Applications for New Awards: Personnel Development To Improve Services and Results for Children With Disabilities; Center To Support the Development of Effective Educators To Serve Students With Disabilities, 46077-46086 [2012-18906]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 77, Number 149 (Thursday, August 2, 2012)]
[Notices]
[Pages 46077-46086]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 2012-18906]


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DEPARTMENT OF EDUCATION


Applications for New Awards: Personnel Development To Improve 
Services and Results for Children With Disabilities; Center To Support 
the Development of Effective Educators To Serve Students 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--Center To Support the Development of Effective 
Educators To Serve Students With Disabilities.
    Notice inviting applications for new awards for fiscal year (FY) 
2012.

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

DATES: Applications Available: August 2, 2012.
    Deadline for Transmittal of Applications: September 4, 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 infants, toddlers, and children with 
disabilities; and (2) ensure that those personnel have the necessary 
skills and knowledge, derived from practices that have been determined 
through scientifically 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: Center To Support the Development of Effective 
Educators To Serve Students With Disabilities.
    Background: The purpose of this priority is to fund a cooperative 
agreement to support the establishment and operation of a Center to 
Support the Development of Effective Educators to Serve Students with 
Disabilities (Center). The Center will provide technical assistance 
(TA) to: (a) State educational agencies (SEAs) in reviewing and 
reforming certification or licensure standards, in collaboration with 
institutions of higher education (IHEs), local educational agencies 
(LEAs), and non-profit organizations with teacher and leader 
preparation programs(non-profit organizations), in order to ensure that 
these standards are derived from practices determined through evidence-
based research and that they reflect the knowledge and skills necessary 
for teachers and leaders to be effective in serving students with 
disabilities in inclusive \1\ classrooms and school settings; (b) IHEs, 
LEAs, and non-profit organizations to help them, in collaboration with 
SEAs, to restructure and improve teacher and leader preparation 
programs \2\ in order to align program requirements with the reformed 
certification or licensure standards and ensure that program graduates 
have the knowledge and skills necessary to address the diverse needs of 
students with disabilities; and (c) SEAs and IHEs, LEAs, and non-profit 
organizations that are ready to evaluate and improve special education 
teacher preparation programs by using data on outcomes for students 
with disabilities in kindergarten through grade 12 (K-12) that are 
linked to data on special education teachers. Sources of the linked 
data would include, for example, statewide longitudinal data systems, 
other sources of objective third-party data, or district teacher 
evaluation systems. In 2010, America's schools educated just over 5.8 
million students with disabilities, ages 6-21. Nearly 95 percent of 
these students spent part or all of their school day in general 
education classrooms; and 61 percent spent at least 80 percent of their 
school day in general education classrooms (www.IDEAdata.org). As 
students with disabilities spend an increasing amount of time in 
general education classrooms, all teachers and leaders must have the 
knowledge and skills necessary to address their diverse needs.
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    \1\ For the purposes of this priority, ``inclusive'' or 
``inclusion'' refers to an `` `active commitment to equity for all 
students' so as to `maximize the participation of all learners, by 
making learning opportunities relevant and high-quality.' '' (NIUSI 
Leadscape, 2011).
    \2\ These teacher and leader preparation programs include 
programs that prepare teachers, school principals, and assistant 
principals in general and special education from kindergarten 
through grade 12.
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    Meeting the diverse needs of students with disabilities in 
inclusive classrooms and school settings requires a complex combination 
of knowledge and skills, including the use of evidence-based practices 
(Blanton, Pugach, & Florian,

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2011; Voltz, Sims, & Nelson, 2010). To address this need, organizations 
such as the Council of Chief State School Officers (CCSSO) and the 
Council for Exceptional Children (CEC) have developed model standards 
of essential knowledge and skills that they believe teachers need in 
order to customize learning and be effective in improving student 
achievement, including the achievement of students with disabilities. 
Furthermore, resource materials prepared by CCSSO's Interstate 
Assessment and Support Consortium (InTASC) recommend that SEAs, 
professional organizations, and teacher education programs take a 
systemic approach to using core teaching standards in developing 
policies and programs that prepare, license, support, and evaluate 
today's teachers.
    Traditionally, SEAs have exerted influence over the operations and 
content of teacher and leader preparation programs through 
certification or licensure standards. Although the content of teacher 
and leader preparation programs is determined in part by an SEA's 
requirements for certification or licensure, the content also reflects 
the values and views of faculty in colleges of education and relevant 
disciplinary departments (e.g., special education, curriculum and 
instruction) (Committee on the Study of Teacher Preparation Programs in 
the United States, 2010).
    Research suggests that aligning the curricula in teacher and leader 
preparation programs with State standards that reflect current 
knowledge and skills and the use of evidence-based practices will be 
more effective than revising standards alone (Augustine et al., 2009). 
Therefore, it is crucial that IHEs, LEAs, nonprofits, and SEAs 
collaborate to review current teacher and leader certification or 
licensure standards to determine if they reflect the knowledge and 
skills necessary for teachers and leaders to effectively teach students 
with disabilities.
    While current literature suggests that cooperation between SEAs and 
IHEs, LEAs, and non-profit organizations is key to providing teachers 
and leaders with the critical knowledge and skills needed to improve 
student achievement (Blanton & Pugach, 2007; Darling-Hammond et al., 
2005), few SEAs and IHEs, LEAs, and non-profit organizations regularly 
engage in these cooperative practices (Levine, 2005; Goe, 2009).
    In addition to reforming State teacher and leader certification or 
licensure standards and integrating these revised standards into 
preparation programs, States need to ensure that the knowledge and 
skills teachers and leaders develop in preparation programs help to 
improve K-12 outcomes for students with disabilities. SEAs and IHEs, 
LEAs, and non-profit organizations must be able to evaluate the 
performance of all teachers, including special education teachers, by 
analyzing and using student outcome data. They must also be able to use 
that data to inform the development and reform of preparation programs 
that train teachers and leaders.
    States are already involved in a number of efforts to use student 
outcome data to improve teacher preparation programs. Under the Higher 
Education Act of 1965, as amended (HEA), States annually report on the 
quality of teacher preparation programs and, using multiple sources of 
data, identify low-performing preparation programs. States 
participating in the State Fiscal Stabilization Fund program provided 
assurances that they would establish longitudinal data systems that 
included a teacher identifier system with the ability to match teachers 
to students. At this time, 45 States have reported that they have such 
a system in place. The remaining five States have until the end of 2013 
to meet this requirement. Furthermore, the 12 States that received 
grants under Phases 1 and 2 of the Race to the Top (RTT) program have 
committed to measuring student growth for particular teachers and 
linking those data back to preparation programs. The 32 States and the 
District of Columbia (including the 12 RTT States with Phase 1 or Phase 
2 awards) that as of July 19, 2012, have received waivers of certain 
requirements of the Elementary and Secondary Education Act of 1965, as 
amended (ESEA), have similarly committed to using student growth as one 
of multiple measures to evaluate the performance of teachers, though 
they have not necessarily committed to connecting those data back to 
preparation programs. Given these developments, many SEAs are 
positioned to begin using K-12 student outcome data to inform 
preparation programs (Gansle, Noell, Knox, & Schafer, 2010; Goldhaber & 
Liddle, 2011).
    OSEP has a history of funding projects that support SEA and IHE 
collaboration to improve outcomes for students with disabilities. In 
1997, OSEP funded a grant to support the development of licensing 
standards for beginning teachers who would be teaching students with 
disabilities.\3\ To further this work, in 2002, OSEP funded the Center 
for Improving Teacher Quality \4\ to work with States on implementing 
the new licensure standards and to create models for improving teacher 
preparation, licensure standards, and professional development. From 
this work, a model emerged that described the critical role of SEAs and 
IHEs, LEAs, and non-profit organizations in redesigning preparation 
programs so that general and special education teachers are better 
prepared for their roles and responsibilities in classrooms with 
respect to students with disabilities (Blanton & Pugach, 2007).
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    \3\ The work was completed by the Interstate New Teacher 
Assessment and Support Consortium (InTASC), which was comprised of 
SEAs and national education organizations dedicated to the reform of 
the preparation, licensing, and ongoing professional development of 
teachers (see www.ccsso.org/resources/programs/interstate_teacher_assessment_consortium_(intasc).html).
    \4\ The following Web site provides more information on the work 
of the Center for Improving Teacher Quality: https://aacte.org/Programs/Center-for-Improving-Teacher-Quality-CTQ.
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    Finally, OSEP has funded Special Education Preservice Program 
Improvement Grants \5\ since 2007 to support the improvement and 
restructuring, through expansion or redesign, of K-12 special education 
teacher preparation programs to ensure that program graduates meet the 
highly qualified teacher requirements in IDEA and effectively serve 
students with high-incidence disabilities in inclusive classrooms and 
school settings. Many of these projects have incorporated inclusive 
practices so that their graduates are qualified to be licensed to teach 
both general and special education students. However, this program 
focused only on high-incidence disabilities and was limited to 
individual IHEs, LEAs, and non-profit organizations.
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    \5\ The following Web site provides further information on the 
work of these grants: https://ncipp.education.ufl.edu/325T.php.
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    In order to build on information and experience obtained through 
prior OSEP investments, we propose a priority for a center that will 
assist SEAs and IHEs, LEAs, and non-profit organizations to 
collaboratively develop State systems that ensure teachers and leaders 
have the necessary knowledge and skills, derived from practices that 
have been determined through evidence-based research, to be successful 
in serving the diverse needs of students with disabilities. We believe 
that by funding a center, we can have a broader, more systemic 
influence on a larger number of SEAs and IHEs, LEAs, and non-profit 
organizations.
    Priority: The purpose of this priority is to fund a cooperative 
agreement to

[[Page 46079]]

support the establishment and operation of a Center to Support the 
Development of Effective Educators to Serve Students with Disabilities 
(Center). The Center will provide TA to: (a) SEAs in reviewing and 
reforming certification or licensure standards, in collaboration with 
IHEs, LEAs, and non-profit organizations that operate teacher and 
leader preparation programs (non-profit organizations), in order to 
ensure that these standards are derived from practices determined 
through evidence-based research and that they reflect the knowledge and 
skills necessary for teachers and leaders to be effective in serving 
students with disabilities in inclusive classrooms and school settings; 
(b) IHEs, LEAs, and non-profit organizations, to help them in 
collaboration with SEAs, restructure and improve teacher and leader 
preparation programs in order to align them with the reformed 
certification or licensure standards, and ensure that program graduates 
have the knowledge and skills necessary to address the diverse needs of 
students with disabilities; and (c) SEAs and IHEs, LEAs, and non-profit 
organizations that are ready to evaluate and improve special education 
teacher preparation programs by using data on outcomes for students 
with disabilities in kindergarten through grade 12 (K-12) that are 
linked to data on special education teachers. Sources of the linked 
data would include, for example, statewide longitudinal data systems, 
other sources of objective third-party data, or district teacher 
evaluation systems.
    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.researchutilization.org/matrix/logicmodel_resource3c.html and www.tadnet.org/model_and_performance.
    (b) A plan to implement the activities described in the Project 
Activities section of this priority;
    (c) A plan, linked to the proposed project's logic model, for a 
formative evaluation of the proposed project's activities. The plan 
must describe how the formative evaluation will use clear performance 
objectives to ensure continuous improvement in the operation of the 
proposed project, including objective measures of progress in 
implementing the project and ensuring the quality of products and 
services;
    (d) A budget for a summative evaluation to be conducted by an 
independent third party;
    (e) A budget for attendance at the following:
    (1) A one and one-half day kick-off meeting to be held in 
Washington, DC, 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 the 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) Three, two-day trips annually to attend Department briefings, 
Department-sponsored conferences, and other meetings, as requested by 
OSEP; and
    (f) A line item in the proposed budget for an annual set-aside of 
five percent of the grant amount to support emerging needs that are 
consistent with the proposed project's activities, as those needs are 
identified in consultation with OSEP.

    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) During the first six months of the project, conduct a 
comprehensive review of literature and available research to accomplish 
two purposes--
    (1) To identify policies and practices that will assist SEAs in:
    (i) Reviewing and reforming State certification or licensure 
standards for teachers and leaders to include current knowledge and 
skills, including the use of evidence-based practices, needed to 
effectively serve students with disabilities in inclusive classrooms 
and school settings;
    (ii) Coordinating with IHEs, LEAs, and non-profit organizations to 
facilitate the integration of the evidence-based content to meet those 
reformed certification or licensure standards within their preparation 
programs; and
    (iii) Analyzing and using K-12 outcome data (e.g., data from 
statewide longitudinal data systems) for students with disabilities to 
evaluate and improve the preparation programs of the K-12 students' 
teachers and leaders.
    (2) To identify effective strategies for achieving institutional 
change and reform in IHEs, LEAs, and non-profit organizations. Specific 
focus must be placed on strategies for restructuring and improving 
teacher or leader preparation programs and strategies for instituting 
change in a variety of IHEs (e.g., public, private, large, small, and 
diverse). At a minimum, this review must include:
    (i) The literature on restructuring and improving the preparation 
of teachers and leaders for meeting the diverse needs of students with 
disabilities in inclusive classrooms and school settings, and with a 
particular focus on relevant coursework and clinical learning 
opportunities.
    (ii) Information on effective practices from projects funded under 
CFDA 84.325T (Special Education Preservice Program Improvement Grants) 
in fiscal years 2007-2011 to determine strategies for restructuring and 
improving preparation programs. The Center shall review information 
available from these projects to identify:
    (A) Key strategies used to plan and implement a restructured 
preparation program, including the processes used to restructure and 
improve curricula, the processes used to restructure and improve 
clinical learning opportunities, and strategies used to involve key 
personnel from IHEs, LEAs, and non-profit organizations and their role 
in program restructuring and improvement;
    (B) Examples of how education departments within the IHE have 
collaborated with other departments (or LEAs and non-profit 
organizations have collaborated with IHEs) to improve teacher 
preparation in ``core academic subjects'' as defined in section 
9101(11) of the Elementary and Secondary Education Act of 1965, as 
amended (ESEA); \6\
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    \6\ For the purposes of this priority, the term ``core academic 
subjects'' means English, reading or language arts, mathematics, 
science, foreign languages, civics and government, economics, arts, 
history, and geography.
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    (C) Training and coaching strategies to ensure that preparation 
program faculty use existing high-quality training resources on 
evidence-based practices, such as those developed by the National 
Center on Response to Intervention (see www.rti4success.org) and Doing 
What Works (see www.dww.ed.gov);
    (D) Strategies to integrate into the teacher and leader preparation 
program evidence-based practices and extended

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clinical learning opportunities that support teaching and school 
leadership in inclusive settings; and
    (E) Effective methods for evaluating program outcomes, including 
the effect of the implementation of the restructured program on the 
quality of services provided by program graduates, as well as effective 
methods to collect, analyze, and use data, including outcome data for 
K-12 students with disabilities, to improve instructional practices and 
interventions for teacher and leader preparation programs.
    (b) Using the knowledge gained in the comprehensive review of 
literature, develop a model plan that incorporates the key components 
and strategies necessary to restructure or redesign teacher and leader 
preparation programs so that graduates have the knowledge and skills 
necessary to address the diverse needs of students with disabilities in 
inclusive classrooms and school settings. The model plan must then be 
customized for the unique attributes of an IHE, LEA, or non-profit.
    (c) Using the knowledge gained in the comprehensive review of 
literature, develop a model needs assessment to identify areas in which 
SEAs and IHEs, LEAs, and non-profit organizations require technical 
assistance consistent with the purpose of this priority. Areas may 
include strategies for incorporating knowledge and skills derived from 
evidence-based practices into certification or licensure standards; 
capacity of the State to analyze and use student outcome data to 
evaluate and improve preparation program; instructional delivery 
strategies, including effective strategies for distance education; 
course content on evidence-based practices; and support provided to the 
teacher and leader candidates (e.g., mentoring and supervision of 
clinical learning opportunities).
    (d) Using the knowledge gained in the comprehensive review of 
literature, recommend policies and practices that can be incorporated 
into the Center's TA activities. Clearly articulate the strength (i.e., 
internal validity) and the breadth (i.e., external validity) of the 
research supporting the policies and practices described in the report.
    (e) Disseminate the findings of the Knowledge Development 
Activities described in paragraph (a) of this section.
    (f) Make the results of the literature review accessible on the 
Internet to interested parties, including stakeholders from SEAs, IHEs, 
LEAs, and non-profit organizations.

Technical Assistance and Dissemination (TA&D) Activities

    (a) In years one through four, annually identify a minimum of five 
SEAs, with at least three cooperating IHEs, LEAs, or non-profit 
organizations within each State, to develop and implement plans to 
receive intensive TA from the Center. The application must include a 
description of both the process and the selection criteria that the 
Center proposes to use to identify the SEAs and IHEs, LEAs, and non-
profit organizations that will receive intensive TA. The Center must 
obtain approval from OSEP before finalizing the selection criteria and 
selecting the SEAs. Factors for consideration in recruiting and 
selecting SEAs to receive intensive TA must include, but are not 
limited to, an SEA's--
    (i) Intent to reform teacher and leader certification or licensure 
standards to ensure that the standards address the knowledge and skills 
needed to teach students with disabilities in inclusive classrooms and 
school settings;
    (ii) Procedures for certification or licensure of teachers and 
leaders;
    (iii) Priorities and initiatives to support improved preparation 
programs for teachers and leaders;
    (iv) Current capacity and infrastructure for coordinating work with 
IHEs, LEAs, and non-profit organizations;
    (v) Commitment of its regular and special education leadership to 
coordinate efforts to work in partnership with at least three IHEs, 
LEAs, or non-profit organizations on their certification or licensure 
standards reform process;
    (vi) Demonstrated commitment from colleges of education, schools of 
education, or other preparation programs located in or operated by at 
least three IHEs, LEAs, or non-profit organizations within the State to 
restructure and improve their teacher and leader preparation program 
and align it with reformed certification or licensure standards so that 
teachers and leaders have the knowledge and skills necessary to address 
the diverse needs of students with disabilities, especially those in 
inclusive classrooms and school settings. The criteria that the Center 
may use to determine the IHEs, LEAs, and non-profit organizations to 
receive TA include, but are not limited to, factors such as the 
composition and size of a university system or program, enrollment, and 
type of preparation programs (i.e., teacher or leader); and
    (vii) Capacity to use K-12 outcome data for students with 
disabilities to improve its special education teacher preparation 
programs.
    (b) Using the models and plan developed under paragraphs (b) and 
(c) in the Knowledge Development Activities section, conduct a needs 
assessment with each SEA and IHE, LEA, or non-profit organization that 
is to receive TA as described in the Technical Assistance and 
Dissemination Activities section of this notice to determine areas 
where TA is needed most. Results of the needs assessment must be used 
in planning TA to the SEA and designing professional development 
training for preparation program faculty at each identified IHE, LEA, 
or non-profit.
    The following TA&D activities are intended to be carried out 
collaboratively with the Center, SEAs, and IHEs, LEAs, and non-profit 
organizations; however, for clarification purposes the remainder of 
this section is divided into three parts specific to the recipient of 
the TA.

SEA TA&D Activities

    (a) Identify a core team of SEA personnel responsible for 
collaborating with the IHEs, LEAs, and non-profit organizations and the 
Center to lead the teacher and leader certification or licensure review 
and reform efforts.
    (b) Design a TA plan with the core team of SEA personnel that 
describes the goals, activities, outputs, and outcomes expected as a 
result of the certification or licensure review and reform effort. The 
TA plan must include a review and evaluation of current SEA teacher and 
leader certification or licensure standards and how the SEA will 
collaborate with the IHEs, LEAs, and non-profit organizations on any 
reforms to the standards. Reformed teacher and leader certification or 
licensure standards must reflect current knowledge and skills derived 
from practices that have been determined through evidence-based 
research to effectively serve students with disabilities in inclusive 
classrooms and school settings.
    (c) Develop an evaluation plan that must include a description of 
how the Center will work with the SEA core team to--
    (1) Measure the extent to which evidence-based practices are 
incorporated in the revised certification or licensure standards;
    (2) Collect and analyze K-12 outcome data for students with 
disabilities linked to the preparation program graduates to inform and 
improve preparation programs; and
    (3) Use the results from the evaluation to inform and validate 
changes to the teacher and leader certification or

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licensure standards made as a result of the reform efforts.

IHE, LEA, or Non-Profit Organization TA&D Activities

    (a) Identify a core team of faculty from each preparation program 
that will be responsible for collaborating with the core team of SEA 
personnel and the Center to build capacity of all teacher and leader 
education faculty at their IHE, LEA, or non-profit to implement the 
restructured and improved program that is aligned with reformed 
certification or licensure standards.
    (b) Design a TA plan with the core team of faculty that describes 
the goals, activities, outputs, and outcomes expected as a result of 
the restructuring and improvement efforts. The TA plan must also 
include a clear plan for evaluating each IHE's, LEA's, or non-profit 
organization's program outcomes. The evaluation plan must include a 
description of how the Center will work with the core team to--
    (1) Assess the extent to which evidence-based practices are 
integrated within the program;
    (2) Collect and analyze data on program faculty members' 
implementation of the restructured program;
    (3) Collect and analyze data on teachers' and leaders' competencies 
prior to their exiting the restructured program;
    (4) Collect and analyze K-12 outcome data for students with 
disabilities to determine the quality of services provided by program 
graduates; and
    (5) Use the results from the evaluation to inform and validate 
changes to the restructured program.
    (c) Provide TA on effective strategies and methods for integrating 
evidence-based practices into the curricula of preparation programs. 
Activities related to TA with IHEs, LEAs, and non-profit organizations 
must be planned and implemented in collaboration with Department-funded 
centers that support IHEs, LEAs, and non-profit organizations in the 
preparation of effective teachers and leaders.

General TA&D Activities

    (a) Provide a continuum of general TA and dissemination activities 
(e.g., managing Web sites, listservs, and communities of practice; 
holding forums and training institutes), including--
    (1) Supporting and maintaining a password-protected, Web-based 
system accessible to all SEA and IHE, LEA, or non-profit core team 
members for sharing information, documents, presentations, and 
resources (e.g., State certification or licensure documents, course 
syllabi, lesson plans, and video clips) across the SEAs and IHEs, LEAs, 
and non-profit organizations receiving TA. At a minimum, this Web-based 
resource must include the following: Contact information for each core 
team (both SEA and IHE, LEA, or non-profit organization members); a 
description of the SEA's current certification or licensure standards; 
a description of the TA plans for reviewing and reforming the SEA's 
certification or licensure standards; a description of the IHE's 
existing preparation program; and the goals, activities, outputs, and 
outcomes expected as a result of the restructuring efforts.
    (2) Plan and implement activities, which could include webinars, 
meetings, video conferences, and managing Web sites for researchers, 
policymakers, administrators, practitioners, and other appropriate 
stakeholders, to exchange information on building State systems for 
improving educator effectiveness. The focus of these activities must 
include reforming State certification or licensure standards, 
implementing reformed standards within preparation programs, and using 
K-12 outcome data for students with disabilities for continuous 
feedback to preparation programs on how well their teachers and leaders 
effectively educate students with disabilities in inclusive classrooms 
and school settings.
    (3) Coordinating with the National Center to Inform Policy and 
Practice in Special Education Professional Development (NCIPP) during 
the last six months of NCIPP's project period to transfer information, 
resources, and TA support materials for the Special Education 
Preservice Program Improvement Grants (CFDA 84.325T) from NCIPP's Web 
site to the Center's Web site. This coordination will archive and 
disseminate knowledge gained from the Special Education Preservice 
Program Improvement Grants.
    (4) 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).
    (5) Prepare and disseminate reports, briefs, and other materials, 
including publications in peer-reviewed journals, related to the 
purposes of this priority and related topics as requested by OSEP for 
specific audiences, including State licensing agencies, IHEs, LEAs, and 
non-profit organizations with teacher and leader preparation programs, 
policymakers, and researchers.
    (6) Prior to developing any new product (e.g., document, video 
clips, Web-based resources, etc.) related to the purposes of this 
priority, submit a proposal for the product to the TACC database for 
approval from the OSEP Project Officer. The development of new products 
should be consistent with the product definition and guidelines posted 
on the TACC Web site (www.tadnet.org).

Leadership and Coordination Activities

    (a) Develop collaborative partnerships with professional 
organizations that promote effective preparation of teachers and 
leaders (e.g., the American Association of Colleges of Teacher 
Education, CCSSO, CEC, the National Board for Professional Teaching 
Standards, the National Association of Elementary School Principals, 
the National Association of Secondary School Principals, the Council 
for the Accreditation of Educator Preparation, the National Council for 
Accreditation of Teacher Education and Teacher Education Accreditation 
Council, and the National Association of State Directors of Special 
Education). Partnership activities developed under this section must be 
coordinated with Department-funded centers that support IHEs, LEAs, and 
non-profit organizations in the preparation of effective teachers and 
leaders. The Center, in consultation with these partners, must--
    (1) Establish and coordinate a network of experts to provide TA to 
the SEAs and IHEs, LEAs, and non-profit organizations receiving 
intensive TA on the identified areas of need; and
    (2) Develop and disseminate tools that are designed to assist SEAs 
and IHEs, LEAs, and non-profit organizations to address their 
identified needs.
    (b) Consult with a group of persons, including representatives from 
SEA, IHE, and LEA personnel involved with reforming or implementing 
certification or licensure standards; IHE faculty and deans of schools 
or colleges of education involved with preparation programs for regular 
and special education teachers; individuals with disabilities or 
parents of students with disabilities; project directors of OSEP-funded 
State Personnel Development Grants; statewide longitudinal data systems 
directors and researchers; the partners identified in paragraph (a) of 
this section; and Technical Assistance Centers, as appropriate on the 
activities and outcomes of the Center and solicit programmatic support 
and advice from various representatives in the group, as appropriate. 
The Center may convene meetings, whether in person, by phone

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or other means, for this purpose, or may consult with group 
participants individually. The Center must identify the members of the 
group to OSEP within eight weeks after receipt of the award.
    (c) Communicate and collaborate, on an ongoing basis, with other 
relevant projects funded by the U.S. Department of Education. This 
collaboration could include the joint development of products, the 
coordination of TA services, and the planning and carrying out of TA 
meetings and events.
    (d) Participate in, organize, or facilitate communities of practice 
(CoPs) that align with the needs of the Center's target audience. CoPs 
should align with the Center's objectives to support discussions and 
collaboration among key stakeholders. The following Web site provides 
more information on CoPs: www.tadnet.org/communities.
    (e) Prior to developing any new product, submit a proposal for the 
product to the TACC database for approval from the OSEP Project 
Officer. The development of new products should be consistent with the 
product definition and guidelines posted on the TACC Web site 
(www.tadnet.org).
    (f) Contribute, on an ongoing basis, updated information on the 
Center's approved and finalized products and services to the TACC 
database.
    (g) Coordinate with the TACC to develop an efficient and high-
quality dissemination strategy that reaches broad audiences.
    (h) Maintain ongoing communication with the OSEP Project Officer, 
including reporting on the impact of coordination efforts, through 
monthly phone and email communication.
    Fourth and Fifth Years of the Project: In deciding whether to 
continue funding the Center for the fourth and fifth years, the 
Secretary will consider the requirements of 34 CFR 75.253(a), and in 
addition--
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary. This review 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;
    (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:

Augustine, C., Gonzalez, G., Ikermoto, G., Russell, J., Zellman, G., 
Constant, L., Armstrong, J., et al. (2009). Improving School 
Leadership: The Promise of Cohesive Leadership Systems. Santa 
Monica, CA: RAND Corporation. Retrieved from www.rand.org/pubs/monographs/MG885.
Blanton, L., & Pugach, M. (2007). Collaborative programs in general 
and special teacher education: An action guide for higher education 
and state policymakers. Washington, DC: Council of Chief State 
School Officers.
Blanton, L., Pugach, M., & Florian, L. (2011). Preparing General 
Education Teachers to Improve Outcomes for Students with 
Disabilities. Retrieved from https://aacte.org/pdf/Publications/Reports_Studies/AACTE%20NCLD%20Policy%20Brief%20May%202011.pdf.
Committee on the Study of Teacher Preparation Programs in the United 
States; National Research Council (2010). Preparing teachers: 
building evidence for sound policy. Washington, DC: The National 
Academies Press.
Darling-Hammond, L., Pacheco, A., Michelli, N., LePage, P., 
Hammerness, K., & Youngs, P. (2005). Implementing curriculum renewal 
in teacher education: Managing organizational and policy change. In 
Preparing teachers for a changing world: What teachers should learn 
and be able to do (pp. 442-479). San Francisco, CA: Wiley.
Gansle, K. A., Noell, G. H., Knox, R. M., & Schafer, M. J. (2010). 
Value Added Assessment of Teacher Preparation in Louisiana: 2005-
2006 to 2008-2009. Retrieved from https://regents.louisiana.gov/assets/docs/TeacherPreparation/2010VATechnical082610.pdf.
Goe, L. (2009). The Equitable Distribution of Teachers: Strategies 
and Results. In Goe, L. (Ed.), America's Opportunity: Teacher 
Effectiveness and Equity in K-12 Classrooms (p.78). Retrieved from 
www.tqsource.org/publications/2009TQBiennial/2009BiennialReport.pdf.
Goe, L., & Coggshall, J. (2007). The teacher preparation teacher 
practices student outcomes relationship in special education: 
Missing links and new connections. Washington, DC: National 
Comprehensive Center for Teacher Quality.
Goldhaber, D., & Liddle, S. (2011). The Gateway to the Profession: 
Assessing Teacher Preparation Programs Based on Student Achievement. 
Seattle, WA: Center for Education Data & Research.
Levine, A. (2005). Educating school leaders. Education Schools 
Project Washington, DC. Retrieved from www.edschools.org/reports_leaders.htm.
Voltz, P.L., Sims, M.J., & Nelson, B. (2010). Connecting Teachers, 
Students, & Standards: Strategies for Success in Diverse and 
Inclusive Classrooms. Alexandria, VA: ASCD.
    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: $5,000,000.
    Maximum Awards: We will reject any application that proposes a 
budget exceeding $5,000,000 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 the potential for an 
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 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

[[Page 46083]]

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 84.325A.
    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, or the letters of support. However, you must 
include 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: August 2, 2012.
    Deadline for Transmittal of Applications: September 4, 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 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, Central Contractor Registry, and System for Award Management: 
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)--and, after July 24, 2012, with the System 
for Award Management (SAM), the Government's primary registrant 
database;
    c. Provide your DUNS number and TIN on your application; and
    d. Maintain an active CCR or SAM 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 or SAM 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 registration annually. This may take three or more 
business days to complete. Information about SAM is available at 
SAM.gov.
    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 Center to Support the Development of Effective 
Educators to Serve Students with Disabilities, CFDA number 84.325A, is 
included in this project. We request your participation in Grants.gov.
    If you choose to submit your application electronically, you must 
use

[[Page 46084]]

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 Center to 
Support the Development of Effective Educators to Serve Students with 
Disabilities, CFDA number 84.325A 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 84.325A).
    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 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 84.325A), 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.


[[Page 46085]]


    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 
84.325A), 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 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).

VII. Agency Contact

FOR FURTHER INFORMATION CONTACT: Bonnie Jones, U.S. Department of 
Education, 400 Maryland Avenue SW., room 4114-1, Potomac Center Plaza 
(PCP), Washington, DC 20202-2600. Telephone: (202) 245-7395.
    If you use a TDD or a TTY, call the Federal Relay Service (FRS), 
toll free, at 1-800-877-8339.

[[Page 46086]]

VIII. Other Information

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

    Dated: July 30, 2012.
Alexa Posny,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2012-18906 Filed 8-1-12; 8:45 am]
BILLING CODE 4000-01-P