[Federal Register Volume 77, Number 86 (Thursday, May 3, 2012)]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2012-10692]
DEPARTMENT OF EDUCATION
Applications for New Awards; Model Demonstration Projects on
Reentry of Students With Disabilities From Juvenile Justice Facilities
Into Education, Employment, and Community Programs
AGENCY: Office of Special Education and Rehabilitative Services, Office
of Special Education Programs, Department of Education.
Technical Assistance and Dissemination to Improve Services and
Results for Children with Disabilities--Model Demonstration Projects on
Reentry of Students with Disabilities from Juvenile Justice Facilities
into Education, Employment, and Community Programs Notice inviting
applications for new awards for fiscal year (FY) 2012.
Catalog of Federal Domestic Assistance (CFDA) Number: 84.326M.
Applications Available: May 3, 2012.
Deadline for Transmittal of Applications: June 18, 2012.
Deadline for Intergovernmental Review: August 16, 2012.
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purpose of the Technical Assistance and
Dissemination to Improve Services and Results for Children with
Disabilities program is to promote academic achievement and to improve
results for children with disabilities by providing technical
assistance (TA), supporting model demonstration projects, disseminating
useful information, and implementing activities that are supported by
scientifically based research.
Priority: In accordance with 34 CFR 75.105(b)(2)(v), this priority
is from allowable activities specified in the statute or otherwise
authorized in the statute (see sections 663 and 681(d) of the
Individuals with Disabilities Education Act (IDEA), 20 U.S.C. 1463 and
Absolute Priority: For FY 2012 and any subsequent year in which we
make awards from the list of unfunded applicants from this competition,
this priority is an absolute priority. Under 34 CFR 75.105(c)(3) we
consider only applications that meet this priority.
This priority is:
Model Demonstration Projects on Reentry of Students With Disabilities
From Juvenile Justice Facilities Into Education, Employment, and
The purpose of this priority is to support the establishment and
operation of three model demonstration projects that will develop,
adapt, refine, and evaluate models for facilitating the successful
reentry of youth with disabilities from juvenile justice facilities
into education, employment, and community programs.
In the 2000-2001 school year, ``students ages 6 through 17 [years]
with disabilities made up 11.5 percent of the estimated student
enrollment for grades prekindergarten through 12th grade'' (U.S.
Department of Education, 2002, p. II-19). Based on their December 1,
2000 census, State departments of juvenile justice reported that, on
average, one-third of the youth in the juvenile justice system had
identified disabilities; the State-reported prevalence ranged from 9.1
percent to 77.5 percent (Quinn, Rutherford, Leone, Osher, & Poirier,
2005). In other words, the average prevalence of disability among youth
in State juvenile justice systems was nearly three times the prevalence
of disability among all youth. Of the youth with disabilities in the
juvenile justice system, 47.7 percent were classified with emotional
disturbance; 38.6 percent with specific learning disabilities; and 9.7
percent with intellectual disabilities (Quinn et al., 2005).
Each year, nearly 100,000 youth under the age of 18, with and
without disabilities, are released from juvenile facilities,\1\ jails,
or prisons, and reenter society, returning to families, local schools,
and community life (Snyder, 2004). According to Bilchik & Altschuler
(2010, Slide 4),
\1\ The types of juvenile facilities include detention centers,
shelters, reception/diagnostic centers, group homes, ranches,
wilderness camps, training schools, and residential treatment
centers. The facilities are run by State governments, local
governments, and private organizations. Some are secure, while
others are not equipped to confine youth.
Reentry [to school and community life] refers to those
activities and tasks that: prepare out-of-home placed juveniles for
reentry into the specific families and communities to which they
will return; establish the necessary arrangements and linkages with
the full range of public and private sector departments,
organizations, and individuals in the community that can address
known risk and protective factors; and ensure the delivery of
prescribed services and supervision in the community. As this
definition implies, the residential facility and the community have
a critical role to play in reentry.
Preparation and supports for successful reentry from juvenile justice
facilities are even more crucial for youth with disabilities, since
``barriers encountered by youth from the juvenile justice system during
the transition process are exacerbated when these youth have
disabilities'' (Clark, 2003, p. 98). At the same time, their outcomes
after returning to their communities tend to be worse than their peers
without disabilities. For example, a higher percentage of youth with
disabilities return to juvenile justice facilities (Bullis, Yovanoff,
Meuller, & Havel, 2002), and in a shorter timeframe (Zhang, Barrett,
Katsiyannis, & Yoon, 2011), than their peers without disabilities.
Some practices have shown promise in improving outcomes for
reentering juveniles. These promising practices frequently include:
Intensive educational interventions; multidisciplinary assessments and
planning; integrated transition services (i.e., service delivery
focused on the youth's reentry to education, employment, and community
programs from the beginning of custody); individualized aftercare;
interagency collaboration; research-based interventions implemented
with fidelity; and evaluation of services, processes, and outcomes
(Hogan, Bullock, & Fritsch, 2010; Newell & Salazar, 2010; Wilkins,
Assessment and planning must be grounded in an understanding of
adolescent educational, psychological, cognitive, and emotional
development (Scott & Steinberg, 2008). Multiple disciplines and
perspectives (i.e., the youth, special educator, parent, juvenile
justice case officer, etc.) should identify the juvenile's strengths
and needs and develop a plan of interventions to address these needs
(Newell & Salazar, 2010; Zhang, Hsu, Katsiyannis, Barrett, & Song,
2011). Studies suggest that focusing on the transition back to school
and community from the start of custody increases the likelihood of
successful reentry (Newell & Salazar, 2010; Zhang, Barrett, et al.,
Once a youth reenters the community, individualized aftercare
continues to provide the planned interventions, which should be
identified based on the unique needs of the juvenile (Scott &
Steinberg, 2008) and include any court-mandated interventions (Newell &
Salazar, 2010). Aftercare services may include, for example,
educational and vocational programs, housing assistance, substance
abuse and mental health treatment, life skills training, family
counseling, and parent education (Baltodano, Platt, & Roberts, 2005;
Wilkins, 2011; Zabel & Nigro, 2007).
Interagency collaboration is essential to ensuring that aftercare
services are effective. Successful interagency collaboration efforts
include case management services and clearly defined expectations and
responsibilities among service agencies. Interagency collaboration
helps to connect services, such as intensive educational interventions
provided in the juvenile facility, with those provided in the community
(Bilchik & Altschuler, 2010; Hogan, Bullock, & Fritsch, 2010; Newell &
Implementing research-based interventions with fidelity increases
the likelihood of effectiveness (Fixsen, Naoom, Blas[eacute], Friedman,
& Wallace, 2005). The evaluation of services, processes, and outcomes
provides formative and summative information needed to demonstrate and
improve the quality and effectiveness of interventions. Unfortunately,
there is limited research on the quality and effectiveness of reentry
models to improve the post-release outcomes of youth in juvenile
justice facilities who are identified as having disabilities, most of
whom have learning disabilities or emotional disturbance. The Office of
Special Education Programs (OSEP) intends to support the development
and evaluation of model demonstration projects that serve youth with
disabilities reentering education, employment, and community programs
from juvenile justice facilities.
Priority: The purpose of this priority is to support the
establishment and operation of three model demonstration projects that
will develop, adapt, refine, and evaluate models for facilitating the
successful reentry of youth with disabilities from juvenile justice
facilities into education, employment, and community programs. Each
model demonstration project must include the following elements:
Intensive educational interventions, multidisciplinary assessments and
planning, integrated transition services, individualized aftercare,
interagency collaboration, research-based interventions implemented
with fidelity, and evaluation of services, processes, and outcomes. The
projects must be designed to reduce recidivism and to support the
successful transition of these youth with disabilities back into their
communities. Successful transition must be measured, in part, using
data on high school completion, postsecondary education, and
employment. For purposes of this priority, the term ``youth with
disabilities'' refers to individuals who are in 7th to 12th grades and
are under 18 years of age unless the State where the project is located
provides services to students ages 18, 19, 20 or 21 consistent with
State law or practice or the order of any court, in which case, the
term refers to individuals who are in 7th to 12th grades and are under
the maximum age consistent with State law or practice of court order.
To be considered for funding under this absolute priority,
applicants must meet the application requirements contained in this
priority. Each project
funded under this absolute priority also must meet the programmatic and
administrative requirements specified in the priority.
Application Requirements. An applicant must include in its
(a) A description of a proposed model demonstration project that
provides services for youth reentering their schools and communities
from juvenile justice facilities. The services must be coordinated
among a juvenile justice facility, a student's home school district,
and any cooperating community programs (see also the section on
Required Activities). The description must include:
(1) Intervention components, including:
(i) Special education and related services, including therapeutic
(e.g., mental health, drug treatment, etc.) and transition services, to
be provided to the youth with disabilities, and the responsibilities of
the proposed project, local educational agency (LEA), school, juvenile
justice facility, and any cooperating agencies to provide such
(ii) Processes that support the successful transition of youth with
disabilities from the juvenile justice facility to education,
employment, and community programs, including: Placement in appropriate
education programs that provide special education and related services,
as described in students' individualized education programs; support,
as appropriate, in locating employment, transportation, and housing;
and determination of the type, duration, and intensity of needed
(iii) A data plan that outlines the process for assessing,
collecting, and sharing \2\ academic, vocational, behavioral, and
developmental data for participating youth with disabilities among the
collaborating agencies to support the implementation of the model; and
\2\ Applicants must ensure the confidentiality of individual
data, consistent with the requirements of the Family Education
Rights and Privacy Act (FERPA) and State laws or regulations
concerning the confidentiality of individual records. Final FERPA
regulatory changes became effective January 3, 2012, and include
requirements for data sharing. Applicants are encouraged to review
the final FERPA regulations published on December 2, 2011 (76 FR
75604). Questions can be forwarded to the Family Policy Compliance
Office (www.ed.gov/fpco) at (202) 260-3887 or FERPA@ed.gov.
(iv) Description of systems or tools that will be used for storing,
managing, analyzing, and reporting data and for communicating among the
collaborating agencies and that are necessary to implement the model's
services, processes, and data plan.
(2) Implementation components, including the:
(i) Methods and criteria to be used for selecting \3\ and
recruiting \4\ at least three schools from at least one LEA, and at
least one juvenile justice facility whose students with disabilities
are approaching release to these schools, including descriptions of the
juvenile facilities, the schools and LEAs, their populations, and
whether the LEAs are considered high-poverty, high-need,\5\ rural,\6\
urban, or suburban;
\3\ For factors to consider when selecting model demonstration
sites, the applicant should refer to Assessing Sites for Model
Demonstration: Lessons Learned for OSEP Grantees at http://mdcc.sri.com/documents/reports/MDCC_Site_Assessment_Brief_09-30-11.pdf. The document also contains a site assessment tool.
\4\ The applicant must describe who is going to be contacted
within the district(s) and how ``buy-in'' from these and other
leaders will be solicited.
\5\ Section 2102(3) of the Elementary and Secondary Education
Act of 1965, as amended (ESEA) defines a ``high-need LEA'' as an
LEA--(A)(i) That serves not fewer than 10,000 children from families
with incomes below the poverty line (as that term is defined in
section 9101(33) of the ESEA);, or (ii) for which not less than 20
percent of the children served by the LEA are from families with
incomes below the poverty line; and (B)(i) for which there is a high
percentage of teachers not teaching in the academic subjects or
grade levels that the teachers were trained to teach; or (ii) for
which there is a high percentage of teachers with emergency,
provisional, or temporary certification or licensing.
\6\ For purposes of this priority, ``rural LEA'' means an LEA
that is eligible under the Small Rural School Achievement (SRSA)
program or the Rural and Low-Income School (RLIS) program authorized
under Title VI, Part B of the ESEA. Applicants may determine whether
a particular LEA is eligible for these programs by referring to the
information on the following Department Web sites. For SRSA: http://www2.ed.gov/programs/reapsrsa/index.html For RLIS: http://www.ed.gov/programs/reaprlisp/eligibility.html.
Note: Applicants are encouraged to identify, to the extent
possible, the juvenile facilities, LEAs, and schools willing to
participate in the applicant's model demonstration. Final site
selection will be determined in consultation with the OSEP Project
Officer following the kick-off meeting (see paragraph (e)(1) in the
Application Requirements section).
(ii) Strategies to identify and to allocate human resources among
the collaborating agencies needed to implement the model;
(iii) Approach to initial and ongoing personnel development or
training, including coaching, for personnel involved in implementing
(iv) Approach to measuring fidelity of implementation of the model;
(v) Approach to measuring the social validity of the model--in
other words, measuring the stakeholders' (i.e., service providers',
teachers', parents', and students') satisfaction with the model
components, processes and outcomes.
(3) Sustainability components, including a plan for:
(i) Transferring the responsibility for project maintenance and
support to the collaborating agency personnel at the participating
sites by the end of the project period; and
(ii) Continuing the opportunities for training personnel in the
collaborating agencies to implement the model, if successful, after the
(b) A detailed review of the research evidence that supports the
effectiveness of the proposed model, its components, and processes with
the targeted population(s) and age(s) of youth with disabilities;
(c) A plan and timeline to implement the model described in
paragraph (a) of this section that includes details on the elements in
the Required Activities section of this priority;
(d) A logic model that depicts, at a minimum, the goals,
activities, outputs, and outcomes of the proposed model demonstration
project. The logic model must make distinct the contributions of each
collaborating agency to the 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; and
Note: The following Web sites provide more information on logic
models: www.researchutilization.org/matrix/logicmodel_resource3c.html and www.tadnet.org/model_and_performance.
(e) A budget for attendance at the following:
(1) A one and one half-day kick-off meeting to be held in
Washington, DC, after receipt of the award. At the kick-off meeting,
OSEP personnel and the grantees, in consultation with the Model
Demonstration Coordination Center (MDCC), will develop a project data
coordination plan that includes common cross-project data collection
instruments, a timeline for collecting these data, and evaluation
questions. As part of the cross-project data coordination plan,
projects funded under this priority must collect data using common
measures that may or may not be the same as those initially proposed by
the applicant. These may include student measures; implementation
measures such as qualitative descriptions of activities; or site
contextual data. The project timeline required under paragraph (c) of
this section must be adjusted according to decisions made during kick-
(2) A one-day annual planning meeting held in Washington, DC, with
the OSEP Project Officer during years 2-4 of the project period;
(3) The three-day Project Directors' Conference in Washington, DC,
during each year of the project period; and
(4) Two two-day trips annually to attend Department briefings,
Department-sponsored conferences, and other meetings, as requested by
Required Activities. To meet the requirements of this priority,
each project, at a minimum, must conduct the following activities
consistent with the plan proposed in paragraph (c) of the Application
(a) Implement a model demonstration project in the participating
schools, LEAs, and juvenile justice facilities that--
(1) Address the individual educational, psychological, cognitive,
and emotional needs of youth with disabilities in juvenile justice
facilities using culturally responsive principles; \7\
\7\ Culturally responsive principles promote redesigning the
learning environments to support the development and success of all
students. Some examples of incorporating culturally responsive
principles into learning environments include communicating high
expectations to all students, incorporating students' cultural and
home experiences into lessons by reshaping the curriculum to reflect
students' experiences, and engaging students in activities where
they can converse with one another on topics that tap into their
background knowledge and experiences (Gay, 2000; King, Artiles, &
(2) Identify a mentor, coach, educational advocate, or case manager
to coordinate the transition of youth with disabilities from custody to
community life; and
(3) Establish collaborative processes for service provision among
the juvenile justice facility, the LEA, and schools, and appropriate
community service providers such as mental health and substance abuse
treatment providers, to facilitate the outcomes outlined in paragraphs
(b) and (c) in this section.
(b) Include, at a minimum in the project's logic model and data
plan, the timeline and plan to collect summative evaluation data on the
following outcome measures:
(1) Progress toward and rates of high school completion;
(2) Exploration, application, acceptance, and enrollment in
postsecondary education, as age appropriate;
(3) Employment, if age appropriate, or progress to obtain the
knowledge and skills that will reasonably enable the youth to meet the
goal of employment (e.g., enrollment in courses of study leading to
(4) Number and time lag of referrals to juvenile justice following
release from the juvenile justice facility; and
(5) Progress in positive, healthy, and pro-social behaviors
(voluntary behaviors intended to benefit another), as reflected by
reductions in school disciplinary actions and participation in mental
health or substance abuse treatment.
(c) Include, at a minimum, in the project's logic model and data
plan, the timeline and plan to collect summative evaluation data on the
following system outcomes:
(1) Changes to policies, procedures, or data collection systems in
the LEAs, schools, and juvenile facilities, including changes related
to information or record sharing,\8\ referrals for services,
instruction, assessment, and transition planning;
\8\ As noted elsewhere in this priority, applicants must ensure
the confidentiality of individual data, consistent with the
requirements of the Family Education Rights and Privacy Act (FERPA)
and State laws or regulations concerning the confidentiality of
individual records. Final FERPA regulatory changes became effective
January 3, 2012, and include requirements for data sharing.
Applicants are encouraged to review the final FERPA regulations
published December 2, 2011 (76 FR 75604). Questions can be forwarded
to the Family Policy Compliance Office (www.ed.gov/fpco) at (202)
260-3887 or FERPA@ed.gov.
(2) Changes to resource allocations in the LEAs, schools, and
juvenile facilities, including personnel assignments and transportation
(3) Estimates of the cost of implementing the model, including
costs of the various components of the model.
(d) Implement a formative evaluation plan, consistent with the
project's logic model and the data collection plan, to include, as
appropriate, periodic collection of student and system data in addition
to other largely formative data relating to fidelity of implementation,
stakeholder acceptability, and descriptions of the site context. The
plan must outline how these data will be reviewed by the project, when
they will be reviewed (consistent with the timeline in paragraph (c)
under Application Requirements), and how they will be used during the
course of the project to adjust the model or its implementation to
increase the model's usefulness, generalizability, and potential for
Other Project Activities. To meet the requirements of this
priority, each project, at a minimum, must conduct the following
(a) Participate in ongoing discussions, facilitated by the MDCC,
with the other funded projects concerning the development of a data
coordination plan that is common to all funded projects and includes
evaluation questions; site data collection instruments; synthesis and
analysis of the data; acceptable variations across projects for the
measurement of implementation fidelity, model acceptability, and data
reliability; and collaborative efforts to disseminate information about
the models. Projects must be prepared to share some data with the MDCC
in the process of implementing the data coordination plan;
Note: In addition to common data and instrumentation,
applicants may propose in the application to collect and analyze
data that are not commonly collected by all projects, but that
support their particular model demonstration project.
(b) Initiate a detailed documentation process sufficient for model
replication purposes, should the model be successful;
(c) Communicate and collaborate on an ongoing basis with
Department-funded projects such as the National Dropout Prevention
Center for Students with Disabilities (http://www.ndpc-sd.org/),
National Secondary Transition Technical Assistance Center (http://www.nsttac.org/), and National Post-School Outcomes Center (http://www.psocenter.org/), to share information on successful strategies and
implementation challenges regarding school reentry, dropout prevention,
job training, and post-secondary transition for youth with disabilities
in the juvenile justice system;
(d) Prior to developing any new product, submit a proposal for the
product to the Technical Assistance Coordination Center (TACC) database
for approval from the OSEP Project Officer. The development of new
products should be consistent with the product definition and
guidelines posted on the TACC Web site (www.tadnet.org);
(e) Maintain ongoing telephone and email communication with the
OSEP Project Officer and other projects funded under this priority; and
Note: The MDCC will provide support for monthly teleconferences
with all projects to discuss cross-project activities.
(f) If the project maintains a Web site, include relevant
information about the model demonstration and documents in a form that
meets government or industry recognized standards for accessibility.
Baltodano, H. M., Platt, D., & Roberts, C. W. (2005). Transition
from secure care to the community: Significant issues for youth
in detention. Journal of Correctional Education, 56(4), 372-388.
Bilchik, S., & Altschuler, D. (2010, January 26). Juvenile reentry
in concept and practice. Webinar by National Reentry Resource Center
and the U.S. Department of Justice, Bureau of Justice Assistance and
Office for Juvenile Justice and Delinquency Prevention. Available
Bullis, M., Yovanoff, P., Mueller, G., & Havel, E. (2002). Life on
the ``outs''--Examination of the facility-to-community transition of
incarcerated youth. Exceptional Children, 69, 7.
Clark, H. G. (2003). Resilience: Gender, disability, and justice
status in youth transitioning to school (Doctoral dissertation).
Arizona State University. ProQuest Dissertations and Theses.
Retrieved from http://search.proquest.com/docview/305339804?accountid=27030.
Fixsen, D. L., Naoom, S. F., Blas[eacute], K. A., Friedman, R. M., &
Wallace, F. (2005). Implementation research: A synthesis of the
literature. Tampa, FL: University of South Florida, Louis de la
Parte Florida Mental Health Institute, The National Implementation
Research Network (FMHI Publication 231).
Gay, G. (2000). Culturally responsive teaching: Theory, research,
and practice. New York: Teachers College Press.
Hogan, K. A., Bullock, L. M., & Fritsch, E. J. (2010). Meeting the
transition needs of incarcerated youth with disabilities. Journal of
Correctional Education, 61(2), 133-147.
King, A., Artiles, A. J., & Kozleski, E. (2010). Professional
learning for culturally responsive teaching. Retrieved from http://www.equityallianceasu.org/sites/default/files/Website-files/exemplarFINAL.pdf.
Newell, M., & Salazar, A. (2010). Juvenile reentry in Los Angeles
County: An exploration of strengths, barriers, and policy options: A
report to the 2nd District of Los Angeles. Retrieved from http://www.childrensdefense.org/child-research-data-publications/data/la-county-juvenile-justice.pdf.
Quinn, M. M., Rutherford, R. B., Leone, P. E., Osher, D. M. &
Poirier, J. M. (2005). Youth with disabilities in juvenile
corrections: A national survey. Exceptional Children, 71, 339-345.
Scott, E. S., & Steinberg, L. (2008). Rethinking juvenile justice.
Cambridge, MA: Harvard University Press.
Snyder, H. (2004). An empirical portrait of the youth reentry
population. Youth Violence and Juvenile Justice, 2(1), 39-55. doi:
U.S. Department of Education. (2002). Twenty-fourth annual report to
Congress on the implementation of the Individuals with Disabilities
Education Act. Washington, DC: Author. Available from http://www2.ed.gov/about/reports/annual/osep/2002/index.html.
Wilkins, J. (2011). Reentry programs for out-of-school youth with
disabilities: Part III Characteristics of reentry programs. Clemson,
SC: National Dropout Prevention Center for Students with
Disabilities, Clemson University. Available from http://www.ndpc-sd.org/knowledge/reentry_programs.php.
Zabel, R., & Nigro, F. (2007). Occupational interests and aptitudes
of juvenile offenders: Influence of special education experience and
gender. Journal of Correctional Education, 58(4), 337-355.
Zhang, D., Barrett, D. E., Katsiyannis, A., & Yoon, M. (2011).
Juvenile offenders with and without disabilities: Risks and patterns
of recidivism. Learning & Individual Differences, 21(1), 12-18. doi:
Zhang, D., Hsu, H.-Y., Katsiyannis, A., Barrett, D. E., & Song, J.
(2011). Adolescents with disabilities in the juvenile justice
system: Patterns of recidivism. Exceptional Children, 77, 283-296.
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (APA) (5 U.S.C. 553) the Department generally offers interested
parties the opportunity to comment on proposed priorities and
requirements. Section 681(d) of IDEA, however, makes the public comment
requirements of the APA inapplicable to the priority in this notice.
Program Authority: 20 U.S.C. 1463 and 1481.
Applicable Regulations: The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80,
81, 82, 84, 86, 97, 98, and 99.
Note: The regulations in 34 CFR part 79 apply to all applicants
except federally recognized Indian tribes.
Note: The regulations in 34 CFR part 86 apply to IHEs only.
II. Award Information
Type of Award: Cooperative agreements.
Estimated Available Funds: $1,200,000.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in FY 2013 from the list of
unfunded applicants from this competition.
Estimated Average Size of Award: $400,000.
Estimated Range of Awards: $375,000 to $400,000.
Maximum Awards: We will reject any application that proposes a
budget exceeding $400,000 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
Estimated Number of Awards: 3.
Note: The Department is not bound by any estimates in this
Project Period: Up to 48 months.
III. Eligibility Information
1. Eligible Applicants: State educational agencies (SEAs); LEAs,
including public charter schools that are considered LEAs under State
law; IHEs; other public agencies; private nonprofit organizations;
outlying areas; freely associated States; Indian tribes or tribal
organizations; and for-profit organizations.
2. Cost Sharing or Matching: This competition does not require cost
sharing or matching.
3. Other: General Requirements--(a) The projects funded under this
competition must make positive efforts to employ and advance in
employment qualified individuals with disabilities (see section 606 of
(b) Applicants and the grant recipients funded under this
competition must involve individuals with disabilities or parents of
individuals with disabilities ages birth through 26 in planning,
implementing, and evaluating the projects (see section 682(a)(1)(A) of
IV. Application and Submission Information
1. Address to Request Application Package: You can obtain an
application package via the Internet, from the Education Publications
Center (ED Pubs), or from the program office.
To obtain a copy via the Internet, use the following address:
To obtain a copy from ED Pubs, write, fax, or call the following:
ED Pubs, U.S. Department of Education, P.O. Box 22207, Alexandria, VA
22304. Telephone, toll free: 1-877-433-7827. FAX: (703) 605-6794. If
you use a telecommunications device for the deaf (TDD) or a text
telephone (TTY), call, toll free: 1-877-576-7734.
You can contact ED Pubs at its Web site, also: www.EDPubs.gov or at
its email address: email@example.com.
If you request an application package from ED Pubs, be sure to
identify this competition as follows: CFDA number 84.326M.
To obtain a copy from the program office, contact the person listed
under FOR FURTHER INFORMATION CONTACT in section VII of this notice.
Individuals with disabilities can obtain a copy of the application
package in an accessible format (e.g., braille, large print, audiotape,
or compact disc) by contacting the person or team listed under
Accessible Format in section VIII of this notice.
2. Content and Form of Application Submission: Requirements
concerning the content of an application, together with the forms you
must submit, are in the application package for this competition.
Page Limit: The application narrative (Part III of the application)
is where you, the applicant, address the selection criteria that
reviewers use to evaluate your application. You must limit the
application narrative to the equivalent of no more than 70 pages, using
the following standards:
A ``page'' is 8.5 x 11, on one side
only, with 1'' margins at the top, bottom, and both sides.
Double space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, references, and captions.
Use a font that is either 12 point or larger or no smaller
than 10 pitch (characters per inch).
Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial. An application submitted in any other font
(including Times Roman or Arial Narrow) will not be accepted.
The page limit does not apply to Part I, the cover sheet; Part II,
the budget section, including the narrative budget justification; Part
IV, the assurances and certifications; or the one-page abstract, the
resumes, the bibliography, the references, or the letters of support.
However, the page limit does apply to all of the application narrative
section (Part III).
We will reject your application if you exceed the page limit or if
you apply other standards and exceed the equivalent of the page limit.
3. Submission Dates and Times:
Applications Available: May 3, 2012.
Deadline for Transmittal of Applications: June 18, 2012.
Applications for grants under this competition may be submitted
electronically using the Grants.gov Apply site (Grants.gov), or in
paper format by mail or hand delivery. For information (including dates
and times) about how to submit your application electronically, or in
paper format by mail or hand delivery, please refer to section IV. 7.
Other Submission Requirements of this notice.
We do not consider an application that does not comply with the
Individuals with disabilities who need an accommodation or
auxiliary aid in connection with the application process should contact
the person listed under FOR FURTHER INFORMATION CONTACT in section VII
of this notice. If the Department provides an accommodation or
auxiliary aid to an individual with a disability in connection with the
application process, the individual's application remains subject to
all other requirements and limitations in this notice.
Deadline for Intergovernmental Review: August 16, 2012.
4. Intergovernmental Review: This competition is subject to
Executive Order 12372 and the regulations in 34 CFR part 79.
Information about Intergovernmental Review of Federal Programs under
Executive Order 12372 is in the application package for this
5. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
6. Data Universal Number System Number, Taxpayer Identification
Number, and Central Contractor Registry: To do business with the
Department of Education, you must--
a. Have a Data Universal Numbering System (DUNS) number and a
Taxpayer Identification Number (TIN);
b. Register both your DUNS number and TIN with the Central
Contractor Registry (CCR), the Government's primary registrant
c. Provide your DUNS number and TIN on your application; and
d. Maintain an active CCR registration with current information
while your application is under review by the Department and, if you
are awarded a grant, during the project period.
You can obtain a DUNS number from Dun and Bradstreet. A DUNS number
can be created within one business day.
If you are a corporate entity, agency, institution, or
organization, you can obtain a TIN from the Internal Revenue Service.
If you are an individual, you can obtain a TIN from the Internal
Revenue Service or the Social Security Administration. If you need a
new TIN, please allow 2-5 weeks for your TIN to become active.
The CCR registration process may take five or more business days to
complete. If you are currently registered with the CCR, you may not
need to make any changes. However, please make certain that the TIN
associated with your DUNS number is correct. Also note that you will
need to update your CCR registration on an annual basis. This may take
three or more business days to complete.
In addition, if you are submitting your application via Grants.gov,
you must (1) be designated by your organization as an Authorized
Organization Representative (AOR); and (2) register yourself with
Grants.gov as an AOR. Details on these steps are outlined at the
following Grants.gov Web page: www.grants.gov/applicants/get_registered.jsp.
7. Other Submission Requirements: Applications for grants under
this competition may be submitted electronically or in paper format by
mail or hand delivery.
a. Electronic Submission of Applications
We are participating as a partner in the Governmentwide Grants.gov
Apply site. The Model Demonstration Projects on Reentry of Students
with Disabilities from Juvenile Justice Facilities into Education,
Employment, and Community Programs competition, CFDA number 84.326M, is
included in this project. We request your participation in Grants.gov.
If you choose to submit your application electronically, you must
use the Governmentwide Grants.gov Apply site at www.Grants.gov. Through
this site, you will be able to download a copy of the application
package, complete it offline, and then upload and submit your
application. You may not email an electronic copy of a grant
application to us.
You may access the electronic grant application for the Model
Demonstration Projects on Reentry of Students with Disabilities from
Juvenile Justice Facilities into Education, Employment, and Community
Programs competition at www.Grants.gov. You must search for the
downloadable application package for this competition by the CFDA
number. Do not include the CFDA number's alpha suffix in your search
(e.g., search for 84.326, not 84.326M).
Please note the following:
Your participation in Grants.gov is voluntary.
When you enter the Grants.gov site, you will find
information about submitting an application electronically through the
site, as well as the hours of operation.
Applications received by Grants.gov are date and time
stamped. Your application must be fully uploaded and submitted and must
be date and time stamped by the Grants.gov system no later than 4:30:00
p.m., Washington, DC time, on the application deadline date. Except as
otherwise noted in this section, we will not accept your application if
it is received--that is, date and time stamped by the Grants.gov
system--after 4:30:00 p.m., Washington, DC time, on the application
deadline date. We do not consider an application that does not comply
with the deadline requirements. When we retrieve your application from
Grants.gov, we will
notify you if we are rejecting your application because it was date and
time stamped by the Grants.gov system after 4:30:00 p.m., Washington,
DC time, on the application deadline date.
The amount of time it can take to upload an application
will vary depending on a variety of factors, including the size of the
application and the speed of your Internet connection. Therefore, we
strongly recommend that you do not wait until the application deadline
date to begin the submission process through Grants.gov.
You should review and follow the Education Submission
Procedures for submitting an application through Grants.gov that are
included in the application package for this competition to ensure that
you submit your application in a timely manner to the Grants.gov
system. You can also find the Education Submission Procedures
pertaining to Grants.gov under News and Events on the Department's G5
system home page at http://www.G5.gov.
You will not receive additional point value because you
submit your application in electronic format, nor will we penalize you
if you submit your application in paper format.
If you submit your application electronically, you must
submit all documents electronically, including all information you
typically provide on the following forms: the Application for Federal
Assistance (SF 424), the Department of Education Supplemental
Information for SF 424, Budget Information--Non-Construction Programs
(ED 524), and all necessary assurances and certifications.
If you submit your application electronically, you must
upload any narrative sections and all other attachments to your
application as files in a PDF (Portable Document) read-only, non-
modifiable format. Do not upload an interactive or fillable PDF file.
If you upload a file type other than a read-only, non-modifiable PDF or
submit a password-protected file, we will not review that material.
Your electronic application must comply with any page-
limit requirements described in this notice.
After you electronically submit your application, you will
receive from Grants.gov an automatic notification of receipt that
contains a Grants.gov tracking number. (This notification indicates
receipt by Grants.gov only, not receipt by the Department.) The
Department then will retrieve your application from Grants.gov and send
a second notification to you by email. This second notification
indicates that the Department has received your application and has
assigned your application a PR/Award number (an ED-specified
identifying number unique to your application).
We may request that you provide us original signatures on
forms at a later date.
Application Deadline Date Extension in Case of Technical Issues
with the Grants.gov System: If you are experiencing problems submitting
your application through Grants.gov, please contact the Grants.gov
Support Desk, toll free, at 1-800-518-4726. You must obtain a
Grants.gov Support Desk Case Number and must keep a record of it.
If you are prevented from electronically submitting your
application on the application deadline date because of technical
problems with the Grants.gov system, we will grant you an extension
until 4:30:00 p.m., Washington, DC time, the following business day to
enable you to transmit your application electronically or by hand
delivery. You also may mail your application by following the mailing
instructions described elsewhere in this notice.
If you submit an application after 4:30:00 p.m., Washington, DC
time, on the application deadline date, please contact the person
listed under FOR FURTHER INFORMATION CONTACT in section VII of this
notice and provide an explanation of the technical problem you
experienced with Grants.gov, along with the Grants.gov Support Desk
Case Number. We will accept your application if we can confirm that a
technical problem occurred with the Grants.gov system and that that
problem affected your ability to submit your application by 4:30:00
p.m., Washington, DC time, on the application deadline date. The
Department will contact you after a determination is made on whether
your application will be accepted.
Note: The extensions to which we refer in this section apply
only to the unavailability of, or technical problems with, the
Grants.gov system. We will not grant you an extension if you failed
to fully register to submit your application to Grants.gov before
the application deadline date and time or if the technical problem
you experienced is unrelated to the Grants.gov system.
b. Submission of Paper Applications by Mail
If you submit your application in paper format by mail (through the
U.S. Postal Service or a commercial carrier), you must mail the
original and two copies of your application, on or before the
application deadline date, to the Department at the following address:
U.S. Department of Education, Application Control Center, Attention:
(CFDA Number 84.326M), LBJ Basement Level 1, 400 Maryland Avenue SW.,
Washington, DC 20202-4260.
You must show proof of mailing consisting of one of the following:
(1) A legibly dated U.S. Postal Service postmark.
(2) A legible mail receipt with the date of mailing stamped by the
U.S. Postal Service.
(3) A dated shipping label, invoice, or receipt from a commercial
(4) Any other proof of mailing acceptable to the Secretary of the
U.S. Department of Education.
If you mail your application through the U.S. Postal Service, we do
not accept either of the following as proof of mailing:
(1) A private metered postmark.
(2) A mail receipt that is not dated by the U.S. Postal Service.
If your application is postmarked after the application deadline
date, we will not consider your application.
Note: The U.S. Postal Service does not uniformly provide a
dated postmark. Before relying on this method, you should check with
your local post office.
c. Submission of Paper Applications by Hand Delivery
If you submit your application in paper format by hand delivery,
you (or a courier service) must deliver the original and two copies of
your application by hand, on or before the application deadline date,
to the Department at the following address: U.S. Department of
Education, Application Control Center, Attention: (CFDA Number
84.326M), 550 12th Street SW., Room 7041, Potomac Center Plaza,
Washington, DC 20202-4260.
The Application Control Center accepts hand deliveries daily
between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except
Saturdays, Sundays, and Federal holidays.
Note for Mail or Hand Delivery of Paper Applications: If you
mail or hand deliver your application to the Department--
(1) You must indicate on the envelope and--if not provided by
the Department--in Item 11 of the SF 424 the CFDA number, including
suffix letter, if any, of the competition under which you are
submitting your application; and
(2) The Application Control Center will mail to you a
notification of receipt of your grant application. If you do not
receive this notification within 15 business days from the
application deadline date, you should call the U.S. Department of
Education Application Control Center at (202) 245-6288.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
are from 34
CFR 75.210 and are listed in the application package.
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
also requires various assurances including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. Additional Review and Selection Process Factors: In the past,
the Department has had difficulty finding peer reviewers for certain
competitions because so many individuals who are eligible to serve as
peer reviewers have conflicts of interest. The Standing Panel
requirements under IDEA also have placed additional constraints on the
availability of reviewers. Therefore, the Department has determined
that for some discretionary grant competitions, applications may be
separated into two or more groups and ranked and selected for funding
within the specific groups. This procedure will make it easier for the
Department to find peer reviewers by ensuring that greater numbers of
individuals who are eligible to serve as reviewers for any particular
group of applicants will not have conflicts of interest. It also will
increase the quality, independence, and fairness of the review process,
while permitting panel members to review applications under
discretionary grant competitions for which they also have submitted
applications. However, if the Department decides to select an equal
number of applications in each group for funding, this may result in
different cut-off points for fundable applications in each group.
4. Special Conditions: Under 34 CFR 74.14 and 80.12, the Secretary
may impose special conditions on a grant if the applicant or grantee is
not financially stable; has a history of unsatisfactory performance;
has a financial or other management system that does not meet the
standards in 34 CFR parts 74 or 80, as applicable; has not fulfilled
the conditions of a prior grant; or is otherwise not responsible.
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN). We may notify you informally, also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multi-year award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
4. Performance Measures: Under the Government Performance and
Results Act of 1993 (GPRA), the Department has established a set of
performance measures, including long-term measures, that are designed
to yield information on various aspects of the effectiveness and
quality of the Technical Assistance and Dissemination to Improve
Services and Results for Children with Disabilities program. These
measures focus on the extent to which projects provide high-quality
products and services, the relevance of project products and services
to educational and early intervention policy and practice, and the use
of products and services to improve educational and early intervention
policy and practice.
Grantees will be required to report information on their project's
performance in annual reports to the Department (34 CFR 75.590).
5. Continuation Awards: In making a continuation award, the
Secretary may consider, under 34 CFR 75.253, the extent to which a
grantee has made ``substantial progress toward meeting the objectives
in its approved application.'' This consideration includes the review
of a grantee's progress in meeting the targets and projected outcomes
in its approved application, and whether the grantee has expended funds
in a manner that is consistent with its approved application and
budget. In making a continuation grant, the Secretary also considers
whether the grantee is operating in compliance with the assurances in
its approved application, including those applicable to Federal civil
rights laws that prohibit discrimination in programs or activities
receiving Federal financial assistance from the Department (34 CFR
100.4, 104.5, 106.4, 108.8, and 110.23).
VII. Agency Contact
FOR FURTHER INFORMATION CONTACT: David Emenheiser, U.S. Department of
Education, 400 Maryland Avenue SW., Room 4116, Potomac Center Plaza
(PCP), Washington, DC 20202-2600. Telephone: (202) 245-7556.
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
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: April 27, 2012.
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2012-10692 Filed 5-2-12; 8:45 am]
BILLING CODE 4000-01-P