2024-14054.pdf

53595 Federal Register / Vol. 89, No. 124 / Thursday, June 27, 2024 / Notices

(Pub. L. 114–328), as amended by section 549 of the NDAA for FY 2022 (Pub. L. 117–81). In addition to meeting the Congressional requirement, this report provides critical aggregate information on the circumstances of child abuse and neglect and domestic abuse incidents, which further informs ongoing prevention and response efforts. The aggregate FAP Central Registry data derived from this information collection and submitted from each Military Service (Army, Navy, Marine Corps, and Air Force) offers a DoD-wide description of the child abuse and neglect and domestic abuse incidents that are reported to FAP.

Information is collected on military members and associated family members who have been referred to the installation FAP after a reported incident of family maltreatment, either domestic abuse or child abuse and neglect. The purpose of the collection is to determine eligibility for FAP services and to initiate a clinical record.

Affected Public: Individuals or households.

Annual Burden Hours: 15,402.

Number of Respondents: 20,536.

Responses per Respondent: 1.

Annual Responses: 20,536.

Average Burden per Response: 45 minutes.

Frequency: On occasion.

Dated: June 20, 2024.

Aaron T. Siegel, Alternate OSD Federal Register Liaison Officer, Department of Defense.

[FR Doc. 2024–14073 Filed 6–26–24; 8:45 am]

BILLING CODE 6001–FR–P

DEPARTMENT OF DEFENSE

Department of the Navy

[Docket ID: USN–2024–HQ–0009]

Proposed Collection; Comment Request

AGENCY: Department of the Navy, Department of Defense (DoD).

ACTION: 60-Day information collection notice.

SUMMARY: In compliance with the Paperwork Reduction Act of 1995, the Naval Health Research Center announces a proposed public information collection and seeks public comment on the provisions thereof.

Comments are invited on: whether the proposed collection of information is necessary for the proper performance of the functions of the agency, including whether the information shall have practical utility; the accuracy of the agency’s estimate of the burden of the proposed information collection; ways to enhance the quality, utility, and clarity of the information to be collected; and ways to minimize the burden of the information collection on respondents, including through the use of automated collection techniques or other forms of information technology.

DATES: Consideration will be given to all comments received by August 26, 2024.

ADDRESSES: You may submit comments, identified by docket number and title, by any of the following methods:

Federal eRulemaking Portal: http:// www.regulations.gov. Follow the instructions for submitting comments.

Mail: Department of Defense, Office of the Assistant to the Secretary of Defense for Privacy, Civil Liberties, and Transparency, Regulatory Directorate, 4800 Mark Center Drive, Mailbox #24, Suite 08D09, Alexandria, VA 22350– 1700.

Instructions: All submissions received must include the agency name, docket number and title for this Federal Register document. The general policy for comments and other submissions from members of the public is to make these submissions available for public viewing on the internet at http:// www.regulations.gov as they are received without change, including any personal identifiers or contact information.

FOR FURTHER INFORMATION CONTACT: To request more information on this proposed information collection or to obtain a copy of the proposal and associated collection instruments, please write to the Naval Health Research Center, 140 Sylvester Road, San Diego, CA 92106, Dr. Kristen Walter, (619) 540–4108.

SUPPLEMENTARY INFORMATION:

Title; Associated Form; and OMB Number: Social Determinants of Health Study; OMB Control Number 0703–

SDOH.

Needs and Uses: Many service members face adverse social determinants of health (SDOH), such as financial, housing, and food insecurity, isolation or distance from others, and social stressors such as racism and discrimination. Exposure to adverse SDOH may place service members at higher risk for behavioral health symptoms and/or suicidality. This study will develop and administer a cross-cutting, comprehensive assessment of upstream risk factors (i.e., SDOH) for behavioral health issues and suicide among Sailors and Marines to determine the relationship between social risk factors and future behavioral health issues in this population. We will also develop procedures for linking Sailors and Marines to appropriate services and programs based on their reported social and behavioral health needs.

Affected Public: Individuals or households.

Annual Burden Hours: 725.

Number of Respondents: 1,088.

Responses per Respondent: 2.

Annual Responses: 2,176.

Average Burden per Response: 20 minutes.

Frequency: Twice (Baseline and 6-month follow-up).

Dated: June 20, 2024.

Aaron T. Siegel, Alternate OSD Federal Register Liaison Officer, Department of Defense.

[FR Doc. 2024–14075 Filed 6–26–24; 8:45 am]

BILLING CODE 6001–FR–P

DEPARTMENT OF EDUCATION

Applications for New Awards; Promise Neighborhoods (PN) Program

AGENCY: Office of Elementary and Secondary Education, Department of Education.

ACTION: Notice.

SUMMARY: The Department of Education (Department) is issuing a notice inviting applications for fiscal year (FY) 2024 for the PN program.

DATES:

Applications Available: June 27, 2024.

Deadline for Notice of Intent to Apply:

July 29, 2024.

Date of Pre-Application Meetings: The

Department will hold pre-application meetings via webinar for prospective applicants. Detailed information regarding pre-application webinars will be provided on the PN website at https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/ school-choice-improvement-programs/ promise-neighborhoods-pn/.

Deadline for Transmittal of Application: September 10, 2024.

Deadline for Intergovernmental Review: November 12, 2024.

ADDRESSES: For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022 (87 FR 75045) and available at www.federalregister.gov/documents/ 2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs.

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53596 Federal Register / Vol. 89, No. 124 / Thursday, June 27, 2024 / Notices

1 Dee, T. S. (2023, August 10). Higher Chronic Absenteeism Threatens Academic Recovery from the COVID–19 Pandemic. https://doi.org/10.31219/ osf.io/bfg3p.

2 https://edsource.org/2023/reaching-kindergarten-parents-is-key-to-addressing-dramatic-post-pandemic-rise-in-chronic-absenteeism-panel-says/696511.

400 Maryland Avenue SW, Room 3W101, Washington, DC 20202.

Telephone: (202)453–6709. Email:

PromiseNeighborhoods@ed.gov.

If you are deaf, hard of hearing, or have a speech disability and wish to access telecommunications relay services, please dial 7–1–1.

SUPPLEMENTARY INFORMATION:

Full Text of Announcement

I. Funding Opportunity Description

1. Purpose of Program: The PN program is authorized under the Elementary and Secondary Education Act of 1965, as amended (ESEA). The purpose of the PN program is to significantly improve the academic and developmental outcomes of children and youth living in the most distressed communities of the United States, including ensuring school readiness, high school graduation, and access to a community-based continuum of high-quality services. The program serves neighborhoods with high concentrations of individuals with low incomes;

multiple signs of distress, which may include high rates of poverty, childhood obesity, academic challenges, and juvenile delinquency, adjudication, or incarceration; and adverse childhood experiences; and also serves schools implementing comprehensive support and improvement activities or targeted support and improvement activities under section 1111(d) of the ESEA. All strategies in the continuum of solutions must be accessible to children with disabilities and English learners.

Assistance Listing Number: 84.215N.

OMB Control Number: 1894–0006.

2. Award Information:

Type of Award: Discretionary grant.

Estimated Available Funds:

$4,000,000.

Contingent upon the availability of funds and the quality of applications, we may make additional awards in FY 2025 or in subsequent years from the list of unfunded applications from this competition.

Estimated Range of Awards: $400,000 to $500,000.

Estimated Average Size of Awards:

$450,000.

Maximum Award: We will not make an award exceeding $500,000 for a single budget period of 12 months. The Department plans to fully fund awards made under this notice with FY 2024 funds.

Estimated Number of Awards: 4–5.

Note: The Department is not bound by any estimates in this notice.

Project Period: Up to 24 months.

Under section 4623 of the ESEA, a grant awarded under this competition will be for a period of not more than 2 years.

3. Eligible Applicants: Under section 4622 of the ESEA, an eligible entity must be one of the following:

(a) An institution of higher education (IHE), as defined in section 102 of the Higher Education Act of 1965, as amended (HEA) (20 U.S.C. 1002);

(b) An Indian Tribe or Tribal organization, as defined in section 4 of the Indian Self-Determination and Education Assistance Act (25 U.S.C.

5304); or

(c) One or more nonprofit entities working in formal partnership with not less than one of the following entities:

(i) A high-need local educational agency (LEA).

(ii) An IHE, as defined in section 102 of the HEA (20 U.S.C. 1002).

(iii) The office of a chief elected official of a unit of local government.

(iv) An Indian Tribe or Tribal organization, as defined under section 4 of the Indian Self-Determination and Education Assistance Act (25 U.S.C.

5304).

Note: If you are a nonprofit organization, under 34 CFR 75.51, you may demonstrate your nonprofit status by providing: (1) proof that the Internal Revenue Service currently recognizes the applicant as an organization to which contributions are tax deductible under section 501(c)(3) of the Internal Revenue Code; (2) a statement from a State taxing body or the State attorney general certifying that the organization is a nonprofit organization operating within the State and that no part of its net earnings may lawfully benefit any private shareholder or individual; (3) a certified copy of the applicant’s certificate of incorporation or similar document if it clearly establishes the nonprofit status of the applicant; or (4) any item described above if that item applies to a State or national parent organization, together with a statement by the State or parent organization that the applicant is a local nonprofit affiliate.

4. Background: A Promise Neighborhood is a place-based, collective impact approach to improving results for children and families. The transformative vision of the Promise Neighborhoods initiative is that all children and youth growing up in Promise Neighborhoods have access to great schools and strong systems of family and community support. Promise Neighborhoods weave together people, services, and organizations to create a seamless cradle-to-career pipeline, along which community members have access to high-quality early care and education, smooth and effective transition to kindergarten, excellent K–12 schools, and pathways to achieve postsecondary and career success.

The PN program’s successes in helping communities respond to the COVID–19 pandemic highlight the importance of ensuring place-based supports for children and families.

When the pandemic hit, Promise Neighborhoods became an important source of funding for local governments to quickly respond to community needs and have confidence that available resources would benefit the hardest hit community members.

Promise Neighborhoods is particularly apt for addressing issues that worsened during the pandemic, such as chronic absenteeism and community violence, due to three key characteristics: (1) a strong backbone organization to support families, which can take years to build; (2) flexible funding targeted for year-round K–12 interventions; and (3) networks of partnerships that draw on the internal resources of the community, such as local organizers, trusted elders, and youth leaders, to guide services to those who need them most. Those with deep community relationships can inform practice, act nimbly, and respond to community needs as they arise.

Importantly, the PN program also allows grantees to use the first two years of funding for both implementation and planning activities. Planning activities have been particularly important for organizations that have not previously had a Federal PN grant and are working to establish a foundation to implement the program.

One recent study of chronic absenteeism found that the number of public school students who are chronically absent—meaning they miss at least 10 percent of days in a school year, whether excused or unexcused— nearly doubled between the 2018–19 and 2021–22 school years,1 from about 15 percent to around 30 percent. The greatest increase has been in kindergarten, with the rate of chronic absenteeism now as high as 40 percent in some communities.2 Research suggests that children who are chronically absent for multiple years between preschool and second grade are much less likely to read at grade level

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53597 Federal Register / Vol. 89, No. 124 / Thursday, June 27, 2024 / Notices

3 Ehrlich, Stacy B., et al. (May 2014). Preschool Attendance in Chicago Public Schools. https:// consortium.uchicago.edu/publications/preschool-attendance-chicago-public-schools-relationships-learning-outcomes-and-reasons.

4 See note 2.

5 https://www.whitehouse.gov/briefing-room/ statements-releases/2024/01/17/fact-sheet-biden-harris-administration-announces-improving-student-achievement-agenda-in-2024/.

6 https://oese.ed.gov/student-engagement-and-attendance-technical-assistance-sea-center/.

7 https://safesupportivelearning.ed.gov/school-climate-improvement

8 https://oese.ed.gov/bipartisan-safer-communities-act/.

9 https://www.partnershipstudentsuccess.org/ ?utm_content&utm_medium=email&utm_ name&utm_source=govdelivery&utm_term.

by the third grade.3 As of the 2021–22 school year, over 14 million students nationwide were chronically absent, missing crucial instructional time and posing serious implications for students’ overall academic success and wellbeing.4

The Biden-Harris Administration has made addressing chronic absenteeism one of the focal points of its Improving Student Achievement Agenda 5 and is using several strategies to help schools and communities address this issue.

These efforts include: disseminating grants that can fund interventions and supports in schools; offering technical assistance to States and districts, including the Department’s Student Engagement and Attendance Center,6 which supports States and schools in designing and implementing evidence-based strategies to improve student attendance and engagement, and the Department’s National Center on Safe Supportive Learning Environments,7 which provides technical assistance focused on improving school climate;

investing in comprehensive mental health programs for students, including through the transformational investments of the Bipartisan Safer Communities Act; 8 and establishing and strengthening the National Partnership for Student Success,9 which marshals evidence-based supports such as tutoring and mentoring to help keep students engaged and on-track.

Additionally, the Promise Neighborhoods incorporates the unique insights of young people to better address their needs and circumstances.

PN grantees and like-minded cross-sector initiatives have been successful in engaging children and young people in K–12, college students, recent college graduates, and young adults pursuing employment. Youth engagement is used to improve school climate, consistent attendance, college preparedness, and leadership development among older youths. Because such engagement activities directly address the youth populations they involve, they can be adapted and applied to many contexts.

In this instance, program grantees are encouraged to engage young people in the planning and implementation of these two-year grants.

Promise Neighborhoods also provide a unique opportunity for communities to create a comprehensive approach to help prevent and address violence in their neighborhoods. Funds can support a broad approach that allows grantees to coordinate mental health professionals, the criminal justice system, economic or workforce development organizations, and community leaders to intervene in areas with high rates of violence.

Current grantees have engaged with Parks Departments, Departments of Justice, and local community organizations to focus on creating safe public spaces such as parks and more walkable communities, improving both safety and wellness in their neighborhoods, and creating a safe passage for students to get to school.

Grantees have also focused on increasing attendance and graduation rates as well as community mentoring to mitigate violence among teens.

5. Priorities: This notice includes three absolute priorities, three competitive preference priorities, and one invitational priority. Absolute Priorities 1 and 3 are from the Final Priorities, Requirements, Definitions, and Selection Criteria for this program published in the Federal Register on January 19, 2021 (86 FR 5009) (PN NFP).

Absolute Priority 2 is from the Administrative Priorities for Discretionary Grant Programs published in the Federal Register on March 9, 2020 (85 FR 13640) (Administrative Priorities). Competitive Preference Priorities 1 and 3 are from the Secretary’s Supplemental Priorities and Definitions for Discretionary Grants Programs published in the Federal Register on December 10, 2021 (86 FR 70612) (Supplemental Priorities).

Competitive Preference Priority 2 is from the Administrative Priorities.

Absolute Priorities: For FY 2024 and any subsequent year in which we make awards from the list of unfunded applications from this competition, these priorities are absolute priorities.

Under 34 CFR 75.105(c)(3), we consider only applications that meet one or more of these priorities. Absolute Priorities 1, 2, and 3 each constitute separate funding categories. The Secretary intends to award grants under each of these absolute priorities provided that applications submitted are of sufficient quality. An applicant may address no more than one absolute priority in its application. To ensure that applicants are reviewed under the absolute priority most relevant to their proposed project, applicants must clearly identify the specific absolute priority that the proposed project addresses.

These priorities are:

Absolute Priority 1—Non-Rural and

Non-Tribal Communities.

To meet this priority, an applicant must propose to implement a PN strategy that serves one or more non-rural or non-Tribal communities.

Absolute Priority 2—Rural Applicants.

Under this priority, an applicant must demonstrate one or more of the following:

(a) The applicant proposes to serve an LEA that is eligible under the Small Rural School Achievement (SRSA) program or the Rural and Low-Income School (RLIS) program authorized under Title V, Part B of the ESEA.

(b) The applicant proposes to serve a community that is served by one or more LEAs with a locale code of 32, 33, 41, 42, or 43.

(c) The applicant proposes a project in which a majority of the schools served have a locale code of 32, 33, 41, 42, or 43.

(d) The applicant is an IHE with a rural campus setting, or the applicant proposes to serve a campus with a rural setting. Rural settings include any of the following: Town-Fringe, Town-Distant, Town-Remote, Rural-Fringe, Rural- Distant, Rural-Remote, as defined by the National Center for Education Statistics (NCES) College Navigator search tool.

Note: To determine whether a particular LEA is eligible for SRSA or RLIS, refer to the Department’s website at https://oese.ed.gov/offices/office-of-formula-grants/rural-insular-native-achievement-programs/rural-education-achievement-program/. Applicants are encouraged to retrieve locale codes from the NCES School District search tool (https://nces.ed.gov/ccd/districtsearch/), where LEAs can be looked up individually to retrieve locale codes, and the Public School search tool (https://nces.ed.gov/ccd/schoolsearch/), where individual schools can be looked up to retrieve locale codes. Applicants are encouraged to retrieve campus settings from the NCES College Navigator search tool (https:// nces.ed.gov/collegenavigator/), where IHEs can be looked up individually to determine the campus setting.

Absolute Priority 3—Tribal Communities.

To meet this priority, an applicant must propose to implement a PN strategy that serves one or more Indian Tribes (as defined in this notice).

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53598 Federal Register / Vol. 89, No. 124 / Thursday, June 27, 2024 / Notices

Competitive Preference Priorities: For FY 2024 and any subsequent year in which we make awards from the list of unfunded applications from this competition, these priorities are competitive preference priorities. Under 34 CFR 75.105(c)(2)(i), we award up to an additional 15 points to an application, depending on how well the application meets one or more of these priorities; the total possible points for each competitive preference priority are noted in parentheses.

These priorities are:

Competitive Preference Priority 1—

Strengthening Cross-Agency Coordination and Community Engagement to Advance Systemic Change (up to 5 points).

Projects that are designed to take a systemic evidence-based approach to improving outcomes for underserved students in coordinating efforts with Federal, State, or local agencies, or community-based organizations, that support students, to address community violence prevention and intervention.

Competitive Preference Priority 2— Applications From New Potential Grantees (0 or 5 points).

Under this priority, an applicant must demonstrate that the applicant has never received a grant, including through membership in a group application submitted in accordance with 34 CFR 75.127–75.129, under the program from which it seeks funds.

Competitive Preference Priority 3— Promoting Equity in Student Access to Educational Resources and Opportunities (up to 5 points).

Under this priority, an applicant must demonstrate that the applicant proposes a project designed to promote educational equity and adequacy in resources and opportunity for underserved students—

(1) In one or more of the following educational settings:

(i) Early learning programs.

(ii) Elementary school.

(iii) Middle school.

(iv) High school.

(v) Career and technical education programs.

(vi) Out-of-school-time settings.

(vii) Alternative schools and programs.

(viii) Juvenile justice system or correctional facilities.

(ix) Adult learning;

(2) That examines the sources of inequity and inadequacy and implements responses, and that includes establishing, expanding, or improving the engagement of underserved community members (including underserved students and families) in informing and making decisions that influence policy and practice at the school, district, or State level by elevating their voices, through their participation and their perspectives and providing them with access to opportunities for leadership (e.g., establishing partnerships between civic student government programs and parent and caregiver leadership initiatives).

Invitational Priority: For FY 2024 and any subsequent year in which we make awards from the list of unfunded applications from this competition, this priority is an invitational priority.

Under 34 CFR 75.105(c)(1) we do not give an application that meets this invitational priority a competitive or absolute preference over other applications.

This priority is:

Addressing Chronic Absenteeism.

Projects designed to increase regular student attendance and engagement and reduce chronic absenteeism through evidence-based strategies such as—

(1) Developing and implementing family- and child-centered effective engagement, messaging, and communication plans with parents, families, and students;

(2) Strengthening relationships with families, including through strategies such as home visits;

(3) Using multitiered systems of support and intervention, including through strategies such as an early warning system; or

(4) Creating and sustaining positive and inclusive school climates, including those designed to build strong, trusting relationships.

6. Requirements: For FY 2024 and any subsequent year in which we make awards from the list of unfunded applications from this competition, applicants must meet the following application and program requirements from section 4624 of the ESEA and the

PN NFP.

Application Requirements: The application requirements are as follows:

(a) A plan to significantly improve the academic outcomes of children living in the geographically defined area (neighborhood) that is served by the eligible entity by providing pipeline services that address the needs of children in the neighborhood, as identified by the needs analysis, and that is supported by effective practices.

(b) A description of the neighborhood the eligible entity will serve.

Note: Applicants may propose to serve multiple, non-contiguous geographically defined areas. In cases where target areas are non-contiguous, the applicant should explain its rationale for including non-contiguous areas.

(c) An applicant must demonstrate that its proposed project—

(1) Is representative of the geographic area proposed to be served (as defined in this notice); and

(2) Would provide a majority of the solutions from the applicant’s proposed pipeline services in the geographic area proposed to be served.

(d) An analysis of the needs and assets of the neighborhood, including:

(1) The size and scope of the population affected;

(2) A description of the process through which the needs analysis was produced, including a description of how parents, families, and community members were engaged in such analysis;

(3) An analysis of community assets and collaborative efforts (including programs already provided from Federal and non-Federal sources) within, or accessible to, the neighborhood, including, at a minimum, early learning opportunities, family and student supports, local businesses, LEAs, and IHEs;

(4) The steps that the eligible entity is taking at the time of the application to address the needs identified in the needs analysis; and

(5) Any barriers the eligible entity, public agencies, and other community-based organizations have faced in meeting such needs.

(e) A description of all information the entity used to identify the pipeline services to be provided, which shall not include information that is more than three years old. This description should address how the eligible entity plans to collect data on children served by each pipeline service and increase the percentage of children served over time.

(f) A description of how the pipeline services will facilitate the coordination of the following activities:

(1) Providing early learning opportunities for children, including by:

(i) Providing opportunities for families to acquire the skills to promote early learning and child development;

and

(ii) Ensuring appropriate diagnostic assessments and referrals for children with disabilities and children aged 3 through 9 experiencing developmental delays, consistent with the Individuals with Disabilities Education Act (IDEA) (20 U.S.C. 1400 et seq.), where applicable.

(2) Supporting, enhancing, operating, or expanding rigorous, comprehensive, effective educational improvements, which may include high-quality academic programs, expanded learning time, and programs and activities to

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10 The original citation in ESEA section 4622 was to 25 U.S.C. 450b, but 25 U.S.C. 450b was editorially reclassified as 25 U.S.C. 5304. We use the updated citation throughout this notice.

prepare students for postsecondary education admissions and success.

(3) Supporting partnerships between schools and other community resources with an integrated focus on academics and other social, health, and familial supports.

(4) Providing social, health, nutrition, and mental health services and supports, for children, family members, and community members, which may include services provided within the school building.

(5) Supporting evidence-based programs that assist students through school transitions, which may include expanding access to postsecondary education courses and postsecondary education enrollment aid or guidance, and other supports for at-risk youth.

(g) Each applicant must submit, as part of its application, a preliminary memorandum of understanding, signed by each organization or agency with which it would partner in implementing the proposed PN program. Within the preliminary memorandum of understanding, all applicants must detail each partner’s financial, programmatic, and long-term commitment with respect to the strategies described in the application.

Under section 4624(c) of the ESEA, applicants that are nonprofit entities must submit a preliminary memorandum of understanding signed by each partner entity or agency, which must include at least one of the following: A high-need LEA; an IHE, as defined in section 102 of the HEA (20 U.S.C. 1002); the office of a chief elected official of a unit of local government; or an Indian Tribe or Tribal organization as defined in section 4 of the Indian Self- Determination and Education Assistance Act (25 U.S.C. 5304).10

(h) A description of the process used to develop the application, including the involvement of family and community members. In addressing this paragraph, an applicant must provide a description of the process used to develop the application, which must include the involvement of an LEA(s) (including but not limited to the LEA’s or LEAs’ involvement in the creation and planning of the application and a signed Memorandum of Understanding) and at least one public elementary or secondary school that is located within the identified geographic area that the grant will serve.

(i) A description of the strategies that will be used to provide pipeline services

(including a description of which programs and services will be provided to children, family members, community members, and children within the neighborhood) to support the purpose of the PN program.

(j) An explanation of the process the eligible entity will use to establish and maintain family and community engagement, including:

(1) Involving representative participation by the members of such neighborhood in the planning and implementation of the activities of each grant awarded;

(2) The provision of strategies and practices to assist family and community members in actively supporting student achievement and child development;

(3) Providing services for students, families, and communities within the school building; and

(4) Collaboration with IHEs, workforce development centers, and employers to align expectations and programming with postsecondary education and workforce readiness.

(k) Measurable annual objectives and outcomes for the grant, in accordance with the metrics described in the Promise Neighborhoods Performance Indicators for each year of the grant.

(l) An explanation of how the eligible entity will continuously evaluate and improve the continuum of high-quality pipeline services to provide for continuous program improvement and potential expansion.

(m) In addressing the application requirements in paragraphs (d), (e), and (f), an applicant must clearly demonstrate needs, including a segmentation analysis, gaps in services, and any available data from within the last 3 years to demonstrate needs. The applicant must also describe proposed activities that address these needs and the extent to which these activities are evidence-based (as defined in this notice). The applicant must also describe its experience, or its partner organizations’ experience, if applicable, providing these activities, including any data demonstrating effectiveness.

Program Requirements: Each applicant that receives a grant award for the PN competition must use the grant funds to implement the pipeline services and continuously evaluate the success of the program and improve the program based on data and outcomes.

Section 4624(d) of the ESEA. Applicants may use not less than 50 percent of grant funds in year one, and not less than 25 percent of grant funds in year two, for planning activities to develop and implement pipeline services.

Each eligible entity that receives a grant under this program must prepare and submit an annual report to the Secretary that includes the following:

(1) information about the number and percentage of children in the neighborhood who are served by the grant program, including a description of the number and percentage of children accessing each support service offered as part of the pipeline of services; and (2) information relating to the metrics established under the Promise Neighborhood Performance Indicators.

In addition, grantees must make these data publicly available, including through electronic means. To the extent practicable, and as required by law, such information must be provided in a form and language accessible to parents and families in the neighborhood served under the PN grant. Data on academic indicators pertinent to the PN program already will be, in most cases, part of statewide longitudinal data systems.

7. Selection Criteria: The selection criteria are from 34 CFR 75.210, the PN NFP, and the notice of final priorities, requirements, definitions, and selection criteria published in the Federal Register on July 6, 2011 (76 FR 39589) (2011 PN NFP). Each selection criterion includes the factors that reviewers will consider in determining the extent to which an applicant meets the criterion.

The maximum score for each criterion is included in parentheses following the title of the specific selection criterion.

Points awarded under these selection criteria are in addition to any points an applicant earned under the competitive preference priorities in this notice. The maximum score that an application may receive on the selection criteria is 100 points.

The selection criteria are as follows:

(a) Need for project (up to 20 points).

In determining the need for the proposed project, the Secretary considers the following factors:

(1) The magnitude or severity of the problem to be addressed by the proposed project (34 CFR 75.210).

(2) The extent to which specific gaps or weaknesses in services, infrastructure, or opportunities have been identified and will be addressed by the proposed project, including the nature and magnitude of those gaps or weaknesses (34 CFR 75.210).

(b) Quality of project services (up to 30 points).

The Secretary considers the quality of the services to be provided by the proposed project. In determining the quality of the project services, the Secretary considers:

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(1) The quality and sufficiency of strategies for ensuring equal access and treatment for eligible project participants who are members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability

(34 CFR 75.210).

(2) The extent to which the proposed project involves the development or demonstration of promising new strategies that build on, or are alternatives to, existing strategies (34

CFR 75.210).

(3) The likelihood that the proposed project will result in system change or improvement (34 CFR 75.210).

(4) The extent to which the services to be provided by the proposed project involve the collaboration of appropriate partners for maximizing the effectiveness of project services (34 CFR 75.210).

(c) Quality of project design (up to 20 points).

In determining the quality of project design for the proposed project, the Secretary considers the following factors:

(1) The extent to which the applicant describes a plan to create a complete pipeline of services, without time and resource gaps, that is designed to prepare all children in the neighborhood to attain a high-quality education and successfully transition to college and a career (PN NFP).

(2) The potential and planning for the incorporation of project purposes, activities, or benefits into the ongoing work of the applicant beyond the end of the grant (34 CFR 75.210).

(3) The extent to which the proposed project will integrate with or build on similar or related efforts to improve relevant outcomes (as defined in 34 CFR 77.1Ö), using existing funding streams from other programs or policies supported by community, State, and Federal resources (34 CFR 75.210).

(d) Quality of the management plan (up to 15 points).

The Secretary considers the quality of the management plan for the proposed project. In determining the quality of the management plan for the proposed project, the Secretary considers the following factors:

(1) The adequacy of the management plan to achieve the objectives of the proposed project on time and within budget, including clearly defined responsibilities, timelines, and milestones for accomplishing project tasks (34 CFR 75.210).

(2) The adequacy of procedures for ensuring feedback and continuous improvement in the operation of the proposed project (34 CFR 75.210).

(3) The experience, lessons learned, and proposal to build capacity of the applicant’s management team and project director in 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 while abiding by privacy laws and requirements (2011 PN NFP).

(e) Adequacy of resources (up to 15 points).

The Secretary considers the adequacy of resources for the proposed project. In determining the adequacy of resources for the proposed project, the Secretary considers:

(1) The potential for continued support of the project after Federal funding ends, including, as appropriate, the demonstrated commitment of appropriate entities to such support (34

CFR 75.210).

(2) 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 (2011 PN NFP).

(3) The applicant’s capacity (e.g., in terms of qualified personnel, financial resources, or management capacity) to further develop and bring to scale the proposed process, product, strategy, or practice, or to work with others to ensure that the proposed process, product, strategy, or practice can be further developed and brought to scale, based on the findings of the proposed project (34 CFR 75.210).

8. Performance Measures: The Secretary has established performance indicators (i.e., performance measures) for the PN program under section 4624(h) of the ESEA and 34 CFR 75.110.

Performance indicators established by the Secretary include improved academic and development outcomes for children, including indicators of school readiness, high school graduation, postsecondary education and career readiness, and other academic and developmental outcomes.

These outcomes promote data-driven decision-making and access to a community-based continuum of high-quality services for children living in the most distressed communities of the United States, beginning at birth. All grantees will be required to submit data annually against these performance measures as part of their annual performance report.

The Secretary establishes, in Table 1, the following performance indicators under section 4624(h) of the ESEA and

34 CFR 75.110:

TABLE 1—PROMISE NEIGHBORHOODS PERFORMANCE INDICATORS

Result Indicator Recommended source

1. Children enter kindergarten ready to suc-ceed in school.

1. Number and percentage of children in kin-dergarten who demonstrate at the beginning of the program or school year age-appro-priate functioning across multiple domains of early learning as determined using devel-opmentally appropriate early learning meas-ures.

Administrative data from LEA.

2. Students are proficient in core academic subjects.

2.1 Number and percentage of students at

or above grade level according to State mathematics assessments in at least the grades required by the ESEA (third through eighth grades and once in high school).

2.2 Number and percentage of students at

or above grade level according to State English language arts assessments in at least the grades required by the ESEA.

3. Students successfully transition from middle school grades to high school.

3.1 Attendance rate of students in sixth, sev-

enth, eighth, and ninth grade as defined by average daily attendance.

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TABLE 1—PROMISE NEIGHBORHOODS PERFORMANCE INDICATORS—Continued

Result Indicator Recommended source

3.2 Chronic absenteeism rate of students in

sixth, seventh, eighth, and ninth grades.

4. Youth graduate from high school .................. 4. 4-year adjusted cohort graduation rate.

5. High school graduates obtain a postsec-ondary degree, certification or credential.

5.1 Number and percentage of Promise

Neighborhood students who enroll in a 2-year or 4-year college or university after graduation.

Third party data such as the National Student Clearinghouse.

5.2 Number and percent of Promise Neigh-

borhood students who graduate from a 2-year or 4-year college or university or voca-tional certification completion.

6. Students are healthy ..................................... 6. Number and percentage of children who consume five or more servings of fruits and vegetables daily.

Neighborhood survey, school climate survey or other reliable data source for population level data collection.

7. Students feel safe at school and in their community.

7. Number and percentage of children who feel safe at school and traveling to and from school as measured by a school climate survey.

8. Students live in stable communities .............. 8. Student mobility rate (as defined in the no-tice).

9. Families and community members support learning in PN schools.

9.1 Number and percentage of parents or

family members that read to or encourage their children to read three or more times a week or reported their child reads to them-selves three or more times a week (birth-eighth grade).

9.2 Number and percentage of parents/family

members who report talking about the im-portance of college and career (ninth-12th grade).

10. Students have access to 21st century learning tools.

10. Number and percentage of students who have school and home access to broadband internet and a connected com-puting device.

Note: The indicators in Table 1 are not intended to limit an applicant from collecting and using data from additional Family and Community Support indicators proposed to the Department. Applicants are strongly encouraged, but not required, to propose additional performance indicators aligned to the specific pipeline services proposed in their application.

Please see the Program Requirements section of this notice for the reporting requirements associated with the PN program performance indicators.

9. Definitions: For FY 2024 and any subsequent year in which we make awards from the list of unfunded applications from this competition, the following definitions apply. The definitions for ‘‘eligible entity’’ and ‘‘pipeline services’’ are from section 4622 of the ESEA. The definitions of ‘‘graduation rate,’’ ‘‘Indian Tribe,’’ ‘‘indicators of need,’’ ‘‘regular high-school diploma,’’ ‘‘representative of the geographic area to be served,’’ ‘‘segmentation analysis,’’ ‘‘student achievement,’’ and ‘‘student mobility rate’’ are from the PN NFP. The definitions of ‘‘children or students with disabilities,’’ ‘‘community college,’’

‘‘disconnected youth,’’ ‘‘early learning,’’ ‘‘English learner,’’ and ‘‘underserved student’’ are from the Supplemental Priorities. The remaining definitions are from 34 CFR 77.1.

Children or students with disabilities means children with disabilities as defined in section 602(3) of the IDEA (20 U.S.C. 1401(3)) and 34 CFR 300.8, or students with disabilities, as defined in the Rehabilitation Act of 1973 (29 U.S.C.

705(37), 705(202)(B)).

Community college means ‘‘junior or community college’’ as defined in section 312(f) of the HEA.

Disconnected youth means an individual, between the ages 14 and 24, who may be from a low-income background, experiences homelessness, is in foster care, is involved in the justice system, or is not working or not enrolled in (or at risk of dropping out of) an educational institution.

Early learning means any (a) State-licensed or State-regulated program or provider, regardless of setting or funding source, that provides early care and…