41688 Federal Register / Vol. 87, No. 133 / Wednesday, July 13, 2022 / Notices 

1Maier, A., Daniel, J., Oakes, J., & Lam, L. 

(December 2017). Community Schools as an 

Effective School Improvement Strategy: A Review 

of the Evidence. Learning Policy Institute. 

data in the desired format, reporting 

burden (time and financial resources) is 

minimized, collection instruments are 

clearly understood, and the Department 

can properly assess the impact of 

collection requirements on respondents. 

The final priorities, requirements, 

definitions, and selection criteria 

contain information collection 

requirements that are approved by OMB 

under OMB control number 1894–0006. 

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: On request to the 

contact person listed under FOR FURTHER

INFORMATION CONTACT, individuals with 

disabilities can obtain this document in 

an accessible format. The Department 

will provide the requestor with an 

accessible format that may include Rich 

Text Format (RTF) or text format, a 

thumb drive, an MP3 file, braille, large 

print, audiotape, or compact disc or 

other accessible format. 

Electronic Access to This Document: 

The official version of this document is 

the document published in the Federal 

Register. You may access the official 

edition of the Federal Register and the 

Code of Federal Regulations at 

www.govinfo.gov. At this site you can 

view this document, as well as all other 

documents of this Department 

published in the Federal Register, in 

text or Portable Document Format 

(PDF). To use PDF you must have 

Adobe Acrobat Reader, which is 

available free at the site. 

You may also access documents of the 

Department published in the Federal 

Register by using the article search 

feature at www.federalregister.gov. 

Specifically, through the advanced 

search feature at this site, you can limit 

your search to documents published by 

the Department. 

Ruth E. Ryder, 

Deputy Assistant Secretary for Policy and 

Programs Office of Elementary and Secondary 

Education. 

[FR Doc. 2022–15090 Filed 7–12–22; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; FullService Community Schools Program 

AGENCY: Office of Elementary and 

Secondary Education, Department of 

Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

(Department) is issuing a notice inviting 

applications for fiscal year (FY) 2022 for 

the Full-Service Community Schools 

(FSCS) program, Assistance Listing 

Number 84.215J. This notice relates to 

the approved information collection 

under OMB control number 1894–0006. 

DATES: 

Applications Available: July 13, 2022. 

Deadline for Notice of Intent to Apply: 

August 12, 2022. 

Date of Pre-Application Meetings: The 

Department will hold pre-application 

meetings via webinars for prospective 

applicants. Detailed information 

regarding these webinars will be 

provided on the FSCS website at https:// 

oese.ed.gov/offices/office-ofdiscretionary-grants-support-services/ 

school-choice-improvement-programs/ 

full-service-community-schoolsprogram-fscs/. 

Deadline for Transmittal of 

Applications: September 12, 2022. 

Deadline for Intergovernmental 

Review: November 10, 2022. 

ADDRESSES: For the addresses for 

obtaining and submitting an 

application, please refer to our Common 

Instructions for Applicants to 

Department of Education Discretionary 

Grant Programs, published in the 

Federal Register on December 27, 2021 

(86 FR 73264) and available at 

www.federalregister.gov/d/2021-27979. 

Please note that these Common 

Instructions supersede the version 

published on February 13, 2019, and, in 

part, describe the transition from the 

requirement to register in SAM.gov a 

Data Universal Numbering System 

(DUNS) number to the implementation 

of the Unique Entity Identifier (UEI). 

More information on the phase-out of 

DUNS numbers is available at https://

www2.ed.gov/about/offices/list/ofo/ 

docs/unique-entity-identifier-transitionfact-sheet.pdf. 

FOR FURTHER INFORMATION CONTACT: Jane 

Hodgdon, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 4E246, Washington, DC 20202. 

Telephone: (202) 453–6620. Email: 

FSCS@ed.gov. 

If you are deaf, hard of hearing, or 

have a speech disability and wish to 

access telecommunications relay 

services, please dial 7–1–1. 

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: The FSCS 

program is authorized by sections 4621– 

4623 and 4625 of the Elementary and 

Secondary Education Act of 1965, as 

amended (ESEA). This program 

provides support for the planning, 

implementation, and operation of fullservice community schools that improve 

the coordination, integration, 

accessibility, and effectiveness of 

services for children and families, 

particularly for children attending highpoverty schools, including high-poverty 

rural schools. 

Background: A full-service 

community school is a public 

elementary or secondary school that 

uses established partnerships between 

schools and community organizations to 

provide well-rounded educational 

opportunities and meet the social, 

emotional, physical and mental health, 

and academic needs of students. Section 

4622 of the ESEA defines a full-service 

community school as a public 

elementary or secondary school that: 

(a) Participates in a community-based 

effort to coordinate and integrate 

educational, developmental, family, 

health, and other comprehensive 

services through community-based 

partnerships; and 

(b) Provides access to such services in 

schools to students, families, and the 

community, such as access during the 

school year (including before- and afterschool hours and weekend), as well as 

during the summer. 

The growing interest at the State and 

local levels in community schools,1 also 

known as full-service community 

schools, coupled with this competition, 

presents an opportunity for nationwide 

school improvement during a period 

when children and teachers are trying to 

return to the classroom and the nation 

is grappling with violence in and 

around schools. The ESEA offers 

flexibilities at the State and local levels 

to implement strategies supported by 

community schools, such as 

coordination of school and community 

resources (ESEA sections 1114(b)(5) and 

1115(b)(2)) and after-school 

programming and support for a 

community school coordinator (ESEA 

section 4108(5)(H)). If a State 

educational agency (SEA) (as defined in 

this notice) or local educational agency 

(LEA) (as defined in this notice) lacks 


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2Horn, M.B., Freeland, J., Butler, S.M., & 

Brookings Institution. (2015). Schools as 

Community Hubs: Integrating Support Services to 

Drive Educational Outcomes. A Series of Discussion 

Papers on Building Healthy Neighborhoods. No. 3. 

In Brookings Institution. Brookings Institution. 

3Maier, A., Daniel, J., Oakes, J., & Lam, I. (2017). 

Community Schools as an Effective School 

Improvement Strategy: A Review of the Evidence. 

Palo Alto, CA: Learning Policy Institute. 

4Science of Learning and Development Alliance. 

(2020). Science of Learning and Development: 

Initial Findings. https://soldalliance.org/wpcontent/uploads/2021/12/SoLD-ScienceTranslation_May-2020_FNL.pdf. 

5 Johnston, W., Engberg, J., Opper, I., SontagPadilla, L., and Xenakis, L. (2020). Illustrating the 

Promise of Community Schools: An Assessment of 

the Impact of the New York City Community 

Schools Initiative. City of New York, www.rand.org/ 

pubs/research_reports/RR3245.html. 

the resources to implement community 

schools at scale, it can productively 

begin in neighborhoods where 

community schools are most needed 

and, therefore, students are most likely 

to benefit.2 In addition to a community 

school approach being an allowable use 

of funding under Title I of ESEA as an 

evidence-based approach to school 

improvement, full-service community 

schools have been well-positioned to 

respond to the COVID–19 pandemic, 

including by working closely with 

partner organizations to address 

community needs, and are an allowable 

use of American Rescue Plan Act (ARP) 

funds. Strategies to address those needs 

may include summer programming, 

food and nutrition programs, tutoring, 

mentoring, mental and physical health 

services, COVID–19 vaccine access, 

family engagement strategies, and 

opportunities to accelerate learning both 

inside and outside the classroom. 

Through the FSCS program, the 

Department provides catalytic support 

for the planning and capacity building, 

development, implementation, 

operation, and coordination of effective 

services for children and families, 

particularly in urban and rural areas 

with high rates of poverty. 

Research 3 shows that there are certain 

design features that are common across 

full-service community schools that are 

associated with improvements in 

teaching, learning and student 

outcomes. The evidence-based features, 

or pillars (as defined in this notice), 

include providing (1) integrated 

supports (e.g., social and emotional 

learning, access to health and nutrition 

services); (2) expanded and enriched 

learning time (e.g., after-school 

enrichment and summer school); (3) 

active family and community 

engagement; and (4) collaborative 

leadership and practices to support 

high-quality teaching. Evidence-based 

full-service community schools create 

and implement at least these strategies 

as part of a comprehensive set of 

strategies that are designed to reflect 

and be tailored to local contexts. These 

four pillars are supported by the Science 

of Learning and Development Alliance 4

and can be used to address the needs of 

the whole child, including those 

children and youth that schools and 

community partners determine to be 

most vulnerable. Incorporation of the 

four pillars in this year’s FSCS 

competition allows applicants to 

develop projects with greater fidelity to 

what has been shown to be associated 

with improvements in teaching, 

learning, and student outcomes and 

prepares the FSCS program and its 

grantees for future national evaluation 

efforts. 

Over the last decade, the field has 

observed a wide range of practices 

coordinated and implemented in fullservice community schools. In a January 

2020 study of New York City 

community schools, assuming strong 

social capital, stable leadership, and a 

strong instructional program, 

community schools have been 

associated with improved attendance, 

on-time grade progression, student 

achievement in math, and fewer 

disciplinary incidents.5

Building upon the work and progress 

of the field, as well as the lessons 

learned from reviews and evaluations of 

community school strategies and 

implementation, the Department 

published a notice of final priorities, 

requirements, definitions, and selection 

criteria for the FSCS program elsewhere 

in this issue of the Federal Register. 

These final priorities, requirements, 

definitions, and selection criteria are 

included in this notice. 

In this year’s FSCS competition, the 

Department also seeks to expand the 

evidence base for community schools 

through the development of a set of 

indicators and a requirement that 

grantees have an independent 

evaluation which includes a design and 

implementation that assesses progress 

on an annual basis, uses data and 

findings to refine and improve 

activities, and collects and reports on a 

set of common indicators. In addition, 

through one of our competitive 

preference priorities, we seek 

applications that consider how 

community school supports and 

strategies are included in classroom 

practices and school designs that are 

focused on the whole learner. 

Recognizing the impact of school and 

community safety on learning, the 

Department is also interested in 

applications that are coordinating across 

multiple agencies and organizations to 

address community violence prevention 

and intervention. 

Priorities: This notice contains five 

absolute priorities and two competitive 

preference priorities. In accordance with 

34 CFR 75.105(b)(2)(iv), Absolute 

Priority 1 is from section 4625(b)(1)(A) 

of the ESEA, and Absolute Priority 2 is 

from section 4625(b)(1)(A) and (B) of the 

ESEA. Absolute Priorities 3, 4, and 5 are 

from the notice of final priorities, 

requirements, definitions, and selection 

criteria for this program published 

elsewhere in this issue of the Federal 

Register (FSCS NFP). Competitive 

Preference Priorities 1 and 2 are from 

the Secretary’s Supplemental Priorities 

and Definitions for Discretionary Grants 

Programs published in the Federal 

Register on December 10, 2021 (86 FR 

70612) (Supplemental Priorities). 

Absolute Priority: For FY 2022 and 

any subsequent year in which we make 

awards from the list of unfunded 

applications from this competition, 

these priorities are absolute priorities. 

Under 34 CFR 75.105(c)(3) we consider 

only applications that meet Absolute 

Priority 1 or Absolute Priority 2 and one 

additional absolute priority (Absolute 

Priority 3, Absolute Priority 4, or 

Absolute Priority 5). 

Absolute Priorities 3, 4, and 5 

constitute their own funding categories 

under Absolute Priority 1 and under 

Absolute Priority 2. Consequently, there 

will be separate funding slates for each 

of the following categories of 

applications: 

• Absolute Priorities 1 and 3; 

• Absolute Priorities 1 and 4; 

• Absolute Priorities 1 and 5; 

• Absolute Priorities 2 and 3; 

• Absolute Priorities 2 and 4; and 

• Absolute Priorities 2 and 5. 

The Secretary intends to award grants 

under each of these funding categories, 

provided that applications of sufficient 

quality are submitted. To ensure that 

applicants are considered for the correct 

type of grant, applicants must clearly 

identify the specific absolute priorities 

that the proposed project addresses in 

the one-page abstract. If an entity is 

interested in proposing separate projects 

(e.g., one that addresses Absolute 

Priorities 1 and 3 and another that 

addresses Absolute Priorities 1 and 4), 

separate applications must be 

submitted. 

These priorities are: 

Absolute Priority 1—Title IA 

Schoolwide Program Eligibility. 

To meet this priority, applicants must 

propose to serve a minimum of two or 

more full-service community schools 

eligible for a schoolwide program (as 


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6Unitary systems, such as the District of 

Columbia, Hawaii, and Puerto Rico, may apply 

under Absolute Priority 5 FSCS State Scaling 

Grants. 

defined in this notice) under section 

1114(b) of the ESEA, as part of a 

community- or district-wide strategy. 

Absolute Priority 2—Title IA 

Schoolwide Program Eligibility and 

Rural Districts—Small and Rural or 

Rural and Low-Income. 

To meet this priority, applicants must 

propose to serve: (1) a minimum of two 

or more full-service community schools 

eligible for a schoolwide program under 

section 1114(b) of the ESEA, as part of 

a community- or district-wide strategy; 

and (2) include an LEA that satisfies the 

requirements of the Small Rural School 

Achievement (SRSA) program (ESEA 

section 5211(b)(1)(A), (B), or (C)) or the 

Rural and Low-Income School (RLIS) 

program (ESEA section 5221(b)(1)(A), 

(B), or (C)). 

Note: Applicants may determine 

whether a particular LEA is eligible for 

these programs by referring to 

information on the following 

Department website: https://

oese.ed.gov/offices/office-of-formulagrants/rural-insular-nativeachievement-programs/rural-educationachievement-program/. 

Note: An LEA includes a public 

charter school that operates as an LEA. 

Absolute Priority 3—Capacity 

Building and Development Grants. 

To meet this priority, applicants must 

propose projects to (a) conduct initial 

development and coordination 

activities, including extensive 

community engagement, that leverage 

the findings of their needs assessment— 

which may be completed during or 

before the grant period—to develop the 

infrastructure, activities, and 

partnerships to implement full-service 

community schools in two or more 

schools, and (b) gather data on 

performance indicators. 

Absolute Priority 4—Multi-Local 

Educational Agency Grants. 

To meet this priority, applicants must 

propose projects to implement and 

sustain full-service community schools 

in two or more LEAs. As outlined in 

Section 4622(1)(B) of the ESEA, an 

eligible entity for any FSCS grant is a 

consortium of one or more LEAs or the 

Bureau of Indian Education (BIE) and 

one or more community-based 

organizations, nonprofit organizations, 

or other public or private entities. The 

project must, with the exception of 

LEAs that oversee a single school, 

coordinate and provide services at two 

or more full-service community schools 

in each LEA. 

Absolute Priority 5—FSCS State 

Scaling Grants.6

Applications submitted under Priority 

5 must include a written commitment of 

the SEA to participate in the partnership 

and to sustain the program beyond 2 

years after the term of the grant, which 

can be submitted in the required 

preliminary memorandum of 

understanding (MOU) that includes the 

roles and responsibilities of the SEA 

and other partners identified at the time 

of the application. The applicant, in 

partnership with the SEA, determines 

the number and percentage of State 

LEAs, and the number and percentage of 

schools across those LEAs, that will 

develop, support, and expand fullservice community schools over the 5- 

year grant performance period. 

Applications under Priority 5 must 

also identify or establish a State steering 

committee (which may be a previously 

existing body) that represents relevant 

community schools’ stakeholders, 

including educators and other school 

staff, community school initiative 

leaders, education union or association 

designees, family leaders participating 

in community school programs, 

community partners such as service 

providers, early childhood education 

providers such as Head Start, and 

community school coordinators from 

schools already implementing fullservice community schools in the State. 

In addition to serving as an advisory 

committee, the State steering committee 

also has the authority to make decisions 

about the design, implementation, and 

evaluation for the grant, which may 

include identification or selection of 

LEAs that will partner in the 

development and implementation of 

two or more community schools in each 

LEA, with the exception of LEAs that 

oversee a single school. The roles and 

responsibilities of the State steering 

committee must be included in the 

required preliminary MOU. 

As outlined in section 4622(1)(B) of 

the ESEA, an eligible entity for any 

FSCS grant is a consortium of one or 

more LEAs or the BIE and one or more 

community-based organizations, 

nonprofit organizations, or other public 

or private entities. 

Competitive Preference Priorities: For 

FY 2022 and any subsequent year in 

which we make awards from the list of 

unfunded applications from this 

competition, these priorities are 

competitive preference priorities. Under 

34 CFR 75.105(c)(2)(i), we award up to 

an additional 10 points to an 

application, depending on how well the 

application meets one or both of these 

priorities; the total possible points for 

each competitive preference priority are 

noted in parentheses. Applicants may 

apply under one, both, or none of the 

competitive preference priorities. 

Applicants must identify in the onepage abstract the competitive preference 

priorities they are addressing in order to 

receive those points. 

These priorities are: 

Competitive Preference Priority 1— 

Meeting Student Social, Emotional, and 

Academic Needs. (up to 5 points) 

Projects that are designed to improve 

students’ social emotional, academic, 

and career development, with a focus on 

underserved students, through one or 

more of the following priority areas: 

(1) Creating education or work-based 

settings that are supportive, positive, 

identity-safe, and inclusive with regard 

to race, ethnicity, culture, language, and 

disability status, through developing 

trusting relationships between students 

(including underserved students), 

educators, families, and community 

partners. 

(2) Providing multi-tiered systems of 

supports that address learning barriers 

both in and out of the classroom, that 

enable healthy development and 

respond to students’ needs and which 

may include evidence-based traumainformed practices and professional 

development for educators on avoiding 

deficit-based approaches. 

(3) Creating and implementing 

comprehensive schoolwide frameworks 

(such as small schools or learning 

communities, advisory systems, or 

looping educators) that support strong 

and consistent student and educator 

relationships. 

Competitive Preference Priority 2— 

Strengthening Cross-Agency 

Coordination and Community 

Engagement to Advance Systemic 

Change. (up to 5 points) 

The Secretary gives priority to 

projects that are designed to take a 

systemic evidence-based approach to 

improving outcomes for underserved 

students in coordinating efforts with 

Federal, State, or local agencies, or 

community-based organizations, that 

support students, to address community 

violence prevention and intervention. 

Application Requirements: For FY 

2022 and any subsequent year in which 

we make awards from the list of 

unfunded applications from this 

competition, the following requirements 

apply. Applications for FSCS grant 

funds must address the following 

application requirements. Applicants 

should respond to the requirements that 

correspond to the absolute priority that 

they are addressing. The application 

requirements are from section 4625(a) of 

the ESEA and the FSCS NFP. The 


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source of each requirement is provided 

in the parentheses following each 

requirement. An applicant may choose 

to respond to each requirement 

separately or in the context of the 

applicant’s response to the selection 

criteria in Section V.1. of this notice. 

Absolute Priority 3—Capacity 

Building and Development Grants. 

In order to receive funding, applicants 

for grants under Absolute Priority 3 

Capacity Building and Development 

Grants must address the following 

application requirements. 

(1) A description of the eligible entity. 

(4625(a)(1)) 

(2) A preliminary MOU among all 

partner entities of the eligible entity, 

identified at the time of application, that 

will assist the eligible entity to plan, 

develop, coordinate, provide, and 

evaluate pipeline services and that 

describes the roles and responsibilities 

that the partners, including the broadly 

representative consortium (as defined in 

this notice), will assume. (4625(a)(2) 

and FSCS NFP) 

(3) A description of the capacity of the 

eligible entity to coordinate and provide 

pipeline services at two or more fullservice community schools. (4625(a)(3)) 

(4) A comprehensive plan that 

includes descriptions of the following: 

(A) The student, family, and school 

community to be served, including 

demographic information; 

(4625(a)(4)(A)) 

(B) A plan for conducting the needs 

assessment that identifies the academic, 

physical, nonacademic, health, mental 

health, and other needs of students, 

families, and community residents; 

(4625(a)(4)(B)) and NFP) 

(C) A plan for developing annual 

measurable performance objectives and 

outcomes, including an increase in the 

number and percentage of families and 

students targeted for services each year 

of the program, in order to ensure that 

children are— 

(i) Prepared for kindergarten; 

(ii) Achieving academically; and 

(iii) Safe, healthy, and supported by 

engaged parents. (4625(a)(4)(C) and 

FSCS NFP) 

(D) A plan for identifying and 

developing pipeline services, including 

existing and additional pipeline 

services, to be coordinated and provided 

by the eligible entity and its partner 

entities, including an explanation of: 

(i) Why such services have been 

selected; 

(ii) How such services will improve 

student academic achievement; and 

(iii) How such services will address 

the annual measurable performance 

objectives and outcomes established 

under paragraph (4)(C) of this 

requirement. (4625(a)(4)(D) and FSCS 

NFP) 

(E) A description of the pillars of fullservice community schools (as defined 

in this notice) that they have in place or 

how they will establish these pillars, or 

how they will implement these pillars 

with partners, including communitybased organizations and collaborating 

with school leadership and staff. (FSCS 

NFP) 

(F) Plans to ensure that each fullservice community school site has a 

full-time coordinator of pipeline 

services at such school, including a 

description of the applicable funding 

sources, plans for professional 

development for the personnel 

managing, coordinating, or delivering 

pipeline services, and plans for joint 

utilization and management of school 

facilities. (4625(a)(4)(E)) 

(G) Plans for an annual evaluation 

based upon attainment of the 

performance objectives and outcomes 

described in paragraph (4)(C) of this 

requirement. 

An applicant must, in addition to 

providing the information and 

assurances required by section 

4625(a)(4)(F) of the ESEA, commit to an 

independent evaluation that includes a 

design and implementation evaluation 

that will, at a minimum, (1) include 

annual evaluations of progress achieved 

with the grant; (2) be used to refine and 

improve activities carried out through 

the grant; (3) collect and report data that 

includes, but is not limited to, the 

following indicators: student chronic 

absenteeism rates; student discipline 

rates, including suspensions and 

expulsions; school climate information, 

which may come from student, parent, 

or teacher surveys; provision of 

integrated student supports and 

stakeholder services; expanded and 

enriched learning time and 

opportunities; family and community 

engagement efforts and impact; 

information on the number, 

qualifications, and retention of school 

staff, including the number and 

percentage of fully certified teachers, 

disaggregated by race and ethnicity, 

rates of teacher turnover, and teacher 

experience; graduation rates; changes in 

school spending information; 

collaborative leadership and practice 

strategies, which may include building 

the capacity of educators, principals, 

other school leaders, and other staff to 

lead collaborative school improvement 

structures, such as professional learning 

communities; regularly convening or 

engaging all initiative-level partners, 

such as LEA representatives, city or 

county officials, children’s and youth’s 

cabinets, nonprofit service providers, 

public housing agencies, and advocates; 

regularly assessing program quality and 

progress through individual student 

data, participant feedback, and aggregate 

outcomes to develop strategies for 

improvement; and organizing school 

personnel and community partners into 

working teams focused on specific 

issues identified in the needs and assets 

assessment; and (4) make results of the 

evaluation publicly available. (FSCS 

NFP) 

(H) Plans for sustaining the programs 

and services described in section 

4625(a) of the ESEA after the grant 

period. (4625(a)(4)(G)) 

(5) An assurance that the eligible 

entity and its partner entities will focus 

services on schools eligible for a 

schoolwide program under section 

1114(b) of the ESEA. (4625(a)(5)) 

Absolute Priority 4—Multi-Local 

Educational Agency Grants. 

In order to receive funding, applicants 

for grants under Absolute Priority 4 

Multi-Local Educational Agency Grants 

must address the following application 

requirements. 

(1) A description of the eligible entity. 

(4625(a)(1)) 

(2) A preliminary MOU among all 

partner entities of the eligible entity, 

identified at the time of the application, 

that will assist the eligible entity to 

plan, develop, coordinate, provide, and 

evaluate pipeline services and that 

describes the roles and responsibilities 

that the partners, including the broadly 

representative consortium, will assume. 

(4625(a)(2) and FSCS NFP) 

(3) A description of the capacity of the 

eligible entity to coordinate and provide 

pipeline services at two or more fullservice community schools in each LEA. 

((4625(a)(3) and FSCS NFP) 

(4) A comprehensive plan that 

includes descriptions of the following: 

(A) The student, family, and school 

community to be served, including 

demographic information. 

(4625(a)(4)(A)) 

(B) A needs assessment that identifies 

the academic, physical, nonacademic, 

health, mental health, and other needs 

of students, families, and community 

residents. (4625(a)(4)(B)) 

(C) Annual measurable performance 

objectives and outcomes, including an 

increase in the number and percentage 

of families and students targeted for 

services each year of the program, in 

order to ensure that children are— 

(i) Prepared for kindergarten; 

(4625(a)(4)(C)(i)) 

(ii) Achieving academically; 

(4625(a)(4)(C)(ii)) and 

(iii) Safe, healthy, and supported by 

engaged parents. (4625(a)(4)(C)(iii)) 


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(D) Pipeline services, including 

existing and additional pipeline 

services, to be coordinated and provided 

by the eligible entity and its partner 

entities, including an explanation of: 

(i) Why such services have been 

selected; 

(ii) How such services will improve 

student academic achievement; and 

(iii) How such services will address 

the annual measurable performance 

objectives and outcomes established 

under paragraph (4)(C) of this 

requirement. (4625(a)(4)(D)) 

(E) A description of the pillars of fullservice community schools that they 

have in place or how they will establish 

these pillars, or how they will 

implement these pillars with partners, 

including community-based 

organizations and collaborating with 

school leadership and staff. (FSCS NFP) 

(F) Plans to ensure that each fullservice community school site has a 

full-time coordinator of pipeline 

services at such school, including a 

description of the applicable funding 

sources, plans for professional 

development for the personnel 

managing, coordinating, or delivering 

pipeline services, and plans for joint 

utilization and management of facilities. 

(4625(a)(4)(E)) 

(G) Plans for an annual evaluation 

based upon attainment of the 

performance objectives and outcomes 

described in paragraph (4)(C) of this 

requirement. 

An applicant must, in addition to 

providing the information and 

assurances required by section 

4625(a)(4)(F) of the ESEA, commit to an 

independent evaluation that includes a 

design and implementation evaluation 

that will, at a minimum, (1) include 

annual evaluations of progress achieved 

with the grant; (2) be used to refine and 

improve activities carried out through 

the grant; (3) collect and report data that 

includes, but is not limited to, the 

following indicators: student chronic 

absenteeism rates; student discipline 

rates, including suspensions and 

expulsions; school climate information, 

which may come from student, parent, 

or teacher surveys; provision of 

integrated student supports and 

stakeholder services; expanded and 

enriched learning time and 

opportunities; family and community 

engagement efforts and impact; 

information on the number, 

qualifications, and retention of school 

staff, including the number and 

percentage of fully certified teachers, 

disaggregated by race and ethnicity, 

rates of teacher turnover, and teacher 

experience; graduation rates; changes in 

school spending information; 

collaborative leadership and practice 

strategies, which may include building 

the capacity of educators, principals, 

other school leaders, and other staff to 

lead collaborative school improvement 

structures, such as professional learning 

communities; regularly convening or 

engaging all initiative-level partners, 

such as LEA representatives, city or 

county officials, children’s and youth’s 

cabinets, nonprofit service providers, 

public housing agencies, and advocates; 

regularly assessing program quality and 

progress through individual student 

data, participant feedback, and aggregate 

outcomes to develop strategies for 

improvement; and organizing school 

personnel and community partners into 

working teams focused on specific 

issues identified in the needs and assets 

assessment; and (4) make results of the 

evaluation publicly available. (FSCS 

NFP) 

(H) Plans for sustaining the programs 

and services described in section 

4624(a) of the ESEA after the grant 

period. (4625(a)(4)(G)) 

(5) An assurance that the eligible 

entity and its partner entities will focus 

services on schools eligible for a 

schoolwide program under section 

1114(b). (4625(a)(5)) 

Absolute Priority 5—State Scaling 

Grants. 

In order to receive funding, applicants 

for grants under Absolute Priority 5 

State Scaling Grants must address the 

following application requirements. 

(1) A description of the eligible entity. 

(4625(a)(1)) 

(2) A preliminary MOU among all 

partner entities of the eligible entity, 

identified at the time of the application, 

that will assist the eligible entity to 

plan, develop, coordinate, provide, and 

evaluate pipeline services and that 

describes the roles and responsibilities 

that the partners, including the broadly 

representative consortium, will assume. 

(4625(a)(2) and FSCS NFP) 

Applications submitted under Priority 

5 FSCS State Scaling Grants must also 

include in the preliminary MOU a 

description of the State steering 

committee and the SEA’s commitment 

to and partnership in the consortium, 

including the roles, responsibilities, and 

commitment of the SEA to the 

partnership and the scaling of fullservice community schools to a 

percentage of State LEAs implementing 

schoolwide Title IA programs and 

where there is a commitment to sustain 

the program beyond 2 years after the 

term of the grant. (4625(a)(2) and FSCS 

NFP) 

(3) A description of the capacity of the 

eligible entity to coordinate and provide 

pipeline services at two or more fullservice community schools in each of 

the LEAs included in the application. 

(4625(a)(3) and FSCS NFP) 

(4) A comprehensive plan that 

includes descriptions of the following: 

(A) The student, family, and school 

community to be served, including 

demographic information. 

(4625(a)(4)(A)) 

(B) A needs assessment that identifies 

the academic, physical, nonacademic, 

health, mental health, and other needs 

of students, families, and community 

residents. (4625(a)(4)(B)) 

(C) Annual measurable performance 

objectives and outcomes, including an 

increase in the number and percentage 

of families and students targeted for 

services each year of the program, in 

order to ensure that children are— 

(i) Prepared for kindergarten; 

(4625(a)(4)(C)(i)) 

(ii) Achieving academically; 

(4625(a)(4)(C)(ii)) and 

(iii) Safe, healthy, and supported by 

engaged parents. (4625(a)(4)(C)(iii)) 

(D) Pipeline services, including 

existing and additional pipeline services 

to be coordinated and provided by the 

eligible entity and its partner entities, 

including an explanation of: 

(i) Why such services have been 

selected; (4625(a)(4)(D)(ii)) 

(ii) How such services will improve 

student academic achievement; 

(4625(a)(4)(D)(ii)) and 

(iii) How such services will address 

the annual measurable performance 

objectives and outcomes established 

under paragraph (4)(C) of this 

requirement. (4625(a)(4)(C)(iii)) 

(E) A description of the pillars of fullservice community schools that they 

have in place or how they will establish 

these pillars, or how they will 

implement these pillars with partners, 

including community-based 

organizations, and collaborating with 

school leadership and staff. (FSCS NFP) 

(F) Plans to ensure that each fullservice community school site has a 

full-time coordinator of pipeline 

services at such school, including a 

description of the applicable funding 

sources, plans for professional 

development for the personnel 

managing, coordinating, or delivering 

pipeline services, and plans for joint 

utilization and management of facilities. 

(4625(a)(4)(E)) 

(G) Plans for an annual evaluation 

based upon attainment of the 

performance objectives and outcomes 

described in paragraph (4)(C) of this 

requirement. 

An applicant must, in addition to 

providing the information and 

assurances required by section 

4625(a)(4)(F) of the ESEA, commit to an 


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independent evaluation that includes a 

design and implementation evaluation 

that will, at a minimum, (1) include 

annual evaluations of progress achieved 

with the grant; (2) be used to refine and 

improve activities carried out through 

the grant; (3) collect and report data that 

includes, but is not limited to, the 

following indicators: student chronic 

absenteeism rates; student discipline 

rates, including suspensions and 

expulsions; school climate information, 

which may come from student, parent, 

or teacher surveys; provision of 

integrated student supports and 

stakeholder services; expanded and 

enriched learning time and 

opportunities; family and community 

engagement efforts and impact; 

information on the number, 

qualifications, and retention of school 

staff, including the number and 

percentage of fully certified teachers, 

disaggregated by race and ethnicity, 

rates of teacher turnover, and teacher 

experience; graduation rates; changes in 

school spending information; 

collaborative leadership and practice 

strategies, which may include building 

the capacity of educators, principals, 

other school leaders, and other staff to 

lead collaborative school improvement 

structures, such as professional learning 

communities; regularly convening or 

engaging all initiative-level partners, 

such as LEA representatives, city or 

county officials, children’s and youth’s 

cabinets, nonprofit service providers, 

public housing agencies, and advocates; 

regularly assessing program quality and 

progress through individual student 

data, participant feedback, and aggregate 

outcomes to develop strategies for 

improvement; and organizing school 

personnel and community partners into 

working teams focused on specific 

issues identified in the needs and assets 

assessment; and (4) make results of the 

evaluation publicly available. (FSCS 

NFP) 

(G) Plans for sustaining the programs 

and services described in this 

subsection after the grant period. 

(4625(a)(4)(G)) 

(5) An assurance that the eligible 

entity and its partner entities will focus 

services on schools eligible for a 

schoolwide program under section 

1114(b). (4625(a)(5)) 

Program Requirements: FSCS grantee 

funds must meet the following program 

requirements. These requirements are 

from sections 4623 and 4625 of the 

ESEA and the FSCS NFP. The source of 

each requirement is provided in the 

parentheses following each requirement. 

For FY 2022, and any subsequent year 

in which we make awards from the list 

of unfunded applications from this 

competition, the following requirements 

apply. 

(1) Matching funds. Each grantee shall 

provide matching funds from nonFederal sources, which may be provided 

in part with in-kind contributions. The 

BIE may meet the matching requirement 

using funds from other Federal sources. 

(4623(d)(2)) 

(2) Use of Funds. Each grantee shall 

use the grant funds for the following 

grant activities: 

(A) Each grantee may use not more 

than 10 percent of the total amount of 

grant funds for planning purposes 

during the first year of the grant. 

(4625(c)) 

(B) Each grantee shall use the grant 

funds for the following grant activities: 

(i) Coordinate not less than three 

existing pipeline services, as of the date 

of the grant award, and provide not less 

than two additional pipeline services at 

two or more public elementary schools 

or secondary schools; (4625(e)(1)) 

(ii) To the extent practicable, integrate 

multiple pipeline services, at two or 

more public elementary schools or 

secondary schools. Under Absolute 

Priorities 3 and 4, to the extent 

practicable, integrate multiple pipeline 

services at two or more public 

elementary schools or secondary 

schools in each LEA; (4625(e)(2) and 

FSCS NFP) and 

(iii) If applicable, coordinate and 

integrate services provided by 

community-based organizations and 

government agencies with services 

provided by specialized instructional 

support personnel. (4625(e)(3)) 

(3) Evaluation. Each grantee shall 

include an independent evaluation to 

do the following: 

(A) Conduct an annual evaluation of 

the progress achieved with the grant 

toward the purpose described in section 

4621(2) of the ESEA; (4625(g)(1) and 

FSCS NFP) 

(B) Use the evaluation to refine and 

improve activities carried out through 

the grant and annual measurable 

performance objectives and outcomes 

under section 4625(a)(4)(C); (4625(g)(2) 

and FSCS NFP) and 

(C) Make the results of the evaluation 

publicly available, including by 

providing public notice of such 

availability. (4625(g)(3) and FSCS NFP) 

(4) Final MOU. At the end of the first 

year of the grant, each grantee must 

submit a final MOU among all partner 

entities in the eligible entity that will 

assist the eligible entity to plan, 

develop, coordinate, provide, and 

evaluate pipeline services and that 

describes the roles and responsibilities 

that the partners, including the broadly 

representative consortium, will assume. 

(4625(a)(2) and FSCS NFP) 

Definitions: The definitions of 

‘‘Community-based organization,’’ 

‘‘Eligible entity,’’ ‘‘Evidence-based,’’ 

‘‘Full-service community school,’’ 

‘‘Local educational agency,’’ ‘‘Pipeline 

services,’’ and ‘‘State educational 

agency’’ are from sections 4622 and 

8101 of the ESEA. The definitions of 

‘‘Baseline,’’ ‘‘Demonstrates a rationale,’’ 

‘‘Experimental study,’’ ‘‘Logic model,’’ 

‘‘Nonprofit,’’ ‘‘Performance measure,’’ 

‘‘Performance target,’’ ‘‘Project,’’ 

‘‘Project component,’’ ‘‘Promising 

evidence,’’ ‘‘Quasi-experimental design 

study,’’ ‘‘Relevant outcome,’’ and ‘‘What 

Works Clearinghouse Handbook’’ are 

from 34 CFR 77.1. The definition of 

‘‘School eligible for a schoolwide 

program’’ is from 34 CFR 200.25(b). The 

definitions of ‘‘Broadly representative 

consortium,’’ Full-service community 

school coordinator,’’ ‘‘History of 

effectiveness,’’ and ‘‘Pillars of fullservice community schools’’ are from 

the FSCS NFP. The definitions of 

‘‘Children or students with disabilities,’’ 

‘‘Disconnected youth,’’ ‘‘Early learning,’’ 

‘‘Educator,’’ ‘‘English learner,’’ 

‘‘Military- or veteran-connected 

student,’’ and ‘‘Underserved student,’’ 

are from the Supplemental Priorities. 

Baseline means the starting point 

from which performance is measured 

and targets are set. 

Broadly representative consortium 

means stakeholders representing broad 

groups of people working together for 

the best interest of children; such 

stakeholders may include, but are not 

limited to, families and family 

leadership, schools, nonprofits, 

government, philanthropy, and the 

business community. 

Children or students with disabilities 

means children with disabilities as 

defined in section 602(3) of the 

Individuals with Disabilities Education 

Act (IDEA) (20 U.S.C. 1401(3)) and 34 

CFR 300.8, or students with disabilities 

as defined in the Rehabilitation Act of 

1973 (29 U.S.C. 705(37), 705(20)(B)). 

Community-based organization 

means a public or private nonprofit (as 

defined in this notice) organization of 

demonstrated effectiveness that— 

(a) Is representative of a community 

or significant segments of a community; 

and 

(b) Provides educational or related 

services to individuals in the 

community. 

Demonstrates a rationale means a key 

project component included in the 

project’s logic model is informed by 

research or evaluation findings that 

suggest the project component is likely 

to improve relevant outcomes. 


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Disconnected youth means an 

individual, between the ages 14 and 24, 

who may be from a low-income 

background, experiences homelessness, 

is in foster care, is involved in the 

justice system, or is not working or not 

enrolled in (or at risk of dropping out of) 

an educational institution. 

Early learning means any (a) Statelicensed or State-regulated program or 

provider, regardless of setting or 

funding source, that provides early care 

and education for children from birth to 

kindergarten entry, including, but not 

limited to, any program operated by a 

child care center or in a family child 

care home; (b) program funded by the 

Federal Government or State or local 

educational agencies (including any 

IDEA-funded program); (c) Early Head 

Start and Head Start program; (d) nonrelative child care provider who is not 

otherwise regulated by the State and 

who regularly cares for two or more 

unrelated children for a fee in a 

provider setting; and (e) other program 

that may deliver early learning and 

development services in a child’s home, 

such as the Maternal, Infant, and Early 

Childhood Home Visiting Program; 

Early Head Start; and Part C of IDEA. 

Educator means an individual who is 

an early learning educator, teacher, 

principal, or other school leader, 

specialized instructional support 

personnel (e.g., school psychologist, 

counselor, school social worker, early 

intervention service personnel), 

paraprofessional, or faculty. 

Eligible entity means a consortium of 

one or more LEAs, or the Bureau of 

Indian Education, and one or more 

community-based organizations, 

nonprofit organizations, or other public 

or private entities. 

English learner means an individual 

who is an English learner as defined in 

section 8101(20) of the Elementary and 

Secondary Education Act of 1965, as 

amended, or an individual who is an 

English language learner as defined in 

section 203(7) of the Workforce 

Innovation and Opportunity Act. 

Evidence-based means an activity, 

strategy, or intervention that— 

(i) Demonstrates a statistically 

significant effect on improving student 

outcomes or other relevant outcomes 

based on— 

(I) Strong evidence from at least one 

well-designed and well-implemented 

experimental study; 

(II) Moderate evidence from at least 

one well-designed and wellimplemented quasi-experimental study; 

or 

(III) Promising evidence from at least 

one well-designed and wellimplemented correlational study with 

statistical controls for selection bias; or 

(ii)(I) Demonstrates a rationale based 

on high-quality research findings or 

positive evaluation that such activity, 

strategy, or intervention is likely to 

improve student outcomes or other 

relevant outcomes; and 

(II) Includes ongoing efforts to 

examine the effects of such activity, 

strategy, or intervention. 

Experimental study means a study 

that is designed to compare outcomes 

between two groups of individuals 

(such as students) that are otherwise 

equivalent except for their assignment 

to either a treatment group receiving a 

project component or a control group 

that does not. Randomized controlled 

trials, regression discontinuity design 

studies, and single-case design studies 

are the specific types of experimental 

studies that, depending on their design 

and implementation (e.g., sample 

attrition in randomized controlled trials 

and regression discontinuity design 

studies), can meet What Works 

Clearinghouse (WWC) standards 

without reservations as described in the 

WWC Handbooks (as defined in this 

notice): 

(a) A randomized controlled trial 

employs random assignment of, for 

example, students, teachers, classrooms, 

or schools to receive the project 

component being evaluated (the 

treatment group) or not to receive the 

project component (the control group). 

(b) A regression discontinuity design 

study assigns the project component 

being evaluated using a measured 

variable (e.g., assigning students reading 

below a cutoff score to tutoring or 

developmental education classes) and 

controls for that variable in the analysis 

of outcomes. 

(c) A single-case design study uses 

observations of a single case (e.g., a 

student eligible for a behavioral 

intervention) over time in the absence 

and presence of a controlled treatment 

manipulation to determine whether the 

outcome is systematically related to the 

treatment. 

Full-service community school means 

a public elementary school or secondary 

school that— 

(a) Participates in a community-based 

effort to coordinate and integrate 

educational, developmental, family, 

health, and other comprehensive 

services through community-based 

organizations and public and private 

partnerships; and 

(b) Provides access to such services in 

school to students, families, and the 

community, such as access during the 

school year (including before- and afterschool hours and weekends), as well as 

during the summer. 

Full-service community school 

coordinator means an individual in a 

full-time position at each community 

school who serves to plan, integrate, 

coordinate, and facilitate the delivery of 

pipeline services at each school. The 

coordinator may also lead the school 

and community assessment of needs 

and assets and identify ways to sustain 

the services and partnerships beyond 

the duration of the grant. 

History of effectiveness means an 

eligible entity demonstrating the ability 

to successfully implement programs and 

policies. Such programs and policies 

must include, but shall not be limited 

to, successfully implementing with 

other organizations grants, policies, and 

programs for students from high-need 

schools (as defined in Section 2221 of 

the ESEA). 

Local educational agency (LEA) 

means: 

(a) In General. A public board of 

education or other public authority 

legally constituted within a State for 

either administrative control or 

direction of, or to perform a service 

function for, public elementary schools 

or secondary schools in a city, county, 

township, school district, or other 

political subdivision of a State, or of or 

for a combination of school districts or 

counties that is recognized in a State as 

an administrative agency for its public 

elementary schools or secondary 

schools. 

(b) Administrative Control and 

Direction. The term includes any other 

public institution or agency having 

administrative control and direction of 

a public elementary school or secondary 

school. 

(c) Bureau of Indian Education 

Schools. The term includes an 

elementary school or secondary school 

funded by the Bureau of Indian 

Education but only to the extent that 

including the school makes the school 

eligible for programs for which specific 

eligibility is not provided to the school 

in another provision of law and the 

school does not have a student 

population that is smaller than the 

student population of the LEA receiving 

assistance under the ESEA with the 

smallest student population, except that 

the school shall not be subject to the 

jurisdiction of any State educational 

agency (as defined in this notice) other 

than the Bureau of Indian Education. 

(d) Educational Service Agencies. The 

term includes educational service 

agencies and consortia of those 

agencies. 

(e) State Educational Agency. The 

term includes the State educational 


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agency in a State in which the State 

educational agency is the sole 

educational agency for all public 

schools. 

Logic model (also referred to as a 

theory of action) means a framework 

that identifies key project components 

of the proposed project (i.e., the active 

‘‘ingredients’’ that are hypothesized to 

be critical to achieving the relevant 

outcomes) and describes the theoretical 

and operational relationships among the 

key project components and relevant 

outcomes. 

Military- or veteran-connected student 

means one or more of the following: 

(a) A child participating in an early 

learning program, a student enrolled in 

preschool through grade 12, or a student 

enrolled in career and technical 

education or postsecondary education 

who has a parent or guardian who is a 

member of the uniformed services (as 

defined by 37 U.S.C. 101), in the Army, 

Navy, Air Force, Marine Corps, Coast 

Guard, Space Force, National Guard, 

Reserves, National Oceanic and 

Atmospheric Administration, or Public 

Health Service or is a veteran of the 

uniformed services with an honorable 

discharge (as defined by 38 U.S.C. 

3311). 

(b) A student who is a member of the 

uniformed services, a veteran of the 

uniformed services, or the spouse of a 

service member or veteran. 

(c) A child participating in an early 

learning program, a student enrolled in 

preschool through grade 12, or a student 

enrolled in career and technical 

education or postsecondary education 

who has a parent or guardian who is a 

veteran of the uniformed services (as 

defined by 37 U.S.C. 101). 

Nonprofit, as applied to an agency, 

organization, or institution, means that 

it is owned and operated by one or more 

corporations or associations whose net 

earnings do not benefit, and cannot 

lawfully benefit, any private 

shareholder or entity. 

Performance measure means any 

quantitative indicator, statistic, or 

metric used to gauge program or project 

performance. 

Performance target means a level of 

performance that an applicant would 

seek to meet during the course of a 

project or as a result of a project. 

Pillars of Full-Service Community 

Schools means all of the following: 

(A) Integrated student supports at a 

community school that provide in- and 

out-of-school support for students, 

address well-being, and address out-ofschool barriers to learning through 

partnerships with social and health 

service agencies, including mental and 

behavioral health agencies and 

providers, and coordinated by a 

community school coordinator, which 

may include— 

(i) Medical, dental, vision care, and 

mental and behavioral health services, 

including mental health literacy for 

students and staff, and trauma-informed 

services to prevent, intervene, and 

mitigate adverse childhood experiences 

(ACEs); and 

(ii) Individuals to assist with housing, 

transportation, nutrition, citizenship 

preparation, or criminal justice issues 

and other services. 

(B) Expanded and enriched learning 

time and opportunities, through 

evidence-based strategies (as defined in 

this notice), including before-school, 

after-school, during-school, weekend, 

and summer programs that provide 

additional academic instruction, 

individualized academic support, 

enrichment activities, or learning 

opportunities, for students at a 

community school that— 

(i) May emphasize real-world projectbased learning where students can 

apply their learning to contexts that are 

relevant and engaging; and 

(ii) May include art, music, drama, 

creative writing, hands-on experience 

with engineering or science (including 

computer science), career and technical 

education, tutoring that is aligned with 

classroom success and homework help, 

and recreational programs that enhance 

and are consistent with the school’s 

curriculum. 

(C) Active family and community 

engagement that— 

(i) Brings parents and families of 

students at the community school and 

community members and leaders into 

the school as partners in students’ 

education, including meaningfully 

involving parents and families in the 

community school’s decision-making 

processes; 

(ii) Makes the community school a 

hub for services, activities, and 

programs, for students, families, and 

members of the neighborhood that the 

community school serves; 

(iii) Provides adults with desired 

educational and employment 

opportunities and other supportive 

services; and 

(iv) Provides centralized supports for 

families and communities in 

community schools, which may include 

English as a second language classes, 

citizenship preparation, computer skills, 

art, housing assistance, child abuse and 

neglect prevention supports, health and 

mental health, literacy programs, digital 

literacy training, or other programs that 

bring community members into a school 

building for meetings, events, or 

programming. 

(D) Collaborative leadership and 

practices that build a culture of 

professional learning, collective trust, 

and shared responsibility for each 

community school using strategies 

that— 

(i) At a minimum, include a schoolbased leadership team with 

representation of student, parent and 

family leaders and a community voice; 

a community school coordinator; and a 

community-wide leadership team; and 

(ii) May include other leadership or 

governance teams, community school 

steering committees, or other 

community coalitions, educator learning 

communities, and other staff to manage 

the multiple, complex joint work of 

school and community organizations. 

Pipeline services means a continuum 

of coordinated supports, services, and 

opportunities for children from birth 

through entry into and success in 

postsecondary education and career 

attainment. Such services shall include, 

at a minimum, strategies to address 

through services or programs (including 

integrated student supports) the 

following: 

(a) High-quality early childhood 

education programs. 

(b) High-quality school and out-ofschool-time programs and strategies. 

(c) Support for a child’s transition to 

elementary school, from elementary 

school to middle school, from middle 

school to high school, and from high 

school into and through postsecondary 

education and into the workforce, 

including any comprehensive readiness 

assessment determined necessary. 

(d) Family and community 

engagement and supports, which may 

include engaging or supporting families 

at school or at home. 

(e) Activities that support 

postsecondary and workforce readiness, 

which may include job training, 

internship opportunities, and career 

counseling. 

(f) Community-based support for 

students who have attended the schools 

in the area served by the pipeline, or 

students who are members of the 

community, facilitating their continued 

connection to the community and 

success in postsecondary education and 

the workforce. 

(g) Social, health, nutrition, and 

mental health services and supports. 

(h) Juvenile crime prevention and 

rehabilitation programs. 

Project means the activity described 

in an application. 

Project component means an activity, 

strategy, intervention, process, product, 

practice, or policy included in a project. 

Evidence may pertain to an individual 

project component or to a combination 


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of project components (e.g., training 

teachers on instructional practices for 

English learners and follow-on coaching 

for these teachers). 

Promising evidence means that there 

is evidence of the effectiveness of a key 

project component in improving a 

relevant outcome, based on a relevant 

finding from one of the following: 

(a) A practice guide prepared by 

WWC reporting a ‘‘strong evidence 

base’’ or ‘‘moderate evidence base’’ for 

the corresponding practice guide 

recommendation; 

(b) An intervention report prepared by 

the WWC reporting a ‘‘positive effect’’ 

or ‘‘potentially positive effect’’ on a 

relevant outcome with no reporting of a 

‘‘negative effect’’ or ‘‘potentially 

negative effect’’ on a relevant outcome; 

or 

(c) A single study assessed by the 

Department, as appropriate, that— 

(i) Is an experimental study, a quasiexperimental design study, or a welldesigned and well-implemented 

correlational study with statistical 

controls for selection bias (e.g., a study 

using regression methods to account for 

differences between a treatment group 

and a comparison group); and 

(ii) Includes at least one statistically 

significant and positive (i.e., favorable) 

effect on a relevant outcome. 

Quasi-experimental design study 

means a study using a design that 

attempts to approximate an 

experimental study by identifying a 

comparison group that is similar to the 

treatment group in important respects. 

This type of study, depending on design 

and implementation (e.g., establishment 

of baseline equivalence of the groups 

being compared), can meet WWC 

standards with reservations, but cannot 

meet WWC standards without 

reservations, as described in the WWC 

Handbooks. 

Relevant outcome means the student 

outcome(s) or other outcome(s) the key 

project component is designed to 

improve, consistent with the specific 

goals of the program. 

School eligible for a schoolwide 

program means any school eligible 

under 34 CFR 200.25(b) to operate a 

schoolwide program. 

State educational agency (SEA) means 

the agency primarily responsible for the 

State supervision of public elementary 

schools and secondary schools. 

Underserved student means a student 

(which may include children in early 

learning environments, students in K– 

12 programs, students in postsecondary 

education or career and technical 

education, and adult learners, as 

appropriate) in one or more of the 

following subgroups: 

(a) A student who is living in poverty 

or is served by schools with high 

concentrations of students living in 

poverty. 

(b) A student of color. 

(c) A student who is a member of a 

federally recognized Indian Tribe. 

(d) An English learner. 

(e) A child or student with a 

disability. 

(f) A disconnected youth. 

(g) A technologically unconnected 

youth. 

(h) A migrant student. 

(i) A student experiencing 

homelessness or housing insecurity. 

(j) A lesbian, gay, bisexual, 

transgender, queer or questioning, or 

intersex (LGBTQI+) student. 

(k) A student who is in foster care. 

(l) A student without documentation 

of immigration status. 

(m) A pregnant, parenting, or 

caregiving student. 

(n) A student impacted by the justice 

system, including a formerly 

incarcerated student. 

(o) A student who is the first in their 

family to attend postsecondary 

education. 

(r) A student who is enrolled in or is 

seeking to enroll in postsecondary 

education who is eligible for a Pell 

Grant. 

(s) A student performing significantly 

below grade level. 

(t) A military- or veteran-connected 

student. 

What Works Clearinghouse 

Handbooks (WWC Handbooks) means 

the standards and procedures set forth 

in the WWC Standards Handbook, 

Versions 4.0 or 4.1, and WWC 

Procedures Handbook, Versions 4.0 or 

4.1, or in the WWC Procedures and 

Standards Handbook, Version 3.0 or 

Version 2.1 (all incorporated by 

reference, see § 77.2). Study findings 

eligible for review under WWC 

standards can meet WWC standards 

without reservations, meet WWC 

standards with reservations, or not meet 

WWC standards. WWC practice guides 

and intervention reports include 

findings from systematic reviews of 

evidence as described in the WWC 

Handbooks documentation. 

Program Authority: Sections 4621– 

4625 of the ESEA, 20 U.S.C. 7271–7273, 

7275. 

Note: Projects will be awarded and 

must be operated in a manner consistent 

with the nondiscrimination 

requirements contained in Federal civil 

rights laws. 

Applicable Regulations: (a) The 

Education Department General 

Administrative Regulations in 34 CFR 

parts 75, 77, 79, 81, 82, 84, 86, 97, 98, 

and 99. (b) The Office of Management 

and Budget Guidelines to Agencies on 

Governmentwide Debarment and 

Suspension (Nonprocurement) in 2 CFR 

part 180, as adopted and amended as 

regulations of the Department in 2 CFR 

part 3485. (c) The Uniform 

Administrative Requirements, Cost 

Principles, and Audit Requirements for 

Federal Awards in 2 CFR part 200, as 

adopted and amended as regulations of 

the Department in 2 CFR part 3474. (d) 

34 CFR 200.25. (e) The FSCS NFP. (f) 

The Supplemental Priorities. 

Note: The regulations in 34 CFR part 

79 apply to all applicants except 

federally recognized Indian Tribes. 

Note: The regulations in 34 CFR part 

86 apply to institutions of higher 

education only. 

II. Award Information 

Type of Award: Discretionary grants. 

Estimated Available Funds: 

$68,000,000. 

Contingent upon the availability of 

funds and the quality of applications, 

we may make additional awards later in 

FY 2022 or in subsequent years from the 

list of unfunded applications from this 

competition. 

Estimated Range of Awards: Under 

Absolute Priority 3, $275,000 to 

$500,000 for each 12-month budget 

period; $1,375,000 to $2,500,000 for the 

entire project period. Under Absolute 

Priority 4, $1,000,000 to $3,000,000 for 

each 12-month budget period; 

$5,000,000 to $15,000,000 for the entire 

project period. Under Absolute Priority 

5, $5,000,000 to $10,000,000 for each 

12-month budget period; $25,000,000 to 

$50,000,000 for the entire project 

period. 

Estimated Average Size of Awards: 

Under Absolute Priority 3, $450,000 for 

each 12-month period. Under Absolute 

Priority 4, $2 million for each 12-month 

period. Under Absolute Priority 5, $7.5 

million for each 12-month period. 

Maximum Award: Under Absolute 

Priority 3, we will not make an award 

exceeding $2.5 million for the entire 

project period. Under Absolute Priority 

4, we will not make an award exceeding 

$15 million for the entire project period. 

Under Absolute Priority 5, we will not 

make an award exceeding $50 million 

for the entire project period. 

Minimum Award: The Secretary is 

prohibited by section 4625(d) of the 

ESEA from making a grant under the 

FSCS program in an amount that is less 

than $75,000 for each year of the grant. 

Therefore, we will reject any application 

that proposes an amount that is less 

than $75,000 for any budget period. 

Estimated Number of Awards: 40. 


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Note: The Department is not bound by 

any estimates in this notice. 

Project Period: Up to 60 months. 

III. Eligibility Information 

1. Eligible Applicants: A consortium 

of— 

(a)(i) One or more LEAs; or 

(ii) The BIE; and 

(b) One or more community-based 

organizations, nonprofit organizations, 

or other public or private entities. 

A consortium must comply with the 

provisions governing group applications 

in 34 CFR 75.127 through 75.129. 

Note: If you are a nonprofit 

organization, under 34 CFR 75.51, you 

may demonstrate your nonprofit status 

by providing: (1) proof that the Internal 

Revenue Service currently recognizes 

the applicant as an organization to 

which contributions are tax deductible 

under section 501(c)(3) of the Internal 

Revenue Code; (2) a statement from a 

State taxing body or the State attorney 

general certifying that the organization 

is a nonprofit organization operating 

within the State and that no part of its 

net earnings may lawfully benefit any 

private shareholder or individual; (3) a 

certified copy of the applicant’s 

certificate of incorporation or similar 

document if it clearly establishes the 

nonprofit status of the applicant; or (4) 

any item described above if that item 

applies to a State or national parent 

organization, together with a statement 

by the State or parent organization that 

the applicant is a local nonprofit 

affiliate. 

2.a. Cost Sharing or Matching: To be 

eligible for an award, an applicant shall 

provide matching funds through nonFederal contributions, either in cash or 

in-kind donations. The applicant must 

propose the amount of cash or in-kind 

resources to be contributed for each year 

of the grant. 

The BIE may meet the matching 

requirement using funds from other 

Federal sources. 

b. Supplement not Supplant: This 

program is subject to supplement-notsupplant funding requirements. 

Grantees must use FSCS grant funds to 

supplement, and not supplant, any 

other Federal, State, and local funds that 

would otherwise have been available to 

carry out activities authorized under 

section 4625 of the ESEA. 

c. Indirect Cost Rate Information: This 

program uses a restricted indirect cost 

rate. For more information regarding 

indirect costs, or to obtain a negotiated 

indirect cost rate, please see 

www2.ed.gov/about/offices/list/ocfo/ 

intro.html. 

d. Administrative Cost Limitation: 

This program does not include any 

program-specific limitation on 

administrative expenses. All 

administrative expenses must be 

reasonable and necessary and conform 

to Cost Principles described in 2 CFR 

part 200 subpart E of the Uniform 

Guidance. 

3. Subgrantees: A grantee under this 

competition may not award subgrants to 

entities to directly carry out project 

activities described in its application. 

Note: Nothing in section 4625 of the 

ESEA shall be construed to alter or 

otherwise affect the rights, remedies, 

and procedures afforded school or LEA 

employees under Federal, State, or local 

laws (including applicable regulations 

or court orders) under the terms of 

collective bargaining agreements, 

memoranda of understanding, or other 

agreements between such employees 

and their employers. 

IV. Application and Submission 

Information 

1. Application Submission 

Instructions: Applicants are required to 

follow the Common Instructions for 

Applicants to Department of Education 

Discretionary Grant Programs, 

published in the Federal Register on 

December 27, 2021 (86 FR 73264), and 

available at www.federalregister.gov/d/ 

2021-27979, which contain 

requirements and information on how to 

submit an application. Please note that 

these Common Instructions supersede 

the version published on February 13, 

2019, and, in part, describe the 

transition from the requirement to 

register in SAM.gov a DUNS number to 

the implementation of the UEI. More 

information on the phase-out of DUNS 

numbers is available at https://

www2.ed.gov/about/offices/list/ofo/ 

docs/unique-entity-identifier-transitionfact-sheet.pdf. 

2. Submission of Proprietary 

Information: Given the types of projects 

that may be proposed in applications for 

the FSCS program, your application 

may include business information that 

you consider proprietary. In 34 CFR 

5.11, we define ‘‘business information’’ 

and describe the process we use in 

determining whether any of that 

information is proprietary and, thus, 

protected from disclosure under 

Exemption 4 of the Freedom of 

Information Act (5 U.S.C. 552, as 

amended). 

Because we plan to make successful 

applications available to the public, you 

may wish to request confidentiality of 

business information. 

Consistent with Executive Order 

12600, please designate in your 

application any information that you 

believe is exempt from disclosure under 

Exemption 4. In the appropriate 

Appendix section of your application, 

under ‘‘Other Attachments Form,’’ 

please list the page number or numbers 

on which we can find this information. 

For additional information please see 34 

CFR 5.11(c). 

3. Intergovernmental Review: This 

program is subject to Executive Order 

12372 and the regulations in 34 CFR 

part 79. Information about 

Intergovernmental Review of Federal 

Programs under Executive Order 12372 

is in the application package for this 

competition. 

4. Funding Restrictions: We reference 

regulations outlining funding 

restrictions in the Applicable 

Regulations section of this notice. 

5. Recommended Page Limit: The 

application narrative is where you, the 

applicant, address the selection criteria 

that reviewers use to evaluate your 

application. We recommend that you (1) 

limit the application narrative to no 

more than 150 pages and (2) use the 

following standards: 

• A ‘‘page’’ is 8.5′′ x 11′′, on one side 

only, with 1′′ margins at the top, bottom, 

and both sides. 

• Double-space (no more than three 

lines per vertical inch) all text in the 

application narrative, including titles, 

headings, footnotes, quotations, 

references, and captions, as well as all 

text in charts, tables, figures, and 

graphs. 

• Use a font that is either 12 point or 

larger or no smaller than 10 pitch 

(characters per inch). 

• Use one of the following fonts: 

Times New Roman, Courier, Courier 

New, or Arial. 

The recommended page limit does not 

apply to the cover sheet; the budget 

section, including the narrative budget 

justification; the required preliminary 

MOU; the assurances and certifications; 

or the one-page abstract, the resumes, 

the bibliography, or the letters of 

support. However, the recommended 

page limit does apply to all of the 

application narrative. 

6. Notice of Intent to Apply: The 

Department will be able to develop a 

more efficient process for reviewing 

grant applications if it has a better 

understanding of the number of entities 

that intend to apply for funding under 

this competition. Therefore, the 

Secretary strongly encourages each 

potential applicant to notify the 

Department of the applicant’s intent to 

submit an application for funding by 

sending a short email message 

indicating the applicant’s intent to 

submit an application for funding. The 

email need not include information 

regarding the content of the proposed 


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application, only the applicant’s intent 

to submit it. This email notification 

should be sent to FSCS@ed.gov with 

‘‘INTENT TO APPLY’’ in the subject 

line by August 12, 2022. Applicants that 

do not notify us of their intent to apply 

may still apply for funding; applicants 

that do submit a notice of intent to 

apply are not bound to apply or bound 

by the information provided. 

V. Application Review Information 

1. Selection Criteria: The selection 

criteria for applicants submitting 

applications under Absolute Priority 3— 

Capacity Building and Development 

Grants, and Absolute Priority 4—MultiLocal Educational Agency Grants, are 

listed in paragraph (a) of this section. 

The selection criteria for applicants 

submitting applications under Absolute 

Priority 5—State Scaling Grants, are 

listed under paragraph (b) of this 

section. The selection criteria for this 

competition are from 34 CFR 75.210 and 

the FSCS NFP. The maximum score for 

all of the selection criteria is 100 points. 

The maximum score for each criterion is 

included in parentheses following the 

title of the specific selection criterion. 

Each criterion also includes the factors 

that reviewers will consider in 

determining the extent to which an 

applicant meets the criterion. 

Points awarded under these selection 

criteria are in addition to any points an 

applicant earns under the competitive 

preference priorities in this notice. The 

maximum score that an application may 

receive under the competitive 

preference priorities and the selection 

criteria is 110 points. 

In evaluating a FSCS application, the 

Secretary considers the following 

criteria: 

(a) Selection Criteria for Absolute 

Priority 3—Capacity Building and 

Development Grants and Absolute 

Priority 4—Multi-Local Educational 

Agency Grants. 

(1) Need for project (up to 10 points). 

The Secretary considers the need for 

the proposed project. In determining the 

need for the proposed project, the 

Secretary considers the extent to which 

the proposed project will provide 

support, resources, and services; close 

gaps in educational opportunity; or 

otherwise address the needs of the 

targeted population, including 

addressing the needs of underserved 

populations most impacted by the issue, 

challenge, or opportunity to be 

addressed by the proposed project. 

(FSCS NFP) 

(2) Quality of the Project Design (up 

to 25 points). 

The Secretary considers the quality of 

the design of the proposed project. In 

determining the quality of the design of 

the proposed project, the Secretary 

considers the extent to which the design 

of the proposed project reflects relevant 

and evidence-based findings from 

existing literature and includes a highquality plan for project implementation 

integrating the four pillars of full-service 

community schools and the use of 

appropriate evaluation methods to 

ensure successful achievement of 

project objectives. (FSCS NFP) 

(3) Quality of the Project Services (up 

to 15 points). 

The Secretary considers the quality of 

the services to be provided by the 

proposed project. In determining the 

quality of project services, the Secretary 

considers the extent to which the 

applicant will ensure that a diversity of 

perspectives is brought to bear in the 

design and operation of the proposed 

project, including those of students, 

youth, families, educators and staff, 

beneficiaries of services, school 

leadership, and community leadership. 

(FSCS NFP) 

(4) Adequacy of Resources (up to 10 

points). 

The Secretary considers the adequacy 

of resources for the proposed project. In 

determining the adequacy of resources 

for the proposed project, the Secretary 

considers the extent to which the 

grantee has plans for a full-time 

coordinator at each school, including a 

plan to sustain the position beyond the 

grant period and a description of how 

this position will serve to plan, 

integrate, coordinate, and facilitate 

programs and services at each school. 

(FSCS NFP) 

(5) Quality of the Management Plan 

(up to 25 points). 

The Secretary considers the quality of 

the management plan for the proposed 

project. In determining the quality of the 

management plan for the proposed 

project, the Secretary considers the 

following factors: 

(A) The extent to which the grantee 

has, or demonstrates a strong plan to 

have, a broadly representative 

consortium that reflects the needs of the 

community and its stakeholders, and a 

description of the roles and 

responsibilities of the broadly 

representative consortium outlined in 

the required preliminary MOU. (FSCS 

NFP) 

(B) The extent to which the applicant 

demonstrates a history of effectiveness 

in working with a diverse range of 

stakeholders, including students and 

families. (FSCS NFP) 

(C) The adequacy of the management 

plan to achieve the objectives of the 

proposed project on time and within 

budget, including clearly defined 

responsibilities, timelines, and 

milestones for accomplishing project 

tasks. (34 CFR 75.210) 

(6) Quality of the Project Evaluation 

(up to 15 points). 

The Secretary considers the quality of 

the evaluation to be conducted of the 

proposed project. In determining the 

quality of the evaluation, the Secretary 

considers the following factors— 

(A) The extent to which the methods 

of evaluation are thorough, feasible, and 

appropriate to the goals, objectives, and 

outcomes of the proposed project. (34 

CFR 75.210) 

(B) The extent to which the methods 

of evaluation will provide performance 

feedback and permit periodic 

assessment of progress toward achieving 

intended outcomes. (34 CFR 75.210) 

(C) The extent to which the methods 

of evaluation will provide valid and 

reliable performance data on relevant 

outcomes. (34 CFR 75.210) 

(b) Selection Criteria for Absolute 

Priority 5—State Scaling Grants. 

(1) Need for project (up to 5 points). 

The Secretary considers the need for 

the proposed project. In determining the 

need for the proposed project, the 

Secretary considers the extent to which 

the proposed project will provide 

support, resources, and services; close 

gaps in educational opportunity; or 

otherwise address the needs of the 

targeted population, including 

addressing the needs of underserved 

populations most impacted by the issue, 

challenge, or opportunity to be 

addressed by the proposed project. 

(FSCS NFP) 

(2) Quality of the Project Design (up 

to 25 points). 

The Secretary considers the quality of 

the design of the proposed project. In 

determining the quality of the design of 

the proposed project, the Secretary 

considers the extent to which the design 

of the proposed project reflects relevant 

and evidence-based findings from 

existing literature and includes a highquality plan for project implementation 

integrating the four pillars of full-service 

community schools and the use of 

appropriate evaluation methods to 

ensure successful achievement of 

project objectives. (FSCS NFP) 

(3) Quality of the Project Services (up 

to 15 points). 

The Secretary considers the quality of 

the services to be provided by the 

proposed project. In determining the 

quality of project services, the Secretary 

considers the extent to which the 

applicant will ensure that a diversity of 

perspectives is brought to bear in the 

design and operation of the proposed 

project, including those of students, 

youth, families, educators and staff, 


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beneficiaries of services, school 

leadership, and community leadership. 

(FSCS NFP) 

(4) Adequacy of Resources (up to 10 

points). 

The Secretary considers the adequacy 

of resources for the proposed project. In 

determining the adequacy of resources 

for the proposed project, the Secretary 

considers the extent to which the 

grantee has plans for a full-time 

coordinator at each school, including a 

plan to sustain the position beyond the 

grant period and a description of how 

this position will serve to plan, 

integrate, coordinate, and facilitate 

programs and services at each school. 

(FSCS NFP) 

(5) Quality of the Management Plan 

(up to 20 points). 

The Secretary considers the quality of 

the management plan for the proposed 

project. In determining the quality of the 

management plan for the proposed 

project, the Secretary considers the 

following factors: 

(A) The extent to which the grantee 

has, or demonstrates a strong plan to 

have, a broadly representative 

consortium that reflects the needs of the 

community and its stakeholders, and a 

description of the roles and 

responsibilities of the broadly 

representative consortium outlined in 

the required preliminary MOU. (FSCS 

NFP) 

(B) The extent to which the applicant 

demonstrates a history of effectiveness 

in working with a diverse range of 

stakeholders, including students and 

families. (FSCS NFP) 

(C) The adequacy of the management 

plan to achieve the objectives of the 

proposed project on time and within 

budget, including clearly defined 

responsibilities, timelines, and 

milestones for accomplishing project 

tasks. (34 CFR 75.210) 

(6) Quality of the Project Evaluation 

(up to 15 points). 

The Secretary considers the quality of 

the evaluation to be conducted of the 

proposed project. In determining the 

quality of the evaluation, the Secretary 

considers the following factors— 

(A) The extent to which the methods 

of evaluation are thorough, feasible, and 

appropriate to the goals, objectives, and 

outcomes of the proposed project. (34 

CFR 75.210) 

(B) The extent to which the methods 

of evaluation will provide performance 

feedback and permit periodic 

assessment of progress toward achieving 

intended outcomes. (34 CFR 75.210) 

(C) The extent to which the methods 

of evaluation will provide valid and 

reliable performance data on relevant 

outcomes. (34 CFR 75.210) 

(7) Strategy to Scale (up to 10 points). 

The Secretary considers the 

applicant’s strategy to scale the 

proposed project. In determining the 

applicant’s capacity to scale the 

proposed project, the Secretary 

considers the extent to which the 

applicant demonstrates its commitment 

and strategy to scale full-service 

community schools at the statewide 

level. In determining the applicant’s 

capacity to scale the proposed project, 

the Secretary considers the number and 

percentage of LEAs, and the number and 

percentage of schools within each LEA, 

the applicant, the SEA, and other 

partners propose to serve, the 

applicant’s capacity (e.g., in terms of 

qualified personnel, financial resources, 

or management capacity) to further 

develop, implement, bring to scale, and 

sustain additional full-service 

community schools in multiple LEAs, 

and the applicant’s capacity to work 

with others, including the broadly 

representative consortium and the State 

steering committee, to ensure that the 

proposed process, products, strategies, 

or practices can be further developed 

and brought to scale, based on the 

regular findings of the proposed project 

and its independent evaluation. (FSCS 

NFP) 

2. Review and Selection Process: We 

remind potential applicants that in 

reviewing applications in any 

discretionary grant competition, the 

Secretary may consider, under 34 CFR 

75.217(d)(3), the past performance of the 

applicant in carrying out a previous 

award, such as the applicant’s use of 

funds, achievement of project 

objectives, and compliance with grant 

conditions. The Secretary may also 

consider whether the applicant failed to 

submit a timely performance report or 

submitted a report of unacceptable 

quality. 

In addition, in making a competitive 

grant award, the Secretary requires 

various assurances, including those 

applicable to Federal civil rights laws 

that prohibit discrimination in programs 

or activities receiving Federal financial 

assistance from the Department (34 CFR 

100.4, 104.5, 106.4, 108.8, and 110.23). 

3. Risk Assessment and Specific 

Conditions: Consistent with 2 CFR 

200.206, before awarding grants under 

this competition the Department 

conducts a review of the risks posed by 

applicants. Under 2 CFR 200.208, the 

Secretary may impose specific 

conditions and, under 2 CFR 3474.10, in 

appropriate circumstances, high-risk 

conditions on a grant if the applicant or 

grantee is not financially stable; has a 

history of unsatisfactory performance; 

has a financial or other management 

system that does not meet the standards 

in 2 CFR part 200, subpart D; has not 

fulfilled the conditions of a prior grant; 

or is otherwise not responsible. 

4. Integrity and Performance System: 

If you are selected under this 

competition to receive an award that 

over the course of the project period 

may exceed the simplified acquisition 

threshold (currently $250,000), under 2 

CFR 200.206(a)(2) we must make a 

judgment about your integrity, business 

ethics, and record of performance under 

Federal awards—that is, the risk posed 

by you as an applicant—before we make 

an award. In doing so, we must consider 

any information about you that is in the 

integrity and performance system 

(currently referred to as the Federal 

Awardee Performance and Integrity 

Information System (FAPIIS)), 

accessible through the System for 

Award Management. You may review 

and comment on any information about 

yourself that a Federal agency 

previously entered and that is currently 

in FAPIIS. 

Please note that, if the total value of 

your currently active grants, cooperative 

agreements, and procurement contracts 

from the Federal Government exceeds 

$10,000,000, the reporting requirements 

in 2 CFR part 200, Appendix XII, 

require you to report certain integrity 

information to FAPIIS semiannually. 

Please review the requirements in 2 CFR 

part 200, Appendix XII, if this grant 

plus all the other Federal funds you 

receive exceed $10,000,000. 

5. In General: In accordance with the 

Office of Management and Budget’s 

guidance located at 2 CFR part 200, all 

applicable Federal laws, and relevant 

Executive guidance, the Department 

will review and consider applications 

for funding pursuant to this notice 

inviting applications in accordance 

with: 

(a) Selecting recipients most likely to 

be successful in delivering results based 

on the program objectives through an 

objective process of evaluating Federal 

award applications (2 CFR 200.205); 

(b) Prohibiting the purchase of certain 

telecommunication and video 

surveillance services or equipment in 

alignment with section 889 of the 

National Defense Authorization Act of 

2019 (Pub. L. 115–232) (2 CFR 200.216); 

(c) Providing a preference, to the 

extent permitted by law, to maximize 

use of goods, products, and materials 

produced in the United States (2 CFR 

200.322); and 

(d) Terminating agreements in whole 

or in part to the greatest extent 

authorized by law if an award no longer 

effectuates the program goals or agency 

priorities (2 CFR 200.340). 


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VI. Award Administration Information 

1. Award Notices: If your application 

is successful, we notify your U.S. 

Representative and U.S. Senators and 

send you a Grant Award Notification 

(GAN), or we may send you an email 

containing a link to access an electronic 

version of your GAN. We may notify 

you informally, also. 

If your application is not evaluated or 

not selected for funding, we notify you. 

2. Administrative and National Policy 

Requirements: We identify 

administrative and national policy 

requirements in the application package 

and reference these and other 

requirements in the Applicable 

Regulations section of this notice. 

We reference the regulations outlining 

the terms and conditions of an award in 

the Applicable Regulations section of 

this notice and include these and other 

specific conditions in the GAN. The 

GAN also incorporates your approved 

application as part of your binding 

commitments under the grant. 

3. Open Licensing Requirements: 

Unless an exception applies, if you are 

awarded a grant under this competition, 

you will be required to openly license 

to the public grant deliverables created 

in whole, or in part, with Department 

grant funds. When the deliverable 

consists of modifications to pre-existing 

works, the license extends only to those 

modifications that can be separately 

identified and only to the extent that 

open licensing is permitted under the 

terms of any licenses or other legal 

restrictions on the use of pre-existing 

works. Additionally, a grantee or 

subgrantee that is awarded competitive 

grant funds must have a plan to 

disseminate these public grant 

deliverables. This dissemination plan 

can be developed and submitted after 

your application has been reviewed and 

selected for funding. For additional 

information on the open licensing 

requirements please refer to 2 CFR 

3474.20. 

4. Reporting: (a) If you apply for a 

grant under this competition, you must 

ensure that you have in place the 

necessary processes and systems to 

comply with the reporting requirements 

in 2 CFR part 170 should you receive 

funding under the competition. This 

does not apply if you have an exception 

under 2 CFR 170.110(b). 

(b) At the end of your project period, 

you must submit a final performance 

report, including financial information, 

as directed by the Secretary. If you 

receive a multiyear award, you must 

submit an annual performance report 

that provides the most current 

performance and financial expenditure 

information as directed by the Secretary 

under 34 CFR 75.118. The Secretary 

may also require more frequent 

performance reports under 34 CFR 

75.720(c). For specific requirements on 

reporting, please go to www.ed.gov/ 

fund/grant/apply/appforms/ 

appforms.html. 

5. Performance Measures: Section 

4625(a)(4)(C) of the ESEA provides the 

basis for one performance measure for 

the FSCS program: the percentage and 

number of individuals targeted for 

services and who receive services 

during each year of the project period. 

The FSCS NFP established an additional 

set of indicators: student chronic 

absenteeism rates; student discipline 

rates, including suspensions and 

expulsions; school climate information, 

which may come from student, parent, 

or teacher surveys; provision of 

integrated student supports and 

stakeholder services; expanded and 

enriched learning time and 

opportunities; family and community 

engagement efforts and impact; 

information on the number, 

qualifications, and retention of school 

staff, including the number and 

percentage of fully certified teachers, 

disaggregated by race and ethnicity, and 

rates of teacher turnover; graduation 

rates; changes in school spending 

information; collaborative leadership 

and practice strategies, which may 

include building the capacity of 

educators, principals, other school 

leaders, and other staff to lead 

collaborative school improvement 

structures, such as professional learning 

communities; regularly convening or 

engaging all initiative-level partners, 

such as LEA representatives, city or 

county officials, children’s cabinets, 

nonprofit service providers, public 

housing agencies, and advocates; 

regularly assessing program quality and 

progress through individual student 

data, participant feedback, and aggregate 

outcomes to develop strategies for 

improvement; and organizing school 

personnel and community partners into 

working teams focused on specific 

issues identified in the needs and assets 

assessment. 

6. Continuation Awards: In making a 

continuation award under 34 CFR 

75.253, the Secretary considers, among 

other things, whether a grantee has 

made substantial progress in achieving 

the goals and objectives of the project; 

whether the grantee has expended funds 

in a manner that is consistent with its 

approved application and budget; and, 

if the Secretary has established 

performance measurement 

requirements, whether the grantee has 

made substantial progress in achieving 

the performance targets in the grantee’s 

approved application. 

In making a continuation award, the 

Secretary also considers whether the 

grantee is operating in compliance with 

the assurances in its approved 

application, including those applicable 

to Federal civil rights laws that prohibit 

discrimination in programs or activities 

receiving Federal financial assistance 

from the Department (34 CFR 100.4, 

104.5, 106.4, 108.8, and 110.23). 

VII. Other Information 

Accessible Format: On request to the 

program contact person listed under FOR

FURTHER INFORMATION CONTACT, 

individuals with disabilities can obtain 

this document and a copy of the 

application package in an accessible 

format. The Department will provide the 

requestor with an accessible format that 

may include Rich Text Format (RTF) or 

text format (txt), a thumb drive, an MP3 

file, braille, large print, audiotape, 

compact disc, or other accessible format. 

Electronic Access to This Document: 

The official version of this document is 

the document published in the Federal 

Register. You may access the official 

edition of the Federal Register and the 

Code of Federal Regulations at 

www.govinfo.gov. At this site you can 

view this document, as well as all other 

documents of this Department 

published in the Federal Register, in 

text or Portable Document Format 

(PDF). To use PDF you must have 

Adobe Acrobat Reader, which is 

available free at the site. 

You may also access documents of the 

Department published in the Federal 

Register by using the article search 

feature at www.federalregister.gov. 

Specifically, through the advanced 

search feature at this site, you can limit 

your search to documents published by 

the Department. 

Ruth E. Ryder, 

Deputy Assistant Secretary for Policy and 

Programs, Office of Elementary and 

Secondary Education. 

[FR Doc. 2022–15091 Filed 7–12–22; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

[Docket No.: ED–2022–SCC–0061] 

Agency Information Collection 

Activities; Submission to the Office of 

Management and Budget for Review 

and Approval; Comment Request; 

Campus Equity in Athletics Disclosure 

Act (EADA) Survey 

AGENCY: Office of Postsecondary 

Education (OPE), Department of 

Education (ED). 


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