Applications for New Awards; Technical Assistance and Dissemination To Improve Services and Results for Children With Disabilities-Transition to College and Careers Center, 48822-48831 [2011-20184]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 76, Number 153 (Tuesday, August 9, 2011)]
[Notices]
[Pages 48822-48831]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 2011-20184]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Technical Assistance and 
Dissemination To Improve Services and Results for Children With 
Disabilities--Transition to College and Careers Center

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

ACTION: Notice.

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    Overview Information: Technical Assistance and Dissemination to 
Improve Services and Results for Children with Disabilities--Transition 
to College and Careers Center; Notice inviting applications for new 
awards for fiscal year (FY) 2011.

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

    Dates: Applications Available: August 9, 2011. Deadline for 
Transmittal of Applications: September 8, 2011.

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 
1481(d)).
    Absolute Priority: For FY 2011 and any subsequent year in which we 
make awards based on the list of unfunded applicants from this 
competition, this priority is an absolute priority. Under 34 CFR 
75.105(c)(3) we consider only applications that meet this priority.
    This priority is:
Technical Assistance and Dissemination To Improve Services and Results 
for Children With Disabilities--Transition to College and Careers 
Center

Background:

    The Department is committed to the goal of ensuring that every 
child is on track to graduate from high school with the knowledge and 
skills needed for success in college and careers. Under Part B of IDEA, 
State educational agencies (SEAs) and local educational agencies (LEAs) 
must ensure that the individualized education programs (IEPs) of 
children with disabilities who turn 16, or younger if determined 
appropriate by the IEP Team,\1\ include appropriate, measurable 
postsecondary goals in specified areas and the transition services \2\ 
needed to assist the child in reaching those goals. The postsecondary 
goals and transition services components in the IEPs of eligible 
students with disabilities must be updated annually thereafter (20 
U.S.C. 1414(d)(1)(A)(VIII)). The SEA must also have in effect policies 
and procedures related to interagency agreements or other mechanisms 
for interagency coordination to meet its obligation related to, and 
methods of, ensuring transition services for students with disabilities 
(20 U.S.C. 1412(a)(12)).
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    \1\ As used here, an IEP is a written statement for each child 
with a disability that is developed, reviewed, and revised in a 
meeting in accordance with 34 CFR 300.320 through 300.324 (34 CFR 
300.320(a)). The term IEP Team means a group of individuals 
described in 34 CFR 300.321 that is responsible for developing, 
reviewing, or revising an IEP for a child with a disability (34 CFR 
300.23). An IEP Team includes both parents and school officials. 
Additionally, if a purpose of an IEP Team meeting will be the 
consideration of the postsecondary goals for the student and the 
transition services needed to assist the student in reaching those 
goals, the student must be invited to attend that meeting (34 CFR 
300.321(b)(1)). Also, to the extent appropriate, with the consent of 
the parents or a student who has reached the age of majority, the 
public agency must invite a representative of any participating 
agency that is likely to be responsible for providing or paying for 
transition services to an IEP Team meeting where postsecondary goals 
and transition services are considered (34 CFR 300.321(b)(3)).
    \2\ The term transition services means a coordinated set of 
activities for a child with a disability that--(A) Is designed to be 
within a results-oriented process, that is focused on improving the 
academic and functional achievement of the child with a disability 
to facilitate the child's movement from school to post-school 
activities, including post-secondary education, vocational 
education, integrated employment (including supported employment), 
continuing and adult education, adult services, independent living, 
or community participation; (B) is based on the individual child's 
needs, taking into account the child's strengths, preferences, and 
interests; and (C) includes instruction, related services, community 
experiences, the development of employment and other post-school 
adult living objectives, and, when appropriate, acquisition of daily 
living skills and functional vocational evaluation. (20 U.S.C. 
1401(34)).
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    Effective transition services are directly linked to better post-
school outcomes for students with disabilities (National Alliance for 
Secondary Education and Transition (NASET), 2005; Test, Fowler, 
Richter, White, Mazzotti, Walker, Kohler & Kortering, 2009; Test, 
Mazzotti, Mustian, Fowler, Kortering & Kohler, 2009). Researchers

[[Page 48823]]

have identified evidence-based practices for transition services (e.g., 
teaching employment skills using community-based instruction, 
encouraging and facilitating self-directed IEPs, teaching parents and 
families about transition, and structuring programs to extend services 
beyond secondary school) that help to improve student outcomes and 
better prepare students for college, other postsecondary education and 
training, and the workforce (Cobb & Alwell, 2009; NASET, 2005; Test, 
Fowler et al., 2009; Test, Mazzotti et al., 2009). Further, a review of 
research and practice indicates that LEAs and schools can implement and 
scale-up evidence-based practices with fidelity when proper supports, 
such as ongoing consultation and coaching for key staff, regular 
evaluation of staff performance, and data-based decision-making, are in 
place (Fixsen, Naoom, Blas[eacute], Friedman, & Wallace, 2005). To 
improve postsecondary success for students with disabilities, LEAs and 
schools need more support in ensuring the delivery and implementation 
of effective transition services (Landmark, Ju, & Zhang, 2010).
    President Obama has established a goal that by 2020, the United 
States will once again have the highest proportion of college graduates 
in the world. To accomplish this goal, we need to better prepare all 
high school students for postsecondary education and employment; 
students with disabilities will need more preparation for these post-
school outcomes than most. Data suggest that many high school students 
are underprepared to enter postsecondary education and employment 
settings (Casner-Lotto & Barrington, 2006; U.S. Department of 
Education, 2004). The National Longitudinal Transition Study (NLTS-2) 
reports considerable gaps in achievement in the core academic subjects 
between students with disabilities and their non-disabled peers and 
suggests that students with disabilities are less likely to enroll in 
postsecondary education programs (Newman, Wagner, Cameto, & Knokey, 
2009; Wagner, Newman, Cameto, & Levine, 2006). Students with 
disabilities are also less likely to enter post-school employment. The 
U.S. Department of Labor's Bureau of Labor Statistics (BLS) reported 
that in May of 2009, only 22.9 percent of individuals with 
disabilities--as compared to 71.1 percent of the general population--
were in the workforce (BLS, 2009). Post-school outcomes are even more 
discouraging for particular subpopulations of individuals with 
disabilities, including individuals with emotional disturbance or 
intellectual disabilities and those from culturally and linguistically 
diverse backgrounds (Newman et al., 2009).
    To improve post-school outcomes for students with disabilities, 
LEAs and schools need support in (1) Accessing or establishing programs 
and initiatives designed to ensure college- and career-readiness, such 
as more challenging or alternative courses, as well as work-based 
learning experiences; \3\ and (2) facilitating the participation and 
completion in those programs and initiatives of students with 
disabilities. Researchers and policymakers suggest that enrollment in 
more rigorous, academically intense programs (e.g., Advanced Placement 
[AP] or dual high school and college enrollment) in high school can 
prepare students, including those with previously low achievement 
levels, to enroll and persist in postsecondary education at higher 
rates than similar students who pursue less challenging courses of 
study (Adelman, 2006; College Board, 2010; Karp, Calcagno, Hughes, 
Jeong, Bailey, 2007; Tierney, Bailey, Constantine, Finkelstein, & Hurd, 
2009). In addition, the use of context-based approaches in which 
academic content and career and technical education curricula are 
integrated has resulted in improved student performance on standardized 
measures of math and literacy achievement (Pearson, Sawyer, Park, 
Santamaria, van der Mandele, Keene, Taylor, 2010; Stone, Alfeld, 
Pearson, Lewis, Jensen, 2006). Preparing students with disabilities for 
successful post-school outcomes also involves assisting them in 
improving their achievement of functional skills.\4\ In a study of the 
functional achievement of students with disabilities, a substantial 
number of youth with disabilities were rated at the lowest performing 
level when compared to their non-disabled peers (Wagner et al, 2006). 
Researchers have identified evidence-based practices that improve 
functional skills in activities such as balancing a checkbook and 
purchasing groceries (Ayers, Langone, Boon, & Norman, 2006); and 
locating, carrying, and purchasing items in stores (Alberto, Cihak, & 
Gama, 2005; Bates, Cuvi, Miner & Korabek, 2001; Cihak, Alberto, 
Kessler, & Taber, 2004). Researchers have also identified evidence-
based practices that support gains in social skills, work-related 
interpersonal skills, interviewing skills, job maintenance skills, and 
specific job-related skills (Izzo, Cartledge, Miller, Growick, & 
Rutkowski, 2000). Finally, work-based learning experiences--ranging 
from job shadowing to internships and apprenticeships--are essential 
for preparing students with disabilities with the knowledge and skills 
needed for success in the workforce (Lynn & Mack, 2008; Symonds, 
Schwartz & Ferguson, 2011).
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    \3\ In the past, the Department helped to support a Youth to 
Work Coalition (YWC)--a group of Federal agencies, businesses, and 
foundations--to assist businesses in creating or enhancing 
internship and mentoring programs focused on engaging youth with 
disabilities and providing them with meaningful work-based learning 
experiences. Developing relationships between schools and community 
employers with regard to internship and mentoring programs is a key 
strategy for connecting students with disabilities to work-based 
learning experiences while still in high school (Carter, Trainor, 
Cakiroglu, Cole, Swedeen, Ditchman & Owens, 2009).
    \4\ As used here, functional skills refer to four cluster areas 
(motor skills, social interaction and communication, personal living 
skills, and community living skills) (Wagner et al, 2006).
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    In addition to funding research on improving post-school outcomes 
for students with disabilities, the Department's Office of Special 
Education Programs (OSEP) monitors States in certain priority areas,\5\ 
using specific indicators. States are required to monitor their LEAs 
using most of those same indicators (20 U.S.C. 1416(a)(3)). States 
report data related to 20 indicators in their IDEA, Part B State 
Performance Plan/Annual Performance Report (SPP/APR). IDEA, Part B 
Indicator 13 (Indicator 13), which concerns IEP requirements related to 
postsecondary goals and transition services, is a compliance indicator, 
and States are required to meet a 100 percent target for this 
indicator.\6\ In addition, States collect and use Indicator 13 data, in 
part, to assess their LEAs' implementation of these IEP requirements. 
In the past 5 years, OSEP has funded the National Secondary Transition 
Technical Assistance Center (NSTTAC) (https://www.nsttac.org) to support 
States to develop, implement, and improve transition services and to 
collect and use Indicator 13 data

[[Page 48824]]

(https://www.nsttac.org). According to an analysis conducted by NSTTAC 
(2009), States initially reported relatively low levels of compliance 
with Indicator 13. However, in the Federal Fiscal Year (FFY) 2009 SPP/
APR, (submitted February 1, 2011 for the period covering July 1, 2009 
through June 30, 2010), 60 percent of States reported Indicator 13 data 
that ranged between 80 percent and 100 percent compliance (NSTTAC, in 
press). All States are required to meet Indicator 13's 100 percent 
compliance target.
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    \5\ These priority areas are: provision of a free appropriate 
public education in the least restrictive environment; State 
exercise of general supervisory authority, including child find, 
effective monitoring, the use of resolution sessions, mediation, 
voluntary binding arbitration, and a system of transition services 
as defined in section 602(34) and 637(a)(9) of IDEA; and 
disproportionate representation of racial and ethnic groups in 
special education and related services, to the extent the 
representation is the result of inappropriate identification. (20 
U.S.C. 1416(a)(3)).
    \6\ Indicator 13 has been revised, and States reported data on 
the revised Indicator 13 for the first time in the Federal Fiscal 
Year 2009 SPP/APR, (submitted February 1, 2011 for the period 
covering July 1, 2009 through June 30, 2010). The text of Indicator 
13 can be found at https://www2.ed.gov/policy/speced/guid/idea/bapr/2010/b2-1820-0624bmeastable111210.doc.
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    To further improve their compliance with Indicator 13, States 
indicated that they will need to provide LEAs and their stakeholders 
(e.g., parents, vocational rehabilitation counselors, postsecondary 
education disability service providers) with: (1) Training or 
professional development; (2) TA; (3) information on how to improve 
data collection and reporting; (4) assistance with clarifying, 
examining, or developing policies and procedures; and (5) strategies 
for improving collaboration and coordination among transition services 
providers (NSTTAC, 2009). States continue to need TA in order to build 
their capacity to meet IDEA, Part B's postsecondary goals and 
transition services requirements and meet the 100 percent target for 
compliance with Indicator 13. States also continue to need TA to ensure 
that all students are well prepared for college (or other postsecondary 
education and training) and the workforce.
    The Department proposes to support a Transition to College and 
Careers Center (Center) to assist States and LEAs with developing 
appropriate, measurable postsecondary goals and implementing transition 
services that result in improved academic and functional achievement of 
students with disabilities and a successful transition to college (or 
other postsecondary education and training) and the workforce. The 
Center's scope of work would include activities that are focused on 
supporting the implementation of evidence-based practices for 
transition services and facilitating and increasing the participation 
of students with disabilities in programs and initiatives to ensure 
college- and career-readiness (e.g., AP courses, dual high school and 
college enrollment programs, career and technical education, and work-
based learning experiences).
    Priority:
    The purpose of this priority is to fund a cooperative agreement to 
support the establishment and operation of a Transition to College and 
Careers Center that will provide TA and disseminate useful information 
to SEAs, LEAs, schools, and other stakeholders to improve the: (1) 
Implementation and scaling up \7\ of evidence-based practices \8\ to 
assist SEAs and LEAs in the development of appropriate measurable 
postsecondary goals and the implementation of the transition services 
(as defined in section 602(34) of IDEA) that will lead to improved 
academic and functional \9\ achievement for students with disabilities 
and prepare them for college or other postsecondary education and 
training and the workforce; (2) implementation of SEA and LEA policies, 
procedures, and practices that facilitate and increase the 
participation of students with disabilities in programs and initiatives 
that are designed to ensure college- and career-readiness; and (3) 
achievement of compliance with the 100 percent target for IDEA, Part B 
Indicator 13 so that SEAs and LEAs can develop, implement, and annually 
update IEPs for eligible students with disabilities, generally age 16 
and above, that contain appropriate measurable postsecondary goals and 
the transition services, as defined in section 602(34) of IDEA, needed 
to assist students in reaching those goals. These activities will 
support SEA and LEA efforts to ensure that all students with 
disabilities are prepared for college (or other postsecondary education 
and training) and the workforce.
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    \7\ For the purposes of this priority, scale-up means to reach 
``a tipping point at which at least 60 percent of the students who 
could benefit from an innovation are experiencing it in their 
educational setting. To scale-up innovations, a State must first 
scale-up implementation capacity in all districts in the State''. 
(State Implementation and Scaling-Up of Evidence-Based Practices 
Center (https://www.scalingup.org)).
    \8\ For the purposes of this priority, evidence-based practices 
means practices for which there is ``strong evidence'' or ``moderate 
evidence'' of effectiveness as defined in the Department's notice of 
final supplemental priorities and definitions for discretionary 
grant programs, published in the Federal Register on December 15, 
2010 (75 FR 78486).
    \9\ For the purposes of this priority, functional is used as 
described in the Analysis of Comments and Changes section of the 
preamble to the final regulations in 34 CFR parts 300 and 301, 
(Assistance to States for the Education of Children with 
Disabilities and Preschool Grants for Children with Disabilities), 
published in the Federal Register on August 14, 2006 (71 FR 46540, 
46661). Although not defined in the regulations, the term is 
generally understood to refer to ``skills or activities that are not 
considered academic or related to a child's academic achievement, * 
* * [but] is often used in the context of routine activities of 
everyday living.''
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    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: https://www.researchutilization.org/matrix/logicmodel_resource3c.html and https://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;
    (d) A budget for a summative evaluation to be conducted by an 
independent third party;
    (e) A budget for attendance at the following:
    (1) A one and one half day kick-off meeting to be held in 
Washington, DC, within four weeks 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.
    (2) A three-day Project Directors' Conference in Washington, DC, 
during each year of the project period.
    (3) A two-day Technical Assistance and Dissemination Conference in 
Washington, DC, during each year of the project period.
    (4) A two-day OSEP Leadership Mega Conference in Washington, DC, 
during each year of the project period.
    (5) One one-day trip annually to attend Department briefings, 
Department-sponsored conferences, and other meetings, as requested by 
OSEP; and
    (f) 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.


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    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) Conduct a comprehensive review of studies and related evidence 
and prepare papers that synthesize the research on policies and 
practices related to the transition of students with disabilities to 
postsecondary education or a workforce setting (secondary transition) 
and college- and career-readiness among students with disabilities. In 
conducting the review of studies and related evidence, the Center must 
use standards that are consistent with those used by the What Works 
Clearinghouse and the definitions of strong evidence and moderate 
evidence contained in the Definitions section of the notice of final 
supplemental priorities and definitions for discretionary grant 
programs, published in the Federal Register on December 15, 2010 (75 FR 
78486). The papers must present the research in a format that is 
accessible to the Center's relevant audiences, including SEAs, LEAs, 
and schools, and clearly articulate the strength (i.e., internal 
validity) and the breadth (i.e., external validity) of the research 
supporting the policies or practices described, and provide useful 
recommendations based on the research that can be incorporated into the 
Center's TA activities. These papers must be subject to external peer 
review. Topics for these papers may include, but are not limited to 
SEA, LEA, and school policies and practices that--
    (1) Support the effective implementation and scaling up of 
evidence-based practices (e.g., teaching employment skills using 
community-based instruction, encouraging and facilitating self-directed 
IEPs, teaching parents and families about transition, and structuring 
programs to extend services beyond secondary school) at the local level 
in developing appropriate postsecondary goals and implementing 
transition services, including effective strategies for developing and 
sustaining interagency linkages and collaboration between secondary 
school systems and other systems such as: Institutions of higher 
education (e.g., two- and four- year institutions), adult service 
agencies (e.g., vocational rehabilitation and workforce development 
systems), career and technical education systems, and other 
postsecondary training programs (e.g., Job Corps);
    (2) Improve postsecondary outcomes for students with disabilities 
across disability categories and severity levels, including particular 
subpopulations that tend to have the poorest postsecondary outcomes, 
such as individuals with emotional disturbance or intellectual 
disabilities and those from culturally and linguistically diverse 
backgrounds; and
    (3) Facilitate the participation and completion of students with 
disabilities in programs and initiatives designed to ensure college- 
and career-readiness (e.g., AP courses, dual high school and college 
enrollment programs, career and technical education, and work-based 
learning experiences).
    (b) Conduct an analysis of IDEA, Part B State APRs and other 
sources of information to determine the current status of the 
development of appropriate postsecondary goals and the implementation 
of transition services that support improved performance or create 
barriers to improved performance.
Technical Assistance and Dissemination Activities
    (a) Provide a continuum of general TA and conduct dissemination 
activities (e.g., managing Web sites, listservs, and communities of 
practice; and holding conferences and training institutes) on 
implementing--
    (1) Evidence-based practices that help to improve the academic and 
functional achievement of students with disabilities, including 
particular subpopulations of students with disabilities that tend to 
have the poorest outcomes, and prepare them for college (or other 
postsecondary education and training) and the workforce; and
    (2) Policies and practices that facilitate the participation of 
students with disabilities in programs and initiatives designed to 
ensure college- and career-readiness (e.g., AP courses, dual high 
school and college enrollment programs, career and technical education, 
and work-based learning experiences).
    (b) 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).
    (c) Prepare and disseminate reports, documents, and other 
materials, including publications in peer-reviewed journals, on 
developing appropriate postsecondary goals and implementing transition 
services and related topics as requested by OSEP for specific audiences 
including students, teachers, educators, rehabilitation counselors, 
families, administrators, policymakers, and researchers. In 
consultation with the OSEP Project Officer, make selected reports, 
documents, and other materials available in both English and Spanish.
    (d) Develop materials and guidance for States and provide TA 
related to Indicator 13 on their APRs and SPPs, as requested by OSEP.
    (e) Improve data collection and reporting systems at the State and 
local level related to the development of postsecondary goals and 
implementation of transition services.
    (f) Host an annual national forum for researchers, policymakers, 
administrators, practitioners, and other appropriate stakeholders to 
exchange information on developing appropriate postsecondary goals and 
implementing transition services designed to prepare students with 
disabilities for college (or other postsecondary education and 
training) and the workforce.
    (g) Identify, in each year of the project period, a minimum of five 
States to receive intensive TA\10\ from the Center. The purpose of the 
intensive TA will be to assist these States in supporting effective 
implementation of evidence-based practices at the SEA, LEA, and school 
levels, and using effective methods to scale-up the use of evidence-
based practices. The dissemination of the Center's work (as described 
in paragraph (c) in Technical Assistance and Dissemination Activities) 
will enhance the capacity of all States to support their LEAs and 
schools in implementing and scaling up the use of evidence-based 
practices.
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    \10\ For the purposes of this priority, intensive TA means TA 
services that require a stable, on-going negotiated relationship 
between the TA Center staff and the TA recipient, and include a 
purposeful, planned series of activities designed to reach an 
outcome that is valued by the host organization. Intensive TA 
typically results in changes to policy, program, practice, or 
operations that support increased recipient capacity and/or improved 
outcomes at one or more systems levels (State Implementation and 
Scaling-Up of Evidence-Based Practices Center (Fixen, Blas[eacute], 
Horner,& Sugai, 2009).
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    In its application, an applicant must describe both the process and 
the selection criteria that the Center will use to identify the States 
that will receive the intensive TA. The Center must obtain approval 
from OSEP before finalizing the selection criteria and making the final 
selection of States that will receive intensive TA. Once a State is 
selected, the Center must work with that State for the entire project 
period. (The Center must identify a minimum of five States the first 
year of the project period and a minimum of five more States in each of 
the second and third years of the project period, so that by

[[Page 48826]]

the end of the project period, it is working with at least 15 States in 
total). The Center must provide each of these States with intensive TA 
in the State's first year of working with the Center. In each 
subsequent year the Center will provide less intensive TA devoted to 
resolving any remaining TA needs of the State. The Center must perform 
a thorough analysis of the State's needs and engage in frequent 
communication with the State to determine how these needs can be met. 
The needs assessments must be designed to identify the barriers that 
students with disabilities face in accessing not only the programs and 
initiatives designed to ensure college- and career-readiness but also 
the supports that are needed for successful implementation and 
sustainability of evidence-based practices in developing appropriate 
postsecondary goals and implementing effective transition services. 
After providing the first year of TA to the State, the Center must 
analyze the State's Indicator 13 data (in conjunction with other 
relevant information) annually for the remaining project period to 
inform an assessment of the State's need for any additional TA and to 
evaluate the impact of previous TA interventions.
    (h) Produce a summary of the results of the needs assessments 
conducted as a part of the intensive TA activities described in 
paragraph (g) of Technical Assistance and Dissemination Activities.
    Leadership and Coordination Activities.
    (a) Develop collaborative partnerships with business organizations 
that promote employment of individuals with disabilities, such as the 
U.S. Business Leadership Network and the National Business and 
Disability Council, to create and support the operation of a Youth to 
Work Coalition, which is a group of Federal agencies, businesses, and 
foundations that will conduct activities to expand work-based learning 
experiences for students with disabilities. The Center, through these 
partnerships, must--
    (1) Establish and coordinate a network of experts to provide TA to 
employers on establishing internships or mentoring programs for 
students with disabilities; and
    (2) Develop tools that are designed to assist employers and schools 
to support work-based learning experiences.
    (b) Compile and share data, as directed by OSEP, on States' APRs 
and updated SPPs for Indicator 13 by--
    (1) Reviewing relevant sections of each State's APR and updated SPP 
and summarizing the data on Indicator 13;
    (2) Developing a summary report for Indicator 13 that includes 
information about States' progress in meeting targets for the 
indicator, as well as any revisions made to States' monitoring and data 
systems, measurement systems, or improvement strategies; and
    (3) Providing this summary report to OSEP in a timely manner and 
participating in OSEP-requested teleconferences to discuss the findings 
of the summary report.
    (c) Establish and maintain an advisory committee to review the 
activities and outcomes of the Center and provide programmatic support 
and advice throughout the project period. At a minimum the advisory 
committee must convene annually, whether in person, by phone, or 
another means, and must represent the perspectives of individuals with 
disabilities or family members of students with disabilities, students, 
school-level transition specialists, State transition administrators, 
general education teachers or administrators, vocational rehabilitation 
counselors or administrators, postsecondary education disability 
service providers, adult service agencies, and other appropriate 
stakeholders. The Center must submit the names of proposed members of 
the advisory committee to OSEP for approval within eight weeks after 
receipt of the award.
    (d) Communicate and collaborate, on an ongoing basis, with other 
projects funded by the U.S. Department of Education, such as the 
National Dropout Prevention Center for Students with Disabilities, the 
National Post-school Outcomes Center, the National High School Center, 
the Regional Resource Centers, the IDEA Partnership Project, the 
Postsecondary Education Programs Network, the National Alliance 
Technical Assistance Center, the Technical Assistance on Transition and 
Rehabilitation Act Project, and the National Research Center for Career 
and Technical Education. This collaboration could include the joint 
development of products, the coordination of TA services, and the 
planning and carrying out of TA meetings and events.
    (e) Participate in, organize, or facilitate communities of practice 
that align with the needs of the Center's target audience. Communities 
of practice should align with the Center's objectives to support 
discussions and collaboration among key stakeholders. The following Web 
site provides more information on communities of practice: https://www.tadnet.org/communities.
    (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 should be consistent with the 
product definition and guidelines posted on the TACC Web site (https://www.tadnet.org).
    (g) Contribute, on an ongoing basis, updated information on the 
Center's approved and finalized products and services to the TACC 
database.
    (h) Coordinate with the National Dissemination Center for 
Individuals with Disabilities (https://www.nichcy.org) to develop an 
efficient and high-quality dissemination strategy that reaches broad 
audiences. The Center must report to the OSEP Project Officer the 
outcomes of these coordination efforts.
    (i) Maintain ongoing communication with the OSEP Project Officer 
through monthly phone conversations and e-mail communication.
References
Adelman, C. (2006). The toolbox revisited: Paths to degree completion 
from high school through college. Washington, DC: U.S. Department of 
Education. Retrieved from https://www.ed.gov/rschstat/research/pubs/toolboxrevisit/toolbox.pdf.
Alberto, P.A., Cihak, D.F., & Gama, R.I. (2005). Use of static picture 
prompts versus video modeling during simulation instruction. Research 
in Developmental Disabilities, 26, 327-339.
Ayres, K.M., Langone, J., Boon, R.T., & Norman, A. (2006). Computer-
based instruction for purchasing skills. Education and Training in 
Developmental Disabilities, 41, 253-263.
Bates, P.E., Cuvo, T., Miner, C.A., & Korabek, C.A. (2001). A simulated 
and community-based instruction involving persons with mild and 
moderate mental retardation. Research in Developmental Disabilities, 
22, 95-115.
Bureau of Labor Statistics. (2009). Employment status and disability 
status, July 2009. Retrieved from https://www.bls.gov/sps/spsdisability_072009.htm.
Carter, E.W., Trainor, A.A., Cakiroglu, O., Cole O., Swedeen, B., 
Ditchman, N. & Owens, L. (2009). Exploring school-employer partnerships 
to expand career development and early work experiences for youth with 
disabilities. Career Development for Exceptional Individuals, 32(3), 
145-161.
Casner-Lotto, J. & Barrington, L. (2006). Are they really ready to 
work? The Conference Board. Retrieved from https://www.conference-
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Publications/publicationdetail.cfm?publicationid=1276.
Cihak, D.F., Alberto, P.A., Kessler, K., & Taber, T.A. (2004). An 
investigation of instructional scheduling arrangements for community 
based instruction. Research in Developmental Disabilities, 25, 67-88.
Cobb, R.B. & Alwell, M. (2009). Transition planning/coordinating 
interventions for youth with disabilities: A systematic review. Career 
Development for Exceptional Individuals, 32, 70-81.
College Board. (2010). The 6th Annual AP report to the nation. 
Retrieved from https://www.collegeboard.com/html/aprtn/pdf/ap_report_to_the_nation.pdf.
Domzal, C., Houtenville, A., & Sharma, R. (2008). Survey of employer 
perspectives on the employment of people with disabilities: Technical 
report. (Prepared under contract to the Office of Disability and 
Employment Policy, U.S. Department of Labor). McLean, VA: CESSI.
Fixsen, D.L., Blase, K.A., Horner, R., & Sugai, G. (2009). Intensive 
technical assistance. Scaling Up Brief #2. Chapel Hill: The University 
of North Carolina, FPG, SISEP.
Fixsen, D.L., Naoom, S.F., Blase, 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). Retrieved from https://www.fpg.unc.edu/~nirn/
resources/publications/Monograph/index.cfm.
Izzo, M.V., Cartledge, G., Miller, L., Growick, B., & Rutkowski, S. 
(2000). Increasing employment earnings: Extended transition services 
that make a difference. Career Development for Exceptional Individuals, 
23, 139-156.
Karp, M.M., Calcagno, J.C., Hughes, K.L., Jeong, D.W., Bailey, T.R., 
(2007). The postsecondary achievement of participants in dual 
enrollment: An analysis of student outcomes in two states. St. Paul, 
Minnesota: National Research Center for Career and Technical Education, 
University of Minnesota. Retrieved from https://ccrc.tc.columbia.edu/Publication.asp?UID=547.
Kline, C., & Williams, E. (2007). Transitioning out of high school: A 
quick stats fact sheet. Washington, DC: National High School Center. 
Retrieved from https://www.betterhighschools.org/docs/NHSC_TransitionsOutFactSheet.pdf.
Landmark, L.J., Ju, S., Zhang, D. (2010). Substantiated best practices 
in transition: Fifteen plus years later. Career Development for 
Exceptional Individuals, 33, 165-176.
Lynn, I. & Mack, D. (2008). Multiple strategies for improving 
transition outcomes of youth with disabilities: Issue paper on 
increasing access to apprenticeship opportunities. Washington, DC 
Institute for Educational Leadership and HeiTech Services, Inc. 
Retrieved from https://www.dol.gov/odep/categories/youth/apprenticeship/ApprenticeshipIssuePaper.pdf.
National Alliance for Secondary Education and Transition. (2005). 
National standards and quality indicators. Retrieved from https://www.nasetalliance.org/about/standards.htm.
National Secondary Transition Technical Assistance Center (2009). 
Analysis of 2007-2008 state annual performance reports for indicator 
13. Retrieved from https://www.nsttac.org/indicator13/StatePerformanceReportSummary2009.pdf.
National Secondary Transition Technical Assistance Center (in press). 
Analysis of 2009-2010 state annual performance reports for indicator 
13. Will be available at https://www.nsttac.org/.
Newman, L., Wagner, M., Cameto, R., & Knokey, A.M. (2009). The post-
high school outcomes of youth with disabilities up to 4 years after 
high school. A report of findings from the national longitudinal 
transition study-2 (NCSER 2009-3017). Menlo Park, CA: SRI 
International. Retrieved from https://www.nlts2.org/reports/2010_09/nlts2_report_2010_09_complete.pdf.
Pearson, D., Sawyer, J., Park, T., Santamaria, L., van der Mandele, S., 
Keene, B. & Taylor, M. (2010). Capitalizing on context: Curriculum 
integration in career and technical education. Louisville, KY: National 
Research Center for Career and Technical Education, University of 
Louisville. Retrieved from https://www.nrccte.org/.
Stone, J., Alfeld, C., Pearson, D., Lewis, M., & Jensen, S. (2006). 
Building academic skills in context: Testing the value of enhanced math 
learning in CTE (Final study). St. Paul, Minnesota National Research 
Center for Career and Technical Education. University of Minnesota. 
Retrieved from https://www.nrccte.org/.
Symonds, W.C., Schwartz, R.B., & Ferguson, R. (2011). Pathways to 
prosperity: Meeting the challenge of preparing young Americans for the 
21st century. Report issued by the Pathways to Prosperity Project, 
Harvard Graduate School of Education. Retrieved from https://www.gse.harvard.edu/news_events/features/2011/Pathways_to_Prosperity_Feb2011.pdf.
Test, D., Fowler, C., Richter, S.M., White, J., Mazzotti, V., Walker, 
A.R., Kohler, P., & Kortering, L. (2009). Evidence-based practices in 
secondary transition. Career Development for Exceptional Individuals, 
32(2), 115-128.
Test, D., Mazzotti, V., Mustian, A., Fowler, C., Kortering, L., & 
Kohler, P. (2009). Evidence-based secondary transition predictors for 
improving post-school outcomes for students with disabilities. Career 
Development for Exceptional Individuals, 32(3), 160-181.
Tierney, W.G., Bailey, T., Constantine, J., Finkelstein, N., & Hurd, 
N.F. (2009). Helping students navigate the path to college: What high 
schools can do: A practice guide (NCEE 2009-4066). Washington, 
DC: National Center for Education Evaluation and Regional Assistance, 
Institute of Education Sciences, U.S. Department of Education. 
Retrieved from https://ies.ed.gov/ncee/wwc/publications/practiceguides/.
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(2004). The condition of education 2004 (NCES 2004-077). Washington, 
DC: U.S. Government Printing Office. Retrieved from https://nces.ed.gov/pubs2004/2004077.pdf.
Wagner, M., Newman, L., Cameto, R., and Levine, P. (2006). The academic 
achievement and functional performance of youth with disabilities: A 
report from the national longitudinal transition study-2 (NLTS2). 
(NCSER 2006-3000). Menlo Park, CA: SRI International. Retrieved from 
https://www.nlts2.org/reports/2006_07/nlts2_report_2006_07_complete.pdf.

    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

[[Page 48828]]

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, 85, 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 institutions of 
higher education (IHEs) only.

II. Award Information

    Type of Award: Cooperative agreement.
    Estimated Available Funds: $1,100,000.
    Maximum Awards: We will reject any application that proposes a 
budget exceeding $1,100,000 for a single budget period of 12 months. 
The Assistant Secretary for Special Education and Rehabilitative 
Services may change the maximum amount through a notice published in 
the Federal Register.
    Estimated Number of Awards: 1.

    Note: The Department is not bound by any estimates in this 
notice.

    Project Period: Up to 36 months.

III. Eligibility Information

    1. Eligible Applicants: SEAs; LEAs, including public charter 
schools that are considered LEAs under State law; IHEs; other public 
agencies; private nonprofit organizations; outlying areas; freely 
associated States; Indian tribes or tribal organizations; and for-
profit organizations.
    2. Cost Sharing or Matching: This competition does not require cost 
sharing or matching.
    3. Other: General Requirements--(a) The projects 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 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 project (see section 682(a)(1)(A) of IDEA).

IV. Application and Submission Information

    1. Address to Request Application Package: You can obtain an 
application package via the Internet, from the Education Publications 
Center (ED Pubs), or from the program office.
    To obtain a copy via the Internet, use the following address: 
https://www.ed.gov/fund/grant/apply/grantapps/.
    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), call, toll 
free: 1-877-576-7734.
    You can contact ED Pubs at its Web site, also: https://www.EDPubs.gov or at its e-mail 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 84.326J.
    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 computer diskette) 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.
    3. Submission Dates and Times:
    Applications Available: August 9, 2011.
    Deadline for Transmittal of Applications: September 8, 2011.
    Applications for grants under this competition may be submitted 
electronically using the Grants.gov Apply site, 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

[[Page 48829]]

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: https://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 Transition to College and Careers Center competition, 
CFDA number 84.326J, 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 https://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 e-mail an electronic copy of a grant 
application to us.
    You may access the electronic grant application for the Transition 
to College and Careers Center competition at https://www.Grants.gov. You 
must search for the downloadable application package for this program 
by the CFDA number. Do not include the CFDA number's alpha suffix in 
your search (e.g., search for 84.326, not 84.326J).
    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 https://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 
attach any narrative sections of your application as files in a .PDF 
(Portable Document) format only. If you upload a file type other than a 
.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 e-mail. 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.


[[Page 48830]]


    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 84.326J), 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 
84.326J), 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 qual