Applications for New Awards: Personnel Development To Improve Services and Results for Children With Disabilities; National Center for Development of Coursework and Training Modules To Improve Services and Results for Children With Disabilities, 36510-36519 [2012-14944]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 77, Number 118 (Tuesday, June 19, 2012)]
[Notices]
[Pages 36510-36519]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 2012-14944]


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DEPARTMENT OF EDUCATION


Applications for New Awards: Personnel Development To Improve 
Services and Results for Children With Disabilities; National Center 
for Development of Coursework and Training Modules To Improve Services 
and Results for Children With Disabilities

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

ACTION: Notice.

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Overview Information; Personnel Development To Improve Services and 
Results for Children With Disabilities--National Center for Development 
of Coursework and Training Modules To Improve Services and Results for 
Children With Disabilities

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

Catalog of Federal Domestic Assistance (CFDA) Number: 84.325E.

DATES: Applications Available: June 19, 2012.
    Deadline for Transmittal of Applications: July 30, 2012.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purposes of this program are to (1) help 
address State-identified needs for highly qualified personnel--in 
special education, related services, early intervention, and regular 
education--to work with children, including infants and toddlers, with 
disabilities; and (2) ensure that those personnel have the necessary 
skills and knowledge, derived from practices that have been determined, 
through evidence-based research and experience, to be successful in 
serving those children.
    Priority: In accordance with 34 CFR 75.105(b)(2)(iv), this priority 
is from allowable activities specified in the statute (see sections 662 
and 681 of the Individuals with Disabilities Education Act (IDEA)).
    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: National Center for Development of Coursework and 
Training Modules to Improve Services and Results for Children with 
Disabilities.
    Background: The purpose of this priority is to fund a cooperative 
agreement to support the establishment and operation of a National 
Center for Development of Coursework and Training Modules to Improve 
Services and Results for Children with Disabilities.
    Educator effectiveness is a key factor in improving developmental 
and learning outcomes (e.g., academic, social, emotional, behavioral) 
for all children, including children with disabilities (birth through 
age 21); supporting a child's growth toward improved developmental and 
learning outcomes; and supporting the families of children with 
disabilities (Jaquith, Mindich, Wei, & Darling-Hammond, 2010; Institute 
of Medicine (IOM) and National Research Council (NRC), 2012). Use of 
evidence-based instructional and intervention practices by educators 
also is linked to improved outcomes for children, including children 
with disabilities (Blanton, Pugach, & Florian, 2011). Given the 
importance of educator effectiveness and evidence-based practices in 
advancing the development and learning of children, it is essential 
that all educators have the knowledge and skills necessary to use 
specific, evidence-based instructional and intervention practices to 
teach diverse learners and ensure that all students, including children 
with disabilities, can achieve grade-level college- and career-ready 
standards (Blanton et al., 2011). Educators also must know how to 
continuously monitor children's progress, make data-based decisions, 
and work collaboratively with other

[[Page 36511]]

educators, related services providers, and families to use assessment 
data to adjust instruction and implement interventions accordingly to 
effectively teach diverse learners.
    To ensure that educators have the knowledge and skills needed to 
improve development and learning outcomes for children with 
disabilities, it is also widely recognized that there is a significant 
need to improve educators' use of evidence-based practices and that 
this can be achieved by strengthening the coursework \1\ in preservice 
preparation programs and professional development provided to 
practicing educators. Policymakers, researchers, and practitioners have 
called for strengthening preservice preparation and professional 
development for all educators \2\ to ensure that educators have the 
knowledge and skills necessary to effectively meet the needs of diverse 
learners and improve outcomes for all children (Blanton, et al., 2011; 
U.S. Department of Education, 2010b). A recent U.S. Government 
Accountability Office (GAO) study (GAO-09-573) underscored the ongoing 
challenges preservice preparation programs have in preparing educators 
for instructing children with disabilities. The study noted that nearly 
half of the institutions of higher education (IHEs) surveyed reported 
receiving assistance from the Department to prepare educators to work 
with children with disabilities. The majority of IHEs, however, 
indicated that they could benefit from more information and other 
technical assistance (TA) related to reforming curricula, identifying 
evidence-based instructional and intervention practices for working 
with children with disabilities, and strengthening faculty knowledge of 
evidence-based practices to meet the developmental, learning, and 
instructional needs of children with disabilities. Similarly, an 
examination of professional learning opportunities for educators in the 
United States indicated the need for critical changes to providing 
professional development to practicing educators (Wei, Darling-Hammond, 
& Adamson, 2010). For example, current approaches for providing 
professional development still rely heavily on some of the least 
effective approaches to professional development (e.g., short-term, 
fragmented, and episodic approaches, such as providing instructional 
content through workshops) that offer little depth in content and few 
opportunities to integrate learning into practice (Bruder, Mogro-
Wilson, Stayton, & Dietrich, 2009; Wei et al., 2010).
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    \1\ For the purposes of this priority, the term ``coursework'' 
means a systematic or prescribed program of instruction for 
increasing knowledge and skills of educators; and typically is 
comprised of explicit learning outcomes related to professional 
practice standards, detailed core content, related professional-
level readings and resources, teaching and learning tools, and 
objective measures of knowledge and skills to evaluate competence in 
those areas.
    \2\ For the purposes of this priority, the term ``educators'' 
includes special education teachers, regular education teachers, 
related services providers, and early intervention providers.
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    Just as the need to strengthen the coursework in preservice 
training programs and professional development opportunities for 
practicing educators has grown, so too has the need for changes in how 
this coursework and professional development are delivered. The 
National Education Technology Plan (NETP) calls for using the power of 
technology to provide professional learning opportunities to support 
educators' continuous professional growth throughout the course of 
their careers and across all levels of the education system (U.S. 
Department of Education, 2010a). By using existing and emerging 
technologies such as application software, social media, and mobile 
technologies, innovative teaching and learning tools can be developed, 
and opportunities for disseminating coursework and professional 
development can be expanded to preservice and practicing educators who 
live or teach in places where access to high-quality coursework and 
professional development may not otherwise be available (e.g., high-
poverty, rural, or hard-to-reach locations). In addition, educators who 
have disabilities would benefit from the increased accessibility that 
technology can provide. Furthermore, for directed (e.g., instructor-
led, person-to-person), self-directed (e.g., independent study, 
asynchronous on-line course), and blended (online and in-person) 
learning environments, technology can transform the delivery of 
coursework in preservice preparation and professional development 
programs. For example, in preservice programs, technology can be used 
to show real-time or recorded video of educators using evidence-based 
practices in classroom settings and to connect instruction to field-
based learning and real-world practice through the use of virtual 
classrooms or authentic learning activities (U.S. Department of 
Education, 2010a). For practicing educators, technology-based learning 
systems can expand professional development options and provide 
opportunities to collaborate with peers and leaders (e.g., content-
experts, administrators, mentors) in other locations and to receive 
immediate feedback and instructional support (U.S. Department of 
Education, 2010a).
    The Office of Special Education Programs (OSEP) currently funds two 
personnel preparation centers focused on developing and disseminating 
exemplary training modules on evidence-based practices to build the 
capacity of, and strengthen professional development for, both 
preservice and practicing educators. The training modules developed by 
these centers have been discrete, self-contained units of instruction 
designed to increase educators' knowledge or skills that can stand 
alone or be used in combination with other components. The grants for 
both centers are scheduled to end in FY 2012.
    One of these centers, the IRIS Center for Training Enhancement 
(IRIS Center), focuses its TA on preparing kindergarten through grade 
12 (K-12) regular and special education personnel to ensure that local 
educational agencies (LEAs) and schools have personnel with the 
capacity to provide evidence-based instruction. It also focuses on 
promoting access to, and greater participation and progress in, the 
general education curriculum in the least restrictive environment for 
students with disabilities. For more information about the work of this 
center, see https://iris.peabody.vanderbilt.edu.
    Beginning in 2006, OSEP funded CONNECT: The Center to Mobilize 
Early Childhood Knowledge (CONNECT) to develop Web-based instructional 
resources, including training modules, for faculty and other 
professional development providers. This center's instructional 
resources focus on evidence-based intervention practices for infants, 
toddlers, and preschool children with disabilities and their families 
who are served in a variety of learning environments and inclusive 
settings. For more information on this center, see https://community.fpg.unc.edu.
    User survey results from both of these centers show that college 
and graduate students, practicing educators, parents, university 
faculty, and professional development providers are frequent users of 
their Web sites (IRIS Center for Training Enhancements, 2012; Winton, 
Buysse, Rous, Lim, & Epstein, 2012). In these surveys, both centers' 
Web sites also received high overall ratings for the quality, 
relevance, and usefulness of the training modules that were developed 
by the centers. The work of the IRIS Center and CONNECT have been 
helpful, but additional work is needed. Specifically, it is critical 
that: (a) Existing training modules be updated to

[[Page 36512]]

align with new developments in the field, as needed; (b) resources be 
expanded to include coursework, in addition to training modules; and 
(c) more training modules and coursework be developed to address the 
most pressing demands that today's educators face in classrooms, early 
childhood programs, and early intervention programs. These demands 
include, but are not limited to, aligning curricula and instruction to 
college- and career-ready standards, adapting principles and practical 
applications of universal design for learning, providing differentiated 
instruction, implementing positive behavioral interventions and 
supports using response to intervention frameworks, and using 
technology effectively and efficiently to improve results for children 
with disabilities.
    For these reasons, OSEP proposes to fund the National Center for 
Development of Coursework and Training Modules to Improve Services and 
Results for Children with Disabilities (Center). The Center will build 
upon, and expand the work of, previous OSEP investments to develop and 
disseminate exemplary coursework and training modules on evidence-based 
practices for: (a) IHE faculty of preservice preparation programs; (b) 
professional development providers working with State educational 
agencies (SEAs), LEAs, schools, IDEA Part C lead agencies, early 
intervention service (EIS) providers, and other early childhood 
programs serving children with disabilities and their families; and (c) 
practicing educators. Other interested parties also may access the 
publically available products.
    The purpose of the Center under this priority is to develop and 
promote the use of innovative teaching and learning tools, coursework, 
and training modules in order to improve the overall quality of 
preservice preparation and professional development programs, expand 
the breadth and depth of the content on evidence-based practices that 
is provided in these programs, and increase the use of evidence-based 
practices by educators to effectively meet the needs of children with 
disabilities and their families. Under this priority, the Center must 
demonstrate applications of technology to support the use of evidence-
based practices. The Center must also use technology to efficiently and 
effectively develop, deliver, and disseminate its products and 
services.
    Priority: The purpose of this priority is to fund a cooperative 
agreement to support the establishment and operation of a National 
Center for Development of Coursework and Training Modules to Improve 
Services and Results for Children with Disabilities (Center). The 
Center will: (1) Serve as a national resource for teaching and learning 
tools, coursework,\3\ and training modules \4\ for building the 
capacity of educators to use evidence-based \5\ instructional and 
intervention practices in addressing the needs of children with 
disabilities (birth through age 21), and professional development 
practices for use with preservice and practicing educators; (2) make 
available training modules related to these practices that were 
developed under prior OSEP investments, and update them to align with 
developments in the field, as needed; (3) develop exemplary teaching 
and learning tools, coursework, and training modules on the use of 
these practices that can be integrated into preservice preparation and 
professional development programs; (4) demonstrate the application of 
technology in coursework and training modules to support the use of 
evidence-based practices; (5) use technology to efficiently and 
effectively develop, deliver, and disseminate Center products and 
services; and (6) provide TA to support the use of Center products.
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    \3\ For the purposes of this priority, the term ``coursework'' 
means a systematic or prescribed program of instruction for 
increasing knowledge and skills of educators; and typically is 
comprised of explicit learning outcomes related to professional 
practice standards, a detailed outline or narrative of core content, 
related professional-level readings and resources, teaching and 
learning tools, and objective measures of knowledge and skills used 
to evaluate competence in those areas.
    \4\ For the purposes of this priority, the term ``training 
modules'' means discrete, self-contained units of instruction 
designed to increase one's knowledge or skills that can stand alone 
or be used in combination with other components.
    \5\ For the purposes of this priority, the term ``evidence-
based'' means practices for which there is ``strong evidence'' or 
``moderate evidence'' of effectiveness as defined in the 
Department's notice of final supplemental priorities and definitions 
for discretionary grant programs, published in the Federal Register 
on December 15, 2010 (75 FR 78486), and corrected on May 12, 2011 
(76 FR 27637) (www2.ed.gov/legislation/FedRegister/other/2010-4/121510b.html).
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    To be considered for funding under this absolute priority, 
applications must meet the application requirements contained in this 
priority. All projects funded under this absolute priority also must 
meet the programmatic and administrative requirements specified in the 
priority.
    Application Requirements. An applicant must include in its 
application--
    (a) A logic model that depicts, at a minimum, the goals, 
activities, outputs, and outcomes of the proposed project. A logic 
model communicates how a project will achieve its outcomes and provides 
a framework for both the formative and summative evaluations of the 
project;

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

    (b) A plan to implement the activities described in the Project 
Activities section of this priority. If there are considerations 
specific to serving infants, toddlers, and preschool children with 
disabilities and their families versus students with disabilities in 
kindergarten through 12th grade, these considerations must be 
delineated in the plan;
    (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 offer feedback on the Center's: (1) Identification, 
development, and dissemination of coursework and training modules on 
evidence-based practices; and (2) TA provided under this priority. The 
plan must outline how the Center will use feedback from the formative 
evaluation to ensure continuous improvement in the operation of the 
proposed project, including objective measures of progress in 
implementing the project and ensuring the quality, relevance, and 
usefulness of products and services;
    (d) A budget for a summative evaluation to be conducted by an 
independent third party. At a minimum, the plan must include an 
independent review of the quality, relevance, and usefulness of the 
coursework and training modules developed by the Center; the reach of 
Center products and services; and the impact of the Center's products 
and services on preservice programs and their students, as well as on 
practicing educators' knowledge, skills, and use of evidence-based 
practices;
    (e) A budget for attendance at the following:
    (1) A two-day kick-off meeting to be held in Washington, DC, within 
four weeks after receipt of the award, and an annual planning meeting 
held in Washington, DC, with the OSEP Project Officer during each 
subsequent year of the project period.

    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) The three-day OSEP Project Directors' Conference in Washington,

[[Page 36513]]

DC, during each year of the project period;
    (3) The three-day Leveraging Resources Conference in Washington, 
DC, during each year of the project period; and
    (4) Three two-day trips annually to attend Department briefings, 
Department-sponsored conferences, and other meetings, as requested by 
OSEP.
    (f) A budget that demonstrates that not less than 30 percent of 
each year's proposed annual budget be used for activities (e.g., 
development of coursework and training modules, TA) related to infants, 
toddlers, and preschool children with disabilities and their families.

    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; and

    (g) 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 and approved by OSEP.

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

    Project Activities. To meet the requirements of this priority, the 
Center, at a minimum, must conduct the following activities:
    Knowledge Development Activities.
    (a) In the first six months of the project, identify exemplary 
coursework and training modules on evidence-based practices that are 
available from prior OSEP investments and publically available 
resources from other developers, submit a descriptive summary of the 
resources in a written report, and update the resources to align with 
new developments in the field, as needed.
    (b) Develop exemplary coursework and training modules on evidence-
based practices that are--
    (1) Designed for ease of integration into existing curricula and 
practica for IHE faculty of preservice preparation programs;
    (2) Designed for ease of use by professional development providers 
working with professional development programs at SEAs, LEAs, and 
schools; or with IDEA Part C lead agencies, EIS providers, and other 
early childhood programs serving children with disabilities and their 
families;
    (3) Consistent with adult-learning principles and aligned with 
current professional practice and training standards for educators, and 
evidence-based research on preservice preparation and professional 
development of effective educators;
    (4) Planned with consideration for delivery and dissemination using 
various technology-based teaching formats, tools, and modes of 
delivery, such as, but not limited to, directed, self-directed, 
blended, and mobile learning using portable devices; and
    (5) Developed to address the needs of children with a broad range 
of disabilities, including disabilities requiring supports and services 
of varying intensity levels (e.g., ranging from accommodations in a 
general education classroom to highly individualized, full-time 
instruction and specialized equipment).
    (c) Ensure that, in sum, coursework and training modules address 
the selection, implementation, and evaluation of specific evidence-
based practices; the use of universal design for learning principles 
and practices; standards-based instruction; continuous performance-
based progress monitoring; data-based decision making; and 
collaboration among other educators and related services providers, and 
with families related to--
    (1) Improving developmental and learning outcomes for children with 
disabilities;
    (2) Providing special education services and supports, and 
accommodations for children with disabilities; and
    (3) Developing (i) individualized family service plans to ensure 
that infants, toddlers, and preschool children with disabilities are 
served in natural environments; and (ii) individualized education 
programs to ensure school-age children with disabilities are served in 
the least restrictive environment with access to, and opportunities to 
participate and make progress in, the general education curriculum.
    (d) Collaborate with content experts and representatives from 
preservice preparation programs (four-year, two-year, and graduate 
programs), and seek input from professional development providers 
working with SEAs, LEAs, and schools; professional development 
providers working with IDEA Part C lead agencies, EIS providers, and 
other early childhood programs serving children with disabilities and 
their families; professional associations; and other stakeholders, as 
appropriate, on the needs of preservice and practicing educators, 
teaching and learning tools, development plans, and product reviews of 
coursework and training modules on evidence-based practices.
    (e) Following the kick-off meeting, and annually thereafter, submit 
an annual product development plan prepared in collaboration with the 
OSEP Project Officer, for approval by OSEP prior to the initiation of 
any product development activity. The plan must address, at a minimum, 
how the Center will--
    (1) Obtain input on coursework and training module topics and 
content from content experts, representatives from preservice 
preparation and professional development providers (see Knowledge 
Development Activities, paragraphs (b) and (c) of this priority), 
professional associations, and other stakeholders, as appropriate;
    (2) Identify and select topics and products that meet the needs 
identified; and
    (3) Evaluate the content, quality, relevance, and usefulness of 
products.
    (f) Develop new products consistent with the product definition and 
guidelines posted on the Technical Assistance Coordinating Center 
(TACC) Web site (www.tadnet.org). Proposed revisions to an approved 
product development plan may be submitted to or requested by the OSEP 
Project Officer any time prior to the end of the project period, if 
changes are needed. The revised plan must be approved by OSEP prior to 
being adopted.
    (g) Develop training guides or materials for IHE faculty and 
professional development providers that provide information on Center 
products and services, and content topics; describe how to integrate 
coursework and training modules into preservice and professional 
development programs; and explain how coursework and training modules 
can be used for individual self-directed learning.
    (h) Develop self-assessment tools and guides that preservice 
preparation and professional development providers can use to evaluate 
program curricula to: (1) Determine where evidence-based practices are, 
and should be, taught; (2) identify where clinical practice 
opportunities (e.g., a field placement, internship) are, and should be, 
embedded to align with preservice or professional development program 
requirements; (3) identify how and where preservice and practicing 
educators' knowledge of and skills using evidence-based practices are, 
and should be, assessed; and (4) document improvements, if any, that 
have or will be made by the preservice and professional development 
program based on results from use of self-assessment tools and guides.

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    (i) Promote the use of existing and emerging technologies to more 
efficiently and effectively develop, deliver, and disseminate teaching 
and learning tools, coursework, and training modules on evidence-based 
practices and provide ongoing TA on the use of Center products and 
services.
    Technical Assistance and Dissemination Activities.
    (a) Conduct TA and dissemination activities (e.g., managing Web 
sites, listservs, and communities of practices; holding conferences and 
training institutes) on exemplary coursework and training modules on 
evidence-based practices that can easily be: (1) Integrated into 
preservice preparation courses and programs at IHEs; (2) incorporated 
into professional development programs at SEAs, LEAs, and schools; and 
at IDEA Part C lead agencies, EIS provider programs, and other early 
childhood programs serving children with disabilities and their 
families; and (3) used by individual self-directed learners, including 
educators with disabilities. All coursework and training modules 
available through the Center, including the evidence base of the 
practices addressed in the coursework and training modules, must be 
disseminated as publically available resources on a dedicated Web site 
that is easily searchable by topic and available for use at no cost. 
The Web site must meet government or industry-recognized standards for 
accessibility, must link to the Web site operated by the TACC, and must 
be accessible in a variety of formats (e.g., accessible online, in 
downloadable portable document format (PDF) and electronic publication 
(EPUB) formats, print-on-demand).
    (b) Use efficient and effective strategies to develop and provide a 
continuum of TA to support the delivery of coursework and training 
modules on using evidence-based practices, including:
    (1) General support that is widely available (e.g., one-time, 
invited conference presentations; information on products, such as 
newsletters, guidebooks, or research syntheses, downloaded from the 
Center's Web site by independent users; or brief communications by 
Center staff with recipients).
    (2) Targeted support that is based on needs common to multiple 
recipients (e.g., conferences and training institutes for a clearly 
identified target audience, seminars or webinars on topics relevant to 
integrating Center products into preservice training, facilitating a 
series of conference calls on topics designed around the needs of 
recipients, facilitating communities of practice for a target group).
    (3) Intensive support that is based on the needs of recipients to 
attain a specific outcome (e.g., planned, purposeful consultation with 
a small group of IHE faculty on systemic integration of Center 
coursework and training models as part of program redesign; ongoing 
coaching on integration and application of Center products in courses 
for preservice educators) based on the needs of recipients.
    (c) Ensure that the TA provided under this priority is consistent 
with the evidence base for delivering effective professional 
development to educators.
    (d) Ensure that the TA provided under this priority addresses a 
range of topics, including, but not limited to, training and coaching 
on access and use of Center products; integration of evidence-based 
practices into preservice and professional development training; and 
strategies for building the capacity of educators for using evidence-
based practices with children with disabilities.
    (e) Develop and coordinate a national TA network comprised of a 
cadre of experts that the Center will use to provide training and TA on 
the use of Center products and services, including: (1) Integrating 
coursework and training modules into preservice preparation and 
professional development programs; and (2) assisting faculty and 
professional development providers in building their capacity to 
support preservice and practicing educators in identifying, selecting, 
implementing, and evaluating evidence-based practices for use with 
infants, toddlers, and preschool children with disabilities and their 
families, and students with disabilities in kindergarten through 12th 
grades. The network will also assist the Center with disseminating 
Center products and other activities, as needed.
    (f) Develop and implement an efficient and high-quality 
dissemination strategy aimed at increasing the reach and potential 
impact of Center products and services by providing broad audiences 
with information about the availability and use of Center products and 
services. The Center must--
    (1) Coordinate with the National Dissemination Center for 
Individuals with Disabilities to implement its dissemination strategy, 
and report to the OSEP Project Officer the outcomes of these 
coordination efforts.
    (2) Reach primary audiences, including IHE faculty of preservice 
preparation programs for educators of children with disabilities; and 
professional development providers working with SEAs, LEAs, and 
schools, and with IDEA Part C lead agencies, EIS providers, and early 
childhood programs serving children with disabilities and their 
families.
    (3) Extend outreach efforts to other audiences that also might 
benefit from Center products and services such as--
    (i) Faculty of preservice preparation programs for educators in 
IHEs that do not have a special education department and programs whose 
graduates historically have assumed positions in high-poverty 
schools,\6\ persistently lowest-achieving schools,\7\ priority schools 
(in the case of States that have received the Department's approval of 
a request for ESEA flexibility),\8\ or rural

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LEAs \9\ that have a critical need for effective educators to serve 
students with disabilities;
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    \6\ For the purposes of this priority, ``high-poverty school'' 
means a school in which at least 50 percent of students are eligible 
for free or reduced-price lunches under the Richard B. Russell 
National School Lunch Act or in which at least 50 percent of 
students are from low-income families as determined using one of the 
criteria specified under section 1113(a)(5) of the Elementary and 
Secondary Education Act of 1965, as amended (ESEA). For middle and 
high schools, eligibility may be calculated on the basis of 
comparable data from feeder schools. Eligibility as a high-poverty 
school under this definition is determined on the basis of the most 
currently available data.
    \7\ For the purposes of this priority, ``persistently lowest-
achieving schools'' means, as determined by the State:
    (i) Any Title I school in improvement, corrective action, or * * 
* restructuring that
    (a) is among the lowest-achieving five percent of Title I 
schools in improvement, corrective action, or restructuring or the 
lowest-achieving five Title I schools in improvement, corrective 
action, or restructuring in the State, whichever number of schools 
is greater; or
    (b) is a high school that has had a graduation rate as defined 
in 34 CFR 200.19(b) that is less than 60 percent over a number of 
years; and
    (ii) any secondary school that is eligible for, but does not 
receive, Title I funds that:
    (a) is among the lowest-achieving five percent of secondary 
schools or the lowest-achieving five secondary schools in the State 
that are eligible for, but do not receive, Title I funds, whichever 
number of schools is greater; or
    (b) is a high school that has had a graduation rate as defined 
in 34 CFR 200.19(b) that is less than 60 percent over a number of 
years.
    To identify the persistently lowest-achieving schools, a State 
must take into account both:
    (i) the academic achievement of the ``all students'' group in a 
school in terms of proficiency on the State's assessments under 
section 1111(b)(3) of the ESEA in reading/language arts and 
mathematics combined; and
    (ii) the school's lack of progress on those assessments over a 
number of years in the ``all student.''
    For the purposes of this priority, the Department considers 
schools that are identified as Tier I or Tier II schools under the 
School Improvement Grants Program (see 75 FR 66363) as part of a 
State's approved FY 2009 or FY 2010 applications to be persistently 
lowest-achieving schools. A list of these Tier I and Tier II schools 
can be found on the Department's Web site at www2.ed.gov/programs/sif/.
    \8\ For the purposes of this priority, the term ``priority 
school'' means a school that has been identified by the State as a 
priority school pursuant to the State's approved request for ESEA 
flexibility.
    \9\ For the purposes of this priority, ``rural local educational 
agency'' 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. Eligible 
applicants may determine whether a particular LEA is eligible for 
these programs by referring to information on the Department's Web 
site at www2.ed.gov/nclb/freedom/local/reap.html.
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    (ii) Early intervention and special education professional 
development providers working in programs and schools with high rates 
of personnel attrition and where effective professional development 
opportunities may lead to increased staff retention and equitable 
distribution of effective educators;
    (iii) OSEP-funded personnel development grantees; and
    (iv) Individuals with disabilities who are, or are training to be, 
educators who would benefit from the increased accessibility technology 
can provide.
    (g) Use existing and emerging technologies to develop innovative 
teaching and learning tools, efficiently and effectively deliver 
training and TA, and increase the reach of Center products and 
services. Include, as part of its application, a proposed plan 
describing the proposed potential uses of existing and emerging 
technologies, including how the Center will collaborate with technology 
experts, representatives of other stakeholder groups, and OSEP to 
identify the proposed potential uses of existing and emerging 
technologies. The Center's plan for TA and dissemination activities 
must be approved by OSEP prior to initiating the development of any 
products or services.
    (h) Prepare and disseminate reports, documents, and other materials 
on evidence-based practice and related topics as requested by OSEP for 
specific audiences, including, but not limited to, IHE faculty of 
preservice preparation programs for educators of children with 
disabilities; professional development providers for SEAs, LEAs, and 
schools; and professional development providers for IDEA Part C lead 
agencies, EIS providers, and other early childhood programs serving 
children with disabilities and their families. In consultation with the 
OSEP Project Officer and members of the group assembled in accordance 
with this priority (see Leadership and Coordination Activities, 
paragraph (a) of this priority), the Center must make selected reports, 
documents, and other materials available in both English and Spanish.
    Leadership and Coordination Activities.
    (a) Consult with a group of persons, including representatives from 
SEAs and LEAs, including representatives from IDEA Part C and Part B 
preschool programs, preservice preparation and professional development 
programs, professional organizations, other OSEP-funded TA projects, 
project directors of State Professional Development Grants and other 
Department-funded higher education projects, 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.
    (b) Communicate and collaborate, on an ongoing basis, with OSEP-
funded projects, including the Center on State Implementation and 
Scaling Up of Evidence-based Practices, the IDEA Partnership Project, 
OSEP-funded early childhood centers, and the Regional Resource Centers. 
This collaboration could include the joint development of products, the 
coordination of TA services, and the planning and carrying out of TA 
meetings and events.
    (c) Contribute, on an ongoing basis, updated information on the 
Center's approved and finalized products and services to a database at 
TACC.
    (d) Participate in, organize, or facilitate communities of practice 
if they align with the needs of the project's primary 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.tadnet.org/communities; and
    (e) Maintain ongoing communication with the OSEP Project Officer 
through monthly phone conversations and email communication.
    Extending the Project for a Fourth and Fifth Year: 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 will be conducted during a one-
day intensive meeting in Washington, DC, that will be held during the 
last half of the second year of the project period. The Center must 
budget for travel expenses associated with this one-day intensive 
review;
    (b) The timeliness and effectiveness with which all requirements of 
the negotiated cooperative agreement have been or are being met by the 
Center; and
    (c) The quality, relevance, and usefulness of the Center's 
activities and products, and the degree to which the Center's 
activities and products have contributed to changed practice and 
improved knowledge and skills of educators to select, implement, and 
evaluate the use of evidence-based practices; and increased use of 
evidence-based practices by educators serving children with 
disabilities.

References

Blanton, L. P., Pugach, M. C., & Florian, L. for American 
Association of Colleges of Teacher Education and the National Center 
for Learning Disabilities. (April 2011). Preparing General Education 
Teachers to Improve Outcomes for Students with Disabilities. 
Available from https://aacte.org/.
Bruder, M. B., Mogro-Wilson, C., Stayton, V. D., & Dietrich, S. L. 
(2009). The national status of inservice professional development 
systems for early intervention and early childhood special education 
practitioners. Infants and Toddlers, 22(1), 13-20.
Jaquith, A., Mindich, D., Wei, R.C., & Darling-Hammond, L. (2010). 
Teacher professional learning in the United States: Case studies of 
state policies and strategies. Oxford, OH: Learning Forward.
Institute of Medicine (IOM) and National Research Council (NRC). 
2012. The early childhood care and education workforce: Challenges 
and opportunities: A workshop report. Washington, DC: The National 
Academies Press.
IRIS Center for Training Enhancements. (2012, March). Quarterly 
Report: First Quarter, Year 6 Report. Nashville, TN: Author.
U.S. Department of Education, Office of Educational Technology. 
(2010a). Transforming American Education: Learning Powered by 
Technology. Washington, DC: Available from www2.ed.gov/about/offices/list/os/technology/netp.pdf.
U.S. Department of Education, Office of Planning, Evaluation and 
Policy Development. (2010b). ESEA Blueprint for Reform. Washington, 
DC: Available from www2.ed.gov/policy/elsec/leg/blueprint/.
U.S. Government Accountability Office. (2009). Teacher Preparation 
Multiple Federal Education Offices Support Teacher Preparation for 
Instructing Students with Disabilities and English Language 
Learners, but Systemic Departmentwide Coordination Could Enhance 
This Assistance, (GAO-09-573). Washington, DC: July 20, 2009. 
Available from www.GAO.gov/new.items/d09573.pdf.

[[Page 36516]]

Wei, R.C., Darling-Hammond, L., & Adamson, F. (2010). Professional 
development in the United States: Trends and challenges. Dallas, TX: 
National Staff Development Council.
Winton, P., Buysse, V., Rous, B., Lim, C-I., & Epstein, D. (2012, 
March). CONNECT Modules: Usage and Impact. Report to the CONNECT 
Steering Committee, University of North Carolina, FPG Child 
Development Institute. Chapel Hill, NC: CONNECT: The Center to 
Mobilize Early Childhood Knowledge.

    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. 1462 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. (c) The regulations for 
this program in 34 CFR part 304.

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


    Note:  The regulations in 34 CFR part 86 apply to institutions 
of higher education only.

II. Award Information

    Type of Award: Cooperative agreement.
    Estimated Available Funds: $1,500,000.
    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 $1,500,000 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.

    Note:  Applications must include plans for both the 36 month 
award and the 24-month extension.

III. Eligibility Information

    1. Eligible Applicants: SEAs; LEAs, including public charter 
schools that are considered LEAs under State law; IDEA Part C lead 
agencies; EIS providers; 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 program does not require cost 
sharing or matching.
    3. Other: General Requirements--(a) The projects funded under this 
program must make positive efforts to employ and advance in employment 
qualified individuals with disabilities (see section 606 of IDEA).
    (b) Each applicant and grant recipient funded under this program 
must involve individuals with disabilities or parents of individuals 
with disabilities ages birth through 26 in planning, implementing, and 
evaluating the project (see section 682(a)(1)(A) of IDEA).

IV. Application and Submission Information

    1. Address To Request Application Package: You can obtain an 
application package via the Internet, from the Education Publications 
Center (ED Pubs), or from the program office.
    To obtain a copy via the Internet, use the following address: 
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 from ED Pubs, be sure to identify 
this competition as follows: CFDA number 84.325E.
    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 Part III to the equivalent 
of no more than 50 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 
in Part III.
    We will reject your application if you exceed the page limit; or if 
you apply other standards and exceed the equivalent of the page limit.
    3. Submission Dates and Times: Applications Available: June 19, 
2012.
    Deadline for Transmittal of Applications: July 30, 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

[[Page 36517]]

process, the individual's application remains subject to all other 
requirements and limitations in this notice.
    4. Intergovernmental Review: This program 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 program.
    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 National Center for Development of Coursework and 
Training Modules to Improve Services and Results for Children with 
Disabilities, CFDA number 84.325E, 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 National 
Center for Development of Coursework and Training Modules to Improve 
Services and Results for Children with Disabilities, CFDA number 
84.325E at www.Grants.gov. You must search for the downloadable 
application package for this program by the CFDA number. Do not include 
the CFDA number's alpha suffix in your search (e.g., search for 84.325, 
not 84.325E).
    Please note the following:
     Your participation in Grants.gov is voluntary.
     When you enter the Grants.gov site, you will find 
information about submitting an application electronically through the 
site, as well as the hours of operation.
     Applications received by Grants.gov are date and time 
stamped. Your application must be fully uploaded and submitted and must 
be date and time stamped by the Grants.gov system no later than 4:30:00 
p.m., Washington, DC time, on the application deadline date. Except as 
otherwise noted in this section, we will not accept your application if 
it is received--that is, date and time stamped by the Grants.gov 
system--after 4:30:00 p.m., Washington, DC time, on the application 
deadline date. We do not consider an application that does not comply 
with the deadline requirements. When we retrieve your application from 
Grants.gov, we will notify you if we are rejecting your application 
because it was date and time stamped by the Grants.gov system after 
4:30:00 p.m., Washington, DC time, on the application deadline date.
     The amount of time it can take to upload an application 
will vary depending on a variety of factors, including the size of the 
application and the speed of your Internet connection. Therefore, we 
strongly recommend that you do not wait until the application deadline 
date to begin the submission process through Grants.gov.
     You should review and follow the Education Submission 
Procedures for submitting an application through Grants.gov that are 
included in the application package for this competition to ensure that 
you submit your application in a timely manner to the Grants.gov 
system. You can also find the Education Submission Procedures 
pertaining to Grants.gov under News and Events on the Department's G5 
system home page at www.G5.gov.
     You will not receive additional point value because you 
submit your application in electronic format, nor will we penalize you 
if you submit your application in paper format.
     If you submit your application electronically, you must 
submit all documents electronically, including all information you 
typically provide on the following forms: the Application for Federal 
Assistance (SF 424), the Department of Education Supplemental 
Information for SF 424, Budget Information--Non-Construction Programs 
(ED 524), and all necessary assurances and certifications.
     If you submit your application electronically, you must 
upload any narrative sections and all other attachments to your 
application as files in a PDF (Portable Document) read-only, non-
modifiable format. Do not upload an interactive or fillable PDF file. 
If you upload a file type other than a read-only, non-modifiable PDF or 
submit a password-protected file, we will not review that material.
     Your electronic application must comply with any page-
limit requirements described in this notice.
     After you electronically submit your application, you will 
receive from Grants.gov an automatic notification of receipt that 
contains a Grants.gov tracking number. (This notification indicates 
receipt by Grants.gov only, not receipt by the Department.) The 
Department then will retrieve your application from Grants.gov and send 
a second notification to you by email. This second notification 
indicates that the Department has received your application and has 
assigned your application a PR/Award number (an ED-specified 
identifying number unique to your application).
     We may request that you provide us original signatures on 
forms at a later date. Application Deadline Date Extension in Case of 
Technical Issues with the Grants.gov System: If you are

[[Page 36518]]

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 84.325E), 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 
84.325E), 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 program are 
from 34 CFR 75.210 and are listed in the application package.
    2. Review and Selection Process: (a) 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.
    (b) In addition, in making a competitive grant award, the Secretary 
also requires various assurances including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Additional Review and Selection Process Factors: In the past, 
the Department has had difficulty finding peer reviewers for certain 
competitions because so many individuals who are eligible to serve as 
peer reviewers have conflicts of interest. The Standing Panel 
requirements under section 682(b) of IDEA also have placed additional 
constraints on the availability of reviewers. Therefore, the Department 
has determined that, for some discretionary grant competitions, 
applications may be separated into two or more groups and ranked and 
selected for funding within 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

[[Page 36519]]

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. For 
purposes of this priority, the Center will use these measures which 
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: Sarah Allen, U.S. Department of 
Education, 400 Maryland Avenue SW., room 4105, Potomac Center Plaza 
(PCP), Washington, DC 20202-2600. Telephone: (202) 245-7875.
    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 
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    Dated: June 14, 2012.
Alexa Posny,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2012-14944 Filed 6-18-12; 8:45 am]
BILLING CODE 4000-01-P