Applications for New Awards; Technical Assistance and Dissemination To Improve Services and Results for Children With Disabilities-National Technical Assistance Center on Improving Transition to Postsecondary Education and Employment for Students With Disabilities, 37722-37732 [2014-15437]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 79, Number 127 (Wednesday, July 2, 2014)]
[Notices]
[Pages 37722-37732]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 2014-15437]



[[Page 37722]]

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DEPARTMENT OF EDUCATION


Applications for New Awards; Technical Assistance and 
Dissemination To Improve Services and Results for Children With 
Disabilities--National Technical Assistance Center on Improving 
Transition to Postsecondary Education and Employment for Students With 
Disabilities

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--National 
Technical Assistance Center on Improving Transition to Postsecondary 
Education and Employment for Students with Disabilities; Notice 
inviting applications for a new award for fiscal year (FY) 2014.
    Catalog of Federal Domestic Assistance (CFDA) Number: 84.326E.
    Dates: Applications Available: July 2, 2014.
    Deadline for Transmittal of Applications: August 18, 2014.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purpose of the Technical Assistance and 
Dissemination to Improve Services and Results for Children with 
Disabilities program is to promote academic achievement and to improve 
results for children with disabilities by providing technical 
assistance (TA), supporting model demonstration projects, disseminating 
useful information, and implementing activities that are supported by 
scientifically based research.
    Priority: In accordance with 34 CFR 75.105(b)(2)(v), this priority 
is developed from allowable activities specified in the Individuals 
with Disabilities Education Act (IDEA) (see sections 663 and 681(d) of 
IDEA, 20 U.S.C. 1463 and 1481(d)) and section 303(b) of the 
Rehabilitation Act of 1973, as amended (Rehabilitation Act), 29 U.S.C. 
793(b). Under 34 CFR 373.6, the Secretary has the authority to fund 
these allowable activities under the Rehabilitation Act by publishing 
this notice in the Federal Register.
    Absolute Priority: For FY 2014 and any subsequent year in which we 
make awards from the list of unfunded applicants from this competition, 
this priority is an absolute priority. Under 34 CFR 75.105(c)(3), we 
consider only applications that meet this priority.
    This priority is: National Technical Assistance Center on Improving 
Transition to Postsecondary Education and Employment for Students with 
Disabilities.
    Background: The purpose of this priority is to jointly fund a 
cooperative agreement to establish and operate a National Technical 
Assistance Center on Improving Transition to Postsecondary Education 
and Employment for Students with Disabilities (Center). The Center will 
assist State educational agencies (SEAs), local educational agencies 
(LEAs), State vocational rehabilitation (VR) agencies, and other VR 
service providers to implement evidence-based and promising practices 
and strategies to ensure that students with disabilities,\1\ including 
those with significant disabilities, graduate from high school with the 
knowledge, skills, and supports needed for success in postsecondary 
education and employment.
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    \1\ For the purposes of this priority, the term ``students with 
disabilities'', has the same meaning as the term ``child with a 
disability'' in IDEA. Under section 602(3)(A) of IDEA, the term 
``child with a disability'' means a child-- (i) with intellectual 
disabilities [see P.L. 111-256, Section 2(b)(2)(A), Oct. 5, 2010; 
124 Stat. 2643], hearing impairments (including deafness), speech or 
language impairments, visual impairments (including blindness), 
serious emotional disturbance (referred to in this title as 
emotional disturbance), orthopedic impairments, autism, traumatic 
brain injury, other health impairments, or specific learning 
disabilities; and (ii) who, by reason thereof, needs special 
education and related services. (20 U.S.C. 1401(3)(A).) [Section 602 
of IDEA is 20 U.S.C. 1401.]
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    Too many students with disabilities continue to experience 
difficulty in completing high school programs and gaining the content 
knowledge, work experiences, and other career-readiness skills and 
preparation needed to succeed as they transition from secondary 
education to postsecondary education and employment (Wagner, Newman, 
Cameto, Levine, & Garza, 2006). According to data from the National 
Longitudinal Transition Study-2 (NLTS-2), there are considerable gaps 
in achievement in the core academic subjects between students with 
disabilities and their non-disabled peers (Newman, Wagner, Cameto, 
Knokey, & Shaver, 2010). These gaps in achievement also manifest 
themselves in lower attainment and persistence rates for students with 
disabilities. According to the National Center for Education Statistics 
(2014), in 2012, 80 percent of students graduated high school with a 
regular diploma in four years, whereas, for students with disabilities, 
the four-year cohort graduation rate was 61 percent. According to data 
from the NLTS-2, in the 2009-2010 school year, 21 percent of students 
with disabilities dropped out of high school and only 45.6 percent of 
students with disabilities enrolled in some form of postsecondary 
education within four years of leaving high school (Newman et al., 
2010).
    Young adults with disabilities are also more likely to be 
unemployed and live in poverty than young adults without disabilities. 
The U.S. Bureau of Labor Statistics (BLS) reported that, in 2012, only 
28.8 percent of people with a disability ages 20-24 were employed. In 
contrast, 62.7 percent of people without disabilities ages 20-24 were 
employed (U.S. Department of Labor, 2013). Given the lower rates of 
educational achievement and attainment, as well as the lower rates of 
employment, it is not surprising that people with disabilities were 
more likely to live in poverty than people without disabilities. In the 
2010 Census, approximately 28.6 percent of people aged 15 to 64 with 
severe disabilities were living in poverty, while only 17.9 percent of 
adults with nonsevere disabilities and 14.3 percent of people without 
disabilities were living in poverty (U.S. Census Bureau, 2010). Based 
on the high incidence of unemployment and poverty experienced by 
students with disabilities after exiting high school, it is critically 
important for the Department of Education (Department) to fund a Center 
that will assist SEAs, LEAs, State VR agencies, and other VR service 
providers to equip these students with the necessary content knowledge, 
work experience, and other career-readiness skills that will prepare 
them for postsecondary education and employment.
    To improve post-school outcomes for students with disabilities, 
SEAs, LEAs, State VR agencies, and other VR service providers need to 
implement evidence-based and promising practices and strategies 
designed to prepare students with disabilities for postsecondary 
education and employment. Research suggests that enrollment in more 
rigorous, academically intense programs (e.g., Advanced Placement (AP), 
International Baccalaureate (IB) or dual enrollment) in high school can 
prepare students, including those with low achievement levels, to 
enroll and persist in postsecondary education at higher rates than 
similar students who pursue less challenging courses of study (Adelman, 
2006; College Board, 2010; Karp, Calcagno, Hughes, Jeong, & Bailey, 
2007; Tierney, Bailey, Constantine, Finkelstein, & Hurd, 2009). In 
addition, the use of context-based approaches in

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which academic content and career and technical education curricula are 
integrated has resulted in improved student performance on standardized 
measures of math and literacy achievement (Pearson et al., 2010; Stone, 
Alfeld, Pearson, Lewis, & Jensen, 2006).
    For students with disabilities to be career-ready, they also need 
effective transition services. Effective transition services are 
directly linked to better post-school outcomes for students with 
disabilities (National Alliance for Secondary Education and Transition 
(NASET), 2005; Test, Fowler, et al., 2009; Test, Mazzotti, et al., 
2009). Researchers have identified evidence-based and promising 
practices for transition services (e.g., teaching employment skills 
using community-based instruction, ensuring that students have paid 
work experiences, encouraging and facilitating self-directed 
individualized education programs (IEPs), teaching parents and families 
about transition, and structuring programs to extend services beyond 
secondary school) that help to improve student outcomes and better 
prepare students for postsecondary education and employment (Cobb & 
Alwell, 2009; NASET, 2005; Test, Fowler, et al., 2009; Test, Mazzotti, 
et al., 2009). Further research indicates that LEAs and schools can 
implement and scale-up evidence-based practices with fidelity when 
proper supports, such as professional development, ongoing consultation 
and coaching for key staff, regular evaluation of staff performance, 
and data-based decision-making, are in place (Fixsen, Naoom, Blase, 
Friedman, & Wallace, 2005; Klingner, Boardman, & McMaster, 2013). 
Finally, the literature on transition and postsecondary success for 
students with disabilities emphasizes the need for SEAs, LEAs, State VR 
agencies, and other VR service providers to work together, along with 
other service providers, to ensure the delivery and implementation of 
effective transition services (Landmark, Ju, & Zhang, 2010; National 
Council on Disability, 2008; U.S. Government Accountability Office, 
2012).
    Ultimately, it is essential that students with disabilities 
complete high school. Research indicates that the most powerful 
predictors of whether a student will complete high school include: 
Attendance, academic achievement, suspensions, poor behavior grades, 
and status variables (special education and English learners) (Balfanz, 
Herzog, & Mac Iver, 2007). As a result, some States and districts have 
implemented a systematic collection of student attendance, behavior, 
and course performance data that is used to develop an early warning 
system to predict whether a student is likely to drop out of high 
school. Based on the ``early warning,'' strategies are put in place to 
reduce the likelihood of a student dropping out. The use of an early 
warning system is particularly important as students with disabilities, 
especially those with serious emotional disabilities, are at high risk 
of dropping out of school and less likely to graduate and transition to 
postsecondary education and employment (Losen & Skiba, 2010; Wagner, 
Newman, Cameto, Garza, & Levine, 2005).
    In order for students with disabilities to graduate from high 
school and successfully transition to postsecondary education and 
employment, SEAs, LEAs, and State VR agencies must provide the 
necessary preparation, services, and supports. The Office of Special 
Education Programs (OSEP) previously funded TA centers to assist States 
in providing some of these supports. (For further information, please 
see the following Web sites: www.npso.org; www.ndpc-sd.org; and 
www.nsttac.org.) Also, the National VR Transition Network, sponsored by 
the Technical Assistance and Continuing Education (TACE) Centers 
(funded by the Rehabilitation Services Administration (RSA)) and the 
Council of State Administrators of Vocational Rehabilitation (CSAVR), 
connects transition practitioners in all parts of the country in order 
to problem-solve and share resources and effective VR transition 
practices. (For further information, please see the following Web site: 
https://tacesoutheast.org/network/transition/national_transition.php).
    To further support States in their efforts to be accountable for 
the outcomes of students with disabilities and also assist these 
students in achieving grade-level standards, OSEP has developed a 
Results-Driven Accountability (RDA) system that requires all States to 
develop a State Systemic Improvement Plan (SSIP) \2\ that will 
incorporate strategies to produce improved outcomes for students with 
disabilities. States will need TA to support the implementation of 
their SSIP strategies to increase graduation rates and improve 
transition to postsecondary education and employment for students with 
disabilities.
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    \2\ For more information about the SSIP, see page 18 of the Part 
B Measurement Table under ``Forms and Instructions'' at 
www.regulations.gov/#!docketDetail;D=ED-2013-ICCD-0047. For more 
information about RDA, see https://www2.ed.gov/about/offices/list/osers/osep/rda/.
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    In addition, RSA uses the annual information reported by State VR 
agencies on the outcomes and services received by individuals with 
disabilities who exit the VR program (RSA 911 Case Service Report) to 
monitor agency performance, including the outcomes of transition-aged 
youth with disabilities who have IEPs. State VR agencies will need TA 
to help identify and implement effective practices and coordinate the 
delivery of services that will lead to improved employment outcomes for 
students with disabilities.
    The Department is committed to the goal of ensuring that every 
student, including every student with a disability, has access to the 
necessary supports and services needed to graduate from high school 
with the essential knowledge and skills for success in postsecondary 
education and employment. In order to improve outcomes for students 
with disabilities, the Department is working to better coordinate its 
expertise and resources. Under this priority, OSEP and RSA are 
collaborating to support a TA Center that will help build the capacity 
of SEAs, LEAs, State VR agencies, and other VR service providers to 
implement evidence-based and promising practices and strategies to 
ensure that students with disabilities graduate from high school and 
are prepared for success in postsecondary education and employment.
    Priority: The purpose of this priority is to fund a cooperative 
agreement to establish and operate a National Technical Assistance 
Center on Improving Transition to Postsecondary Education and 
Employment for Students with Disabilities (Center). The Center will 
assist SEAs, LEAs, State VR agencies, and other VR service providers to 
implement evidence-based and promising practices and strategies that 
ensure that students with disabilities, including those with 
significant disabilities, graduate from high school with the knowledge, 
skills, and supports needed for success in postsecondary education and 
employment.
    The Center must achieve, at a minimum, the following outcomes:
    (a) Increased participation of students with disabilities in 
rigorous academic coursework, including AP or IB courses and dual 
enrollment programs;
    (b) Improved capacity of SEA, LEA, and State VR agency personnel, 
and other VR service providers to implement evidence-based and 
promising practices and strategies designed to increase the percentage 
of students with disabilities who meet challenging academic

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expectations in high school so that they are prepared for postsecondary 
education;
    (c) Students with disabilities are prepared for postsecondary 
education through increased participation in postsecondary education 
preparation and access activities (e.g., participating in summer 
college orientation programs, preparing for and taking college 
admissions tests, learning how to advocate for their needs in the 
postsecondary setting, and collecting current evaluations to meet 
college disability documentation requirements);
    (d) Increased understanding on the part of SEAs and LEAs of State-
adopted high school academic standards and assessments as they relate 
to students with disabilities in order to tailor services to local 
context;
    (e) Increased participation of students with disabilities in 
career-related curricula designed to develop the knowledge and skills 
needed for success in competitive integrated employment such as:
    (1) Work-based learning experiences, including job shadowing, paid 
on-the-job training and internships, and structured career-related 
experiences, including supported or customized employment experiences;
    (2) Career planning;
    (3) Career awareness, exploration, and preparatory activities, 
including knowledge of careers that are aligned with labor-market 
trends and up-to-date job requirements;
    (4) Employability and technical skills; and
    (5) Community life (e.g., housing, transportation, and health 
management) and financial literacy skills needed to participate in 
postsecondary education and employment;
    (f) Improved capacity of SEA, LEA, and State VR agency personnel 
and other VR service providers to implement evidence-based and 
promising practices and strategies designed to improve opportunities 
for students with disabilities to participate in the career-related 
curricula described under paragraph (e);
    (g) Improved capacity of SEA, LEA, and State VR agency personnel 
and other VR service providers to implement evidence-based and 
promising secondary transition practices and strategies through:
    (1) Ongoing consultation and coaching for educators and other VR 
service providers;
    (2) Meetings and trainings for SEAs, LEAs, State VR agencies, and 
other VR service providers to coordinate and collaborate on transition-
related issues; and
    (3) Staff and program evaluation;
    (h) Improved collaboration between SEAs, LEAs, State VR agencies, 
and other VR service providers in the following:
    (1) Providing coordinated TA and services to families and students 
with disabilities;
    (2) Transition planning, including specifying postsecondary goals 
and transition services in IEPs and individualized plans for employment 
(IPEs);
    (3) Identifying roles and responsibilities and procedures for 
outreach; and
    (4) Addressing all of the provisions in the formal interagency 
agreement between the SEA and State VR agency pursuant to section 
101(a)(11)(D) of the Rehabilitation Act;
    (i) Increased sharing and use of data and other information by 
SEAs, LEAs, State VR agencies, and other VR service providers--
including State Performance Plan/Annual Performance Report Data on 
Indicators 1, 2, 13, and 14; VR Case Service Report (RSA 911) data on 
the VR services and outcomes of transition-aged youth with disabilities 
who have IEPs; and student-related information from the Summary of 
Performance required under Section 614(c)(5)(B)(ii) of IDEA--to support 
decision-making for program improvement related to transition and 
postsecondary components of the SSIP and strategies for improving 
employment outcomes outlined in VR State Plans;
    (j) Improved capacity of SEA, LEA, and State VR agency personnel 
and other VR service providers to implement evidence-based and 
promising practices and strategies, including the use of early warning 
systems, designed to decrease high school dropout rates and increase 
graduation rates of students with disabilities, and strategies to 
increase the knowledge and use of self-advocacy skills, including the 
use of self-directed IEP processes by transition-aged youth; and
    (k) Expanded dissemination of lessons learned from implementing 
evidence-based and promising practices and strategies to:
    (1) Inform national, State, and local efforts to prevent students 
from dropping out of high school and facilitate successful graduation 
from high school; and
    (2) Reduce the incidence of students with disabilities dropping out 
of high school.
    In addition to these programmatic requirements, to be considered 
for funding under this priority, applicants must meet the application 
and administrative requirements in this priority. OSEP encourages 
innovative approaches to meet the following requirements:
    (a) Demonstrate, in the narrative section of the application under 
``Significance of the Project,'' how the proposed project will--
    (1) Address the training and information needs of SEAs, LEAs, State 
VR agencies, and other VR service providers to implement evidence-based 
and promising practices and strategies that will prevent high school 
dropout and facilitate transition to postsecondary education and 
employment for students with disabilities. To meet this requirement, 
the applicant must--
    (i) Present applicable national and State data demonstrating the 
training needs of SEAs, LEAs, State VR agencies, and other VR service 
providers to implement evidence-based and promising practices and 
strategies that will prepare students with disabilities for 
postsecondary education and employment; and
    (ii) Demonstrate knowledge of current issues and policy initiatives 
relating to dropout prevention, secondary transition, postsecondary 
education, career preparation, and employment, including supported 
employment for students with disabilities; and
    (2) Address the current and emerging needs of SEAs, LEAs, State VR 
agencies, and other VR service providers to implement SSIP strategies 
to increase graduation rates and improve transition to postsecondary 
education and employment for students with disabilities.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of the Project Services,'' how the proposed project will--
    (1) Ensure equal access and treatment for members of groups that 
have traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability in accessing transition, 
postsecondary education, and employment. To meet this requirement, the 
applicant must describe how it will--
    (i) Identify the needs of the intended recipients for TA and 
information; and
    (ii) Ensure that services and products meet the needs of the 
intended recipients (e.g., by creating materials in formats and 
languages accessible to the stakeholders served by the intended 
recipients);
    (2) Achieve its goals, objectives, and intended outcomes. To meet 
this requirement, the applicant must provide--
    (i) Measurable intended project outcomes; and

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    (ii) The logic model by which the proposed project will achieve its 
intended outcomes;
    (3) Use a conceptual framework to develop project plans and 
activities, describing any underlying concepts, assumptions, 
expectations, beliefs, or theories, as well as the presumed 
relationships or linkages among these variables, and any empirical 
support for this framework;
    (4) Be based on current research and make use of evidence-based 
practices, strategies, and programs. To meet this requirement, the 
applicant must describe--
    (i) The current research on the most effective ways to prepare 
students to participate in transition and dropout prevention 
activities, postsecondary education, and employment;
    (ii) The current research on the use of adult learning principles 
and implementation science to inform the proposed TA; and
    (iii) How the proposed project will incorporate current research 
and evidence-based and promising practices and strategies in the 
development and delivery of its products and services;
    (5) Develop products, create training modules, and hold meetings to 
encourage collaborative activities between transition services 
providers;
    (6) Provide TA that is of high quality and sufficient intensity and 
duration to achieve the intended outcomes of the proposed project. To 
address this requirement, the applicant must describe--
    (i) How it proposes to identify or develop the knowledge base on 
supporting students to stay in school, receive effective transition and 
VR services, and be prepared for postsecondary education and 
employment;
    (ii) Its proposed approach to universal, general TA,\3\ which must 
identify the intended recipients of the products and services under 
this approach;
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    \3\ ``Universal, general TA'' means TA and information provided 
to independent users through their own initiative, resulting in 
minimal interaction with TA center staff and including one-time, 
invited or offered conference presentations by TA center staff. This 
category of TA also includes information or products, such as 
newsletters, guidebooks, or research syntheses, downloaded from the 
TA center's Web site by independent users. Brief communications by 
TA center staff with recipients, either by telephone or email, are 
also considered universal, general TA.
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    (iii) Its proposed approach to targeted, specialized TA,\4\ which 
must identify--
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    \4\ ``Targeted, specialized TA'' means TA service based on needs 
common to multiple recipients and not extensively individualized. A 
relationship is established between the TA recipient and one or more 
TA center staff. This category of TA includes one-time, labor-
intensive events, such as facilitating strategic planning or hosting 
regional or national conferences. It can also include episodic, less 
labor-intensive events that extend over a period of time, such as 
facilitating a series of conference calls on single or multiple 
topics that are designed around the needs of the recipients. 
Facilitating communities of practice can also be considered 
targeted, specialized TA.
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    (A) The intended recipients of the products and services under this 
approach; and
    (B) Its proposed approach to measure the readiness of potential TA 
recipients to work with the project, assessing, at a minimum, their 
current infrastructure, available resources, and ability to build 
capacity at the local level; and
    (iv) Its proposed approach to intensive, sustained TA,\5\ which 
must identify--
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    \5\ ``Intensive, sustained TA'' means TA services often provided 
onsite and requiring a stable, ongoing relationship between the TA 
center staff and the TA recipient. ``TA services'' are defined as 
negotiated series of activities designed to reach a valued outcome. 
This category of TA should result in changes to policy, program, 
practice, or operations that support increased recipient capacity or 
improved outcomes at one or more systems levels.
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    (A) The intended recipients of the products and services under this 
approach;
    (B) Its proposed approach to measure the readiness of SEAs, LEAs, 
State VR agencies, and other VR service providers to work with the 
project, including their commitment to the initiative, alignment of the 
initiative to their needs, current infrastructure, available resources, 
and ability to build capacity at the local, district, or State level;
    (C) Its proposed plan for assisting SEAs, LEAs, State VR agencies, 
and other VR service providers to build training systems that include 
professional development based on adult learning principles and 
coaching;
    (D) Its proposed plan to provide TA to SEAs that are using the 
State Toolkit for Examining Post School Success (STEPSS; for further 
information, please see the following Web site: https://www.psocenter.org/);
    (E) Its proposed plan to identify and disseminate effective 
practices and strategies used by States with approved Elementary and 
Secondary Education Act of 1965 (ESEA) Flexibility Requests to ensure 
that students with disabilities graduate from high school with the 
knowledge and skills needed for success in postsecondary education and 
employment;
    (F) Its proposed plan for working with SEAs, LEAs, State VR 
agencies, other VR service providers, families, and other relevant 
personnel at the State and local levels (e.g., regional TA providers, 
school districts, schools, transition coordinators, VR counselors, 
guidance counselors, career and technical education educators, 
Department of Labor personnel, health and human services personnel, 
private industry, dropout prevention specialists, and postsecondary 
education professionals) to ensure that there is communication between 
each level and that there are systems in place to support the 
transition of students with disabilities from school to postsecondary 
education and employment;
    (G) Its proposed plan for collaborating and coordinating with RSA 
TA investments, where appropriate, in order to align complementary work 
and jointly develop and implement products and services to ensure the 
successful transition of youth with disabilities who have IEPs; and
    (H) Its proposed plan for collaborating and coordinating with the 
Office of Elementary and Secondary Education's (OESE's) College and 
Career Readiness and Success Center;
    (7) Develop products and implement services that maximize 
efficiency. To address this requirement, the applicant must describe--
    (i) How the proposed project will use technology to achieve the 
intended project outcomes;
    (ii) With whom the proposed project will collaborate and the 
intended outcomes of this collaboration; and
    (iii) How the proposed project will use non-project resources to 
achieve the intended project outcomes.
    (c) In the narrative section of the application under ``Quality of 
the Evaluation Plan,'' include an evaluation plan for the project as 
described in the following paragraphs. The evaluation plan must 
describe: Measures of progress in implementation, including the extent 
to which the project's products and services have reached its target 
population; and measures of intended outcomes or results of the 
project's activities in order to assess the effectiveness of those 
activities.
    In designing the evaluation plan, the project must--
    (1) Designate, with the approval of the OSEP project officer, a 
project liaison staff person with sufficient dedicated time, experience 
in evaluation, and knowledge of the project to work in collaboration 
with the Center to Improve Project Performance (CIPP),\6\

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the project director, and the OSEP project officer on the following 
tasks:
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    \6\ The major tasks of CIPP are to guide, coordinate, and 
oversee the design of formative evaluations for every large 
discretionary investment (i.e., those awarded $500,000 or more per 
year and required to participate in the 3+2 process) in OSEP's 
Technical Assistance and Dissemination; Personnel Development; 
Parent Training and Information Centers; and Educational Technology, 
Media, and Materials programs. The efforts of CIPP are expected to 
enhance individual project evaluation plans by providing expert and 
unbiased TA in designing the evaluations with due consideration of 
the project's budget. CIPP does not function as a third-party 
evaluator.
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    (i) Revise, as needed, the logic model submitted in the grant 
application to provide for a more comprehensive measurement of 
implementation and outcomes and to reflect any changes or 
clarifications to the model discussed at the kick-off meeting;
    (ii) Refine the evaluation design and instrumentation proposed in 
the grant application consistent with the logic model (e.g., preparing 
evaluation questions about significant program processes and outcomes, 
developing quantitative or qualitative data collections that permit 
both the collection of progress data, including fidelity of 
implementation, as appropriate, and the assessment of effectiveness, 
selecting respondent samples if appropriate, designing instruments or 
identifying data sources, and identifying analytic strategies); and
    (iii) Revise, as needed, the evaluation plan submitted in the grant 
application such that it clearly--
    (A) Specifies the measures and associated instruments or sources 
for data appropriate to the evaluation questions, suggests analytic 
strategies for those data, provides a timeline for conducting the 
evaluation, and includes staff assignments for completion of the plan;
    (B) Delineates the data expected to be available by the end of the 
second project year for use during the project's intensive review for 
continued funding described under the heading Fourth and Fifth Years of 
the Project; and
    (C) Can be used to assist the project director and the OSEP project 
officer, with the assistance of CIPP, as needed, to specify the 
performance measures to be addressed in the project's Annual 
Performance Report;
    (2) Cooperate with CIPP staff in order to accomplish the tasks 
described in paragraph (1) of this section; and
    (3) Dedicate sufficient funds in each budget year to cover the 
costs of carrying out the tasks described in paragraphs (1) and (2) of 
this section and implementing the evaluation plan.
    (d) Demonstrate, in the narrative section of the application under 
``Adequacy of Project Resources,'' how--
    (1) The proposed project will encourage applications for employment 
from persons who are members of groups that have traditionally been 
underrepresented based on race, color, national origin, gender, age, or 
disability, as appropriate;
    (2) The proposed key project personnel, consultants, and 
subcontractors have the qualifications and experience to carry out the 
proposed activities and achieve the project's intended outcomes;
    (3) The applicant and any key partners have adequate resources to 
carry out the proposed activities; and
    (4) The proposed costs are reasonable in relation to the 
anticipated results and benefits.
    (e) Demonstrate, in the narrative section of the application under 
``Quality of the Management Plan,'' how--
    (1) The proposed management plan will ensure that the project's 
intended outcomes will be achieved on time and within budget. To 
address this requirement, the applicant must describe--
    (i) Clearly defined responsibilities for key project personnel, 
consultants, and subcontractors, as appropriate; and
    (ii) Timelines and milestones for accomplishing the project tasks;
    (2) Key project personnel and any consultants and subcontractors 
will be allocated to the project and how these allocations are 
appropriate and adequate to achieve the project's intended outcomes;
    (3) The proposed management plan will ensure that the products and 
services provided are of high quality; and
    (4) The proposed project will benefit from a diversity of 
perspectives, including families, health and human services providers, 
transition specialists, career and technical education professionals, 
school guidance counselors, postsecondary education professionals, VR 
counselors, private industry, TA providers, researchers, and policy 
makers, among others, in its development and operation.
    (f) Address the following application requirements. The applicant 
must--
    (1) Include in Appendix A a logic model that depicts, at a minimum, 
the goals, activities, outputs, and intended outcomes of the proposed 
project. A logic model communicates how a project will achieve its 
intended 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/pages/589;

    (2) Include in Appendix A a conceptual framework for the project;
    (3) Include in Appendix A person-loading charts and timelines, as 
applicable, to illustrate the management plan described in the 
narrative;
    (4) Include in the proposed project the following activities:
    (i) Developing products, training modules, and holding meetings to 
encourage collaborative activities between transition services 
providers;
    (ii) Collaborating and coordinating with RSA TA investments, where 
appropriate, in order to align complementary work and jointly develop 
and implement products and services to ensure the successful transition 
of youth with disabilities who have IEPs to postsecondary education and 
employment;
    (iii) Implementing practices and strategies that ensure that 
students with disabilities, including those with significant 
disabilities, receive VR services from State VR agencies and other VR 
service providers when necessary and appropriate;
    (iv) Providing TA to SEAs, LEAs, State VR agencies, and other VR 
service providers on working with businesses and agencies in developing 
paid internships and structured career-related experiences, including 
supported or customized employment experiences, job shadowing, 
community-based activities, and industry certifications;
    (5) Include in the budget attendance at the following:
    (i) A one and one-half day kick-off meeting in Washington, DC, 
after receipt of the award, and an annual planning meeting in 
Washington, DC, with the OSEP project officer and other relevant staff 
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;

    (ii) A two and one-half day project directors' conference in 
Washington, DC, during each year of the project period;
    (iii) Two, two-day trips annually to attend Department briefings, 
Department-sponsored conferences, and other meetings, as requested by 
OSEP; and
    (iv) A one-day intensive review meeting in Washington, DC, during 
the last half of the second year of the project period;
    (6) Include in the budget a line item for an annual set-aside of 
five percent of the grant amount to support emerging

[[Page 37727]]

needs that are consistent with the proposed project's intended 
outcomes, as those needs are identified in consultation with OSEP and 
RSA.

    Note: With approval from the OSEP and RSA project officers, the 
project must reallocate any remaining funds from this annual set-
aside no later than the end of the third quarter of each budget 
period; and

    (7) Maintain a Web site that meets government or industry-
recognized standards for accessibility.
    Fourth and Fifth Years of the Project: In deciding whether to 
continue funding the project for the fourth and fifth years, the 
Secretary will consider the requirements of 34 CFR 75.253(a), as well 
as--
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary. This review will be conducted by OSEP and 
RSA during a one-day intensive meeting 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 
project; and
    (c) The quality, relevance, and usefulness of the project's 
products and services and the extent to which the project's products 
and services are aligned with the project's objectives and likely to 
result in the project achieving its intended outcomes.

References:

Adelman, C. (2006). The toolbox revisited: Paths to degree 
completion from high school through college. Washington, DC: U.S. 
Department of Education. Retrieved from www.ed.gov/rschstat/research/pubs/toolboxrevisit/toolbox.pdf.
Balfanz, R., Herzog, L., & Mac Iver, D. J. (2007). Preventing 
student disengagement and keeping students on the graduation path in 
urban middle-grades schools: Early identification and effective 
interventions. Educational Psychologist, 42(4), 223-235.
Cobb, R. B. & Alwell, M. (2009). Transition planning/coordinating 
interventions for youth with disabilities: A systematic review. 
Career Development for Exceptional Individuals, 32, 70-81.
College Board. (2010). The 6th Annual AP report to the nation. 
Retrieved from www.collegeboard.com/html/aprtn/pdf/ap_report_to_the_nation.pdf.
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & 
Wallace, F. (2005). Implementation research: A synthesis of the 
literature (FMHI Publication 231). Tampa, FL: University of 
South Florida, Louis de la Parte Florida Mental Health Institute, 
The National Implementation Research Network. Retrieved from https://ctndisseminationlibrary.org/PDF/nirnmonograph.pdf.
Karp, M. M., Calcagno, J. C., Hughes, K. L., Jeong, D. W., & Bailey, 
T. R. (2007). The postsecondary achievement of participants in dual 
enrollment: An analysis of student outcomes in two states. St. Paul, 
MN: National Research Center for Career and Technical Education, 
University of Minnesota. Retrieved from https://ccrc.tc.columbia.edu/media/k2/attachments/dual-enrollment-student-outcomes.pdf.
Klingner, J., Boardman, A., & McMaster, K. (2013). What does it take 
to scale up and sustain evidence-based practices? Exceptional 
Children, 79(2), 195-211.
Landmark, L. J., Ju, S., & Zhang, D. (2010). Substantiated best 
practices in transition: Fifteen plus years later. Career 
Development for Exceptional Individuals, 33, 165-176.
Losen, D. J., & Skiba, R. J. (2010). Suspended education: Urban 
middle schools in crisis. Montgomery, AL: Southern Poverty Law 
Center. Retrieved from www.splcenter.org/get-informed/publications/suspended-education.
National Alliance for Secondary Education and Transition (NASET). 
(2005). National standards and quality indicators. Retrieved from 
www.nasetalliance.org/about/standards.htm.
National Council on Disability. (2008). Rehabilitation Act: Outcomes 
for transition-age youth. Retrieved from www.ncd.gov/publications/2008/10282008.
Newman, L., Wagner, M., Cameto, R., Knokey, A.-M., & Shaver, D. 
(2010). Comparisons across time of the outcomes of youth with 
disabilities up to 4 years after high school. A report of findings 
from the National Longitudinal Transition Study (NLTS) and the 
National Longitudinal Transition Study-2 (NLTS2) (NCSER 2010-3008). 
Menlo Park, CA: SRI International. Retrieved from https://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=NCSER20103008.
Pearson, D., Sawyer, J., Park, T., Santamaria, L., van der Mandele, 
S., Keene, B., & Taylor, M. (2010). Capitalizing on context: 
Curriculum integration in career and technical education. 
Louisville, KY: National Research Center for Career and Technical 
Education, University of Louisville. Retrieved from www.nrccte.org/sites/default/files/publication-files/nrccte_curriculum_context.pdf.
Sanford, C., Newman, L., Wagner, M., Cameto, R., Knokey, A.-M., & 
Shaver, D. (2011). The post-high school outcomes of young adults 
with disabilities up to 6 years after high school. Key findings from 
the national longitudinal transition study-2 (NLTS-2) (NCSER 2011-
3004). Menlo Park, CA: SRI International. Retrieved from 
www.nlts2.org/reports/2011_09/nlts2_report_2011_09_complete.pdf.
Stone, J., Alfeld, C., Pearson, D., Lewis, M., & Jensen, S. (2006). 
Building academic skills in context: Testing the value of enhanced 
math learning in CTE (Final study). St. Paul, MN: National Research 
Center for Career and Technical Education. University of Minnesota. 
Retrieved from www.nrccte.org/sites/default/files/publication-files/mathlearningfinalstudy.pdf.
Test, D., Fowler, C., Richter, S.M., White, J., Mazzotti, V., 
Walker, A. R., Kohler, P., & Kortering, L. (2009). Evidence-based 
practices in secondary transition. Career Development for 
Exceptional Individuals, 32(2), 115-128.
Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., 
Kortering, L. J., & Kohler, P. H. (2009). Evidence-based secondary 
transition predictors for improving post-school outcomes for 
students with disabilities. Career Development for Exceptional 
Individuals, 32, 160-181.
Tierney, W. G., Bailey, T., Constantine, J., Finkelstein, N., & 
Hurd, N. F. (2009). Helping students navigate the path to college: 
What high schools can do: A practice guide (NCEE 2009-
4066). Washington, DC: National Center for Education Evaluation and 
Regional Assistance, Institute of Education Sciences, U.S. 
Department of Education. Retrieved from https://ies.ed.gov/ncee/wwc/pdf/practice_guides/higher_ed_pg_091509.pdf.
U.S. Census Bureau. (2010). Survey of Income and Program 
Participation, May-August 2010.
U.S. Department of Education. (2013). Consolidated State Performance 
Report, 2011-12. Retrieved from https://www2.ed.gov/admins/lead/account/consolidated/.
U.S. Department of Labor, Bureau of Labor Statistics. (2013). 
Persons with a disability: Labor force characteristics summary. 
Retrieved from www.bls.gov/news.release/disabl.nr0.htm.
U.S. Government Accountability Office. (July 12, 2012). Students 
with Disabilities: Better Federal Coordination Could Lessen 
Challenges in the Transition from High School (GAO-12-594). 
Washington, DC: Government Printing Office.
Wagner, M., Newman, L., Cameto, R., Garza, N., & Levine, P. (2005). 
After High School: A First Look at the Postschool Experiences of 
Youth with Disabilities. A Report from the National Longitudinal 
Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. 
Retrieved from www.nlts2.org/reports/2005_04/nlts2_report_2005_04_complete.pdf.
Wagner, M., Newman, L., Cameto, R., & Levine, P. (2006). The 
academic achievement and functional performance of youth with 
disabilities: A report from the national longitudinal transition 
study-2 (NLTS2). (NCSER 2006-3000). Menlo Park, CA: SRI 
International. Retrieved from www.nlts2.org/reports/2006_07/nlts2_report_2006_07_complete.pdf.
Wagner, M., Newman, L., Cameto, R., Levine, P., & Garza, N. (2006). 
An overview of findings from wave 2 of the National Longitudinal 
Transition Study-2 (NLTS2) (NCSER 2006-3004). Menlo Park, CA: SRI. 
Retrieved from https://ies.ed.gov/ncser/pubs/20063004/.


Waiver of Proposed Rulemaking:

[[Page 37728]]

    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, 29 U.S.C. 773.

Applicable Regulations:
    (a) The Education Department General Administrative Regulations 
(EDGAR) in 34 CFR parts 74, 75, 77, 79, 81, 82, 84, 86, 97, 98, 99. (b) 
The Education Department debarment and suspension regulations in 2 CFR 
part 3485. (c) The regulations for this program in 34 CFR part 373.

    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 (IHEs) only.

II. Award Information

    Type of Award: Cooperative agreement.
    Estimated Available Funds: $2,500,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2015 from the list of 
unfunded applicants from this competition.
    Estimated Range of Awards: $2,500,000 per year.
    Estimated Average Size of Awards: $2,500,000 per year.
    Maximum Award: We will reject any application that proposes a 
budget exceeding $2,500,000 for a single budget period of 12 months. 
The Assistant Secretary for Special Education and Rehabilitative 
Services may change the maximum amount through a notice published in 
the Federal Register.
    Estimated Number of Awards: 1.

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

    Project Period: Up to 36 months with an optional additional 24 
months based on performance. 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; State VR agencies; 
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) Recipients of funding 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 for, and recipient of, funding under this 
program must involve individuals with disabilities, or parents of 
individuals with disabilities ages birth through 26, in planning, 
implementing, and evaluating the project (see section 682(a)(1)(A) of 
IDEA).

IV. Application and Submission Information

    1. Address to Request Application Package: You can obtain an 
application package via the Internet or from the Education Publications 
Center (ED Pubs). 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 84.326E.
    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 
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, reference citations, and captions, as well as 
all text in charts, tables, figures, graphs, and screen shots.
     Use a font that is 12 point or larger.
     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 and double-spacing requirement 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 abstract (follow the guidance provided in the 
application package for completing the abstract), the table of 
contents, the list of priority requirements, the resumes, the reference 
list, the letters of support, or the appendices. However, the page 
limit and double-spacing requirement does apply to all of Part III, the 
application narrative, including all text in charts, tables, figures, 
graphs, and screen shots.
    We will reject your application if you exceed the page limit in the 
application narrative section; or if you apply standards other than 
those specified in the application package.
    3. Submission Dates and Times: Applications Available: July 2, 
2014.
    Deadline for Transmittal of Applications: August 18, 2014.
    Applications for grants under this competition must be submitted 
electronically using the Grants.gov Apply site (Grants.gov). For 
information (including dates and times) about how to submit your 
application electronically, or in paper format by mail or hand delivery 
if you qualify for an exception to the electronic submission 
requirement, 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.

[[Page 37729]]

    4. Intergovernmental Review: This program is subject to Executive 
Order 12372 and the regulations in 34 CFR part 79. However, under 34 
CFR 79.8(a), we waive the intergovernmental review in order to make an 
award by the end of FY 2014.
    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 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 System for Award 
Management (SAM) (formerly 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 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 to two business days.
    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 SAM registration process can take approximately seven business 
days, but may take upwards of several weeks, depending on the 
completeness and accuracy of the data entered into the SAM database by 
an entity. Thus, if you think you might want to apply for Federal 
financial assistance under a program administered by the Department, 
please allow sufficient time to obtain and register your DUNS number 
and TIN. We strongly recommend that you register early.

    Note: Once your SAM registration is active, you will need to 
allow 24 to 48 hours for the information to be available in 
Grants.gov and before you can submit an application through 
Grants.gov.

    If you are currently registered with SAM, 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.
    Information about SAM is available at www.SAM.gov. To further 
assist you with obtaining and registering your DUNS number and TIN in 
SAM or updating your existing SAM account, we have prepared a SAM.gov 
Tip Sheet, which you can find at: https://www2.ed.gov/fund/grant/apply/sam-faqs.html.
    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/web/grants/register.html.
    7. Other Submission Requirements: Applications for grants under 
this competition must be submitted electronically unless you qualify 
for an exception to this requirement in accordance with the 
instructions in this section.
    a. Electronic Submission of Applications.
    Applications for grants under the National Technical Assistance 
Center on Improving Transition to Postsecondary Education and 
Employment for Students with Disabilities competition, CFDA number 
84.326E, must be submitted electronically using 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.
    We will reject your application if you submit it in paper format 
unless, as described elsewhere in this section, you qualify for one of 
the exceptions to the electronic submission requirement and submit, no 
later than two weeks before the application deadline date, a written 
statement to the Department that you qualify for one of these 
exceptions. Further information regarding calculation of the date that 
is two weeks before the application deadline date is provided later in 
this section under Exception to Electronic Submission Requirement.
    You may access the electronic grant application for the National 
Technical Assistance Center on Improving Transition to Postsecondary 
Education and Employment for Students with Disabilities 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 
84.326E).
    Please note the following:
     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 qualify for an exception to the electronic submission 
requirement, as described elsewhere in this section, and submit your 
application in paper format.
     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-

[[Page 37730]]

Construction Programs (ED 524), and all necessary assurances and 
certifications.
     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.

    Exception to Electronic Submission Requirement: You qualify for an 
exception to the electronic submission requirement, and may submit your 
application in paper format, if you are unable to submit an application 
through the Grants.gov system because--
     You do not have access to the Internet; or
     You do not have the capacity to upload large documents to 
the Grants.gov system;
    and
     No later than two weeks before the application deadline 
date (14 calendar days or, if the fourteenth calendar day before the 
application deadline date falls on a Federal holiday, the next business 
day following the Federal holiday), you mail or fax a written statement 
to the Department, explaining which of the two grounds for an exception 
prevent you from using the Internet to submit your application.
    If you mail your written statement to the Department, it must be 
postmarked no later than two weeks before the application deadline 
date. If you fax your written statement to the Department, we must 
receive the faxed statement no later than two weeks before the 
application deadline date.
    Address and mail or fax your statement to: Selete Avoke, U.S. 
Department of Education, 400 Maryland Avenue SW., Room 4158, Potomac 
Center Plaza (PCP), Washington, DC 20202-2600. FAX: (202) 245-7617.
    Your paper application must be submitted in accordance with the 
mail or hand delivery instructions described in this notice.
    b. Submission of Paper Applications by Mail.
    If you qualify for an exception to the electronic submission 
requirement, you may mail (through the U.S. Postal Service or a 
commercial carrier) your application to the Department. 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 84.326E), 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 qualify for an exception to the electronic submission 
requirement, you (or a courier service) may deliver your paper 
application to the Department by hand. You 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 84.326E), 550 12th Street SW., Room 7039, 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.


[[Page 37731]]



V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210 and are listed in the application package.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
also requires various assurances including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Additional Review and Selection Process Factors: In the past, 
the Department has had difficulty finding peer reviewers for certain 
competitions because so many individuals who are eligible to serve as 
peer reviewers have conflicts of interest. The standing panel 
requirements under section 682(b) of IDEA also have placed additional 
constraints on the availability of reviewers. Therefore, the Department 
has determined that, for some discretionary grant competitions, 
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); or we may send you an email containing a link to 
access an electronic version of your 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. Projects funded under this competition are 
required to submit data on these measures as directed by OSEP.
    Grantees will be required to report information on their project's 
performance in annual and final performance 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: Selete Avoke, U.S. Department of 
Education, 400 Maryland Avenue SW., Room 4158, PCP, Washington, DC 
20202-2600. Telephone: (202) 245-7260.
    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

[[Page 37732]]

official edition of the Federal Register and the Code of Federal 
Regulations is available via the Federal Digital System at: 
www.gpo.gov/fdsys. At this site you can view this document, as well as 
all other documents of this Department published in the Federal 
Register, in text or Adobe Portable Document Format (PDF). To use PDF 
you must have Adobe Acrobat Reader, which is available free at the 
site.
    You may also access documents of the Department published in the 
Federal Register by using the article search feature at: 
www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.

    Dated: June 26, 2014.
Michael K. Yudin,
Acting Assistant Secretary for Special Education and Rehabilitative 
Services.
[FR Doc. 2014-15437 Filed 7-1-14; 8:45 am]
BILLING CODE 4000-01-P