[Federal Register Volume 77, Number 118 (Tuesday, June 19, 2012)]
[Notices]
[Pages 36501-36510]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2012-14942]


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DEPARTMENT OF EDUCATION


Applications for New Awards: Technical Assistance and 
Dissemination To Improve Services and Results for Children With 
Disabilities; Early Childhood Technical Assistance Center

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

ACTION: Notice.

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[[Page 36502]]

Overview Information Technical Assistance and Dissemination To Improve 
Services and Results for Children With Disabilities--Early Childhood 
Technical Assistance Center

    Notice inviting applications for new awards for fiscal year (FY) 
2012.

Catalog of Federal Domestic Assistance (CFDA) Number: 84.326P.


DATES: Applications Available: June 19, 2012.
    Deadline for Transmittal of Applications: July 19, 2012.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Programs: 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 
1481(d)).
    Absolute Priority: For FY 2012 and any subsequent year in which we 
make awards from the list of unfunded applicants from this competition, 
this priority is an absolute priority. Under 34 CFR 75.105(c)(3) we 
consider only applications that meet this priority.
    This priority is: Early Childhood Technical Assistance Center. 
Background: The Office of Special Education Programs (OSEP) is 
committed to ensuring that all infants, toddlers, and preschool 
children with disabilities receive effective services in natural 
environments and inclusive settings that promote positive developmental 
and learning outcomes. Effective services depend on: (1) The quality of 
early intervention programs authorized under Part C of IDEA and 
preschool programs authorized under Part B of IDEA; (2) the 
coordination of these programs with each other and with other early 
childhood programs that serve infants, toddlers, and preschool children 
with disabilities and their families; and (3) the capacity of early 
childhood programs to scale up and sustain effective implementation 
components to support the use of evidence-based interventions at the 
local program level. OSEP has supported the implementation of IDEA Part 
C early intervention services and Part B preschool services by funding 
technical assistance (TA) centers that have helped States strengthen 
their State and local systems and build the capacity of providers to 
improve developmental and learning outcomes for infants, toddlers, and 
preschool children with disabilities and their families. OSEP will 
further this work by funding a cooperative agreement to support the 
establishment and operation of an Early Childhood Technical Assistance 
Center (Center). The Center will support States in administering high-
quality and effective IDEA Part C early intervention and Part B 
preschool programs through TA and recommendations for practice.
    In recent years, States have faced a growing number of challenges 
as they implement the IDEA Part C early intervention and Part B 
preschool programs. In addition to the economic and fiscal challenges 
at the State and local levels, States are seeing an increase in the 
number of infants, toddlers, and preschool children with complex needs 
who are eligible for services under IDEA Part C early intervention and 
Part B preschool programs (Part C State Performance Plan (SPP)/Annual 
Performance Report (APR) 2011 Indicator Analyses, FFY 2009-10; Part B 
SPP/APR 2011 Indicator Analyses, FFY 2009-10). Moreover, given the 
complexity of and interplay between these programs, many States 
struggle with difficult systems issues, such as: (1) Ensuring that all 
children eligible for services under Part C of IDEA are identified and 
evaluated or screened; (2) maximizing all available funding sources for 
IDEA Part C services; (3) improving transition services for children 
who are first served under an IDEA Part C program and then receive IDEA 
Part B preschool services; (4) collecting valid and reliable child and 
family outcome data under IDEA Part C early intervention and Part B 
preschool programs to inform program improvement; and (5) coordinating 
with other early childhood programs (Infant and Toddler Coordinators 
Association Tipping Points Survey, 2011; Part C SPP/APR 2011 Indicator 
Analyses, FFY 2009-10; Part B SPP/APR 2011 Indicator Analyses, FFY 
2009-10).
    To meet the challenges of implementing IDEA Part C early 
intervention and Part B preschool programs, program administrators must 
understand the elements that are necessary to implement high-quality 
early intervention and preschool programs effectively and efficiently. 
Ensuring that Part C early intervention and Part B preschool programs 
are coordinating with other early childhood programs in a State is one 
such element that could increase a program's effectiveness and 
efficiency. However, developing a coordinated and integrated early 
childhood system within a State is a significant challenge because 
there are multiple early childhood programs (e.g., IDEA Part C early 
intervention; IDEA Part B preschool; Head Start; Early Head Start; 
child care; State-funded Pre-K programs) administered by different 
agencies with different policies, procedures, and funding streams, and 
infants, toddlers, and preschool children with disabilities are often 
served by more than one of these programs at a time. Overcoming this 
overarching challenge to provide a coordinated and integrated early 
childhood system is critical to ensuring that infants, toddlers, and 
preschool children with disabilities and their families receive high-
quality services from the array of early childhood programs that are 
available to serve them. As States continue to work towards designing 
and implementing a coordinated and integrated system of early childhood 
programs and services through such initiatives as the Race To the Top--
Early Learning Challenge (RTT-ELC), it is critical that support be 
provided to the IDEA Part C early intervention and Part B preschool 
programs to assist them in aligning resources and policies across 
multiple levels (e.g., State, regional, local) of the early childhood 
service system. Such support would help these programs reduce 
inefficiencies across early childhood programs, and improve the quality 
of services for infants, toddlers, and preschool children with 
disabilities and their families.
    A challenge at the local program level is the lack of adequately 
trained personnel who can implement effective services and evidence-
based interventions, suggesting that infants, toddlers, and preschool 
children with disabilities may not be achieving the learning and 
developmental outcomes that are possible (Bruder, 2010; Odom, 2009). In 
surveys of State Part C and Part B, Section 619 Coordinators, 
respondents have expressed concern that personnel who work with 
infants, toddlers, and preschool children with disabilities and their 
families are not adequately trained (Bruder, Mogro-Wilson, Stayton, & 
Dietrich, 2009). Furthermore, although the Division of Early Childhood 
of the Council for Exceptional Children's (DEC)

[[Page 36503]]

recommended practices for personnel working with infants, toddlers, and 
preschool children with disabilities and their families is a valuable 
resource on intervention practices used by the field, that resource 
needs to be updated to include current research on implementing high-
quality, coordinated, and integrated early childhood systems; effective 
services; and evidence-based interventions.
    IDEA Part C early intervention and Part B, Section 619 program 
administrators must ensure that their programs and providers are 
delivering effective services and evidence-based interventions. To do 
so, States must have ``implementation components'' in place at the 
State and local levels to support providers in using effective services 
and evidence-based interventions. ``Implementation components'' are the 
organizational supports that allow providers to develop the competence 
needed to implement effective services and evidence-based interventions 
in the way they were designed to be delivered (Fixsen, Blas[eacute], 
Horner, & Sugai, 2009). Examples of implementation components include 
professional development and training, ongoing consultation and 
coaching, performance assessments, data systems to support decision 
making, administrative support to ensure personnel have the resources 
and skills they need to implement interventions, and systems that align 
policies and funding mechanisms across multiple levels (e.g., State, 
regional, local) (Fixsen et al., 2009). Once implementation components 
are in place and the system's capacity to implement effective services 
and evidence-based interventions is established, the State will be 
better equipped to implement, scale up, and sustain a range of 
effective services and evidence-based interventions across multiple 
programs (Fixsen et al., 2009).
    Establishing high-quality, effective and efficient IDEA Part C 
early intervention and Part B preschool programs that are coordinated 
and integrated with other early childhood programs and that have the 
capacity to support providers in implementing effective services and 
evidence-based interventions for infants, toddlers, and preschool 
children with disabilities and their families, requires changes to a 
State's early childhood services system at multiple levels. TA has been 
identified as a strategy to facilitate these changes (Blas[eacute], 
2009). Recognizing the complexity of systems change, particularly with 
respect to a system as complex as the system of services through which 
early childhood services are provided, intensive TA is needed at the 
State level so that a State can overcome challenges and support local 
early childhood programs in delivering evidence-based, high-quality, 
effective, coordinated, and integrated services and interventions to 
improve developmental and learning outcomes for infants, toddlers, and 
preschool children with disabilities and their families.
    Priority: Under this priority, the Department will fund a 
cooperative agreement to establish and operate an Early Childhood 
Technical Assistance Center (Center) to support States in administering 
IDEA Part C early intervention and Part B preschool programs. 
Specifically, the Center will provide TA to States to assist them in: 
(1) Implementing high-quality, effective, and efficient IDEA Part C 
early intervention and Part B preschool programs; (2) coordinating the 
IDEA Part C early intervention and Part B preschool programs with one 
another as well as with other early childhood programs in the State; 
and (3) implementing effective services and evidence-based 
interventions in early childhood programs that result in positive 
developmental and learning outcomes for infants, toddlers, and 
preschool children with disabilities and their families.
    In addition, the Center will develop a set of empirically supported 
recommendations for practice on: (1) Policies that promote a high-
quality, coordinated, and integrated system of early childhood 
programs; and (2) services and interventions that result in positive 
developmental and learning outcomes for infants, toddlers, and 
preschool children with disabilities and their families.
    With additional funding in years two through five, the Center will 
increase its scope of work and assist States in continued development 
and refinement of the State's child and family outcomes measurement 
systems for the IDEA Part C early intervention and Part B preschool 
programs.
    To be considered for funding under this absolute priority, 
applicants must meet the application requirements contained in this 
priority. Any project funded under this absolute priority also must 
meet the programmatic and administrative requirements specified in the 
priority.
    Application Requirements. An applicant must include in its 
application--
    (a) A logic model that depicts, at a minimum, the goals, 
activities, outputs, and outcomes of the proposed project. A logic 
model communicates how a project will achieve its outcomes and provides 
a framework for both 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/model_and_performance.

    (b) A plan to implement the activities described in the Project 
Activities section of this priority;
    (c) A plan, linked to the proposed project's logic model, for a 
formative evaluation of the proposed project's activities. The plan 
must describe how the formative evaluation will use clear performance 
objectives to ensure continuous improvement in the operation of the 
proposed project, including objective measures of progress in 
implementing the project and ensuring the quality of products and 
services. This plan must include how the Center will collect data on 
all components of the Center activities;
    (d) A budget for a summative evaluation to be conducted by an 
independent third party, who must be approved by OSEP;
    (e) A budget dedicating a minimum of $300,000 in year one of the 
project to cover the costs of carrying out the tasks described in 
paragraph (d) of the Knowledge Development Activities section of this 
priority;
    (f) A budget dedicating a minimum of $900,000 annually to cover the 
costs of carrying out tasks in paragraph (e) of the Knowledge 
Development Activities section of this priority and paragraphs 
(a)(1)(i)(E), (a)(2)(vi), (a)(3)(iii), and (b) in the Technical 
Assistance and Dissemination Activities section of this priority 
related to supporting the implementation of effective services and 
evidence-based interventions that result in positive developmental and 
learning outcomes for infants, toddlers, and preschool children with 
disabilities and their families;
    (g) A budget for attendance at the following:
    (1) A two-day kick-off meeting to be held in Washington, DC, after 
receipt of the award, and an annual planning meeting held in 
Washington, DC, with the OSEP Project Officer during each subsequent 
year of the project period.

    Note: Within 30 days of receipt of the award, a post-award 
teleconference must be held between the OSEP Project Officer and the 
grantee's Project Director or other authorized representative.

    (2) A three-day Project Directors' Conference in Washington, DC, 
during each year of the project period.
    (3) A two-day Leveraging Resources conference in Washington, DC, 
during each year of the project period.

[[Page 36504]]

    (4) A three-day Leadership Conference in Washington, DC, during 
each year of the project period.
    (5) Two two-day trips annually to attend Department briefings, 
Department-sponsored conferences, and other meetings, as requested by 
OSEP; and
    (h) A line item in the proposed budget for an annual set-aside of 
five percent of the grant amount to support emerging needs that are 
consistent with the proposed project's activities, as those needs are 
identified in consultation with OSEP.

    Note: With approval from the OSEP Project Officer, the Center 
must reallocate any remaining funds from this annual set-aside no 
later than the end of the third quarter of each budget period.

    Project Activities. To meet the requirements of this priority, the 
Center, at a minimum, must conduct the following activities:

Knowledge Development Activities

    (a) In the first three months of the project period, identify a 
minimum of six States to partner with to develop a framework \1\ for 
high-quality, effective, and efficient IDEA Part C early intervention 
and Part B preschool programs. Each partnering State must have 
commitments from its IDEA Part C early intervention and Part B 
preschool programs to participate in the activities of the Center. 
Factors for consideration in selecting these States could include the 
type of State lead agency designated to implement IDEA Part C (e.g., 
health or education); funding mechanisms (use of private and public 
insurance, family fees, or parent cost participation to pay for IDEA 
Part C services, and State fund contributions for IDEA Part C and Part 
B preschool programs); interagency collaboration agreements; 
eligibility criteria for IDEA Part C (e.g., narrow versus broad 
eligibility for IDEA services for children with developmental delays or 
at-risk children or birth-mandate States); staffing of programs (e.g., 
contracting versus hiring staff); approach to services 
(multidisciplinary, transdisciplinary, etc.); recipient of an RTT-ELC 
grant; and performance on APRs. The Center must obtain approval from 
OSEP on the final selection of partnering States.
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    \1\ For the purposes of this priority, ``framework'' means a 
guide for decision making.
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    (b) In the first two years of the project period, partner with the 
States identified in response to paragraph (a) of this section to 
develop, implement, and evaluate a framework for high-quality, 
effective, and efficient IDEA Part C early intervention and Part B 
preschool programs. In developing this framework, the Center must work 
with its partner States to identify, describe, and document the 
elements that make up IDEA Part C and Part B preschool programs and 
describe what must exist within each element to create high-quality, 
effective, and efficient programs. These elements must include, but are 
not limited to, the following: Governance structure; funding mechanism; 
interagency agreements and coordination; service delivery model; 
personnel standards and qualifications; professional development 
system; TA system; comprehensive data system; accountability and 
outcome measurement system; and evaluation and program quality and 
improvement system. The Center must implement an iterative process for 
the development, implementation, and evaluation of the framework where 
parts of it are developed, implemented, and evaluated before the entire 
framework is completed, ensuring that it is an effective framework for 
the partner States and other States to use.
    (c) On an annual basis, compile and analyze data on all States' 
APRs and updated SPPs for IDEA Part C indicators and Part B indicators 
that relate to preschool programs, provide an analysis of States' 
success in meeting compliance and performance indicators, and use the 
analysis as the basis for providing States a continuum of TA.
    (d) In year one of the project, collaborate with the DEC to update 
the current set of DEC recommended practices related to: (1) Policies 
that promote a high-quality, coordinated, and integrated early 
childhood system and provide a foundation necessary to facilitate the 
use of recommended practices by providers serving infants, toddlers, 
and preschool children with disabilities and their families; and (2) 
effective services and evidence-based interventions that result in 
positive developmental and learning outcomes for infants, toddlers, and 
preschool children with disabilities and their families. The Center 
must work with the Early Childhood Personnel Center (that will be 
updating the DEC's recommended practices related to professional 
development), if funded by OSEP, to finalize the process to update the 
recommended practices so that they reflect current research. The 
recommended practices must be made available at no cost to consumers on 
the Center's Web site, as required under paragraph (a)(1)(i) in the 
Technical Assistance and Dissemination Activities section of this 
priority.
    (e) Identify, document, and describe the implementation components 
needed to support the use and sustainability of effective services and 
evidence-based interventions in early childhood programs that serve 
infants, toddlers, and preschool children with disabilities and their 
families, consistent with paragraph (a)(3)(iii)(B) of the Technical 
Assistance and Dissemination Activities section of this priority.

Technical Assistance and Dissemination Activities

    (a) Provide a continuum of TA and dissemination activities that 
improve the quality, effectiveness, and efficiency of early childhood 
programs that support the use of effective services and evidence-based 
interventions that result in positive developmental and learning 
outcomes for infants, toddlers, and preschool children with 
disabilities and their families. The continuum must include the 
following:
    (1) General TA to States, early childhood programs, professional 
development providers, faculty at institutions of higher education 
(IHEs), researchers, early childhood personnel, families, and other 
relevant stakeholders. At a minimum, the Center must conduct the 
following activities:
    (i) Develop and disseminate reports, products, guidance, 
implementation tools, and other materials at no cost to the consumer 
on:
    (A) Current recommendations for practice related to--
    (1) Policies that promote a high-quality, coordinated, and 
integrated early childhood system and provide a foundation necessary 
for providers to use the recommended practices to serve infants, 
toddlers, and preschool children with disabilities and their families; 
and
    (2) Effective services and evidence-based interventions that result 
in positive developmental and learning outcomes for infants, toddlers, 
and preschool children with disabilities and their families.
    (B) The framework for high-quality, effective, and efficient IDEA 
Part C and Part B preschool programs.
    (C) The analysis of all State data collected for IDEA Part C 
indicators that relate to early intervention programs and Part B 
indicators that relate to preschool programs.
    (D) Collecting quality child and family outcome data, and using 
child and family outcome data for program improvement.
    (E) Critical features of the implementation components needed to 
support the use, scaling up, and sustainability of effective services 
and evidence-based interventions in early

[[Page 36505]]

childhood programs at the State and local program levels.
    (ii) Maintain a Web site that meets government or industry-
recognized standards for accessibility and that links to the Web site 
operated by the Technical Assistance Coordination Center (TACC).
    (iii) In consultation with the OSEP Project Officer, make selected 
reports, documents, and other materials available in both English and 
Spanish.
    (2) Targeted TA to States and other relevant stakeholders to 
improve their capacity to implement high-quality, effective, and 
efficient IDEA Part C early intervention and Part B preschool programs 
and to support the use of effective services and evidence-based 
interventions in early childhood programs at the local level. At a 
minimum, the Center must conduct the following activities:
    (i) Assist States in preparing for IDEA Part C early intervention 
and Part B preschool monitoring and accountability activities related 
to serving infants, toddlers, and preschool children with disabilities 
and their families and implementing the State's corrective action plan 
and improvement activities as appropriate.
    (ii) Assist States in meeting IDEA Part C early intervention and 
Part B preschool program indicator targets in their SPPs when reporting 
data on their APRs, including child and family outcome data for program 
improvement; and meeting new requirements in the IDEA Part C 
regulations issued on September 28, 2011 (76 FR 60140).
    (iii) Plan and implement activities, which could include webinars, 
meetings, video conferences, and Web sites to support States in the 
continued development and refinement of a child and family outcomes 
measurement system, including using data for IDEA Part C early 
intervention and Part B preschool program improvement.
    (iv) Assist States in their efforts to better coordinate their 
early childhood programs to ensure that infants, toddlers, and 
preschool children with disabilities and their families receive high-
quality services and to scale up and sustain effective implementation 
components in early childhood programs.
    (v) Provide a forum for researchers, professional development 
providers, early childhood personnel, IHE faculty, and other relevant 
stakeholders to collaborate through learning communities, communities 
of practice, or other mechanisms to discuss recommended practices 
related to high-quality early childhood systems, effective services, 
and evidenced-based interventions in early childhood programs and 
methods to support their use.
    (3) Intensive TA to States to improve their capacity to implement 
high-quality, effective, and efficient early childhood programs that 
serve infants, toddlers, and preschool children with disabilities and 
their families and scale up and sustain effective implementation 
components to support the use of effective services and evidence-based 
interventions in early childhood programs at the local level. At a 
minimum, the Center must conduct the following activities:
    (i) Provide TA to States on implementing the framework for high-
quality, effective, and efficient IDEA Part C early intervention and 
Part B preschool programs developed under paragraph (a) in the 
Knowledge Development Activities section of this priority in the first 
and second years of the project period.
    (ii) In years two through five of the project period, provide TA to 
States on implementing a high-quality child and family outcomes 
measurement system that takes into account the following components: 
purpose of the outcomes measurement system, data collection and 
transmission, data analysis, reporting, using data, evaluation, and 
cross-system coordination. In carrying out this activity, the Center 
must collaborate with the Early Childhood Data Center, if funded by 
OSEP, to prevent duplication of effort.
    (iii) Select a minimum of four States to build their capacity to 
scale up and sustain effective implementation components to support the 
use of effective services and evidence-based interventions at the local 
early childhood program level. The Center must develop a plan and 
criteria for selecting the States with which they will work. Factors 
for selecting States for consideration could include the State's early 
childhood priorities and initiatives; the commitment of the State's 
multiple early childhood programs to participate in the TA to support 
the developmental and learning outcomes of infants, toddlers, and 
preschool children with disabilities and their families; the commitment 
of the State's IHEs, including community colleges, to prepare 
preservice personnel on the use of the evidence-based interventions 
that may be scaled up within the State; the commitment of the early 
intervention and community-based early childhood programs in high-need 
communities and high-need local educational agencies (LEAs) \2\ to 
participate in the TA; and the demographic and geographic 
characteristics of each State, including the percentage of young 
children who are high-need children with disabilities.\3\ The Center 
must obtain approval from OSEP on the final selection of States. At a 
minimum, the Center must conduct the following activities with the 
selected States:
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    \2\ For the purposes of this priority, the term ``high-need 
local educational agency'' means an LEA (a) that serves not fewer 
than 10,000 children from families with incomes below the poverty 
line; or (b) for which not less than 20 percent of the children 
served by the LEA are from families with incomes below the poverty 
line.
    \3\ For the purposes of this priority, ``high-need children with 
disabilities'' refers to children (ages birth through 5) who are 
eligible for services under IDEA, and who may be further 
disadvantaged and at risk of educational failure because they: (1) 
Are living in poverty, (2) are homeless, (3) are in foster care, (4) 
are English learners, (5) are new immigrants, or (6) are migrant.
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    (A) Assist the selected States in identifying effective services 
and evidence-based interventions for infants, toddlers, and preschool 
children with disabilities and their families that the States will 
implement and scale up. Based on the interventions and services 
identified, the Center must support the implementation and scale up of 
the interventions and services through direct TA or by contracting with 
experts in the field.
    (B) Assist each selected State to identify and establish a minimum 
of six implementation sites in early childhood programs at the local 
level to identify, document, and describe implementation components and 
their effectiveness. The Center must develop criteria for selecting the 
implementation sites. These criteria must be designed to ensure that 
the sites serve children from diverse backgrounds in a variety of 
settings, including early intervention and community-based early 
childhood programs in high-need LEAs.
    (C) Assist each selected State in developing, implementing, and 
evaluating a plan to scale up and sustain effective implementation 
components to support the use of effective services and evidence-based 
interventions across local early childhood programs within each State, 
including early intervention and community-based early childhood 
programs in high-need LEAs.
    (b) Establish a national TA network of a cadre of experts on 
implementation that will support the Center to provide TA to States and 
local early childhood programs to strengthen their capacity to scale up 
and sustain effective implementation components.

[[Page 36506]]

Leadership and Coordination Activities

    (a) Communicate and collaborate, on an ongoing basis, with OSEP-
funded TA projects, including the TACC, the Regional Resource Centers 
Program, and early childhood-focused centers funded by the Departments 
of Education and Health and Human Services (HHS), as appropriate. This 
collaboration could include the joint development of products, the 
coordination of TA services, and the planning and carrying out of TA 
meetings and events.
    (b) Lead the Early Childhood Technical Assistance Consortium 
(ECTA).\4\ The following Web site provides more information on ECTA: 
www.ectaconsortium.org/.
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    \4\ The ECTA Consortium includes national projects that are 
funded by the Departments of Education and Health and Human Services 
that provide TA in support of States' efforts in building 
coordinated early learning and development systems. The purpose of 
the consortium is to: coordinate early childhood TA efforts that 
support States in building and sustaining their systems for early 
learning and development; share knowledge and resources for 
improving the delivery and impact of TA; identify strategies for 
working collaboratively; enhance each other's TA efforts; and 
explore options to leverage resources to benefit respective 
constituencies.
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    (c) Work with other Federal and State TA efforts to ensure that 
IDEA Part C early intervention and Part B preschool programs are 
considered in the development of coordinated early learning and 
development systems for children ages birth through five and their 
families. These efforts must include--
    (1) In States with RTT-ELC grants, supporting the involvement of 
IDEA Part C early intervention and Part B preschool programs in 
planning and implementing RTT-ELC grant activities; and
    (2) Supporting the participation of IDEA Part C early intervention 
and Part B, Section 619 Coordinators on State Advisory Councils on 
Early Childhood Education and Care.
    (d) Work with other Federal and State TA efforts to strengthen 
linkages between IDEA Part C early intervention and Part B preschool 
programs and birth through 3rd grade initiatives.
    (e) Consult with a group of persons, including representatives from 
State and local IDEA Part C early intervention and Part B preschool 
programs; State level administrators from other early child systems 
(e.g., State Child Care Administrators and Head Start Collaboration 
Directors); early childhood personnel; parents of infants, toddlers, or 
preschool children with disabilities; representatives from other OSEP-
funded TA projects; representatives from HHS-funded TA projects; 
faculty in personnel preparation; and researchers, as appropriate, on 
the activities and outcomes of the Center and solicit programmatic 
support and advice from various participants in the group, as 
appropriate. The Center may convene meetings, whether in person, by 
phone or other means, for this purpose, or may consult with group 
participants individually. The Center must identify the members of the 
group to OSEP within eight weeks after receipt of the award.
    (f) Prior to developing any new product, submit a proposal for the 
product to the TACC database for approval from the OSEP Project 
Officer. The development of new products must be consistent with the 
product definition and guidelines posted on the TACC Web site 
(www.tadnet.org).
    (g) Contribute, on an ongoing basis, updated information on the 
Center's approved and finalized products and services to a database at 
TACC.
    (h) Maintain ongoing communication with the OSEP Project Officer 
through monthly phone conversations and email communication.

Fourth and Fifth Years of Project

    In deciding whether to continue funding the Center for the fourth 
and fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a) and in addition--
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary. This review team will be conducted during a 
one-day intensive meeting in Washington, DC, during the last half of 
the project's second year. The Center must budget for travel expenses 
associated with this one-day intensive review.
    (b) The timeliness and effectiveness with which all requirements of 
the negotiated cooperative agreement have been or are being met by the 
Center; and
    (c) The quality, relevance, and usefulness of the Center's 
activities and the degree to which the Center's activities have 
contributed to changed practices in State systems and improved 
developmental and learning outcomes for infants, toddlers and preschool 
children with disabilities and their families.
References
Blase, K. (2009). Technical Assistance to Promote Service and System 
Change. Roadmap to Effective Intervention Interventions #4. Tampa, 
FL: University of South Florida, Technical Assistance Center on 
Social Emotional Intervention for Young Children.
Bruder, M.B. (2010). Early childhood intervention: A promise to 
children and families for their future. Exceptional Children, 76(3), 
339-355.
Bruder, M.B., Mogro-Wilson, C., Stayton, V., and Dietrich, S. 
(2009). The national status of in-service professional development 
systems for early intervention and early childhood special education 
practitioners. Infants and Young Children, 22(1), 13-20.
Fixsen, D.L., Blase, K.A., Horner, R., & Sugai, G. (2009). 
Developing the capacity for scaling up the effective use of 
evidence-based programs in state departments of education. Chapel 
Hill, NC: The University of North Carolina at Chapel Hill, FPG Child 
Development Institute, SISEP.
Infant & Toddler Coordinators Association. (2011). ITCA 2011 Tipping 
Points Survey--Part C implementation: State Challenges and 
Responses. Retrieved from www.ideainfanttoddler.org/board_surveys.htm.
Odom, S. (2009). The tie that binds: Evidence-based practice, 
implementation science, and outcomes for children. Topics in Early 
Childhood Special Education, 29(1), 53-61.

    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (APA) (5 U.S.C. 553) the Department generally offers interested 
parties the opportunity to comment on proposed priorities and 
requirements. Section 681(d) of IDEA, however, makes the public comment 
requirements of the APA inapplicable to the priority in this notice.

    Program Authority: 20 U.S.C. 1463, and 1481.

    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 
81, 82, 84, 86, 97, 98, and 99. (b) The Education Department debarment 
and suspension regulations in 2 CFR part 3485.

    Note: The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian tribes.


    Note: The regulations in 34 CFR part 86 apply to IHEs only.

II. Award Information

    Type of Award: Cooperative agreement.
    Estimated Available Funds: $3,700,000 for the competition announced 
in this notice for year one. In year two through five we intend to use 
an estimated $4,500,000 for the competition.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2013 from the list of 
unfunded applicants from this competition.
    Maximum Awards: We will reject any application that proposes a 
budget

[[Page 36507]]

exceeding $3,700,000 for a single budget period of 12 months in year 
one and $4,500,000 for a single budget period of 12 months in years two 
through five. 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: State educational agencies; LEAs, including 
public charter schools that are considered LEAs under State law; IDEA 
Part C State lead agencies; the State lead agency designated under RTT-
ELC; IHEs; other public agencies; private nonprofit organizations; 
outlying areas; freely associated States; Indian tribes or tribal 
organizations; and for-profit organizations.
    2. Cost Sharing or Matching: This competition does not require cost 
sharing or matching.
    3. Other: General Requirements--(a) The project funded under this 
competition must make positive efforts to employ and advance in 
employment qualified individuals with disabilities (see section 606 of 
IDEA).
    (b) Applicants and the grant recipient funded under this 
competition must involve individuals with disabilities or parents of 
individuals with disabilities ages birth through 26 in planning, 
implementing, and evaluating the projects (see section 682(a)(1)(A) of 
IDEA).

IV. Application and Submission Information

    1. Address to Request Application Package: You can obtain an 
application package via the Internet, from the Education Publications 
Center (ED Pubs), or from the program office.
    To obtain a copy via the Internet, use the following address: 
www.ed.gov/fund/grant/apply/grantapps/index.html.
    To obtain a copy from ED Pubs, write, fax, or call the following: 
ED Pubs, U.S. Department of Education, P.O. Box 22207, Alexandria, VA 
22304. Telephone, toll free: 1-877-433-7827. Fax: (703) 605-6794. If 
you use a telecommunications device for the deaf (TDD) or a text 
telephone (TTY), call, toll free: 1-877-576-7734.
    You can contact ED Pubs at its Web site, also: www.EDPubs.gov or at 
its email address: edpubs@inet.ed.gov.
    If you request an application package from ED Pubs, be sure to 
identify this program or competition as follows: CFDA number 84.326P.
    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[foot], 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: June 19, 2012.
    Deadline for Transmittal of Applications: July 19, 2012.
    Applications for grants under this competition may be submitted 
electronically using the Grants.gov Apply site (Grants.gov), or in 
paper format by mail or hand delivery. For information (including dates 
and times) about how to submit your application electronically, or in 
paper format by mail or hand delivery, please refer to section IV. 7. 
Other Submission Requirements of this notice.
    We do not consider an application that does not comply with the 
deadline requirements.
    Individuals with disabilities who need an accommodation or 
auxiliary aid in connection with the application process should contact 
the person listed under FOR FURTHER INFORMATION CONTACT in section VII 
of this notice. If the Department provides an accommodation or 
auxiliary aid to an individual with a disability in connection with the 
application process, the individual's application remains subject to 
all other requirements and limitations in this notice.
    4. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. 
Information about Intergovernmental Review of Federal Programs under 
Executive Order 12372 is in the application package for this 
competition.
    5. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    6. Data Universal Numbering System Number, Taxpayer Identification 
Number, and Central Contractor Registry: To do business with the 
Department of Education, you must--
    a. Have a Data Universal Numbering System (DUNS) number and a 
Taxpayer Identification Number (TIN);
    b. Register both your DUNS number and TIN with the Central 
Contractor Registry (CCR), the Government's primary registrant 
database;
    c. Provide your DUNS number and TIN on your application; and
    d. Maintain an active CCR registration with current information 
while your application is under review by the Department and, if you 
are awarded a grant, during the project period.
    You can obtain a DUNS number from Dun and Bradstreet. A DUNS number 
can be created within one business day.
    If you are a corporate entity, agency, institution, or 
organization, you can obtain a TIN from the Internal Revenue Service. 
If you are an individual, you can obtain a TIN from the Internal 
Revenue Service or the Social Security Administration. If you need a 
new TIN, please allow 2-5 weeks for your TIN to become active.

[[Page 36508]]

    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 Early Childhood Technical Assistance Center 
competition, CFDA number 84.326P, 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 Early 
Childhood Technical Assistance Center 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 84.326P).
    Please note the following:
     Your participation in Grants.gov is voluntary.
     When you enter the Grants.gov site, you will find 
information about submitting an application electronically through the 
site, as well as the hours of operation.
     Applications received by Grants.gov are date and time 
stamped. Your application must be fully uploaded and submitted and must 
be date and time stamped by the Grants.gov system no later than 4:30:00 
p.m., Washington, DC time, on the application deadline date. Except as 
otherwise noted in this section, we will not accept your application if 
it is received--that is, date and time stamped by the Grants.gov 
system--after 4:30:00 p.m., Washington, DC time, on the application 
deadline date. We do not consider an application that does not comply 
with the deadline requirements. When we retrieve your application from 
Grants.gov, we will notify you if we are rejecting your application 
because it was date and time stamped by the Grants.gov system after 
4:30:00 p.m., Washington, DC time, on the application deadline date.
     The amount of time it can take to upload an application 
will vary depending on a variety of factors, including the size of the 
application and the speed of your Internet connection. Therefore, we 
strongly recommend that you do not wait until the application deadline 
date to begin the submission process through Grants.gov.
     You should review and follow the Education Submission 
Procedures for submitting an application through Grants.gov that are 
included in the application package for this competition to ensure that 
you submit your application in a timely manner to the Grants.gov 
system. You can also find the Education Submission Procedures 
pertaining to Grants.gov under News and Events on the Department's G5 
system home page at www.G5.gov.
     You will not receive additional point value because you 
submit your application in electronic format, nor will we penalize you 
if you submit your application in paper format.
     If you submit your application electronically, you must 
submit all documents electronically, including all information you 
typically provide on the following forms: the Application for Federal 
Assistance (SF 424), the Department of Education Supplemental 
Information for SF 424, Budget Information--Non-Construction Programs 
(ED 524), and all necessary assurances and certifications.
     If you submit your application electronically, you must 
upload any narrative sections and all other attachments to your 
application as files in a PDF (Portable Document) read-only, non-
modifiable format. Do not upload an interactive or fillable PDF file. 
If you upload a file type other than a read-only, non-modifiable PDF or 
submit a password-protected file, we will not review that material.
     Your electronic application must comply with any page-
limit requirements described in this notice.
     After you electronically submit your application, you will 
receive from Grants.gov an automatic notification of receipt that 
contains a Grants.gov tracking number. (This notification indicates 
receipt by Grants.gov only, not receipt by the Department.) The 
Department then will retrieve your application from Grants.gov and send 
a second notification to you by email. This second notification 
indicates that the Department has received your application and has 
assigned your application a PR/Award number (an ED-specified 
identifying number unique to your application).
     We may request that you provide us original signatures on 
forms at a later date.
    Application Deadline Date Extension in Case of Technical Issues 
with the Grants.gov System: If you are 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.

[[Page 36509]]

    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 84.326P), LBJ Basement Level 1, 400 Maryland Avenue SW., 
Washington, DC 20202-4260.
    You must show proof of mailing consisting of one of the following:
    (1) A legibly dated U.S. Postal Service postmark.
    (2) A legible mail receipt with the date of mailing stamped by the 
U.S. Postal Service.
    (3) A dated shipping label, invoice, or receipt from a commercial 
carrier.
    (4) Any other proof of mailing acceptable to the Secretary of the 
U.S. Department of Education.
    If you mail your application through the U.S. Postal Service, we do 
not accept either of the following as proof of mailing:
    (1) A private metered postmark.
    (2) A mail receipt that is not dated by the U.S. Postal Service.
    If your application is postmarked after the application deadline 
date, we will not consider your application.

    Note: the U.S. Postal Service does not uniformly provide a dated 
postmark. Before relying on this method, you should check with your 
local post office.

    c. Submission of Paper Applications by Hand Delivery.
    If you submit your application in paper format by hand delivery, 
you (or a courier service) must deliver the original and two copies of 
your application by hand, on or before the application deadline date, 
to the Department at the following address: U.S. Department of 
Education, Application Control Center, Attention: (CFDA Number 
84.326P), 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 section 682(b) of IDEA also have placed additional 
constraints on the availability of reviewers. Therefore, the Department 
has determined that, for some discretionary grant competitions, 
applications may be separated into two or more groups and ranked and 
selected for funding within the specific groups. This procedure will 
make it easier for the Department to find peer reviewers by ensuring 
that greater numbers of individuals who are eligible to serve as 
reviewers for any particular group of applicants will not have 
conflicts of interest. It also will increase the quality, independence, 
and fairness of the review process, while permitting panel members to 
review applications under discretionary grant competitions for which 
they also have submitted applications. However, if the Department 
decides to select an equal number of applications in each group for 
funding, this may result in different cut-off points for fundable 
applications in each group.
    4. Special Conditions: Under 34 CFR 74.14 and 80.12, the Secretary 
may impose special conditions on a grant if the applicant or grantee is 
not financially stable; has a history of unsatisfactory performance; 
has a financial or other management system that does not meet the 
standards in 34 CFR parts 74 or 80, as applicable; has not fulfilled 
the conditions of a prior grant; or is otherwise not responsible.

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN). We may notify you informally, also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multi-year award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    4. Performance Measures: Under the Government Performance and 
Results Act of 1993 (GPRA), the Department has established a set of 
performance measures, including long-term

[[Page 36510]]

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: Julia Martin Eile, U.S. Department of 
Education, 400 Maryland Avenue SW., Room 4056, Potomac Center Plaza 
(PCP), Washington, DC 20202-2600. Telephone: (202) 245-7431.
    If you use a TDD or a TTY, call the Federal Relay Service (FRS), 
toll free, at 1-800-877-8339.

VIII. Other Information

    Accessible Format: Individuals with disabilities can obtain this 
document and a copy of the application package in an accessible format 
(e.g., braille, large print, audiotape, or compact disc) by contacting 
the Grants and Contracts Services Team, U.S. Department of Education, 
400 Maryland Avenue SW., Room 5075, PCP, Washington, DC 20202-2550. 
Telephone: (202) 245-7363. If you use a TDD or a TTY, call the FRS, 
toll free, at 1-800-877-8339.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. Free 
Internet access to the official edition of the Federal Register and the 
Code of Federal Regulations is available via the Federal Digital System 
at: www.gpo.gov/fdsys. At this site you can view this document, as well 
as all other documents of this Department published in the Federal 
Register, in text or Adobe Portable Document Format (PDF). To use PDF 
you must have Adobe Acrobat Reader, which is available free at the 
site.
    You may also access documents of the Department published in the 
Federal Register by using the article search feature at: 
www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.

    Dated: June 13, 2012.
Alexa Posny,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2012-14942 Filed 6-18-12; 8:45 am]
BILLING CODE 4000-01-P