[Federal Register Volume 78, Number 106 (Monday, June 3, 2013)]
[Notices]
[Pages 33078-33090]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2013-13094]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Training and Information for Parents
of Children With Disabilities--Technical Assistance for Parent Centers
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice.
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Overview Information:
Training and Information for Parents of Children with
Disabilities--Technical Assistance for Parent Centers Notice inviting
applications for new awards for fiscal year (FY) 2013.
Catalog of Federal Domestic Assistance (CFDA) Number: 84.328R.
DATES: Applications Available: June 3, 2013.
Deadline for Transmittal of Applications: July 18, 2013.
Deadline for Intergovernmental Review: September 16, 2013.
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purpose of this program is to ensure that
parents of children with disabilities receive training and information
to help improve results for their children.
Priorities: In accordance with 34 CFR 75.105(b)(2)(iv), these
priorities are from allowable activities specified in the statute (see
sections 671, 672, 673, and 681(d) of the Individuals with Disabilities
Education Act (IDEA)).
Absolute Priority: For FY 2013 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 for Parent Centers.
Background:
The purpose of this priority is to fund eight cooperative
agreements to support the establishment and operation of eight
Technical Assistance Centers for Parent Centers (PTACs) in three focus
areas. Section 673 of IDEA authorizes the provision of technical
assistance (TA) for developing, assisting, and coordinating parent
training and information programs carried out by parent training and
information centers (PTIs) receiving assistance under section 671 of
IDEA and community parent resource centers (CPRCs) receiving assistance
under section 672 of IDEA, collectively referred to as ``parent
centers.''
The 100 parent centers currently funded by the Department of
Education (Department) promote the effective education of infants,
toddlers, children, and youth with disabilities by ``strengthening the
role and responsibility of parents and ensuring that families of such
children have meaningful opportunities to participate in the education
of their children at school and at home'' (section 601(c)(5)(B) of
IDEA). Parent centers provide information, individual assistance, and
training that enable parents to (1) ensure that their children are
included in general education classrooms and extracurricular activities
with their peers; (2) help their children meet developmental and
academic goals; (3) help their children meet challenging expectations
established for all children, including college- and career-ready
standards; and (4) prepare their children to achieve positive
postsecondary outcomes that lead to lives that are as productive and
independent as possible (section 601(c)(5)(A) of IDEA). In the 30 years
since the Department funded the first parent center, parent centers,
consistent with section 671(b) of IDEA, have successfully helped
families navigate systems providing early intervention, special
education, general education, postsecondary options, and related
services; understand the nature of their children's disabilities; learn
about their rights and responsibilities under IDEA; expand their
knowledge of evidence-based education practices to help their children
succeed; strengthen their collaboration with professionals; locate
resources available for themselves and their children; and advocate for
improved student achievement, increased graduation rates, and improved
postsecondary outcomes for all children through participation in school
reform activities. In addition, parent centers have helped youth with
disabilities understand their rights and responsibilities and learn
self-advocacy skills.
Technical Assistance Centers for Parent Centers (PTACs) provide
support to parent centers' to carry out these statutorily required
activities and, in doing so, help parents participate in the education
of their children at school and at home, thereby improving outcomes for
children with disabilities. Section 673(b) of IDEA also lists areas in
which parent centers may need TA: (1) Coordinating parent training
efforts; (2) disseminating scientifically based research and
information; (3) promoting the use of technology, including assistive
technology devices and assistive technology services; (4) reaching
underserved populations, including parents of low-income and limited
English proficient children with disabilities; (5) including children
with disabilities in general education programs; (6) facilitating all
transitions from early intervention through postsecondary environments;
and (7) promoting alternative methods of dispute resolution, including
mediation.
Parent centers may also benefit from TA on the most current
information on laws, policies, and evidence-based education practices
affecting children with disabilities; how data can be used to inform
instruction; how to interpret results from evaluations and assessments;
and ways to effectively engage in school reform activities, including
how to interpret and use the data that informs those activities.
Ongoing TA, responsive to the individual needs of parent centers,
builds parent center staff knowledge and expertise on these topics. In
addition, since many parent centers are grassroots organizations with
small budgets, they may benefit from TA on managing a Federal grant,
maximizing efficiencies, and meeting complex statutory and regulatory
requirements for nonprofits.
Parent centers also need support to increase their capacity to
reach and provide services to all parents of children with
disabilities, particularly parents of infants, toddlers, preschool
children and transition-age youth; youth with disabilities; parents
with limited English proficiency; underserved parents; and Native
American parents. The following Web site provides more information on
the current parent centers and PTACS, including links to each grantee's
Web site: www.parentcenternetwork.org.
In order to ensure that parent centers receive the TA they need to
increase their knowledge and capacity to provide services to parents
and youth effectively and efficiently, the Department plans to build on
the work of the currently funded PTACs and Native American PTI by
funding eight PTACs: A Center for Parent Information and Resources; six
Regional PTACs; and a Native American PTAC.
Center for Parent Information and Resources (CPIR). The CPIR will
focus
[[Page 33079]]
on disseminating resources \1\ to all parent centers, providing
universal TA \2\ on the use of those resources, and supporting parent
centers in the annual data collection required under section 671(b)(12)
of IDEA. The CPIR will develop products \3\ for parent centers to use
when providing services to parents and youth and maintain a central
repository of other available resources that parent centers can use to
better manage their work and help support and train parents and youth.
The products the CPIR provides will contain up-to-date, accurate,
family-centered information. Providing these products and resources to
parent centers will allow them to focus their time and effort on
providing services to families, rather than on developing products and
resources. In addition, a central source of products and resources will
minimize duplication, help ensure consistency in the quality of the
information parents and youth receive while still allowing flexibility
for parent centers to modify the products and resources to meet their
needs, and facilitate better coordination among the parent centers.
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\1\ As used in this priority, ``resources'' means sources of
information or expertise that help parent centers carry out their
work. Resources are used by parent center staff and are generally
not provided to families. Examples of resources include guides for
trainers to use a specific curriculum, a listing of parent center
staff expertise, and open source Web templates, among others.
\2\ As used in this priority, ``universal TA'' means TA and
information provided to independent users through their own
initiative, resulting in minimal interaction with TA center staff.
This category of TA includes information or products, such as
newsletters, guidebooks, or research syntheses, downloaded from the
PTAC's Web site by independent users. Brief communications by PTAC
staff with recipients, either by telephone or email, are also
considered universal, general TA. The following Web site provides
more information on levels of TA: www.tadnet.org.
\3\ A product is a piece of work, in text or electronic form,
developed and disseminated by a project to inform a specific
audience on a topic relevant to the improvement of outcomes for
children with disabilities. Examples of products include journal or
informational articles, booklets, pamphlets, manuals, DVDs, CDs,
multimedia kits or modules, and PowerPoint presentations.
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Regional PTACs. In addition to the CPIR, the Department will fund
six Regional Technical Assistance Centers for Parent Centers (Regional
PTACs). Each Regional PTAC will provide differentiated targeted TA \4\
and intensive TA \5\ directly to parent centers that meet the unique
needs of each parent center in its region. The TA will focus on
increasing parent centers' capacity to effectively manage their work,
reach more parents and youth, and help parents improve outcomes for
their children. The Regional PTACs will not develop new products and
resources for the parent centers to use when providing services
directly to parents. However, Regional PTACs may develop products and
resources to be used in management and capacity-building activities
with the parent centers in its region, such as management decision
matrices, templates to respond to information requests, self-assessment
rubrics, or materials for presentations to parent center staff and
board members.
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\4\ As used in this priority, ``targeted TA'' means TA services
developed based on needs common to multiple recipients and not
extensively individualized. A relationship is established between
the TA recipient and one or more TA center staff. This category of
TA can be one-time, labor-intensive events, such as facilitating
strategic planning or hosting regional or national meetings. TA can
also be episodic, less labor-intensive events that extend over a
period of time, such as facilitating a series of conference calls on
single or multiple topics that are designed around the needs of the
recipients. Facilitating communities of practice can also be
considered targeted, specialized TA. The following Web site provides
more information on levels of TA: www.tadnet.org.
\5\ As used in this priority, ``intensive TA'' means TA services
often provided on-site and requiring a stable, ongoing, negotiated
relationship between the TA center staff and the TA recipient. The
TA relationship is defined as a purposeful, planned series of
activities designed to reach an outcome that is valued by the
individual recipient. This category of TA results in changes to
policy, program, practice, or operations that support increased
recipient capacity or improved outcomes at one or more levels. The
following Web site provides more information on levels of TA:
www.tadnet.org.
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The parent centers served by the Regional PTACs align with the
States served by the Regional Resource Centers funded under the IDEA
and administered by the Department's Office of Special Education
(OSEP).\6\ This alignment will help the Regional PTACs meet the
requirement in section 673(c) of IDEA that the Regional PTACs develop
collaborative agreements with the geographically appropriate Regional
Resource Centers.
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\6\ For more information on the Regional Resource Center
Program, go to www.rrcprogram.org.
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Native American Technical Assistance Center for Parent Centers
(Native American PTAC). Finally, the Department will fund a Native
American PTAC to focus on building the capacity of parent centers to
provide effective and culturally appropriate services to Native
American \7\ parents of children with disabilities and Native American
youth with disabilities. In order to effectively support Native
American parents and youth, staff at parent centers need to be
knowledgeable about how Native American culture affects the training
and information needs of Native American families who have a child with
a disability, the varied experiences of Native American families
raising a child with a disability and living on a reservation or in an
urban area, and the policies governing the delivery of services to
children with disabilities by early intervention programs and schools
managed by the Bureau of Indian Education (BIE) and tribal governments.
The Native American PTAC will provide universal TA to all parent
centers on providing effective, culturally responsive services to
Native American parents of children with disabilities, as well as to
youth with disabilities. The Native American PTAC will also provide
differentiated, targeted, and intensive TA to parent centers requesting
additional support to build their capacity to provide services to
Native American parents of children with disabilities and Native
American youth with disabilities.
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\7\ ``Native American,'' as used in this priority, refers to
American Indians, Alaska Natives, Native Hawaiians, and other
Pacific Islanders. For more information, go to www.census.gov/population/race/.
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In addition to the three focus areas in this priority (CPIR,
Regional PTACs, Native American PTAC) there are three competitive
preference priorities within this priority. For an applicant under
Focus Area 2 or 3, Regional PTACs or the Native American PTAC, the
first competitive preference priority will award an additional five
points if the applicant is a nonprofit organization that meets the IDEA
definition of a ``parent organization''.\8\ We believe such an
organization will understand the day-to-day challenges of managing a
parent center and providing services to families.
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\8\ Section 671(a)(2) of IDEA defines a ``parent organization''
as a private nonprofit organization (other than an institution of
higher education) that--
(A) Has a board of directors--
(i) The majority of whom are parents of children with
disabilities ages birth through 26;
(ii) That includes--
(I) Individuals working in the fields of special education,
related services, and early intervention;
(II) Individuals with disabilities; and
(III) The parent and professional members of which are broadly
representative of the population to be served, including low-income
parents and parents of limited English proficient children; and
(B) Has as its mission serving families of children with
disabilities who--
(i) Are ages birth through 26; and
(ii) Have the full range of disabilities described in section
602(3) of IDEA.
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For an applicant under Focus Area 2, Regional PTACs, the second
competitive preference priority will award an additional five points if
the applicant is located in the region that it proposes to serve. We
believe such an organization will understand regional needs and
perspectives, and use its travel budget more efficiently.
For an applicant under Focus Area 3, the Native American PTAC, the
third competitive preference priority will
[[Page 33080]]
award five additional points if the applicant is a nonprofit
organization administered by a board of directors, the majority of whom
are Native Americans. We believe that a board of directors with Native
American members is critical to ensuring that the TA provided by the
Native American PTAC will focus on the important issues faced by Native
American families who have children with disabilities, and Native
American youth with disabilities.
Priority:
This priority will fund eight cooperative agreements to support the
establishment and operation of eight PTACs in three focus areas. Under
Focus Area 1, the Department intends to fund one CPIR. The CPIR, must,
at a minimum: (a) Increase parent centers' knowledge of: Evidence-based
education practices that improve early learning, school-aged, and
postsecondary outcomes; college- and career-ready standards and
assessments; school reform efforts to improve student achievement and
increase graduation rates; the use of data to inform instruction and
advance school reform efforts; and best practices in nonprofit
management, outreach, family-centered services, self-advocacy skill
building, and the use of technology in service provision and nonprofit
management; and (b) increase the coordination of parent training
efforts.
Under Focus Area 2, the Department intends to fund six Regional
PTACs. Regional PTACs must, at a minimum, increase the capacity of the
parent centers in their geographic areas to (a) reach and provide
services to parents of children with disabilities and youth with
disabilities, and (b) effectively manage their centers. The six
Regional PTACs will be awarded to represent the following six
geographic regions:
Region 1 PTAC: CT, ME, MA, NH, NJ, NY, PA, RI, VT.
Region 2 PTAC: DE, KY, MD, NC, SC, TN, VA, DC, WV.
Region 3 PTAC: AL, AR, FL, GA, LA, MS, OK, Puerto Rico, TX, U.S.
Virgin Islands.
Region 4 PTAC: IL, IN, IA, MI, MN, MO, OH, WI.
Region 5 PTAC: AZ, CO, KS, MT, NE., ND, NM, SD, UT, WY.
Region 6 PTAC: AK, CA, HI, ID, NV, OR, WA, the outlying areas of
the Pacific Basin, and the Freely Associated States.
Under Focus Area 3, the Department intends to fund one Native
American PTAC. The Native American PTAC must, at a minimum: (a)
Increase knowledge in parent centers of how to provide effective,
culturally responsive services that meet the needs of Native American
parents of children with disabilities and Native American youth with
disabilities and that lead to improvements in early learning, school-
aged, and postsecondary outcomes; and (b) increase the capacity of
parent centers to reach and provide services to Native American parents
and youth in their areas.
To be considered for funding under this priority, an applicant must
meet the application, programmatic, and administrative requirements of
the focus area for which it applies. An applicant may submit separate
applications in more than one focus area; however, an applicant is
limited to only one application in each focus area.
Focus Area 1: The requirements for this focus area, the CPIR, are
as follows:
(a) Demonstrate, in the narrative section of the application, under
``Significance of the Project'' how the project--
(1) Addresses parent centers' needs for universal TA on the
following: Evidence-based education practices that improve early
learning, school-aged, and postsecondary outcomes; college- and career-
ready standards and assessments; school reform efforts to improve
student achievement and increase graduation rates; the use of data to
inform instruction and advance school reform efforts; and best
practices in nonprofit management, outreach, family-centered services,
self-advocacy skill building, and the use of technology in service
provision and nonprofit management. To address this requirement the
applicant must--
(i) Present information on the needs of all parent centers;
(ii) Demonstrate knowledge of best practices on providing training
and information to a variety of audiences, to include parents from
diverse backgrounds and youth with disabilities;
(iii) Demonstrate knowledge of current evidence-based education
practices and policy initiatives in early childhood, general and
special education, transition services, and postsecondary options;
(iv) Demonstrate knowledge of current best practices in outreach,
family-centered services, self-advocacy skill building, nonprofit
management, and the use of technology in service provision and
nonprofit management; and
(v) Demonstrate knowledge of current Office of Special Education
Programs (OSEP) Technical Assistance and Dissemination (TA&D) projects,
including the Regional Resource Center (RRC) program, among others; and
(2) Will result in more coordinated and effective efforts among the
parent centers.
(b) Demonstrate, in the narrative section of the application, under
``Quality of the Project Services'' how the project will--
(1) Conduct a national assessment of the needs of parent centers
for--
(i) Knowledge of evidence-based education practices that improve
early learning, school-aged, and postsecondary outcomes; college- and
career-ready standards and assessments; school reform efforts to
improve student achievement and increase graduation rates; the use of
data to inform instruction and advance school reform efforts; and best
practices in nonprofit management, outreach, family-centered services,
self-advocacy skill building, and the use of technology in service
provision and nonprofit management, among others; and
(ii) Resources and products to train and inform (a) families of
parental rights, evidence-based education practices, and school reform
efforts; and (b) youth of their rights and responsibilities under IDEA,
as well as increase their self-advocacy skills.
Note: The methods and tools that will be used to conduct the
national needs assessment will be finalized in consultation with the
Regional PTACs, the Native American PTAC, and the OSEP project
officers in order to assure coordination and avoid duplication;
(2) Use a conceptual framework \9\ and project logic model (see
paragraph (f)(1) of this focus area) to guide the development of
project plans and activities;
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\9\ As used in this priority, ``conceptual framework'' means ``a
visual representation of the conceptual context(s) that supports and
informs the work of a system, program, or intervention, including
its underlying concepts, assumptions, expectations, beliefs or
theories, as well as the presumed relationship or linkages among
these variables.'' The following Web site provides more information
on conceptual frameworks: www.tadnet.org.
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(3) Create, update, and maintain an online, annotated repository of
resources produced by the CPIR, parent centers, OSEP-funded projects,
other Department-funded projects, and other federally funded projects
for parent centers' use with families, youth, staff members, members of
the boards of directors, and professionals;
(4) Develop a process for creating new resources for parent centers
to use with families, youth, staff members, members of the boards of
directors, and professionals that ensures resources--
(i) Are responsive to the changing needs of parent centers;
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(ii) Will be used to increase parents' knowledge of expected early
learning, school-aged, and postsecondary outcomes; college- and career-
ready standards and assessments; school reforms to improve student
achievement and increase graduation rates; and the use of data to
inform instruction and school reform activities;
(iii) Will be used to increase youth's knowledge of their rights
and responsibilities, and increase their self-advocacy skills;
(iv) Will be used to inform a variety of families, youth, and
professionals;
(v) Are available in a variety of formats;
(vi) Can be used in various methods to deliver TA (in-person,
remote, and Web-based, among others);
(vii) Use best practices for informing and training families and
youth;
(viii) Address the needs identified through the needs assessment in
paragraph (b)(1) of this focus area;
(ix) Address gaps in the resources available in the repository in
paragraph (b)(3) of this focus area;
(x) Address emerging educational and policy initiatives;
(xi) Are developed in consultation with the Regional PTACs, Native
American PTAC, and parent centers; and
(xii) Use content-specific knowledge and expertise within parent
centers in the development, review, and dissemination of the resources;
(5) Provide universal TA, as appropriate, to parent centers on
evidence-based education practices that improve early learning, school-
aged, and postsecondary outcomes; college- and career-ready standards
and assessments; school reform efforts to improve student achievement
and increase graduation rates; the use of data to inform instruction
and advance school reform efforts; and best practices in nonprofit
management, outreach, family-centered services, self-advocacy skill
building, and the use of technology in service provision and nonprofit
management that--
(i) Targets a variety of audiences (parent center directors, staff,
new personnel, and members of the boards of directors, among others);
(ii) Increases parent centers' knowledge of expected early
learning, school-aged, and postsecondary outcomes; college- and career-
ready standards and assessments; and school reforms to improve student
achievement and increase graduation rates;
(iii) Includes a variety of formats (meetings, newsletters,
communities of practice, wikis, among others);
(iv) Uses various methods to deliver TA (in-person, remote, and
Web-based, among others);
(v) Uses best practices for training and providing TA to adult
learners;
(vi) Uses technology to increase its efficiency and effectiveness;
(vii) Addresses the needs identified through the needs assessment
in paragraph (b)(1) of this focus area;
(viii) Addresses emerging educational and policy initiatives;
(ix) Is developed in consultation with the Regional PTACs, Native
American PTAC, and parent centers; and
(x) Leverages content-specific knowledge and expertise within
parent centers;
(6) Assist parent centers in the collection of annual performance
data required under section 671(b)(12) of IDEA, in consultation with
the OSEP project officer;
(7) Disseminate information about the CPIR, OSEP's Technical
Assistance and Dissemination Network, OSEP initiatives, and other
Department-funded resources and initiatives in collaboration with the
Regional PTACs and Native American PTAC that--
(i) Promotes parent center engagement in these initiatives; and
(ii) Makes use of existing knowledge and expertise across the
parent centers, the Regional PTACs, and the Native American PTAC; and
(8) Consult with a group of persons, including representatives from
parent centers, State educational agencies, State lead agencies, other
OSEP-funded TA projects, project directors of State Professional
Development Grants, and researchers, as appropriate, on the activities
and outcomes of the CPIR and solicit programmatic support and advice
from various participants in the group, as appropriate. The CPIR must
identify the members of the group to OSEP within eight weeks after
receipt of the award.
(c) Demonstrate, in the narrative section of the application, under
``Quality of the Evaluation Plan'' how--
(1) The applicant will evaluate the effectiveness of the proposed
project by undertaking a formative evaluation and a summative
evaluation, including a description of how the applicant will measure
the outcomes proposed in the logic model (see paragraph (f)(1) of this
focus area). The description must include--
(i) Evaluation methodologies, including proposed instruments, data
collection methods, and possible analyses; and
(ii) Proposed standards or targets for determining effectiveness;
(2) The applicant will use the results of the formative evaluation
to examine the effectiveness of project implementation strategies and
the progress toward achieving intended outcomes; and
(3) Formative evaluation activities during the project period will
complement and coordinate with a summative evaluation. The formative
and summative evaluations will be developed in consultation with the
OSEP project officer.
(d) Demonstrate, in the narrative section of the application, under
``Adequacy of Project Resources'' how--
(1) The proposed personnel, consultants, and contractors are highly
qualified and experienced in carrying out the proposed activities and
in meeting the outcomes identified in the project logic model (see
paragraph (f)(1) of this focus area);
(2) The qualifications of the members of the group of persons
listed in paragraph (b)(8) of this focus area are relevant to the
proposed activities and outcomes;
(3) The applicant will encourage applications for employment from
persons who are members of groups that have traditionally been
underrepresented based on race, color, national origin, linguistic
diversity, gender, age, or disability, as appropriate; and
(4) The applicant and key partners have adequate resources to carry
out proposed project activities.
(e) Demonstrate, in the narrative section of the application, under
``Quality of the Management Plan'' how--
(1) The proposed management plan will ensure that the outcomes
identified in the project logic model (see paragraph (f)(1) of this
focus area) will be achieved on time and within budget;
(2) The time of key personnel, consultants, and contractors will be
sufficiently allocated to the project;
(3) The proposed management plan will ensure that the products and
services provided are of high quality; and
(4) The applicant will ensure that the proposed project benefits
from a diversity of perspectives, including parent center staff, TA
providers, researchers, and families, among others.
(f) In the narrative under ``Required Project Assurances'' or
appendices as directed, the applicant must--
(1) Include in Appendix 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.
[[Page 33082]]
Note: The following Web sites provide more information on logic
models: www.researchutilization.org/matrix/logicmodel_resource3c.html and www.tadnet.org/pages/589;
(2) Include in Appendix A, a conceptual framework for the project;
(3) Include in Appendix A, person-loading charts and timelines to
illustrate the management plan described in the narrative;
(4) Ensure that the budget includes attendance at the following:
(i) 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 and other
relevant staff 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.
(ii) A three-day project directors' conference in Washington, DC,
during each year of the project period.
(iii) One trip annually to attend Department briefings, Department-
sponsored conferences, and other meetings, as requested by OSEP;
(5) Ensure that the budget includes a line item for an annual set-
aside of five percent of the grant amount to support emerging needs
that are consistent with the proposed project's activities, as those
needs are identified in consultation with OSEP.
Note: With approval from the OSEP project officer, the Center
must reallocate any remaining funds from this annual set-aside no
later than the end of the third quarter of each budget period;
(6) Include in the budget for the second and third years financial
support for parent center project directors to travel to Washington,
DC, for an annual parent center meeting. The second year budget must
include financial support for 73 project directors, and the third year
budget must include financial support for 30 project directors. The
budget for the fourth and fifth years should not include any financial
support for parent center project directors; and
(7) Ensure that the project maintains a Web site, including the
repository described in paragraph (b)(3) of this focus area, that meets
government or industry-recognized standards for accessibility.
Fourth and Fifth Years of the Project:
In deciding whether to continue funding the CPIR 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 CPIR must
budget for travel expenses associated with this review;
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
CPIR; and
(c) The quality, relevance, and usefulness of the CPIR's activities
and resources and the degree to which they have contributed to improved
knowledge among parent centers of evidence-based education practices
that lead to expected early learning, school-aged, and postsecondary
outcomes; college- and career-ready standards and assessments; school
reforms to improve student achievement and increase graduation rates;
the use of data to inform instruction and in school reform activities;
and the best practices in nonprofit management, outreach, family-
centered services, self-advocacy skill building, and the use of
technology in service provision and nonprofit management.
Focus Area 2: The requirements of this focus area, the Regional
PTACs, are as follows:
(a) Demonstrate, in the narrative section of the application, under
``Significance of the Project'' how the project--
(1) Addresses the needs of parent centers in its region for
targeted and intensive TA to increase their capacity to reach and
provide services to parents and youth in their areas, effectively
manage their centers, support parental engagement in school reform
activities, and build youth's self-advocacy skills. To address this
requirement the applicant must--
(i) Present appropriate information on the needs of parent centers
in the region;
(ii) Demonstrate knowledge of best practices on providing training
and information to a variety of audiences, to include parents from
diverse backgrounds and youth;
(iii) Demonstrate knowledge of current evidence-based education
practices and policy initiatives in early childhood, general and
special education, transition services, and postsecondary options;
(iv) Demonstrate knowledge of current best practices in outreach,
family-centered services, self-advocacy skill building, nonprofit
management, and the use of technology in service provision and
nonprofit management; and
(v) Demonstrate knowledge of current OSEP TA&D projects, including
the RRC program, and other Department-funded projects, among others;
and
(2) Will increase the capacity of the parent centers in the region
to reach and provide services to parents and youth in their areas.
(b) Demonstrate, in the narrative section of the application, under
``Quality of the Project Services'' how the project will--
(1) Conduct a regional assessment of the needs of parent centers
for ongoing targeted and intensive TA to increase their capacity to--
(i) Reach and provide services to parents and youth in their area,
including appropriate referrals to other services that support families
and youth;
(ii) Effectively manage their centers; and
(iii) Support parent engagement in school reform activities,
including the use of data to enhance school reform efforts.
Note: The methods and tools that will be used to conduct the
regional needs assessment will be finalized in consultation with the
CPIR, other Regional PTACs, the Native American PTAC, and the OSEP
project officer in order to assure coordination and avoid
duplication;
(2) Use a conceptual framework and project logic model (see
paragraph (f)(1) of this focus area) to guide the development of
project plans and activities;
(3) Provide ongoing targeted TA to parent centers in the region
that--
(i) Targets a variety of audiences (parent center directors, staff,
new personnel, and members of the boards of directors, among others);
(ii) Uses various methods to deliver TA (e.g., in-person, remote,
and Web-based) and includes at least one in-person, on-site visit to
each parent center in the region during the course of the five-year
project period;
(iii) Increases parent centers' capacity to provide information and
training on expected early learning, school-aged, and postsecondary
outcomes; college- and career-ready standards and assessments; school
reforms to improve student achievement and increase graduation rates;
and the use of data to inform instruction and enhance school reform
efforts;
(iv) Increases parent centers' capacity to train youth on their
rights and responsibilities and build their self-advocacy skills;
(v) Uses best practices for training and providing TA to adult
learners;
[[Page 33083]]
(vi) Uses technology to increase its efficiency and effectiveness;
(vii) Addresses the needs identified through the regional needs
assessment in paragraph (b)(1) of this focus area;
(viii) Responds to emerging educational and policy initiatives;
(ix) Builds on the universal TA provided by the CPIR;
(x) Is developed in consultation with the Native American PTAC and
parent centers in the region; and
(xi) Makes use of existing knowledge and expertise within parent
centers, the CPIR, and the other Regional PTACs;
(4) Provide intensive TA to parent centers that request it or are
identified by OSEP as needing it. This intensive TA includes--
(i) Methods for identifying and accessing needed resources in other
parent centers, the CPIR, the Regional PTACs, OSEP TA&D centers, other
Department-funded resources, and national and State nonprofit and
technology TA centers, among others;
(ii) Methods for clearly communicating with the parent centers
receiving intensive TA and their OSEP project officers, as appropriate;
(iii) In-person, on-site visits with the parent centers in need of
intensive TA, as appropriate; and
(iv) Methods for following up with parent centers and providing
ongoing support as needed; and
(5) Disseminate information about the Regional PTACs, OSEP's
Technical Assistance and Dissemination Network, OSEP initiatives, and
other Department-funded resources and initiatives in collaboration with
the CPIR and the Native American PTAC.
(c) Demonstrate, in the narrative section of the application, under
``Quality of the Evaluation Plan'' how--
(1) The applicant will evaluate the effectiveness of the proposed
project by undertaking a formative evaluation and a summative
evaluation, including a description of how the applicant will measure
the outcomes proposed in the logic model (see paragraph (f)(2) of this
focus area). The description must include--
(i) Evaluation methodologies, including proposed instruments, data
collection methods, and possible analyses; and
(ii) Proposed standards or targets for determining effectiveness;
(2) The applicant will use the results of the formative evaluation
to examine the effectiveness of project implementation strategies and
the progress toward achieving intended outcomes; and
(3) Formative evaluation activities during the project period will
complement and coordinate with a summative evaluation. The formative
evaluation and a final, common summative evaluation for all the
Regional PTACs will be developed in consultation with the Regional
PTACs and OSEP project officers for the Regional PTACs.
(d) Demonstrate, in the narrative section of the application, under
``Adequacy of Project Resources'' how--
(1) The proposed personnel, consultants, and contractors are highly
qualified and experienced in carrying out the proposed activities and
meeting the outcomes identified in the project logic model (see
paragraph (f)(2) of this focus area);
(2) The applicant will encourage applications for employment from
persons who are members of groups that have traditionally been
underrepresented based on race, color, national origin, linguistic
diversity, gender, age, or disability, as appropriate; and
(3) The applicant and key partners have adequate resources to carry
out proposed project activities.
(e) Demonstrate, in the narrative section of the application, under
``Quality of the Management Plan'' how--
(1) The proposed management plan will ensure that the outcomes
identified in the project logic model (see paragraph (f)(2) of this
focus area) will be achieved on time and within budget;
(2) The time of key personnel, consultants, and contractors will be
sufficiently allocated to the project;
(3) The proposed management plan will ensure that the services
provided are of high quality; and
(4) The applicant will ensure that the proposed project benefits
from a diversity of perspectives, including parent center staff, TA
providers, researchers, and families, among others.
(f) In the narrative under ``Required Project Assurances'' or
appendices as directed, the applicant must--
(1) Include in Appendix 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.researchutilization.org/matrix/logicmodel_resource3c.html and www.tadnet.org/pages/589;
(2) Include in Appendix A, a conceptual framework for the proposed
project;
(3) Include in Appendix A, person-loading charts and timelines to
illustrate the management plan described in the narrative;
(4) Ensure that the budget includes attendance at the following:
(i) 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 and other
relevant staff 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;
(ii) A three-day project directors' conference in Washington, DC,
during each year of the project period;
(iii) One trip annually to attend Department briefings, Department-
sponsored conferences, and other meetings, as requested by OSEP;
(5) Ensure that the budget includes a line item for an annual set-
aside of five percent of the grant amount to support emerging needs
that are consistent with the proposed project's activities, as those
needs are identified in consultation with OSEP.
Note: With approval from the OSEP project officer, the Center
must reallocate any remaining funds from this annual set-aside no
later than the end of the third quarter of each budget period; and
(6) Ensure that the project maintains a Web site that meets
government or industry-recognized standards for accessibility.
Focus Area 3: The requirements of this focus area, the Native
American PTAC, are as follows:
(a) Demonstrate, in the narrative section of the application, under
``Significance of the Project'' how the project--
(1) Addresses parent centers' needs for knowledge of how to provide
effective, culturally responsive services that meet the needs of Native
American parents of children with disabilities and Native American
youth with disabilities for universal, targeted, and intensive TA to
increase their capacity to support those families and youth. To address
this requirement the applicant must--
(i) Present information on the needs of Native American families of
children with disabilities and Native American youth with disabilities,
the different systems that provide services to these families and
youth, and the best culturally responsive practices for reaching and
supporting Native American parents and youth;
(ii) Demonstrate knowledge of best practices on providing training
and
[[Page 33084]]
information to a variety of audiences, particularly Native American
parents and youth;
(iii) Demonstrate knowledge of current evidence-based education
practices and policy initiatives for Native American children and youth
in early childhood, early learning, general and special education,
transition services, and postsecondary programs; and
(iv) Demonstrate knowledge of current OSEP TA&D projects, including
the RRC program, among others; other Department-funded resources; and
other Federal, State, and local resources that serve Native American
families and youth; and
(2) Will result in an increased capacity of the parent centers to
effectively support and provide services to Native American parents and
youth.
(b) Demonstrate, in the narrative section of the application, under
``Quality of the Project Services'' how the project will--
(1) Conduct a national assessment of the needs of parent centers
for--
(i) Knowledge of the needs of Native American families of children
with disabilities and Native American youth with disabilities; the
different systems that provide services to those families and youth;
and the best culturally responsive practices for reaching and
supporting Native American families of children with disabilities and
Native American youth; and
(ii) Resources and services to increase parent centers' capacity to
reach and provide services to Native American families and youth,
including making appropriate referrals to other services that support
families and youth.
Note: The methods and tools that will be used to conduct the
needs assessment will be finalized in consultation with the CPIR,
the Regional PTACs, and the OSEP project officer in order to assure
coordination and avoid duplication;
(2) Use a conceptual framework and project logic model (see
paragraph (f)(2) of this focus area) to guide the development of
project plans and activities; and
(3) Provide universal and targeted TA, as appropriate, to parent
centers on culturally responsive practices in reaching and supporting
Native American families of children with disabilities and Native
American youth with disabilities and supporting the participation of
Native American parents of children and youth with disabilities in
school reform activities, that--
(i) Includes training for a variety of audiences (parent center
directors, staff, and members of the boards of directors, among
others);
(ii) Includes a variety of formats (newsletters, communities of
practice, wikis, among others);
(iii) Increases parent centers' capacity to provide information and
training to Native American families on evidence-based education
practices that lead to improved early learning, school-aged, and
postsecondary outcomes; college- and career-ready standards and
assessments; school reform efforts to improve student achievement and
increase graduation rates; and the use of data to inform instruction
and enhance school reform efforts;
(iv) Increases parent centers' capacity to train Native American
youth on their rights and responsibilities and to build their self-
advocacy skills;
(v) Uses various methods to deliver TA (in-person, remote, and Web-
based, among others);
(vi) Uses best practices for training and providing TA to adult
learners;
(vii) Uses technology to increase its efficiency and effectiveness;
(viii) Addresses the needs identified through the needs assessment
in paragraph (b)(1) of this focus area;
(ix) Responds to emerging educational and policy initiatives that
affect Native American families of children with disabilities and
Native American youth with disabilities; and
(x) Makes use of existing knowledge and expertise within parent
centers, the CPIR, and the Regional PTACs;
(4) Create new training and information materials for parent
centers to use with staff members and Native American families and
youth that are responsive to the changing needs of parent centers;
(5) Provide intensive TA to parent centers that request it. The
intensive TA may include--
(i) Methods for identifying and accessing needed resources in other
parent centers, the CPIR, the Regional PTACs, OSEP TA&D centers, other
Department-funded resources, and national and State Native American
centers, among others;
(ii) Methods for acting as a ``cultural broker'' between parent
centers and tribal entities, as appropriate;
(iii) In-person, on-site visits with the parent centers in need of
intensive TA, as appropriate; and
(iv) Methods for following up with parent centers and providing
ongoing support as needed;
(6) Disseminate information to Native American families about the
work of the parent centers, OSEP's Technical Assistance and
Dissemination Network, OSEP initiatives, and other Department-funded
resources and initiatives in collaboration with the CPIR and the
Regional PTACs; and
(7) Refer Native American families who contact the Native American
PTAC to the appropriate parent centers in a manner that assures that
the families' needs will be served; and, as appropriate, incorporates
TA to the parent centers to build their capacity to support these
families and youth.
(c) Demonstrate, in the narrative section of the application, under
``Quality of the Evaluation Plan'' how--
(1) The applicant will evaluate the effectiveness of the proposed
project by undertaking a formative evaluation and a summative
evaluation, including a description of how the applicant will measure
the outcomes proposed in the logic model (see paragraph (f)(1) of this
focus area). The description must include--
(i) Evaluation methodologies, including proposed instruments, data
collection methods, and possible analyses; and
(ii) Proposed standards or targets for determining effectiveness;
(2) The applicant will use the results of the formative evaluation
to examine the effectiveness of project implementation strategies and
the progress toward achieving intended outcomes; and
(3) Formative evaluation activities during the project period will
complement and coordinate with a summative evaluation. The formative
and summative evaluation will be developed in consultation with the
OSEP project officer.
(d) Demonstrate, in the narrative section of the application, under
``Adequacy of Project Resources'' how--
(1) The proposed personnel, consultants, and contractors are highly
qualified and experienced in carrying out the proposed activities and
meeting the outcomes identified in the project logic model (see
paragraph (f)(1) of this focus area);
(2) The applicant will encourage applications for employment from
persons who are members of groups that have traditionally been
underrepresented based on race, color, national origin, linguistic
diversity, gender, age, or disability, as appropriate; and
(3) The applicant and key partners have adequate resources to carry
out proposed project activities.
(e) Demonstrate, in the narrative section of the application, under
``Quality of the Management Plan'' how--
(1) The proposed management plan will ensure that the outcomes
identified
[[Page 33085]]
in the project logic model (see paragraph (f)(2) of this focus area)
will be achieved on time and within budget;
(2) The time of key personnel, consultants, and contractors will be
sufficiently allocated to the project;
(3) The proposed management plan will ensure that the products and
services provided are of high quality; and
(4) The applicant will ensure that the proposed project benefits
from a diversity of perspectives, including parent center staff, TA
providers, researchers, and families, among others.
(f) In the narrative under ``Required Project Assurances'' or
appendices as directed, the applicant must--
(1) Include in Appendix 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.researchutilization.org/matrix/logicmodel_resource3c.html and www.tadnet.org/pages/589;
(2) Include in Appendix A, a visual representation of the
conceptual framework for the project;
(3) Include in Appendix A, person-loading charts and timelines to
illustrate the management plan described in the narrative;
(4) Ensure that the budget includes attendance at the following:
(i) 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 and other
relevant staff 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.
(ii) A three-day project directors' conference in Washington, DC,
during each year of the project period.
(iii) One trip annually to attend Department briefings, Department-
sponsored conferences, and other meetings, as requested by OSEP;
(5) Ensure that the budget includes a line item for an annual set-
aside of five percent of the grant amount to support emerging needs
that are consistent with the proposed project's activities, as those
needs are identified in consultation with OSEP.
Note: With approval from the OSEP project officer, the Center
must reallocate any remaining funds from this annual set-aside no
later than the end of the third quarter of each budget period; and
(6) Ensure that the project maintains a Web site that meets
government or industry-recognized standards for accessibility.
Competitive Preference Priorities:
Within this absolute priority, we give competitive preference to
applications that address the following priorities.
Under 34 CFR 75.105(c)(2)(i), we will award additional points to an
application that meets one or more of these priorities, as follows. We
will award an additional 5 points to an applicant under Focus Areas 2
and 3 of the absolute priority that meets Competitive Preference
Priority 1. We will award an additional 5 points to an applicant under
Focus Area 2 of the absolute priority that meets Competitive Preference
Priority 2. We will award an additional 5 points to an applicant under
Focus Area 3 of the absolute priority that meets Competitive Preference
Priority 3.
These priorities are:
Competitive Preference Priority 1--Applicants under Focus Areas 2
and 3 that are parent organizations.
Section 671(a)(2) of IDEA defines a ``parent organization'' as a
private nonprofit organization (other than an institution of higher
education) that--
(A) Has a board of directors--
(i) The majority of whom are parents of children with disabilities
ages birth through 26;
(ii) That includes--
(I) Individuals working in the fields of special education, related
services, and early intervention;
(II) Individuals with disabilities; and
(iii) The parent and professional members of which are broadly
representative of the population to be served, including low-income
parents and parents of limited English proficient children; and
(B) Has as its mission serving families of children with
disabilities who--
(i) Are ages birth through 26; and
(ii) Have the full range of disabilities described in section
602(3) of IDEA.
Competitive Preference Priority 2--Applicants under Focus Area 2
that are located in the region they propose to serve.
Competitive Preference Priority 3--Applicants under Focus Area 3
that are Native American organizations.
A Native American organization is a nonprofit organization with
Native Americans constituting a majority of the members of the board of
directors.
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 priorities in this notice.
Program Authority: 20 U.S.C. 1471, 1472, 1473, and 1481.
Applicable Regulations: (a) The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 81,
82, 84, 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.
II. Award Information
Type of Award: Cooperative agreements.
Estimated Available Funds: $1,866,402 for the first year;
$2,705,000 in the second year; $2,645,000 for the third year; and
$2,600,000 for the subsequent years.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in FY 2014 from the list of
unfunded applicants from this competition.
Estimated Range of Awards: See chart.
Estimated Average Size of Awards: See chart.
Maximum Award: See chart.
Estimated Number of Awards: See chart.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 60 months.
[[Page 33086]]
Training and Information for Parents of Children With Disabilities Program Application Notice for Fiscal Year 2013
--------------------------------------------------------------------------------------------------------------------------------------------------------
Estimated
CFDA No. and name Estimated available Estimated average Maximum award (per number of Project period Contact person
funds size of awards year) awards
--------------------------------------------------------------------------------------------------------------------------------------------------------
84.328R Technical Assistance for ................... .................. .................. .............. ..................... Carmen Sanchez,
Parent Centers. (202) 245-6595 Rm
4057.
Focus Area 1: CPIR.............. Year 1: $400,000... Year 1: $400,000.. Year 1: $400,000 * 1 Up to 60 mos.
Year 2: $605,000... Year 2: $605,000.. Year 2: $605,000.*
Year 3: $545,000... Year 3: $545,000.. Year 3: $545,000.*
Year 4: $500,000... Year 4: $500,000.. Year 4: $500,000.*
Year 5: $500,000... Year 5: $500,000.. Year 5: $500,000.*
Focus Area 2: Regional PTAC..... Year 1: $1,256,916. Year 1: $209,486.. Year 1: $209,486.* 6 Up to 60 mos.
Years 2-5: Years 2-5: Years 2-5:
$1,800,000. $300,000. $300,000.*.
Focus Area 3: Native American Year 1: $209,486... Year 1: $209,486.. Year 1: $209,486.* 1 Up to 60 mos.
PTAC.
Years 2-5: $300,000 Years 2-5: Years 2-5:
$300,000. $300,000.*.
--------------------------------------------------------------------------------------------------------------------------------------------------------
* We will reject any application that proposes a budget exceeding the maximum award 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.
Note:
The Department is not bound by any estimates in this notice.
III. Eligibility Information
1. Eligible Applicants: Nonprofit private 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 84.328R.
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 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, as well as all text in
charts, tables, figures, and graphs.
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, or the letters of support. However, the page
limit does apply to all of the application narrative section (Part
III).
We will reject your application if you exceed the page limit; or if
you apply other standards and exceed the equivalent of the page limit.
3. Submission Dates and Times:
Applications Available: June 3, 2013.
Deadline for Transmittal of Applications: July 18, 2013.
Applications for grants under this competition must be submitted
electronically using the Grants.gov Apply site (Grants.gov). For
information (including dates and times) about how to submit your
application electronically, or in paper format by mail or hand delivery
if you qualify for an exception to the electronic submission
requirement, please refer to section IV. 7. Other Submission
Requirements of this notice.
[[Page 33087]]
We do not consider an application that does not comply with the
deadline requirements.
Individuals with disabilities who need an accommodation or
auxiliary aid in connection with the application process should contact
the person listed under FOR FURTHER INFORMATION CONTACT in section VII
of this notice. If the Department provides an accommodation or
auxiliary aid to an individual with a disability in connection with the
application process, the individual's application remains subject to
all other requirements and limitations in this notice.
Deadline for Intergovernmental Review: September 16, 2013.
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, Central Contractor Registry, and System for Award Management:
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)--and, after July 24, 2012, with the System
for Award Management (SAM), the Government's primary registrant
database;
c. Provide your DUNS number and TIN on your application; and
d. Maintain an active CCR or SAM 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 or SAM 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 registration annually. This may take three or more
business days to complete. Information about SAM is available at
SAM.gov.
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 must be submitted electronically unless you qualify
for an exception to this requirement in accordance with the
instructions in this section.
a. Electronic Submission of Applications.
Applications for grants under the Technical Assistance for Parent
Centers, CFDA number 84.328R, must be submitted electronically using
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.
We will reject your application if you submit it in paper format
unless, as described elsewhere in this section, you qualify for one of
the exceptions to the electronic submission requirement and submit, no
later than two weeks before the application deadline date, a written
statement to the Department that you qualify for one of these
exceptions. Further information regarding calculation of the date that
is two weeks before the application deadline date is provided later in
this section under Exception to Electronic Submission Requirement.
You may access the electronic grant application for the Technical
Assistance for Parent Centers, CFDA number 84.328R, 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 84.328, not 84.328R).
Please note the following:
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 qualify for an exception to the electronic submission
requirement, as described elsewhere in this section, and submit your
application in paper format.
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.
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
[[Page 33088]]
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.
Exception to Electronic Submission Requirement: You qualify for an
exception to the electronic submission requirement, and may submit your
application in paper format, if you are unable to submit an application
through the Grants.gov system because-
You do not have access to the Internet; or
You do not have the capacity to upload large documents to
the Grants.gov system; and
No later than two weeks before the application deadline
date (14 calendar days or, if the fourteenth calendar day before the
application deadline date falls on a Federal holiday, the next business
day following the Federal holiday), you mail or fax a written statement
to the Department, explaining which of the two grounds for an exception
prevent you from using the Internet to submit your application.
If you mail your written statement to the Department, it must be
postmarked no later than two weeks before the application deadline
date. If you fax your written statement to the Department, we must
receive the faxed statement no later than two weeks before the
application deadline date.
Address and mail or fax your statement to: Carmen Sanchez, U.S.
Department of Education, 400 Maryland Avenue SW., Room 4057, Potomac
Center Plaza (PCP), Washington, DC 20202-2600. FAX: (202) 245-7617.
Your paper application must be submitted in accordance with the
mail or hand delivery instructions described in this notice.
b. Submission of Paper Applications by Mail.
If you qualify for an exception to the electronic submission
requirement, you may mail (through the U.S. Postal Service or a
commercial carrier) your application to the Department. 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 84.328R) 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 qualify for an exception to the electronic submission
requirement, you (or a courier service) may deliver your paper
application to the Department by hand. You 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 84.328R)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: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the
[[Page 33089]]
Secretary may consider, under 34 CFR 75.217(d)(3), the past performance
of the applicant in carrying out a previous award, such as the
applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
also requires various assurances including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. Additional Review and Selection Process Factors: In the past,
the Department has had difficulty finding peer reviewers for certain
competitions because so many individuals who are eligible to serve as
peer reviewers have conflicts of interest. The Standing Panel
requirements under section 682(b) of IDEA also have placed additional
constraints on the availability of reviewers. Therefore, the Department
has determined that for some discretionary grant competitions,
applications may be separated into two or more groups and ranked and
selected for funding within 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); or we may send you an email containing a link to
access an electronic version of your 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 Parent Training and Information Centers 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: Carmen Sanchez, U.S. Department of
Education, 400 Maryland Avenue SW., room 4057, PCP, Washington, DC
20202-2600. Telephone: (202) 245-6595.
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.
[[Page 33090]]
Specifically, through the advanced search feature at this site, you can
limit your search to documents published by the Department.
Dated: May 29, 2013.
Michael K. Yudin,
Delegated the authority to perform the functions and duties of the
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2013-13094 Filed 5-31-13; 8:45 am]
BILLING CODE 4000-01-P