[Federal Register Volume 79, Number 90 (Friday, May 9, 2014)]
[Notices]
[Pages 26726-26735]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 2014-10646]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Educational Technology, Media, and 
Materials for Individuals With Disabilities--National Center on 
Accessible Educational Materials for Learning

AGENCY: Office of Special Education and Rehabilitative Services, 
Department of Education.

ACTION: Notice.

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    Overview Information:
    Educational Technology, Media, and Materials for Individuals with 
Disabilities--National Center on Accessible Educational Materials for 
Learning.
    Notice inviting applications for a new award for fiscal year (FY) 
2014.
    Catalog of Federal Domestic Assistance (CFDA) Number: 84.327Z.

DATES: 
    Applications Available: May 9, 2014.
    Deadline for Transmittal of Applications: June 23, 2014.
    Deadline for Intergovernmental Review: August 22, 2014.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purposes of the Educational Technology, 
Media, and Materials for Individuals with Disabilities Program \1\ are 
to improve results for children with disabilities by: (1) Promoting the 
development, demonstration, and use of technology; (2) supporting 
educational media activities designed to be of educational value in the 
classroom for students with disabilities; (3) providing support for 
captioning and video description that is appropriate for use in the 
classroom; and (4) providing accessible educational materials to 
students with disabilities in a timely manner.
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    \1\ This program was formerly called ``Technology and Media 
Services for Individuals with Disabilities.'' The Department has 
changed the name to Educational Technology, Media, and Materials for 
Individuals with Disabilities and updated the purposes of the 
program to more clearly convey that the program includes accessible 
educational materials. The program's activities and statutory 
authorization (20 U.S.C. 1474) remain unchanged.
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    Priority: In accordance with 34 CFR 75.105(b)(2)(v), this priority 
is from allowable activities specified in the statute (see sections 674 
and 681(d) of the Individuals with Disabilities Education Act (IDEA) 
(20 U.S.C. 1400 et seq.)).
    Absolute Priority: For FY 2014 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:
    Educational Technology, Media, and Materials for Individuals with 
Disabilities--National Center on Accessible Educational Materials for 
Learning.
    Background:
    The purpose of this priority is to fund a cooperative agreement to 
establish and operate a National Center on Accessible Educational 
Materials for Learning (Center). The Center will work with State 
educational agencies (SEAs), local educational agencies (LEAs), and 
other stakeholders to improve the quality, availability, and timely 
delivery of accessible educational materials and technologies for use 
by infants, toddlers, children, and youth with disabilities (hereafter 
referred to as ``children with disabilities'' and includes children who 
are blind or other persons with print disabilities). The Center's 
efforts will help support equitable opportunities for children with 
disabilities to: (1) Participate in high-quality early learning 
programs, (2) be involved in and progress in the general education 
curriculum, (3) prepare to meet college- and career-ready standards, 
(4) participate in assessments, and (5) transition to postsecondary 
education and the workforce.
    The Center will achieve these results by: (1) Providing information 
to OSEP on how the technical specifications of the National 
Instructional Materials Accessibility Standards (NIMAS) can be improved 
to ensure digital files meet the same standard and can be easily 
converted into whatever accessible format meets the unique needs of 
children who are blind or other persons with print disabilities; (2) 
providing technical assistance (TA) to build the capacity of 
stakeholders to design, develop, procure, and maintain technologies for 
use in schools and workplaces that conform to robust accessibility 
standards and, as appropriate, NIMAS; (3) providing TA to SEAs, LEAs, 
and other stakeholders to ensure the adoption and implementation of 
efficient, effective, and unified distribution systems or to ensure the 
improvement of existing systems for the timely delivery of accessible 
educational materials and technologies to children with disabilities, 
including those children with disabilities who may be underserved; \2\ 
and (4) providing TA to postsecondary education and workforce 
development agencies or offices to ensure the availability and use of 
accessible educational materials and technologies by children with 
disabilities transitioning to postsecondary education and the 
workforce.
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    \2\ As used in this priority and in a manner consistent with 20 
U.S.C. 7255(a) of the Elementary and Secondary Education Act of 
1965, as amended, ``underserved populations'' include disadvantaged, 
illiterate, limited English proficient populations, and individuals 
with disabilities.
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    Under section 612(a)(1) of the Individuals with Disabilities 
Education Act (IDEA), States must ensure that a free appropriate public 
education (FAPE) be made available to all children with 
disabilities.\3\ IDEA also requires that all children with disabilities 
are included in all general State and districtwide assessment programs 
(see section 612(a)(16)). Accessible educational materials and 
technologies enable children with disabilities to have access to, and 
be involved in and make progress in, the general education curriculum 
(or for a preschool child, to participate in appropriate activities) 
and assessments. The 2004 amendments to IDEA required the Secretary to 
establish, and States to adopt, the NIMAS to improve the timely 
production and dissemination of educational materials in accessible 
formats for students who are blind or other persons with print 
disabilities (see sections 612(a)(23) and 674(e) of IDEA). The NIMAS 
ensures that digital files meet a consistent standard and can be easily 
converted into whatever accessible format meets the unique needs of 
these students. In addition, SEAs and LEAs are responsible for ensuring 
that children with disabilities who need instructional materials in 
accessible formats but are not included under the definition of blind 
or other persons with print disabilities, or who need materials that 
cannot be produced from NIMAS files, also receive those instructional 
materials in a timely manner (34 CFR 300.172(b)(3) and 300.210(b)(3)).
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    \3\ FAPE involves providing special education, related services, 
and supplementary aides and services, including educational 
materials in accessible formats for children with disabilities who 
are blind or other persons with print disabilities who are eligible 
for services under Part B of IDEA.
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    To support SEAs' and LEAs' efficient and timely distribution of 
accessible materials, OSEP established the National Instructional 
Materials Access

[[Page 26727]]

Center (NIMAC) to serve as a national repository to receive and store 
NIMAS source files and make them available to States. Currently, SEAs 
and LEAs obtain NIMAS files directly from publishers or from the NIMAC 
and convert those files into specialized formats for use exclusively by 
children who are blind or other persons with print disabilities.
    OSEP currently funds cooperative agreements to support the NIMAS 
Center and the National Center on Accessible Instructional Materials 
(AIM Center). The NIMAS Center provides information on improving \4\ 
the technical specifications of the NIMAS to ensure children who are 
blind or other persons with print disabilities have access to as broad 
a range of print educational materials as possible through the use of 
electronic file formatting technology. To support the implementation of 
NIMAS, the AIM Center provides a continuum of TA and resources to SEAs, 
LEAs, and other stakeholders to develop and implement efficient, 
unified distribution systems to support and improve the timely delivery 
of high quality accessible educational materials to all children with 
disabilities who need educational materials in accessible formats. Both 
grants are scheduled to end in FY 2014. However, SEAs, LEAs, and other 
stakeholders will continue to need support to ensure the timely 
delivery of accessible educational materials and technologies to 
children with disabilities, including a national repository to receive 
and store NIMAS source files.
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    \4\ In June 2012, after reviewing information provided by the 
NIMAS Center, OSEP issued a Dear Colleague Letter encouraging 
publishers to use the most current version of MathML, currently 
MathML3, for the markup of mathematics and scientific content in 
NIMAS filesets. The OSEP Dear Colleague Letter, dated June 22, 2012, 
is available at http://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/osers-nimas.pdf.
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    Current reform initiatives are transforming the learning 
environment and may provide opportunities for SEAs, LEAs, and other 
stakeholders to leverage the potential educational benefits of emerging 
and innovative technologies. These reform initiatives call for high-
quality early learning programs and development opportunities for 
infants and toddlers (Preschool Curriculum Evaluation Research 
Consortium, 2008; U.S. Department of Education, 2013) and they also 
include ambitious academic content and performance expectations that 
call for teaching methods and learning strategies that promote student 
mastery of those expectations and the ability to apply what has been 
learned to real-world situations and problems (Darling-Hammond & 
Pecheone, 2010; Herman & Linn, 2013; National Research Council, 2000, 
2012a, 2012b; Sato, Lagunoff, & Worth, 2011; and U.S. Department of 
Education, 2010). The efficient delivery of accessible educational 
materials and technologies to children with disabilities helps to 
support their ability to participate in high-quality early learning 
programs, be involved in, and make progress in, the general education 
curriculum, meet college- and career-ready standards, and participate 
in assessments.
    Today's learning tasks increasingly leverage the power of 
technology to transform early learning programs, the way teachers 
teach, how children learn, and how assessments are used (Bailey, Henry, 
McBride, & Puckett, 2011; Duffey & Fox, 2012; Fletcher, Schaffhauser, & 
Levi, 2012; Johnson, Adams, & Cummins, 2012; National Center for 
Education Statistics, 2012; Project Tomorrow, 2011; U.S. Department of 
Education, 2010, 2013). As recipients of Federal financial assistance, 
SEAs and LEAs that choose to incorporate technology into their 
instruction or other developmental activities for all students will 
need support to ensure those technologies conform to nationally 
accepted accessibility standards in order to meet the needs of students 
with disabilities (U.S. Department of Justice, 2012). Accessible 
formats of electronic textbooks and other emerging technologies may 
require NIMAS convergence with nationally accepted accessibility 
standards for electronic and information technologies. To ensure 
accessibility, the Center, working closely with the electronic 
publishing industry, will facilitate the alignment of the NIMAS 
standard with electronic publishing standards.
    In 2010, the U.S. Department of Education's Office for Civil Rights 
issued a Dear Colleague Letter \5\ informing colleges and universities 
that ``[e]nsuring equal access to emerging technology in university and 
college classrooms is a means to the goal of full integration and equal 
educational opportunity for this nation's students with disabilities.'' 
Similarly, the U.S. Department of Labor's Office of Disability 
Employment Policy \6\ (ODEP) has a long history of exploring the law, 
policies, practices, and procedures to advance the development and 
adoption of accessible, interoperable, and usable workplace 
technologies. Addressing the availability, use, and updating of 
accessible educational materials and technologies to support students 
with disabilities who transition to postsecondary education settings 
and the workplace remains a critically important task.
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    \5\ U.S. Department of Education's Office for Civil Rights, 
2010. The Dear Colleague Letter is available at http://www2.ed.gov/about/offices/list/ocr/letters/colleague-20100629.pdf.
    \6\ U.S. Department of Labor's Office of Disability Employment 
Policy. Framework for Designing and Implementing Accessible 
Information and Communication Technology Strategic Plans: Accessible 
Technology in the Workplace Initiative is available at www.dol.gov/odep/pdf/20120224FDIA-ICT-StrategicPlans.pdf.
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    Priority:
    The purpose of this priority is to fund a cooperative agreement to 
establish and operate a National Center on Accessible Educational 
Materials for Learning (Center) that, at a minimum--
    (a) Provides information to OSEP on how the NIMAS technical 
specifications can be improved to ensure children who are blind or 
other persons with print disabilities, have access to as broad a range 
of print educational materials as possible through the use of 
electronic file formatting technology; \7\
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    \7\ As used in this priority, ``technology'' means any equipment 
or interconnected system or subsystem for which the principal 
function is the creation, conversion, duplication, movement, 
control, display, switching, interchange, transmission, reception, 
or broadcast of data or information. It includes, but is not limited 
to, electronic content; telecommunication products; computers and 
ancillary equipment; software; information kiosks; transaction 
machines; videos; information technology services; and multifunction 
office machines that copy, scan, and fax documents.
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    (b) Increases the capacity of stakeholders \8\ to design, develop, 
maintain, and distribute technologies that conform to robust 
accessibility standards \9\ and, as appropriate, NIMAS;
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    \8\ As used in this priority, the term ``stakeholders'' 
includes, but is not limited to, children with disabilities; 
parents; educational materials designers, developers, and 
distributors; educational publishers; authorized users; accessible 
media producers; agencies or organizations responsible for 
establishing accessibility standards for commercial electronic 
publications and instructional materials; institutions of higher 
education; workforce development agencies or offices; and other 
OSEP-funded projects.
    \9\ As used in this priority, ``accessibility standards'' means 
current or revised electronic and information technology 
accessibility standards (EITAS) developed and implemented under the 
authority of Section 508 of the Rehabilitation Act (29 U.S.C. 
794d(2)(A)) as well as interstate and international communication 
access guidelines authorized under the Telecommunication Act 
Accessibility Guidelines (47 U.S.C. 255). The use of designs or 
technologies as alternatives to the EITAS is permitted provided they 
result in substantially equivalent or greater access to and use of a 
product for individuals with disabilities (36 CFR part 1194.5). The 
annual Section 508 Report to the President and Congress indicated 
the most common accessibility standards used by recipients of 
Federal financial assistance are Section 508 EITAS and the Web 
Content Accessibility Guidelines (see www.ada.gov/508/508_Report.htm).

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[[Page 26728]]

    (c) Achieves the adoption and implementation of efficient, 
effective, and unified distribution systems or the improvement of 
existing systems by SEAs, LEAs, and other stakeholders to ensure the 
timely delivery of accessible educational materials \10\ and 
technologies to children with disabilities; \11\ and
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    \10\ As used in this priority, ``accessible educational 
materials'' means print- and technology-based educational materials, 
including printed and electronic textbooks and related core 
materials that are required by SEAs and LEAs for use by all 
students, produced or rendered in accessible media, written and 
published primarily for use in early learning programs, elementary, 
or secondary schools to support teaching and learning.
    \11\ As used in this priority, ``children with disabilities'' 
includes children who are blind or other persons with print 
disabilities. As used in this priority, the term ``blind or other 
persons with print disabilities'' means children served under IDEA 
and who may qualify under the Act entitled ``An Act to Provide Books 
for the Adult Blind,'' approved March 3, 1931 (2 U.S.C. 135a; 46 
Stat. 1487), to receive books and other publications produced in 
specialized formats. (see Section 20 U.S.C. 1474(e)(3)(A)).
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    (d) Improves the capacity of postsecondary education and workforce 
development agencies or offices to ensure the availability and use of 
accessible educational materials and technologies by children with 
disabilities who are transitioning to postsecondary education settings 
and workplaces.
    In addition to these programmatic requirements, to be considered 
for funding under this priority, applicants must meet the application 
and administrative requirements in this priority. OSEP encourages 
innovative approaches to meet these requirements, which are to:
    (a) Demonstrate, in the narrative section of the application under 
``Significance of the Project,'' how the proposed project will--
    (1) Address the need for accessible educational materials and 
technologies to support equitable opportunities in early learning 
programs, schools, and workplaces. To meet this requirement the 
applicant must--
    (i) Present applicable national, State, regional, or local data 
demonstrating the need for accessible educational materials and 
technologies in schools and workplaces for children with disabilities, 
including children with disabilities who may be underserved; and
    (ii) Demonstrate knowledge of the following:
    (A) Benefits, services, or opportunities that are available through 
the use of educational materials and technologies in schools and 
workplaces that are fully accessible to children with disabilities, 
including children with disabilities who may be underserved;
    (B) Standards and technical specifications used to support the 
preparation of electronic files and used solely for efficient 
conversion into specialized formats to provide access to printed and 
electronic textbooks and related core materials;
    (C) Accepted accessibility standards and industry-developed 
specifications for technologies used in schools and workplaces; and
    (D) TA resources available to stakeholders and personnel in early 
learning programs, schools and workplaces, to support the design, 
development, maintenance, distribution, timely delivery, and use of 
accessible educational materials and technologies;
    (2) Increase the capacity of stakeholders to design, develop, 
maintain, and distribute technologies that conform to robust 
accessibility standards and, as appropriate, NIMAS. To address this 
requirement the applicant must--
    (i) Identify current policies, procedures, and practices used by 
early learning programs, schools, workplaces, and other stakeholders to 
ensure the availability and use of accessible educational materials and 
technologies; and
    (ii) Identify strategies to address gaps or challenges faced by 
early intervention programs, schools, workplaces, and other 
stakeholders to ensure the availability and use of accessible 
educational materials and technologies; and
    (3) Increase knowledge and identify dissemination strategies to 
enable SEAs, LEAs, and other stakeholders to develop, implement, and 
sustain efficient, unified distribution systems and improve existing 
systems to ensure the availability and use of accessible educational 
materials and technologies in early learning programs, schools, and 
workplaces.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of Project Services,'' how the project will--
    (1) Ensure equal access and treatment for members of groups that 
have traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability. To meet this requirement, the 
applicant must describe how it will--
    (i) Identify the needs of the intended recipients for TA and 
information; and
    (ii) Ensure that products and services \12\ meet the needs of the 
intended recipients (e.g., by creating materials in formats and 
languages accessible to the stakeholders served by the intended 
recipients);
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    \12\ As used in this priority, a ``product'' means a piece of 
work, in tangible or electronic form developed and disseminated by 
an OSEP-funded project to contribute to improved outcomes for 
children with disabilities. As used in this priority, ``service'' 
means work performed by an OSEP-funded project to provide 
information or assistance to a specific audience to contribute to 
improved outcomes for children with disabilities.
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    (2) Achieve its goals, objectives, and intended outcomes. To meet 
this requirement, the applicant must provide--
    (i) Measurable intended project outcomes; and
    (ii) The logic model on how the proposed project will achieve its 
intended outcomes;
    (3) Use a conceptual framework to develop project plans and 
activities describing any underlying concepts, assumptions, 
expectations, beliefs, or theories, as well as the presumed 
relationships or linkages among these variables, and any empirical 
support for this framework.
    (4) Be based on current research and make use of evidence-based 
practices. To meet this requirement, the applicant must describe--
    (i) The current research and evidence-based practices related to 
the benefits, services, or opportunities that are available through the 
use of educational materials and technologies in schools and 
workplaces;
    (ii) The accessibility standards and industry-developed guidelines 
used in the design, development, maintenance, and distribution of 
accessible educational materials and technologies;
    (iii) The current state of SEA distribution systems to ensure the 
quality, availability, and timely delivery of accessible educational 
materials and technologies to children with disabilities, including 
children with disabilities who may be underserved;
    (iv) Workplace policies, procedures, and practices for the adoption 
and implementation of accessible workplace technologies; and
    (v) The process the proposed project will use to incorporate 
current research and evidence-based practices to guide the development 
and delivery of its products and services;
    (5) Develop new products and services that are of high quality and 
sufficient intensity and duration to achieve the intended outcomes of 
the proposed project. To address this requirement, the applicant must 
describe--
    (i) Its proposed activities to identify, develop, or expand the 
knowledge base of SEAs, LEAs, and other stakeholders

[[Page 26729]]

on accessible educational materials and technologies in early learning 
programs, schools, and workplaces;
    (ii) Its proposed plan to identify educational benefits, services, 
and opportunities for using accessible educational materials and 
technologies in early learning programs, schools, and workplaces;
    (iii) Its proposed plan to identify systemic barriers to and 
critical components of efficient, unified, and effective State 
distribution systems;
    (iv) Its proposed plan to identify policies, procedures, and 
practices addressing accessible workplace technologies;
    (v) Its proposed plan to identify technology design criteria that 
conform to accepted accessibility standards, NIMAS, and when 
appropriate, widely used electronic publishing industry standards;
    (vi) Its proposed approach to universal, general TA,\13\ including 
the intended recipients of the products and services under this 
approach. To address this requirement, the applicant must, at a 
minimum, describe--
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    \13\ As used in this priority, ``universal, general TA'' means 
passive technical assistance (TA) and information provided to 
independent users through their own initiative resulting in minimal 
interaction with TA Center staff and includes one-time, invited or 
offered conference presentations by TA Center staff. This category 
of TA also includes information or products, such as newsletters, 
guidebooks, or research syntheses, downloaded from the TA Center's 
Web site by independent users. Brief communications by TA Center 
staff with recipients, either by telephone or email, are also 
considered ``universal, general TA.''
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    (A) The proposed project's plan to disseminate information gained 
from the knowledge development activities;
    (B) The proposed plan to meet the needs of multiple audiences using 
information collected in paragraph (b)(4) of this priority so that the 
data and information are easily accessible by multiple audiences (e.g., 
Web sites, newsletters, guidebooks, research syntheses, conference 
presentations, and published articles); and
    (C) The proposed project's plan to increase access to comprehensive 
and accurate information on implementing relevant legal requirements 
\14\ and on the use of effective strategies by early learning programs, 
schools, and workplaces, and, as appropriate, by other stakeholders to 
support the design, development, maintenance, distribution, 
procurement, timely delivery, and use of accessible educational 
materials and technologies;
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    \14\ As used in this priority, the term ``legal requirements'' 
includes, but is not limited to: IDEA, Elementary and Secondary 
Education Act, Higher Education Improvement Act, Workforce 
Improvement Act, Rehabilitation Act, Telecommunication Act, 
Assistive Technology Act, and the Americans with Disabilities Act.
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    (vii) Its proposed approach to targeted, specialized TA,\15\ 
including the recipients of the products and services under this 
approach. To address this requirement, the applicant must describe--
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    \15\ As used in this priority, ``targeted, specialized TA'' 
means technical assistance (TA) service 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. They 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.''
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    (A) The proposed project's plan to provide support and coordinate 
with federally funded projects and national professional organizations 
and their State and local affiliates to increase their efficiency and 
effectiveness in disseminating their products and delivering their 
services within State systems for the development, maintenance, 
distribution, and procurement of accessible educational technologies 
and technologies in early learning programs, schools, and workplaces; 
and
    (B) The proposed project's plan to facilitate communication and 
increased collaboration among multiple stakeholders to problem-solve 
together, share information and materials, and deliver a consistent 
message on the importance of supporting the implementation of this 
priority (see paragraph (b)(5)(vi)(C)) to ensure full benefits, 
services, and supports to intended audiences, as appropriate, in early 
learning programs, schools, and workplaces.
    (viii) Its approach to intensive, sustained TA,\16\ including the 
intended recipients of the products and services under this approach. 
To address this requirement, the applicant must describe--
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    \16\ As used in this priority, ``intensive, sustained TA'' means 
TA services often provided onsite and requires a stable, ongoing 
relationship between the TA center staff and the TA recipient. ``TA 
services'' are defined as negotiated series of activities designed 
to reach a valued outcome. This category of TA should result in a 
change to policy, program, practice, or operations that support 
increased recipient capacity or improved outcomes at one or more 
systems levels.
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    (A) The proposed project's plan for selecting SEAs with whom they 
will work; and
    (B) The proposed project's plan for assisting the selected SEAs to 
develop, implement, and sustain efficient, effective, and unified 
distribution systems to ensure the timely delivery of accessible 
educational materials and technologies to children with disabilities, 
including children with disabilities who may be underrepresented;
    (6) Develop products and implement services that maximize the 
project's efficiency. To address this requirement, the applicant must 
describe--
    (i) How the proposed project will use accessible, existing, 
emerging, and innovative technology to achieve the intended project 
outcomes;
    (ii) The collaboration of appropriate partners for maximizing the 
effectiveness of the project's products and services. The Center must 
identify the members of this group to OSEP within eight weeks after 
receipt of the award;
    (iii) How the proposed project will use non-project resources to 
achieve the intended project outcomes; and
    (iv) How the proposed project will improve the likelihood that the 
products and services will be used effectively in a variety of other 
settings.
    (c) Demonstrate, in the narrative section of the application under 
``Adequacy of Project Resources,'' how--
    (1) The proposed key personnel, consultants, and contractors have 
the qualifications, experience, and commitment to carry out the 
proposed activities and achieve the project's intended outcomes;
    (2) The proposed project 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;
    (3) The applicant and key partners have adequate resources to carry 
out proposed project activities; and
    (4) The proposed costs are reasonable in relation to the 
anticipated results and benefits.
    (d) Demonstrate, in the narrative section of the application under 
``Quality of the Management Plan,'' how--
    (1) The proposed management plan will ensure that the project's 
intended outcomes will be achieved on time and within budget. To 
address this requirement, the applicant must describe--
    (i) Clearly defined responsibilities for key project personnel, 
consultants, and subcontractors, as applicable; and
    (ii) Timelines and milestones for accomplishing the project tasks;
    (2) Key personnel, consultants, and contractors will be 
sufficiently allocated

[[Page 26730]]

to the project and how these allocations are appropriate and adequate 
to achieve the project's intended outcomes;
    (3) The proposed management plan will ensure that the products and 
services provided are of high quality; and
    (4) The proposed project will benefit from a diversity of 
perspectives, including, but not limited to, families; early 
intervention service providers; educators; publishers; designers; 
developers; vendors; researchers; parent training and information 
centers; policy makers; the business community; SEAs and lead agencies; 
and other OSEP-funded projects.
    (e) In the narrative section of the application under ``Quality of 
the Evaluation Plan,'' include an evaluation plan as described in the 
following paragraphs. The evaluation plan must describe: Measures of 
progress in implementation, including the extent to which the project's 
products and services have reached its target population; and measures 
of intended outcomes or results of the project's activities in order to 
assess the effectiveness of those activities.
    In designing the evaluation plan, the project must--
    (1) Designate, with the approval of the OSEP project officer, a 
project liaison staff person with sufficient dedicated time, experience 
in evaluation, and knowledge of the project to work in collaboration 
with the Center to Improve Project Performance (CIPP),\17\ the project 
director, and the OSEP project officer on the following tasks:
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    \17\ The major tasks of CIPP are to guide, coordinate, and 
oversee the design of formative evaluations for every large 
discretionary investment (i.e., those awarded $500,000 or more per 
year and required to participate in the 3+2 process) in OSEP's 
Technical Assistance and Dissemination; Personnel Development; 
Parent Training and Information Centers; and Educational Technology, 
Media, and Materials programs. The efforts of CIPP are expected to 
enhance individual project evaluation plans by providing expert and 
unbiased technical assistance in designing the evaluations with due 
consideration of the project's budget. CIPP does not function as a 
third-party evaluator.
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    (i) Revise, as needed, the logic model submitted in the grant 
application to provide for a more comprehensive measurement of 
implementation and outcomes and to reflect any changes or 
clarifications to the model discussed at the kick-off meeting;
    (ii) Refine the evaluation design and instrumentation proposed in 
the grant application consistent with the logic model (e.g., preparing 
evaluation questions about significant program processes and outcomes, 
developing quantitative or qualitative data collections that permit 
both the collection of progress data, including fidelity of 
implementation, as appropriate, and the assessment of effectiveness, 
selecting respondent samples if appropriate, designing instruments or 
identifying data sources, and identifying analytic strategies); and
    (iii) Revise, as needed, the evaluation plan submitted in the grant 
application such that it clearly--
    (A) Specifies the measures and associated instruments or sources 
for data appropriate to the evaluation questions, suggests analytic 
strategies for those data, provides a timeline for conducting the 
evaluation, and includes staff assignments for completion of the plan;
    (B) Delineates the data expected to be available by the end of the 
second project year for use during the project's intensive review for 
continued funding described under the heading Fourth and Fifth Years of 
the Project; and
    (C) Can be used to assist the project director and the OSEP project 
officer, with the assistance of CIPP, as needed, to specify the 
performance measures to be addressed in the project's Annual 
Performance Report;
    (2) Cooperate with CIPP staff in order to accomplish the tasks 
described in paragraph (e)(1) of this priority; and
    (3) Dedicate sufficient funds in each budget year to cover the 
costs of carrying out the tasks described in paragraphs (e)(1) and 
(e)(2) of this priority and implementing the evaluation plan.
    (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 intended outcomes of the proposed 
project. A logic model communicates how a project will achieve its 
intended 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 
project;
    (3) Include in Appendix A person-loading charts and timelines to 
illustrate the management plan described in the narrative;
    (4) Include in the budget 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; and
    (iv) A one-day intensive review meeting in Washington, DC, 
during the last half of the second year of the project period;
    (5) Ensure that the budget includes--
    (i) 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 
should reallocate any remaining funds from this annual set-aside no 
later than the end of the third quarter of each budget period; and
    (ii) A line item for a summative evaluation to be conducted by 
an independent third party; and
    (6) Ensure that the project maintains a Web site that meets 
government or industry-recognized standards for accessibility.

    Fourth and Fifth Years of the Project:
    In deciding whether to continue funding the project for the fourth 
and fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a), as well as--
    (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 that will be held during the last half of the 
second year of the project period.
    (b) The timeliness and effectiveness with which all requirements of 
the negotiated cooperative agreement have been or are being met by the 
project; and
    (c) The quality, relevance, and usefulness of the project's 
activities and products and the degree to which the project's 
activities and products are aligned with the project's objectives and 
likely to result in the project achieving its proposed outcomes.

References

Bailey, A., Henry, T., McBride, L., & Puckett, J. (2011). Unleashing 
the potential of technology in education. Boston, MA: The Boston 
Consulting Group. Retrieved from http://net.educause.edu/ir/library/pdf/CSD6149.pdf.
Darling-Hammond, L., & Pecheone, R. (2010). Developing an 
internationally comparable balanced assessment system that supports 
high-quality learning. Princeton, NJ: Educational Testing Services. 
Retrieved from www.K12center.org/rsc/pdf/Darling-HammondPechoneSystemModel.pdf.

[[Page 26731]]

Duffey, D., & Fox, C. (2012). National Educational Technology Trends 
2012: State Leadership Empower Educators, Transforming Teaching and 
Learning. Washington, DC: State Educational Technology Directors 
Association (SEDTA). Retrieved from www.eric.ed.gov/PDFS/ED536746.pdf.
Fletcher, G., Schaffhauser, D., & Levi, D. (2012). Out of print: 
Reimaging the K-12 textbook in a digital age. Washington, DC: State 
Educational Technology Directors Association (SEDTA). Retrieved from 
http://files.eric.ed.gov/fulltext/ED536747.pdf.
Herman, J.L., & Linn, R.L. (2013). On the road to assessing deeper 
teaching: The status of Smarter Balanced and PARCC Assessment 
Consortia (CRESST Report 823). Los Angeles, CA: University of 
California, National Center for Research on Evaluation, Standards, 
and Student Testing (CRESST). Retrieved from www.cse.ucla.edu/products/reports/R823.pdf.
Johnson, L., Adams, S., & Cummins, N. (2012). NMC Horizon Report: 
2012 K-12 Edition. Austin, TX: The New Media Consortium. Retrieved 
from www.iste.org/docs/documents/2012-horizon-report_k12.pdf?sfvrsn=2.
National Center for Education Statistics. (2012). NAEP: Looking 
ahead--Leading assessment into the future. Washington, DC: Author. 
Retrieved from http://nces.ed.gov/nationsreportcard/pdf/Future_of_NAEP_Panel_White_Paper.pdf.
National Research Council. (2000). How people learn: Brain, mind, 
experience, and school: Expanded Edition. Washington, DC: National 
Academies Press. Retrieved from www.nap.edu/catalog.php?record_id=9853.
National Research Council. (2012a). Education for life and work: 
Developing transferable knowledge and skills in the 21st century. 
Washington, DC: The National Academies Press. Retrieved from http://nap.edu/catalog.php?record_id=13398.
National Research Council. (2012b). A framework for K-12 science 
education: Practices, cross-cutting concepts, and core ideas. 
Washington, DC: The National Academies Press. Retrieved from 
www.nap.edu/catalog.php?record_id=13165.
Preschool Curriculum Evaluation Research Consortium. (2008). Effects 
of Preschool Curriculum Programs on School Readiness (NCER 2008-
2009). National Center for Education Research, Institute of 
Education Sciences, U.S. Department of Education. Washington, DC: 
U.S. Government Printing Office. Retrieved from http://ies.ed.gov/ncer/pubs/20082009/pdf/20082009_rev.pdf.
Project Tomorrow. (2011). The new 3E's of education: Enabled, 
engaged, empowered--How today's students are leveraging emerging 
technologies for learning. Retrieved from http://tomorrow.org/speakup/pdfs/SU10_3EofEducation(Students).pdf.
Sato, E., Lagunoff, R., & Worth, P. (2011). Smarter Balanced 
Assessment Consortium Common Core State Standards analysis: Eligible 
content for the summative assessment. San Francisco, CA: WestEd. 
Retrieved from www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/Smarter-Balanced-CCSS-Eligible-Content-Final-Report.pdf.
U.S. Department of Education. (2010). A Blueprint for Reform: The 
Reauthorization of the Elementary and Secondary Education Act. 
Washington, DC: Author. Retrieved from http://www2.ed.gov/policy/elsec/leg/blueprint/blueprint.pdf.
U.S. Department of Education. (2013). Early Learning: America's 
Middle Class Promise Begins Early. Washington, DC: Author. Retrieved 
from www.ed.gov/early-learning.
U.S. Department of Justice, Civil Rights Division. (2012). Section 
508 Report to the President and Congress: Accessibility of Federal 
Electronic and Information Technology. Washington, DC: Author. 
Retrieved from www.ada.gov/508/508_Report.htm.

    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. 1474 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 institutions of 
higher education (IHEs) only.

II. Award Information

    Type of Award: Cooperative Agreement.
    Estimated Available Funds: $1,200,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2015 from the list of 
unfunded applicants from this competition.
    Maximum Award: We will reject any application that proposes a 
budget exceeding $1,200,000 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 program does not require cost 
sharing or matching.
    3. Other General Requirements:
    (a) Recipients of funding 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 for, and recipient of, funding under this 
competition 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 or from the Education Publications 
Center (ED Pubs). 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 from ED Pubs, be sure to identify 
this competition as follows: CFDA number 84.327Z.
    Individuals with disabilities can obtain a copy of the application 
package in an accessible format (e.g., braille, large print, audiotape, 
or compact disc)

[[Page 26732]]

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 
no more than 50 pages, using the following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double-space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, reference citations, and captions, as well as 
all text in charts, tables, figures, graphs, and screen shots.
     Use a font that is 12 point or larger.
     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 and double-spacing requirement 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 abstract (follow the guidance provided in the 
application package for completing the abstract), the table of 
contents, the list of priority requirements, the resumes, the reference 
list, the letters of support, or the appendices. However, the page 
limit and double-spacing requirement does apply to all of Part III, the 
application narrative, including all text in charts, tables, figures, 
graphs, and screen shots.
    We will reject your application if you exceed the page limit in the 
application narrative section; or if you apply standards other than 
those specified in the application package.
    3. Submission Dates and Times:
    Applications Available: May 9, 2014.
    Deadline for Transmittal of Applications: June 23, 2014.
    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.
    We do not consider an application that does not comply with the 
deadline requirements.
    Individuals with disabilities who need an accommodation or 
auxiliary aid in connection with the application process should contact 
the person listed under FOR FURTHER INFORMATION CONTACT in section VII 
of this notice. If the Department provides an accommodation or 
auxiliary aid to an individual with a disability in connection with the 
application process, the individual's application remains subject to 
all other requirements and limitations in this notice. Deadline for 
Intergovernmental Review: August 22, 2014.
    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 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 System for Award 
Management (SAM) (formerly 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 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-to-two business days.
    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 SAM registration process can take approximately seven business 
days, but may take upwards of several weeks, depending on the 
completeness and accuracy of the data entered into the SAM database by 
an entity. Thus, if you think you might want to apply for Federal 
financial assistance under a program administered by the Department, 
please allow sufficient time to obtain and register your DUNS number 
and TIN. We strongly recommend that you register early.

    Note: Once your SAM registration is active, you will need to 
allow 24 to 48 hours for the information to be available in 
Grants.gov and before you can submit an application through 
Grants.gov.

    If you are currently registered with SAM, 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.
    Information about SAM is available at www.SAM.gov. To further 
assist you with obtaining and registering your DUNS number and TIN in 
SAM or updating your existing SAM account, we have prepared a SAM.gov 
Tip Sheet, which you can find at: http://www2.ed.gov/fund/grant/apply/sam-faqs.html.
    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/web/grants/register.html.
    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 National Center on Accessible 
Educational Materials for Learning competition, CFDA number 84.327Z, 
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

[[Page 26733]]

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 National 
Center on Accessible Educational Materials for Learning 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 84.327, not 
84.327Z).
    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 
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

[[Page 26734]]

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 84.327Z), 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 84.327Z), 550 12th Street SW., Room 7039, 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 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

[[Page 26735]]

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 Educational Technology, Media, and Materials for 
Individuals with Disabilities program. These measures are included in 
the application package and focus on the extent to which projects are 
of high quality, are relevant to improving outcomes of children with 
disabilities, contribute to improving outcomes for children with 
disabilities, and generate evidence of validity and availability to 
appropriate populations. Projects funded under this competition are 
required to submit data on these measures as directed by OSEP:
    Program Performance Measure #1: The percentage of educational 
technology, media, and materials projects judged to be of high quality.
    Program Performance Measure #2: The percentage of educational 
technology, media, and materials projects judged to be of high 
relevance to improving outcomes of infants, toddlers, children, and 
youth with disabilities.
    Program Performance Measure #3: The percentage of educational 
technology, media, and materials projects that are judged to be of high 
usefulness in improving results for infants, toddlers, children, and 
youth with disabilities.
    Program Performance Measure #4: The percentage of educational 
technology, media, and materials projects that validate their products 
and services.
    Program Performance Measure #5: The percentage of educational 
technology, media, and materials projects that make validated 
technologies available for widespread use.
    Grantees will be required to report information on their project's 
performance in annual performance reports and additional performance 
data to the Department (34 CFR 75.590 and 75.591).
    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. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.

    Dated: May 5, 2014.
Michael K. Yudin,
Acting Assistant Secretary for Special Education and Rehabilitative 
Services.
[FR Doc. 2014-10646 Filed 5-8-14; 8:45 am]
BILLING CODE 4000-01-P