Applications for New Awards; Model Demonstration Projects on Reentry of Students With Disabilities From Juvenile Justice Facilities Into Education, Employment, and Community Programs, 26265-26273 [2012-10692]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 77, Number 86 (Thursday, May 3, 2012)]
[Notices]
[Pages 26265-26273]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 2012-10692]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Model Demonstration Projects on 
Reentry of Students With Disabilities From Juvenile Justice Facilities 
Into Education, Employment, and Community Programs

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

ACTION: Notice.

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Overview Information

    Technical Assistance and Dissemination to Improve Services and 
Results for Children with Disabilities--Model Demonstration Projects on 
Reentry of Students with Disabilities from Juvenile Justice Facilities 
into Education, Employment, and Community Programs Notice inviting 
applications for new awards for fiscal year (FY) 2012.
    Catalog of Federal Domestic Assistance (CFDA) Number: 84.326M.

DATES: 
    Applications Available: May 3, 2012.
    Deadline for Transmittal of Applications: June 18, 2012.
    Deadline for Intergovernmental Review: August 16, 2012.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purpose of the Technical Assistance and 
Dissemination to Improve Services and Results for Children with 
Disabilities program is to promote academic achievement and to improve 
results for children with disabilities by providing technical 
assistance (TA), supporting model demonstration projects, disseminating 
useful information, and implementing activities that are supported by 
scientifically based research.
    Priority: In accordance with 34 CFR 75.105(b)(2)(v), this priority 
is from allowable activities specified in the statute or otherwise 
authorized in the statute (see sections 663 and 681(d) of the 
Individuals with Disabilities Education Act (IDEA), 20 U.S.C. 1463 and 
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:

Model Demonstration Projects on Reentry of Students With Disabilities 
From Juvenile Justice Facilities Into Education, Employment, and 
Community Programs

Background

    The purpose of this priority is to support the establishment and 
operation of three model demonstration projects that will develop, 
adapt, refine, and evaluate models for facilitating the successful 
reentry of youth with disabilities from juvenile justice facilities 
into education, employment, and community programs.

[[Page 26266]]

    In the 2000-2001 school year, ``students ages 6 through 17 [years] 
with disabilities made up 11.5 percent of the estimated student 
enrollment for grades prekindergarten through 12th grade'' (U.S. 
Department of Education, 2002, p. II-19). Based on their December 1, 
2000 census, State departments of juvenile justice reported that, on 
average, one-third of the youth in the juvenile justice system had 
identified disabilities; the State-reported prevalence ranged from 9.1 
percent to 77.5 percent (Quinn, Rutherford, Leone, Osher, & Poirier, 
2005). In other words, the average prevalence of disability among youth 
in State juvenile justice systems was nearly three times the prevalence 
of disability among all youth. Of the youth with disabilities in the 
juvenile justice system, 47.7 percent were classified with emotional 
disturbance; 38.6 percent with specific learning disabilities; and 9.7 
percent with intellectual disabilities (Quinn et al., 2005).
    Each year, nearly 100,000 youth under the age of 18, with and 
without disabilities, are released from juvenile facilities,\1\ jails, 
or prisons, and reenter society, returning to families, local schools, 
and community life (Snyder, 2004). According to Bilchik & Altschuler 
(2010, Slide 4),
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    \1\ The types of juvenile facilities include detention centers, 
shelters, reception/diagnostic centers, group homes, ranches, 
wilderness camps, training schools, and residential treatment 
centers. The facilities are run by State governments, local 
governments, and private organizations. Some are secure, while 
others are not equipped to confine youth.

    Reentry [to school and community life] refers to those 
activities and tasks that: prepare out-of-home placed juveniles for 
reentry into the specific families and communities to which they 
will return; establish the necessary arrangements and linkages with 
the full range of public and private sector departments, 
organizations, and individuals in the community that can address 
known risk and protective factors; and ensure the delivery of 
prescribed services and supervision in the community. As this 
definition implies, the residential facility and the community have 
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a critical role to play in reentry.

Preparation and supports for successful reentry from juvenile justice 
facilities are even more crucial for youth with disabilities, since 
``barriers encountered by youth from the juvenile justice system during 
the transition process are exacerbated when these youth have 
disabilities'' (Clark, 2003, p. 98). At the same time, their outcomes 
after returning to their communities tend to be worse than their peers 
without disabilities. For example, a higher percentage of youth with 
disabilities return to juvenile justice facilities (Bullis, Yovanoff, 
Meuller, & Havel, 2002), and in a shorter timeframe (Zhang, Barrett, 
Katsiyannis, & Yoon, 2011), than their peers without disabilities.
    Some practices have shown promise in improving outcomes for 
reentering juveniles. These promising practices frequently include: 
Intensive educational interventions; multidisciplinary assessments and 
planning; integrated transition services (i.e., service delivery 
focused on the youth's reentry to education, employment, and community 
programs from the beginning of custody); individualized aftercare; 
interagency collaboration; research-based interventions implemented 
with fidelity; and evaluation of services, processes, and outcomes 
(Hogan, Bullock, & Fritsch, 2010; Newell & Salazar, 2010; Wilkins, 
2011).
    Assessment and planning must be grounded in an understanding of 
adolescent educational, psychological, cognitive, and emotional 
development (Scott & Steinberg, 2008). Multiple disciplines and 
perspectives (i.e., the youth, special educator, parent, juvenile 
justice case officer, etc.) should identify the juvenile's strengths 
and needs and develop a plan of interventions to address these needs 
(Newell & Salazar, 2010; Zhang, Hsu, Katsiyannis, Barrett, & Song, 
2011). Studies suggest that focusing on the transition back to school 
and community from the start of custody increases the likelihood of 
successful reentry (Newell & Salazar, 2010; Zhang, Barrett, et al., 
2011).
    Once a youth reenters the community, individualized aftercare 
continues to provide the planned interventions, which should be 
identified based on the unique needs of the juvenile (Scott & 
Steinberg, 2008) and include any court-mandated interventions (Newell & 
Salazar, 2010). Aftercare services may include, for example, 
educational and vocational programs, housing assistance, substance 
abuse and mental health treatment, life skills training, family 
counseling, and parent education (Baltodano, Platt, & Roberts, 2005; 
Wilkins, 2011; Zabel & Nigro, 2007).
    Interagency collaboration is essential to ensuring that aftercare 
services are effective. Successful interagency collaboration efforts 
include case management services and clearly defined expectations and 
responsibilities among service agencies. Interagency collaboration 
helps to connect services, such as intensive educational interventions 
provided in the juvenile facility, with those provided in the community 
(Bilchik & Altschuler, 2010; Hogan, Bullock, & Fritsch, 2010; Newell & 
Salazar, 2010).
    Implementing research-based interventions with fidelity increases 
the likelihood of effectiveness (Fixsen, Naoom, Blas[eacute], Friedman, 
& Wallace, 2005). The evaluation of services, processes, and outcomes 
provides formative and summative information needed to demonstrate and 
improve the quality and effectiveness of interventions. Unfortunately, 
there is limited research on the quality and effectiveness of reentry 
models to improve the post-release outcomes of youth in juvenile 
justice facilities who are identified as having disabilities, most of 
whom have learning disabilities or emotional disturbance. The Office of 
Special Education Programs (OSEP) intends to support the development 
and evaluation of model demonstration projects that serve youth with 
disabilities reentering education, employment, and community programs 
from juvenile justice facilities.
    Priority: The purpose of this priority is to support the 
establishment and operation of three model demonstration projects that 
will develop, adapt, refine, and evaluate models for facilitating the 
successful reentry of youth with disabilities from juvenile justice 
facilities into education, employment, and community programs. Each 
model demonstration project must include the following elements: 
Intensive educational interventions, multidisciplinary assessments and 
planning, integrated transition services, individualized aftercare, 
interagency collaboration, research-based interventions implemented 
with fidelity, and evaluation of services, processes, and outcomes. The 
projects must be designed to reduce recidivism and to support the 
successful transition of these youth with disabilities back into their 
communities. Successful transition must be measured, in part, using 
data on high school completion, postsecondary education, and 
employment. For purposes of this priority, the term ``youth with 
disabilities'' refers to individuals who are in 7th to 12th grades and 
are under 18 years of age unless the State where the project is located 
provides services to students ages 18, 19, 20 or 21 consistent with 
State law or practice or the order of any court, in which case, the 
term refers to individuals who are in 7th to 12th grades and are under 
the maximum age consistent with State law or practice of court order.
    To be considered for funding under this absolute priority, 
applicants must meet the application requirements contained in this 
priority. Each project

[[Page 26267]]

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 description of a proposed model demonstration project that 
provides services for youth reentering their schools and communities 
from juvenile justice facilities. The services must be coordinated 
among a juvenile justice facility, a student's home school district, 
and any cooperating community programs (see also the section on 
Required Activities). The description must include:
    (1) Intervention components, including:
    (i) Special education and related services, including therapeutic 
(e.g., mental health, drug treatment, etc.) and transition services, to 
be provided to the youth with disabilities, and the responsibilities of 
the proposed project, local educational agency (LEA), school, juvenile 
justice facility, and any cooperating agencies to provide such 
services;
    (ii) Processes that support the successful transition of youth with 
disabilities from the juvenile justice facility to education, 
employment, and community programs, including: Placement in appropriate 
education programs that provide special education and related services, 
as described in students' individualized education programs; support, 
as appropriate, in locating employment, transportation, and housing; 
and determination of the type, duration, and intensity of needed 
aftercare services;
    (iii) A data plan that outlines the process for assessing, 
collecting, and sharing \2\ academic, vocational, behavioral, and 
developmental data for participating youth with disabilities among the 
collaborating agencies to support the implementation of the model; and
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    \2\ Applicants must ensure the confidentiality of individual 
data, consistent with the requirements of the Family Education 
Rights and Privacy Act (FERPA) and State laws or regulations 
concerning the confidentiality of individual records. Final FERPA 
regulatory changes became effective January 3, 2012, and include 
requirements for data sharing. Applicants are encouraged to review 
the final FERPA regulations published on December 2, 2011 (76 FR 
75604). Questions can be forwarded to the Family Policy Compliance 
Office (www.ed.gov/fpco) at (202) 260-3887 or FERPA@ed.gov.
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    (iv) Description of systems or tools that will be used for storing, 
managing, analyzing, and reporting data and for communicating among the 
collaborating agencies and that are necessary to implement the model's 
services, processes, and data plan.
    (2) Implementation components, including the:
    (i) Methods and criteria to be used for selecting \3\ and 
recruiting \4\ at least three schools from at least one LEA, and at 
least one juvenile justice facility whose students with disabilities 
are approaching release to these schools, including descriptions of the 
juvenile facilities, the schools and LEAs, their populations, and 
whether the LEAs are considered high-poverty, high-need,\5\ rural,\6\ 
urban, or suburban;
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    \3\ For factors to consider when selecting model demonstration 
sites, the applicant should refer to Assessing Sites for Model 
Demonstration: Lessons Learned for OSEP Grantees at https://mdcc.sri.com/documents/reports/MDCC_Site_Assessment_Brief_09-30-11.pdf. The document also contains a site assessment tool.
    \4\ The applicant must describe who is going to be contacted 
within the district(s) and how ``buy-in'' from these and other 
leaders will be solicited.
    \5\ Section 2102(3) of the Elementary and Secondary Education 
Act of 1965, as amended (ESEA) defines a ``high-need LEA'' as an 
LEA--(A)(i) That serves not fewer than 10,000 children from families 
with incomes below the poverty line (as that term is defined in 
section 9101(33) of the ESEA);, or (ii) for which not less than 20 
percent of the children served by the LEA are from families with 
incomes below the poverty line; and (B)(i) for which there is a high 
percentage of teachers not teaching in the academic subjects or 
grade levels that the teachers were trained to teach; or (ii) for 
which there is a high percentage of teachers with emergency, 
provisional, or temporary certification or licensing.
    \6\ For purposes of this priority, ``rural LEA'' means an LEA 
that is eligible under the Small Rural School Achievement (SRSA) 
program or the Rural and Low-Income School (RLIS) program authorized 
under Title VI, Part B of the ESEA. Applicants may determine whether 
a particular LEA is eligible for these programs by referring to the 
information on the following Department Web sites. For SRSA: https://www2.ed.gov/programs/reapsrsa/ For RLIS: https://www.ed.gov/programs/reaprlisp/eligibility.html.

    Note: Applicants are encouraged to identify, to the extent 
possible, the juvenile facilities, LEAs, and schools willing to 
participate in the applicant's model demonstration. Final site 
selection will be determined in consultation with the OSEP Project 
Officer following the kick-off meeting (see paragraph (e)(1) in the 
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Application Requirements section).

    (ii) Strategies to identify and to allocate human resources among 
the collaborating agencies needed to implement the model;
    (iii) Approach to initial and ongoing personnel development or 
training, including coaching, for personnel involved in implementing 
the model;
    (iv) Approach to measuring fidelity of implementation of the model; 
and
    (v) Approach to measuring the social validity of the model--in 
other words, measuring the stakeholders' (i.e., service providers', 
teachers', parents', and students') satisfaction with the model 
components, processes and outcomes.
    (3) Sustainability components, including a plan for:
    (i) Transferring the responsibility for project maintenance and 
support to the collaborating agency personnel at the participating 
sites by the end of the project period; and
    (ii) Continuing the opportunities for training personnel in the 
collaborating agencies to implement the model, if successful, after the 
project ends;
    (b) A detailed review of the research evidence that supports the 
effectiveness of the proposed model, its components, and processes with 
the targeted population(s) and age(s) of youth with disabilities;
    (c) A plan and timeline to implement the model described in 
paragraph (a) of this section that includes details on the elements in 
the Required Activities section of this priority;
    (d) A logic model that depicts, at a minimum, the goals, 
activities, outputs, and outcomes of the proposed model demonstration 
project. The logic model must make distinct the contributions of each 
collaborating agency to the activities, outputs, and outcomes of the 
proposed project. A logic model communicates how a project will achieve 
its outcomes and provides a framework for both the formative and 
summative evaluations of the project; and

    Note:  The following Web sites provide more information on logic 
models: www.researchutilization.org/matrix/logicmodel_resource3c.html and www.tadnet.org/model_and_performance.


    (e) A budget for attendance at the following:
    (1) A one and one half-day kick-off meeting to be held in 
Washington, DC, after receipt of the award. At the kick-off meeting, 
OSEP personnel and the grantees, in consultation with the Model 
Demonstration Coordination Center (MDCC), will develop a project data 
coordination plan that includes common cross-project data collection 
instruments, a timeline for collecting these data, and evaluation 
questions. As part of the cross-project data coordination plan, 
projects funded under this priority must collect data using common 
measures that may or may not be the same as those initially proposed by 
the applicant. These may include student measures; implementation 
measures such as qualitative descriptions of activities; or site 
contextual data. The project timeline required under paragraph (c) of 
this section must be adjusted according to decisions made during kick-
off;

[[Page 26268]]

    (2) A one-day annual planning meeting held in Washington, DC, with 
the OSEP Project Officer during years 2-4 of the project period;
    (3) The three-day Project Directors' Conference in Washington, DC, 
during each year of the project period; and
    (4) Two two-day trips annually to attend Department briefings, 
Department-sponsored conferences, and other meetings, as requested by 
OSEP.
    Required Activities. To meet the requirements of this priority, 
each project, at a minimum, must conduct the following activities 
consistent with the plan proposed in paragraph (c) of the Application 
Requirements section:
    (a) Implement a model demonstration project in the participating 
schools, LEAs, and juvenile justice facilities that--
    (1) Address the individual educational, psychological, cognitive, 
and emotional needs of youth with disabilities in juvenile justice 
facilities using culturally responsive principles; \7\
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    \7\ Culturally responsive principles promote redesigning the 
learning environments to support the development and success of all 
students. Some examples of incorporating culturally responsive 
principles into learning environments include communicating high 
expectations to all students, incorporating students' cultural and 
home experiences into lessons by reshaping the curriculum to reflect 
students' experiences, and engaging students in activities where 
they can converse with one another on topics that tap into their 
background knowledge and experiences (Gay, 2000; King, Artiles, & 
Kozleski, 2010).
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    (2) Identify a mentor, coach, educational advocate, or case manager 
to coordinate the transition of youth with disabilities from custody to 
community life; and
    (3) Establish collaborative processes for service provision among 
the juvenile justice facility, the LEA, and schools, and appropriate 
community service providers such as mental health and substance abuse 
treatment providers, to facilitate the outcomes outlined in paragraphs 
(b) and (c) in this section.
    (b) Include, at a minimum in the project's logic model and data 
plan, the timeline and plan to collect summative evaluation data on the 
following outcome measures:
    (1) Progress toward and rates of high school completion;
    (2) Exploration, application, acceptance, and enrollment in 
postsecondary education, as age appropriate;
    (3) Employment, if age appropriate, or progress to obtain the 
knowledge and skills that will reasonably enable the youth to meet the 
goal of employment (e.g., enrollment in courses of study leading to 
employment);
    (4) Number and time lag of referrals to juvenile justice following 
release from the juvenile justice facility; and
    (5) Progress in positive, healthy, and pro-social behaviors 
(voluntary behaviors intended to benefit another), as reflected by 
reductions in school disciplinary actions and participation in mental 
health or substance abuse treatment.
    (c) Include, at a minimum, in the project's logic model and data 
plan, the timeline and plan to collect summative evaluation data on the 
following system outcomes:
    (1) Changes to policies, procedures, or data collection systems in 
the LEAs, schools, and juvenile facilities, including changes related 
to information or record sharing,\8\ referrals for services, 
instruction, assessment, and transition planning;
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    \8\ As noted elsewhere in this priority, applicants must ensure 
the confidentiality of individual data, consistent with the 
requirements of the Family Education Rights and Privacy Act (FERPA) 
and State laws or regulations concerning the confidentiality of 
individual records. Final FERPA regulatory changes became effective 
January 3, 2012, and include requirements for data sharing. 
Applicants are encouraged to review the final FERPA regulations 
published December 2, 2011 (76 FR 75604). Questions can be forwarded 
to the Family Policy Compliance Office (www.ed.gov/fpco) at (202) 
260-3887 or FERPA@ed.gov.
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    (2) Changes to resource allocations in the LEAs, schools, and 
juvenile facilities, including personnel assignments and transportation 
costs; and
    (3) Estimates of the cost of implementing the model, including 
costs of the various components of the model.
    (d) Implement a formative evaluation plan, consistent with the 
project's logic model and the data collection plan, to include, as 
appropriate, periodic collection of student and system data in addition 
to other largely formative data relating to fidelity of implementation, 
stakeholder acceptability, and descriptions of the site context. The 
plan must outline how these data will be reviewed by the project, when 
they will be reviewed (consistent with the timeline in paragraph (c) 
under Application Requirements), and how they will be used during the 
course of the project to adjust the model or its implementation to 
increase the model's usefulness, generalizability, and potential for 
sustainability.
    Other Project Activities. To meet the requirements of this 
priority, each project, at a minimum, must conduct the following 
activities:
    (a) Participate in ongoing discussions, facilitated by the MDCC, 
with the other funded projects concerning the development of a data 
coordination plan that is common to all funded projects and includes 
evaluation questions; site data collection instruments; synthesis and 
analysis of the data; acceptable variations across projects for the 
measurement of implementation fidelity, model acceptability, and data 
reliability; and collaborative efforts to disseminate information about 
the models. Projects must be prepared to share some data with the MDCC 
in the process of implementing the data coordination plan;

    Note:  In addition to common data and instrumentation, 
applicants may propose in the application to collect and analyze 
data that are not commonly collected by all projects, but that 
support their particular model demonstration project.

    (b) Initiate a detailed documentation process sufficient for model 
replication purposes, should the model be successful;
    (c) Communicate and collaborate on an ongoing basis with 
Department-funded projects such as the National Dropout Prevention 
Center for Students with Disabilities (https://www.ndpc-sd.org/), 
National Secondary Transition Technical Assistance Center (https://www.nsttac.org/), and National Post-School Outcomes Center (https://www.psocenter.org/), to share information on successful strategies and 
implementation challenges regarding school reentry, dropout prevention, 
job training, and post-secondary transition for youth with disabilities 
in the juvenile justice system;
    (d) Prior to developing any new product, submit a proposal for the 
product to the Technical Assistance Coordination Center (TACC) database 
for approval from the OSEP Project Officer. The development of new 
products should be consistent with the product definition and 
guidelines posted on the TACC Web site (www.tadnet.org);
    (e) Maintain ongoing telephone and email communication with the 
OSEP Project Officer and other projects funded under this priority; and

    Note:  The MDCC will provide support for monthly teleconferences 
with all projects to discuss cross-project activities.


    (f) If the project maintains a Web site, include relevant 
information about the model demonstration and documents in a form that 
meets government or industry recognized standards for accessibility.
    References:

Baltodano, H. M., Platt, D., & Roberts, C. W. (2005). Transition 
from secure care to the community: Significant issues for youth

[[Page 26269]]

in detention. Journal of Correctional Education, 56(4), 372-388.
Bilchik, S., & Altschuler, D. (2010, January 26). Juvenile reentry 
in concept and practice. Webinar by National Reentry Resource Center 
and the U.S. Department of Justice, Bureau of Justice Assistance and 
Office for Juvenile Justice and Delinquency Prevention. Available 
from https://www.nationalreentryresourcecenter.org/topics/juveniles.
Bullis, M., Yovanoff, P., Mueller, G., & Havel, E. (2002). Life on 
the ``outs''--Examination of the facility-to-community transition of 
incarcerated youth. Exceptional Children, 69, 7.
Clark, H. G. (2003). Resilience: Gender, disability, and justice 
status in youth transitioning to school (Doctoral dissertation). 
Arizona State University. ProQuest Dissertations and Theses. 
Retrieved from https://search.proquest.com/docview/305339804?accountid=27030.
Fixsen, D. L., Naoom, S. F., Blas[eacute], K. A., Friedman, R. M., & 
Wallace, F. (2005). Implementation research: A synthesis of the 
literature. Tampa, FL: University of South Florida, Louis de la 
Parte Florida Mental Health Institute, The National Implementation 
Research Network (FMHI Publication 231).
Gay, G. (2000). Culturally responsive teaching: Theory, research, 
and practice. New York: Teachers College Press.
Hogan, K. A., Bullock, L. M., & Fritsch, E. J. (2010). Meeting the 
transition needs of incarcerated youth with disabilities. Journal of 
Correctional Education, 61(2), 133-147.
King, A., Artiles, A. J., & Kozleski, E. (2010). Professional 
learning for culturally responsive teaching. Retrieved from https://www.equityallianceasu.org/sites/default/files/Website-files/exemplarFINAL.pdf.
Newell, M., & Salazar, A. (2010). Juvenile reentry in Los Angeles 
County: An exploration of strengths, barriers, and policy options: A 
report to the 2nd District of Los Angeles. Retrieved from https://www.childrensdefense.org/child-research-data-publications/data/la-county-juvenile-justice.pdf.
Quinn, M. M., Rutherford, R. B., Leone, P. E., Osher, D. M. & 
Poirier, J. M. (2005). Youth with disabilities in juvenile 
corrections: A national survey. Exceptional Children, 71, 339-345.
Scott, E. S., & Steinberg, L. (2008). Rethinking juvenile justice. 
Cambridge, MA: Harvard University Press.
Snyder, H. (2004). An empirical portrait of the youth reentry 
population. Youth Violence and Juvenile Justice, 2(1), 39-55. doi: 
10.1177/1541204003260046.
U.S. Department of Education. (2002). Twenty-fourth annual report to 
Congress on the implementation of the Individuals with Disabilities 
Education Act. Washington, DC: Author. Available from https://www2.ed.gov/about/reports/annual/osep/2002/.
Wilkins, J. (2011). Reentry programs for out-of-school youth with 
disabilities: Part III Characteristics of reentry programs. Clemson, 
SC: National Dropout Prevention Center for Students with 
Disabilities, Clemson University. Available from https://www.ndpc-sd.org/knowledge/reentry_programs.php.
Zabel, R., & Nigro, F. (2007). Occupational interests and aptitudes 
of juvenile offenders: Influence of special education experience and 
gender. Journal of Correctional Education, 58(4), 337-355.
Zhang, D., Barrett, D. E., Katsiyannis, A., & Yoon, M. (2011). 
Juvenile offenders with and without disabilities: Risks and patterns 
of recidivism. Learning & Individual Differences, 21(1), 12-18. doi: 
10.1016/j.lindif.2010.09.006.
Zhang, D., Hsu, H.-Y., Katsiyannis, A., Barrett, D. E., & Song, J. 
(2011). Adolescents with disabilities in the juvenile justice 
system: Patterns of recidivism. Exceptional Children, 77, 283-296.

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

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

    Applicable Regulations: The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 
81, 82, 84, 86, 97, 98, and 99.

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


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

II. Award Information

    Type of Award: Cooperative agreements.
    Estimated Available Funds: $1,200,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2013 from the list of 
unfunded applicants from this competition.
    Estimated Average Size of Award: $400,000.
    Estimated Range of Awards: $375,000 to $400,000.
    Maximum Awards: We will reject any application that proposes a 
budget exceeding $400,000 for a single budget period of 12 months. The 
Assistant Secretary for Special Education and Rehabilitative Services 
may change the maximum amount through a notice published in the Federal 
Register.
    Estimated Number of Awards: 3.

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

    Project Period: Up to 48 months.

III. Eligibility Information

    1. Eligible Applicants: State educational agencies (SEAs); LEAs, 
including public charter schools that are considered LEAs under State 
law; IHEs; other public agencies; private nonprofit organizations; 
outlying areas; freely associated States; Indian tribes or tribal 
organizations; and for-profit organizations.
    2. Cost Sharing or Matching: This competition does not require cost 
sharing or matching.
    3. Other: General Requirements--(a) The projects funded under this 
competition must make positive efforts to employ and advance in 
employment qualified individuals with disabilities (see section 606 of 
IDEA).
    (b) Applicants and the grant recipients funded under this 
competition must involve individuals with disabilities or parents of 
individuals with disabilities ages birth through 26 in planning, 
implementing, and evaluating the projects (see section 682(a)(1)(A) of 
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/.
    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 competition as follows: CFDA number 84.326M.
    To obtain a copy from the program office, contact the person listed 
under FOR FURTHER INFORMATION CONTACT in section VII of this notice.
    Individuals with disabilities can obtain a copy of the application 
package in an accessible format (e.g., braille, large print, audiotape, 
or compact disc) by contacting the person or team listed under 
Accessible Format in section VIII of this notice.

[[Page 26270]]

    2. Content and Form of Application Submission: Requirements 
concerning the content of an application, together with the forms you 
must submit, are in the application package for this competition.
    Page Limit: The application narrative (Part III of the application) 
is where you, the applicant, address the selection criteria that 
reviewers use to evaluate your application. You must limit the 
application narrative to the equivalent of no more than 70 pages, using 
the following standards:
     A ``page'' is 8.5 x 11, on one side 
only, with 1'' margins at the top, bottom, and both sides.
     Double space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, references, and captions.
     Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial. An application submitted in any other font 
(including Times Roman or Arial Narrow) will not be accepted.
    The page limit does not apply to Part I, the cover sheet; Part II, 
the budget section, including the narrative budget justification; Part 
IV, the assurances and certifications; or the one-page abstract, the 
resumes, the bibliography, the references, or the letters of support. 
However, the page limit does apply to all of the application narrative 
section (Part III).
    We will reject your application if you exceed the page limit or if 
you apply other standards and exceed the equivalent of the page limit.
    3. Submission Dates and Times:
    Applications Available: May 3, 2012.
    Deadline for Transmittal of Applications: June 18, 2012.
    Applications for grants under this competition may be submitted 
electronically using the Grants.gov Apply site (Grants.gov), or in 
paper format by mail or hand delivery. For information (including dates 
and times) about how to submit your application electronically, or in 
paper format by mail or hand delivery, please refer to section IV. 7. 
Other Submission Requirements of this notice.
    We do not consider an application that does not comply with the 
deadline requirements.
    Individuals with disabilities who need an accommodation or 
auxiliary aid in connection with the application process should contact 
the person listed under FOR FURTHER INFORMATION CONTACT in section VII 
of this notice. If the Department provides an accommodation or 
auxiliary aid to an individual with a disability in connection with the 
application process, the individual's application remains subject to 
all other requirements and limitations in this notice.
    Deadline for Intergovernmental Review: August 16, 2012.
    4. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. 
Information about Intergovernmental Review of Federal Programs under 
Executive Order 12372 is in the application package for this 
competition.
    5. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    6. Data Universal Number System Number, Taxpayer Identification 
Number, and Central Contractor Registry: To do business with the 
Department of Education, you must--
    a. Have a Data Universal Numbering System (DUNS) number and a 
Taxpayer Identification Number (TIN);
    b. Register both your DUNS number and TIN with the Central 
Contractor Registry (CCR), the Government's primary registrant 
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.
    The CCR registration process may take five or more business days to 
complete. If you are currently registered with the CCR, you may not 
need to make any changes. However, please make certain that the TIN 
associated with your DUNS number is correct. Also note that you will 
need to update your CCR registration on an annual basis. This may take 
three or more business days to complete.
    In addition, if you are submitting your application via Grants.gov, 
you must (1) be designated by your organization as an Authorized 
Organization Representative (AOR); and (2) register yourself with 
Grants.gov as an AOR. Details on these steps are outlined at the 
following Grants.gov Web page: www.grants.gov/applicants/get_registered.jsp.
    7. Other Submission Requirements: Applications for grants under 
this competition may be submitted electronically or in paper format by 
mail or hand delivery.
    a. Electronic Submission of Applications
    We are participating as a partner in the Governmentwide Grants.gov 
Apply site. The Model Demonstration Projects on Reentry of Students 
with Disabilities from Juvenile Justice Facilities into Education, 
Employment, and Community Programs competition, CFDA number 84.326M, is 
included in this project. We request your participation in Grants.gov.
    If you choose to submit your application electronically, you must 
use the Governmentwide Grants.gov Apply site at www.Grants.gov. Through 
this site, you will be able to download a copy of the application 
package, complete it offline, and then upload and submit your 
application. You may not email an electronic copy of a grant 
application to us.
    You may access the electronic grant application for the Model 
Demonstration Projects on Reentry of Students with Disabilities from 
Juvenile Justice Facilities into Education, Employment, and Community 
Programs competition at www.Grants.gov. You must search for the 
downloadable application package for this competition by the CFDA 
number. Do not include the CFDA number's alpha suffix in your search 
(e.g., search for 84.326, not 84.326M).
    Please note the following:
     Your participation in Grants.gov is voluntary.
     When you enter the Grants.gov site, you will find 
information about submitting an application electronically through the 
site, as well as the hours of operation.
     Applications received by Grants.gov are date and time 
stamped. Your application must be fully uploaded and submitted and must 
be date and time stamped by the Grants.gov system no later than 4:30:00 
p.m., Washington, DC time, on the application deadline date. Except as 
otherwise noted in this section, we will not accept your application if 
it is received--that is, date and time stamped by the Grants.gov 
system--after 4:30:00 p.m., Washington, DC time, on the application 
deadline date. We do not consider an application that does not comply 
with the deadline requirements. When we retrieve your application from 
Grants.gov, we will

[[Page 26271]]

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 
upload any narrative sections and all other attachments to your 
application as files in a PDF (Portable Document) read-only, non-
modifiable format. Do not upload an interactive or fillable PDF file. 
If you upload a file type other than a read-only, non-modifiable PDF or 
submit a password-protected file, we will not review that material.
     Your electronic application must comply with any page-
limit requirements described in this notice.
     After you electronically submit your application, you will 
receive from Grants.gov an automatic notification of receipt that 
contains a Grants.gov tracking number. (This notification indicates 
receipt by Grants.gov only, not receipt by the Department.) The 
Department then will retrieve your application from Grants.gov and send 
a second notification to you by email. This second notification 
indicates that the Department has received your application and has 
assigned your application a PR/Award number (an ED-specified 
identifying number unique to your application).
     We may request that you provide us original signatures on 
forms at a later date.
    Application Deadline Date Extension in Case of Technical Issues 
with the Grants.gov System: If you are experiencing problems submitting 
your application through Grants.gov, please contact the Grants.gov 
Support Desk, toll free, at 1-800-518-4726. You must obtain a 
Grants.gov Support Desk Case Number and must keep a record of it.
    If you are prevented from electronically submitting your 
application on the application deadline date because of technical 
problems with the Grants.gov system, we will grant you an extension 
until 4:30:00 p.m., Washington, DC time, the following business day to 
enable you to transmit your application electronically or by hand 
delivery. You also may mail your application by following the mailing 
instructions described elsewhere in this notice.
    If you submit an application after 4:30:00 p.m., Washington, DC 
time, on the application deadline date, please contact the person 
listed under FOR FURTHER INFORMATION CONTACT in section VII of this 
notice and provide an explanation of the technical problem you 
experienced with Grants.gov, along with the Grants.gov Support Desk 
Case Number. We will accept your application if we can confirm that a 
technical problem occurred with the Grants.gov system and that that 
problem affected your ability to submit your application by 4:30:00 
p.m., Washington, DC time, on the application deadline date. The 
Department will contact you after a determination is made on whether 
your application will be accepted.

    Note:  The extensions to which we refer in this section apply 
only to the unavailability of, or technical problems with, the 
Grants.gov system. We will not grant you an extension if you failed 
to fully register to submit your application to Grants.gov before 
the application deadline date and time or if the technical problem 
you experienced is unrelated to the Grants.gov system.


    b. Submission of Paper Applications by Mail
    If you submit your application in paper format by mail (through the 
U.S. Postal Service or a commercial carrier), you must mail the 
original and two copies of your application, on or before the 
application deadline date, to the Department at the following address: 
U.S. Department of Education, Application Control Center, Attention: 
(CFDA Number 84.326M), LBJ Basement Level 1, 400 Maryland Avenue SW., 
Washington, DC 20202-4260.
    You must show proof of mailing consisting of one of the following:
    (1) A legibly dated U.S. Postal Service postmark.
    (2) A legible mail receipt with the date of mailing stamped by the 
U.S. Postal Service.
    (3) A dated shipping label, invoice, or receipt from a commercial 
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 
84.326M), 550 12th Street SW., Room 7041, Potomac Center Plaza, 
Washington, DC 20202-4260.
    The Application Control Center accepts hand deliveries daily 
between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except 
Saturdays, Sundays, and Federal holidays.

    Note for Mail or Hand Delivery of Paper Applications:  If you 
mail or hand deliver your application to the Department--
    (1) You must indicate on the envelope and--if not provided by 
the Department--in Item 11 of the SF 424 the CFDA number, including 
suffix letter, if any, of the competition under which you are 
submitting your application; and
    (2) The Application Control Center will mail to you a 
notification of receipt of your grant application. If you do not 
receive this notification within 15 business days from the 
application deadline date, you should call the U.S. Department of 
Education Application Control Center at (202) 245-6288.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34

[[Page 26272]]

CFR 75.210 and are listed in the application package.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
also requires various assurances including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Additional Review and Selection Process Factors: In the past, 
the Department has had difficulty finding peer reviewers for certain 
competitions because so many individuals who are eligible to serve as 
peer reviewers have conflicts of interest. The Standing Panel 
requirements under IDEA also have placed additional constraints on the 
availability of reviewers. Therefore, the Department has determined 
that for some discretionary grant competitions, applications may be 
separated into two or more groups and ranked and selected for funding 
within the specific groups. This procedure will make it easier for the 
Department to find peer reviewers by ensuring that greater numbers of 
individuals who are eligible to serve as reviewers for any particular 
group of applicants will not have conflicts of interest. It also will 
increase the quality, independence, and fairness of the review process, 
while permitting panel members to review applications under 
discretionary grant competitions for which they also have submitted 
applications. However, if the Department decides to select an equal 
number of applications in each group for funding, this may result in 
different cut-off points for fundable applications in each group.
    4. Special Conditions: Under 34 CFR 74.14 and 80.12, the Secretary 
may impose special conditions on a grant if the applicant or grantee is 
not financially stable; has a history of unsatisfactory performance; 
has a financial or other management system that does not meet the 
standards in 34 CFR parts 74 or 80, as applicable; has not fulfilled 
the conditions of a prior grant; or is otherwise not responsible.

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN). We may notify you informally, also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multi-year award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    4. Performance Measures: Under the Government Performance and 
Results Act of 1993 (GPRA), the Department has established a set of 
performance measures, including long-term measures, that are designed 
to yield information on various aspects of the effectiveness and 
quality of the Technical Assistance and Dissemination to Improve 
Services and Results for Children with Disabilities program. These 
measures focus on the extent to which projects provide high-quality 
products and services, the relevance of project products and services 
to educational and early intervention policy and practice, and the use 
of products and services to improve educational and early intervention 
policy and practice.
    Grantees will be required to report information on their project's 
performance in annual reports to the Department (34 CFR 75.590).
    5. Continuation Awards: In making a continuation award, the 
Secretary may consider, under 34 CFR 75.253, the extent to which a 
grantee has made ``substantial progress toward meeting the objectives 
in its approved application.'' This consideration includes the review 
of a grantee's progress in meeting the targets and projected outcomes 
in its approved application, and whether the grantee has expended funds 
in a manner that is consistent with its approved application and 
budget. In making a continuation grant, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Agency Contact

FOR FURTHER INFORMATION CONTACT: David Emenheiser, U.S. Department of 
Education, 400 Maryland Avenue SW., Room 4116, Potomac Center Plaza 
(PCP), Washington, DC 20202-2600. Telephone: (202) 245-7556.
    If you use a TDD or a TTY, call the Federal Relay Service (FRS), 
toll free, at 1-800-877-8339.

VIII. Other Information

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

[[Page 26273]]

have Adobe Acrobat Reader, which is available free at the site.
    You may also access documents of the Department published in the 
Federal Register by using the article search feature at: 
www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.

    Dated: April 27, 2012.
Alexa Posny,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2012-10692 Filed 5-2-12; 8:45 am]
BILLING CODE 4000-01-P