[Federal Register Volume 77, Number 118 (Tuesday, June 19, 2012)]
[Notices]
[Pages 36510-36519]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2012-14944]
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DEPARTMENT OF EDUCATION
Applications for New Awards: Personnel Development To Improve
Services and Results for Children With Disabilities; National Center
for Development of Coursework and Training Modules To Improve Services
and Results for Children With Disabilities
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice.
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Overview Information; Personnel Development To Improve Services and
Results for Children With Disabilities--National Center for Development
of Coursework and Training Modules To Improve Services and Results for
Children With Disabilities
Notice inviting applications for new awards for fiscal year (FY)
2012.
Catalog of Federal Domestic Assistance (CFDA) Number: 84.325E.
DATES: Applications Available: June 19, 2012.
Deadline for Transmittal of Applications: July 30, 2012.
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purposes of this program are to (1) help
address State-identified needs for highly qualified personnel--in
special education, related services, early intervention, and regular
education--to work with children, including infants and toddlers, with
disabilities; and (2) ensure that those personnel have the necessary
skills and knowledge, derived from practices that have been determined,
through evidence-based research and experience, to be successful in
serving those children.
Priority: In accordance with 34 CFR 75.105(b)(2)(iv), this priority
is from allowable activities specified in the statute (see sections 662
and 681 of the Individuals with Disabilities Education Act (IDEA)).
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: National Center for Development of Coursework and
Training Modules to Improve Services and Results for Children with
Disabilities.
Background: The purpose of this priority is to fund a cooperative
agreement to support the establishment and operation of a National
Center for Development of Coursework and Training Modules to Improve
Services and Results for Children with Disabilities.
Educator effectiveness is a key factor in improving developmental
and learning outcomes (e.g., academic, social, emotional, behavioral)
for all children, including children with disabilities (birth through
age 21); supporting a child's growth toward improved developmental and
learning outcomes; and supporting the families of children with
disabilities (Jaquith, Mindich, Wei, & Darling-Hammond, 2010; Institute
of Medicine (IOM) and National Research Council (NRC), 2012). Use of
evidence-based instructional and intervention practices by educators
also is linked to improved outcomes for children, including children
with disabilities (Blanton, Pugach, & Florian, 2011). Given the
importance of educator effectiveness and evidence-based practices in
advancing the development and learning of children, it is essential
that all educators have the knowledge and skills necessary to use
specific, evidence-based instructional and intervention practices to
teach diverse learners and ensure that all students, including children
with disabilities, can achieve grade-level college- and career-ready
standards (Blanton et al., 2011). Educators also must know how to
continuously monitor children's progress, make data-based decisions,
and work collaboratively with other
[[Page 36511]]
educators, related services providers, and families to use assessment
data to adjust instruction and implement interventions accordingly to
effectively teach diverse learners.
To ensure that educators have the knowledge and skills needed to
improve development and learning outcomes for children with
disabilities, it is also widely recognized that there is a significant
need to improve educators' use of evidence-based practices and that
this can be achieved by strengthening the coursework \1\ in preservice
preparation programs and professional development provided to
practicing educators. Policymakers, researchers, and practitioners have
called for strengthening preservice preparation and professional
development for all educators \2\ to ensure that educators have the
knowledge and skills necessary to effectively meet the needs of diverse
learners and improve outcomes for all children (Blanton, et al., 2011;
U.S. Department of Education, 2010b). A recent U.S. Government
Accountability Office (GAO) study (GAO-09-573) underscored the ongoing
challenges preservice preparation programs have in preparing educators
for instructing children with disabilities. The study noted that nearly
half of the institutions of higher education (IHEs) surveyed reported
receiving assistance from the Department to prepare educators to work
with children with disabilities. The majority of IHEs, however,
indicated that they could benefit from more information and other
technical assistance (TA) related to reforming curricula, identifying
evidence-based instructional and intervention practices for working
with children with disabilities, and strengthening faculty knowledge of
evidence-based practices to meet the developmental, learning, and
instructional needs of children with disabilities. Similarly, an
examination of professional learning opportunities for educators in the
United States indicated the need for critical changes to providing
professional development to practicing educators (Wei, Darling-Hammond,
& Adamson, 2010). For example, current approaches for providing
professional development still rely heavily on some of the least
effective approaches to professional development (e.g., short-term,
fragmented, and episodic approaches, such as providing instructional
content through workshops) that offer little depth in content and few
opportunities to integrate learning into practice (Bruder, Mogro-
Wilson, Stayton, & Dietrich, 2009; Wei et al., 2010).
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\1\ For the purposes of this priority, the term ``coursework''
means a systematic or prescribed program of instruction for
increasing knowledge and skills of educators; and typically is
comprised of explicit learning outcomes related to professional
practice standards, detailed core content, related professional-
level readings and resources, teaching and learning tools, and
objective measures of knowledge and skills to evaluate competence in
those areas.
\2\ For the purposes of this priority, the term ``educators''
includes special education teachers, regular education teachers,
related services providers, and early intervention providers.
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Just as the need to strengthen the coursework in preservice
training programs and professional development opportunities for
practicing educators has grown, so too has the need for changes in how
this coursework and professional development are delivered. The
National Education Technology Plan (NETP) calls for using the power of
technology to provide professional learning opportunities to support
educators' continuous professional growth throughout the course of
their careers and across all levels of the education system (U.S.
Department of Education, 2010a). By using existing and emerging
technologies such as application software, social media, and mobile
technologies, innovative teaching and learning tools can be developed,
and opportunities for disseminating coursework and professional
development can be expanded to preservice and practicing educators who
live or teach in places where access to high-quality coursework and
professional development may not otherwise be available (e.g., high-
poverty, rural, or hard-to-reach locations). In addition, educators who
have disabilities would benefit from the increased accessibility that
technology can provide. Furthermore, for directed (e.g., instructor-
led, person-to-person), self-directed (e.g., independent study,
asynchronous on-line course), and blended (online and in-person)
learning environments, technology can transform the delivery of
coursework in preservice preparation and professional development
programs. For example, in preservice programs, technology can be used
to show real-time or recorded video of educators using evidence-based
practices in classroom settings and to connect instruction to field-
based learning and real-world practice through the use of virtual
classrooms or authentic learning activities (U.S. Department of
Education, 2010a). For practicing educators, technology-based learning
systems can expand professional development options and provide
opportunities to collaborate with peers and leaders (e.g., content-
experts, administrators, mentors) in other locations and to receive
immediate feedback and instructional support (U.S. Department of
Education, 2010a).
The Office of Special Education Programs (OSEP) currently funds two
personnel preparation centers focused on developing and disseminating
exemplary training modules on evidence-based practices to build the
capacity of, and strengthen professional development for, both
preservice and practicing educators. The training modules developed by
these centers have been discrete, self-contained units of instruction
designed to increase educators' knowledge or skills that can stand
alone or be used in combination with other components. The grants for
both centers are scheduled to end in FY 2012.
One of these centers, the IRIS Center for Training Enhancement
(IRIS Center), focuses its TA on preparing kindergarten through grade
12 (K-12) regular and special education personnel to ensure that local
educational agencies (LEAs) and schools have personnel with the
capacity to provide evidence-based instruction. It also focuses on
promoting access to, and greater participation and progress in, the
general education curriculum in the least restrictive environment for
students with disabilities. For more information about the work of this
center, see http://iris.peabody.vanderbilt.edu.
Beginning in 2006, OSEP funded CONNECT: The Center to Mobilize
Early Childhood Knowledge (CONNECT) to develop Web-based instructional
resources, including training modules, for faculty and other
professional development providers. This center's instructional
resources focus on evidence-based intervention practices for infants,
toddlers, and preschool children with disabilities and their families
who are served in a variety of learning environments and inclusive
settings. For more information on this center, see http://community.fpg.unc.edu.
User survey results from both of these centers show that college
and graduate students, practicing educators, parents, university
faculty, and professional development providers are frequent users of
their Web sites (IRIS Center for Training Enhancements, 2012; Winton,
Buysse, Rous, Lim, & Epstein, 2012). In these surveys, both centers'
Web sites also received high overall ratings for the quality,
relevance, and usefulness of the training modules that were developed
by the centers. The work of the IRIS Center and CONNECT have been
helpful, but additional work is needed. Specifically, it is critical
that: (a) Existing training modules be updated to
[[Page 36512]]
align with new developments in the field, as needed; (b) resources be
expanded to include coursework, in addition to training modules; and
(c) more training modules and coursework be developed to address the
most pressing demands that today's educators face in classrooms, early
childhood programs, and early intervention programs. These demands
include, but are not limited to, aligning curricula and instruction to
college- and career-ready standards, adapting principles and practical
applications of universal design for learning, providing differentiated
instruction, implementing positive behavioral interventions and
supports using response to intervention frameworks, and using
technology effectively and efficiently to improve results for children
with disabilities.
For these reasons, OSEP proposes to fund the National Center for
Development of Coursework and Training Modules to Improve Services and
Results for Children with Disabilities (Center). The Center will build
upon, and expand the work of, previous OSEP investments to develop and
disseminate exemplary coursework and training modules on evidence-based
practices for: (a) IHE faculty of preservice preparation programs; (b)
professional development providers working with State educational
agencies (SEAs), LEAs, schools, IDEA Part C lead agencies, early
intervention service (EIS) providers, and other early childhood
programs serving children with disabilities and their families; and (c)
practicing educators. Other interested parties also may access the
publically available products.
The purpose of the Center under this priority is to develop and
promote the use of innovative teaching and learning tools, coursework,
and training modules in order to improve the overall quality of
preservice preparation and professional development programs, expand
the breadth and depth of the content on evidence-based practices that
is provided in these programs, and increase the use of evidence-based
practices by educators to effectively meet the needs of children with
disabilities and their families. Under this priority, the Center must
demonstrate applications of technology to support the use of evidence-
based practices. The Center must also use technology to efficiently and
effectively develop, deliver, and disseminate its products and
services.
Priority: The purpose of this priority is to fund a cooperative
agreement to support the establishment and operation of a National
Center for Development of Coursework and Training Modules to Improve
Services and Results for Children with Disabilities (Center). The
Center will: (1) Serve as a national resource for teaching and learning
tools, coursework,\3\ and training modules \4\ for building the
capacity of educators to use evidence-based \5\ instructional and
intervention practices in addressing the needs of children with
disabilities (birth through age 21), and professional development
practices for use with preservice and practicing educators; (2) make
available training modules related to these practices that were
developed under prior OSEP investments, and update them to align with
developments in the field, as needed; (3) develop exemplary teaching
and learning tools, coursework, and training modules on the use of
these practices that can be integrated into preservice preparation and
professional development programs; (4) demonstrate the application of
technology in coursework and training modules to support the use of
evidence-based practices; (5) use technology to efficiently and
effectively develop, deliver, and disseminate Center products and
services; and (6) provide TA to support the use of Center products.
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\3\ For the purposes of this priority, the term ``coursework''
means a systematic or prescribed program of instruction for
increasing knowledge and skills of educators; and typically is
comprised of explicit learning outcomes related to professional
practice standards, a detailed outline or narrative of core content,
related professional-level readings and resources, teaching and
learning tools, and objective measures of knowledge and skills used
to evaluate competence in those areas.
\4\ For the purposes of this priority, the term ``training
modules'' means discrete, self-contained units of instruction
designed to increase one's knowledge or skills that can stand alone
or be used in combination with other components.
\5\ For the purposes of this priority, the term ``evidence-
based'' means practices for which there is ``strong evidence'' or
``moderate evidence'' of effectiveness as defined in the
Department's notice of final supplemental priorities and definitions
for discretionary grant programs, published in the Federal Register
on December 15, 2010 (75 FR 78486), and corrected on May 12, 2011
(76 FR 27637) (www2.ed.gov/legislation/FedRegister/other/2010-4/121510b.html).
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To be considered for funding under this absolute priority,
applications 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 Web sites provide more information on logic
models: www.tadnet.org/model_and_performance and
www.researchutilization.org/matrix/logicmodel_resource3c.html.
(b) A plan to implement the activities described in the Project
Activities section of this priority. If there are considerations
specific to serving infants, toddlers, and preschool children with
disabilities and their families versus students with disabilities in
kindergarten through 12th grade, these considerations must be
delineated in the plan;
(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 offer feedback on the Center's: (1) Identification,
development, and dissemination of coursework and training modules on
evidence-based practices; and (2) TA provided under this priority. The
plan must outline how the Center will use feedback from the formative
evaluation to ensure continuous improvement in the operation of the
proposed project, including objective measures of progress in
implementing the project and ensuring the quality, relevance, and
usefulness of products and services;
(d) A budget for a summative evaluation to be conducted by an
independent third party. At a minimum, the plan must include an
independent review of the quality, relevance, and usefulness of the
coursework and training modules developed by the Center; the reach of
Center products and services; and the impact of the Center's products
and services on preservice programs and their students, as well as on
practicing educators' knowledge, skills, and use of evidence-based
practices;
(e) A budget for attendance at the following:
(1) A two-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 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) The three-day OSEP Project Directors' Conference in Washington,
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DC, during each year of the project period;
(3) The three-day Leveraging Resources Conference in Washington,
DC, during each year of the project period; and
(4) Three two-day trips annually to attend Department briefings,
Department-sponsored conferences, and other meetings, as requested by
OSEP.
(f) A budget that demonstrates that not less than 30 percent of
each year's proposed annual budget be used for activities (e.g.,
development of coursework and training modules, TA) related to infants,
toddlers, and preschool children with disabilities and their families.
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; and
(g) 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 and approved by 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) In the first six months of the project, identify exemplary
coursework and training modules on evidence-based practices that are
available from prior OSEP investments and publically available
resources from other developers, submit a descriptive summary of the
resources in a written report, and update the resources to align with
new developments in the field, as needed.
(b) Develop exemplary coursework and training modules on evidence-
based practices that are--
(1) Designed for ease of integration into existing curricula and
practica for IHE faculty of preservice preparation programs;
(2) Designed for ease of use by professional development providers
working with professional development programs at SEAs, LEAs, and
schools; or with IDEA Part C lead agencies, EIS providers, and other
early childhood programs serving children with disabilities and their
families;
(3) Consistent with adult-learning principles and aligned with
current professional practice and training standards for educators, and
evidence-based research on preservice preparation and professional
development of effective educators;
(4) Planned with consideration for delivery and dissemination using
various technology-based teaching formats, tools, and modes of
delivery, such as, but not limited to, directed, self-directed,
blended, and mobile learning using portable devices; and
(5) Developed to address the needs of children with a broad range
of disabilities, including disabilities requiring supports and services
of varying intensity levels (e.g., ranging from accommodations in a
general education classroom to highly individualized, full-time
instruction and specialized equipment).
(c) Ensure that, in sum, coursework and training modules address
the selection, implementation, and evaluation of specific evidence-
based practices; the use of universal design for learning principles
and practices; standards-based instruction; continuous performance-
based progress monitoring; data-based decision making; and
collaboration among other educators and related services providers, and
with families related to--
(1) Improving developmental and learning outcomes for children with
disabilities;
(2) Providing special education services and supports, and
accommodations for children with disabilities; and
(3) Developing (i) individualized family service plans to ensure
that infants, toddlers, and preschool children with disabilities are
served in natural environments; and (ii) individualized education
programs to ensure school-age children with disabilities are served in
the least restrictive environment with access to, and opportunities to
participate and make progress in, the general education curriculum.
(d) Collaborate with content experts and representatives from
preservice preparation programs (four-year, two-year, and graduate
programs), and seek input from professional development providers
working with SEAs, LEAs, and schools; professional development
providers working with IDEA Part C lead agencies, EIS providers, and
other early childhood programs serving children with disabilities and
their families; professional associations; and other stakeholders, as
appropriate, on the needs of preservice and practicing educators,
teaching and learning tools, development plans, and product reviews of
coursework and training modules on evidence-based practices.
(e) Following the kick-off meeting, and annually thereafter, submit
an annual product development plan prepared in collaboration with the
OSEP Project Officer, for approval by OSEP prior to the initiation of
any product development activity. The plan must address, at a minimum,
how the Center will--
(1) Obtain input on coursework and training module topics and
content from content experts, representatives from preservice
preparation and professional development providers (see Knowledge
Development Activities, paragraphs (b) and (c) of this priority),
professional associations, and other stakeholders, as appropriate;
(2) Identify and select topics and products that meet the needs
identified; and
(3) Evaluate the content, quality, relevance, and usefulness of
products.
(f) Develop new products consistent with the product definition and
guidelines posted on the Technical Assistance Coordinating Center
(TACC) Web site (www.tadnet.org). Proposed revisions to an approved
product development plan may be submitted to or requested by the OSEP
Project Officer any time prior to the end of the project period, if
changes are needed. The revised plan must be approved by OSEP prior to
being adopted.
(g) Develop training guides or materials for IHE faculty and
professional development providers that provide information on Center
products and services, and content topics; describe how to integrate
coursework and training modules into preservice and professional
development programs; and explain how coursework and training modules
can be used for individual self-directed learning.
(h) Develop self-assessment tools and guides that preservice
preparation and professional development providers can use to evaluate
program curricula to: (1) Determine where evidence-based practices are,
and should be, taught; (2) identify where clinical practice
opportunities (e.g., a field placement, internship) are, and should be,
embedded to align with preservice or professional development program
requirements; (3) identify how and where preservice and practicing
educators' knowledge of and skills using evidence-based practices are,
and should be, assessed; and (4) document improvements, if any, that
have or will be made by the preservice and professional development
program based on results from use of self-assessment tools and guides.
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(i) Promote the use of existing and emerging technologies to more
efficiently and effectively develop, deliver, and disseminate teaching
and learning tools, coursework, and training modules on evidence-based
practices and provide ongoing TA on the use of Center products and
services.
Technical Assistance and Dissemination Activities.
(a) Conduct TA and dissemination activities (e.g., managing Web
sites, listservs, and communities of practices; holding conferences and
training institutes) on exemplary coursework and training modules on
evidence-based practices that can easily be: (1) Integrated into
preservice preparation courses and programs at IHEs; (2) incorporated
into professional development programs at SEAs, LEAs, and schools; and
at IDEA Part C lead agencies, EIS provider programs, and other early
childhood programs serving children with disabilities and their
families; and (3) used by individual self-directed learners, including
educators with disabilities. All coursework and training modules
available through the Center, including the evidence base of the
practices addressed in the coursework and training modules, must be
disseminated as publically available resources on a dedicated Web site
that is easily searchable by topic and available for use at no cost.
The Web site must meet government or industry-recognized standards for
accessibility, must link to the Web site operated by the TACC, and must
be accessible in a variety of formats (e.g., accessible online, in
downloadable portable document format (PDF) and electronic publication
(EPUB) formats, print-on-demand).
(b) Use efficient and effective strategies to develop and provide a
continuum of TA to support the delivery of coursework and training
modules on using evidence-based practices, including:
(1) General support that is widely available (e.g., one-time,
invited conference presentations; information on products, such as
newsletters, guidebooks, or research syntheses, downloaded from the
Center's Web site by independent users; or brief communications by
Center staff with recipients).
(2) Targeted support that is based on needs common to multiple
recipients (e.g., conferences and training institutes for a clearly
identified target audience, seminars or webinars on topics relevant to
integrating Center products into preservice training, facilitating a
series of conference calls on topics designed around the needs of
recipients, facilitating communities of practice for a target group).
(3) Intensive support that is based on the needs of recipients to
attain a specific outcome (e.g., planned, purposeful consultation with
a small group of IHE faculty on systemic integration of Center
coursework and training models as part of program redesign; ongoing
coaching on integration and application of Center products in courses
for preservice educators) based on the needs of recipients.
(c) Ensure that the TA provided under this priority is consistent
with the evidence base for delivering effective professional
development to educators.
(d) Ensure that the TA provided under this priority addresses a
range of topics, including, but not limited to, training and coaching
on access and use of Center products; integration of evidence-based
practices into preservice and professional development training; and
strategies for building the capacity of educators for using evidence-
based practices with children with disabilities.
(e) Develop and coordinate a national TA network comprised of a
cadre of experts that the Center will use to provide training and TA on
the use of Center products and services, including: (1) Integrating
coursework and training modules into preservice preparation and
professional development programs; and (2) assisting faculty and
professional development providers in building their capacity to
support preservice and practicing educators in identifying, selecting,
implementing, and evaluating evidence-based practices for use with
infants, toddlers, and preschool children with disabilities and their
families, and students with disabilities in kindergarten through 12th
grades. The network will also assist the Center with disseminating
Center products and other activities, as needed.
(f) Develop and implement an efficient and high-quality
dissemination strategy aimed at increasing the reach and potential
impact of Center products and services by providing broad audiences
with information about the availability and use of Center products and
services. The Center must--
(1) Coordinate with the National Dissemination Center for
Individuals with Disabilities to implement its dissemination strategy,
and report to the OSEP Project Officer the outcomes of these
coordination efforts.
(2) Reach primary audiences, including IHE faculty of preservice
preparation programs for educators of children with disabilities; and
professional development providers working with SEAs, LEAs, and
schools, and with IDEA Part C lead agencies, EIS providers, and early
childhood programs serving children with disabilities and their
families.
(3) Extend outreach efforts to other audiences that also might
benefit from Center products and services such as--
(i) Faculty of preservice preparation programs for educators in
IHEs that do not have a special education department and programs whose
graduates historically have assumed positions in high-poverty
schools,\6\ persistently lowest-achieving schools,\7\ priority schools
(in the case of States that have received the Department's approval of
a request for ESEA flexibility),\8\ or rural
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LEAs \9\ that have a critical need for effective educators to serve
students with disabilities;
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\6\ For the purposes of this priority, ``high-poverty school''
means a school in which at least 50 percent of students are eligible
for free or reduced-price lunches under the Richard B. Russell
National School Lunch Act or in which at least 50 percent of
students are from low-income families as determined using one of the
criteria specified under section 1113(a)(5) of the Elementary and
Secondary Education Act of 1965, as amended (ESEA). For middle and
high schools, eligibility may be calculated on the basis of
comparable data from feeder schools. Eligibility as a high-poverty
school under this definition is determined on the basis of the most
currently available data.
\7\ For the purposes of this priority, ``persistently lowest-
achieving schools'' means, as determined by the State:
(i) Any Title I school in improvement, corrective action, or * *
* restructuring that
(a) is among the lowest-achieving five percent of Title I
schools in improvement, corrective action, or restructuring or the
lowest-achieving five Title I schools in improvement, corrective
action, or restructuring in the State, whichever number of schools
is greater; or
(b) is a high school that has had a graduation rate as defined
in 34 CFR 200.19(b) that is less than 60 percent over a number of
years; and
(ii) any secondary school that is eligible for, but does not
receive, Title I funds that:
(a) is among the lowest-achieving five percent of secondary
schools or the lowest-achieving five secondary schools in the State
that are eligible for, but do not receive, Title I funds, whichever
number of schools is greater; or
(b) is a high school that has had a graduation rate as defined
in 34 CFR 200.19(b) that is less than 60 percent over a number of
years.
To identify the persistently lowest-achieving schools, a State
must take into account both:
(i) the academic achievement of the ``all students'' group in a
school in terms of proficiency on the State's assessments under
section 1111(b)(3) of the ESEA in reading/language arts and
mathematics combined; and
(ii) the school's lack of progress on those assessments over a
number of years in the ``all student.''
For the purposes of this priority, the Department considers
schools that are identified as Tier I or Tier II schools under the
School Improvement Grants Program (see 75 FR 66363) as part of a
State's approved FY 2009 or FY 2010 applications to be persistently
lowest-achieving schools. A list of these Tier I and Tier II schools
can be found on the Department's Web site at www2.ed.gov/programs/sif/index.html.
\8\ For the purposes of this priority, the term ``priority
school'' means a school that has been identified by the State as a
priority school pursuant to the State's approved request for ESEA
flexibility.
\9\ For the purposes of this priority, ``rural local educational
agency'' 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 ESEA. Eligible
applicants may determine whether a particular LEA is eligible for
these programs by referring to information on the Department's Web
site at www2.ed.gov/nclb/freedom/local/reap.html.
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(ii) Early intervention and special education professional
development providers working in programs and schools with high rates
of personnel attrition and where effective professional development
opportunities may lead to increased staff retention and equitable
distribution of effective educators;
(iii) OSEP-funded personnel development grantees; and
(iv) Individuals with disabilities who are, or are training to be,
educators who would benefit from the increased accessibility technology
can provide.
(g) Use existing and emerging technologies to develop innovative
teaching and learning tools, efficiently and effectively deliver
training and TA, and increase the reach of Center products and
services. Include, as part of its application, a proposed plan
describing the proposed potential uses of existing and emerging
technologies, including how the Center will collaborate with technology
experts, representatives of other stakeholder groups, and OSEP to
identify the proposed potential uses of existing and emerging
technologies. The Center's plan for TA and dissemination activities
must be approved by OSEP prior to initiating the development of any
products or services.
(h) Prepare and disseminate reports, documents, and other materials
on evidence-based practice and related topics as requested by OSEP for
specific audiences, including, but not limited to, IHE faculty of
preservice preparation programs for educators of children with
disabilities; professional development providers for SEAs, LEAs, and
schools; and professional development providers for IDEA Part C lead
agencies, EIS providers, and other early childhood programs serving
children with disabilities and their families. In consultation with the
OSEP Project Officer and members of the group assembled in accordance
with this priority (see Leadership and Coordination Activities,
paragraph (a) of this priority), the Center must make selected reports,
documents, and other materials available in both English and Spanish.
Leadership and Coordination Activities.
(a) Consult with a group of persons, including representatives from
SEAs and LEAs, including representatives from IDEA Part C and Part B
preschool programs, preservice preparation and professional development
programs, professional organizations, other OSEP-funded TA projects,
project directors of State Professional Development Grants and other
Department-funded higher education projects, 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.
(b) Communicate and collaborate, on an ongoing basis, with OSEP-
funded projects, including the Center on State Implementation and
Scaling Up of Evidence-based Practices, the IDEA Partnership Project,
OSEP-funded early childhood centers, and the Regional Resource Centers.
This collaboration could include the joint development of products, the
coordination of TA services, and the planning and carrying out of TA
meetings and events.
(c) Contribute, on an ongoing basis, updated information on the
Center's approved and finalized products and services to a database at
TACC.
(d) Participate in, organize, or facilitate communities of practice
if they align with the needs of the project's primary 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: www.tadnet.org/communities; and
(e) Maintain ongoing communication with the OSEP Project Officer
through monthly phone conversations and email communication.
Extending the Project for a Fourth and Fifth Year: 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 will be conducted during a one-
day intensive meeting in Washington, DC, that will be held during the
last half of the second year of the project period. The Center must
budget for travel expenses associated with this one-day intensive
review;
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
Center; and
(c) The quality, relevance, and usefulness of the Center's
activities and products, and the degree to which the Center's
activities and products have contributed to changed practice and
improved knowledge and skills of educators to select, implement, and
evaluate the use of evidence-based practices; and increased use of
evidence-based practices by educators serving children with
disabilities.
References
Blanton, L. P., Pugach, M. C., & Florian, L. for American
Association of Colleges of Teacher Education and the National Center
for Learning Disabilities. (April 2011). Preparing General Education
Teachers to Improve Outcomes for Students with Disabilities.
Available from http://aacte.org/.
Bruder, M. B., Mogro-Wilson, C., Stayton, V. D., & Dietrich, S. L.
(2009). The national status of inservice professional development
systems for early intervention and early childhood special education
practitioners. Infants and Toddlers, 22(1), 13-20.
Jaquith, A., Mindich, D., Wei, R.C., & Darling-Hammond, L. (2010).
Teacher professional learning in the United States: Case studies of
state policies and strategies. Oxford, OH: Learning Forward.
Institute of Medicine (IOM) and National Research Council (NRC).
2012. The early childhood care and education workforce: Challenges
and opportunities: A workshop report. Washington, DC: The National
Academies Press.
IRIS Center for Training Enhancements. (2012, March). Quarterly
Report: First Quarter, Year 6 Report. Nashville, TN: Author.
U.S. Department of Education, Office of Educational Technology.
(2010a). Transforming American Education: Learning Powered by
Technology. Washington, DC: Available from www2.ed.gov/about/offices/list/os/technology/netp.pdf.
U.S. Department of Education, Office of Planning, Evaluation and
Policy Development. (2010b). ESEA Blueprint for Reform. Washington,
DC: Available from www2.ed.gov/policy/elsec/leg/blueprint/index.html.
U.S. Government Accountability Office. (2009). Teacher Preparation
Multiple Federal Education Offices Support Teacher Preparation for
Instructing Students with Disabilities and English Language
Learners, but Systemic Departmentwide Coordination Could Enhance
This Assistance, (GAO-09-573). Washington, DC: July 20, 2009.
Available from www.GAO.gov/new.items/d09573.pdf.
[[Page 36516]]
Wei, R.C., Darling-Hammond, L., & Adamson, F. (2010). Professional
development in the United States: Trends and challenges. Dallas, TX:
National Staff Development Council.
Winton, P., Buysse, V., Rous, B., Lim, C-I., & Epstein, D. (2012,
March). CONNECT Modules: Usage and Impact. Report to the CONNECT
Steering Committee, University of North Carolina, FPG Child
Development Institute. Chapel Hill, NC: CONNECT: The Center to
Mobilize Early Childhood Knowledge.
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. 1462 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. (c) The regulations for
this program in 34 CFR part 304.
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 only.
II. Award Information
Type of Award: Cooperative agreement.
Estimated Available Funds: $1,500,000.
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 $1,500,000 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
notice.
Project Period: Up to 36 months with an optional additional 24
months based on performance.
Note: Applications must include plans for both the 36 month
award and the 24-month extension.
III. Eligibility Information
1. Eligible Applicants: SEAs; LEAs, including public charter
schools that are considered LEAs under State law; IDEA Part C lead
agencies; EIS providers; 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 program does not require cost
sharing or matching.
3. Other: General Requirements--(a) The projects funded under this
program must make positive efforts to employ and advance in employment
qualified individuals with disabilities (see section 606 of IDEA).
(b) Each applicant and grant recipient funded under this program
must involve individuals with disabilities or parents of individuals
with disabilities ages birth through 26 in planning, implementing, and
evaluating the project (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:
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) 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 protected].
If you request an application from ED Pubs, be sure to identify
this competition as follows: CFDA number 84.325E.
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 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
in 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: July 30, 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
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
[[Page 36517]]
process, the individual's application remains subject to all other
requirements and limitations in this notice.
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 program.
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 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 National Center for Development of Coursework and
Training Modules to Improve Services and Results for Children with
Disabilities, CFDA number 84.325E, 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 National
Center for Development of Coursework and Training Modules to Improve
Services and Results for Children with Disabilities, CFDA number
84.325E at 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 84.325,
not 84.325E).
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.
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
[[Page 36518]]
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 84.325E), 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
84.325E), 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 program are
from 34 CFR 75.210 and are listed in the application package.
2. Review and Selection Process: (a) 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.
(b) 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 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
[[Page 36519]]
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. For
purposes of this priority, the Center will use these measures which
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: Sarah Allen, U.S. Department of
Education, 400 Maryland Avenue SW., room 4105, Potomac Center Plaza
(PCP), Washington, DC 20202-2600. Telephone: (202) 245-7875.
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 site.
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 14, 2012.
Alexa Posny,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2012-14944 Filed 6-18-12; 8:45 am]
BILLING CODE 4000-01-P