

requirements, definitions, and selection 

criteria in a notice in the Federal 

Register. We will determine the final 

priorities, requirements, definitions, and 

selection criteria after considering 

responses to this notice and other 

information available to the Department. 

This notice does not preclude us from 

proposing additional priorities, 

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6192 Federal Register / Vol. 75, No. 25 / Monday, February 8, 2010 / Notices 

requirements, definitions, or selection 

criteria, subject to meeting applicable 

rulemaking requirements. 

Note: This notice does not solicit 

applications. In any year in which we choose 

to use these proposed priorities and one or 

more of these proposed requirements, 

definitions, and selection criteria, we invite 

applications through a notice in the Federal 

Register. 

Executive Order 12866: This notice 

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 

proposed regulatory action. 

The potential costs associated with 

this proposed regulatory action 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 proposed regulatory 

action, we have determined that the 

benefits of the proposed priority, 

requirements, definitions, and selection 

criteria justify the costs. 

We have determined, also, that this 

proposed regulatory action does not 

unduly interfere with State, local, and 

tribal governments in the exercise of 

their governmental functions. 

Intergovernmental Review: 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. 

Accessible Format: Individuals with 

disabilities can obtain this document in 

an accessible format (e.g., braille, large 

print, audiotape, or computer diskette) 

on request to the contact person listed 

under FOR FURTHER INFORMATION

CONTACT. 

Electronic Access to This Document: 

You can view this document, as well as 

all other documents of this Department 

published in the Federal Register, in 

text or Adobe Portable Document 

Format (PDF) 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. 

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: http://www.gpoaccess.gov/nara/ 

index.html. 

Dated: February 3, 2010. 

James H. Shelton, III, 

Assistant Deputy Secretary for Innovation and 

Improvement. 

[FR Doc. 2010–2700 Filed 2–5–10; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Office of Elementary and Secondary 

Education Indian Education— 

Demonstration Grants for Indian 

Children Catalog of Federal Domestic 

Assistance (CFDA) Number: 84.299A. 

ACTION: Correction; Notice inviting 

applications for new awards for fiscal 

year (FY) 2010. 

SUMMARY: On December 3, 2009, we 

published in the Federal Register (74 

FR 63398) a notice inviting applications 

for new awards for FY 2010. The notice 

specified a deadline date of February 18, 

2010 for the submission of applications. 

Since publication, however, we have 

learned that the Department’s eApplication system will be shut down 

for a system update from February 10, 

2010 through February 15, 2010. 

Therefore, in order to give applicants 

adequate time to submit their 

application packages, we are changing 

the deadline for the submission of 

applications to February 25, 2010. With 

this change in the deadline date, we are 

also changing the deadline date for 

intergovernmental review. 

The specific changes to be made are 

as follows: 

On page 63398, first column, the date 

listed for Deadline for Transmittal of 

Applications is changed to read 

‘‘February 25, 2010.’’ 

On page 63398, first column, the date 

listed for Deadline for 

Intergovernmental Review is changed to 

read ‘‘April 26, 2010.’’ 

On page 63399, second column, the 

date listed for Deadline for Transmittal 

of Applications is changed to read 

‘‘February 25, 2010.’’ 

On page 63399, second column, the 

date listed for Deadline for 

Intergovernmental Review is changed to 

read ‘‘April 26, 2010.’’ 

FOR FURTHER INFORMATION CONTACT: 

Lana Shaughnessy, U.S. Department of 

Education, Office of Indian Education, 

400 Maryland Avenue, SW., room 

3E231, Washington, DC 20202–6135. 

Telephone: (202) 205–2528, or by email: Lana.Shaughnessy@ed.gov. 

If you use a telecommunications 

device for the deaf (TDD), call the 

Federal Relay Service (FRS), toll free, at 

1–800–877–8339. 

Accessible Format: Individuals with 

disabilities can obtain this document in 

an accessible format (e.g., braille, large 

print, audiotape, or computer diskette) 

on request to the program contact 

person listed under FOR FURTHER

INFORMATION CONTACT in this notice. 

Electronic Access to This Document: 

You can view this document, as well as 

all other documents of this Department 

published in the Federal Register, in 

text or Adobe Portable Document 

Format (PDF) 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. 

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: http://www.gpoaccess.gov/nara/ 

index.html. 

Dated: February 3, 2010. 

Thelma Mele ́ndez de Santa Ana, 

Assistant Secretary for Elementary and 

Secondary Education. 

[FR Doc. 2010–2690 Filed 2–5–10; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Office of Elementary and Secondary 

Education Indian Education— 

Professional Development Grants 

Catalog of Federal Domestic Assistance 

(CFDA) Number: 84.299B. 

ACTION: Correction; Notice inviting 

applications for new awards for fiscal 

year (FY) 2010. 

SUMMARY: On December 18, 2009, we 

published in the Federal Register (74 

FR 67182) a notice inviting applications 

for new awards for FY 2010 for the 

Indian Education—Professional 

Development Grants. The 

Intergovernmental Review Deadline date 

as published on page 67184 is corrected 

to April 26, 2010. The specific change 

to be made is as follows: 

On page 67184, second column, the 

date listed for Deadline for 

Intergovernmental Review is changed to 

read ‘‘April 26, 2010.’’ 

FOR FURTHER INFORMATION CONTACT: 

Lana Shaughnessy, U.S. Department of 

Education, Office of Indian Education, 

400 Maryland Avenue, SW., Room 

3E231, Washington, DC 20202–6135. 

Telephone: (202) 205–2528, or by email: Lana.Shaughnessy@ed.gov. 

WReier-Aviles on DSKGBLS3C1PROD with NOTICES