[Federal Register Volume 76, Number 47 (Thursday, March 10, 2011)]
[Notices]
[Pages 13152-13168]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2011-5543]
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DEPARTMENT OF EDUCATION
RIN 1855-ZA07
Promise Neighborhoods Program
Catalog of Federal Domestic Assistance (CFDA) Number: 84.215P.
AGENCY: Office of Innovation and Improvement, Department of Education.
ACTION: Notice of proposed priorities, requirements, definitions, and
selection criteria.
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SUMMARY: The Secretary of Education (Secretary) proposes priorities,
requirements, definitions, and selection criteria under the legislative
authority of the Fund for the Improvement of Education Program (FIE),
title V, part D, subpart 1, sections 5411 through 5413 of the
Elementary and Secondary Education Act of 1965, as amended (ESEA). The
Secretary may use one or more of these priorities, requirements,
definitions, and selection criteria for Promise Neighborhoods
competitions for fiscal year (FY) 2011 and later years.
We take this action to focus Federal assistance on projects that
are designed to create a comprehensive continuum of solutions,
including education programs and family and community supports, with
great schools at the center. The continuum of solutions must be
designed to significantly improve the educational and developmental
outcomes of children and youth, from birth through college and to a
career. We intend that these projects support organizations that focus
on serving high-need neighborhoods, have a strategy to build a
continuum of solutions, and have the capacity to achieve results.
DATES: We must receive your comments on or before April 11, 2011.
ADDRESSES: Address all comments about this notice to Jill Staton, U.S.
Department of Education, 400 Maryland Avenue, SW., Room 4W245,
Washington, DC 20202-5970.
If you prefer to send your comments by e-mail, use the following
address: [email protected]. You must include the term ``PN--
Comments on FY 2011 Proposed Priority'' in the subject line of your
electronic message.
FOR FURTHER INFORMATION CONTACT: Jill Staton. Telephone: (202) 453-6615
or by e-mail: [email protected].
If you use a telecommunications device for the deaf (TDD), call the
Federal Relay Service, toll free, at 1-800-877-8339.
SUPPLEMENTARY INFORMATION:
Invitation to Comment: We invite you to submit comments regarding
this notice. To ensure that your comments have maximum effect in
developing the notice of final priorities, requirements, definitions,
and selection criteria, we urge you to identify clearly the specific
proposed priority, requirement, definition, or selection criterion that
each comment addresses.
We invite you to assist us in complying with the specific
requirements of Executive Order 12866 and its overall requirement of
reducing regulatory burden that might result from the proposed
priorities, requirements, definitions, and selection criteria. Please
let us know of any further ways we could reduce potential costs or
increase potential benefits while preserving the effective and
efficient administration of the program.
During and after the comment period, you may inspect all public
comments about this notice in room 4W335, 400 Maryland Avenue, SW.,
Washington, DC, between the hours of 8:30 a.m. and 4:00 p.m.,
Washington, DC time, Monday through Friday of each week except Federal
holidays.
Assistance to Individuals With Disabilities in Reviewing the
Rulemaking Record: On request we will provide an appropriate
accommodation or auxiliary aid to an individual with a disability who
needs assistance to review the comments or other documents in the
public rulemaking record for this notice. If you want to schedule an
appointment for this type of accommodation or auxiliary aid, please
[[Page 13153]]
contact the person listed under FOR FURTHER INFORMATION CONTACT.
Purpose of Program: The Promise Neighborhoods program is carried
out under the legislative authority of the FIE, title V, part D,
subpart 1, sections 5411 through 5413 of the ESEA (20 U.S.C. 7243-
7243b). FIE supports nationally significant programs to improve the
quality of elementary and secondary education at the State and local
levels and to help all children meet challenging State academic content
and student academic achievement standards.
The purpose of the Promise Neighborhoods program is to
significantly improve the educational and developmental outcomes of
children and youth in our most distressed communities, and to transform
those communities by--
(1) Identifying and increasing the capacity of eligible
organizations (as defined in this notice) that are focused on achieving
results for children and youth throughout an entire neighborhood;
(2) Building a complete continuum of cradle-through-college-to-
career solutions (continuum of solutions) (as defined in this notice)
of both educational programs and family and community supports (both as
defined in this notice), with great schools at the center;
(3) Integrating programs and breaking down agency ``silos'' so that
solutions are implemented effectively and efficiently across agencies;
(4) Developing the local infrastructure of systems and resources
needed to sustain and scale up proven, effective solutions across the
broader region beyond the initial neighborhood; and
(5) Learning about the overall impact of the Promise Neighborhoods
program and about the relationship between particular strategies in
Promise Neighborhoods and student outcomes, including through a
rigorous evaluation of the program.
Background: The vision of this program is that all children and
youth growing up in Promise Neighborhoods have access to great schools
and strong systems of family and community support that will prepare
them to attain an excellent education and successfully transition to
college and a career.
A Promise Neighborhood is both a place and a strategy. A place
eligible to become a Promise Neighborhood is a geographic area that is
distressed, often facing inadequate access to high-quality early
learning programs and services, struggling schools, low high-school and
college graduation rates, high unemployment, crime, and indicators of
poor health. These conditions contribute to and intensify the negative
outcomes associated with children and youth living in poverty. Children
who are from low-income families and grow up in neighborhoods of
concentrated poverty face educational and life challenges above and
beyond the challenges faced by children who are from low-income
families who grow up in neighborhoods without a high concentration of
poverty. A Federal evaluation of the reading and mathematics outcomes
of elementary students in 71 schools in 18 districts and 7 States found
that even when controlling for individual student poverty, there is a
significant negative association between school-level poverty and
student achievement.\1\ The evaluation found that students have lower
academic outcomes when a higher percentage of their same-school peers
qualify for free and reduced-priced lunch (FRPL) compared to when a
lower percentage of their same-school peers qualify for FRPL. The
compounding effects of neighborhood poverty continue later in life:
Another study found that, for children with similar levels of family
income, growing up in a neighborhood where the number of families in
poverty was between 20 and 30 percent increased the chance of downward
economic mobility--moving down the income ladder relative to their
parents--by more than 50 percent compared with children who grew up in
neighborhoods with under 10 percent of families in poverty.\2\
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\1\ Westat and Policy Studies Associate. The longitudinal
evaluation of school change and performance (LESCP) in title I
schools. Prepared for the U.S. Department of Education. Available
January 2010 online at http://www.policystudies.com/studies/school/lescp_vol2.pdf.
\2\ Sharkey, Patrick. ``Neighborhoods and the Black-White
Mobility Gap.'' Economic Mobility Project: An Initiative of The Pew
Charitable Trusts, 2009.
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A Promise Neighborhood is also a strategy for addressing the issues
in distressed communities. Promise Neighborhoods are led by
organizations that work to ensure that all children and youth in the
target geographic area have access to the continuum of solutions needed
to graduate from high school college- and career-ready. For this
reason, each Promise Neighborhood grant must have several core
features: Significant need in the neighborhood the grant serves, a
strategy to build a continuum of solutions with strong schools at the
center, and the capacity to achieve results.
While there are a number of organizations and communities that are
working on developing Promise Neighborhoods strategies, these entities
are at different stages of readiness to create a Promise Neighborhood.
Therefore, we are proposing priorities, requirements, definitions, and
selection criteria for both planning and implementation grants. The
proposed priorities, requirements, and selection criteria are different
for planning grant and implementation grant applicants, while the
proposed definitions apply to both groups of applicants.
Planning grants would support eligible organizations that need to
develop feasible plans to create a continuum of solutions with the
potential to significantly improve the educational and developmental
outcomes of children and youth in a neighborhood. These grants would
support eligible organizations that demonstrate the need for
implementation of a Promise Neighborhood strategy in the geographic
areas they are targeting, a sound strategy for developing a feasible
plan, and the capacity to develop the plan.
Under proposed Absolute Priority 1 for planning grants, Promise
Neighborhoods planning grantees would undertake the following
activities during the planning year:
(1) Conduct a comprehensive needs assessment and segmentation
analysis (as defined in this notice) of children and youth in the
neighborhood.
(2) Develop a plan to deliver a continuum of solutions with the
potential to drive results. This includes building community support
for and involvement in the development of the plan.
(3) Establish effective partnerships both to provide solutions
along the continuum and to commit resources to sustain and scale up
what works.
(4) Plan, build, adapt, or expand a longitudinal data system that
will provide information that the grantee will use for learning,
continuous improvement, and accountability.
(5) Participate in a community of practice (as defined in this
notice).
Implementation grants would support eligible organizations in
carrying out their plans to create a continuum of solutions that will
significantly improve the educational and developmental outcomes of
children and youth in the target neighborhood. These grants would aid
eligible organizations that have developed a plan that demonstrates the
need for implementation of a Promise Neighborhood strategy in the
geographic area they are targeting, a sound strategy, and the capacity
to implement the plan. Specifically, grantees would use implementation
grant funds to develop
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the administrative capacity necessary to successfully implement a
continuum of solutions, such as managing partnerships, integrating
multiple funding sources, and supporting the data system. The majority
of resources to provide solutions within the continuum of solutions
would come from existing public and private funding sources that are
integrated and aligned with the Promise Neighborhoods strategy.
Under proposed Absolute Priority 1 for implementation grants,
Promise Neighborhoods implementation grantees would undertake the
following activities during the implementation years:
(1) Implement a continuum of solutions that addresses neighborhood
challenges, as identified in a needs assessment and segmentation
analysis, and that will improve results for children and youth in the
neighborhood.
(2) Continue to build and strengthen partnerships that will provide
solutions along the continuum of solutions and that will commit
resources to sustain and scale up what works.
(3) Collect data on indicators at least annually, and use and
improve a data system for learning, continuous improvement, and
accountability.
(4) Demonstrate progress on goals for improving systems, such as by
making changes in policies and organizations, and by leveraging
resources to sustain and scale up what works.
(5) Participate in a community of practice.
The intent of these priorities is to ensure that program funds are
used by organizations with the capacity to achieve a core set of
results for children and youth, improve systems to support achievement
of the results, and leverage these and other resources to sustain and
scale up what works. We are also proposing definitions that would
clarify some of the terms used in the priorities and selection
criteria, and selection criteria that would be used by peer reviewers
to evaluate (a) The need in a neighborhood that would be served through
a proposed project, (b) an organization's strategy to build a continuum
of solutions, and (c) an organization's capacity to do the work
effectively and efficiently. We are interested in receiving comments
about the proposed priorities, definitions, and selection criteria. In
particular, we are interested in whether the proposed indicators of
need (as defined in this notice) in Absolute Priority 1 and in the
selection criteria are the most appropriate indicators for ensuring
that grantees serve neighborhoods with significant educational and
family and community support needs. We also are interested in your
comments about how to ensure that grantees implement strategies that
address the needs in the targeted neighborhood; implement solutions
that are based on the best available evidence; drive results for
children and youth; and improve broader systems in the city and region
to support the results. Finally, we are interested in your comments
about how to ensure that projects include a management plan that will
build an organization's capacity to use data, leverage resources, break
down agency ``silos,'' and create a local infrastructure to sustain and
scale up the project beyond the initial neighborhood.
Consistent with the approach of the Promise Neighborhoods program,
we believe that it is important for communities to develop a
comprehensive neighborhood revitalization strategy that addresses
neighborhood assets (as defined in this notice) that are essential to
transforming distressed neighborhoods into healthy and vibrant
communities of opportunity. Although not a proposed requirement for
planning or implementation applicants, we believe that a Promise
Neighborhood will be most successful when it is part of, and
contributing to, an area's broader neighborhood revitalization
strategy. We believe that only through the development of such
comprehensive neighborhood revitalization plans that embrace the
coordinated use of programs and resources in order to effectively
address the interrelated needs within a community will the broader
vision of neighborhood transformation occur.
Because a diverse group of communities could benefit from the
Promise Neighborhoods program, the Secretary proposes an absolute
priority for applications that propose to serve one or more rural
communities only (as defined in this notice) and an absolute priority
for applications that propose to serve one or more Indian tribes (as
defined in this notice). Child poverty rates in rural areas are higher
than in urban areas,\3\ and more than one-fifth of the Nation's nearly
2,000 ``dropout factories,'' in which the graduation rate is less than
60 percent, are located in rural areas.\4\ Compared to White students,
American Indian students have lower academic outcomes and higher
poverty rates.\5\ Moreover, American Indian and Alaska Native students
have a graduation rate of less than 50 percent nationally.\6\
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\3\ American Community Survey, 2006.
\4\ Balfanz, Robert, Letgers, N. Locating the Dropout Crisis:
Which High Schools Produce the Nation's Dropouts? Johns Hopkins
University, 2004.
\5\ Institute for Education Sciences. Status and Trends in the
Education of American Indians and Alaska Natives, 2008.
\6\ The Civil Rights Project. The Dropout/Graduation Crisis
Among American Indian and Alaska Native Students: Failure to Respond
Places the Future of Native Peoples at Risk, 2010.
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The Secretary also recognizes that a broad set of solutions is
required to improve academic and developmental outcomes for children
and youth and to transform communities. For that reason, the Secretary
proposes priorities for applicants that propose to enhance, expand, or
coordinate comprehensive and high-quality local early learning
networks, include strategies to increase internet connectivity, improve
access to the arts and humanities, or increase the availability of
quality affordable housing as part of a strategy that is integrated
with neighborhood transformation efforts. In recognition of the
important role that adults play in the educational development of
children, the Secretary proposes to include, in the FY 2011
competition, a priority for proposals that include a focus on family
engagement in learning through adult education.
Finally, the Department of Justice (DOJ) is interested in reviewing
the applications of Promise Neighborhoods implementation grantees that
address public safety concerns through strategies that include
prevention, intervention, enforcement, and reentry of offenders back
into communities upon release from prison and jail. Further, subject to
the availability of FY 2011 funds, DOJ intends to provide some Promise
Neighborhoods implementation grantees with additional resources from
the Byrne Criminal Justice Innovation program, to pursue their public
safety strategies. We anticipate that applicants for a Promise
Neighborhoods implementation grant that are also interested in being
considered for funding by DOJ will be required to complete application
materials for the Byrne Criminal Justice Innovation program. Additional
details regarding the application process and requirements for the
Byrne Criminal Justice Innovation program will be provided in the
Promise Neighborhoods notice inviting applications.
Proposed Priorities
Types of Priorities: The Secretary proposes priorities for Promise
Neighborhoods planning and implementation grants. The Department may
choose to use one or more of these
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priorities in any year in which we hold a competition for the Promise
Neighborhoods program. We propose to require that all applicants for
planning and implementation grants indicate in their application
whether they are applying under Absolute Priority 1, Absolute Priority
2, or Absolute Priority 3. An applicant that applies under Absolute
Priority 2 but is not eligible for funding under Absolute Priority 2,
or applies under Absolute Priority 3 but is not eligible for funding
under Absolute Priority 3, would be considered for funding under
Absolute Priority 1.
If one or more of proposed Planning Priorities 4 through 8 or
proposed Implementation Priorities 4 through 8 are included in a notice
inviting applications, the priority or priorities that are included in
the notice would be designated as absolute, competitive preference, or
invitational priorities in that notice for the purposes of the
competition for which the notice is inviting applications. We may
choose, in the notice of final priorities, requirements, definitions,
and selection criteria, to include the substance of these priorities in
the selection criteria.
Under an absolute priority, as specified by 34 CFR 75.105(c)(3), we
would consider only applications that meet the priority. Under a
competitive preference priority, we would give competitive preference
to an application by (1) awarding additional points, depending on how
well the application meets the priority (34 CFR 75.105(c)(2)(i)); or
(2) selecting an application that meets the priority over an
application of comparable merit that does not meet the priority (34 CFR
75.105(c)(2)(ii)). With an invitational priority, we would signal our
interest in receiving applications that meet the priority; however,
consistent with 34 CFR 75.105(c)(1), we would not give an application
that meets an invitational priority preference over other applications.
For purposes of notices inviting applications, we are considering
whether to limit the total number of competitive preference priority
points awarded to an applicant in a grant competition or whether to
limit the total number of competitive preference priorities we will
review and score in a grant competition. We invite comments on these
issues to ensure that we are considering a wide variety of perspectives
in determining our approach.
Proposed Planning Grant Priorities
Proposed Planning Grant Priority 1 (Absolute): Proposal To Develop a
Promise Neighborhood Plan
We propose establishing a priority for an applicant to submit a
proposal for how it will plan to create a Promise Neighborhood. This
proposal must describe the need in the neighborhood, a strategy to
build a continuum of solutions, and the applicant's capacity to achieve
results. Specifically, an applicant must--
(1) Describe the geographically defined area to be served and the
level of distress in that area based on indicators of need and other
relevant indicators. Applicants may propose to serve multiple, non-
contiguous geographically defined areas. In cases where target areas
are not contiguous, the applicant must explain its rationale for
including non-contiguous areas;
(2) Describe how it will plan to build a continuum of solutions
based on the best available evidence including, where available, strong
or moderate evidence (as defined in this notice) designed to
significantly improve educational outcomes and to support the healthy
development and well-being of children and youth in the
neighborhood.\7\ The success of the strategy will be based on the
results, measured against the project indicators as defined in this
notice and described in Table 1 and Table 2. The strategy must describe
how the applicant will determine which solutions within the continuum
of solutions to implement, and must include--
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\7\ For the purposes of this notice, the Department uses the
terms ``neighborhood'' and ``geographic area'' interchangeably.
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(a) High-quality early learning programs and services designed to
improve outcomes across multiple domains of early learning (as defined
in this notice) for children from birth through third grade;
(b) Ambitious, rigorous, and comprehensive education reforms that
are linked to improved educational outcomes for children and youth in
preschool through the 12th grade. Public schools served through the
grant may include persistently lowest-achieving schools (as defined in
this notice) or low-performing schools (as defined in this notice) that
are not also persistently lowest-achieving schools. An applicant may
serve an effective school or schools (as defined in this notice) but
only if the applicant also serves at least one low-performing school
(as defined in this notice) or persistently lowest-achieving school (as
defined in this notice). An applicant must identify in its application
the public school or schools that it would serve and the current status
of reforms in the school or schools, including, if applicable, the type
of intervention model being implemented. In cases where an applicant
operates a school or partners with a school that does not serve all
students in the neighborhood, the applicant must partner with at least
one additional school or schools that also serves students in the
neighborhood. An applicant proposing to work with a persistently
lowest-achieving school must implement one of the four school
intervention models (turnaround model, restart model, school closure,
or transformation model) described in Appendix C of the Race to the Top
notice inviting applications for new awards for FY 2010, 74 FR 59836,
59866 (November 18, 2009).
An applicant proposing to work with a low-performing school must
implement ambitious, rigorous, and comprehensive interventions to
assist, augment, or replace schools, which may include implementing one
of the four school intervention models, or may include another model of
sufficient ambition, rigor, and comprehensiveness to significantly
improve academic and other outcomes for students. An applicant
proposing to work with a low-performing school must use an intervention
that addresses the effectiveness of teachers and leaders and the
school's use of time and resources, which may include increased
learning time (as defined in this notice);
Note regarding school reform strategies: So as not to penalize
an applicant from working with a local educational agency (LEA) that
has implemented rigorous reform strategies prior to the publication
of this notice, an applicant is not required to propose a new reform
strategy in place of an existing reform strategy in order to be
eligible for a Promise Neighborhoods planning grant. For example, an
LEA might have begun to implement improvement activities that meet
many, but not all, of the elements of a transformation model of
school intervention. In this case, the applicant could propose, as
part of its Promise Neighborhood strategy, to work with the LEA as
the LEA continues with its reforms;
(c) Programs that prepare students to be college- and career-
ready; and
(d) Family and community supports (as defined in this notice).
To the extent feasible and appropriate, the plan to be developed by
the applicant must describe how the applicant and its partners will
leverage and integrate high-quality programs, related public and
private investments, and existing neighborhood assets into the
continuum of solutions.
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Applicants must also describe how they will identify Federal,
State, or local policies, regulations, or other requirements that would
impede the applicant in achieving its goals and will report on those
impediments to the Department and other relevant agencies.
As part of the description of how they will plan to build a
continuum of solutions, applicants must describe how they will
participate in, organize, or facilitate, as appropriate, communities of
practice (as defined in this notice) for Promise Neighborhoods.
(3) Specify how it will conduct a comprehensive needs assessment
and segmentation analysis of children and youth in the neighborhood
during the planning grant project period and explain how it will use
this needs assessment and segmentation analysis to determine the
children with the highest needs and ensure that those children receive
the appropriate services from the continuum of solutions. This
explanation must include identifying and describing in the application
both the educational indicators and the family and community support
indicators that the applicant will use in conducting the needs
assessment during the planning year. During the planning year,
applicants must--
(a) Collect data for the educational indicators listed in Table 1
and use them as both program and project indicators;
(b) Collect data for the family and community support indicators in
Table 2 and use them as program indicators; and
(c) Collect data for unique family and community support
indicators, developed by the applicant, that align with the goals and
objectives of projects and use them as project indicators or use the
indicators in Table 2 as project indicators.
Note: Planning grant applicants are not required to propose
solutions in their applications; however, they are required to
describe how they will identify solutions, including the use of
available evidence, during the planning year that will result in
improvements on the project indicators.
Table 1--Education Indicators and Results They Are Intended to Measure
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Indicator Result
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-- and % of children birth to Children enter
kindergarten entry who have a place where kindergarten ready to
they usually go, other than an emergency succeed in school.
room, when they are sick or in need of
advice about their health.
-- and % of three-year-olds and
children in kindergarten who demonstrate at
the beginning of the program or school year
age-appropriate functioning across multiple
domains of early learning (as defined in
this notice) as determined using
developmentally-appropriate early learning
measures (as defined in this notice).
-- & % of children, from birth to
kindergarten entry, participating in center-
based or formal home-based early learning
settings or programs, which may include
Early Head Start, Head Start, child care, or
publicly funded preschool
-- & % of students at or above grade Students are proficient
level according to State mathematics and in core academic
reading or language arts assessments in at subjects.
least the grades required by the ESEA (3rd
through 8th and once in high school).
--Attendance rate of students in 6th, 7th, Students successfully
8th, and 9th grade. transition from middle
school grades to high
school.
--Graduation rate (as defined in this notice) Youth graduate from high
school.
-- & % of Promise Neighborhood High school graduates
students who graduate with a regular high obtain a postsecondary
school diploma, as defined in 34 CFR degree, certification,
200.19(b)(1)(iv), and obtain postsecondary or credential.
degrees, vocational certificates, or other
industry-recognized certifications or
credentials without the need for remediation
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Table 2--Family and Community Support Indicators and Results They Are Intended To Measure
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Indicator Result
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-- & % of children who participate in at least 60 minutes of moderate Students are healthy.
to vigorous physical activity daily and consume five or more servings of
fruits and vegetables daily; or
--possible second indicator, to be determined (TBD) by applicant
-- & % of students who feel safe at school and traveling to and from Students feel safe at school and
school, as measured by a school climate needs assessment (as defined in this in their community.
notice); or
--possible second indicator, TBD by applicant.
--Student mobility rate (as defined in this notice); or Students live in stable
communities.
--possible second indicator, TBD by applicant.
--For children six months to kindergarten entry, the and % of Families and community members
parents or family members who report that they read to their child three or support learning in Promise
more times a week; Neighborhood schools.
--For children in kindergarten through the eighth grade, the and %
of parents or family members who report encouraging their child to read books
outside of school; and
--For children in the ninth through twelfth grades, the and % of
parents or family members who report talking with their child about the
importance of college and career; or
--possible second indicator TBD by applicant.
-- & % of students who have school and home access (and % of the day Students have access to 21st
they have access) to broadband internet (as defined in this notice) and a century learning tools.
connected computing device; or
--possible second indicator TBD by applicant
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Note: The indicators in Table 1 and Table 2 are not intended to
limit an applicant from collecting and using data for additional
indicators. Examples of additional indicators are--
(i) The and % of children who participate in high-
quality learning activities during out-of-school hours or in the
hours after the traditional school day ends;
[[Page 13157]]
(ii) The and % of children who are suspended or
receive discipline referrals during the school year;
(iii) The share of housing stock in the geographically defined
area that is rent-protected, publicly assisted, or targeted for
redevelopment with local, State, or Federal funds; and
(iv) The and % of children who are homeless or in
foster care and who have an assigned adult advocate.
Note: While the Department believes there are many programmatic
benefits of collecting data on every child in the proposed
neighborhood, the Department will consider requests to collect data
on only a sample of the children in the neighborhood for some
indicators so long as the applicant describes in its application how
it would ensure the sample would be representative of the children
in the neighborhood;
(4) Describe the experience and lessons learned, and describe how
the applicant will build the capacity of its management team and
project director in all of the following areas:
(a) Working with the neighborhood and its residents, including with
the schools described in paragraph (2) of this priority; the LEA in
which the schools described in paragraph (2) are located; Federal,
State, and local government leaders; and other service providers.
(b) Collecting, analyzing, and using data for decision-making,
learning, continuous improvement, and accountability. The applicant
must describe--
(i) Its proposal to plan to build, adapt, or expand a longitudinal
data system that integrates student-level data from multiple sources in
order to measure progress on educational and family and community
support indicators for all children in the neighborhood, disaggregated
by the subgroups listed in section 1111(b)(3)(C)(xiii) of the ESEA;
(ii) How the applicant will link the longitudinal data system to
school-based, LEA, and State data systems; make the data accessible to
program partners, researchers, and evaluators while abiding by Federal,
State, and other privacy laws and requirements; and manage and maintain
the system;
(iii) How the applicant will use rapid-time (as defined in this
notice) data both in the planning year and, once the Promise
Neighborhood strategy is implemented, for continuous program
improvement; and
(iv) How the applicant will document the planning process,
including by describing lessons learned and best practices;
(c) Creating formal and informal partnerships, for such purposes as
providing solutions along the continuum of solutions and attaining
resources to sustain and scale up what works. An applicant, as part of
its application, must submit a preliminary memorandum of understanding,
signed by each organization or agency with which it would partner in
planning the proposed Promise Neighborhood. The preliminary memorandum
of understanding must describe--
(i) Each partner's financial and programmatic commitment; and
(ii) How each partner's existing vision, theory of change (as
defined in this notice), theory of action (as defined in this notice),
and existing activities align with those of the proposed Promise
Neighborhood strategy;
(d) The governance structure proposed for the Promise Neighborhood,
including how the eligible entity's governing board or advisory board
is representative of the geographic area proposed to be served (as
defined in this notice), and how residents of the geographic area would
have an active role in the organization's decision-making; and
(e) Securing and integrating funding streams from multiple public
and private sources from the Federal, State, and local level. Examples
of public funds include Federal resources from the U.S. Department of
Education, such as the 21st Century Community Learning Centers program
and title I of the ESEA, and from other Federal agencies, such as the
U.S. Departments of Health and Human Services, Housing and Urban
Development, Justice, Labor, and Treasury.
(5) Describe the applicant's commitment to work with the Department
and with a national evaluator for Promise Neighborhoods to ensure that
data collection and program design are consistent with plans to conduct
a rigorous national evaluation of the Promise Neighborhoods program and
of specific solutions and strategies pursued by individual grantees.
This commitment must include, but need not be limited to--
(a) Ensuring that, through memoranda of understanding with
appropriate entities, the national evaluator and the Department have
access to relevant program and project data (e.g., administrative data
and program and project indicator data), including data on a quarterly
basis if requested by the Department;
(b) Developing, in consultation with the national evaluator, an
evaluation strategy, including identifying a credible comparison group;
and
(c) Developing, in consultation with the national evaluator, a plan
for identifying and collecting reliable and valid baseline data for
both program participants and a designated comparison group of non-
participants.
Proposed Planning Grant Priority 2 (Absolute): Promise Neighborhoods in
Rural Communities
We propose establishing a priority for applicants proposing to
develop a plan for implementing a Promise Neighborhood strategy that
(1) meets all of the requirements in Absolute Priority 1; and (2)
proposes to serve one or more rural communities only.
Proposed Planning Grant Priority 3 (Absolute): Promise Neighborhoods in
Tribal Communities
We propose establishing a priority for applicants proposing to
develop a plan for implementing a Promise Neighborhood strategy that
(1) meets all of the requirements in Absolute Priority 1; and (2)
proposes to serve one or more Indian tribes (as defined in this
notice).
Proposed Planning Grant Priority 4: Comprehensive Local Early Learning
Network
We propose a priority for applicants proposing to develop a plan to
expand, enhance, or modify an existing network of early learning
programs and services to ensure that they are high-quality and
comprehensive for children from birth through the third grade. The plan
must also ensure that the network establishes a high standard of
quality across early learning settings and is designed to improve
health, social-emotional, and cognitive outcomes of young children.
Distinct from the early learning solutions described in paragraph (2)
of Absolute Priority 1, this priority would support proposals to
develop plans that coordinate all early learning services and programs
in the neighborhood, i.e., school-based early learning programs;
district- or State-funded preschool programs; Early Head Start and Head
Start; the local child care resource and referral agency, if
applicable; Individuals with Disabilities Education Act (IDEA) services
and programs; services through private providers; home visiting
programs; and family, friend, or neighbor care in the Promise
Neighborhood.
The coordinated local early learning network must address, or
incorporate ongoing State-level efforts regarding, the major components
of high-quality early learning programs and services, such as early
learning and development standards, program quality standards,
comprehensive assessment systems, workforce and professional
development systems, health promotion, family and community engagement,
a coordinated data
[[Page 13158]]
infrastructure, and a method of measuring, monitoring, evaluating, and
improving program quality. For example, an applicant might address how
the Promise Neighborhoods project will use the State's early learning
standards, as applicable, and Head Start Child Development and Early
Learning Framework (Framework), as applicable, to define the
expectations of what children should know and be able to do before
entering kindergarten. The Framework is available on the Office of Head
Start's Web site at: http://eclkc.ohs.acf.hhs.gov/hslc/ecdh/eecd/Assessment/Child%20Outcomes/HS_Revised_Child_Outcomes_Framework.pdf. Similarly, an applicant that addresses this priority
must discuss, where applicable, how the State's Quality Rating and
Improvement System (QRIS), professional development and workforce
infrastructure, and other State efforts would be incorporated into the
Promise Neighborhood's plan for a comprehensive local early learning
network.
The proposal to develop a plan for a high-quality and comprehensive
local early learning network must describe the governance structure and
how the applicant will use the planning year to plan solutions that
address the major components of high-quality early learning programs
and services as well as establish goals, strategies, and benchmarks to
provide early learning programs and services that result in improved
outcomes across multiple domains of early learning (as defined in this
notice). An applicant addressing this priority must designate an
individual responsible for overseeing and coordinating the early
learning initiatives and must include a resume or position description
and other supporting documentation to demonstrate that the individual
designated, or individual hired to fill that designation, possesses the
appropriate State certification, and has experience and expertise in
managing and administering high-quality early learning programs,
including in coordinating across various high-quality early learning
programs and services.
Proposed Planning Grant Priority 5: Quality Internet Connectivity
We propose a priority for applicants proposing to develop plans to
ensure that almost all students in the geographic area proposed to be
served have broadband internet access (as defined in this notice) at
home and at school, the knowledge and skills to use broadband internet
access effectively, and a connected computing device to support
schoolwork.
Proposed Planning Grant Priority 6: Arts and Humanities
We propose a priority for applicants proposing to develop plans to
include opportunities for children and youth to experience and
participate actively in the arts and humanities in their community so
as to broaden, enrich, and enliven the educational, cultural, and civic
experiences available in the neighborhood. Applicants may propose to
develop plans for offering these activities in school and in out-of-
school settings and at any time during the calendar year.
Proposed Planning Grant Priority 7: Quality Affordable Housing
We propose a priority for applicants proposing to serve geographic
areas that were the subject of an affordable housing transformation
pursuant to a Choice Neighborhoods or HOPE VI grant awarded by the U.S.
Department of Housing and Urban Development during FY 2009 or later
years. Applicants eligible for this priority must either (1) have
received a Choice Neighborhoods or HOPE VI grant or (2) provide a
memorandum of understanding with a recipient of Choice Neighborhoods or
HOPE VI grant. The memorandum must indicate a commitment on the part of
both grantees to coordinate planning and align resources to the
greatest extent practicable.
Proposed Planning Grant Priority 8: Family Engagement in Learning
Through Adult Education
We propose a priority for applicants proposing to develop plans
that are coordinated with adult education providers serving
neighborhood residents, such as those funded through the Adult
Education and Family Literacy Act, as amended. Coordinated services may
include adult basic and secondary education and programs that provide
training and opportunities for family members and other members of the
community to support student learning and establish high expectations
for student educational achievement. Examples of services and programs
include preparation for the General Education Development (GED) test;
English literacy, family literacy, and work-based literacy training; or
other training that prepares adults for postsecondary education and
careers or supports adult engagement in the educational success of
children and youth in the neighborhood.
Proposed Implementation Grant Priorities
Proposed Implementation Grant Priority 1 (Absolute): Submission of
Promise Neighborhood Plan
We propose establishing a priority for applicants that submit a
plan to create a Promise Neighborhood. The plan must describe the need
in the neighborhood, a strategy to build a continuum of solutions, and
the applicant's capacity to achieve results. Specifically, an applicant
must--
(1) Describe the geographically defined area to be served and the
level of distress in that area based on indicators of need and other
relevant indicators. The statement of need in the neighborhood must be
based, in part, on results of a comprehensive needs assessment and
segmentation analysis (as defined in this notice). Applicants may
propose to serve multiple, non-contiguous geographically defined areas.
In cases where target areas are not contiguous, the applicant must
explain its rationale for including non-contiguous areas;
(2) Describe the applicant's strategy for building a continuum of
solutions that addresses neighborhood challenges as identified in the
needs assessment and segmentation analysis. The continuum of solutions
must be based on the best available evidence including, where
available, strong or moderate evidence (as defined in this notice), and
be designed to significantly improve educational outcomes and to
support the healthy development and well-being of children and youth in
the neighborhood. The success of the strategy will be measured by the
results and project indicators as defined in this notice and described
in Table 1 and Table 2. The applicant must propose clear and measurable
annual goals during the grant period against which improvements will be
measured using the indicators. The strategy must--
(a) Identify each solution that the project will implement within
the proposed continuum of solutions, and must include--
(i) High-quality early learning programs and services designed to
improve outcomes across multiple domains of early learning (as defined
in this notice) for children from birth through third grade;
(ii) Ambitious, rigorous, and comprehensive education reforms that
are linked to improved educational outcomes for children and youth in
preschool through the 12th grade. Public schools served through the
grant may include persistently lowest-achieving schools (as defined in
this
[[Page 13159]]
notice) or low-performing schools (as defined in this notice) that are
not also persistently lowest-achieving schools. An applicant may serve
an effective school or schools (as defined in this notice) but only if
the applicant also serves at least one low-performing school (as
defined in this notice) or persistently lowest-achieving school (as
defined in this notice). An applicant must identify in its application
the public school or schools it would serve and describe the current
status of reforms in the school or schools, including, if applicable,
the type of intervention model being implemented. In cases where an
applicant operates a school or partners with a school that does not
serve all students in the neighborhood, the applicant must partner with
at least one additional school that also serves students in the
neighborhood. An applicant proposing to work with a persistently
lowest-achieving school must implement one of the four school
intervention models (turnaround model, restart model, school closure,
or transformation model) described in Appendix C of the Race to the Top
notice inviting applications for new awards for FY 2010, 74 FR 59836,
59866 (November 18, 2009).
An applicant proposing to work with a low-performing school must
implement ambitious, rigorous, and comprehensive interventions to
assist, augment, or replace schools, which may include implementing one
of the four school intervention models, or may include another model of
sufficient ambition, rigor, and comprehensiveness to significantly
improve academic and other outcomes for students. An applicant
proposing to work with a low-performing school must use an intervention
that addresses the effectiveness of teachers and leaders and the
school's use of time and resources, which may include increased
learning time (as defined in this notice);
Note regarding school reform strategies: So as not to penalize
an applicant from working with an LEA that has implemented rigorous
reform strategies prior to the publication of this notice, an
applicant is not required to propose a new reform strategy in place
of an existing reform strategy in order to be eligible for a Promise
Neighborhoods implementation grant. For example, an LEA might have
begun to implement improvement activities that meet many, but not
all, of the elements of a transformation model of school
intervention. In this case, the applicant could propose, as part of
its Promise Neighborhood strategy, to work with the LEA as the LEA
continues with its reforms;
(iii) Programs that prepare students to be college- and career-
ready; and
(iv) Family and community supports (as defined in this notice).
To the extent feasible and appropriate, the plan must describe how
the applicant and its partners will leverage and integrate high-quality
programs, related public and private investments, and existing
neighborhood assets into the continuum of solutions. An application
must also include an appendix that summarizes the evidence supporting
each proposed solution and describes how the solution is based on the
best available evidence, including, where available, strong or moderate
evidence (as defined in this notice). In addition, an applicant must
describe how the solution will be implemented; the partners that will
participate in the implementation of each solution (in any case in
which the applicant does not implement the solution directly); the
estimated per-child cost, including administrative costs, to implement
each solution; the estimated number of children, by age, in the
neighborhood who will be served by each solution and how a segmentation
analysis was used to target the children and youth to be served; and
the source of funds that will be used to pay for each solution. In the
description of the estimated number of children to be served, the
applicant must include the percentage of all children of the same age
group within the neighborhood proposed to be served by each solution.
Applicants must also describe how they will identify Federal,
State, or local policies, regulations, or other requirements that would
impede the applicant in achieving its goals and will report on those
impediments to the Department and other relevant agencies.
As part of the description of their strategy to build a continuum
of solutions, applicants must describe how they will participate in,
organize, or facilitate, as appropriate, communities of practice for
Promise Neighborhoods.
(b) Establish clear, annual goals for evaluating progress in
improving systems, such as changes in policies, environments, or
organizations that affect children and youth in the neighborhood.
Examples of systems change could include a new school district policy
to measure the results of family and community support programs, a new
funding resource to support the Promise Neighborhoods strategy, or a
cross-sector collaboration at the city level to break down municipal
agency ``silos'' and partner with local philanthropic organizations to
drive achievement of a set of results; and
(c) Establish clear, annual goals for evaluating progress in
leveraging resources, such as the amount of monetary or in-kind
investments from public or private organizations to support the Promise
Neighborhoods strategy. Examples of leveraging resources are securing
new or existing dollars to sustain and scale up what works in the
Promise Neighborhood or integrating high-quality programs in the
continuum of solutions. Applicants may consider, as part of their plans
to scale up their Promise Neighborhood strategy, serving a larger
geographic area by partnering with other applicants to the Promise
Neighborhoods program from the same city or region;
(3) Explain how it used its needs assessment and segmentation
analysis to determine the children with the highest needs and explain
how it will ensure that each child in the neighborhood receives the
appropriate services from the continuum of solutions. This includes
identifying and describing in its application the educational
indicators and family and community support indicators that the
applicant used to conduct the needs assessment. Whether or not the
implementation grant applicant received a Promise Neighborhoods
planning grant, the applicant should describe how it--
(a) Collected data for the educational indicators listed in Table 1
and used them as both program and project indicators;
(b) Collected data for the family and community support indicators
in Table 2 and used them as program indicators; and
(c) Collected data for unique family and community support
indicators, developed by the applicant, that align with the goals and
objectives of the project and used them as project indicators or used
the indicators in Table 2 as project indicators.
An applicant must also describe how it will collect at least annual
data on the indicators in Tables 1 and 2 and report those data to the
Department.
[[Page 13160]]
Table 1--Education Indicators and Results They Are Intended to Measure
------------------------------------------------------------------------
Indicator Result
------------------------------------------------------------------------
-- and % of children birth to Children enter
kindergarten entry who have a place where kindergarten ready to
they usually go, other than an emergency succeed in school.
room, when they are sick or in need of
advice about their health.
-- and % of three-year-olds and
children in kindergarten who demonstrate at
the beginning of the program or school year
age-appropriate functioning across multiple
domains of early learning (as defined in
this notice) as determined using
developmentally-appropriate early learning
measures (as defined in this notice).
-- & % of children, from birth to
kindergarten entry, participating in center-
based or formal home-based early learning
settings or programs, which may include
Early Head Start, Head Start, child care, or
publicly funded preschool.
-- & % of students at or above grade Students are proficient
level according to State mathematics and in core academic
reading or language arts assessments in at subjects.
least the grades required by the ESEA (3rd
through 8th and once in high school).
--Attendance rate of students in 6th, 7th, Students successfully
8th, and 9th grade. transition from middle
school grades to high
school.
--Graduation rate (as defined in this notice) Youth graduate from high
school.
-- & % of Promise Neighborhood High school graduates
students who graduate with a regular high obtain a postsecondary
school diploma, as defined in 34 CFR degree, certification,
200.19(b)(1)(iv), and obtain postsecondary or credential.
degrees, vocational certificates, or other
industry-recognized certifications or
credentials without the need for remediation.
------------------------------------------------------------------------
Table 2--Family and Community Support Indicators and Results They Are Intended To Measure
----------------------------------------------------------------------------------------------------------------
Indicator Result
----------------------------------------------------------------------------------------------------------------
-- & % of children who participate in at least 60 minutes of moderate Students are healthy.
to vigorous physical activity daily and consume five or more servings of
fruits and vegetables daily; or
--possible second indicator, to be determined (TBD) by applicant.
-- & % of students who feel safe at school and traveling to and from Students feel safe at school and
school, as measured by a school climate needs assessment (as defined in this in their community.
notice); or
--possible second indicator, TBD by applicant.
--Student mobility rate (as defined in this notice); or Students live in stable
--possible second indicator, TBD by applicant communities.
--For children six months to kindergarten entry, the and % of Families and community members
parents or family members who report that they read to their child three or support learning in Promise
more times a week; Neighborhood schools.
--For children in the kindergarten through eighth grades, the and %
of parents or family members who report encouraging their child to read books
outside of school; and
--For children in the ninth through twelfth grades, the and % of
parents or family members who report talking with their child about the
importance of college and career; or
--possible second indicator TBD by applicant.
-- & % of students who have school and home access (and % of the day Students have access to 21st
they have access) to broadband internet (as defined in this notice) and a century learning tools.
connected computing device; or
--possible second indicator TBD by applicant.
----------------------------------------------------------------------------------------------------------------
Note: The indicators in Table 1 and Table 2 are not intended to
limit an applicant from collecting and using data for additional
indicators. Examples of additional indicators are--
(i) The and % of children who participate in high-
quality learning activities during out-of-school hours or in the
hours after the traditional school day ends;
(ii) The and % of students who are suspended or
receive discipline referrals during the year;
(iii) The share of housing stock in the geographically defined
area that is rent-protected, publicly assisted, or targeted for
redevelopment with local, State, or Federal funds; and
(iv) The and % of children who are homeless or in
foster care and who have an assigned adult advocate.
Note: While the Department believes there are many programmatic
benefits of collecting data on every child in the proposed
neighborhood, the Department will consider requests to collect data
on only a sample of the children in the neighborhood for some
indicators so long as the applicant describes in its application how
it would ensure the sample would be representative of the children
in the neighborhood.
(4) Describe the experience, lessons learned, and a plan to build
capacity of the applicant's management team and project director in all
of the following areas:
(a) Working with the neighborhood and its residents; the schools
described in paragraph (2) of this priority; the LEA in which those
schools are located; Federal, State, and local government leaders; and
other service providers.
(b) Collecting, analyzing, and using data for decision-making,
learning, continuous improvement, and accountability. The applicant
must describe--
(i) Its longitudinal data system that integrates student-level data
from multiple sources in order to measure progress on educational and
family and community support indicators for all children in the
neighborhood, disaggregated by the subgroups listed in section
1111(b)(3)(C)(xiii) of the ESEA;
(ii) How the applicant has linked the longitudinal data system to
school-based, LEA, and State data systems; made the data accessible to
program partners, researchers, and evaluators while abiding by Federal,
State, and other privacy laws and requirements; and managed and
maintained the system;
(iii) How the applicant has used rapid-time (as defined in this
notice) data in prior years and, how it will continue to use those data
once the Promise Neighborhood strategy is implemented, for continuous
program improvement; and
(iv) How the applicant will document the implementation process,
including
[[Page 13161]]
by describing lessons learned and best practices.
(c) Creating and strengthening formal and informal partnerships,
for such purposes as providing solutions along the continuum of
solutions and committing resources to sustaining and scaling up what
works. Each applicant must submit, as part of its application, a
memorandum of understanding, signed by each organization or agency with
which it would partner in implementing the proposed Promise
Neighborhood. The memorandum of understanding must describe--
(i) Each partner's financial and programmatic commitment; and
(ii) How each partner's existing vision, theory of change (as
defined in this notice), theory of action (as defined in this notice),
and current activities align with those of the proposed Promise
Neighborhood;
(d) The governance structure proposed for the Promise Neighborhood,
including how the eligible entity's governing board or advisory board
is representative of the geographic area proposed to be served (as
defined in this notice), and how residents of the geographic area would
have an active role in the organization's decision-making.
(e) Integrating funding streams from multiple public and private
sources from the Federal, State, and local level. Examples of public
funds include Federal resources from the U.S. Department of Education,
such as the 21st Century Community Learning Centers program and title I
of the ESEA, and from other Federal agencies, such as the U.S.
Departments of Health and Human Services, Housing and Urban
Development, Justice, Labor, and Treasury.
(5) Describe the applicant's commitment to work with the Department
and with a national evaluator for Promise Neighborhoods to ensure that
data collection and program design are consistent with plans to conduct
a rigorous national evaluation of the Promise Neighborhoods program and
of specific solutions and strategies pursued by individual grantees.
This commitment must include, but need not be limited to--
(a) Ensuring that, through memoranda of understanding with
appropriate entities, the national evaluator and the Department have
access to relevant program and project data sources (e.g.,
administrative data and program and project indicator data), including
data on a quarterly basis if requested by the Department;
(b) Developing, in consultation with the national evaluator, an
evaluation strategy, including identifying a credible comparison group
(as defined in this notice); and
(c) Developing, in consultation with the national evaluator, a plan
for identifying and collecting reliable and valid baseline data for
both program participants and a designated comparison group of non-
participants.
Proposed Implementation Grant Priority 2 (Absolute): Promise
Neighborhoods in Rural Communities
We propose establishing a priority for applicants that propose to
implement a Promise Neighborhood strategy that (1) meets all of the
requirements in Absolute Priority 1; and (2) serves one or more rural
communities only.
Proposed Implementation Grant Priority 3 (Absolute): Promise
Neighborhoods in Tribal Communities
We propose establishing a priority for applicants proposing to
implement a Promise Neighborhood strategy that (1) meets all of the
requirements in Absolute Priority 1; and (2) serves one or more Indian
tribes (as defined in this notice).
Proposed Implementation Grant Priority 4: Comprehensive Local Early
Learning Network
We propose a priority for plans that propose to expand, enhance, or
modify an existing network of early learning programs and services to
ensure that they are high-quality and comprehensive for children from
birth through the third grade. The plan must also ensure that the
network establishes a high standard of quality across early learning
settings and is designed to improve health, social-emotional, and
cognitive outcomes of young children. Distinct from the early learning
solutions described in paragraph (2) of Absolute Priority 1, this
priority would support implementation plans that coordinate all early
learning services and programs in the neighborhood, i.e., school-based
early learning programs; district- or State-funded preschool programs;
Early Head Start and Head Start; the local child care resource and
referral agency, if applicable; IDEA services and programs; services
through private providers; home visiting programs; and family, friend,
or neighbor care in the Promise Neighborhood.
The coordinated local early learning network must address, or
incorporate ongoing State-level efforts regarding, the major components
of high-quality early learning programs and services, such as early
learning and development standards, program quality standards,
comprehensive assessment systems, workforce and professional
development systems, health promotion, family and community engagement,
a coordinated data infrastructure, and a method of measuring,
monitoring, evaluating, and improving program quality. For example, an
applicant might address how the Promise Neighborhoods project will use
the State's early learning standards, as applicable, and Head Start
Child Development and Early Learning Framework (Framework), as
applicable, to define the expectations of what children should know and
be able to do before entering kindergarten. The Framework is available
on the Office of Head Start's Web site at: http://eclkc.ohs.acf.hhs.gov/hslc/ecdh/eecd/Assessment/Child%20Outcomes/HS_Revised_Child_Outcomes_Framework.pdf. Similarly, an applicant that
addresses this priority must discuss, where applicable, how the State's
Quality Rating and Improvement System (QRIS), professional development
and workforce infrastructure, and other State efforts would be
incorporated into the Promise Neighborhood's plan for a comprehensive
local early learning network.
The implementation plan for a high-quality and comprehensive local
early learning network must describe the governance structure and the
major components of high-quality early learning programs and services
as well as include goals, strategies, and benchmarks to provide early
learning programs and services that result in improvements across
multiple domains of early learning. The plan must result from a needs
assessment and segmentation analysis (as defined in this notice) and
should reflect input from a broad range of stakeholders. An application
addressing this priority must designate an individual responsible for
overseeing and coordinating the early learning initiatives and must
include a resume or position description and other supporting
documentation to demonstrate that the individual designated, or
individual hired to fill that designation, possesses the appropriate
State certification, and has experience and expertise in managing and
administering high-quality early learning programs, including in
coordinating across various early learning programs and services.
Proposed Implementation Grant Priority 5: Quality Internet Connectivity
We propose a priority for applicants with plans to ensure that
almost all
[[Page 13162]]
students in the geographic area proposed to be served have broadband
internet access (as defined in this notice) at home and at school, the
knowledge and skills to use broadband internet access effectively, and
a connected computing device to support schoolwork.
Proposed Implementation Grant Priority 6: Arts and Humanities
We propose a priority for applicants with plans to include
opportunities for children and youth to experience and participate
actively in the arts and humanities in their community so as to
broaden, enrich, and enliven the educational, cultural, and civic
experiences available in the neighborhood. Applicants may include plans
for offering these activities in school and out-of-school settings and
at any time during the calendar year.
Proposed Implementation Grant Priority 7: Quality Affordable Housing
We propose a priority for applicants that propose to serve
geographic areas that were the subject of an affordable housing
transformation pursuant to a Choice Neighborhoods or HOPE VI grant
awarded by the U.S. Department of Housing and Urban Development during
FY 2009 or later years. Applicants eligible for this priority must
either (1) have received a Choice Neighborhoods or HOPE VI grant or (2)
provide a memorandum of understanding with a recipient of a Choice
Neighborhoods or HOPE VI grant. The memorandum must indicate a
commitment on the part of both grantees to coordinate implementation
and align resources to the greatest extent practicable.
Proposed Implementation Grant Priority 8: Family Engagement in Learning
Through Adult Education
We propose a priority for applicants with plans that are
coordinated with adult education providers serving neighborhood
residents, such as those funded through the Adult Education and Family
Literacy Act, as amended. Coordinated services may include adult basic
and secondary education and programs that provide training and
opportunities for family members and other members of the community to
support student learning and establish high expectations for student
educational achievement. Examples of services and programs include
preparation for the General Education Development (GED) test; English
literacy, family literacy, and work-based literacy training; or other
training that prepares adults for postsecondary education and careers,
or supports adult engagement in the educational success of children and
youth in the neighborhood.
Optional Supplemental Funding Opportunity
The U.S. Department of Justice (DOJ) intends to provide an
optional, supplemental funding opportunity for Promise Neighborhoods
implementation grantees with plans that propose to analyze and resolve
public safety concerns associated with violence, gangs, and illegal
drugs utilizing strategies that include prevention, intervention,
enforcement, and reentry of offenders back into communities upon
release from prison and jail. Under this opportunity, DOJ, through an
interagency agreement with the Department of Education, would provide
additional funds to some Promise Neighborhoods implementation grantees.
Specifically, DOJ would consider supporting Promise Neighborhoods
grantees with plans that align with local leadership in implementing
and sustaining innovative solutions that incorporate evidence and
research into local program and policy decisions to address and reduce
persistent crime. Applicants with plans that address this opportunity
would submit a supplemental DOJ Byrne Criminal Justice Innovation
application as part of its Department of Education Promise
Neighborhoods application.
Proposed Requirements
The Department proposes the following eligibility requirements for
the Promise Neighborhoods program. We may apply one or more of these
requirements in any year in which we conduct a competition for this
program.
1. Eligible Applicants: To be eligible for a grant under this
competition, an applicant must be an eligible organization (as defined
in this notice). For purposes of Absolute Priority 3, an eligible
applicant is an eligible organization that partners with an Indian
tribe or is an Indian tribe that meets the definition of an eligible
organization.
2. Cost-Sharing or Matching:
(a) Planning grants. To be eligible for a planning grant under this
competition, an applicant must demonstrate that it has established a
commitment from one or more entities in the public or private sector,
which may include Federal, State, and local public agencies,
philanthropic organizations, private businesses, or individuals, to
provide matching funds for the planning process. An applicant for a
planning grant must obtain matching funds or in-kind donations for the
planning process equal to at least 50 percent of its grant award,
except that an applicant proposing a project that meets Absolute
Priority 2: Promise Neighborhoods in Rural Communities or Absolute
Priority 3: Promise Neighborhoods in Tribal Communities must obtain
matching funds or in-kind donations equal to at least 25 percent of the
grant award.
(b) Implementation Grants. To be eligible for an implementation
grant under this competition, an applicant must demonstrate that it has
established a commitment from one or more entities in the public or
private sector, which may include Federal, State, and local public
agencies, philanthropic organizations, private businesses, or
individuals, to provide matching funds for the implementation process.
An applicant for an implementation grant must obtain matching funds or
in-kind donations equal to at least 100 percent of its grant award,
except that an applicant proposing a project that meets Absolute
Priority 2: Promise Neighborhoods in Rural Communities or Absolute
Priority 3: Promise Neighborhoods in Tribal Communities must obtain
matching funds or in-kind donations equal to at least 50 percent of the
grant award.
Eligible sources of matching include sources of funds used to pay
for solutions within the continuum of solutions, such as Head Start
programs, initiatives supported by the LEA, or public health services
for children in the neighborhood. At least 10 percent of an
implementation applicant's total match must be cash or in-kind
contributions from the private sector, which may include philanthropic
organizations, private businesses, or individuals.
(c) Planning and Implementation Grants. Both planning and
implementation applicants must demonstrate a commitment of matching
funds in the applications. The applicants must specify the source of
the funds or contributions and in the case of a third-party in-kind
contribution, a description of how the value was determined for the
donated or contributed goods or service. Applicants must demonstrate
the match commitment by including letters in their applications
explaining the type and quantity of the match commitment with original
signatures from the executives of organizations or agencies providing
the match. The Secretary may consider decreasing the matching
requirement in the most exceptional circumstances, on a case-by-case
basis.
An applicant that is unable to meet the matching requirement must
include in its application a request to the
[[Page 13163]]
Secretary to reduce the matching requirement, including the amount of
the requested reduction, the total remaining match contribution, and a
statement of the basis for the request. An applicant should review the
Department's cost-sharing and cost-matching regulations, which include
specific limitations in 34 CFR 74.23 applicable to non-profit
organizations and institutions of higher education and 34 CFR 80.24
applicable to State, local, and Indian tribal governments, and the
Office of Management and Budget (OMB) cost principles regarding
donations, capital assets, depreciations and allowable costs. These
circulars are available on OMB's Web site at http://www.whitehouse.gov/omb/circulars/index.html.
Proposed Definitions
We propose the following definitions for this program. We may apply
one or more of these definitions in any year in which this program is
in effect.
Broadband internet access means internet access sufficient to
provide community members with the internet available when and where
they need it and for the uses they require.
Community of practice means a group of grantees that agrees to
interact regularly to solve a persistent problem or improve practice in
an area that is important to them and the success of their project.
Establishment of communities of practice under Promise Neighborhoods
will enable grantees to meet, discuss, and collaborate with each other
regarding grantee projects.
Continuum of cradle-through-college-to-career solutions or
continuum of solutions means solutions that--
(1) Include programs, policies, practices, services, systems, and
supports that result in improving educational and developmental
outcomes for children from cradle through college to career;
(2) Are based on the best available evidence, including, where
available, strong or moderate evidence (as defined in this notice);
(3) Are linked and integrated seamlessly (as defined in this
notice); and
(4) Include both education programs and family and community
supports.
Credible comparison group includes a comparison group formed by
matching project participants with non-participants based on key
characteristics that are thought to be related to outcomes. These
characteristics include, but are not limited to: (1) Prior test scores
and other measures of academic achievement (preferably the same
measures that will be used to assess the outcomes of the project); (2)
demographic characteristics, such as age, disability, gender, English
proficiency, ethnicity, poverty level, parents' educational attainment,
and single- or two-parent family background; (3) the time period in
which the two groups are studied (e.g., the two groups are children
entering kindergarten in the same year as opposed to sequential years);
and (4) methods used to collect outcome data (e.g., the same test of
reading skills administered in the same way to both groups).
Developmentally appropriate early learning measures means a range
of assessment instruments that are used in ways consistent with the
purposes for which they were designed and validated; appropriate for
the ages and other characteristics of the children being assessed;
designed and validated for use with children whose ages, cultures,
languages spoken at home, socioeconomic status, abilities and
disabilities, and other characteristics are similar to those of the
children with whom the assessments will be used; and used in compliance
with the measurement standards set forth by the American Educational
Research Association (AERA), the American Psychological Association
(APA), and the National Council for Measurement in Education (NCME) in
the 1999 Standards for Educational and Psychological Testing.
Education programs means programs that include, but are not limited
to--
(1) High-quality early learning programs or services designed to
improve outcomes across multiple domains of early learning for young
children. Such programs must be specifically intended to align
standards, practices, strategies, or activities across as broad an age
range as birth through third grade so as to ensure that young children
enter kindergarten and progress through the early elementary school
grades demonstrating age-appropriate functioning across the multiple
domains;
(2) For children in preschool through the 12th grade, programs,
policies, and personnel that are linked to improved educational
outcomes. The programs, policies, and personnel--
(a) Must include effective teachers and effective principals;
(b) Must include strategies, practices, or programs that encourage
and facilitate the evaluation, analysis, and use of student
achievement, student growth (as defined in this notice), and other data
by educators, families, and other stakeholders to inform decision-
making;
(c) Must include college- and career-ready standards, assessments,
and practices, including a well-rounded curriculum, instructional
practices, strategies, or programs in, at a minimum, core academic
subjects as defined in section 9101(11) of the ESEA, that are aligned
with high academic content and achievement standards and with high-
quality assessments based on those standards; and
(d) May include creating multiple pathways for students to earn
regular high school diplomas (e.g., using schools that serve the needs
of over-aged, under-credited, or other students with an exceptional
need for flexibility regarding when they attend school or the
additional supports they require; awarding credit based on demonstrated
evidence of student competency; or offering dual-enrollment options);
and
(3) Programs that prepare students for college and career success,
which may include programs that--
(a) Create and support partnerships with community colleges, four-
year colleges, or universities and that help instill a college-going
culture in the neighborhood;
(b) Provide dual-enrollment opportunities for secondary students to
gain college credit while in high school;
(c) Provide, through relationships with businesses and other
organizations, apprenticeship opportunities to students;
(d) Align curricula in the core academic subjects with requirements
for industry-recognized certifications or credentials, particularly in
high-growth sectors;
(e) Provide access to career and technical education programs so
that individuals can attain the skills and industry-recognized
certifications or credentials for success in their careers; and
(f) Provide opportunities for all youth (both in and out of school)
to achieve academic and employment success by improving educational and
skill competencies and providing connections to employers. Such
activities may include opportunities for on-going mentoring, supportive
services, incentives for recognition and achievement, and opportunities
related to leadership, development, decision-making, citizenship, and
community service.
Effective school means a school that has--
(1) Significantly closed the achievement gaps between subgroups of
students (as identified in section 1111(b)(3)(C)(xiii) of the ESEA)
within the school or district; or
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(2)(a) Demonstrated success in significantly increasing student
academic achievement in the school for all subgroups of students (as
identified in section 1111(b)(3)(C)(xiii) of the ESEA) in the school;
and (b) made significant improvements in other areas, such as
graduation rates (as defined in this notice) or recruitment and
placement of effective teachers and effective principals.
Eligible organization means an organization that--
(1) Is representative of the geographic area proposed to be served
(as defined in this notice);
(2) Is one of the following:
(a) A nonprofit organization that meets the definition of a
nonprofit under 34 CFR 77.1(c), which may include a faith-based
nonprofit organization.
(b) An institution of higher education as defined by section 101(a)
of the Higher Education Act of 1965, as amended.
(c) An Indian tribe (as defined in this notice);
(3) Currently provides at least one of the solutions from the
applicant's proposed continuum of solutions in the geographic area
proposed to be served; and
(4) Operates or proposes to work with and involve in carrying out
its proposed project, in coordination with the school's LEA, at least
one public elementary or secondary school that is located within the
identified geographic area that the grant will serve.
Family and community supports means--
(1) Child and youth health programs, such as physical, mental,
behavioral, and emotional health programs (e.g., home visiting
programs; Early Head Start; programs to improve nutrition and fitness,
reduce childhood obesity, and create healthier communities);
(2) Safety programs, such as programs in school and out of school
to prevent, control, and reduce crime, violence, drug and alcohol use,
and gang activity; programs that address classroom and school-wide
behavior and conduct; programs to prevent child abuse and neglect;
programs to prevent truancy and reduce and prevent bullying and
harassment; and programs to improve the physical and emotional security
of the school setting as perceived, experienced, and created by
students, staff, and families;
(3) Community stability programs, such as programs that--
(a) Increase the stability of families in communities by expanding
access to quality, affordable housing, providing legal support to help
families secure clear legal title to their homes, and providing housing
counseling or housing placement services;
(b) Provide adult education and employment opportunities and
training to improve educational levels, job skills and readiness in
order to decrease unemployment, with a goal of increasing family
stability;
(c) Improve families' awareness of, access to, and use of a range
of social services, if possible at a single location;
(d) Provide unbiased, outcome-focused, and comprehensive financial
education, inside and outside the classroom and at every life stage;
(e) Increase access to traditional financial institutions (e.g.,
banks and credit unions) rather than alternative financial institutions
(e.g., check cashers and payday lenders);
(f) Help families increase their financial literacy, financial
assets, and savings; and
(g) Help families access transportation to education and employment
opportunities;
(4) Family and community engagement programs, such as family
literacy programs and programs that provide adult education and
training and opportunities for family members and other members of the
community to support student learning and establish high expectations
for student educational achievement; mentorship programs that create
positive relationships between children and adults; and programs that
provide for the use of such community resources as libraries, museums,
and local businesses to support improved student educational outcomes;
and
(5) 21st century learning tools, such as technology (e.g.,
computers and mobile phones) used by students in the classroom and in
the community to support their education. This includes programs that
help students use the tools to develop knowledge and skills in such
areas as reading and writing, mathematics, research, critical thinking,
communication, creativity, innovation, and entrepreneurship.
Graduation rate means the four-year or extended-year adjusted
cohort graduation rate as defined by 34 CFR 200.19(b)(1).
Note: This definition is not meant to prevent a grantee from
also collecting information about the reasons why students do not
graduate from the target high school, e.g., dropping out or moving
outside of the school district for non-academic or academic reasons.
Increased learning time means using a longer school day, week, or
year to significantly increase the total number of school hours. It is
used to redesign the school's program in a manner that includes
additional time for (a) instruction in core academic subjects as
defined in section 9101(11) of the ESEA; (b) instruction in other
subjects and enrichment activities that contribute to a well-rounded
education, including, for example, physical education, service
learning, and experiential and work-based learning opportunities that
are provided by partnering, as appropriate, with other organizations;
and (c) teachers to collaborate, plan, and engage in professional
development within and across grades and subjects.
Indian tribe means any Indian or Alaska Native tribe, band, nation,
pueblo, village or community that the Secretary of the Interior
acknowledges to exist as an Indian tribe, 25 U.S.C. 479a and 479a-1.
Indicators of need means currently available data that describe--
(1) Education need, which means--
(a) All or a portion of the neighborhood includes or is within the
attendance zone of a low-performing school that is a high school,
especially one in which the graduation rate (as defined in this notice)
is less than 60 percent or a school that can be characterized as low-
performing based on another proxy indicator, such as students' on-time
progression from grade to grade; and
(b) Other indicators, such as significant achievement gaps between
subgroups of students (as identified in section 1111(b)(3)(C)(xiii) of
the ESEA) within a school or LEA, high teacher and principal turnover,
or high student absenteeism; and
(2) Family and community support need, which means--
(a) Percentages of children with preventable chronic health
conditions (e.g., asthma, poor nutrition, dental problems, obesity) or
avoidable developmental delays;
(b) Immunization rates;
(c) Rates of crime, including violent crime;
(d) Student mobility rates;
(e) Teenage birth rates;
(f) Percentage of children in single-parent or no-parent families;
(g) Rates of vacant or substandard homes, including distressed
public and assisted housing; or
(h) Percentage of the residents living at or below the Federal
poverty threshold.
Linked and integrated seamlessly, with respect to the continuum of
solutions, means solutions that have common outcomes, focus on similar
milestones, support transitional time periods (e.g., the beginning of
kindergarten, the middle grades, or
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graduation from high school) along the cradle-through-college-to-career
continuum, and address time and resource gaps that create obstacles for
students in making academic progress.
Low-performing schools means schools receiving assistance through
title I of the Elementary and Secondary Education Act of 1965, as
amended (ESEA), that are in corrective action or restructuring in the
State, as determined under section 1116 of the ESEA, and the secondary
schools (both middle and high schools) in the State that are equally as
low-achieving as these Title I schools and are eligible for, but do not
receive, Title I funds.
Moderate evidence means evidence from previous studies with designs
that can support causal conclusions (i.e., studies with high internal
validity) but have limited generalizability (i.e., moderate external
validity) or from studies with high external validity but moderate
internal validity.
Multiple domains of early learning means physical well-being and
motor development; social-emotional development; approaches toward
learning, which refers to the inclinations, dispositions, or styles,
rather than skills, that reflect ways that children become involved in
learning and develop their inclinations to pursue learning; language
and literacy development, including emergent literacy; and cognition
and general knowledge, which refers to thinking and problem-solving as
well as knowledge about particular objects and the way the world works.
Cognition and general knowledge include mathematical and scientific
knowledge, abstract thought, and imagination.
Neighborhood assets means--
(1) Developmental assets that allow residents to attain the skills
needed to be successful in all aspects of daily life (e.g., educational
institutions, early learning centers, and health resources);
(2) Commercial assets that are associated with production,
employment, transactions, and sales (e.g., labor force and retail
establishments);
(3) Recreational assets that create value in a neighborhood beyond
work and education (e.g., parks, open space, community gardens, and
arts organizations);
(4) Physical assets that are associated with the built environment
and physical infrastructure (e.g., housing, commercial buildings, and
roads); and
(5) Social assets that establish well-functioning social
interactions (e.g., public safety and community engagement).
Persistently lowest-achieving school means, as determined by the
State--
(1) Any school receiving assistance through Title I that is in
improvement, corrective action, or restructuring and that--
(a) 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
(b) Is a high school that has had a graduation rate 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--
(a) 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
(b) Is a high school that has had a graduation rate that is less
than 60 percent over a number of years.
Program indicators are indicators that the Department will use only
for research and evaluation purposes and for which an applicant is not
required to propose solutions.
Project indicators are indicators for which an applicant proposes
solutions intended to result in progress on the indicators.
Public officials means elected officials (e.g., council members,
aldermen and women, commissioners, State legislators, Congressional
representatives, members of the school board), appointed officials
(e.g., members of a planning or zoning commission, or of any other
regulatory or advisory board or commission), or individuals who are not
necessarily public officials, but who have been appointed by a public
official to serve on the Promise Neighborhoods governing board or
advisory board.
Rapid-time, in reference to reporting and availability of locally-
collected data, means that data are available quickly enough to inform
current lessons, instruction, and related education programs and family
and community supports.
Representative of the geographic area proposed to be served means
that residents of the geographic area proposed to be served have an
active role in decision-making and that at least one-third of the
eligible entity's governing board or advisory board is made up of--
(1) Residents who live in the geographic area proposed to be
served, which may include residents who are representative of the
ethnic and racial composition of the neighborhood's residents and the
languages they speak;
(2) Residents of the city or county in which the neighborhood is
located but who live outside the geographic area proposed to be served,
and who are low-income (which means earning less than 80 percent of the
area's median income as published by the Department of Housing and
Urban Development);
(3) Public officials (as defined in this notice) who serve the
geographic area proposed to be served (although not more than one-half
of the governing board or advisory board may be made up of public
officials); or
(4) Some combination of individuals from the three groups listed in
paragraphs (1), (2), and (3) of this definition.
Rural community means a neighborhood that--
(1) Is served by an LEA that is currently eligible under the Small
Rural School Achievement (SRSA) program or the Rural and Low-Income
School (RLIS) program authorized under Title VI, Part B of the ESEA.
Applicants may determine whether a particular LEA is eligible for these
programs by referring to information on the following Department Web
sites. For the SRSA program: http://www.ed.gov/programs/reapsrsa/eligible10/index.html.
For the RLIS program: http://www.ed.gov/programs/reaprlisp/eligible10/index.html; or
(2) Includes only schools designated with a school locale code of
42 or 43. Applicants may determine school locale codes by referring to
the following Department Web site: http://nces.ed.gov/ccd/schoolsearch/.
School climate needs assessment means an evaluation tool that
measures the extent to which the school setting promotes or inhibits
academic performance by collecting perception data from individuals,
which could include students, staff, or families.
Segmentation analysis means the process of grouping and analyzing
data from children and families in the geographic area proposed to be
served according to indicators of need (as defined in this notice) or
other relevant indicators.
Note: The analysis is intended to allow grantees to
differentiate and more effectively target interventions based on
what they learn about the needs of different populations in the
geographic area.
Strong evidence means evidence from studies with designs that can
support causal conclusions (i.e., studies with high internal validity),
and studies that,
[[Page 13166]]
in total, include enough of the range of participants and settings to
support scaling up to the State, regional, or national level (i.e.,
studies with high external validity).
Student achievement means--
(1) For tested grades and subjects:
(a) A student's score on the State's assessments under the ESEA;
and, as appropriate,
(b) Other measures of student learning, such as those described in
paragraph (2) of this definition, provided they are rigorous and
comparable across classrooms and programs.
(2) For non-tested grades and subjects: alternative measures of
student learning and performance, such as student scores on pre-tests
and end-of-course tests; student performance on English language
proficiency assessments; and other measures of student achievement that
are rigorous and comparable across classrooms.
Student growth means the change in achievement data for an
individual student between two or more points in time. Growth may also
include other measures that are rigorous and comparable across
classrooms.
Student mobility rate is calculated by dividing the total number of
new student entries and withdrawals at a school, from the day after the
first official enrollment number is collected through the end of the
academic year, by the first official enrollment number of the academic
year.
Note: This definition is not meant to limit a grantee from also
collecting information about why students enter or withdraw from the
school, e.g., transferring to charter schools, moving outside of the
school district for non-academic or academic reasons.
Theory of action means an organization's strategy regarding how,
considering its capacity and resources, it will take the necessary
steps and measures to accomplish its desired results.
Theory of change means an organization's beliefs about how its
inputs, and early and intermediate outcomes, relate to accomplishing
its long-term desired results.
Proposed Selection Criteria
We propose the following selection criteria for evaluating a
planning and implementation grant application under the Promise
Neighborhoods program. These criteria are designed to align with the
absolute priority for planning and implementation grants. Thus, the
``need for project'' criterion aligns with the absolute priority
requirement that applicants describe the need in the neighborhood. The
``quality of project design'' and ``quality of project services''
criteria align with the absolute priority requirement that applicants
describe a strategy to build a continuum of solutions with strong
schools at the center. The ``quality of the management plan'' criterion
aligns with the absolute priority requirement that applicants describe
their capacity to achieve results.
In the notice inviting applications, the application package, or
both, we will announce the maximum possible points assigned to each
criterion. We may apply one or more of these criteria in any year in
which this program is in effect.
Proposed Planning Grants Selection Criteria
The proposed selection criteria for planning grant applicants are
as follows:
(1) Need for project.
(a) The Secretary considers the need for the proposed project.
(b) In determining the need for the proposed project, the Secretary
considers--
(i) The magnitude or severity of the problems to be addressed by
the proposed project as described by indicators of need and other
relevant indicators; and
(ii) The extent to which the geographically defined area has been
described.
(2) Quality of the project design.
(a) The Secretary considers the quality of the design of the
proposed project.
(b) In determining the quality of the design of the proposed
project, the Secretary considers--
(i) The extent to which the continuum of solutions will be aligned
with an ambitious, rigorous, and comprehensive strategy for improvement
of schools in the neighborhood;
(ii) The extent to which the applicant describes a proposal to plan
to create a complete continuum of solutions, including early learning
through grade 12, college- and career-readiness, and family and
community supports, without time and resource gaps that will prepare
all children in the neighborhood to attain an excellent education and
successfully transition to college and a career; and
(iii) The extent to which solutions leverage existing neighborhood
assets and coordinate with other efforts, including programs supported
by Federal, State, local, and private funds.
(3) Quality of project services.
(a) The Secretary considers the quality of the services to be
provided by the proposed project.
(b) In determining the quality of the project services, the
Secretary considers--
(i) The extent to which the applicant describes how the needs
assessment and segmentation analysis, including identifying and
describing indicators, will be used during the planning phase to
determine each solution within the continuum; and
(ii) The extent to which the applicant describes how it will
determine that solutions are based on the best available evidence
including, where available, strong or moderate evidence, and ensure
that solutions drive results and lead to changes on indicators.
(4) Quality of the management plan.
(a) The Secretary considers the quality of the management plan for
the proposed project.
(b) In determining the quality of the management plan for the
proposed project, the Secretary considers the experience, lessons
learned, and proposal to build capacity of the applicant's management
team and project director in all of the following areas--
(i) Working with the neighborhood and its residents; the schools
described in paragraph (2)(b) of Absolute Priority 1; the LEA in which
those schools are located; Federal, State, and local government
leaders; and other service providers;
(ii) Collecting, analyzing, and using data for decision-making,
learning, continuous improvement, and accountability;
(iii) Creating formal and informal partnerships, including the
alignment of the visions, theories of action, and theories of change
described in its memorandum of understanding; and
(iv) Integrating funding streams from multiple public and private
sources, including its proposal to leverage and integrate high-quality
programs in the neighborhood into the continuum of solutions.
Proposed Implementation Grants Selection Criteria
The proposed selection criteria for implementation grant applicants
are as follows:
(1) Need for project.
(a) The Secretary considers the need for the proposed project.
(b) In determining the need for the proposed project, the Secretary
considers--
(i) The magnitude or severity of the problems to be addressed by
the proposed project as described by indicators of need and other
relevant indicators identified in part by the needs assessment and
segmentation analysis; and
[[Page 13167]]
(ii) The extent to which the geographically defined area has been
described.
(2) Quality of the project design.
(a) The Secretary considers the quality of the design of the
proposed project.
(b) In determining the quality of the design of the proposed
project, the Secretary considers the following factors:
(i) The extent to which the continuum of solutions is aligned with
an ambitious, rigorous, and comprehensive strategy for improvement of
schools in the neighborhood.
(ii) The extent to which the applicant describes an implementation
plan to create a complete continuum of solutions, including early
learning through grade 12, college- and career-readiness, and family
and community supports, without time and resource gaps, that will
prepare all children in the neighborhood to attain an excellent
education and successfully transition to college and a career.
(iii) The extent to which the applicant identifies existing
neighborhood assets and programs supported by Federal, State, local,
and private funds that will be used to implement a continuum of
solutions.
(iv) The extent to which the applicant describes its implementation
plan, including clear, annual goals for improving systems and
leveraging resources as described in paragraph (2) of Absolute Priority
1.
(3) Quality of project services.
(a) The Secretary considers the quality of the services to be
provided by the proposed project.
(b) In determining the quality of the project services, the
Secretary considers--
(i) The extent to which the applicant describes how the needs
assessment and segmentation analysis, including identifying and
describing indicators, were used to determine each solution within the
continuum;
(ii) The extent to which the applicant documents that proposed
solutions are based on the best available evidence including, where
available, strong or moderate evidence; and
(iii) The extent to which the applicant describes clear, annual
goals for changes on indicators.
(4) Quality of the management plan.
(a) The Secretary considers the quality of the management plan for
the proposed project.
(b) In determining the quality of the management plan for the
proposed project, the Secretary considers the experience, lessons
learned, and proposal to build capacity of the applicant's management
team and project director in all of the following areas--
(i) Working with the neighborhood and its residents; the schools
described in paragraph (2)(b) of Absolute Priority 1; the LEA in which
those schools are located; Federal, State, and local government
leaders; and other service providers;
(ii) Collecting, analyzing, and using data for decision-making,
learning, continuous improvement, and accountability, including whether
the applicant has a plan to build, adapt, or expand a longitudinal data
system that integrates student-level data from multiple sources in
order to measure progress;
(iii) Creating formal and informal partnerships, including the
alignment of the visions, theories of action, and theories of change
described in its memorandum of understanding; and
(iv) Integrating funding streams from multiple public and private
sources, including its proposal to leverage and integrate high-quality
programs in the neighborhood into the continuum of solutions.
Final Priority, Requirements, Definitions, and Selection Criteria
We will announce the final priorities, requirements, definitions,
and selection criteria in a notice in the Federal Register. We will
determine the final priorities, requirements, definitions, and
selection criteria after considering responses to this notice and other
information available to the Department. This notice does not preclude
us from proposing additional priorities, definitions, or selection
criteria, subject to meeting applicable rulemaking requirements.
Note: This notice does not solicit applications. In any year in
which we choose to use one or more of these proposed priorities,
requirements, definitions, and selection criteria, we invite
applications through a notice in the Federal Register.
Executive Order 12866: Under Executive Order 12866, the Secretary
must determine whether this regulatory action is ``significant'' and
therefore subject to the requirements of the Executive Order and
subject to review by the Office of Management and Budget (OMB). Section
3(f) of Executive Order 12866 defines a ``significant regulatory
action'' as an action likely to result in a rule that may: (1) Have an
annual effect on the economy of $100 million or more, or adversely
affect a sector of the economy, productivity, competition, jobs, the
environment, public health or safety, or State, local, or tribal
governments or communities in a material way (also referred to as an
``economically significant'' rule); (2) create serious inconsistency or
otherwise interfere with an action taken or planned by another agency;
(3) materially alter the budgetary impacts of entitlement grants, user
fees, or loan programs or the rights and obligations of recipients
thereof; or (4) raise novel legal or policy issues arising out of legal
mandates, the President's priorities, or the principles set forth in
the Executive Order. The Secretary has determined that this regulatory
action is significant under section 3(f) of the Executive order.
This notice has been reviewed in accordance with Executive Order
12866. Under the terms of the order, we have assessed the potential
costs and benefits of this proposed regulatory action.
The potential costs associated with this proposed regulatory action
are those resulting from statutory requirements and those we have
determined as necessary for administering this program effectively and
efficiently.
In assessing the potential costs and benefits--both quantitative
and qualitative--of this proposed regulatory action, we have determined
that the benefits of the proposed priority, requirements, definitions,
and selection criteria justify the costs.
We have determined, also, that this proposed regulatory action does
not unduly interfere with State, local, and tribal governments in the
exercise of their governmental functions.
Intergovernmental Review: This program is subject to Executive
Order 12372 and the regulations in 34 CFR part 79. One of the
objectives of the Executive order is to foster an intergovernmental
partnership and a strengthened federalism. The Executive order relies
on processes developed by State and local governments for coordination
and review of proposed Federal financial assistance.
This document provides early notification of our specific plans and
actions for this program. Accessible Format: Individuals with
disabilities can obtain this document in an accessible format (e.g.,
braille, large print, audiotape, or computer diskette) on request to
the contact person listed under FOR FURTHER INFORMATION CONTACT.
Electronic Access to This Document: You can view this document, as
well as all other documents of this Department published in the Federal
Register, in text or Adobe Portable Document Format (PDF) on the
Internet at the following site: http://www.ed.gov/news/fedregister. To
use PDF you must have
[[Page 13168]]
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 via the Federal Digital System at http://www.gpo.gov/fdsys.
Dated: March 7, 2011.
James H. Shelton, III,
Assistant Deputy Secretary for Innovation and Improvement.
[FR Doc. 2011-5543 Filed 3-9-11; 8:45 am]
BILLING CODE 4000-01-P