[Federal Register: December 19, 2001 (Volume 66, Number 244)]
[Notices]
[Page 65569-65575]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr19de01-85]
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Part III
Department of Education
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Office of Elementary and Secondary Education and the Office of
Vocational and Adult Education; Smaller Learning Communities Program;
Notices
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DEPARTMENT OF EDUCATION
Office of Elementary and Secondary Education and the Office of
Vocational and Adult Education; Smaller Learning Communities Program
AGENCY: Department of Education.
ACTION: Notice of final priorities, application requirements, and
selection criteria for Fiscal Year (FY) 2001.
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SUMMARY: The Assistant Secretary for Elementary and Secondary Education
and the Assistant Secretary for Vocational and Adult Education announce
final priorities, application requirements, and selection criteria for
the Smaller Learning Communities (SLC) program for fiscal year (FY)
2001.
EFFECTIVE DATE: These priorities, application requirements and
selection criteria are effective January 18, 2002.
FOR FURTHER INFORMATION CONTACT: For information on the program and to
download an application, you may access the SLC program web site at
www.ed.gov/offices/OESE/SLCP/. If you have questions pertaining to the
application, you may send an e-mail to
smallerlearningcommunities@ed.gov. If you need further assistance and
need to speak with someone in the SLC program, you may contact Andrew
Abrams, (202) 260-7430, 330 C Street, SW., MES Bldg., Room 5512,
Washington, DC 20202. You may also contact Diane Austin (202) 260-1280,
400 Maryland Ave., SW., Room 5C149, Washington, DC 20202-6200. Requests
for applications may also be sent by fax to (202) 260-8969.
Individuals who use the telecommunications device for the deaf
(TDD) may call the Federal Information Relay Service (FIRS) at 1-800-
877-8339.
Individuals with disabilities may obtain this document in an
alternative format (e.g., Braille, large print, audiotape, or computer
diskette) on request to the contact persons listed above.
Note: This notice of final priorities, application requirements,
and selection criteria does not solicit applications. A notice
inviting applications under this competition is published elsewhere
in this issue of the Federal Register. The notice inviting
applications will specify the deadline date by which applications
for an award must be mailed or hand-delivered to the Department.
Background
Research suggests that the positive outcomes associated with
smaller schools stem from the schools' ability to create close,
personal environments in which teachers can work collaboratively, with
each other and with a small set of students, to challenge students and
support learning. A variety of structures and complementary strategies
are thought to provide important supports for smaller learning
environments; some data suggest these approaches offer substantial
advantages to both teachers and students (Ziegler 1993; Caroll 1994).
The Smaller Learning Communities program is authorized under
section 10105 of part A of title X of the Elementary and Secondary
Education Act of 1965 (ESEA) (20 U.S.C. 8005). Title X, Part A
authorizes the Secretary to support nationally significant programs and
projects to: (1) Improve the quality of education; (2) assist all
students in meeting challenging State content standards; and (3)
contribute to achieving National Education Goals.
The purpose of the Smaller Learning Communities program is to
support the planning, implementation, or expansion of small, safe, and
successful learning environments in large public high schools through
competitive grants to local educational agencies (LEAs). LEAs may apply
on behalf of large high schools including large high schools funded by
the Bureau of Indian Affairs (BIA schools). For the purposes of this
program, a large high school is defined as a school that includes
grades 11 and 12 and enrolls at least 1,000 students in grades 9 and
above.
Methods for recasting large schools as a set of smaller learning
communities are included in the Conference Report for the Consolidated
Appropriations Act, 2000 [Pub. L. 106-113, H.R. Conference Report No.
106-479, at 1240 (1999)]. Such restructuring methods include
establishing small learning clusters, ``houses,'' career academies,
magnet programs, or schools-within-a-school. Strategies that complement
a restructured large high school include block scheduling, freshman
transition activities, advisory or adult advocate systems, academic
teaming, multi-year groupings, and other innovations designed to create
a more personalized high school experience for students and thus,
improve student achievement.
In FY 2000, Congress appropriated $45 million, of which the
Department awarded $42.3 million in support of 149 grants to local
educational agencies. The Secretary awarded 84 one-year planning grants
and 65 three-year implementation grants. A total of 349 schools,
serving over 450,000 students, benefited during the first year of the
program. The Secretary reserved the remaining $2,250,000 to fund
national leadership activities.
Congress appropriated $125 million for this program in FY 2001. The
Administration is not requesting funds for the Smaller Learning
Communities program in FY 2002. Rather, the Administration is proposing
a new Choice and Innovation State Grants program under which States and
LEAs would have greater flexibility in using funds for activities, such
as the creation of smaller learning communities, that will support
educational reform and improvement.
Prospective applicants are encouraged to review the Program Web
site for non-regulatory guidance, information about current grantees,
and to review successful applications at: www.ed.gov/offices/OESE/SLCP.
Written questions may be submitted through the Internet at:
smallerlearningcommunities@ed.gov.
Public Comments: The Department published a notice of proposed
priorities, application requirements, and selection criteria for this
competition in the Federal Register on July 19, 2001, (66 FR 37871-
37876).
In response to the Assistant Secretaries' invitation to comment,
five parties submitted comments on the proposed priorities, application
requirements, and selection criteria. An analysis of the comments and
of the changes in the priorities, application requirements, and
selection criteria since publication of the July 19, 2001, notice
follows.
We discuss substantive issues under the priority, requirement, or
criterion to which they pertain. Generally, we do not address technical
changes, minor changes, and suggested changes the law does not
authorize the Assistant Secretaries to make under the applicable
statutory authority.
Analysis of Comments and Changes
Competitive Priorities
Comment: A commenter suggested that giving competitive preference
to existing Smaller Learning Communities planning grantees is unfair to
schools that have had to progress through the planning process on their
own, without additional federal funds to do so.
Discussion: We agree that current Smaller Learning Communities
planning grantees should not receive a competitive priority when they
apply for implementation grants, based solely on their status as a
current planning grantee.
Changes: This notice of final priorities, application requirements,
and selection criteria does not include the proposed competitive
priority for current planning grantees.
Comment: A commenter proposed that schools already in the process
of
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institutionalizing reform strategies aimed toward the creation of
smaller learning communities should receive priority points.
Discussion: The Program is designed to help schools plan,
implement, or expand smaller learning communities. Schools that are
already in the implementation stage should be in a position to submit a
strong application for an implementation grant. The Department does not
believe a priority for these schools is necessary.
Changes: None.
Comment: A commenter suggested that we expand the proposed priority
for low-performing schools to include schools that may have groups of
low-performing students with respect to gaps among diverse groups of
students.
Discussion: The intent of this program is to improve student
achievement for all students; therefore, the Assistant Secretaries
believe that the competitive priority, as written, provides the
appropriate level of targeting for low-performing schools under this
program.
Changes: None.
Comment: A commenter recommended that we give competitive priority
points to schools based on the size of their student body over 1,000
students.
Discussion: At this time there is not sufficient research evidence
to support priority points for high schools that exceed a specific
size.
Changes: None.
Application Requirements
Comment: A commenter disagreed with eliminating planning grants
from the SLC competition stating that smaller learning communities are
a new concept for many schools and local educational agencies (LEAs),
and that LEAs need time to research best practices and plan before
implementing.
Discussion: We are in agreement that planning grants should remain
a part of the Smaller Learning Communities program. LEAs and their
cooperating schools need time to decide on the best strategies to use
at their sites, to develop support for those strategies among all
stakeholders, and to plan for the implementation of those strategies.
Changes: The Department will invite applications for planning
grants as well as for implementation grants in the FY 2001 competition.
Comment: A commenter suggested that the Department allow consortia
of LEAs with ten or more districts to apply under a single grant
application.
Discussion: The Department proposed that LEAs may include a maximum
of ten schools within one application submitted by an LEA or consortium
of LEAs. This proposal was based on a maximum award per application of
$250,000 for planning grants and $2,500,000 for implementation grants.
LEAs or consortia of LEAs may submit multiple applications requesting
funds for up to ten schools within each application. We believe that an
LEA or consortium applying for a single grant on behalf of more than
ten schools will not have sufficient funds to carry out their proposed
tasks, based on the funding scale.
Changes: None.
Selection Criteria
Comment: A commenter suggested that the program recognize efforts
that support nationally recognized issues such as the disparity in
performance for minority students, teacher shortages, and varying
levels of teacher preparedness.
Discussion: The Smaller Learning Communities program statute
focuses on increasing student academic achievement through the creation
of smaller learning environments, as a strategy in and of itself. Many
schools, particularly low-performing schools, are likely to exhibit the
problems identified by the commenter, and individual applicants are
encouraged to address these problems in their applications for funding.
Changes: None.
General Comments
Comment: A commenter proposed that applicants be required to
address State content and performance standards as well as the role of
the district in implementing the Smaller Learning Communities program.
Discussion: In accordance with section 10105(a)7 of the Program
statute, the Department requires that applicants describe how the goals
and objectives of the activities for which they are requesting funding
are geared to meeting high State content standards and performance
standards. Also, under section 10105(10), the application must include
a description of the administrative and managerial relationship between
the local educational agency and the smaller learning community or
communities, including how such agency will demonstrate a commitment to
the continuity of the smaller learning community or communities.
Changes: None.
Comment: A commenter suggested that the Department encourage adult
education and career education as a resource for low-performing schools
as well as partnerships between secondary and adult programs.
Discussion: While we agree that grantees should have a variety of
strategies from which to choose, the focus of this program is to
provide resources for LEAs that have large high schools. Schools have
the flexibility to focus on career-specific curricula if that is what
they choose to do.
Changes: None.
Comment: A commenter proposed that reducing school violence be an
explicit program goal.
Discussion: We agree that creating smaller high schools holds great
potential for improving school safety, and encourage applicants to
include reducing school violence as a goal of their grant. In the
selection criteria for implementation grants, incidents of violence and
disciplinary actions are included among the factors peer reviewers will
consider under the criterion of need for the project, and designing an
effective method for describing progress toward the implementation of
safe and successful smaller learning communities is included among the
factors under the criterion for quality of the project evaluation.
Changes: None.
Competitive Priority
Under 34 CFR 75.105(c)(2), the Secretary gives a competitive
priority to applications that request funding to support smaller
learning communities in low-performing high schools that meet all other
eligibility requirements for the competition. Applicants will receive
up to five additional points based on the proportion of participating
schools included in the application that are identified as low-
performing. These points are in addition to any points the applicant
earns under the selection criteria of the program. Low-performing
schools can be identified by local and State educational agencies using
the criteria in Title I, Part A, section 1116(c) of the Elementary and
Secondary Education Act, which identifies for improvement any Title I
school that has not made continuous and sustained progress over two
years. In addition, for the purposes of this program, States and LEAs
that have their own established criteria for identifying low-performing
schools may use those criteria to provide evidence for the competitive
priority. Applicants must specify the method used to identify schools
as low-performing.
Application Requirements
The Secretary announces the following application requirements for
the Smaller Learning Communities program. These are in addition to the
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content that all Smaller Learning Communities grant applicants must
include in their applications as required by the program statute under
section 10105(a) of the Elementary and Secondary Education Act. A
discussion of each requirement follows:
A. Proof of Eligibility
To be considered for funding, LEAs must include the name(s) of the
eligible school(s) and the number of students enrolled in each school.
Enrollment must be based upon data from the current school year or data
from the most recently completed school year. LEAs applying on behalf
of schools that are being constructed and do not have an active student
enrollment at the time of application are not eligible under this
program.
B. Types and Ranges of Awards
The Secretary will award both planning and implementation grants
under this year's competition. Applicants pursuing planning grants must
not yet have developed a viable plan for creating smaller learning
communities. To apply for implementation funds, applicants must be
prepared either to implement a new smaller learning community program
within each targeted high school, or to expand an existing smaller
learning community program.
For a one-year planning grant, LEAs may receive, on behalf of a
single school, $25,000 to $50,000 per project. LEAs applying on behalf
of a group of eligible schools may receive up to $250,000 per planning
grant. As this program is designed to finance direct student services
and local redesign and improvement efforts, districts should stay
within the minimum and maximum school allocations when determining
their group award request. Therefore, in order to ensure sufficient
planning funds at the local level, LEAs may not request funds for more
than 10 schools under a single application.
The chart below provides eligible ranges for awards under the
planning grant:
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Number of schools in LEA application Award ranges
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One School..................................... $25,000-$50,000
Two Schools.................................... $50,000-$100,000
Three Schools.................................. $75,000-$150,000
Four Schools................................... $100,000-$200,000
Five Schools................................... $125,000-$250,000
Six Schools.................................... $150,000-$250,000
Seven Schools.................................. $175,000-$250,000
Eight Schools.................................. $200,000-$250,000
Nine Schools................................... $225,000-$250,000
Ten Schools.................................... $250,000
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To ensure maximum flexibility and competitiveness, LEAs may submit
multiple applications targeting distinct schools within each funding
category. However, LEAs may not apply on behalf of a single high school
in more than one application. Schools that received support through
planning grants in the 2000 competition are not eligible to receive
additional planning grants under the 2001 competition.
For a three-year implementation grant, LEAs may receive, on behalf
of a single school, $250,000 to $500,000 per project. LEAs applying on
behalf of a group of eligible schools may request up to $2,500,000 per
implementation grant. As this program is designed to finance direct
student services and local redesign and improvement efforts, districts
should stay within the minimum and maximum school allocations when
determining their group award request. Therefore, in order to ensure
sufficient implementation funds at the local level, LEAs may not
request funds for more than 10 schools under a single application.
The chart below provides eligible ranges for awards under the
implementation grant:
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Number of schools in LEA application Award ranges
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One School..................................... $250,000-$500,000
Two Schools.................................... $500,000-$1,000,000
Three Schools.................................. $750,000-$1,500,000
Four Schools................................... $1,000,000-$2,000,000
Five Schools................................... $1,250,000-$2,500,000
Six Schools.................................... $1,500,000-$2,500,000
Seven Schools.................................. $1,750,000-$2,500,000
Eight Schools.................................. $2,000,000-$2,500,000
Nine Schools................................... $2,250,000-$2,500,000
Ten Schools.................................... $2,500,000
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To ensure maximum flexibility and competitiveness, LEAs may submit
multiple applications targeting distinct schools within each
application. However, LEAs may not apply on behalf of a single high
school in more than one application. Schools that benefited from FY
2000 implementation awards are not eligible to receive additional
support under this competition. The total amount an LEA may receive, in
any fiscal year under this program, may not exceed $5 million.
C. Project Period
Planning grants will fund activities up to 12 months.
Implementation grants will fund activities up to 36 months.
Note: Applicants for multi-year awards must provide detailed,
yearly budget information for the total grant period requested.
Understanding the unique complexities of implementing a program that
affects a school's organization, physical design, curriculum,
instruction, and preparation of teachers, the Secretary anticipates
awarding the entire grant amount for implementation projects at the
time of the initial award. This will provide the applicant with the
capacity to effectively carry out the comprehensive long-term
activities involved in model development, documentation, evaluation,
and dissemination of products and practices developed through the
federal grant. Uninterrupted access to funds will depend upon a
grantee's close adherence to its yearly budget projections as well
as submission of an annual performance report, showing adequate
progress, during the three-year period of the grant.
D. Page Limits
Applicants should limit the application narrative to no more than
25 double-spaced pages using the following standards:
(1) A page is 8.5"; x 11", on one side only;
(2) The page limit includes all narrative, titles, headings,
footnotes, quotations, references, and captions, as well as charts,
tables, figures, and graphs. Charts, tables, figures, and graphs may be
single-spaced;
(3) The font should be 11-point or larger;
(4) The page limit does not apply to the Application for Federal
Education Assistance Form (424); the SLC cover page; the Budget
Information Form (ED 524) and attached itemization of costs; any other
required or supplementary application forms and attachments to those
forms; the assurances and certifications; the table of contents; the
one-page abstract (which should precede the narrative section and
provide enrollment data for each eligible high school and a short
description of the project); documentation of the extent to which the
applicant meets the competitive priority for the competition; or
appendices. Appendices used should relate directly to the selection
criteria and project activities. Pages should be numbered.
E. Reporting Requirements and Expected Outcomes
For both planning and implementation grants, applicants must
describe their:
(a) Project objectives;
(b) Measures of student outcomes and performance; and
(c) Indicators to gauge progress toward meeting project objectives.
In addition, the Secretary requires implementation grantees to
collect data that address the performance indicators for this program
in order to produce annual performance reports. These reports will
document the grantees' yearly progress toward expected project
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objectives. The Secretary will use these reports to measure the success
of each grantee's project, as well as the effects of the Department of
Education's Smaller Learning Communities program nationwide. A copy of
the Smaller Learning Communities Annual Performance Report for
implementation grantees is included in the application package.
Planning grantees will be required to submit a performance report,
including their implementation plan, at the end of their project.
Applicants must submit initial baseline data for each student
outcome measure described below. Baseline data should come from either
the current or previous school year. Applicants must report this data
as an appendix. Upon notification of award, grantees will be required
to submit student outcome data for three years preceding the baseline
year.
Required student outcome measures include:
I. Student Achievement
(a) The number of students scoring at each proficiency level for
each subject measured by a State assessment (district assessments may
substitute where State assessments do not yet exist) in grades 9-12;
(b) The number of students taking the SAT and ACT, and their
average scores;
II. Academic Rigor and Student Retention
(a) The number of students who take courses for which they receive
both high school and college credit;
(b) The number of students completing high school;
(c) The overall reported average daily attendance for October.
III. School Climate
(a) The number of incidents of student violence, alcohol and drug
use;
(b) The number of expulsions, suspensions, or other serious
disciplinary actions; and
(c) The number of students involved in extracurricular activities.
Note: Percentages may be used in place of number of students
where appropriate.
F. Definitions
(a) Definitions in EDGAR--Definitions defined in 34 CFR 77.1 are
applicable to this program.
(b) Other definitions--The following definitions also apply to this
program:
BIA school is a school operated or supported by the Bureau of
Indian Affairs.
A group of schools is two or more schools that each meet the
definition of a large high school.
A large high school is an entity that includes grades 11 and 12 and
has an enrollment of 1,000 or more students in grades 9 and above.
A low-performing school is a school identified by local and State
educational agencies under section 1116(c) of the Elementary and
Secondary Education Act. Under current law, any Title I school that has
not made ``adequate yearly progress'' over two years is identified by
its LEA for improvement. In addition, for the purpose of this program,
States and LEAs that have established criteria for identifying such
schools may use their criteria to meet the competitive priority
preference.
Selection Criteria
Under the Smaller Learning Communities program competition, a peer
review panel will make a careful evaluation of applications. Each
panelist will evaluate the applications against the criteria listed
below. The panel results are advisory in nature and not binding on the
Secretary. The Secretary will use the following selection criteria and
associated point values in evaluating applications for planning and
implementation grants:
(a) The maximum score for all of these criteria is 100 points.
Applicants that meet the competitive priority eligibility requirements
may receive up to 105 points.
(b) The maximum score for each criterion is indicated in
parentheses. Within each criterion, the Secretary evaluates each factor
equally.
The Secretary will base final funding decisions on the panel review
ranking of applications. Geographic balance is no longer a
consideration in funding decisions.
Planning Grants
(a) Need for the project. (25 points) In determining the need for
the proposed project, the Secretary considers the following factors:
(1) The description and documentation of the targeted schools' need
for the services provided and the need for the activities carried out
by the proposed project consistent with the educational problems
generally associated with the impersonal nature of large high schools.
Need may consider factors such as: enrollment; attendance and drop-out
rates; incidents of violence, drug and alcohol use, and disciplinary
actions; percentage of students who pass graduation exams or State
assessments (local assessments may be substituted in states that do not
yet administer State assessments), enroll in advanced level courses,
register for college entrance exams, and matriculate into postsecondary
institutions or training; percentage of students who have limited
English proficiency, who are migrant youth, who come from low-income
families, or are otherwise disadvantaged; the applicant's fiscal
capacity to fund programs described here without Federal assistance; or
other local need factors as described by the applicant.
(2) The extent to which specific gaps or weaknesses [including the
nature and magnitude of those gaps and weaknesses] in services,
infrastructure, or opportunities have been identified by the applicant
and will be addressed by the proposed project.
(b) Foundation for planning. (20 points) In determining the merit
of the proposed process for developing a viable implementation plan,
the Secretary considers the extent to which the application:
(1) Involves and documents the support of stakeholders both within
the school community (e.g. administrators, staff, students, and
parents) and within the greater community (e.g. representatives of
institutions of higher education, employers, workforce investment
boards, youth councils, and community-based organizations).
(2) Provides clear evidence of teacher involvement and support,
particularly of those teachers who will be directly affected by the
implementation plan.
(3) Indicates the collection and use of data that describe school
needs.
(4) Documents the use of research-based findings in the proposed
restructuring of the learning environment.
(c) Feasibility and soundness of the planning process. (45 points)
In determining the feasibility and soundness of the planning process as
a means of producing a viable implementation plan, the Secretary
considers the extent to which the planned activities:
(1) Are based on a commitment to meeting the needs of all students
and ensuring the successful completion of their education or career
goals.
(2) Will lead to the establishment of smaller learning communities
having clear goals and objectives connected to a mission statement and
to student needs.
(3) Follow a timeline appropriate to the goals and objectives to be
achieved.
(4) Involve key personnel who are qualified to undertake project
activities.
(d) Commitment of resources to the planning effort. (10 points) In
determining the commitment of resources to the planning effort the
Secretary considers the extent to which:
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(1) The requested budget adequately supports the proposed
activities.
(2) State, local, and other Federal funds will be used to support
the development of the plan.
(3) The administrative and managerial relationship between the LEA,
the school(s), and the smaller learning community(ies) demonstrates a
commitment to the concept of a smaller learning community and the
planning process.
Implementation Grants
(a) Need for the project. (25 points) In determining the need for
the proposed project, the Secretary considers the following factors:
(1) The description and documentation of the targeted schools' need
for the services provided and the need for the activities carried out
by the proposed project consistent with the educational problems
generally associated with the impersonal nature of large high schools.
Need may consider factors such as: enrollment; attendance and drop-out
rates; incidents of violence, drug and alcohol use, and disciplinary
actions; percentage of students who pass graduation exams or State
assessments (local assessments may be substituted in states that do not
yet administer State assessments), enroll in advanced level courses,
register for college entrance exams, and matriculate into postsecondary
institutions or training; percentage of students who have limited
English proficiency, who are migrant youth, who come from low-income
families, or are otherwise disadvantaged; the applicant's fiscal
capacity to fund programs described here without Federal assistance; or
other local need factors as described by the applicant.
(2) The extent to which specific gaps or weaknesses (including the
nature and magnitude of those gaps and weaknesses) in services,
infrastructure, or opportunities have been identified by the applicant
and will be addressed by the proposed project.
(b) Foundation for implementation. (15 points) In determining the
quality of the implementation plan, the Secretary considers the extent
to which the application:
(1) Documents the involvement and support of stakeholders both
within the school community (e.g., administrators, staff, students, and
parents) and within the greater community (e.g. representatives of
institutions of higher education, employers, workforce investment
boards, youth councils, and community-based organizations).
(2) Provides clear evidence of teacher involvement and support,
particularly of those teachers who will be directly affected by the
implementation plan.
(3) Uses research-based findings and outside technical assistance
in the proposed restructuring and in determining appropriate
strategy(ies) to be implemented.
(c) Feasibility and soundness of the plan. (35 points) In
determining the quality of the proposed project, the Secretary
considers the extent to which:
(1) The goals and objectives of the smaller learning communities
correspond to identified needs and are written in terms of student
outcomes, including academic achievement.
(2) The curriculum and instructional practices within each smaller
learning community are aligned with its goals, theme, and emphases,
where they exist.
(3) The proposed smaller learning communities intervention(s) will
benefit all students in the school and enable them to reach challenging
State content standards and performance standards, ensuring their
successful completion of high school and preparation for postsecondary
education or a career.
(4) Professional development activities offered to teachers, non-
instructional school staff, and others are aligned with smaller
learning community goals.
(5) The applicant provides a rationale for--
Identifying grade levels and ages of students to be served
by the smaller learning community(ies); and
The methods and timetable for placing students in the
smaller learning community(ies). Note: Students are not to be placed
according to ability, performance, or any other measure of merit. The
Department expects that all students will benefit from the SLC
intervention.
(6) The management plan appears capable of achieving the objectives
of the proposed project on time and within budget, including:
The past experience, training, and clearly defined
responsibilities of personnel who have key roles in carrying out the
project; and
The timelines and milestones for accomplishing project
tasks.
(d) Quality of the project evaluation. (15 points) In determining
the quality of the evaluation, the Secretary considers whether the
applicant has designed an effective method for:
(1) Collecting student performance data, including:
Required data for annual performance reports,
Baseline data (to be included as an Appendix; refer to
``Reporting Requirements and Expected Outcomes''), and data for three
years preceding the baseline (the latter due upon award); and
A process for monitoring and understanding changes in
student outcomes for continuous improvement.
(2) Describing, on an annual basis, the progress towards
implementing smaller learning communities and implementing related
program changes undertaken to make the smaller learning communities
safe and successful. This information will be reported in the Annual
Performance Report.
(3) Disseminating best practices and products designed under this
grant.
(e) Adequacy of resources. (10 points) In determining the adequacy
of resources for the proposed project, the Secretary considers the
extent to which:
(1) State, local, foundation, and other Federal funds will be used
to support the implementation of the plan.
(2) The applicant will limit equipment, administrative costs, and
other purchases in order to maximize the amount spent on delivery of
services to students.
(3) The applicant demonstrates a commitment to sustain the project
beyond the period covered by the Federal grant.
Intergovernmental Review of Federal Programs
This program is subject to the requirements of Executive Order
12372 (Intergovernmental Review of Federal Programs) and the
regulations in 34 CFR part 79.
The objective of the Executive order is to foster an
intergovernmental partnership and to strengthen federalism by relying
on State and local processes for State and local government
coordination and review of proposed Federal financial assistance.
Applicants must contact the appropriate State Single Point of
Contact to find out about, and to comply with, the State's process
under Executive Order 12372. Applicants proposing to perform activities
in more than one State should immediately contact the Single Point of
Contact for each of those States and follow the procedures established
in each State under the Executive Order.
If you want to know the name and address of any State Single Point
of Contact (SPOC), see the latest list official SPOC list on the OMB
Web site of the Office of Management and Budget at the following
address: http://www.whitehouse.gov/omb/grants.
In States that have not established a process or chosen a program
for review, State, area-wide, regional, and local entities may submit
comments directly to the Department.
[[Page 65575]]
Any State Process Recommendation and other comments submitted by a
State Single Point of Contact and any comments from State, area-wide,
regional, and local entities must be mailed or hand-delivered by the
date indicated in this notice to the following address: The Secretary,
E.O. 12372-CFDA #84.215L, U.S. Department of Education, Room 7E200, 400
Maryland Avenue, SW., Washington, DC 20202-0125.
We will determine proof of mailing on the same basis as we
determine proof of mailing for applications (see 34 CFR 75.102).
Recommendations or comments may be hand-delivered until 4:30 p.m.
(Washington, DC time) on the date indicated in this notice. Please Note
That the Above Address Is Not the Same Address as the One to Which the
Applicant Submits Its Completed Application. Do not Send Applications
to the Above Address.
Electronic Access to This Document
You may view this document, as well as all other Department of
Education documents published in the Federal Register, in text or Adobe
Portable Document Format (PDF) on the Internet at the following site:
www.ed.gov/legislation/FedRegister
To use PDF you must have Adobe Acrobat Reader, which is available
free at this site. If you have questions about using PDF, call the U.S.
Government Printing Office (GPO), toll free, at 1-888-293-6498; or in
the Washington DC area at (202) 512-1530.
Note: The official version of this document is the document
published in the Federal Register. Free Internet access to the
official edition of the Federal Register and the Code of Federal
Regulations is available on GPO Access at: http://access.gpo.gov/
nara/index.html
(Catalogue of Federal Assistance Number: 84.215L Smaller Learning
Communities program)
Dated: December 14, 2001.
Susan B. Neuman,
Assistant Secretary for Elementary and Secondary Education.
Carol D'Amico,
Assistant Secretary for Vocational and Adult Education.
[FR Doc. 01-31273 Filed 12-18-01; 8:45 am]
BILLING CODE 4000-01-U