Applications for New Awards: Technical Assistance and Dissemination To Improve Services and Results for Children With Disabilities; Technical Assistance Center for Inclusive School-Wide Reform, 36493-36501 [2012-14940]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 77, Number 118 (Tuesday, June 19, 2012)]
[Notices]
[Pages 36493-36501]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 2012-14940]


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DEPARTMENT OF EDUCATION


Applications for New Awards: Technical Assistance and 
Dissemination To Improve Services and Results for Children With 
Disabilities; Technical Assistance Center for Inclusive School-Wide 
Reform

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--Technical Assistance Center for 
Inclusive School-Wide Reform Notice inviting applications for new 
awards for fiscal year (FY) 2012.

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


DATES: Applications Available: June 19, 2012.
    Deadline for Transmittal of Applications: August 3, 2012.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purpose of the Technical Assistance and

[[Page 36494]]

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, 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:

Technical Assistance Center for Inclusive School-Wide Reform

Background
    The purpose of this Technical Assistance Center for Inclusive 
School-wide Reform is to assist State educational agencies (SEAs) and 
local educational agencies (LEAs) to successfully implement and sustain 
inclusive school-wide reform in kindergarten through grade 8 (K-8) 
programs.
    Almost 30 years of research and experience have demonstrated that 
the education of children with disabilities can be made more effective 
by having high expectations and ensuring their participation and 
progress in the general education curriculum in inclusive \1\ settings 
to the maximum extent possible (Individuals with Disabilities Education 
Act, 2004). National data indicate that more than 60 percent of 
students with disabilities are educated in general education settings 
for 80 percent or more of the school day (U.S. Department of Education, 
2011a). Students with disabilities, however, continue to lag behind 
their nondisabled peers in measures of academic achievement. For 
example, from 2000 to 2011, the percentage of students with 
disabilities scoring at or above proficiency in both reading and 
mathematics on the National Assessment of Educational Progress has been 
persistently lower than the percentage of students without disabilities 
scoring at or above proficiency (U.S. Department of Education, 2011b).
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    \1\ For the purposes of this priority, ``inclusive'' or 
``inclusion'' means an active commitment to equity for all students 
so as to maximize the participation of all learners, by making 
learning opportunities relevant and high-quality (National Institute 
for Urban School Improvement (NIUSI) Leadscape, 2011).
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    Research shows that inclusive school-wide reform that includes 
multi-tiered systems of support (MTSS), practices that support the 
participation of students with disabilities with their non-disabled 
peers in academic and extra-curricular activities of the school, 
school-wide positive behavioral supports (SWPBS), and culturally 
responsive and universal design for learning principles, hold promise 
for improving outcomes for students with disabilities. All students, 
including those with significant disabilities, benefit academically, 
behaviorally, and socially from practices that support inclusion 
(Cadwallader, Wagner, & Garza, 2003; Copeland & Cosbey, 2009; Jameson, 
McDonnell, Johnson, Riesen, & Polychronis, 2007; Rea, McLaughlin, & 
Walther-Thomas, 2002). Examples of successful practices that support 
inclusion are: (1) Using collaborative teaching models (Friend, Cook, 
Hurley-Chamberlain, & Shamberger, 2010); (2) providing time for 
consultation between general and special education teachers (Wallace, 
Anderson, & Bartholomay, 2002); (3) promoting university-school 
partnerships (Causton-Theoharis, Theoharis, Bull, Cosier, & Dempf-
Aldrich, 2011; Kozleski, Pugach, & Yinger, 2002); (4) differentiating 
instruction (Hall, Strangman, & Meyer, 2003); and (5) clearly defining 
roles for support staff to support inclusion (Giangreco, Suter, & 
Doyle, 2010). In addition, engaging families in their children's 
education at home and school fosters successful inclusion for students 
with disabilities (Henderson & Mapp, 2002).
    Students with disabilities benefit when successful practices that 
promote inclusion are implemented within an MTSS context (Wanzek & 
Vaughn, 2010). MTSS refers to a continuum of evidence-based, system-
wide practices to support academic and behavioral needs, with frequent 
data-based monitoring for instructional decision-making (Kansas State 
Department of Education, 2012). Examples of MTSS include response to 
intervention (RTI) (National Center on Response to Intervention, 2011; 
Fuchs & Fuchs, 2007) and SWPBS (Sailor et al., 2006; Sugai & Horner, 
2009).
    Recent research on SWPBS indicates the need to apply culturally 
responsive principles within the context of MTSS and in conjunction 
with practices that promote inclusion. For example, SWPBS has been 
shown to reduce the overall number of office discipline referrals in a 
school, but not for African American students (Skiba, 2012). Culturally 
responsive principles promote the development and success of all 
students and can be incorporated in learning environments by 
communicating high expectations; reshaping the curriculum to reflect 
all students' experiences; and engaging students in activities that 
value their background, knowledge, and experiences (Gay, 2000; King, 
Artiles, & Kozleski, 2010). Integrating culturally responsive 
principles within SWPBS has shown promise for students, especially for 
students from culturally and linguistically diverse backgrounds (Jones, 
Caravaca, Cizek, Horner, & Vincent, 2006; Vincent, Randall, Cartledge, 
Tobin, & Swain-Bradway, 2011).
    Applying universal design for learning principles within the 
context of MTSS in conjunction with practices that promote inclusion 
can also improve outcomes for students with disabilities (Hehir, 2009; 
Rose & Gravel, 2010). The key principles of universal design for 
learning include presenting information and content in various ways, 
promoting multiple ways in which students can express what they know, 
and stimulating interest and motivation for learning (Rose & Meyer, 
2006).
    Successful implementation of inclusive school-wide reform is 
expected to: (1) Increase the number of students with disabilities, 
including those with significant intellectual disabilities and 
emotional disturbance, who receive meaningful instruction and related 
services within general education settings for increased periods of 
time; (2) decrease the frequency of disciplinary actions involving 
students with disabilities; and (3) increase the participation of 
students with disabilities in extracurricular activities. As a result, 
successful inclusive school-wide reform is expected to improve 
academic, behavioral, and other social outcomes for students with 
disabilities.
Priority
    The purpose of this priority is to fund a cooperative agreement to 
support the establishment and operation of a Technical Assistance 
Center for Inclusive School-wide Reform (Center) that will assist SEAs 
and LEAs to successfully implement and sustain inclusive school-wide 
reform in K-8 programs. The Center will provide technical assistance 
(TA) to SEAs and LEAs to implement inclusive school-wide reform in K-8 
programs located in

[[Page 36495]]

rural,\2\ urban, and high-need LEAs.\3\ The Center will provide TA that 
will--
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    \2\ For the 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 Elementary and Secondary Education Act 
of 1965, as amended (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: 
www2.ed.gov/programs/reapsrsa/. For RLIS: www.ed.gov/programs/reaprlisp/eligibility.html.
    \3\ Section 2102(3) of the ESEA defines a ``high-need LEA'' as 
an LEA--(a) 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 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) For which there is (1) a high 
percentage of teachers not teaching in the academic subjects or 
grade levels that the teachers were trained to teach, or (2) a high 
percentage of teachers with emergency, provisional, or temporary 
certification or licensing.
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    (1) Improve the knowledge and skills of educators, administrators, 
and support staff to implement successful inclusive school-wide reform;
    (2) Increase the capacity of schools to implement successful 
inclusive school-wide reform in grade-level academic and 
extracurricular settings; and
    (3) Increase the capacity of schools to engage families and 
communities in promoting successful inclusive school-wide reform.
    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 must also 
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 formative and summative evaluations of the 
project;

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

    (b) A plan to implement the activities described in the Project 
Activities section of this priority;
    (c) A plan, linked to the proposed project's logic model, for a 
formative evaluation of the proposed project's activities. The plan 
must describe how the formative evaluation will use clear performance 
objectives to ensure continuous improvement in the operation of the 
proposed project, including objective measures of progress in 
implementing the project and ensuring the quality of products and 
services;
    (d) A plan to identify six schools--two schools in three different 
States--where the achievement or growth of students with disabilities 
on the State assessments is significantly higher than the State average 
achievement or growth of students with disabilities. These schools will 
serve as knowledge development sites to examine the implementation of 
inclusive school-wide reform, as described in the Knowledge Development 
Activities section of this notice.
    The six selected schools must include at least one urban and one 
rural school and at least two elementary and two middle schools. The 
remaining two schools may include both elementary and middle school 
grades (e.g., K-8, 4-8). High schools are not eligible for selection. 
The six schools selected must have the approval of the OSEP Project 
Officer.
    The proportion of students with disabilities in each of the six 
schools must be at least equal to the proportion of students with 
disabilities in the State.
    The Center will collect from these six knowledge development 
schools examples of practices that support inclusion, which together 
should reflect a range and variety of inclusive practices. Information 
obtained from these schools will be used to support the TA work 
described in the Technical Assistance and Dissemination Activities 
section of this priority. The plan for selecting these knowledge 
development schools must include the criteria the Center will use to 
make the selection;
    (e) A plan for recruiting and selecting a minimum of four SEAs and 
at least four LEAs in each of those SEAs to receive intensive TA during 
the course of the grant to build the capacity of schools and educators 
to implement and sustain inclusive school-wide reform. The plan must 
include the criteria the Center will use to select these LEAs. The LEAs 
selected must include one or more rural, urban, and high-need LEAs in 
each SEA. Each LEA must ensure the participation of a minimum of three 
schools with at least one elementary and one middle school, or a school 
with comparable grade levels. All SEAs and LEAs selected must have the 
approval of the OSEP Project Officer. In total, at least 48 schools 
will participate across the 16 LEAs;
    (f) A budget for a summative evaluation to be conducted by an 
independent third party;
    (g) 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, and an annual planning 
meeting held in Washington, DC, with the OSEP Project Officer during 
each subsequent year of the project period.

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

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

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

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

Knowledge Development Activities

    (a) Conduct a review of published studies and other available 
evidence on inclusive school-wide reform, within the first six months 
of the project, using standards that are consistent with those used by 
the What Works Clearinghouse (https://ies.ed.gov/ncee/wwc/) and the 
definitions of ``strong evidence'' and ``moderate evidence'' contained 
in the notice of final priorities and definitions for discretionary 
grants programs, published in the Federal Register on December 15, 2010 
(75 FR 78486), and corrected on May 12, 2011 (76 FR 27637). The 
research review must summarize available evidence on--
    (1) The elements of successful inclusive school-wide reform in K-8 
programs, including MTSS, inclusive practices, SWPBS, culturally 
responsive and universal design for learning principles, and other 
identified elements that support learning in inclusive settings; and
    (2) LEA and school system components of K-8 programs (e.g., staff

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development, leadership support, and organizational resources, 
policies, and procedures) that facilitate the successful implementation 
and sustainability of inclusive school-wide reform;
    (b) Consult with a group of persons, within the first six months of 
the project, established under paragraph (b) of the Leadership and 
Coordination Activities section of this notice to augment the knowledge 
of the inclusive school-wide reform team established under paragraph 
(a)(1) of the Leadership and Coordination Activities section of this 
notice. Specifically, the purpose of the group is to enhance the team's 
understanding of inclusive school-wide reform in elementary and middle 
schools, or schools with comparable grade levels, including reform in 
urban, rural, and high-needs LEAs. The group must also guide the 
planning and implementation of the fieldwork to be carried out in the 
six knowledge development schools in the first year of the project 
period. The group must guide the development of the protocols and 
assessments, discussed in paragraph (d) of this section, to be used in 
this fieldwork;
    (c) Conduct fieldwork in the first year of the project period to 
include three separate one week-long visits at each of the six 
knowledge development schools. Over the course of each of these visits, 
the Center will--
    (1) Observe instruction of students with disabilities in inclusive 
settings in a variety of subjects and extracurricular activities;
    (2) Conduct interviews with a variety of school and LEA personnel;
    (3) Conduct focus groups with teachers, parents, and students; and
    (4) Shadow and interview students with disabilities and their 
parents, as appropriate, to learn more about how students with 
disabilities experience inclusive settings within their schools;
    (d) Develop and then use protocols and assessments to--
    (1) Identify and describe any evidence that students with 
disabilities are improving in academic, behavioral, and other social 
outcomes within the inclusive settings; and
    (2) Identify and describe the system components (e.g., staff 
development, leadership support, organizational resources, policies, 
and procedures) that are successful in fostering the implementation and 
sustainability of inclusive school-wide reform;
    (e) Refine the protocols and assessments based on the findings from 
fieldwork at knowledge development schools in conjunction with the 
group established under paragraph (b) of the Leadership and 
Coordination Activities section of this notice. The protocols and 
assessments will be used to evaluate and track improvements in the 
implementation of inclusive school-wide reform at intensive TA sites 
described in paragraph (e) in the Application Requirements section of 
this notice;
    (f) Complete state-of-knowledge papers by the end of the first 18 
months of the project period, based on the--
    (1) Literature review conducted under paragraph (a) of the 
Knowledge Development Activities section of this notice; and
    (2) A synthesis of the findings from the fieldwork conducted at 
knowledge development schools in accordance with paragraph (c) of this 
section; and
    (g) Submit all materials developed in accordance with the 
requirements of this section for review to the group established under 
paragraph (b) of the Leadership and Coordination Activities section of 
this notice, and, once the materials are approved by the group, 
disseminate them in accordance with the requirements in the Technical 
Assistance and Dissemination Activities section of this notice.

Technical Assistance and Dissemination Activities

    (a) Recruit and select at least four SEAs to receive intensive TA 
in building the capacity within LEAs to implement and sustain inclusive 
school-wide reform to support students with disabilities to succeed in 
general education settings and extracurricular activities;
    (b) Develop criteria to select, and then, in collaboration with the 
SEAs, recruit and select at least four LEAs in each of the four SEAs to 
receive intensive TA in building capacity to support schools, 
educators, administrators, and support staff to implement and sustain 
inclusive school-wide reform. One or more rural, urban, and high-need 
LEAs in each State must be included. Each LEA must ensure the 
participation of at least one elementary and one middle school, or 
schools with comparable grade levels. At least 48 schools must receive 
intensive TA from the Center during the course of the grant;
    (c) In collaboration with the SEAs, apply Knowledge Development 
findings described in paragraph (f) in the Knowledge Development 
Activities section of this notice to the development of a TA plan for 
each LEA that is selected to receive intensive TA. The Center must 
begin providing intensive TA in the second year of the project period. 
Refine the TA plan using the information gathered from the literature 
review and the work with the knowledge development schools as data 
become available;
    (d) Provide intensive TA to SEAs to assist with building the 
capacity of selected LEAs and schools to implement and sustain 
inclusive school-wide reform to support students with disabilities to 
succeed in general education settings and extracurricular activities;
    (e) At regular intervals, evaluate the outcomes of inclusive 
school-wide reform, including academic, behavioral, and other social 
outcomes, in intensive TA schools using the refined protocols and 
assessments developed in accordance with paragraph (e) of the Knowledge 
Development Activities section of this notice;
    (f) Analyze and synthesize data from these protocols and 
assessments to develop recommendations for improving the implementation 
of inclusive school-wide reform;
    (g) 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);
    (h) Prepare and disseminate reports, documents, and other materials 
on inclusive school-wide reform and related topics as requested by OSEP 
for specific audiences, including families, educators, administrators, 
policymakers, and researchers. In consultation with the OSEP Project 
Officer, make selected reports, documents, and other materials 
available in both English and Spanish, as appropriate;
    (i) Prior to developing any new TA product, submit a proposal for 
each 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 
(www.tadnet.org);
    (j) Regularly contribute updated information on the Center's 
approved and finalized products and services to a database at TACC; and
    (k) Coordinate with the National Dissemination Center for 
Individuals with Disabilities 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.

Leadership and Coordination Activities

    (a) Assist SEAs to build the capacity of LEAs to--
    (1) Establish school-level and LEA-level inclusive school-wide 
reform teams that include teachers,

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administrators, a representative from an institution of higher 
education (IHE), and family members to support students with 
disabilities to succeed in general education settings and in 
extracurricular activities;
    (2) Plan and implement inclusive school-wide reform;
    (3) Develop and implement a family engagement strategy to involve 
families in supporting inclusive school-wide reform; and
    (4) Develop and implement a strategy for developing the capacity of 
all stakeholders (students, parents, administrators, educators, and 
community members) to collaboratively support inclusive school-wide 
reform;
    (b) Consult with a group of persons, referenced in paragraph (b) in 
the Knowledge Development Activities section of this notice, including 
representatives from SEAs and LEAs, including individuals with 
disabilities, educators, parents of individuals with disabilities, 
representatives from IHEs, and researchers, as appropriate on the 
activities and outcomes of the Center and solicit programmatic support 
and advice from various participants in the group, as appropriate. The 
Center may convene meetings, whether in person, by phone or other 
means, for this purpose, or may consult with group participants 
individually. The Center must identify the members of the group to OSEP 
within eight weeks after receipt of the award;
    (c) Continually communicate and collaborate with OSEP-funded and 
other Department-funded projects, including, but not limited to, the 
Intensive Interventions Center, Center on Positive Behavioral Supports, 
Center for Technology Implementation, Center on State Implementation 
and Scaling-up of Evidence-based Practices, the IDEA Partnership 
Project, the Regional Resource Centers, the National and Regional 
Parent Technical Assistance Centers, the Regional Educational 
Laboratories, and relevant Comprehensive Centers. This collaboration 
could include the joint development of TA products, the coordination of 
TA services, and planning and holding TA meetings and events. In 
addition, the Center must build on the expertise and resources of 
previously and currently supported Department of Education TA centers, 
such as the National Center on Student Progress Monitoring (NCSPM), the 
Research Institute on Progress Monitoring (RIPM), the National Center 
on Response to Intervention (NCRTI), the Center on Instruction (COI), 
and the Individuals with Disabilities Education Act 2004-Research for 
Inclusive Settings (IRIS) Center;
    (d) 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 project's objectives to support 
discussions and collaboration among key stakeholders. The following Web 
site provides more information on communities of practice: 
www.tacommunities.org/community/view/id/1027; and
    (e) Maintain ongoing communication with the OSEP Project Officer 
through monthly phone conversations and email.
Fourth and Fifth Years of the Project
    In deciding whether to continue funding the Center for the fourth 
and fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a) and in addition--
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary. This review team will meet in Washington, 
DC, during the last half of the Center's second year. The Center must 
budget for travel expenses associated with this meeting;
    (b) The timeliness and effectiveness with which all requirements of 
the negotiated cooperative agreement have been or are being met by the 
Center; and
    (c) Evidence of the degree to which the Center's activities have 
contributed to changed practices and improved outcomes for students 
with disabilities.
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Reading Assessments. Washington, DC: Author.
Vincent, C. G., Randall, C., Cartledge, G., Tobin, T.J., Swain-
Bradway, J. (2011). Toward a conceptual integration of cultural 
responsiveness and schoolwide positive behavior support. Journal of 
Positive Behavior Interventions, (13)4, 219-229.
Wallace, T., Anderson, A.R., & Bartholomay, T. (2002). 
Collaboration: An element associated with the success of four 
inclusive high schools. Journal of Educational and Psychological 
Consultation, 13, 349-381.
Wanzek, J., & Vaughn, S. (2010). Tier 3 interventions for students 
with significant reading problems. Theory Into Practice, 49, 305-
314.

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


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

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

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



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


II. Award Information

    Type of Award: Cooperative agreement.
    Estimated Available Funds: $4,900,000.
    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.
    Maximum Awards: We will reject any application that proposes a 
budget exceeding $4,900,000 for a single budget period of 12 months. 
The Assistant Secretary for Special Education and Rehabilitative 
Services may change the maximum amount through a notice published in 
the Federal Register.
    Estimated Number of Awards: 1.

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

    Project Period: Up to 36 months with an optional additional 24 
months based on performance. Applications must include plans for both 
the 36 month award and the 24 month extension.

III. Eligibility Information

    1. Eligible Applicants: IHEs, other public agencies, private 
nonprofit organizations, and for-profit organizations. Applicants may 
apply as a consortium.
    2. Cost Sharing or Matching: This competition does not require cost 
sharing or matching.
    3. Other: General Requirements--(a) The project funded under this 
competition must make positive efforts to employ and advance in 
employment qualified individuals with disabilities (see section 606 of 
IDEA).
    (b) Applicants and the grant recipient funded under this 
competition must involve individuals with disabilities or parents of 
individuals with disabilities ages birth through 26 in planning, 
implementing, and evaluating the projects (see section 682(a)(1)(A) of 
IDEA).

IV. Application and Submission Information

    1. Address to Request Application Package: You can obtain an 
application package via the Internet, from the Education Publications 
Center (ED Pubs), or from the program office.
    To obtain a copy via the Internet, use the following address: 
www.ed.gov/fund/grant/apply/grantapps/.
    To obtain a copy from ED Pubs, write, fax, or call the following: 
ED Pubs, U.S. Department of Education, P.O. Box 22207, Alexandria, VA 
22304. Telephone, toll free: 1-877-433-7827. Fax: (703) 605-6794. If 
you use a telecommunications device for the deaf (TDD) or a text 
telephone (TTY), call, toll free: 1-877-576-7734.
    You can contact ED Pubs at its Web site, also: www.EDPubs.gov or at 
its email address: edpubs@inet.ed.gov.
    If you request an application package from ED Pubs, be sure to 
identify this program or competition as follows: CFDA number 84.326Y.
    To obtain a copy from the program office, contact the person listed 
under FOR FURTHER INFORMATION CONTACT in section VII of this notice.
    Individuals with disabilities can obtain a copy of the application 
package in an accessible format (e.g., braille, large print, audiotape, 
or compact disc) by contacting the person or team listed under 
Accessible Format in section VIII of this notice.
    2. Content and Form of Application Submission: Requirements 
concerning the content of an application, together with the forms you 
must submit, are in the application package for this competition.
    Page Limit: The application narrative (Part III of the application) 
is where you, the applicant, address the selection criteria that 
reviewers use to evaluate your application. You must limit the 
application narrative to the equivalent of no more than 70 pages, using 
the following standards:
     A ``page'' is 8.5 x 11, on one side 
only, with 1 margins at the top, bottom, and both sides.
     Double space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, references, and captions.
     Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial. An application submitted in any other font 
(including Times Roman or Arial Narrow) will not be accepted.
    The page limit does not apply to Part I, the cover sheet; Part II, 
the budget section, including the narrative budget justification; Part 
IV, the assurances and certifications; or the one-page abstract, the 
resumes, the bibliography, the references, or the letters of support. 
However, the page limit does apply to

[[Page 36499]]

all of the application narrative section (Part III).
    We will reject your application if you exceed the page limit or if 
you apply other standards and exceed the equivalent of the page limit.
    3. Submission Dates and Times:
    Applications Available: June 19, 2012.
    Deadline for Transmittal of Applications: August 3, 2012.
    Applications for grants under this competition may be submitted 
electronically using the Grants.gov Apply site (Grants.gov), or in 
paper format by mail or hand delivery. For information (including dates 
and times) about how to submit your application electronically, or in 
paper format by mail or hand delivery, please refer to section IV. 7. 
Other Submission Requirements of this notice.
    We do not consider an application that does not comply with the 
deadline requirements.
    Individuals with disabilities who need an accommodation or 
auxiliary aid in connection with the application process should contact 
the person listed under FOR FURTHER INFORMATION CONTACT in section VII 
of this notice. If the Department provides an accommodation or 
auxiliary aid to an individual with a disability in connection with the 
application process, the individual's application remains subject to 
all other requirements and limitations in this notice.
    4. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. 
Information about Intergovernmental Review of Federal Programs under 
Executive Order 12372 is in the application package for this 
competition.
    5. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    6. Data Universal Numbering System Number, Taxpayer Identification 
Number, and Central Contractor Registry: To do business with the 
Department of Education, you must--
    a. Have a Data Universal Numbering System (DUNS) number and a 
Taxpayer Identification Number (TIN);
    b. Register both your DUNS number and TIN with the Central 
Contractor Registry (CCR), the Government's primary registrant 
database;
    c. Provide your DUNS number and TIN on your application; and
    d. Maintain an active CCR registration with current information 
while your application is under review by the Department and, if you 
are awarded a grant, during the project period.
    You can obtain a DUNS number from Dun and Bradstreet. A DUNS number 
can be created within one business day.
    If you are a corporate entity, agency, institution, or 
organization, you can obtain a TIN from the Internal Revenue Service. 
If you are an individual, you can obtain a TIN from the Internal 
Revenue Service or the Social Security Administration. If you need a 
new TIN, please allow 2-5 weeks for your TIN to become active.
    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 Technical Assistance Center for Inclusive School-Wide 
Reform competition, CFDA number 84.326Y, 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 Technical 
Assistance Center for Inclusive School-Wide Reform 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 
84.326Y).
    Please note the following:
     Your participation in Grants.gov is voluntary.
     When you enter the Grants.gov site, you will find 
information about submitting an application electronically through the 
site, as well as the hours of operation.
     Applications received by Grants.gov are date and time 
stamped. Your application must be fully uploaded and submitted and must 
be date and time stamped by the Grants.gov system no later than 4:30:00 
p.m., Washington, DC time, on the application deadline date. Except as 
otherwise noted in this section, we will not accept your application if 
it is received--that is, date and time stamped by the Grants.gov 
system--after 4:30:00 p.m., Washington, DC time, on the application 
deadline date. We do not consider an application that does not comply 
with the deadline requirements. When we retrieve your application from 
Grants.gov, we will notify you if we are rejecting your application 
because it was date and time stamped by the Grants.gov system after 
4:30:00 p.m., Washington, DC time, on the application deadline date.
     The amount of time it can take to upload an application 
will vary depending on a variety of factors, including the size of the 
application and the speed of your Internet connection. Therefore, we 
strongly recommend that you do not wait until the application deadline 
date to begin the submission process through Grants.gov.
     You should review and follow the Education Submission 
Procedures for submitting an application through Grants.gov that are 
included in the application package for this competition to ensure that 
you submit your application in a timely manner to the Grants.gov 
system. You can also find the Education Submission Procedures 
pertaining to Grants.gov under News and Events on the Department's G5 
system home page at www.G5.gov.
     You will not receive additional point value because you 
submit your application in electronic format, nor will we penalize you 
if you submit your application in paper format.
     If you submit your application electronically, you must 
submit all documents electronically, including all information you 
typically provide on the following forms: the Application for Federal 
Assistance (SF 424), the Department of Education Supplemental 
Information for SF 424, Budget Information--Non-Construction Programs 
(ED 524), and all necessary assurances and certifications.
     If you submit your application electronically, you must 
upload any narrative sections and all other

[[Page 36500]]

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

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

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 84.326Y), 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 84.326Y), 550 12th Street SW., Room 7041, Potomac Center 
Plaza, Washington, DC 20202-4260.

    The Application Control Center accepts hand deliveries daily 
between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except 
Saturdays, Sundays, and Federal holidays.

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

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210 and are listed in the application package.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
also requires various assurances including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Additional Review and Selection Process Factors: In the past, 
the Department has had difficulty finding peer reviewers for certain 
competitions because so many individuals who are eligible to serve as 
peer reviewers have conflicts of interest. The Standing Panel 
requirements under section 682(b) of IDEA also have placed additional 
constraints on the availability of reviewers. Therefore, the Department 
has determined that, for some discretionary grant competitions,

[[Page 36501]]

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: Dr. Grace Zamora Dur[aacute]n, U.S. 
Department of Education, 400 Maryland Avenue SW., room 4088, Potomac 
Center Plaza (PCP), Washington, DC 20202-2600. Telephone: (202) 245-
7328.
    If you use a TDD or a TTY, call the Federal Relay Service (FRS), 
toll free, at 1-800-877-8339.

VIII. Other Information

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

    Dated: June 13, 2012.
Alexa Posny,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2012-14940 Filed 6-18-12; 8:45 am]
BILLING CODE 4000-01-P