[Federal Register Volume 77, Number 118 (Tuesday, June 19, 2012)]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 2012-14940]
DEPARTMENT OF EDUCATION
Applications for New Awards: Technical Assistance and
Dissemination To Improve Services and Results for Children With
Disabilities; Technical Assistance Center for Inclusive School-Wide
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
Technical Assistance and Dissemination to Improve Services and
Results for Children with Disabilities--Technical Assistance Center for
Inclusive School-Wide Reform Notice inviting applications for new
awards for fiscal year (FY) 2012.
Catalog of Federal Domestic Assistance (CFDA) Number: 84.326Y.
DATES: Applications Available: June 19, 2012.
Deadline for Transmittal of Applications: August 3, 2012.
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purpose of the Technical Assistance and
Dissemination to Improve Services and Results for Children with
Disabilities program is to promote academic achievement and to improve
results for children with disabilities by providing technical
assistance, supporting model demonstration projects, disseminating
useful information, and implementing activities that are supported by
scientifically based research.
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 663 and 681(d) of the
Individuals with Disabilities Education Act (IDEA), 20 U.S.C. 1463 and
Absolute Priority: For FY 2012 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:
Technical Assistance Center for Inclusive School-Wide Reform
The purpose of this Technical Assistance Center for Inclusive
School-wide Reform is to assist State educational agencies (SEAs) and
local educational agencies (LEAs) to successfully implement and sustain
inclusive school-wide reform in kindergarten through grade 8 (K-8)
Almost 30 years of research and experience have demonstrated that
the education of children with disabilities can be made more effective
by having high expectations and ensuring their participation and
progress in the general education curriculum in inclusive \1\ settings
to the maximum extent possible (Individuals with Disabilities Education
Act, 2004). National data indicate that more than 60 percent of
students with disabilities are educated in general education settings
for 80 percent or more of the school day (U.S. Department of Education,
2011a). Students with disabilities, however, continue to lag behind
their nondisabled peers in measures of academic achievement. For
example, from 2000 to 2011, the percentage of students with
disabilities scoring at or above proficiency in both reading and
mathematics on the National Assessment of Educational Progress has been
persistently lower than the percentage of students without disabilities
scoring at or above proficiency (U.S. Department of Education, 2011b).
\1\ For the purposes of this priority, ``inclusive'' or
``inclusion'' means an active commitment to equity for all students
so as to maximize the participation of all learners, by making
learning opportunities relevant and high-quality (National Institute
for Urban School Improvement (NIUSI) Leadscape, 2011).
Research shows that inclusive school-wide reform that includes
multi-tiered systems of support (MTSS), practices that support the
participation of students with disabilities with their non-disabled
peers in academic and extra-curricular activities of the school,
school-wide positive behavioral supports (SWPBS), and culturally
responsive and universal design for learning principles, hold promise
for improving outcomes for students with disabilities. All students,
including those with significant disabilities, benefit academically,
behaviorally, and socially from practices that support inclusion
(Cadwallader, Wagner, & Garza, 2003; Copeland & Cosbey, 2009; Jameson,
McDonnell, Johnson, Riesen, & Polychronis, 2007; Rea, McLaughlin, &
Walther-Thomas, 2002). Examples of successful practices that support
inclusion are: (1) Using collaborative teaching models (Friend, Cook,
Hurley-Chamberlain, & Shamberger, 2010); (2) providing time for
consultation between general and special education teachers (Wallace,
Anderson, & Bartholomay, 2002); (3) promoting university-school
partnerships (Causton-Theoharis, Theoharis, Bull, Cosier, & Dempf-
Aldrich, 2011; Kozleski, Pugach, & Yinger, 2002); (4) differentiating
instruction (Hall, Strangman, & Meyer, 2003); and (5) clearly defining
roles for support staff to support inclusion (Giangreco, Suter, &
Doyle, 2010). In addition, engaging families in their children's
education at home and school fosters successful inclusion for students
with disabilities (Henderson & Mapp, 2002).
Students with disabilities benefit when successful practices that
promote inclusion are implemented within an MTSS context (Wanzek &
Vaughn, 2010). MTSS refers to a continuum of evidence-based, system-
wide practices to support academic and behavioral needs, with frequent
data-based monitoring for instructional decision-making (Kansas State
Department of Education, 2012). Examples of MTSS include response to
intervention (RTI) (National Center on Response to Intervention, 2011;
Fuchs & Fuchs, 2007) and SWPBS (Sailor et al., 2006; Sugai & Horner,
Recent research on SWPBS indicates the need to apply culturally
responsive principles within the context of MTSS and in conjunction
with practices that promote inclusion. For example, SWPBS has been
shown to reduce the overall number of office discipline referrals in a
school, but not for African American students (Skiba, 2012). Culturally
responsive principles promote the development and success of all
students and can be incorporated in learning environments by
communicating high expectations; reshaping the curriculum to reflect
all students' experiences; and engaging students in activities that
value their background, knowledge, and experiences (Gay, 2000; King,
Artiles, & Kozleski, 2010). Integrating culturally responsive
principles within SWPBS has shown promise for students, especially for
students from culturally and linguistically diverse backgrounds (Jones,
Caravaca, Cizek, Horner, & Vincent, 2006; Vincent, Randall, Cartledge,
Tobin, & Swain-Bradway, 2011).
Applying universal design for learning principles within the
context of MTSS in conjunction with practices that promote inclusion
can also improve outcomes for students with disabilities (Hehir, 2009;
Rose & Gravel, 2010). The key principles of universal design for
learning include presenting information and content in various ways,
promoting multiple ways in which students can express what they know,
and stimulating interest and motivation for learning (Rose & Meyer,
Successful implementation of inclusive school-wide reform is
expected to: (1) Increase the number of students with disabilities,
including those with significant intellectual disabilities and
emotional disturbance, who receive meaningful instruction and related
services within general education settings for increased periods of
time; (2) decrease the frequency of disciplinary actions involving
students with disabilities; and (3) increase the participation of
students with disabilities in extracurricular activities. As a result,
successful inclusive school-wide reform is expected to improve
academic, behavioral, and other social outcomes for students with
The purpose of this priority is to fund a cooperative agreement to
support the establishment and operation of a Technical Assistance
Center for Inclusive School-wide Reform (Center) that will assist SEAs
and LEAs to successfully implement and sustain inclusive school-wide
reform in K-8 programs. The Center will provide technical assistance
(TA) to SEAs and LEAs to implement inclusive school-wide reform in K-8
programs located in
rural,\2\ urban, and high-need LEAs.\3\ The Center will provide TA that
\2\ For the purposes of this priority, ``rural LEA'' means 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 VI, Part B of the Elementary and Secondary Education Act
of 1965, as amended (ESEA). Applicants may determine whether a
particular LEA is eligible for these programs by referring to the
information on the following Department Web sites. For SRSA:
www2.ed.gov/programs/reapsrsa/index.html. For RLIS: www.ed.gov/programs/reaprlisp/eligibility.html.
\3\ Section 2102(3) of the ESEA defines a ``high-need LEA'' as
an LEA--(a) That serves not fewer than 10,000 children from families
with incomes below the poverty line (as that term is defined in
section 9101(33) of the ESEA), or for which not less than 20 percent
of the children served by the LEA are from families with incomes
below the poverty line; and (b) For which there is (1) a high
percentage of teachers not teaching in the academic subjects or
grade levels that the teachers were trained to teach, or (2) a high
percentage of teachers with emergency, provisional, or temporary
certification or licensing.
(1) Improve the knowledge and skills of educators, administrators,
and support staff to implement successful inclusive school-wide reform;
(2) Increase the capacity of schools to implement successful
inclusive school-wide reform in grade-level academic and
extracurricular settings; and
(3) Increase the capacity of schools to engage families and
communities in promoting successful inclusive school-wide reform.
To be considered for funding under this absolute priority,
applicants must meet the application requirements contained in this
priority. Any project funded under this absolute priority must also
meet the programmatic and administrative requirements specified in the
Application Requirements. An applicant must include in its
(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 formative and summative evaluations of the
Note: The following Web sites provide more information on logic
models: www.researchutilization.org/matrix/logicmodel_resource3c.html and 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
(d) A plan to identify six schools--two schools in three different
States--where the achievement or growth of students with disabilities
on the State assessments is significantly higher than the State average
achievement or growth of students with disabilities. These schools will
serve as knowledge development sites to examine the implementation of
inclusive school-wide reform, as described in the Knowledge Development
Activities section of this notice.
The six selected schools must include at least one urban and one
rural school and at least two elementary and two middle schools. The
remaining two schools may include both elementary and middle school
grades (e.g., K-8, 4-8). High schools are not eligible for selection.
The six schools selected must have the approval of the OSEP Project
The proportion of students with disabilities in each of the six
schools must be at least equal to the proportion of students with
disabilities in the State.
The Center will collect from these six knowledge development
schools examples of practices that support inclusion, which together
should reflect a range and variety of inclusive practices. Information
obtained from these schools will be used to support the TA work
described in the Technical Assistance and Dissemination Activities
section of this priority. The plan for selecting these knowledge
development schools must include the criteria the Center will use to
make the selection;
(e) A plan for recruiting and selecting a minimum of four SEAs and
at least four LEAs in each of those SEAs to receive intensive TA during
the course of the grant to build the capacity of schools and educators
to implement and sustain inclusive school-wide reform. The plan must
include the criteria the Center will use to select these LEAs. The LEAs
selected must include one or more rural, urban, and high-need LEAs in
each SEA. Each LEA must ensure the participation of a minimum of three
schools with at least one elementary and one middle school, or a school
with comparable grade levels. All SEAs and LEAs selected must have the
approval of the OSEP Project Officer. In total, at least 48 schools
will participate across the 16 LEAs;
(f) A budget for a summative evaluation to be conducted by an
independent third party;
(g) A budget for attendance at the following:
(1) A one and one half-day kick-off meeting to be held in
Washington, DC, after receipt of the award, and an annual planning
meeting held in Washington, DC, with the OSEP Project Officer during
each subsequent year of the project period.
Note: Within 30 days of receipt of the award, a post-award
teleconference must be held between the OSEP Project Officer and the
grantee's Project Director or other authorized representative.
(2) A three-day Project Directors' Conference in Washington, DC,
during each year of the project period.
(3) Two one and one-half day OSEP Leadership and Leveraging
Resources conferences during each year of the project period; and
(4) Two two-day trips annually to attend Department briefings and
other meetings, as requested by OSEP; and
(h) A line item in the proposed budget for an annual set-aside of
five percent of the grant amount to support emerging needs that are
consistent with the proposed project's activities, as those needs are
identified in consultation with OSEP.
Note: With approval from the OSEP Project Officer, the Center
must reallocate any remaining funds from this annual set-aside no
later than the end of the third quarter of each budget period.
Project Activities. To meet the requirements of this priority, the
Center, at a minimum, must conduct the following activities:
Knowledge Development Activities
(a) Conduct a review of published studies and other available
evidence on inclusive school-wide reform, within the first six months
of the project, using standards that are consistent with those used by
the What Works Clearinghouse (http://ies.ed.gov/ncee/wwc/) and the
definitions of ``strong evidence'' and ``moderate evidence'' contained
in the notice of final priorities and definitions for discretionary
grants programs, published in the Federal Register on December 15, 2010
(75 FR 78486), and corrected on May 12, 2011 (76 FR 27637). The
research review must summarize available evidence on--
(1) The elements of successful inclusive school-wide reform in K-8
programs, including MTSS, inclusive practices, SWPBS, culturally
responsive and universal design for learning principles, and other
identified elements that support learning in inclusive settings; and
(2) LEA and school system components of K-8 programs (e.g., staff
development, leadership support, and organizational resources,
policies, and procedures) that facilitate the successful implementation
and sustainability of inclusive school-wide reform;
(b) Consult with a group of persons, within the first six months of
the project, established under paragraph (b) of the Leadership and
Coordination Activities section of this notice to augment the knowledge
of the inclusive school-wide reform team established under paragraph
(a)(1) of the Leadership and Coordination Activities section of this
notice. Specifically, the purpose of the group is to enhance the team's
understanding of inclusive school-wide reform in elementary and middle
schools, or schools with comparable grade levels, including reform in
urban, rural, and high-needs LEAs. The group must also guide the
planning and implementation of the fieldwork to be carried out in the
six knowledge development schools in the first year of the project
period. The group must guide the development of the protocols and
assessments, discussed in paragraph (d) of this section, to be used in
(c) Conduct fieldwork in the first year of the project period to
include three separate one week-long visits at each of the six
knowledge development schools. Over the course of each of these visits,
the Center will--
(1) Observe instruction of students with disabilities in inclusive
settings in a variety of subjects and extracurricular activities;
(2) Conduct interviews with a variety of school and LEA personnel;
(3) Conduct focus groups with teachers, parents, and students; and
(4) Shadow and interview students with disabilities and their
parents, as appropriate, to learn more about how students with
disabilities experience inclusive settings within their schools;
(d) Develop and then use protocols and assessments to--
(1) Identify and describe any evidence that students with
disabilities are improving in academic, behavioral, and other social
outcomes within the inclusive settings; and
(2) Identify and describe the system components (e.g., staff
development, leadership support, organizational resources, policies,
and procedures) that are successful in fostering the implementation and
sustainability of inclusive school-wide reform;
(e) Refine the protocols and assessments based on the findings from
fieldwork at knowledge development schools in conjunction with the
group established under paragraph (b) of the Leadership and
Coordination Activities section of this notice. The protocols and
assessments will be used to evaluate and track improvements in the
implementation of inclusive school-wide reform at intensive TA sites
described in paragraph (e) in the Application Requirements section of
(f) Complete state-of-knowledge papers by the end of the first 18
months of the project period, based on the--
(1) Literature review conducted under paragraph (a) of the
Knowledge Development Activities section of this notice; and
(2) A synthesis of the findings from the fieldwork conducted at
knowledge development schools in accordance with paragraph (c) of this
(g) Submit all materials developed in accordance with the
requirements of this section for review to the group established under
paragraph (b) of the Leadership and Coordination Activities section of
this notice, and, once the materials are approved by the group,
disseminate them in accordance with the requirements in the Technical
Assistance and Dissemination Activities section of this notice.
Technical Assistance and Dissemination Activities
(a) Recruit and select at least four SEAs to receive intensive TA
in building the capacity within LEAs to implement and sustain inclusive
school-wide reform to support students with disabilities to succeed in
general education settings and extracurricular activities;
(b) Develop criteria to select, and then, in collaboration with the
SEAs, recruit and select at least four LEAs in each of the four SEAs to
receive intensive TA in building capacity to support schools,
educators, administrators, and support staff to implement and sustain
inclusive school-wide reform. One or more rural, urban, and high-need
LEAs in each State must be included. Each LEA must ensure the
participation of at least one elementary and one middle school, or
schools with comparable grade levels. At least 48 schools must receive
intensive TA from the Center during the course of the grant;
(c) In collaboration with the SEAs, apply Knowledge Development
findings described in paragraph (f) in the Knowledge Development
Activities section of this notice to the development of a TA plan for
each LEA that is selected to receive intensive TA. The Center must
begin providing intensive TA in the second year of the project period.
Refine the TA plan using the information gathered from the literature
review and the work with the knowledge development schools as data
(d) Provide intensive TA to SEAs to assist with building the
capacity of selected LEAs and schools to implement and sustain
inclusive school-wide reform to support students with disabilities to
succeed in general education settings and extracurricular activities;
(e) At regular intervals, evaluate the outcomes of inclusive
school-wide reform, including academic, behavioral, and other social
outcomes, in intensive TA schools using the refined protocols and
assessments developed in accordance with paragraph (e) of the Knowledge
Development Activities section of this notice;
(f) Analyze and synthesize data from these protocols and
assessments to develop recommendations for improving the implementation
of inclusive school-wide reform;
(g) Maintain a Web site that meets government or industry-
recognized standards for accessibility and that links to the Web site
operated by the Technical Assistance Coordination Center (TACC);
(h) Prepare and disseminate reports, documents, and other materials
on inclusive school-wide reform and related topics as requested by OSEP
for specific audiences, including families, educators, administrators,
policymakers, and researchers. In consultation with the OSEP Project
Officer, make selected reports, documents, and other materials
available in both English and Spanish, as appropriate;
(i) Prior to developing any new TA product, submit a proposal for
each product to the TACC database for approval from the OSEP Project
Officer. The development of new products should be consistent with the
product definition and guidelines posted on the TACC Web site
(j) Regularly contribute updated information on the Center's
approved and finalized products and services to a database at TACC; and
(k) Coordinate with the National Dissemination Center for
Individuals with Disabilities to develop an efficient and high-quality
dissemination strategy that reaches broad audiences. The Center must
report to the OSEP Project Officer the outcomes of these coordination
Leadership and Coordination Activities
(a) Assist SEAs to build the capacity of LEAs to--
(1) Establish school-level and LEA-level inclusive school-wide
reform teams that include teachers,
administrators, a representative from an institution of higher
education (IHE), and family members to support students with
disabilities to succeed in general education settings and in
(2) Plan and implement inclusive school-wide reform;
(3) Develop and implement a family engagement strategy to involve
families in supporting inclusive school-wide reform; and
(4) Develop and implement a strategy for developing the capacity of
all stakeholders (students, parents, administrators, educators, and
community members) to collaboratively support inclusive school-wide
(b) Consult with a group of persons, referenced in paragraph (b) in
the Knowledge Development Activities section of this notice, including
representatives from SEAs and LEAs, including individuals with
disabilities, educators, parents of individuals with disabilities,
representatives from IHEs, and researchers, as appropriate on the
activities and outcomes of the Center and solicit programmatic support
and advice from various participants in the group, as appropriate. The
Center may convene meetings, whether in person, by phone or other
means, for this purpose, or may consult with group participants
individually. The Center must identify the members of the group to OSEP
within eight weeks after receipt of the award;
(c) Continually communicate and collaborate with OSEP-funded and
other Department-funded projects, including, but not limited to, the
Intensive Interventions Center, Center on Positive Behavioral Supports,
Center for Technology Implementation, Center on State Implementation
and Scaling-up of Evidence-based Practices, the IDEA Partnership
Project, the Regional Resource Centers, the National and Regional
Parent Technical Assistance Centers, the Regional Educational
Laboratories, and relevant Comprehensive Centers. This collaboration
could include the joint development of TA products, the coordination of
TA services, and planning and holding TA meetings and events. In
addition, the Center must build on the expertise and resources of
previously and currently supported Department of Education TA centers,
such as the National Center on Student Progress Monitoring (NCSPM), the
Research Institute on Progress Monitoring (RIPM), the National Center
on Response to Intervention (NCRTI), the Center on Instruction (COI),
and the Individuals with Disabilities Education Act 2004-Research for
Inclusive Settings (IRIS) Center;
(d) Participate in, organize, or facilitate communities of practice
that align with the needs of the Center's target audience. Communities
of practice should align with the project's objectives to support
discussions and collaboration among key stakeholders. The following Web
site provides more information on communities of practice:
(e) Maintain ongoing communication with the OSEP Project Officer
through monthly phone conversations and email.
Fourth and Fifth Years of the Project
In deciding whether to continue funding the Center for the fourth
and fifth years, the Secretary will consider the requirements of 34 CFR
75.253(a) and in addition--
(a) The recommendation of a review team consisting of experts
selected by the Secretary. This review team will meet in Washington,
DC, during the last half of the Center's second year. The Center must
budget for travel expenses associated with this meeting;
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
(c) Evidence of the degree to which the Center's activities have
contributed to changed practices and improved outcomes for students
Cadwallader, T., Wagner, M., & Garza, N. (2003). Participation in
extracurricular activities. In Wagner, M., Cadwallader, T., &
Marder, C. (with Cameto, R., Cardoso, D., Garza, N., Levine, P., &
Newman, L.). (2003). Life Outside the Classroom for Youth with
Disabilities. A Report from the National Longitudinal Transition
Study-2 (NLTS2). Menlo Park, CA: SRI International. Available from
Causton-Theoharis, J., Theoharis, G., Bull, T., Cosier, M., & Dempf-
Aldrich, K. (2011). Schools of promise: A school district-university
partnership centered on inclusive school reform. Remedial and
Special Education, 32, 192-205.
Copeland, S.R., & Cosbey, J. (2009). Making progress in the general
curriculum: Rethinking effective instructional practices. Research
and Practice for Persons with Severe Disabilities, 33-34 (4-1), 214-
Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C.
(2010). Co-Teaching: An illustration of the complexity of
collaboration in special education. Journal of Educational and
Psychological Consultation, 20, 1-27.
Fuchs, L., & Fuchs, D. (2007). A model for implementing
responsiveness to intervention. Teaching Exceptional Children, 39,
Gay, G. (2000). Culturally responsive teaching: Theory, research,
and practice. New York: Teachers College Press.
Giangreco, M.F., Suter, J.C., Doyle, M.B. (2010). Paraprofessionals
in inclusive schools: A review of recent research. Journal of
Educational and Psychological Consultation, 20, 41-57.
Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated
instruction and implications for UDL implementation. Wakefield, MA:
National Center on Accessing the General Curriculum. Retrieved from
Hehir, T. (2009). Policy foundations of universal design for
learning. In D.T. Gordon, J.W. Gravel, & L.A. Schifter (Eds.), A
policy design for learning (pp. 35-45). Cambridge, MA: Harvard
Henderson, A.T., & Mapp, K.L. (2002). A New Wave of Evidence: The
Impact of School, Family, and Community Connections on Student
Achievement. Austin, TX: Southwest Educational Development
Laboratory. Retrieved from www.sedl.org/connections/resources/evidence.pdf.
Individuals with Disabilities Education Act Amendments of 2004.
(2004). Pub. L. No. 108-446, 20 U.S.C. Sec. 1400 et seq.
Jameson, J.M., McDonnell, J., Johnson, J.W., Riesen, T., &
Polychronis, S. (2007). A comparison of one-to-one embedded
instruction in the general education classroom and one-to-one massed
practice instruction in the special education classroom. Education
and Treatment of Children, 30, 23-44.
Jones, C., Caravaca, L., Cizek, S., Horner, R., Vincent, C.G.
(2006). Culturally responsive schoolwide positive behavior support:
A case study in one school with a high proportion of Native American
students. Multiple Voices for Ethnically Diverse Exceptional
Learners, (9)1, 108-119.
Kansas State Department of Education. (2012). Kansas multi-tier
system of support. Retrieved from www.kansasmtss.org/.
King, A., Artiles, A. J., & Kozleski, E. (2010). Professional
learning for culturally responsive teaching. Retrieved from
Kozleski, E.B., Pugach, M., & Yinger, R. (2002). Preparing teachers
to work with students with disabilities: Possible challenges for
special and general teacher education (White Paper). Washington, DC:
American Association of Colleges for Teacher Education.
National Center on Response to Intervention. (2011). What is RTI?
Retrieved from www.rti4success.org/whatisrti.
National Institute for Urban School Improvement (NIUSI). (2011).
Inclusive Education for Equity. Retrieved from
Rea, P.J., McLaughlin, V.L., Walther-Thomas, C. (2002). Outcomes for
learning disabilities in inclusive and pullout programs. Exceptional
Children, 68, 203-222.
Rose, D.H., & Gravel, J.W. (2010). Universal design for learning. In
E. Baker, P. Peterson, & B. McGaw (Eds.). International Encyclopedia
of Education, 3rd Ed. Oxford: Elsevier.
Rose, D.H., & Meyer, A. (2006). A practical reader in Universal
Design for Learning. Cambridge, MA: Harvard Education Press.
Sailor, W., Zuna, N., Choi, J., Thomas, J., McCart, A., & Roger, B.
(2006). Anchoring schoolwide positive behavior support in structural
school reform. Research & Practice for Persons with Severe
Disabilities, 31, 18-30.
Skiba, R. (2012, February). Interventions for reducing disciplinary
disparities and the problem of race neutrality. Paper presented at
2012 National Center on Response to Intervention Disproportionality
Sugai, G., & Horner, R.H. (2009). Responsiveness-to-Intervention and
School-Wide Positive Behavior Supports: Integration of Multi-Tiered
System Approaches. Exceptionality, 17(4), 223-237.
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Statistics. (2011a). Digest of Education Statistics, 2010 (NCES
2011-015), Chapter 2. Washington, DC: Author.
U.S. Department of Education, Institute of Education Sciences.
(2011b). National Center for Education Statistics, National
Assessment of Educational Progress (NAEP), 2011 Mathematics and
Reading Assessments. Washington, DC: Author.
Vincent, C. G., Randall, C., Cartledge, G., Tobin, T.J., Swain-
Bradway, J. (2011). Toward a conceptual integration of cultural
responsiveness and schoolwide positive behavior support. Journal of
Positive Behavior Interventions, (13)4, 219-229.
Wallace, T., Anderson, A.R., & Bartholomay, T. (2002).
Collaboration: An element associated with the success of four
inclusive high schools. Journal of Educational and Psychological
Consultation, 13, 349-381.
Wanzek, J., & Vaughn, S. (2010). Tier 3 interventions for students
with significant reading problems. Theory Into Practice, 49, 305-
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. 1463 and 1481.
Applicable Regulations: (a) The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80,
81, 82, 84, 86, 97, 98, and 99. (b) The Education Department debarment
and suspension regulations in 2 CFR part 3485.
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 IHEs only.
II. Award Information
Type of Award: Cooperative agreement.
Estimated Available Funds: $4,900,000.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in FY 2013 from the list of
unfunded applicants from this competition.
Maximum Awards: We will reject any application that proposes a
budget exceeding $4,900,000 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.
Estimated Number of Awards: 1.
Note: The Department is not bound by any estimates in this
Project Period: Up to 36 months with an optional additional 24
months based on performance. Applications must include plans for both
the 36 month award and the 24 month extension.
III. Eligibility Information
1. Eligible Applicants: IHEs, other public agencies, private
nonprofit organizations, and for-profit organizations. Applicants may
apply as a consortium.
2. Cost Sharing or Matching: This competition does not require cost
sharing or matching.
3. Other: General Requirements--(a) The project funded under this
competition must make positive efforts to employ and advance in
employment qualified individuals with disabilities (see section 606 of
(b) Applicants and the grant recipient 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
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:
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) or a text
telephone (TTY), call, toll free: 1-877-576-7734.
You can contact ED Pubs at its Web site, also: www.EDPubs.gov or at
its email address: email@example.com.
If you request an application package from ED Pubs, be sure to
identify this program or competition as follows: CFDA number 84.326Y.
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 compact disc) 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 the
application narrative to the equivalent of no more than 70 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: June 19, 2012.
Deadline for Transmittal of Applications: August 3, 2012.
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
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.
4. Intergovernmental Review: This competition is subject to
Executive Order 12372 and the regulations in 34 CFR part 79.
Information about Intergovernmental Review of Federal Programs under
Executive Order 12372 is in the application package for this
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
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 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 at the
following Grants.gov Web page: www.grants.gov/applicants/get_registered.jsp.
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 Technical Assistance Center for Inclusive School-Wide
Reform competition, CFDA number 84.326Y, 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 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 email an electronic copy of a grant
application to us.
You may access the electronic grant application for the Technical
Assistance Center for Inclusive School-Wide Reform competition at
www.Grants.gov. You must search for the downloadable application
package for this competition by the CFDA number. Do not include the
CFDA number's alpha suffix in your search (e.g., search for 84.326, not
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 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)
read-only, non-modifiable format. Do not upload an interactive or
fillable PDF file. If you upload a file type other than a read-only,
non-modifiable PDF or submit a password-protected file, we will not
review that material. Additional, detailed information on how to attach
files is in the application instructions.
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 email. 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 Department at the following address:
U.S. Department of Education, Application Control Center, Attention:
(CFDA Number 84.326Y), 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
(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 84.326Y), 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 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 competition
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 section 682(b) of 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 the 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 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 Technical Assistance and Dissemination to Improve
Services and Results for Children with Disabilities program. These
measures focus on the extent to which projects provide high-quality
products and services, the relevance of project products and services
to educational and early intervention policy and practice, and the use
of products and services to improve educational and early intervention
policy and practice.
Grantees will be required to report information on their project's
performance in annual 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: Dr. Grace Zamora Dur[aacute]n, U.S.
Department of Education, 400 Maryland Avenue SW., room 4088, Potomac
Center Plaza (PCP), Washington, DC 20202-2600. Telephone: (202) 245-
If you use a TDD or a TTY, 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 compact disc) 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 or a TTY, 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: 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
You may also access documents of the Department published in the
Federal Register by using the article search feature at:
www.federalregister.gov. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.
Dated: June 13, 2012.
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2012-14940 Filed 6-18-12; 8:45 am]
BILLING CODE 4000-01-P