32428 Federal Register / Vol. 75, No. 109 / Tuesday, June 8, 2010 / Notices 

1Committee on Community-Level Programs for 

Youth (2002). Community Programs to Promote 

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

Gootman. Washington, DC: National Research 

Council, Institute of Medicine, and National 

Academy Press. 

Dated: June 2, 2010. 

James Hyler, 

Acting Director, Information Collection 

Clearance Division, Regulatory Information 

Management Services, Office of Management. 

Office of Postsecondary Education 

Type of Review: Reinstatement. 

Title: Application for Grants under 

the Training Program for Federal TRIO 

Programs. 

Abstract: This application is needed 

to conduct a national competition for 

new grant awards under the Training 

Program for Federal TRIO Programs for 

Fiscal Year 2010. The Training Program 

for Federal TRIO programs is mandated 

by statute to provide training for 

leadership personnel and staff emoloyed 

in, participating in, or preparing for 

employment in Federal TRIO Program 

projects designed to indentify 

individuals from disadvantaged 

backgrounds, prepare them for a 

program of postsecondary education, 

and provide special services for such 

students pursuing programs of 

postsecondary education. 

Additional Information: Without the 

granting of the emergency clearance, the 

Department will miss a statutory 

deadline and harm to the public would 

be caused due to lack of training needed 

to operate Federal TRIO Program’s 

grants. All staff employed by Federal 

TRIO Programs’ grants provide support 

and esnure high school completion, 

college entrance and competion among 

first generation and low income 

students and individuals with 

disabilities. Without funding these 

activities would go unsupported by 

training. 

Frequency: Annually. 

Affected Public: Not-for-profit 

institutions; State, Local, or Tribal 

Gov’t, SEAs or LEAs. 

Reporting and Recordkeeping Hour 

Burden: 

Responses: 60 

Burden Hours: 2,040 

Requests for copies of the proposed 

information collection request may be 

accessed from http://edicsweb.ed.gov, 

by selecting the ‘‘Browse Pending 

Collections’’ link and by clicking on link 

number 4331. When you access the 

information collection, click on 

‘‘Download Attachments’’ to view. 

Written requests for information should 

be addressed to U.S. Department of 

Education, 400 Maryland Avenue, SW., 

LBJ, Washington, DC 20202–4537. 

Requests may also be electronically 

mailed to the Internet address 

ICDocketMgr@ed.gov or faxed to 202– 

401–0920. Please specify the complete 

title of the information collection when 

making your request. 

Comments regarding burden and/or 

the collection activity requirements 

should be electronically mailed to 

ICDocketMgr@ed.gov. Individuals who 

use a telecommunications device for the 

deaf (TDD) may call the Federal 

Information Relay Service (FIRS) at 1– 

800–877–8339. 

[FR Doc. 2010–13713 Filed 6–7–10; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Office of Innovation and Improvement; 

Overview Information; Full-Service 

Community Schools Program; Notice 

Inviting Applications for New Awards 

for Fiscal Year (FY) 2010 

Catalog of Federal Domestic Assistance 

(CFDA) Number: 84.215J. 

Applications Available: June 8, 2010. 

Deadline of Notice of Intent to Apply: 

June 23, 2010. 

Date of Pre-Application Meeting: June 

17, 2010. 

Deadline for Transmittal of 

Applications: July 23, 2010. 

Deadline for Intergovernmental 

Review: September 21, 2010. 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: The Fund for the 

Improvement of Education (FIE), which 

is authorized by section 5411 of the 

Elementary and Secondary Education 

Act of 1965, as amended (ESEA), 

supports nationally significant programs 

to improve the quality of elementary 

and secondary education at the State 

and local levels and help all children 

meet challenging academic content and 

academic achievement standards. The 

Full-Service Community Schools (FSCS) 

program, which is funded under FIE, 

encourages coordination of academic, 

social, and health services through 

partnerships between (1) Public 

elementary and secondary schools; (2) 

the schools’ local educational agencies 

(LEAs); and (3) community-based 

organizations, nonprofit organizations, 

and other public or private entities. The 

purpose of this collaboration is to 

provide comprehensive academic, 

social, and health services for students, 

students’ family members, and 

community members that will result in 

improved educational outcomes for 

children. The Full-Service Community 

Schools program is a ‘‘place-based’’ 

program (see http:// 

www.whitehouse.gov/omb/assets/ 

memoranda_fy2009/m09-28.pdf) that 

can leverage investments by focusing 

resources in targeted places, drawing on 

the compounding effects of wellcoordinated actions. Place-based 

approaches can also streamline 

otherwise redundant and disconnected 

programs. 

Program Authority: 20 U.S.C. 7243– 

7243b. 

Priorities: 

These priorities are from the notice of 

final priorities, selection criteria, 

definitions, and requirements for this 

program, published elsewhere in this 

issue of the Federal Register. 

Absolute Priority: For FY 2010 and 

any subsequent year in which we make 

awards from the list of unfunded 

applications, this priority is an absolute 

priority. Under 34 CFR 75.105(c)(3) we 

consider only applications that meet 

this priority. 

This priority is: 

Projects That Establish or Expand FullService Community Schools 

Background: In order for children to 

be ready and able to learn, they need 

academic, social, and health supports. 

The National Research Council has cited 

the presence of these supports as 

important predictors of future adult 

success.1 Students’ needs are better met 

when academic, social, and health 

services are delivered to them in a wellcoordinated, results-focused, and 

integrated manner. 

A full-service community school, as 

defined in this notice, is a public 

elementary or secondary school that 

works with its local educational agency 

and community-based organizations, 

nonprofit organizations, and other 

public or private entities to provide a 

coordinated and integrated set of 

comprehensive academic, social, and 

health services that respond to the 

needs of its students, students’ family 

members, and community members, as 

defined in this notice. These resultsfocused partnerships, as defined in this 

notice, are based on identified needs 

and organized around a set of mutually 

defined results and outcomes. 

Full-service community schools 

recognize that schools do not operate in 

total isolation from the communities in 

which they are located. Community 

challenges such as poverty, violence, 

poor physical health, and family 

instability can become education issues 

when left unaddressed. When schools 

and community partners collaborate to 

address these issues and align their 

resources to achieve common results, 

children are more likely to succeed 


emcdonald on DSK2BSOYB1PROD with NOTICES
Federal Register / Vol. 75, No. 109 / Tuesday, June 8, 2010 / Notices 32429 

2 Krenichyn, Kira, Helene Clark, and Lymari 

Benitez (2008). Children’s Aid Society 21st Century 

Community Learning Centers After-School 

Programs at Six Middle Schools: Final Report of a 

Three-Year Evaluation, 2004–2007. New York: 

ActKnowledge. 3Quinn, Jane, and Joy Dryfoos (2009). Freeing 

teachers to teach: Students in full-service 

community schools are ready to learn. American 

Educator, Summer 2009:16–21. 4Whalen, Samuel (2007). Three Years Into 

Chicago’s Community Schools Initiative (CSI): 

Progress, Challenges, and Emerging Lessons. 

Chicago: University of Illinois at Chicago. Retrieved 

April 9, 2010, from http://www.aypf.org/ 

documents/CSI_ThreeYearStudy.pdf. 

academically, socially, and physically. 

Full-service community schools seek to 

address these challenges by connecting 

students, students’ family members, and 

community members with available 

services and opportunities, creating the 

conditions for students to achieve in 

school and beyond. 

The Department recognizes that in 

order for students and the members of 

the communities in which they reside to 

thrive, their schools must be effective. 

Effective schools create learning 

environments that support student 

academic success and foster student 

engagement. When characterized by 

stable leadership and a strong 

instructional program, full-service 

community schools have been 

associated with improved attendance 

and student achievement,2 increased 

family and community engagement,3

and improved student behavior and 

youth development.4 In addition, 

system-wide support should be present 

for developing, implementing, and 

sustaining effective full-service 

community schools. There is greater 

potential impact when full-service 

community schools have a strong 

infrastructure in place to support 

sustaining the overall effort and 

expanding the number of FSCS sites 

throughout an LEA. 

In this and other programs, it is 

imperative that we pay close attention 

to our most educationally 

disadvantaged, persistently lowestachieving schools, as defined in this 

notice. These are the schools that 

continue to challenge our country’s 

system of public education and fail to 

adequately educate our Nation’s youth. 

Persistently lowest-achieving schools 

can be transformed into schools that 

enable all students to meet high 

standards when these schools 

implement school intervention models, 

as defined in this notice, that are 

aligned with a well-coordinated system 

of comprehensive academic, social, and 

health services. The Department 

believes that the full-service community 

school model can create the needed 

synergy to bolster efforts to transform 

persistently lowest-achieving schools 

into schools that enable all students to 

meet high standards. 

This absolute priority supports 

projects that propose to establish or 

expand (through collaborative efforts 

among local educational agencies, 

community-based organizations, 

nonprofit organizations, and other 

public and private entities) full-service 

community schools, as defined in this 

notice, offering a range of services. To 

meet this priority, an applicant must 

propose a project that is based on 

scientifically based research—as defined 

in section 9101(37) of the ESEA—and 

that establishes or expands a full-service 

community school. Each applicant must 

propose to provide at least three of the 

following eligible services at each 

participating full-service community 

school included in its proposed project: 

1. High-quality early learning 

programs and services. 

2. Remedial education, aligned with 

academic supports and other 

enrichment activities, providing 

students with a comprehensive 

academic program. 

3. Family engagement, including 

parental involvement, parent 

leadership, family literacy, and parent 

education programs. 

4. Mentoring and other youth 

development programs. 

5. Community service and service 

learning opportunities. 

6. Programs that provide assistance to 

students who have been chronically 

absent, truant, suspended, or expelled. 

7. Job training and career counseling 

services. 

8. Nutrition services and physical 

activities. 

9. Primary health and dental care. 

10. Activities that improve access to 

and use of social service programs and 

programs that promote family financial 

stability. 

11. Mental health services. 

12. Adult education, including 

instruction of adults in English as a 

second language. 

Competitive Preference Priority: For 

FY 2010 and any subsequent year in 

which we make awards from the list of 

unfunded applicants from this 

competition, this priority is a 

competitive preference priority. Under 

34 CFR 75.105(c)(2)(i) we award an 

additional 2 points to an application, 

depending on how well the application 

meets this priority. 

This priority is: 

Strategies That Support Turning 

Around Persistently Lowest-Achieving 

Schools 

We give competitive preference to 

applications that propose to serve 

persistently lowest-achieving schools, as 

defined in this notice, and are currently 

implementing or plan to implement one 

of three school intervention models, as 

defined in this notice, to enable these 

schools to become full-service 

community schools. Applicants seeking 

to receive this priority must describe (a) 

The school intervention model that 

would be or is being implemented to 

improve academic outcomes for 

students; (b) the academic, social, and/ 

or health services that would be 

provided and why; and (c) how the 

academic, social and/or health services 

provided would align with and support 

the school intervention model 

implemented. 

Application Requirements: 

The following requirements are from 

the NFP for this program, published 

elsewhere in this issue of the Federal 

Register. 

Background: Children, particularly 

those living in poverty, need a variety 

of family and community resources, 

including intellectual, social, physical, 

and emotional supports, to have the 

opportunity to attain academic success. 

Many children live in communities that 

lack not only high-performing schools, 

but also the supports needed to be ready 

and able to learn when they start school. 

School-community partnerships can be 

key strategies for providing resources to 

these individual students. A variety of 

organizations can help provide the 

missing resources for children living in 

poverty and, therefore, begin to 

transform struggling schools and 

communities. These organizations can 

be public or private, community-based 

or faith-based, governmental or nongovernmental, or a combination thereof, 

but they must work together with 

clearly articulated and mutually agreed 

upon goals, target populations, roles, 

and desired results and outcomes. 

Partnerships between schools and 

organizations may take many forms and 

should be based on overlapping vital 

interests. For example, a 

telecommunications firm might provide 

internships to high school students to 

foster real-world connections to the 

school’s science curriculum. Or, a local 

police department might provide 

mentors for troubled youth in order to 

keep students in school. Such resultsfocused partnerships, as defined in this 

notice, can transform the capacity of 

both the school and its partners to better 

serve students’ and families’ diverse 

needs and improve their outcomes. 

A full-service community school 

coordinator, as defined in this notice, is 

often central to the effective facilitation 

of these partnerships, as well as the 

coordination and integration of services, 


emcdonald on DSK2BSOYB1PROD with NOTICES
32430 Federal Register / Vol. 75, No. 109 / Tuesday, June 8, 2010 / Notices 

programs, supports, and available 

opportunities. The FSCS coordinator’s 

main responsibility is to work closely 

and plan jointly with the school’s 

principal to drive, develop, and 

implement the community school effort. 

The FSCS coordinator convenes a crosssection of school staff, parents, and 

community organizations to develop 

systems with which to coordinate new 

and existing programs that respond to 

the needs of the school and community 

through ongoing needs assessments. The 

FSCS coordinator adds capacity to the 

principal’s leadership of the school and 

is essential to ensuring that all 

programs, supports, services, 

opportunities, and the mutually defined 

results and outcomes are fully aligned. 

In order to receive funding, an 

applicant must include the following in 

its application: 

1. A description of the needs of the 

students, students’ family members, and 

community members to be served, 

including information about (a) The 

basic demographic characteristics of the 

students, students’ family members, and 

community members; (b) the magnitude 

or severity of the needs to be addressed 

by the project; and (c) the extent to 

which specific gaps or weaknesses in 

services, infrastructures, or 

opportunities have been identified and 

will be addressed by the proposed 

project. 

2. A list of entities that will partner 

with the applicant to coordinate existing 

services or to provide additional 

services that promote successful 

student, family, and community results 

and outcomes. The applicant must 

describe how existing resources and 

services will be coordinated and 

integrated with new resources and 

services. 

3. A memorandum of understanding 

between the applicant and all partner 

entities, describing the role each partner 

will assume, the services or resources 

each one will provide, and the desired 

results and outcomes. 

4. A description of the organizational 

capacity of the applicant to provide and 

coordinate eligible services at a fullservice community school that will 

support increased student achievement. 

The description must include the 

applicant’s experience partnering with 

the target school(s) and other partner 

entities; examples of how the applicant 

has responded to challenges working 

with these schools and entities; lessons 

learned from similar work or previous 

community-school efforts, and a 

description of the existing or proposed 

infrastructure to support the 

implementation and sustainability of 

the full-service community school. 

Applicants must also describe their past 

experience (a) building relationships 

and community support to achieve 

results; and (b) collecting and using data 

for decision-making and continuous 

improvement. 

5. A comprehensive plan based on 

results-focused partnerships, as defined 

in this notice, that includes a 

description of well-aligned goals, 

services, activities, objectives, 

performance measures, and project 

results and outcomes. In addition, the 

plan must include the estimated total 

number of individuals to be served, 

disaggregated by the number of 

students, students’ family members, and 

community members, and the type and 

frequency of services to be provided to 

each group. 

6. A list and description of the eligible 

services to be provided or coordinated 

by the applicant and the partner 

entities; a description of the applicant’s 

approach to integrating new and 

existing programs and services with the 

school’s (or schools’) core instructional 

program; and identification of the 

intended results and outcomes. 

7. A description of how the applicant 

will use data to drive decisionmaking 

and measure success. This includes a 

description of the applicant’s plans to 

monitor and assess outcomes of the 

eligible services provided and 

coordinated by the FSCS project, as well 

as the number of individuals served, 

while complying with Federal, State, 

and other privacy laws and 

requirements. 

8. A description of the roles and 

responsibilities of a full-time FSCS 

coordinator and the proposed approach 

to ensuring that the FSCS coordinator 

engages in joint planning with the 

principal and key community 

stakeholders to guide the proposed fullservice community school. 

Applications that do not meet these 

requirements will not be read and will 

not be considered for funding. 

Definitions: The following definitions 

are from the NFP for this program, 

published elsewhere in this issue of the 

Federal Register. 

These definitions are: 

Community member means an 

individual who is not a student or a 

student’s family member, as defined in 

this notice, but who lives in the 

community served by the FSCS grant. 

Full-service community school means 

a public elementary or secondary school 

that works with its local educational 

agency and community-based 

organizations, nonprofit organizations, 

and other public or private entities to 

provide a coordinated and integrated set 

of comprehensive academic, social, and 

health services that respond to the 

needs of its students, students’ family 

members, and community members. In 

addition, a full-service community 

school promotes family engagement by 

bringing together many partners in order 

to offer a range of supports and 

opportunities for students, students’ 

family members, and community 

members. 

Full-service community school 

coordinator means an individual who 

works closely and plans jointly with the 

school’s principal to drive the 

development and implementation of the 

FSCS effort and who, in that capacity, 

facilitates the partnerships and 

coordination and integration of service 

delivery. 

Persistently lowest-achieving school 

means, as determined by the State under 

the School Improvement Grants 

program (pursuant to the final 

requirements for the School 

Improvement Grants program, 74 FR 

65618, published in the Federal 

Register on December 10, 2009)— 

(1) Any Title I school in 

improvement, corrective action, or 

restructuring that— 

(i) Is among the lowest-achieving five 

percent of Title I schools in 

improvement, corrective action, or 

restructuring or the lowest-achieving 

five Title I schools in improvement, 

corrective action, or restructuring in the 

State, whichever number of schools is 

greater; or 

(ii) Is a high school that has had a 

graduation rate as defined in 34 CFR 

200.19(b) that is less than 60 percent 

over a number of years; and 

(2) Any secondary school that is 

eligible for, but does not receive, Title 

I funds that— 

(i) Is among the lowest-achieving five 

percent of secondary schools or the 

lowest-achieving five secondary schools 

in the State that are eligible for, but do 

not receive, Title I funds, whichever 

number of schools is greater; or 

(ii) Is a high school that has had a 

graduation rate as defined in 34 CFR 

200.19(b) that is less than 60 percent 

over a number of years. 

Results-focused partnership means a 

partnership between a full-service 

community school and one or more 

nonprofit organizations (including 

community-based organizations) that is 

based on identified needs and organized 

around a set of mutually defined results 

and outcomes for increasing student 

success and improving access to family 

and community services. 

School intervention model means one 

of the following three specific 

interventions described in the final 

requirements for the School 


emcdonald on DSK2BSOYB1PROD with NOTICES
Federal Register / Vol. 75, No. 109 / Tuesday, June 8, 2010 / Notices 32431 

Improvement Grants program, 74 FR 

65618, published in the Federal 

Register on December 10, 2009 and 

summarized as follows: 

(1) Turnaround model, which 

includes, among other actions, replacing 

the principal and rehiring no more than 

50 percent of the school’s staff, adopting 

a new governance structure, and 

implementing an instructional program 

that is research-based and vertically 

aligned from one grade to the next as 

well as aligned with a State’s academic 

standards. 

(2) Restart model, in which a local 

educational agency converts the school 

or closes and reopens it under the 

management of a charter school 

operator, a charter management 

organization, or an education 

management organization that has been 

selected through a rigorous review 

process. 

(3) Transformation model, which 

addresses four specific areas critical to 

transforming persistently lowestachieving schools: (i) Replace the 

principal and take steps to increase 

teacher and school effectiveness; (ii) 

institute comprehensive instructional 

reforms; (iii) increase learning time and 

create community-oriented schools; (iv) 

provide operational flexibility and 

sustained support. 

Student means a child enrolled in a 

public elementary or secondary school 

served by the FSCS grant. 

Student’s family member means the 

student’s parents/guardians, siblings, 

and any other related individuals living 

in the same household as the student 

and not enrolled in the school served by 

the FSCS grant. 

Program Authority: 20 U.S.C. 7243– 

7243b. 

Applicable Regulations: (a) The 

Education Department General 

Administrative Regulations (EDGAR) in 

34 CFR parts 74, 75, 77, 79, 80, 81, 82, 

84, 85, 86, 97, 98, and 99. (b) The notice 

of final priorities, requirements, 

definitions, and selection criteria (NFP) 

for this program, published elsewhere in 

this issue of the Federal Register. 

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: 

$5,000,000. 

Estimated Range of Awards: 

$275,000–$500,000. 

Estimated Average Size of Awards: 

$415,000. 

Maximum Award: The maximum 

award amount is $500,000 per year. We 

may choose not to further consider or 

review applications with budget 

requests for any 12-month budget period 

that exceed this amount, if we conclude, 

during our initial review of the 

application, that the proposed goals and 

objectives cannot be obtained with the 

specified maximum amount. 

Estimated Number of Awards: 8–12. 

Note: The Department is not bound by any 

estimates in this notice. 

Project Period: Up to 60 months. 

III. Eligibility Information 

1. Eligible Applicants: To be eligible 

for a grant under this competition, an 

applicant must be a consortium 

consisting of a local educational agency 

and one or more community-based 

organizations, nonprofit organizations, 

or other public or private entities. 

Consortia must comply with the 

provisions governing group applications 

in 34 CFR 75.127 through 75.129 of 

EDGAR. 

2. Cost Sharing or Matching: To be 

eligible for an award, a portion of the 

services provided by the applicant must 

be supported through non-Federal 

contributions, either in cash or in-kind 

donations. The applicant must propose 

the amount of cash or in-kind resources 

to be contributed for each year of the 

grant. 

3. Planning: Interagency collaborative 

efforts are highly complex undertakings 

that require extensive planning and 

communication among partners and key 

stakeholders. Partnerships should be 

based on identified needs and organized 

around a set of mutually-defined results 

and outcomes. Applicants under this 

program may devote funds received 

during the first year of the project 

period to comprehensive program 

planning, establishing results-focused 

partnerships, and capacity building. 

Funding received by grantees during the 

remainder of the project period must be 

devoted to program implementation. 

IV. Application and Submission 

Information 

1. Address to Request Application 

Package: 

You can obtain an application 

package via the Internet or from the 

Education Publications Center (ED 

Pubs). To obtain a copy via the Internet, 

use the following address: http:// 

www2.ed.gov/programs/ 

communityschools/applicant.html. 

To obtain a copy from ED Pubs, write, 

fax, or call the following: ED Pubs, U.S. 

Department of Education, P.O. Box 

22207, Alexandria, VA 22304. 

Telephone, toll free: 1–877–433–7827. 

FAX: (703) 605–6794. If you use a 

telecommunications device for the deaf 

(TDD), call, toll free: 1–877–576–7734. 

You can contact ED Pubs at its Web 

site, also: http://www.EDPubs.gov or at 

its e-mail address: edpubs@inet.ed.gov. 

If you request an application from ED 

Pubs, be sure to identify this program or 

competition as follows: CFDA number 

84.215J. 

Individuals with disabilities can 

obtain a copy of the application package 

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

large print, audiotape, or computer 

diskette) by contacting the person or 

team listed under Accessible Format in 

section VIII of this notice. 

2. Content and Form of Application 

Submission: Requirements concerning 

the content of an application, together 

with the forms you must submit, are in 

the application package for this 

competition. 

Notice of Intent to Apply: 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 by sending a short e-mail 

message indicating the applicant’s 

intent to submit an application for 

funding. The e-mail need not include 

information regarding the content of the 

proposed 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 June 23, 

2010. Applicants that fail to provide this 

e-mail notification may still apply for 

funding. 

Page Limit: The application narrative 

(Part III of the application) is where you, 

the applicant, address the selection 

criteria that reviewers use to evaluate 

your application. 

You should limit the application 

narrative [Part III] to the equivalent of 

no more than 35 pages, using the 

following standards: 

• A ‘‘page’’ is 8.5′′ × 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. 


emcdonald on DSK2BSOYB1PROD with NOTICES
32432 Federal Register / Vol. 75, No. 109 / Tuesday, June 8, 2010 / Notices 

• 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. An application submitted 

in any other font (including Times 

Roman or Arial Narrow) will not be 

accepted. 

The page limit does not apply to Part 

I, the cover sheet; Part II, the budget 

section, including the narrative budget 

justification; Part IV, the assurances and 

certifications; or the one-page abstract, 

the resumes, the bibliography, or the 

letters of support. However, the page 

limit does apply to all of the application 

narrative section [Part III]. 

3. Submission Dates and Times: 

Applications Available: June 8, 2010. 

Deadline for Notice of Intent to Apply: 

June 23, 2010. 

Date of Pre-Application Meeting: The 

Department will hold a pre-application 

meeting for prospective applicants on 

June 17, 2010 from 1:30 p.m. to 3:30 

p.m. at the U.S. Department of 

Education, Barnard Auditorium, 400 

Maryland Avenue, SW., Washington, 

DC. Interested parties are invited to 

participate in this meeting to discuss the 

purpose of the FSCS program, absolute 

and competitive priorities, application 

requirements, definitions, selection 

criteria, application content, submission 

requirements, and reporting 

requirements. Interested parties may 

participate in this meeting either by 

conference call or in person. This site is 

accessible by Metro on the Blue, Orange, 

Green, and Yellow lines at the Seventh 

Street and Maryland Avenue exit of the 

L’Enfant Plaza station. 

Individuals interested in attending 

this meeting must register no later than 

June 11, 2010 by e-mailing their name, 

organization, and contact information 

with ‘‘PRE-APPLICATION MEETING’’ in 

the subject line to FSCS@ed.gov. There 

is no registration fee for attending this 

meeting. For further information contact 

Jill Staton, U.S. Department of 

Education, Office of Innovation and 

Improvement, room 4W245, 400 

Maryland Avenue, SW., Washington, 

DC 20202. Telephone: (202) 401–2091 

or by e-mail: FSCS@ed.gov. 

Assistance to Individuals With 

Disabilities at the Pre-Application 

Meeting 

The meeting site is accessible to 

individuals with disabilities. If you will 

need an auxiliary aid or service to 

participate in the meeting (e.g., 

interpreting service, assistive listening 

device, or materials in an alternate 

format), notify the contact person listed 

in this notice at least two weeks before 

the scheduled meeting date. Although 

we will attempt to meet a request we 

receive after that date, we may not be 

able to make available the requested 

auxiliary aid or service because of 

insufficient time to arrange it. 

Deadline for Transmittal of 

Applications: July 23, 2010. 

Applications for grants under this 

competition must be submitted 

electronically using the Electronic Grant 

Application System (e-Application) 

accessible through the Department’s eGrants site. For information (including 

dates and times) about how to submit 

your application electronically, or in 

paper format by mail or hand delivery 

if you qualify for an exception to the 

electronic submission requirement, 

please refer to section IV.7. Other 

Submission Requirements of this notice. 

We do not consider an application 

that does not comply with the deadline 

requirements. 

Individuals with disabilities who 

need an accommodation or auxiliary aid 

in connection with the application 

process should contact the person listed 

under For Further Information Contact 

in section VII of this notice. If the 

Department provides an accommodation 

or auxiliary aid to an individual with a 

disability in connection with the 

application process, the individual’s 

application remains subject to all other 

requirements and limitations in this 

notice. 

Deadline for Intergovernmental 

Review: September 21, 2010. 

4. Intergovernmental Review: This 

competition is subject to Executive 

Order 12372 and the regulations in 34 

CFR part 79. Information about 

Intergovernmental Review of Federal 

Programs under Executive Order 12372 

is in the application package for this 

competition. 

5. Funding Restrictions: We reference 

regulations outlining funding 

restrictions in the Applicable 

Regulations section in this notice. 

6. Data Universal Numbering System 

Number, Taxpayer Identification 

Number, and Central Contractor 

Registry: To do business with the 

Department of Education, (1) You must 

have a Data Universal Numbering 

System (DUNS) number and a Taxpayer 

Identification Number (TIN); (2) you 

must register both of those numbers 

with the Central Contractor Registry 

(CCR), the Government’s primary 

registrant database; and (3) you must 

provide those same numbers on your 

application. 

You can obtain a DUNS number from 

Dun and Bradstreet. A DUNS number 

can be created within one business day. 

If you are a corporate entity, agency, 

institution, or organization, you can 

obtain a TIN from the Internal Revenue 

Service. If you are an individual, you 

can obtain a TIN from the Internal 

Revenue Service or the Social Security 

Administration. If you need a new TIN, 

please allow 2–5 weeks for your TIN to 

become active. 

The CCR registration process may take 

five or more business days to complete. 

If you are currently registered with the 

CCR, you may not need to make any 

changes. However, please make certain 

that the TIN associated with your DUNS 

number is correct. Also note that you 

will need to update your CCR 

registration on an annual basis. This 

may take three or more business days to 

complete. 

7. Other Submission Requirements: 

Applications for grants under this 

competition must be submitted 

electronically unless you qualify for an 

exception to this requirement in 

accordance with the instructions in this 

section. 

a. Electronic Submission of 

Applications. 

Applications for grants under the 

Full-Service Community Schools 

program—CFDA Number 84.215J must 

be submitted electronically using eApplication, accessible through the 

Department’s e-Grants Web site at: 

http://e-grants.ed.gov. 

We will reject your application if you 

submit it in paper format unless, as 

described elsewhere in this section, you 

qualify for one of the exceptions to the 

electronic submission requirement and 

submit, no later than two weeks before 

the application deadline date, a written 

statement to the Department that you 

qualify for one of these exceptions. 

Further information regarding 

calculation of the date that is two weeks 

before the application deadline date is 

provided later in this section under 

Exception to Electronic Submission 

Requirement. 

While completing your electronic 

application, you will be entering data 

online that will be saved into a 

database. You may not e-mail an 

electronic copy of a grant application to 

us. 

Please note the following: 

• You must complete the electronic 

submission of your grant application by 

4:30:00 p.m. Washington, DC time, on 

the application deadline date. EApplication will not accept an 

application for this competition after 

4:30:00 p.m., Washington, DC time, on 

the application deadline date. 

Therefore, we strongly recommend that 

you do not wait until the application 


emcdonald on DSK2BSOYB1PROD with NOTICES
Federal Register / Vol. 75, No. 109 / Tuesday, June 8, 2010 / Notices 32433 

deadline date to begin the application 

process. 

• The hours of operation of the eGrants Web site are 6:00 a.m. Monday 

until 7:00 p.m. Wednesday; and 6:00 

a.m. Thursday until 8:00 p.m. Sunday, 

Washington, DC time. Please note that, 

because of maintenance, the system is 

unavailable between 8:00 p.m. on 

Sundays and 6:00 a.m. on Mondays, and 

between 7:00 p.m. on Wednesdays and 

6:00 a.m. on Thursdays, Washington, 

DC time. Any modifications to these 

hours are posted on the e-Grants Web 

site. 

• You will not receive additional 

point value because you submit your 

application in electronic format, nor 

will we penalize you if you qualify for 

an exception to the electronic 

submission requirement, as described 

elsewhere in this section, and submit 

your application in paper format. 

• You must submit all documents 

electronically, including all information 

you typically provide on the following 

forms: the Application for Federal 

Assistance (SF 424), the Department of 

Education Supplemental Information for 

SF 424, Budget Information—NonConstruction Programs (ED 524), and all 

necessary assurances and certifications. 

You must attach any narrative sections 

of your application as files in a .DOC 

(document), .RTF (rich text), or .PDF 

(Portable Document) format. If you 

upload a file type other than the three 

file types specified in this paragraph or 

submit a password protected file, we 

will not review that material. 

• Your electronic application must 

comply with any page limit 

requirements described in this notice. 

• Prior to submitting your electronic 

application, you may wish to print a 

copy of it for your records. 

• After you electronically submit 

your application, you will receive an 

automatic acknowledgment that will 

include a PR/Award number (an 

identifying number unique to your 

application). 

• Within three working days after 

submitting your electronic application, 

fax a signed copy of the SF 424 to the 

Application Control Center after 

following these steps: 

(1) Print SF 424 from e-Application. 

(2) The applicant’s Authorizing 

Representative must sign this form. 

(3) Place the PR/Award number in the 

upper right hand corner of the hardcopy signature page of the SF 424. 

(4) Fax the signed SF 424 to the 

Application Control Center at (202) 

245–6272. 

• We may request that you provide us 

original signatures on other forms at a 

later date. 

Application Deadline Date Extension 

in Case of e-Application Unavailability: 

If you are prevented from electronically 

submitting your application on the 

application deadline date because eApplication is unavailable, we will 

grant you an extension of one business 

day to enable you to transmit your 

application electronically, by mail, or by 

hand delivery. We will grant this 

extension if— 

(1) You are a registered user of eApplication and you have initiated an 

electronic application for this 

competition; and 

(2) (a) E-Application is unavailable for 

60 minutes or more between the hours 

of 8:30 a.m. and 3:30 p.m., Washington, 

DC time, on the application deadline 

date; or 

(b) E-Application is unavailable for 

any period of time between 3:30 p.m. 

and 4:30:00 p.m., Washington, DC time, 

on the application deadline date. 

We must acknowledge and confirm 

these periods of unavailability before 

granting you an extension. To request 

this extension or to confirm our 

acknowledgment of any system 

unavailability, you may contact either 

(1) the person listed elsewhere in this 

notice under For Further Information 

Contact (see VII. Agency Contact) or (2) 

the e-Grants help desk at 1–888–336– 

8930. If e-Application is unavailable 

due to technical problems with the 

system and, therefore, the application 

deadline is extended, an e-mail will be 

sent to all registered users who have 

initiated an e-Application. Extensions 

referred to in this section apply only to 

the unavailability of e-Application. 

Exception to Electronic Submission 

Requirement: You qualify for an 

exception to the electronic submission 

requirement, and may submit your 

application in paper format, if you are 

unable to submit an application through 

e-Application because–– 

• You do not have access to the 

Internet; or 

• You do not have the capacity to 

upload large documents to eApplication; and 

• No later than two weeks before the 

application deadline date (14 calendar 

days or, if the fourteenth calendar day 

before the application deadline date 

falls on a Federal holiday, the next 

business day following the Federal 

holiday), you mail or fax a written 

statement to the Department, explaining 

which of the two grounds for an 

exception prevents you from using the 

Internet to submit your application. If 

you mail your written statement to the 

Department, it must be postmarked no 

later than two weeks before the 

application deadline date. If you fax 

your written statement to the 

Department, we must receive the faxed 

statement no later than two weeks 

before the application deadline date. 

Address and mail or fax your 

statement to: Jill Staton, U.S. 

Department of Education, 400 Maryland 

Avenue, SW., room 4W245, 

Washington, DC 20202. FAX: (202) 205– 

5630. 

Your paper application must be 

submitted in accordance with the mail 

or hand delivery instructions described 

in this notice. 

b. Submission of Paper Applications 

by Mail. 

If you qualify for an exception to the 

electronic submission requirement, you 

may mail (through the U.S. Postal 

Service or a commercial carrier) your 

application to the Department. You 

must mail the original and two copies 

of your application, on or before the 

application deadline date, to the 

Department at the following address: 

U.S. Department of Education, 

Application Control Center, Attention: 

(CFDA Number 84.215J), LBJ Basement 

Level 1, 400 Maryland Avenue, SW., 

Washington, DC 20202–4260. 

You must show proof of mailing 

consisting of one of the following: 

(1) A legibly dated U.S. Postal Service 

postmark. 

(2) A legible mail receipt with the 

date of mailing stamped by the U.S. 

Postal Service. 

(3) A dated shipping label, invoice, or 

receipt from a commercial carrier. 

(4) Any other proof of mailing 

acceptable to the Secretary of the U.S. 

Department of Education. 

If you mail your application through 

the U.S. Postal Service, we do not 

accept either of the following as proof 

of mailing: 

(1) A private metered postmark. 

(2) A mail receipt that is not dated by 

the U.S. Postal Service. 

If your application is postmarked after 

the application deadline date, we will 

not consider your application. 

Note: The U.S. Postal Service does not 

uniformly provide a dated postmark. Before 

relying on this method, you should check 

with your local post office. 

c. Submission of Paper Applications 

by Hand Delivery. 

If you qualify for an exception to the 

electronic submission requirement, you 

(or a courier service) may deliver your 

paper application to the Department by 

hand. You must deliver the original and 

two copies of your application, by hand, 

on or before the application deadline 

date, to the Department at the following 

address: 

U.S. Department of Education, 

Application Control Center, Attention: 


emcdonald on DSK2BSOYB1PROD with NOTICES
32434 Federal Register / Vol. 75, No. 109 / Tuesday, June 8, 2010 / Notices 

(CFDA Number 84.215J), 550 12th 

Street, SW., Room 7041, Potomac Center 

Plaza, Washington, DC 20202–4260. 

The Application Control Center 

accepts hand deliveries daily between 

8:00 a.m. and 4:30:00 p.m., Washington, 

DC time, except Saturdays, Sundays, 

and Federal holidays. 

Note for Mail or Hand Delivery of Paper 

Applications: If you mail or hand deliver 

your application to the Department— 

(1) You must indicate on the envelope 

and—if not provided by the Department—in 

Item 11 of the SF 424 the CFDA number, 

including suffix letter, if any, of the 

competition under which you are submitting 

your application; and 

(2) The Application Control Center will 

mail to you a notification of receipt of your 

grant application. If you do not receive this 

grant notification within 15 business days 

from the application deadline date, you 

should call the U.S. Department of Education 

Application Control Center at (202) 245– 

6288. 

V. Application Review Information 

Selection Criteria: The selection 

criteria for this competition are from the 

NFP for this program, published 

elsewhere in this issue of the Federal 

Register. These selection criteria are 

listed in the application package as well 

as this notice. We may apply one or 

more of these criteria in any year in 

which this program is in effect. The 

maximum score for all the selection 

criteria is 100 points. The maximum 

score for each criterion is indicated in 

parentheses with the criterion. The 

selection criteria are as follows: 

(a) Quality of the Project Design (up 

to 25 points). 

(1) The Secretary considers the 

quality of the design of the proposed 

project. 

(2) In determining the quality of the 

design of the proposed project, the 

Secretary considers the extent to which 

the proposed project consists of a 

comprehensive plan that includes a 

description of— 

(i) The project objectives; 

(ii) The students, students’ family 

members, and community to be served, 

including information about the 

demographic characteristics and needs 

of the students, students’ family 

members, and other community 

members and the estimated number of 

individuals to be served; and 

(iii) The eligible services (as listed in 

the Absolute Priority described 

elsewhere in this notice) to be provided 

or coordinated by the applicant and its 

partner entities, how those services will 

meet the needs of students, students’ 

family members, and other community 

members, and the frequency with which 

those services will be provided to 

students, students’ family members, and 

community members. 

(b) Adequacy of Resources (up to 20 

points). 

(1) The Secretary considers the 

adequacy of resources for the proposed 

project. 

(2) In determining the adequacy of 

resources for the proposed project, the 

Secretary considers the following 

factors: 

(i) The adequacy of support, including 

facilities, equipment, supplies, and 

other resources to be provided by the 

applicant and consortium partners; 

(ii) The relevance and demonstrated 

commitment of each partner in the 

proposed project to the implementation 

and success of the project; and 

(iii) The extent to which costs are 

reasonable in relation to the number of 

persons to be served and services to be 

provided. 

(c) Quality of the Management Plan 

(up to 25 points). 

(1) The Secretary considers the 

quality of the management plan for the 

proposed project. 

(2) In determining the quality of the 

management plan for the proposed 

project, the Secretary considers the 

following factors: 

(i) The extent to which the proposed 

project consists of a comprehensive plan 

that includes a description of planning, 

coordination, management, and 

oversight of the eligible services (as 

listed in the Absolute Priority described 

elsewhere in this notice) to be provided 

at each school to be served, including 

the role of the school principal, the 

FSCS coordinator, partner entities, 

parents, and community members; 

(ii) The qualifications, including 

relevant training and experience, of the 

FSCS coordinator and other key project 

personnel including prior performance 

of the applicant on similar or related 

efforts; and 

(iii) The extent to which the time 

commitments of the project director, the 

FSCS coordinator, and other key project 

personnel are appropriate and adequate 

to meet the objectives of the proposed 

project. 

(d) Quality of Project Services (up to 

20 points). 

(1) The Secretary considers the 

quality of the services to be provided by 

the proposed project. 

(2) In determining the quality of the 

project services, the Secretary considers 

the following: 

(i) The extent to which the services to 

be provided by the proposed project 

reflect up-to-date knowledge from 

research and effective practice; and 

(ii) The likelihood that the services to 

be provided by the proposed project 

will lead to improvements in the 

achievement of students as measured 

against rigorous academic standards. 

(e) Quality of the Project Evaluation 

(up to 10 points). 

(1) The Secretary considers the 

quality of the evaluation to be 

conducted of the proposed project. 

(2) In determining the quality of the 

evaluation, the Secretary considers the 

extent to which the proposed 

evaluation— 

(i) Sets out methods of evaluation that 

include the use of objective performance 

measures that are clearly related to the 

intended outcomes of the project and 

will produce quantitative and 

qualitative data to the extent possible; 

(ii) Will provide timely and valid 

information on the management, 

implementation, or efficiency of the 

project; and 

(iii) Will provide guidance on or 

strategies for replicating or testing the 

project intervention in multiple settings. 

Factors Applicants May Wish To 

Consider in Developing an Evaluation 

Plan 

The quality of the evaluation plan is 

one of the selection criteria by which 

applications in this competition will be 

judged. A strong evaluation plan should 

be included in the application narrative 

and should be used, as appropriate, to 

shape the development of the project 

from the beginning of the project period. 

The plan should include benchmarks to 

monitor progress toward specific project 

objectives and also outcome measures to 

assess the impact on teaching and 

learning or other important outcomes 

for project participants. More 

specifically, the plan should identify the 

individual or organization that has 

agreed to serve as evaluator for the 

project and describe the qualifications 

of that evaluator. The plan should 

describe the evaluation design, 

indicating: (1) What types of data will 

be collected; (2) when various types of 

data will be collected; (3) what methods 

will be used; (4) what instruments will 

be developed and when; (5) how the 

data will be analyzed; (6) when reports 

of results and outcomes will be 

available; and (7) how the applicant will 

use the information collected through 

the evaluation to monitor progress of the 

funded project and to provide 

accountability information both about 

success at the initial site and about 

effective strategies for replication in 

other settings. Applicants are 

encouraged to devote an appropriate 

level of resources to project evaluation. 


emcdonald on DSK2BSOYB1PROD with NOTICES
Federal Register / Vol. 75, No. 109 / Tuesday, June 8, 2010 / Notices 32435 

1The following Web site provides more 

information on the RTT Assessment Program: 

http://www2.ed.gov/programs/racetothetopassessment/index.html. 

VI. Award Administration Information 

1. Award Notices: If your application 

is successful, we notify your U.S. 

Representative and U.S. Senators and 

send you a Grant Award Notification 

(GAN). We may notify you informally, 

also. 

If your application is not evaluated or 

not selected for funding, we notify you. 

2. Administrative and National Policy 

Requirements: We identify 

administrative and national policy 

requirements in the application package 

and reference these and other 

requirements in the Applicable 

Regulations section of this notice. 

We reference the regulations outlining 

the terms and conditions of an award in 

the Applicable Regulations section of 

this notice and include these and other 

specific conditions in the GAN. The 

GAN also incorporates your approved 

application as part of your binding 

commitments under the grant. 

3. Reporting: At the end of your 

project period, you must submit a final 

performance report, including financial 

information, as directed by the 

Secretary. If you receive a multi-year 

award, you must submit an annual 

performance report that provides the 

most current performance and financial 

expenditure information as directed by 

the Secretary under 34 CFR 75.118. The 

Secretary may also require more 

frequent performance reports under 34 

CFR 75.720(c). For specific 

requirements on reporting, please go to 

http://www.ed.gov/fund/grant/apply/ 

appforms/appforms.html. 

4. Performance Measures: The 

Secretary has established one 

performance indicator for this program: 

The percentage of individuals targeted 

for services who receive services during 

each year of the project period. All 

grantees will be required to submit an 

annual performance report documenting 

their contribution in assisting the 

Department in measuring the 

performance of the program against this 

indicator, as well as performance on 

project-specific indicators. 

VII. Agency Contact 

For Further Information Contact: Jill 

Staton, U.S. Department of Education, 

400 Maryland Avenue, SW., room 

4W245, Washington, DC 20202. 

Telephone: (202) 401–2091 or by e-mail: 

FSCS@ed.gov. If you use a TDD, call the 

FRS, toll free, at 1–800–877–8339. 

VIII. Other Information 

Accessible Format: Individuals with 

disabilities can obtain this document 

and a copy of the application package in 

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

print, audiotape, or computer diskette) 

by contacting the Grants and Contracts 

Services Team, U.S. Department of 

Education, 400 Maryland Avenue, SW., 

room 5075, PCP, Washington, DC 

20202–2550. Telephone: (202) 245– 

7363. If you use a TDD, call the FRS, toll 

free, at 1–800–877–8339. 

Electronic Access to This Document: 

You can view this document, as well as 

all other documents of this Department 

published in the Federal Register, in 

text or Adobe Portable Document 

Format (PDF) on the Internet at the 

following site: http://www.ed.gov/news/ 

fedregister. To use PDF you must have 

Adobe Acrobat Reader, which is 

available free at this site. 

Note: The official version of this document 

is the document published in the Federal 

Register. Free Internet access to the official 

edition of the Federal Register and the Code 

of Federal Regulations is available on GPO 

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

index.html. 

Dated: June 3, 2010. 

James H. Shelton, III, 

Assistant Deputy Secretary for Innovation and 

Improvement. 

[FR Doc. 2010–13781 Filed 6–7–10; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Office of Special Education and 

Rehabilitative Services; Overview 

Information; Technical Assistance on 

Data Collection—General Supervision 

Enhancement Grants: Alternate 

Academic Achievement Standards; 

Notice Inviting Applications for New 

Awards for Fiscal Year (FY) 2010 

Catalog of Federal Domestic 

Assistance (CFDA) Number: 84.373X. 

Dates: 

Applications Available: June 8, 2010. 

Deadline for Transmittal of 

Applications: July 23, 2010. 

Deadline for Intergovernmental 

Review: September 21, 2010. 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: Under section 

616(i)(2) of the Individuals with 

Disabilities Education Act, as amended 

(IDEA), the Department may make 

awards to provide technical assistance 

to improve the capacity of States to meet 

data collection requirements. 

Priority: This priority is from the 

notice of final priorities for this 

program, published in the Federal 

Register on July 9, 2007 (72 FR 37212). 

Absolute Priority: For FY 2010 and 

any subsequent year in which we make 

awards based on the list of unfunded 

applicants from this competition, this 

priority is an absolute priority. Under 34 

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

applications that meet this priority. 

This priority is: 

Technical Assistance on Data 

Collection—General Supervision 

Enhancement Grants-Alternate 

Academic Achievement Standards 

(GSEG) 

Background: 

On April 9, 2010, the Department 

issued a notice inviting applications for 

new awards under the Race to the Top 

(RTT) Assessment Program (75 FR 

18171),1 indicating its intention to 

support States in developing new 

alternate assessments based on alternate 

academic achievement standards. This 

notice announces a separate 

competition for GSEG grants through 

which States may receive funding for 

the development of new alternate 

assessments for students with the most 

significant cognitive disabilities. 

Through the invitational priority 

announced in this notice, we are 

encouraging States to develop alternate 

assessments that fit coherently with the 

assessment systems to be developed 

under the RTT Assessment Program. 

Under section 1111(b)(1) of Title I of 

the Elementary and Secondary 

Education Act of 1965, as amended 

(ESEA), a State is required to adopt 

challenging student academic 

achievement standards and to apply the 

same standards ‘‘to all schools and 

children in the State.’’ In developing the 

Title I ESEA regulations implementing 

this provision, the Department 

acknowledged that, although all 

children can learn challenging content, 

evaluating that learning through the use 

of alternate academic achievement 

standards is appropriate for a small, 

limited percentage of students who are 

within one or more of the existing 

categories of disability under IDEA (e.g., 

autism, multiple disabilities, traumatic 

brain injury, mental retardation), and 

whose cognitive impairments may 

prevent them from attaining grade-level 

achievement standards, even with the 

very best instruction. Accordingly, the 

Department adopted regulations, in 34 

CFR 200.1(d), permitting States to 

measure the achievement of a limited 

percentage of students—those with the 

most significant cognitive disabilities— 

against challenging, but alternate, 

academic achievement standards. 


emcdonald on DSK2BSOYB1PROD with NOTICES