[Federal Register Volume 76, Number 87 (Thursday, May 5, 2011)]
[Notices]
[Pages 25676-25682]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2011-10990]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Technology and Media Services for
Individuals With Disabilities--Center on Online Learning and Students
With Disabilities
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice.
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Overview Information:
Technology and Media Services for Individuals with Disabilities--
Center on Online Learning and Students with Disabilities; Notice
inviting applications for new awards for fiscal year (FY) 2011.
Catalog of Federal Domestic Assistance (CFDA) Number: 84.327U.
Dates:
Applications Available: May 5, 2011.
Deadline for Transmittal of Applications: June 20, 2011.
Deadline for Intergovernmental Review: August 18, 2011.
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purposes of the Technology and Media
Services for Individuals with Disabilities program are to: (1) Improve
results for children with disabilities by promoting the development,
demonstration, and use of technology; (2) support educational media
services activities designed to be of educational value in the
classroom setting to children with disabilities; and (3) provide
support for captioning and video description that are appropriate for
use in the classroom setting.
Priority: In accordance with 34 CFR 75.105(b)(2)(v), this priority
is from allowable activities specified in the statute, or otherwise
authorized in the statute (see sections 674(c) and 681(d) of the
Individuals with Disabilities Education Act (IDEA)).
Absolute Priority: For FY 2011 and any subsequent year in which we
make awards from the list of unfunded applicants from this competition,
this priority is an absolute priority. Under 34 CFR 75.105(c)(3) we
consider only applications that meet this priority.
This priority is:
Center on Online Learning and Students With Disabilities (84.327U)
Background:
Online learning is growing rapidly in this country and is likely to
become an essential component of the educational system as usage
increases and more advanced forms of online learning emerge. By one
estimate, 1.5 million students in kindergarten through grade 12 (K-12)
were engaged in some form of online learning during the 2009-2010
school year, and this number is expected to increase dramatically in
future years (Wicks, 2010; Picciano & Seaman, 2007; U.S. Department of
Education, 2010). The expanded use of online learning offers potential
benefits to children with disabilities but also poses significant
challenges (Keeler, et al., 2007).
``Online learning,'' as used in this notice, refers to learning
that takes place partially or entirely over the Internet (U.S.
Department of Education, 2009). Online learning can have different
forms and take place in different contexts. For example, online
learning may take place in a traditional school as a regular part of
the school day, or it may take place in a full-time online ``virtual
school'' in which the student participates from home, a community
setting, or a workplace. The pedagogy of online learning may be
``expository'' in which the technology is used to transmit educational
content in a manner similar to a traditional lecture. The pedagogy may
be ``active'' in which the technology allows learners to access content
through interactive simulations, games, or other online resources, or
the pedagogy may be ``interactive'' in which learning emerges from
human interactions that take place via online learning communities,
virtual worlds, etc. Online learning can be largely text-based; video
and audio may also may be used to provide content. Content may be
delivered on a desktop computer, laptop computer, or a mobile device
like a smart phone or electronic tablet. Finally, online learning may
involve ``synchronous'' communication in which students and teachers
interact concurrently, for example, through online chats or webcasts,
or it may involve ``asynchronous'' communication with delayed
interactions using e-mail, threaded discussions, etc. (U.S. Department
of Education, 2009; Barbour & Reeves, 2009). Online learning is
expected to evolve in future years with increased use of multimedia,
games, and social networking; increased mobility of and expansion into
informal learning environments; infusion of competencies in emerging
technologies; and more personalized learning (U.S. Department of
Education, 2010).
When asked why they have chosen to use online learning resources
for instruction, school administrators cite several reasons, including
that these resources allow schools to offer courses not otherwise
available in particular school settings (e.g., rural schools, under-
resourced schools); meet the needs of specific groups of students
(e.g., homebound students, English learners); offer advanced or
college-level courses; reduce scheduling conflicts; and that the
resources permit students who failed courses to take them again. Cost
advantages are sometimes cited also, but less frequently (Picciano &
Seaman, 2007; Barbour & Reeves, 2009).
Online learning can have a number of potential benefits for
children with disabilities. Use of online technology can allow for
individualized instruction, flexible presentation of content,
[[Page 25677]]
frequent and immediate feedback, better monitoring of student progress,
and increased student control. Additionally, flexible online learning
may increase access for homebound or hospital-bound children. Online
learning in the home increases the potential for parental involvement.
Finally, online learning may help reduce the impact of shortages of
related services providers and other specialists in rural and under-
resourced areas (e.g., through online speech therapy, academic
remediation, etc.) (Smith & Meyen, 2003; Barbour & Reeves, 2009;
Keeler, et al., 2007; Muller, 2010).
Research suggests that online learning can be at least as effective
as in-person instruction in many circumstances, but that
characteristics of the students and instructional content may influence
its effectiveness (U.S. Department of Education, 2009; Figlio, Rush &
Yin, 2010). Most of the research on the effectiveness of online
learning to date has focused on postsecondary students, and few studies
have examined the effectiveness of online learning for students with
disabilities. Research on the potential effectiveness of online
learning is needed, particularly for K-12 students and students with
disabilities.
Before all children with disabilities can benefit from online
learning, the materials and delivery platforms (web, mobile devices,
computers, etc.) must be fully accessible. Current efforts to help
ensure accessibility include the Web Accessibility Initiative (http://www.w3.org/WAI), development of accessibility standards by the United
States Access Board (http://www.access-board.gov), development and
application of the National Instructional Materials Accessibility
Standard (NIMAS) (http://aim.cast.org/collaborate/NIMASCtr), and the
``Access for All'' accessibility initiative of the IMS Global Learning
Consortium (http://www.imsglobal.org/accessibility). These efforts have
led to the establishment and implementation of accessibility standards
for the World Wide Web, information technologies, and instructional
materials in printed and digital forms. Research, however, is needed on
the degree to which these efforts are sufficiently comprehensive and
effective in ensuring accessibility of online learning for individuals
with disabilities.
Online learning not only must be accessible, but also must be
effective in supporting learning for children with disabilities by
providing learning supports and being ``universally designed'' to meet
the needs of all learners (Keeler, et al., 2007; Grabinger, Aplin, &
Ponnappa-Brenner, 2008). Archambault, et al. (2010) conducted a survey
of online learning programs to identify challenges and strategies for
serving ``at-risk'' students, including children with disabilities,
enrolled in these online programs. Among the main challenges reported
were difficulty in establishing and maintaining student engagement and
motivation, and student difficulties related to managing time and
navigating assignments. The programs reported using a variety of
strategies to address these challenges, including early identification
and intervention for at-risk learners; personal learning plans;
individualized instruction using supplementary tools (e.g., technology-
based reading programs and online study tools); connecting learning
activities to real life; increasing communication among teachers,
mentors, learning coaches, students, and families; and extended time to
complete online work. While the programs reported that using these
strategies was helpful, additional research is needed to study their
effects on student learning outcomes.
Online learning is expanding and evolving dramatically in the
United States, offering new opportunities for the education of children
with disabilities but also presenting challenges related to
accessibility and effectiveness. Research is needed to: (1) Determine
the extent to which current online learning opportunities are
available, accessible, and potentially effective in improving outcomes
for children with disabilities, and (2) identify promising approaches
for improving the accessibility and potential effectiveness of online
learning for children with disabilities.
Priority:
The purpose of this priority is to fund a cooperative agreement to
support the establishment and operation of a Center on Online Learning
and Students with Disabilities (Center). The Center will conduct a
program of research to study: (1) Current and emerging trends and
issues related to the participation of all children with disabilities
in online learning from kindergarten through grade 12 (K-12); (2)
potential positive outcomes and negative consequences of online
learning for children with disabilities; and (3) promising approaches
for effectively including children with disabilities in online
learning.
To be considered for funding under this absolute priority,
applicants must meet the application requirements contained in this
priority. All projects funded under this absolute priority also must
meet the programmatic and administrative requirements specified in the
priority.
Application Requirements. An applicant must include in its
application--
(a) A logic model that depicts, at a minimum, the goals,
activities, outputs, and outcomes of the proposed project. A logic
model communicates how a project will achieve its outcomes and provides
a framework for both the formative and summative evaluations of the
project;
Note: The following two Web sites provide more information on
logic models and list multiple online resources: http://www.researchutilization.org/matrix/logicmodel_resource3c.html, and
http://www.tadnet.org/model_and_performance.
(b) A plan to implement the activities described in the Project
Activities section of this priority;
(c) A plan, linked to the proposed project's logic model, for a
formative evaluation of the proposed project's activities. The plan
must describe how the formative evaluation will use clear performance
objectives to ensure continuous improvement in the operation of the
proposed project, including objective measures of progress in
implementing the project and ensuring the quality of products and
services;
(d) A budget for a summative evaluation to be conducted by an
independent third party;
(e) A budget for attendance at the following:
(1) A one and one half-day kick-off meeting to be held in
Washington, DC, within four weeks after receipt of the award, and an
annual planning meeting held in Washington, DC, with the Office of
Special Education Programs (OSEP) Project Officer during each
subsequent year of the project period.
(2) A three-day Project Directors' Conference in Washington, DC,
during each year of the project period.
(3) Two additional two-day trips annually to attend Department
briefings, Department-sponsored conferences, and other meetings, as
requested by OSEP.
Project Activities. To meet the requirements of this priority, the
Center, at a minimum, must--
(a) Establish and maintain a technical work group (TWG) to review
the research and development plans and activities of the Center and to
provide technical advice throughout the project period. At a minimum
the TWG must convene annually, whether in person, by phone, or through
other means. The TWG must include individuals with expertise in online
learning, effective instructional approaches for children
[[Page 25678]]
with disabilities, and research methods, including the research
methodologies employed by the Center;
(b) Plan and conduct a systematic program of research and
development using methods that may include analyses of extant
literature, data, and documents from other sources; collection of data
via surveys, focus groups, interviews, and observations; analysis of
instructional artifacts; design research; quasi-experimental research;
and other appropriate methods. The program of research and development
must accomplish the following four tasks:
(1) Identify and verify trends and issues related to the
participation of children with disabilities in K-12 online learning in
a range of forms and contexts (e.g., virtual schools, online courses,
expository, interactive, etc.). Research topics must include:
Accessibility and delivery of content, patterns of student
participation, learning needs and supports, and emerging forms of
online learning and their potential impact on accessibility and
outcomes for children with disabilities;
(2) Identify and describe major potential positive outcomes and
negative consequences of participation in online learning for children
with disabilities, and analyze the available evidence on these outcomes
and consequences. Positive outcomes may include a range of academic,
social, career, and functional achievements associated with college-
and career-readiness. Negative consequences may include reduced access
to social or extra-curricular activities, a narrowed curriculum, or
reduced alignment of instruction with academic standards;
(3) Identify and develop promising approaches for increasing the
accessibility and potential effectiveness of online learning for
children with disabilities. These approaches may involve designing
accessibility and support features for online learning, providing
supplementary off-line resources, individualizing online learning,
identifying and addressing student learning problems as soon as
possible, and training students, teachers, tutors, parents, and others
involved in online learning on ways to support student learning.
(4) Test the feasibility, usability, and potential effectiveness
(or promise) of one or more key approaches identified in paragraph (3)
using appropriate research designs such as quasi-experimental, single-
subject, qualitative, and experimental research. This research must
involve actual try-outs of the approach(es) with the intended
populations in authentic settings. The research must produce detailed
descriptions of the approaches and their key components, evidence that
the approaches can be successfully implemented in authentic settings,
and evidence of the promise of the approaches for achieving their
intended outcomes;
(c) Maintain a Web site that meets government and industry-
recognized standards for accessibility.
(d) Disseminate information on the activities and findings of the
project regionally and nationally through the use of Web sites and
other electronic media, publications, presentations, and communities of
practice.
(e) Maintain ongoing communication with the OSEP Project Officer
through monthly phone conversations and e-mail communication.
(f) Communicate and collaborate, on an ongoing basis, with OSEP-
funded projects and other projects engaged in relevant activities. This
collaboration may include the coordination of research, joint
dissemination of findings, and planning and carrying out meetings and
events.
(g) Participate in a summative evaluation of the Center conducted
by an independent third party.
Extending the Project for a Fourth and Fifth Year
The Secretary may extend the Center for up to two additional years
beyond its original project period of 36 months if the grantee is
achieving the intended outcomes of the grant.
References
Archambault, L.; Diamond, D.; Brown, R.; Cavanaugh, C.; Coffey, M.;
Foures-Aalbu, D.; Richardson, J. & Zygouris-Coe, V. (2010). Research
committee issues brief: An exploration of at-risk learners and
online education. Vienna VA: International Association for K-12
Online Learning.
Barbour, M. K. & Reeves, T. C. (2009). The reality of virtual
schools: A review of the literature. Computers & Education, 52, 402-
416.
Figlio, D.N., Rush, M. & Yin, L. (2010). Is it live or is it
Internet? Experimental estimates of the effects of online
instruction on student learning (NBER Working Paper 16089).
Cambridge, MA: National Bureau of Economic Research. (http://www.nber.org/papers/w16089)
Grabinger, S. R., Aplin, C. & Ponnappa-Brenner, G. (2008).
Supporting learners with cognitive impairments in online
environments. TechTrends, 52(1), 63-69.
Keeler, C. G., Richter, J., Anderson-Inman, L., Horney, M. A.,
Ditson, M. (2007). Exceptional Learners: Differentiated Instruction
Online. In C. Cavanaugh & R. Blomeyer (Eds.), What works in K-12
online learning (pp. 125-178). Eugene, OR: International Society for
Technology in Education.
M[uuml]ller, E. (2010). Virtual K-12 public school programs and
students with disabilities: Issues and recommendations--A Policy
Forum proceedings document. Alexandria, VA: Project Forum at the
National Association of State Directors of Special Education.
Picciano, A. G., & Seaman, J. (2007). K-12 online learning: A survey
of U.S. school district administrators. Newburyport, MA: Sloan
Consortium.
Smith, S. J. & Meyen, E. L. (2003). Applications of online
instruction: An overview for teachers, students with mild
disabilities, and their parents. Focus on Exceptional Children.
35(6), 1-15.
U.S. Department of Education, Office of Innovation and Improvement.
(2008). Evaluating Online Learning: Challenges and Strategies for
Success, Washington, DC.
U.S. Department of Education, Office of Planning, Evaluation, and
Policy Development. (2009). Evaluation of Evidence-Based Practices
in Online Learning: A Meta-Analysis and Review of Online Learning
Studies, Washington, DC.
U.S. Department of Education, Office of Educational Technology.
(2010). Transforming American Education: Learning Powered by
Technology, Washington, DC, 2010.
Wicks, M. (2010). A national primer on K-12 online learning, Version
2. Vienna, VA: International Association for K-12 Online Learning.
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (APA) (5 U.S.C. 553) the Department generally offers interested
parties the opportunity to comment on proposed priorities and
requirements. Section 681(d) of IDEA, however, makes the public comment
requirements of the APA inapplicable to the priority in this notice.
Program Authority: 20 U.S.C. 1474 and 1481(d).
Applicable Regulations: The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80,
81, 82, 84, 85, 86, 97, 98, and 99.
Note: The regulations in 34 CFR part 79 apply to all applicants
except federally recognized Indian tribes.
Note: The regulations in 34 CFR part 86 apply to institutions
of higher education (IHEs) only.
II. Award Information
Type of Award: Cooperative agreement.
Estimated Available Funds: $1,497,000. Contingent upon the
availability of funds and the quality of applications, we may make
additional
[[Page 25679]]
awards in FY 2012 from the list of unfunded applicants from the
competition.
Maximum Award: We will reject any application that proposes a
budget exceeding $1,497,000 for a single budget period of 12 months.
The Assistant Secretary for Special Education and Rehabilitative
Services may change the maximum amount through a notice published in
the Federal Register.
Number of Awards: 1.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 36 months with an optional additional 24
months based on performance.
III. Eligibility Information
1. Eligible Applicants: State educational agencies (SEAs); local
educational agencies (LEAs), including public charter schools that are
considered LEAs under State law; IHEs; other public agencies; private
nonprofit organizations; outlying areas; freely associated States;
Indian tribes or tribal organizations; and for-profit organizations.
2. Cost Sharing or Matching: This competition does not require cost
sharing or matching.
3. Other: General Requirements--(a) The projects funded under this
competition must make positive efforts to employ and advance in
employment qualified individuals with disabilities (see section 606 of
IDEA).
(b) Applicants and grant recipients funded under this competition
must involve individuals with disabilities or parents of individuals
with disabilities ages birth through 26 in planning, implementing, and
evaluating the projects (see section 682(a)(1)(A) of IDEA).
IV. Application and Submission Information
1. Address to Request Application Package: You can obtain an
application package via the Internet, from the Education Publications
Center (ED Pubs), or from the program office.
To obtain a copy via the Internet, use the following address:
http://www.ed.gov/fund/grant/apply/grantapps/index.html. To obtain a
copy from ED Pubs, write, fax, or call the following: ED Pubs, U.S.
Department of Education, P.O. Box 22207, Alexandria, VA 22304.
Telephone, toll free: 1-877-433-7827. FAX: (703) 605-6794. If you use a
telecommunications device for the deaf (TDD), call, toll free: 1-877-
576-7734.
You can contact ED Pubs at its Web site, also: http://www.EDPubs.gov or at its e-mail address: [email protected].
If you request an application package from ED Pubs, be sure to
identify this competition as follows: CFDA number 84.327U.
To obtain a copy from the program office, contact the person listed
under For Further Information Contact in section VII of this notice.
Individuals with disabilities can obtain a copy of the application
package in an accessible format (e.g., braille, large print, audiotape,
or computer diskette) by contacting the person or team listed under
Accessible Format in section VIII of this notice.
2. Content and Form of Application Submission: Requirements
concerning the content of an application, together with the forms you
must submit, are in the application package for this competition. Page
Limit: The application narrative (Part III of the application) is where
you, the applicant, address the selection criteria that reviewers use
to evaluate your application. You must limit Part III to the equivalent
of no more than 50 pages, using the following standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, references, and captions.
Use a font that is either 12 point or larger or no smaller
than 10 pitch (characters per inch).
Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial. An application submitted in any other font
(including Times Roman or Arial Narrow) will not be accepted.
The page limit does not apply to Part I, the cover sheet; Part II,
the budget section, including the narrative budget justification; Part
IV, the assurances and certifications; or the one-page abstract, the
resumes, the bibliography, the references, or the letters of support.
However, the page limit does apply to all of the application narrative
section (Part III).
We will reject your application if you exceed the page limit; or if
you apply other standards and exceed the equivalent of the page limit.
3. Submission Dates and Times:
Applications Available: May 5, 2011.
Deadline for Transmittal of Applications: June 20, 2011.
Applications for grants under this competition may be submitted
electronically using the Grants.gov Apply site (Grants.gov), or in
paper format by mail or hand delivery. For information (including dates
and times) about how to submit your application electronically, or in
paper format by mail or hand delivery, please refer to section IV. 7.
Other Submission Requirements of this notice.
We do not consider an application that does not comply with the
deadline requirements.
Individuals with disabilities who need an accommodation or
auxiliary aid in connection with the application process should contact
the person listed under For Further Information Contact in section VII
of this notice. If the Department provides an accommodation or
auxiliary aid to an individual with a disability in connection with the
application process, the individual's application remains subject to
all other requirements and limitations in this notice. Deadline for
Intergovernmental Review: August 18, 2011.
4. Intergovernmental Review: This program is subject to Executive
Order 12372 and the regulations in 34 CFR part 79. Information about
Intergovernmental Review of Federal Programs under Executive Order
12372 is in the application package for this competition.
5. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
6. Data Universal Numbering System Number, Taxpayer Identification
Number, and Central Contractor Registry: To do business with the
Department of Education, you must--
a. Have a Data Universal Numbering System (DUNS) number and a
Taxpayer Identification Number (TIN);
b. Register both your DUNS number and TIN with the Central
Contractor Registry (CCR), the Government's primary registrant
database;
c. Provide your DUNS number and TIN on your application; and
d. Maintain an active CCR registration with current information
while your application is under review by the Department and, if you
are awarded a grant, during the project period.
You can obtain a DUNS number from Dun and Bradstreet. A DUNS number
can be created within one business day.
If you are a corporate entity, agency, institution, or
organization, you can obtain a TIN from the Internal Revenue Service.
If you are an individual, you can obtain a TIN from the Internal
Revenue Service or the Social Security Administration. If you need a
new TIN, please allow 2-5 weeks for your TIN to become active.
The CCR registration process may take five or more business days to
complete. If you are currently registered with the CCR, you may not
need to make any
[[Page 25680]]
changes. However, please make certain that the TIN associated with your
DUNS number is correct. Also note that you will need to update your CCR
registration on an annual basis. This may take three or more business
days to complete.
In addition, if you are submitting your application via Grants.gov,
you must (1) be designated by your organization as an Authorized
Organization Representative (AOR); and (2) register yourself with
Grants.gov as an AOR. Details on these steps are outlined in the
Grants.gov 3-Step Registration Guide (see http://www.grants.gov/section910/Grants.govRegistrationBrochure.pdf).
7. Other Submission Requirements: Applications for grants under
this competition may be submitted electronically or in paper format by
mail or hand delivery.
a. Electronic Submission of Applications.
We are participating as a partner in the Governmentwide Grants.gov
Apply site. The Center on Online Learning and Students with
Disabilities competition, CFDA number 84.327U, is included in this
project. We request your participation in Grants.gov.
If you choose to submit your application electronically, you must
use the Governmentwide Grants.gov Apply site at http://www.Grants.gov.
Through this site, you will be able to download a copy of the
application package, complete it offline, and then upload and submit
your application. You may not e-mail an electronic copy of a grant
application to us.
You may access the electronic grant application for the Center on
Online Learning and Students with Disabilities competition, CFDA number
84.327U, at http://www.Grants.gov. You must search for the downloadable
application package for this program by the CFDA number. Do not include
the CFDA number's alpha suffix in your search (e.g., search for 84.327,
not 84.327U).
Please note the following:
Your participation in Grants.gov is voluntary.
When you enter the Grants.gov site, you will find
information about submitting an application electronically through the
site, as well as the hours of operation.
Applications received by Grants.gov are date and time
stamped. Your application must be fully uploaded and submitted and must
be date and time stamped by the Grants.gov system no later than 4:30:00
p.m., Washington, DC time, on the application deadline date. Except as
otherwise noted in this section, we will not accept your application if
it is received--that is, date and time stamped by the Grants.gov
system--after 4:30:00 p.m., Washington, DC time, on the application
deadline date. We do not consider an application that does not comply
with the deadline requirements. When we retrieve your application from
Grants.gov, we will notify you if we are rejecting your application
because it was date and time stamped by the Grants.gov system after
4:30:00 p.m., Washington, DC time, on the application deadline date.
The amount of time it can take to upload an application
will vary depending on a variety of factors, including the size of the
application and the speed of your Internet connection. Therefore, we
strongly recommend that you do not wait until the application deadline
date to begin the submission process through Grants.gov.
You should review and follow the Education Submission
Procedures for submitting an application through Grants.gov that are
included in the application package for this competition to ensure that
you submit your application in a timely manner to the Grants.gov
system. You can also find the Education Submission Procedures
pertaining to Grants.gov under News and Events on the Department's G5
system home page at http://www.G5.gov.
You will not receive additional point value because you
submit your application in electronic format, nor will we penalize you
if you submit your application in paper format.
If you submit your application electronically, you must
submit all documents electronically, including all information you
typically provide on the following forms: The Application for Federal
Assistance (SF 424), the Department of Education Supplemental
Information for SF 424, Budget Information--Non-Construction Programs
(ED 524), and all necessary assurances and certifications.
If you submit your application electronically, you must
upload any narrative sections and all other attachments to your
application as files in a .PDF (Portable Document) format only. If you
upload a file type other than a .PDF or submit a password-protected
file, we will not review that material.
Your electronic application must comply with any page-
limit requirements described in this notice.
After you electronically submit your application, you will
receive from Grants.gov an automatic notification of receipt that
contains a Grants.gov tracking number. (This notification indicates
receipt by Grants.gov only, not receipt by the Department.) The
Department then will retrieve your application from Grants.gov and send
a second notification to you by e-mail. This second notification
indicates that the Department has received your application and has
assigned your application a PR/Award number (an ED-specified
identifying number unique to your application).
We may request that you provide us original signatures on
forms at a later date.
Application Deadline Date Extension in Case of Technical Issues
with the Grants.gov System: If you are experiencing problems submitting
your application through Grants.gov, please contact the Grants.gov
Support Desk, toll free, at 1-800-518-4726. You must obtain a
Grants.gov Support Desk Case Number and must keep a record of it.
If you are prevented from electronically submitting your
application on the application deadline date because of technical
problems with the Grants.gov system, we will grant you an extension
until 4:30:00 p.m., Washington, DC time, the following business day to
enable you to transmit your application electronically or by hand
delivery. You also may mail your application by following the mailing
instructions described elsewhere in this notice.
If you submit an application after 4:30:00 p.m., Washington, DC
time, on the application deadline date, please contact the person
listed under For Further Information Contact in section VII of this
notice and provide an explanation of the technical problem you
experienced with Grants.gov, along with the Grants.gov Support Desk
Case Number. We will accept your application if we can confirm that a
technical problem occurred with the Grants.gov system and that that
problem affected your ability to submit your application by 4:30:00
p.m., Washington, DC time, on the application deadline date. The
Department will contact you after a determination is made on whether
your application will be accepted.
Note: The extensions to which we refer in this section apply
only to the unavailability of, or technical problems with, the
Grants.gov system. We will not grant you an extension if you failed
to fully register to submit your application to Grants.gov before
the application deadline date and time or if the technical problem
you experienced is unrelated to the Grants.gov system.
b. Submission of Paper Applications by Mail.
If you submit your application in paper format by mail (through the
U.S. Postal Service or a commercial carrier), you must mail the
original and two copies of your application, on or before the
application deadline date, to the
[[Page 25681]]
Department at the following address: U.S. Department of Education,
Application Control Center, Attention: (CFDA Number 84.327U) LBJ
Basement Level 1, 400 Maryland Avenue, SW, Washington, DC 20202-4260.
You must show proof of mailing consisting of one of the following:
(1) A legibly dated U.S. Postal Service postmark.
(2) A legible mail receipt with the date of mailing stamped by the
U.S. Postal Service.
(3) A dated shipping label, invoice, or receipt from a commercial
carrier.
(4) Any other proof of mailing acceptable to the Secretary of the
U.S. Department of Education.
If you mail your application through the U.S. Postal Service, we do
not accept either of the following as proof of mailing:
(1) A private metered postmark.
(2) A mail receipt that is not dated by the U.S. Postal Service.
If your application is postmarked after the application deadline
date, we will not consider your application.
Note: The U.S. Postal Service does not uniformly provide a dated
postmark. Before relying on this method, you should check with your
local post office.
c. Submission of Paper Applications by Hand Delivery.
If you submit your application in paper format by hand delivery,
you (or a courier service) must deliver the original and two copies of
your application by hand, on or before the application deadline date,
to the Department at the following address: U.S. Department of
Education, Application Control Center, Attention: (CFDA Number 84.327U)
550 12th Street, SW., Room 7041, Potomac Center Plaza, Washington, DC
20202-4260.
The Application Control Center accepts hand deliveries daily
between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except
Saturdays, Sundays, and Federal holidays.
Note for Mail or Hand Delivery of Paper Applications: If you
mail or hand deliver your application to the Department--
(1) You must indicate on the envelope and--if not provided by
the Department--in Item 11 of the SF 424 the CFDA number, including
suffix letter, if any, of the competition under which you are
submitting your application; and
(2) The Application Control Center will mail to you a
notification of receipt of your grant application. If you do not
receive this grant notification within 15 business days from the
application deadline date, you should call the U.S. Department of
Education Application Control Center at (202) 245-6288.
V. Application Review Information
1. Selection Criteria: The selection criteria for this program are
from 34 CFR 75.210 and are listed in the application package.
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
also requires various assurances including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. Additional Review and Selection Process Factors:
In the past, the Department has had difficulty finding peer
reviewers for certain competitions because so many individuals who are
eligible to serve as peer reviewers have conflicts of interest. The
Standing Panel requirements under IDEA also have placed additional
constraints on the availability of reviewers. Therefore, the Department
has determined that, for some discretionary grant competitions,
applications may be separated into two or more groups and ranked and
selected for funding within specific groups. This procedure will make
it easier for the Department to find peer reviewers, by ensuring that
greater numbers of individuals who are eligible to serve as reviewers
for any particular group of applicants will not have conflicts of
interest. It also will increase the quality, independence, and fairness
of the review process, while permitting panel members to review
applications under discretionary grant competitions for which they also
have submitted applications. However, if the Department decides to
select an equal number of applications in each group for funding, this
may result in different cut-off points for fundable applications in
each group.
4. Special Conditions: Under 34 CFR 74.14 and 80.12, the Secretary
may impose special conditions on a grant if the applicant or grantee is
not financially stable; has a history of unsatisfactory performance;
has a financial or other management system that does not meet the
standards in 34 CFR parts 74 or 80, as applicable; has not fulfilled
the conditions of a prior grant; or is otherwise not responsible.
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN). We may notify you informally, also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multi-year award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to http://www.ed.gov/fund/grant/apply/appforms/appforms.html.
4. Performance Measures: Under the Government Performance and
Results Act of 1993 (GPRA), the Department has established a set of
performance measures, including long-term measures, that are designed
to yield information on various aspects of the effectiveness and
quality of the Technology and Media Services for Individuals with
Disabilities program. These measures focus on the extent to which
projects are of high quality, are relevant to improving outcomes of
[[Page 25682]]
children with disabilities, and contribute to improving outcomes for
children with disabilities. We will collect data on these measures from
the project funded under this competition.
The grantee will be required to report information on its project's
performance in annual performance reports to the Department (34 CFR
75.590).
5. Continuation Awards: In making a continuation award, the
Secretary may consider, under 34 CFR 75.253, the extent to which a
grantee has made ``substantial progress toward meeting the objectives
in its approved application.'' This consideration includes the review
of a grantee's progress in meeting the targets and projected outcomes
in its approved application, and whether the grantee has expended funds
in a manner that is consistent with its approved application and
budget. In making a continuation grant, the Secretary also considers
whether the grantee is operating in compliance with the assurances in
its approved application, including those applicable to Federal civil
rights laws that prohibit discrimination in programs or activities
receiving Federal financial assistance from the Department (34 CFR
100.4, 104.5, 106.4, 108.8, and 110.23).
VII. Agency Contact
For Further Information Contact: David Malouf, U.S. Department of
Education, 400 Maryland Avenue, SW., Room 4114, Potomac Center Plaza
(PCP), Washington, DC 20202-2550. Telephone: (202) 245-6253.
If you use a TDD, call the Federal Relay Service (FRS), toll free,
at 1-800-877-8339.
VIII. Other Information
Accessible Format: Individuals with disabilities can obtain this
document and a copy of the application package in an accessible format
(e.g., braille, large print, audiotape, or computer diskette) by
contacting the Grants and Contracts Services Team, U.S. Department of
Education, 400 Maryland Avenue, SW., Room 5075, PCP, Washington, DC
20202-2550. Telephone: (202) 245-7363. If you use a TDD, call the FRS,
toll free, at 1-800-877-8339.
Electronic Access to This Document: 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. At this site you can view this document,
as well as all other documents of this Department published in the
Federal Register, in text or Adobe Portable Document Format (PDF). To
use PDF you must have Adobe Acrobat Reader, which is available free at
the site.
You may also access documents of the Department published in the
Federal Register by using the article search feature at: http://www.federalregister.gov. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.
Dated: May 2, 2011.
Alexa Posny,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2011-10990 Filed 5-4-11; 8:45 am]
BILLING CODE 4000-01-P