[Federal Register Volume 77, Number 127 (Monday, July 2, 2012)]
[Notices]
[Pages 39226-39234]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 2012-16173]
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DEPARTMENT OF EDUCATION
Applications for New Awards: Technical Assistance and
Dissemination To Improve Services and Results for Children With
Disabilities--Technical Assistance Center To Support Implementation of
Evidence-Based Practices
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice.
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Overview Information:
Technical Assistance and Dissemination to Improve Services and
Results for Children with Disabilities--Technical Assistance Center to
Support Implementation of Evidence-based Practices.
Notice inviting applications for new awards for fiscal year (FY)
2012.
Catalog of Federal Domestic Assistance (CFDA) Number: 84.326K.
DATES: Applications Available: July 2, 2012.
Deadline for Transmittal of Applications: August 1, 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 the educational achievement of
children with disabilities by providing technical assistance (TA),
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
1481(d)).
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 to Support Implementation of Evidence-
based Practices.
Background:
The purpose of this priority is to fund a cooperative agreement for
a Technical Assistance Center to Support Implementation of Evidence-
based Practices (Center). This Center will assist State educational
agencies (SEAs), within-State regional TA providers (regional TA
providers), local educational agencies (LEAs), schools, and Department-
funded TA providers in improving the educational achievement of
children with disabilities in kindergarten through grade 12 (K-12)
education systems by building an implementation infrastructure to scale
up implementation supports (e.g., training, coaching, administrative
support, and data-based decision-making) in order to expand the use of
evidence-based practices (EBPs) statewide.
Research has shown that all students, including those with
disabilities, benefit from educators' use of EBPs that are matched to
student needs (Hattie, 2009). Support from the SEAs, regional TA
providers, LEAs, and schools to implement these practices is critical
for educators to use EBPs fully and effectively (Mourshed, Chijioke, &
Barber, 2010; Rhim, Hassel, & Redding, 2007). Without focused and
effective support for implementing EBPs, it is unlikely that the
desired student outcomes will be achieved (Vernez, Karam, Mariano, &
DeMartini, 2006; Wei, Darling-Hammond, & Adamson, 2010).
To effectively implement EBPs, educators need training that is
based on adult learning principles, coaching to support the use of the
skills learned in training, administrative support for use of the
practices, and assistance with data-based decision-making (Fixsen,
Naoom, Blase, Friedman, & Wallace, 2005; Han & Weiss, 2005; Joyce &
Showers, 2002; Ransford, Greenberg, Domitrovich, Small, & Jacobson,
2009).
Beyond this, most essential to implementing EBPs are teams of
people who are able to initiate and coordinate the various components
of these implementation supports, help remove barriers to employing
EBPs, and assist administrators in thinking through systemic changes to
better support the use of the EBPs (Higgins, Weiner, & Young, 2012;
Sugai & Horner, 2006; Turnbull et al., 2002). These teams function as
part of the various entities in the education system--the SEA, regional
TA provider, LEA, and school--and provide the infrastructure needed to
scale up implementation supports statewide that, in turn, facilitate
the effective use of EBPs in schools across the State. Having teams of
people with specific roles related to providing implementation supports
can positively influence the use of EBPs (Hest, 2012; Higgins, Weiner,
& Young, 2012). The team at each level of the education system supports
the next level (e.g., the SEA supports its regional TA providers), and
communication between the teams is important for providing information
about barriers and needs related to implementing EBPs. In addition, the
teams collect and use data in an evaluation system that supports the
effective use of EBPs.
Evaluation is the process of collecting and using information for
decision-making (Algozzine et al., 2010). When using EBPs on a large
scale, it is important to have an evaluation system that: (a) includes
measures and measurement schedules that meet the needs of local
decision-makers; and (b) allows for evaluation information to be used
for decision-making at the SEA, regional TA provider, LEA, and school
levels. An evaluation system provides information to decision-makers on
the effectiveness of the implementation supports provided, the fidelity
with which core elements of the EBP are implemented, and the effect of
the EBP on students' outcomes. The evaluation system also addresses
questions related to replication, sustainability, and continuous
improvement of an EBP (Algozzine et al., 2010).
Developing and strengthening the implementation infrastructure
requires collaboration among the teams at all levels of the educational
system to identify improvements that can be made in how: (1) Funds are
used; (2) policies affect practice; (3) implementation and impact data
can be used to determine
[[Page 39227]]
the best course of action; (4) personnel and other resources can be
repurposed or deployed to support the goal of effective implementation
of EBPs; and (5) institutions of higher education (IHEs) and community
partnerships can help States build their expertise and enhance their
ability to scale up implementation supports (Domitrovich et al., 2008;
Lewis, Barrett, Sugai, & Horner, 2010). However, this is long-term,
challenging work, and most States have not been able to make the
significant, systemic change necessary to create an implementation
infrastructure and develop statewide implementation supports (Unger et
al., 2008).
The OSEP-funded State Implementation and Scaling Up of Evidence-
based Practices TA Center (SISEP) has had success in laying the
groundwork for statewide systemic change (for further information
visit: www.scalingup.org). This center has helped some SEAs and other
entities establish teams at different levels of the education system to
lead the review and revision of policies, distribution of funding, and
the use of data and human resources to support the scale up of various
EBPs.
SISEP created an assessment tool called the State Capacity
Assessment (SCA) to evaluate the presence or absence of the components
of an implementation infrastructure in the State. SISEP staff used the
SCA formatively with States to whom they provided TA and assessed the
level of State capacity for providing implementation supports. SISEP
observed that each State receiving intensive TA was able to develop
components of an implementation infrastructure, although no one State
had every component in place.
In partnership with SISEP, SEA teams comprised of Chief State
School Officers, general and special education leaders, and other
State-level decision-makers have directed large-scale implementation of
EBPs. These SEA teams developed guidance to help all education
personnel in the States select EBPs for use in the K-12 education
system statewide (Horner, Fixsen, Ingram, & Tedesco, 2010). SEA teams
also worked with SISEP to develop the evaluation system necessary to
measure EBP implementation and impact data and determine the best
course of action in making improvements to their implementation
supports and infrastructures. The regional TA provider teams helped
LEAs develop implementation supports for effective use of EBPs. The LEA
teams evaluated the quality of implementation supports for their EBPs
to determine the areas of implementation supports that needed
strengthening. They also developed school-based teams to support
implementation of new EBPs.
As funding for SISEP draws to a close, Department-funded TA
providers and SEAs have called for more assistance for building
implementation infrastructures and developing implementation supports
to ensure EBPs will be consistently and effectively used to improve the
educational achievement of children with disabilities. SEAs have
recognized the need for an effective implementation infrastructure, and
the challenges in establishing it, and those SEAs currently receiving
intensive TA have requested continued TA to ensure success. As States
continue to develop their implementation infrastructures to scale up
implementation supports statewide, the newly funded Center will create
tools and provide support to enable these States to continue toward
their goals and for other States to replicate their successes.
Accordingly, OSEP proposes to fund a national center to support the
implementation of evidence-based practices. This center will build upon
and expand the work of SISEP and develop the implementation
infrastructures necessary for SEAs, regional TA providers, LEAs, and
schools to provide implementation supports statewide and to support the
use of EBPs to improve the educational achievement of children with
disabilities in grades K-12. Under this priority, the funded center
will provide TA to SEAs, LEAs and their corresponding regional TA
providers, schools, and Department-funded TA centers.
Priority:
The purpose of this priority is to fund a cooperative agreement for
a Technical Assistance Center to Support Implementation of Evidence-
based Practices (Center). This Center will assist SEAs, regional TA
providers, LEAs, schools, and Department-funded TA providers in
improving the educational achievement of children with disabilities in
K-12 education systems by building an implementation infrastructure to
scale up implementation supports (e.g., training, coaching,
administrative support, and data-based decision-making) in order to
support EBPs statewide.
Specifically, the Center will (1) Provide assistance to SEAs in
developing an implementation infrastructure that will support the
effective use of EBPs to improve the educational achievement of
children with disabilities throughout a State; (2) assist SEAs,
regional TA providers, LEAs, and schools in providing implementation
supports for the effective use of EBPs to improve the educational
achievement of children with disabilities; (3) assist SEAs, regional TA
providers, LEAs, and schools in using funding, policies, data systems,
personnel, and partnerships with IHEs and communities to provide
implementation supports; (4) assist in building evaluation systems and
evaluation measures, when necessary, that SEAs, regional TA providers,
LEAs, and schools can use to evaluate the implementation of EBPs, their
implementation infrastructure, and their implementation supports; (5)
support the expanded use of EBPs in States and LEAs; (6) create
training modules and support documents that can help SEAs, regional TA
providers, LEAs, and schools strengthen their implementation
infrastructure and improve their implementation supports for the
effective use of EBPs to improve the educational achievement of
children with disabilities; and (7) train Department-funded TA
providers so that they can assist States in this work.
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 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 formative and summative evaluations of the project;
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 notice;
(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
[[Page 39228]]
services. This plan should include data collected on all components of
the Center activities;
(d) A plan for recruiting and selecting a minimum of three SEAs to
receive intensive TA. Each of the selected SEAs must agree to involve
their LEAs, their corresponding regional TA providers (if the State is
structured in that way), and IHEs in their capacity-building work. The
plan must include the criteria the Center will use to select SEAs to
receive intensive TA. To participate in the intensive TA, an SEA must
agree to work with a minimum of three LEAs--one urban LEA, one rural
LEA,\1\ and one high-need LEA.\2\ These requirements do not apply to
States and entities that do not have at least three LEAs or do not have
any LEAs that meet these requirements. The selection of SEAs must be
approved by the OSEP project officer;
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\1\ For 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.
\2\ For purposes of this priority, a ``high-need LEA'' is,
consistent with the definition in section 2102(3) of the ESEA, 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.
Note: These SEAs must not have previously received intensive TA
services from SISEP. The States that previously received intensive
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TA services from SISEP are Minnesota, North Carolina, and Oregon.
(e) A plan for recruiting and selecting a minimum of six LEAs to
receive intensive TA across a minimum of two States that were not
selected for intensive TA and have not received intensive TA from
SISEP. Each of the selected LEAs must agree to involve SEAs, regional
TA providers (as appropriate), schools, and IHEs in their
implementation infrastructure development. The plan must include the
criteria the Center will use to select LEAs to receive intensive TA and
how the Center plans to share information from its work with an LEA
with the SEA. The selection of LEAs must be approved by the OSEP
project officer;
(f) A plan for a summative evaluation to be conducted by an
independent third party;
(g) 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) A two-day Leveraging Resources Conference in Washington, DC,
during each year of the project period.
(4) Two, two-day trips annually to attend Department briefings,
Department-sponsored conferences, 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 and 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.
(i) A line item in the proposed budget to support an information
technology expert (to support the webinars, meetings, and video
conferences that will be used with intensive and targeted States, and
to disseminate information to the public) at a minimum of .25 full-time
equivalent (FTE).
Project Activities. To meet the requirements of this priority, the
Center, at a minimum, must conduct the following activities:
Knowledge Development Activities.
(a) By the end of the first year of the project period, using the
materials developed by SISEP and available at www.scalingup.org, as
well as other available resources, develop high-quality, publicly
available, training modules appropriate for use by SEAs, regional TA
providers, LEAs, schools, IHEs, Department-funded TA centers, and other
national TA centers that describe how to develop an implementation
infrastructure that supports educators, school administrators, district
personnel, and SEA personnel as they develop and use new skills in the
implementation of EBPs to improve the educational achievement of
children with disabilities. Modules may be developed to accommodate
directed, self-directed, or blended (online and offline) learning
systems.
Note: All training modules must be available for use at no cost
on a dedicated Web site that is easily searchable by topic.
(b) Submit the modules for review to a group of representatives
from SEAs and LEAs, including representatives of regional TA providers,
schools, families of individuals with disabilities, representatives
from IHEs, TA centers, and researchers established under paragraph (c)
in the Leadership and Coordination Activities section of this notice,
and when the modules are finalized, disseminate them according to the
dissemination strategy developed under paragraph (b) of the Technical
Assistance and Dissemination Activities section of this notice.
Technical Assistance and Dissemination Activities.
(a) Provide a continuum of TA and dissemination activities that
include:
(1) Providing intensive TA to three SEAs, as described in paragraph
(d) of the Application Requirements section of this notice, to build
the capacity that will enable these SEAs and their designated LEAs and
corresponding regional TA providers to--
(i) Establish teams at the SEA, regional TA provider, LEA, and
school levels to facilitate the scaling up of implementation supports
statewide;
(ii) Determine how to use funding, policies, evaluation systems,
personnel, and IHE and community partnerships to provide the
implementation supports that facilitate the scaling up of EBPs to
improve the educational achievement of children with disabilities;
(iii) Develop and implement a strategy to increase the engagement
of stakeholders, including families, to collaboratively support the
effective use of EBPs to improve the educational achievement of
children with disabilities; and
(iv) Make effective use of an EBP statewide;
(2) Offer, and if accepted, provide continued TA to the three SEAs
that have previously received intensive TA from SISEP (Minnesota, North
Carolina, and Oregon) to help these SEAs further develop and maintain
their implementation infrastructure to scale up implementation supports
statewide and to scale up EBPs to improve the educational achievement
of children with disabilities.
(3) Providing intensive TA to six additional LEAs in States not
receiving intensive TA from the Center to help
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them develop an implementation infrastructure and to scale up EBPs to
improve the educational achievement of children with disabilities. Each
LEA must have at least 10 elementary schools, 4 middle schools, and 2
high schools.
(4) Providing targeted TA to SEAs that meet the criteria developed
by the Center in collaboration with the OSEP Project Officer to build
the implementation infrastructure to scale up implementation supports
in order to expand the use of EBPs statewide that will improve the
educational achievement of children with disabilities. Targeted TA
activities could include--
(i) Assisting SEAs, regional TA providers, LEAs, and schools to use
measures that assess the implementation infrastructure, implementation
supports, effective use of EBPs to improve the educational achievement
of children with disabilities, and student outcomes related to those
EBPs, including assisting educational entities (SEAs, regional TA
providers, LEAs, and schools) to analyze and use the resulting data to
inform and improve implementation efforts;
(ii) Plan and implement activities, which could include webinars,
meetings, video conferences, and Web sites to support the educational
entities receiving intensive or targeted TA to focus on lessons
learned, strategies and tools, and evaluation data related to building
an implementation infrastructure to scale up implementation supports
statewide that will lead to the effective use of EBPs to improve the
educational achievement of children with disabilities.
(5) Widely disseminating the materials developed by the Center and
modules described in paragraph (a) of the Knowledge Development
Activities section of this notice.
(b) Develop an efficient and high-quality dissemination strategy
that reaches a broad audience.
(c) 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).
(d) Prepare and disseminate reports, documents, and other materials
on infrastructure and support for the effective use of EBPs and related
topics as requested by OSEP for specific audiences, including families,
educators, administrators, and policymakers. In consultation with the
OSEP Project Officer, make selected reports, documents, and other
materials available in both English and Spanish.
(e) Prior to developing any new TA product, submit a proposal for
each product to the TACC 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 (www.tadnet.org).
(f) Contribute, on an ongoing basis, updated information on the
Center's approved and finalized products and services to a database at
TACC.
Leadership and Coordination Activities
(a) Collaborate with Department-funded TA&D centers to provide
comprehensive assistance aligned to the needs of SEAs, regional TA
providers, or LEAs related to supporting the large-scale use of EBPs to
improve the educational achievement of children with disabilities.
(b) Collaborate with, and provide training to, the six OSEP-funded
Regional Resource Centers and, as appropriate, other Department-funded
TA providers. These activities must be designed to provide the TA
providers with the skills to help States to build their implementation
infrastructure to scale up implementation supports statewide that will
lead to the effective use of EBPs to improve the educational
achievement of children with disabilities.
(c) Consult with a group of persons, including representatives from
SEAs and LEAs, including representatives of regional TA providers,
schools, families of individuals with disabilities, representatives
from IHEs, TA centers, 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.
(d) Communicate, coordinate, and collaborate on an ongoing basis
with Department-funded projects, including the Intensive Interventions
Center, Center on Positive Behavioral Interventions and Supports,
Center for Technology Implementation, the IDEA Partnership Project, the
Regional Resource Centers, the Inclusive School-wide Reform Center, if
funded, the national and regional Parent Training Information Centers,
as well as TA providers for the Race to the Top States and the
Comprehensive Centers, as appropriate. 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.
(e) Participate in, organize, or facilitate communities of practice
if they align with the Center's objectives and the needs of SEAs,
regional TA providers, LEAs, schools, IHEs, Department-funded TA
centers, and other national TA providers. The following Web site
provides more information on communities of practice:
www.tacommunities.org/community/view/id/1027; and
(f) Maintain ongoing communication with the OSEP Project Officer
through monthly telephone conversations and email communication.
Fourth and Fifth Years of 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 be conducted during a
one-day intensive meeting in Washington, DC, that will be held during
the last half of the project period's second year. 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 outcomes
for students with disabilities and students at risk of a disability.
References
Algozzine, B., Horner, R. H., Sugai, G., Barrett, S., Dickey, S. R.,
Eber, L., Tobin, T. (2010). Evaluation blueprint for school-wide
positive behavior support. Eugene, OR: National Technical Assistance
Center on Positive Behavior Interventions and Support. Retrieved
from www.pbis.org/evaluation/evaluation_blueprint.aspx.
Domitrovich, C. E., Bradshaw, C. P., Poduska, J. M., Hoagwood, K.,
Buckley, J. A., Olin, S., * * * Ialongo, N.S. (2008). Maximizing the
implementation quality of evidence-based preventive interventions in
schools: A conceptual framework. Advances in School Mental Health
Promotion, 1, 6-27.
Fixsen, D. L., Naoom, S. F., Blase, K. B., Friedman, R. M., &
Wallace, F. (2005). Implementation research: A synthesis of the
literature. Tampa, FL: National Implementation Research Network,
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Louis de la Parte Florida Mental Health Institute, University of
South Florida. Retrieved from http://nirn.fpg.unc.edu/resources/implementation-research-synthesis-literature.
Han, S. S., & Weiss, B. (2005). Sustainability of teacher
implementation of school-based mental health programs. Journal of
Abnormal Child Psychology, 33(6), 665-679.
Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-
analyses Relating to Achievement. London: Routledge.
Hest, S. (2012). Social Support in the Workplace and Implementation
Outcomes of an Evidence-Based Program. Manuscript submitted for
publication.
Higgins, M.C., Weiner, J., & Young, L. (2012). Implementation teams:
A new lever for organizational change. Journal of Organizational
Behavior, 33(3), 366-388.
Horner, R., Fixsen, D., Ingram, K., & Tedesco, M. (2010).
Scaleworthy interventions for statewide implementation. Chapel Hill,
NC: State Implementation and Scaling up of Evidence-based Practices
Center, University of North Carolina at Chapel Hill.
Joyce, B., & Showers, B. (2002). Student Achievement Through Staff
Development (3rd ed.). Alexandria, VA: Association for Supervision
and Curriculum Development.
Lewis, T.J., Barrett, S., Sugai, G., Horner, R. H. (2010). Blueprint
for schoolwide positive behavior support training and professional
development. Eugene, OR: National Technical Assistance Center on
Positive Behavior Interventions and Support. Retrieved from:
www.pbis.org.
Mourshed, M., Chijioke, C. and Barber, M. (2010). How the World's
Most Improved School Systems Keep Getting Better. London: McKinsey &
Company.
Ransford, C. R., Greenberg, M. T., Domitrovich, C. E., Small, M., &
Jacobson, L. (2009). The Role of Teachers' Psychological Experiences
and Perceptions of Curriculum Supports on the Implementation of a
Social and Emotional Learning Curriculum. School Psychology Review,
38(4), 510-532.
Rhim, L.M., Hassel, B., & Redding, S. (2007). State Role in
Supporting School Improvement. In S. Redding & H.J. Walberg (Eds.)
Handbook on Statewide Systems of Support (pp. 21-56). Chicago, IL:
Information Age Publishing.
Sugai, G., & Horner, R. R. (2006). A Promising Approach for
Expanding and Sustaining School-Wide Positive Behavior Support.
School Psychology Review, 35(2), 245-259.
Turnbull, A., Edmonson, H., Griggs, P., Wickham, D., Sailor, W.,
Freeman, R., * * * Warren, J. (2002). A blueprint for schoolwide
positive behavior support: Implementation of three components.
Exceptional Children, 68(3), 377-402.
Unger, C., Lane, B., Cutler, E., Lee, S., Whitney, J., Arruda, E., &
Silva, M. (2008). How can state education agencies support district
improvement: A conversation amongst educational leaders,
researchers, and policy actors. Providence, RI: The Education
Alliance at Brown University.
Vernez, G., Karam, R., Mariano, L. T., & DeMartini, C. (2006).
Evaluating comprehensive school reform models at scale: Focus on
implementation. Santa Monica, CA: RAND Corporation.
Wei, R. C., Darling-Hammond, L., and Adamson, F. (2010).
Professional development in the United States: Trends and
challenges. Dallas, TX: National Staff Development Council.
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: $1,100,000.
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 $1,100,000 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. 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; IHEs; other public
agencies; private nonprofit organizations; outlying areas; freely
associated States; Indian tribes or tribal organizations; and for-
profit organizations.
2. Cost Sharing or Matching: This competition does not require cost
sharing or matching.
3. Other: General Requirements--
(a) The project funded under this competition must make positive
efforts to employ and advance in employment qualified individuals with
disabilities (see section 606 of IDEA).
(b) Applicants and 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
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: edpubs@inet.ed.gov.
If you request an application package from ED Pubs, be sure to
identify this program or competition as follows: CFDA number 84.326K.
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,
[[Page 39231]]
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: July 2, 2012.
Deadline for Transmittal of Applications: August 1, 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 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
competition.
5. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
6. Data Universal Numbering System Number, Taxpayer Identification
Number, and Central Contractor Registry: To do business with the
Department of Education, you must--
a. Have a Data Universal Numbering System (DUNS) number and a
Taxpayer Identification Number (TIN);
b. Register both your DUNS number and TIN with the Central
Contractor Registry (CCR), the Government's primary registrant
database;
c. Provide your DUNS number and TIN on your application; and
d. Maintain an active CCR registration with current information
while your application is under review by the Department and, if you
are awarded a grant, during the project period.
You can obtain a DUNS number from Dun and Bradstreet. A DUNS number
can be created within one business day.
If you are a corporate entity, agency, institution, or
organization, you can obtain a TIN from the Internal Revenue Service.
If you are an individual, you can obtain a TIN from the Internal
Revenue Service or the Social Security Administration. If you need a
new TIN, please allow 2-5 weeks for your TIN to become active.
The CCR registration process may take five or more business days to
complete. If you are currently registered with the CCR, you may not
need to make any 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 to Support Implementation
of Evidence-based Practices competition, CFDA number 84.326K, 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 to Support Implementation of Evidence-based Practices
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 84.326K).
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.
[[Page 39232]]
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 84.326K), 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
84.326K), 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
[[Page 39233]]
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: Jennifer Coffey, U.S. Department of
Education, 400 Maryland Avenue SW., Room 4097, Potomac Center Plaza
(PCP), Washington, DC 20202-2600. Telephone: (202) 245-6673.
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.
[[Page 39234]]
Dated: June 27, 2012.
Alexa Posny,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2012-16173 Filed 6-29-12; 8:45 am]
BILLING CODE 4000-01-P