Applications for New Awards: Technical Assistance and Dissemination To Improve Services and Results for Children With Disabilities-Technical Assistance Center To Support Implementation of Evidence-Based Practices, 39226-39234 [2012-16173]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 77, Number 127 (Monday, July 2, 2012)]
[Notices]
[Pages 39226-39234]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 2012-16173]


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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 To Support Implementation of 
Evidence-Based Practices

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 to 
Support Implementation of Evidence-based Practices.
    Notice inviting applications for new awards for fiscal year (FY) 
2012.
    Catalog of Federal Domestic Assistance (CFDA) Number: 84.326K.

DATES: Applications Available: July 2, 2012.
    Deadline for Transmittal of Applications: August 1, 2012.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purpose of the Technical Assistance and 
Dissemination to Improve Services and Results for Children with 
Disabilities program is to promote the educational achievement of 
children with disabilities by providing technical assistance (TA), 
supporting model demonstration projects, disseminating useful 
information, and implementing activities that are supported by 
scientifically-based research.
    Priority: In accordance with 34 CFR 75.105(b)(2)(v), this priority 
is from allowable activities specified in the statute or otherwise 
authorized in the statute (see sections 663 and 681(d) of the 
Individuals with Disabilities Education Act (IDEA), 20 U.S.C. 1463 and 
1481(d)).
    Absolute Priority: For FY 2012 and any subsequent year in which we 
make awards from the list of unfunded applicants from this competition, 
this priority is an absolute priority. Under 34 CFR 75.105(c)(3) we 
consider only applications that meet this priority.
    This priority is:
    Technical Assistance Center to Support Implementation of Evidence-
based Practices.
    Background:
    The purpose of this priority is to fund a cooperative agreement for 
a Technical Assistance Center to Support Implementation of Evidence-
based Practices (Center). This Center will assist State educational 
agencies (SEAs), within-State regional TA providers (regional TA 
providers), local educational agencies (LEAs), schools, and Department-
funded TA providers in improving the educational achievement of 
children with disabilities in kindergarten through grade 12 (K-12) 
education systems by building an implementation infrastructure to scale 
up implementation supports (e.g., training, coaching, administrative 
support, and data-based decision-making) in order to expand the use of 
evidence-based practices (EBPs) statewide.
    Research has shown that all students, including those with 
disabilities, benefit from educators' use of EBPs that are matched to 
student needs (Hattie, 2009). Support from the SEAs, regional TA 
providers, LEAs, and schools to implement these practices is critical 
for educators to use EBPs fully and effectively (Mourshed, Chijioke, & 
Barber, 2010; Rhim, Hassel, & Redding, 2007). Without focused and 
effective support for implementing EBPs, it is unlikely that the 
desired student outcomes will be achieved (Vernez, Karam, Mariano, & 
DeMartini, 2006; Wei, Darling-Hammond, & Adamson, 2010).
    To effectively implement EBPs, educators need training that is 
based on adult learning principles, coaching to support the use of the 
skills learned in training, administrative support for use of the 
practices, and assistance with data-based decision-making (Fixsen, 
Naoom, Blase, Friedman, & Wallace, 2005; Han & Weiss, 2005; Joyce & 
Showers, 2002; Ransford, Greenberg, Domitrovich, Small, & Jacobson, 
2009).
    Beyond this, most essential to implementing EBPs are teams of 
people who are able to initiate and coordinate the various components 
of these implementation supports, help remove barriers to employing 
EBPs, and assist administrators in thinking through systemic changes to 
better support the use of the EBPs (Higgins, Weiner, & Young, 2012; 
Sugai & Horner, 2006; Turnbull et al., 2002). These teams function as 
part of the various entities in the education system--the SEA, regional 
TA provider, LEA, and school--and provide the infrastructure needed to 
scale up implementation supports statewide that, in turn, facilitate 
the effective use of EBPs in schools across the State. Having teams of 
people with specific roles related to providing implementation supports 
can positively influence the use of EBPs (Hest, 2012; Higgins, Weiner, 
& Young, 2012). The team at each level of the education system supports 
the next level (e.g., the SEA supports its regional TA providers), and 
communication between the teams is important for providing information 
about barriers and needs related to implementing EBPs. In addition, the 
teams collect and use data in an evaluation system that supports the 
effective use of EBPs.
    Evaluation is the process of collecting and using information for 
decision-making (Algozzine et al., 2010). When using EBPs on a large 
scale, it is important to have an evaluation system that: (a) includes 
measures and measurement schedules that meet the needs of local 
decision-makers; and (b) allows for evaluation information to be used 
for decision-making at the SEA, regional TA provider, LEA, and school 
levels. An evaluation system provides information to decision-makers on 
the effectiveness of the implementation supports provided, the fidelity 
with which core elements of the EBP are implemented, and the effect of 
the EBP on students' outcomes. The evaluation system also addresses 
questions related to replication, sustainability, and continuous 
improvement of an EBP (Algozzine et al., 2010).
    Developing and strengthening the implementation infrastructure 
requires collaboration among the teams at all levels of the educational 
system to identify improvements that can be made in how: (1) Funds are 
used; (2) policies affect practice; (3) implementation and impact data 
can be used to determine

[[Page 39227]]

the best course of action; (4) personnel and other resources can be 
repurposed or deployed to support the goal of effective implementation 
of EBPs; and (5) institutions of higher education (IHEs) and community 
partnerships can help States build their expertise and enhance their 
ability to scale up implementation supports (Domitrovich et al., 2008; 
Lewis, Barrett, Sugai, & Horner, 2010). However, this is long-term, 
challenging work, and most States have not been able to make the 
significant, systemic change necessary to create an implementation 
infrastructure and develop statewide implementation supports (Unger et 
al., 2008).
    The OSEP-funded State Implementation and Scaling Up of Evidence-
based Practices TA Center (SISEP) has had success in laying the 
groundwork for statewide systemic change (for further information 
visit: www.scalingup.org). This center has helped some SEAs and other 
entities establish teams at different levels of the education system to 
lead the review and revision of policies, distribution of funding, and 
the use of data and human resources to support the scale up of various 
EBPs.
    SISEP created an assessment tool called the State Capacity 
Assessment (SCA) to evaluate the presence or absence of the components 
of an implementation infrastructure in the State. SISEP staff used the 
SCA formatively with States to whom they provided TA and assessed the 
level of State capacity for providing implementation supports. SISEP 
observed that each State receiving intensive TA was able to develop 
components of an implementation infrastructure, although no one State 
had every component in place.
    In partnership with SISEP, SEA teams comprised of Chief State 
School Officers, general and special education leaders, and other 
State-level decision-makers have directed large-scale implementation of 
EBPs. These SEA teams developed guidance to help all education 
personnel in the States select EBPs for use in the K-12 education 
system statewide (Horner, Fixsen, Ingram, & Tedesco, 2010). SEA teams 
also worked with SISEP to develop the evaluation system necessary to 
measure EBP implementation and impact data and determine the best 
course of action in making improvements to their implementation 
supports and infrastructures. The regional TA provider teams helped 
LEAs develop implementation supports for effective use of EBPs. The LEA 
teams evaluated the quality of implementation supports for their EBPs 
to determine the areas of implementation supports that needed 
strengthening. They also developed school-based teams to support 
implementation of new EBPs.
    As funding for SISEP draws to a close, Department-funded TA 
providers and SEAs have called for more assistance for building 
implementation infrastructures and developing implementation supports 
to ensure EBPs will be consistently and effectively used to improve the 
educational achievement of children with disabilities. SEAs have 
recognized the need for an effective implementation infrastructure, and 
the challenges in establishing it, and those SEAs currently receiving 
intensive TA have requested continued TA to ensure success. As States 
continue to develop their implementation infrastructures to scale up 
implementation supports statewide, the newly funded Center will create 
tools and provide support to enable these States to continue toward 
their goals and for other States to replicate their successes.
    Accordingly, OSEP proposes to fund a national center to support the 
implementation of evidence-based practices. This center will build upon 
and expand the work of SISEP and develop the implementation 
infrastructures necessary for SEAs, regional TA providers, LEAs, and 
schools to provide implementation supports statewide and to support the 
use of EBPs to improve the educational achievement of children with 
disabilities in grades K-12. Under this priority, the funded center 
will provide TA to SEAs, LEAs and their corresponding regional TA 
providers, schools, and Department-funded TA centers.
    Priority:
    The purpose of this priority is to fund a cooperative agreement for 
a Technical Assistance Center to Support Implementation of Evidence-
based Practices (Center). This Center will assist SEAs, regional TA 
providers, LEAs, schools, and Department-funded TA providers in 
improving the educational achievement of children with disabilities in 
K-12 education systems by building an implementation infrastructure to 
scale up implementation supports (e.g., training, coaching, 
administrative support, and data-based decision-making) in order to 
support EBPs statewide.
    Specifically, the Center will (1) Provide assistance to SEAs in 
developing an implementation infrastructure that will support the 
effective use of EBPs to improve the educational achievement of 
children with disabilities throughout a State; (2) assist SEAs, 
regional TA providers, LEAs, and schools in providing implementation 
supports for the effective use of EBPs to improve the educational 
achievement of children with disabilities; (3) assist SEAs, regional TA 
providers, LEAs, and schools in using funding, policies, data systems, 
personnel, and partnerships with IHEs and communities to provide 
implementation supports; (4) assist in building evaluation systems and 
evaluation measures, when necessary, that SEAs, regional TA providers, 
LEAs, and schools can use to evaluate the implementation of EBPs, their 
implementation infrastructure, and their implementation supports; (5) 
support the expanded use of EBPs in States and LEAs; (6) create 
training modules and support documents that can help SEAs, regional TA 
providers, LEAs, and schools strengthen their implementation 
infrastructure and improve their implementation supports for the 
effective use of EBPs to improve the educational achievement of 
children with disabilities; and (7) train Department-funded TA 
providers so that they can assist States in this work.
    To be considered for funding under this absolute priority, 
applicants must meet the application requirements contained in this 
priority. Any project funded under this absolute priority also must 
meet the programmatic and administrative requirements specified in the 
priority.
    Application Requirements. An applicant must include in its 
application--
    (a) A logic model that depicts, at a minimum, the goals, 
activities, outputs and outcomes of the proposed project. A logic model 
communicates how a project will achieve its outcomes and provides a 
framework for both 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 notice;
    (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

[[Page 39228]]

services. This plan should include data collected on all components of 
the Center activities;
    (d) A plan for recruiting and selecting a minimum of three SEAs to 
receive intensive TA. Each of the selected SEAs must agree to involve 
their LEAs, their corresponding regional TA providers (if the State is 
structured in that way), and IHEs in their capacity-building work. The 
plan must include the criteria the Center will use to select SEAs to 
receive intensive TA. To participate in the intensive TA, an SEA must 
agree to work with a minimum of three LEAs--one urban LEA, one rural 
LEA,\1\ and one high-need LEA.\2\ These requirements do not apply to 
States and entities that do not have at least three LEAs or do not have 
any LEAs that meet these requirements. The selection of SEAs must be 
approved by the OSEP project officer;
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    \1\ For purposes of this priority, ``rural LEA'' means an LEA 
that is eligible under the Small Rural School Achievement (SRSA) 
program or the Rural and Low-Income School (RLIS) program authorized 
under Title VI, Part B of the 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.
    \2\ For purposes of this priority, a ``high-need LEA'' is, 
consistent with the definition in section 2102(3) of the ESEA, 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.

    Note: These SEAs must not have previously received intensive TA 
services from SISEP. The States that previously received intensive 
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TA services from SISEP are Minnesota, North Carolina, and Oregon.

    (e) A plan for recruiting and selecting a minimum of six LEAs to 
receive intensive TA across a minimum of two States that were not 
selected for intensive TA and have not received intensive TA from 
SISEP. Each of the selected LEAs must agree to involve SEAs, regional 
TA providers (as appropriate), schools, and IHEs in their 
implementation infrastructure development. The plan must include the 
criteria the Center will use to select LEAs to receive intensive TA and 
how the Center plans to share information from its work with an LEA 
with the SEA. The selection of LEAs must be approved by the OSEP 
project officer;
    (f) A plan for a summative evaluation to be conducted by an 
independent third party;
    (g) 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) A two-day Leveraging Resources Conference in Washington, DC, 
during each year of the project period.
    (4) Two, two-day trips annually to attend Department briefings, 
Department-sponsored conferences, and other meetings, as requested by 
OSEP; and
    (h) A line item in the proposed budget for an annual set-aside of 
five percent of the grant amount to support emerging needs that are 
consistent with the proposed project's activities and 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.

    (i) A line item in the proposed budget to support an information 
technology expert (to support the webinars, meetings, and video 
conferences that will be used with intensive and targeted States, and 
to disseminate information to the public) at a minimum of .25 full-time 
equivalent (FTE).
    Project Activities. To meet the requirements of this priority, the 
Center, at a minimum, must conduct the following activities:
    Knowledge Development Activities.
    (a) By the end of the first year of the project period, using the 
materials developed by SISEP and available at www.scalingup.org, as 
well as other available resources, develop high-quality, publicly 
available, training modules appropriate for use by SEAs, regional TA 
providers, LEAs, schools, IHEs, Department-funded TA centers, and other 
national TA centers that describe how to develop an implementation 
infrastructure that supports educators, school administrators, district 
personnel, and SEA personnel as they develop and use new skills in the 
implementation of EBPs to improve the educational achievement of 
children with disabilities. Modules may be developed to accommodate 
directed, self-directed, or blended (online and offline) learning 
systems.

    Note: All training modules must be available for use at no cost 
on a dedicated Web site that is easily searchable by topic.

    (b) Submit the modules for review to a group of representatives 
from SEAs and LEAs, including representatives of regional TA providers, 
schools, families of individuals with disabilities, representatives 
from IHEs, TA centers, and researchers established under paragraph (c) 
in the Leadership and Coordination Activities section of this notice, 
and when the modules are finalized, disseminate them according to the 
dissemination strategy developed under paragraph (b) of the Technical 
Assistance and Dissemination Activities section of this notice.
    Technical Assistance and Dissemination Activities.
    (a) Provide a continuum of TA and dissemination activities that 
include:
    (1) Providing intensive TA to three SEAs, as described in paragraph 
(d) of the Application Requirements section of this notice, to build 
the capacity that will enable these SEAs and their designated LEAs and 
corresponding regional TA providers to--
    (i) Establish teams at the SEA, regional TA provider, LEA, and 
school levels to facilitate the scaling up of implementation supports 
statewide;
    (ii) Determine how to use funding, policies, evaluation systems, 
personnel, and IHE and community partnerships to provide the 
implementation supports that facilitate the scaling up of EBPs to 
improve the educational achievement of children with disabilities;
    (iii) Develop and implement a strategy to increase the engagement 
of stakeholders, including families, to collaboratively support the 
effective use of EBPs to improve the educational achievement of 
children with disabilities; and
    (iv) Make effective use of an EBP statewide;
    (2) Offer, and if accepted, provide continued TA to the three SEAs 
that have previously received intensive TA from SISEP (Minnesota, North 
Carolina, and Oregon) to help these SEAs further develop and maintain 
their implementation infrastructure to scale up implementation supports 
statewide and to scale up EBPs to improve the educational achievement 
of children with disabilities.
    (3) Providing intensive TA to six additional LEAs in States not 
receiving intensive TA from the Center to help

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them develop an implementation infrastructure and to scale up EBPs to 
improve the educational achievement of children with disabilities. Each 
LEA must have at least 10 elementary schools, 4 middle schools, and 2 
high schools.
    (4) Providing targeted TA to SEAs that meet the criteria developed 
by the Center in collaboration with the OSEP Project Officer to build 
the implementation infrastructure to scale up implementation supports 
in order to expand the use of EBPs statewide that will improve the 
educational achievement of children with disabilities. Targeted TA 
activities could include--
    (i) Assisting SEAs, regional TA providers, LEAs, and schools to use 
measures that assess the implementation infrastructure, implementation 
supports, effective use of EBPs to improve the educational achievement 
of children with disabilities, and student outcomes related to those 
EBPs, including assisting educational entities (SEAs, regional TA 
providers, LEAs, and schools) to analyze and use the resulting data to 
inform and improve implementation efforts;
    (ii) Plan and implement activities, which could include webinars, 
meetings, video conferences, and Web sites to support the educational 
entities receiving intensive or targeted TA to focus on lessons 
learned, strategies and tools, and evaluation data related to building 
an implementation infrastructure to scale up implementation supports 
statewide that will lead to the effective use of EBPs to improve the 
educational achievement of children with disabilities.
    (5) Widely disseminating the materials developed by the Center and 
modules described in paragraph (a) of the Knowledge Development 
Activities section of this notice.
    (b) Develop an efficient and high-quality dissemination strategy 
that reaches a broad audience.
    (c) 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).
    (d) Prepare and disseminate reports, documents, and other materials 
on infrastructure and support for the effective use of EBPs and related 
topics as requested by OSEP for specific audiences, including families, 
educators, administrators, and policymakers. In consultation with the 
OSEP Project Officer, make selected reports, documents, and other 
materials available in both English and Spanish.
    (e) Prior to developing any new TA product, submit a proposal for 
each product to the TACC 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).
    (f) Contribute, on an ongoing basis, updated information on the 
Center's approved and finalized products and services to a database at 
TACC.

Leadership and Coordination Activities

    (a) Collaborate with Department-funded TA&D centers to provide 
comprehensive assistance aligned to the needs of SEAs, regional TA 
providers, or LEAs related to supporting the large-scale use of EBPs to 
improve the educational achievement of children with disabilities.
    (b) Collaborate with, and provide training to, the six OSEP-funded 
Regional Resource Centers and, as appropriate, other Department-funded 
TA providers. These activities must be designed to provide the TA 
providers with the skills to help States to build their implementation 
infrastructure to scale up implementation supports statewide that will 
lead to the effective use of EBPs to improve the educational 
achievement of children with disabilities.
    (c) Consult with a group of persons, including representatives from 
SEAs and LEAs, including representatives of regional TA providers, 
schools, families of individuals with disabilities, representatives 
from IHEs, TA centers, 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.
    (d) Communicate, coordinate, and collaborate on an ongoing basis 
with Department-funded projects, including the Intensive Interventions 
Center, Center on Positive Behavioral Interventions and Supports, 
Center for Technology Implementation, the IDEA Partnership Project, the 
Regional Resource Centers, the Inclusive School-wide Reform Center, if 
funded, the national and regional Parent Training Information Centers, 
as well as TA providers for the Race to the Top States and the 
Comprehensive Centers, as appropriate. This collaboration could include 
the joint development of products, the coordination of TA services, and 
the planning and carrying out of TA meetings and events.
    (e) Participate in, organize, or facilitate communities of practice 
if they align with the Center's objectives and the needs of SEAs, 
regional TA providers, LEAs, schools, IHEs, Department-funded TA 
centers, and other national TA providers. The following Web site 
provides more information on communities of practice: 
www.tacommunities.org/community/view/id/1027; and
    (f) Maintain ongoing communication with the OSEP Project Officer 
through monthly telephone conversations and email communication.
    Fourth and Fifth Years of Project:
    In deciding whether to continue funding the Center for the fourth 
and fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a) and in addition--
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary. This review team will be conducted during a 
one-day intensive meeting in Washington, DC, that will be held during 
the last half of the project period's second year. The Center must 
budget for travel expenses associated with this one-day intensive 
review;
    (b) The timeliness and effectiveness with which all requirements of 
the negotiated cooperative agreement have been or are being met by the 
Center; and
    (c) The quality, relevance, and usefulness of the Center's 
activities and products and the degree to which the Center's activities 
and products have contributed to changed practice and improved outcomes 
for students with disabilities and students at risk of a disability.

References

Algozzine, B., Horner, R. H., Sugai, G., Barrett, S., Dickey, S. R., 
Eber, L., Tobin, T. (2010). Evaluation blueprint for school-wide 
positive behavior support. Eugene, OR: National Technical Assistance 
Center on Positive Behavior Interventions and Support. Retrieved 
from www.pbis.org/evaluation/evaluation_blueprint.aspx.
Domitrovich, C. E., Bradshaw, C. P., Poduska, J. M., Hoagwood, K., 
Buckley, J. A., Olin, S., * * * Ialongo, N.S. (2008). Maximizing the 
implementation quality of evidence-based preventive interventions in 
schools: A conceptual framework. Advances in School Mental Health 
Promotion, 1, 6-27.
Fixsen, D. L., Naoom, S. F., Blase, K. B., Friedman, R. M., & 
Wallace, F. (2005). Implementation research: A synthesis of the 
literature. Tampa, FL: National Implementation Research Network,

[[Page 39230]]

Louis de la Parte Florida Mental Health Institute, University of 
South Florida. Retrieved from https://nirn.fpg.unc.edu/resources/implementation-research-synthesis-literature.
Han, S. S., & Weiss, B. (2005). Sustainability of teacher 
implementation of school-based mental health programs. Journal of 
Abnormal Child Psychology, 33(6), 665-679.
Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-
analyses Relating to Achievement. London: Routledge.
Hest, S. (2012). Social Support in the Workplace and Implementation 
Outcomes of an Evidence-Based Program. Manuscript submitted for 
publication.
Higgins, M.C., Weiner, J., & Young, L. (2012). Implementation teams: 
A new lever for organizational change. Journal of Organizational 
Behavior, 33(3), 366-388.
Horner, R., Fixsen, D., Ingram, K., & Tedesco, M. (2010). 
Scaleworthy interventions for statewide implementation. Chapel Hill, 
NC: State Implementation and Scaling up of Evidence-based Practices 
Center, University of North Carolina at Chapel Hill.
Joyce, B., & Showers, B. (2002). Student Achievement Through Staff 
Development (3rd ed.). Alexandria, VA: Association for Supervision 
and Curriculum Development.
Lewis, T.J., Barrett, S., Sugai, G., Horner, R. H. (2010). Blueprint 
for schoolwide positive behavior support training and professional 
development. Eugene, OR: National Technical Assistance Center on 
Positive Behavior Interventions and Support. Retrieved from: 
www.pbis.org.
Mourshed, M., Chijioke, C. and Barber, M. (2010). How the World's 
Most Improved School Systems Keep Getting Better. London: McKinsey & 
Company.
Ransford, C. R., Greenberg, M. T., Domitrovich, C. E., Small, M., & 
Jacobson, L. (2009). The Role of Teachers' Psychological Experiences 
and Perceptions of Curriculum Supports on the Implementation of a 
Social and Emotional Learning Curriculum. School Psychology Review, 
38(4), 510-532.
Rhim, L.M., Hassel, B., & Redding, S. (2007). State Role in 
Supporting School Improvement. In S. Redding & H.J. Walberg (Eds.) 
Handbook on Statewide Systems of Support (pp. 21-56). Chicago, IL: 
Information Age Publishing.
Sugai, G., & Horner, R. R. (2006). A Promising Approach for 
Expanding and Sustaining School-Wide Positive Behavior Support. 
School Psychology Review, 35(2), 245-259.
Turnbull, A., Edmonson, H., Griggs, P., Wickham, D., Sailor, W., 
Freeman, R., * * * Warren, J. (2002). A blueprint for schoolwide 
positive behavior support: Implementation of three components. 
Exceptional Children, 68(3), 377-402.
Unger, C., Lane, B., Cutler, E., Lee, S., Whitney, J., Arruda, E., & 
Silva, M. (2008). How can state education agencies support district 
improvement: A conversation amongst educational leaders, 
researchers, and policy actors. Providence, RI: The Education 
Alliance at Brown University.
Vernez, G., Karam, R., Mariano, L. T., & DeMartini, C. (2006). 
Evaluating comprehensive school reform models at scale: Focus on 
implementation. Santa Monica, CA: RAND Corporation.
Wei, R. C., Darling-Hammond, L., and Adamson, F. (2010). 
Professional development in the United States: Trends and 
challenges. Dallas, TX: National Staff Development Council.

    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: $1,100,000.
    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 $1,100,000 for a single budget period of 12 months. 
The Assistant Secretary for Special Education and Rehabilitative 
Services may change the maximum amount through a notice published in 
the Federal Register.
    Estimated Number of Awards: 1.

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

    Project Period: Up to 36 months 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: SEAs; LEAs, including public charter 
schools that are considered LEAs under State law; IHEs; other public 
agencies; private nonprofit organizations; outlying areas; freely 
associated States; Indian tribes or tribal organizations; and for-
profit organizations.
    2. Cost Sharing or Matching: This competition does not require cost 
sharing or matching.
    3. Other: General Requirements--
    (a) The 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 84.326K.
    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,

[[Page 39231]]

the applicant, address the selection criteria that reviewers use to 
evaluate your application. You must limit the application narrative to 
the equivalent of no more than 70 pages, using the following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, references, and captions.
     Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial. An application submitted in any other font 
(including Times Roman or Arial Narrow) will not be accepted.
    The page limit does not apply to Part I, the cover sheet; Part II, 
the budget section, including the narrative budget justification; Part 
IV, the assurances and certifications; or the one-page abstract, the 
resumes, the bibliography, the references, or the letters of support. 
However, the page limit does apply to all of the application narrative 
section (Part III).
    We will reject your application if you exceed the page limit or if 
you apply other standards and exceed the equivalent of the page limit.
    3. Submission Dates and Times:
    Applications Available: July 2, 2012.
    Deadline for Transmittal of Applications: August 1, 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 to Support Implementation 
of Evidence-based Practices competition, CFDA number 84.326K, 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 to Support Implementation of Evidence-based Practices 
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 84.326K).
    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.

[[Page 39232]]

     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. 
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 84.326K), 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 
84.326K), 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

[[Page 39233]]

conditions. The Secretary may also consider whether the applicant 
failed to submit a timely performance report or submitted a report of 
unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
also requires various assurances including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Additional Review and Selection Process Factors: In the past, 
the Department has had difficulty finding peer reviewers for certain 
competitions because so many individuals who are eligible to serve as 
peer reviewers have conflicts of interest. The Standing Panel 
requirements under section 682(b) of IDEA also have placed additional 
constraints on the availability of reviewers. Therefore, the Department 
has determined that, for some discretionary grant competitions, 
applications may be separated into two or more groups and ranked and 
selected for funding within the specific groups. This procedure will 
make it easier for the Department to find peer reviewers by ensuring 
that greater numbers of individuals who are eligible to serve as 
reviewers for any particular group of applicants will not have 
conflicts of interest. It also will increase the quality, independence, 
and fairness of the review process, while permitting panel members to 
review applications under discretionary grant competitions for which 
they also have submitted applications. However, if the Department 
decides to select an equal number of applications in each group for 
funding, this may result in different cut-off points for fundable 
applications in each group.
    4. Special Conditions: Under 34 CFR 74.14 and 80.12, the Secretary 
may impose special conditions on a grant if the applicant or grantee is 
not financially stable; has a history of unsatisfactory performance; 
has a financial or other management system that does not meet the 
standards in 34 CFR parts 74 or 80, as applicable; has not fulfilled 
the conditions of a prior grant; or is otherwise not responsible.

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN). We may notify you informally, also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multi-year award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    4. Performance Measures: Under the Government Performance and 
Results Act of 1993 (GPRA), the Department has established a set of 
performance measures, including long-term 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: Jennifer Coffey, U.S. Department of 
Education, 400 Maryland Avenue SW., Room 4097, Potomac Center Plaza 
(PCP), Washington, DC 20202-2600. Telephone: (202) 245-6673.
    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.


[[Page 39234]]


    Dated: June 27, 2012.
Alexa Posny,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2012-16173 Filed 6-29-12; 8:45 am]
BILLING CODE 4000-01-P