Applications for New Awards; Personnel Development To Improve Services and Results for Children With Disabilities-Early Childhood Personnel Center, 18447-18456 [2017-07929]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 82, Number 74 (Wednesday, April 19, 2017)]
[Notices]
[Pages 18447-18456]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2017-07929]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Personnel Development To Improve 
Services and Results for Children With Disabilities--Early Childhood 
Personnel Center

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

ACTION: Notice.

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SUMMARY: The Department of Education is issuing a notice inviting 
applications for new awards for fiscal year (FY) 2017 for Personnel 
Development to Improve Services and Results for Children with 
Disabilities--Early Childhood Personnel Center, Catalog of Federal 
Domestic Assistance (CFDA) Number 84.325B.

DATES: 
    Applications Available: April 19, 2017.
    Deadline for Transmittal of Applications: June 5, 2017.
    Deadline for Intergovernmental Review: August 2, 2017.

FOR FURTHER INFORMATION CONTACT: Tracie Dickson, U.S. Department of 
Education, 400 Maryland Avenue SW., Room 5181, Potomac Center Plaza, 
Washington, DC 20202-5076. Telephone: (202) 245-7844.
    If you use a telecommunications device for the deaf (TDD) or a text 
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.

SUPPLEMENTARY INFORMATION: 

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 personnel preparation in special 
education, early intervention, related services, and regular education 
to work with children, including infants and toddlers, with 
disabilities; and (2) ensure that those personnel have the necessary 
skills and knowledge, derived from practices that have been determined 
through scientifically based research and experience, to be successful 
in serving those children.
    Priority: In accordance with 34 CFR 75.105(b)(2)(v), 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 2017 and any subsequent year in which we 
make awards from the list of unfunded applications 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:
    Early Childhood Personnel Center.
    Background:
    All infants, toddlers, and preschool children (young children) with 
disabilities should have access to high-quality early childhood 
programs (U.S. Departments of Education and Health and Human Services, 
2015). To achieve this, it is essential to have an early childhood 
workforce \1\ that is able to provide to young children with 
disabilities and their families the specialized services and supports 
necessary for active participation and ongoing learning in early 
childhood programs. Research suggests, though, that much of the current 
early childhood workforce is not adequately prepared to do this 
(National Governor's Association, 2010), as does a survey of IDEA Part 
C and Part B, section 619 coordinators (Bruder, 2010).
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    \1\ For purposes of this priority, ``early childhood workforce'' 
refers to personnel who provide early care, developmental, and 
education services to children birth through age five, including 
early intervention service providers, service coordinators, early 
childhood special educators, related services providers, public or 
private preschool teachers, home and center-based child care 
providers, Head Start and Early Head Start teachers, and home 
visitors.
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    To address this challenge, IDEA Part C (section 635) requires the 
State lead agency to develop and support high-quality, coordinated 
comprehensive systems of personnel development (CSPD) \2\ and IDEA Part 
B (section 612) requires the State educational agency (SEA) to ensure 
that personnel are appropriately and adequately prepared and trained. 
State IDEA Part C and Part B, section 619 coordinators have indicated 
that their greatest technical assistance (TA) need is in implementing a 
high-quality, cross-sector CSPD (Lucas et al., 2015).
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    \2\ CSPD is a requirement under IDEA Part C in section 635(a)(8) 
of the IDEA and 34 CFR 303.118. Though a CSPD is not a requirement 
under IDEA Part B, the Personnel/Workforce section of the System 
Framework for Building High-Quality Early Intervention and Preschool 
Special Education Programs (Early Childhood Technical Assistance 
Center, 2015) was developed for use by both IDEA Part C and Part B, 
section 619. The Personnel/Workforce section of the framework 
identifies the following components of a high-quality CSPD: 
Leadership, coordination, and sustainability; State personnel 
standards; preservice personnel development; in-service personnel 
development; recruitment and retention; and evaluation. For more 
background on CSPD see: https://ecpcta.org/cspd/.
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    A critical piece of a State CSPD is the quality of preservice 
preparation, but many programs that prepare early childhood educators 
do not require courses, content, or practicum experiences in working 
with young children with disabilities and their families. Furthermore, 
many programs do not address relevant personnel standards from State or 
national professional organizations in their curricula.
    This priority will fund a cooperative agreement to establish and 
operate a national Early Childhood Personnel Center (Center) to improve 
the quality of personnel who serve young children with disabilities and 
their families. The Center will provide TA to State Part C and Part B, 
section 619 programs on implementing a high-quality CSPD. The Center 
will also provide to the faculty of institutions of higher education 
(IHEs) TA on programs of study for providing high-quality services and 
inclusive programs for young children with disabilities and their 
families.
    Priority:
    The purpose of this priority is to fund a cooperative agreement to 
establish and operate an Early Childhood Personnel Center (Center) to 
achieve, at a minimum, the following:
    (a) Increased capacity of State IDEA Part C, Part B, section 619 
programs, and other early childhood service sectors (e.g., Head Start, 
Early Head Start, Child Care, State-funded pre-K) to implement, scale 
up, and sustain a coordinated CSPD to ensure local personnel have the 
competencies to deliver high-quality services and inclusive programs to 
improve outcomes for young children with disabilities and their 
families;
    (b) Increased knowledge, skills, and competencies of State IDEA 
Part C and Part B, section 619 administrators to lead systemic 
improvement efforts, actively engage in broader early childhood 
initiatives, use TA effectively, and build more effective and 
sustainable State systems that can support a competent early childhood 
workforce that can improve outcomes for young children with 
disabilities and their families; and
    (c) Increased knowledge, skills, and competencies of early 
childhood IHE faculty to align programs of study to State and national 
professional organization personnel standards, integrate Division of 
Early Childhood

[[Page 18448]]

(DEC) recommended practices \3\ throughout early childhood curricula, 
and design programs of study utilizing adult learning principles.
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    \3\ The DEC recommended practices bridge the gap between 
research and practice, providing guidance to families of young 
children with disabilities and practitioners who work with them. The 
practices have been shown to result in better outcomes for young 
children with disabilities, their families, and the professionals 
who serve them (Division for Early Childhood, 2014).
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    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, which are:
    (a) Demonstrate, in the narrative section of the application under 
``Significance of the Project,'' how the proposed project will--
    (1) Address the need for States to be able to implement, scale up, 
and sustain a coordinated CSPD with personnel who have the competencies 
to deliver high-quality services and inclusive programs to improve 
outcomes for young children with disabilities and their families. To 
meet this requirement the applicant must--
    (i) Present applicable national and State data demonstrating the 
need to improve State CSPDs, including data and information about the 
need to improve specific components of State CSPDs (e.g., leadership, 
coordination, and sustainability; State personnel standards; preservice 
personnel development; in-service personnel development; recruitment 
and retention; or evaluation);
    (ii) Demonstrate knowledge of current educational issues and policy 
initiatives relating to increasing the quantity and the knowledge, 
skills, and competencies of early childhood personnel working with 
young children with disabilities and their families; and
    (iii) Present information about the current level of States' 
implementation of CSPDs, including information on the implementation of 
specific components of the CSPDs, and the current capacity of State 
IDEA Part C and Part B, section 619 administrators to support systemic 
change;
    (2) Present information on the current state of IHEs' abilities to 
effectively prepare early childhood personnel to have the competencies 
to deliver high-quality services and inclusive programs to improve 
outcomes for young children with disabilities and their families. To 
meet this requirement the applicant must--
    (i) Present applicable national data demonstrating the need to 
improve preservice preparation at the certificate, associate, 
bachelor's, and master's degree levels to align programs of study with 
State and national professional organization personnel standards, 
coordinate with in-service professional development, and integrate DEC 
recommended practices throughout the curricula;
    (ii) Demonstrate knowledge of current issues and policy initiatives 
relating to the preparation and professional development of a high-
quality and competent early childhood workforce, including leadership 
personnel; and
    (iii) Present information about the current capacity of faculty to 
align programs of study to State and national professional organization 
personnel standards, integrate DEC recommended practices throughout the 
early childhood curricula, and design programs of study utilizing adult 
learning principles; and
    (3) Improve the early childhood workforce to deliver high-quality 
services and inclusive programs that lead to improved outcomes for 
young children with disabilities and their families, and indicate the 
likely magnitude or importance of the improvements.
    (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. 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 TA services and products meet the needs of 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
    (ii) The logic model by which the proposed project will achieve its 
intended outcomes. A logic model used in connection with this priority 
communicates how a project will achieve its intended outcomes and 
provides a framework for both the formative and summative evaluations 
of the project;
    (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;

    Note: Rather than use the definition of ``logic model'' in 
section 77.1(c) of EDGAR, OSEP uses the definition in paragraph 
(b)(2)(ii) of these application requirements. This definition, 
unlike the definition in 34 CFR 77.1(c), differentiates between 
logic models and conceptual frameworks. The following Web sites 
provide more information on logic models: www.osepideasthatwork.org/logicModel and www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework.

    (4) Be based on current research and make use of practices 
supported by evidence (as defined in this notice). To meet this 
requirement, the applicant must describe--
    (i) The current research on the assessment of CSPDs, capacity 
building, and the quality and effectiveness of various approaches to 
in-service and preservice preparation;
    (ii) The current research about adult learning principles and 
implementation or improvement science that will inform the proposed TA 
to States, IHEs, and early childhood personnel; and
    (iii) How the proposed project will incorporate current practices 
supported by evidence in the development and delivery of its products 
and services;
    (5) Develop products and provide services that are 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--
    (A) Building and implementing components of an effective CSPD;
    (B) Identifying specific strategies that State IDEA Part C and Part 
B, section 619 administrators can use to support a competent early 
childhood workforce that can improve outcomes for young children with 
disabilities and their families; and
    (C) Providing implementation supports (e.g., professional 
development and training, ongoing consultation and coaching, data to 
support decision making, and administrative supports) needed by faculty 
and professional development providers to effectively prepare early 
childhood personnel to deliver high-quality services and inclusive 
programs to improve outcomes for young children with disabilities and 
their families;
    (ii) Its proposed approach to universal, general TA,\4\ which must

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identify the intended recipients of the products and services under 
this approach and should, at minimum, include activities focused on--
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    \4\ ``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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    (A) Identifying and developing materials, resources, and tools to 
help State IDEA Part C and Part B, section 619 programs implement the 
components of a CSPD;
    (B) Identifying and developing resources, materials, and tools for 
faculty who prepare early childhood personnel to align programs of 
study to State and national professional organization personnel 
standards, integrate DEC recommended practices throughout the early 
childhood curricula, and design programs of study utilizing adult 
learning principles; and
    (C) Identifying and developing resources and materials to increase 
awareness and recognition at the State and national level of the 
various personnel standards and competencies needed for early childhood 
personnel to deliver high-quality services and inclusive programs to 
improve outcomes for young children with disabilities and their 
families;
    (iii) Its proposed approach to targeted, specialized TA,\5\ which 
must identify--
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    \5\ ``Targeted, specialized TA'' means TA services 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;
    (C) The process by which the proposed project will collaborate with 
other federally funded TA centers, including OSEP-funded centers, to 
develop and implement a coordinated TA plan when they are involved in a 
State;
    (D) The process by which the proposed project will lead the 
development and delivery of professional development for State IDEA 
Part C and Part B, section 619 administrators to increase their 
knowledge, skills, and competencies and collaborate with other 
federally funded TA centers, including OSEP-funded centers, to develop 
content for this professional development; and
    (E) The process by which the proposed project will work with OSEP-
funded personnel development projects to align the program of study to 
State and national professional organization personnel standards and 
integrate DEC recommended practices throughout the early childhood 
curricula.
    (iv) Its proposed approach to intensive, sustained TA,\6\ which 
must identify--
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    \6\ ``Intensive, sustained TA'' means TA services often provided 
on-site 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 State IDEA 
Part C and Part B, section 619 programs 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 level;
    (C) Its proposed plan for assisting State IDEA Part C and Part B, 
section 619 administrators to build CSPDs that include State standards, 
certification, and licensure requirements aligned to national 
professional organization personnel standards, and that include 
professional development, including coaching, for implementing the DEC 
recommended practices;
    (D) Its proposed plan for working with appropriate levels of the 
early intervention and early childhood system (e.g., regional TA 
providers, early intervention service programs and providers, LEAs, 
Head Start, child care, home visiting, State preschool, and families) 
to ensure that there is communication between each level and that there 
are systems in place to support the use of practices supported by 
evidence;
    (E) The process by which the proposed project will collaborate with 
other federally funded TA Centers, including OSEP-funded centers. 
Include the process the project will use to develop one TA plan when 
multiple OSEP-funded centers are involved in a State or a coordinated 
TA plan when centers from other agencies are involved in a State; and
    (F) The process by which the proposed project will ensure the use 
of TA practices supported by evidence and continuously evaluate the 
practices to improve the delivery of TA.
    (6) 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. The 
evaluation plan must describe: Measures of progress in implementation, 
including the criteria for determining the extent to which the 
project's products and services have reached its target population; 
measures of intended outcomes or results of the project's activities in 
order to evaluate those activities; and how well the goals or 
objectives of the proposed project, as described in its logic model, 
have been met.
    (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

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requirement, the applicant must describe--
    (i) Clearly defined responsibilities for key project personnel, 
consultants, and subcontractors, as applicable; and
    (ii) Timelines and milestones for accomplishing the project tasks;
    (2) Allocation of key project personnel and any consultants and 
subcontractors 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, relevant, and useful to 
recipients; and
    (4) The proposed project will benefit from a diversity of 
perspectives, including those of families, educators, TA providers, 
future leaders, 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;
    (2) Include, in Appendix A, a conceptual framework for the project;
    (3) Include, in Appendix A, personnel-loading charts and timelines, 
as applicable, to illustrate the management plan described in the 
narrative;
    (4) Include, in the budget, attendance at the following:
    (i) A one and one-half day kickoff 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) Three trips annually to attend Department briefings, 
Department-sponsored conferences, and other meetings, as requested by 
OSEP; and
    (iv) A one-day intensive 3+2 review meeting in Washington, DC, 
during the last half of the second year of the project period;
    (5) Include, in the budget, a line item for an annual set-aside of 
five percent of the grant amount to support emerging needs that are 
consistent with the proposed project's intended outcomes, as those 
needs are identified in consultation with and approved by the OSEP 
project officer.

    Note: With approval from the OSEP project officer, 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;

    (6) Engage doctoral students or post-doctoral fellows in the 
project to enhance doctoral training and deepen the knowledge, skills, 
and competencies future leaders in the field need to effectively 
implement, scale up, and sustain a CSPD and prepare personnel to 
deliver high-quality services and inclusive programs to improve 
outcomes for young children with disabilities and their families; 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 3+2 review team consisting of experts 
selected by the Secretary. This review will be conducted during a one-
day intensive meeting that will be held during the last half of the 
second year of the project period;
    (b) The success and timeliness with which the 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.
    Definitions:
    For the purposes of this priority:
    Strong theory means a rationale for the proposed process, product, 
strategy, or practice that includes a logic model.
    Supported by evidence means supported by at least strong theory.
    References:

Bruder, M.B. (2010). Early childhood intervention: A promise to 
children and families for their future. Exceptional Children, 76(3), 
339-355.
Division for Early Childhood. (2014). DEC recommended practices in 
early intervention/early childhood special education 2014. Retrieved 
from www.dec-sped.org/recommendedpractices.
Early Childhood Technical Assistance Center. (2015). A system 
framework for building high-quality early intervention and preschool 
special education programs. Retrieved from the ECTA Web site: http:/
/ectacenter.org/~pdfs/pubs/ecta-system_framework.pdf.
Lucas, A., Kahn, L., Derrington, T., Whaley, K., Winer, A., Nelson, 
R., . . . Taylor, C. (2015). State of the States on systemic 
improvement planning: A national overview of Phase 1 SSIPs 
[PowerPoint slides]. Retrieved from https://ectacenter.org/googleresults.asp?q=State%20of%20the%20States.
National Governor's Association, Center for Best Practices. (2010). 
Building an early childhood professional development system (Issue 
Brief). Washington, DC: Author. Retrieved from: www.nga.org/files/live/sites/NGA/files/pdf/1002EARLYCHILDPROFDEV.PDF.
U.S. Department of Education and U.S. Department of Health and Human 
Services. (2015). Joint policy statement on inclusion of children 
with disabilities in early childhood programs. Washington, DC: 
Author. Retrieved from: www.ed.gov/early-learning/inclusion.

    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 75, 77, 79, 81, 82, 
84, 86, 97, 98, and 99. (b) The Office of Management and Budget (OMB) 
Guidelines to Agencies on Governmentwide Debarment and Suspension 
(Nonprocurement) in 2 CFR part 180, as adopted and amended as 
regulations of the Department in 2 CFR part 3485. (c) The Uniform 
Administrative Requirements, Cost Principles, and Audit Requirements 
for Federal Awards in 2 CFR part 200, as adopted and amended as 
regulations of the Department in 2 CFR part 3474. (d) 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 IHEs only.

II. Award Information

    Type of Award: Cooperative agreement.
    Estimated Available Funds: The Administration has requested 
$83,700,000 for the Personnel Development to Improve Services and 
Results for Children with Disabilities program for FY 2017, of which we 
intend to use an estimated $2,000,000

[[Page 18451]]

for this competition. The actual level of funding, if any, depends on 
final congressional action. However, we are inviting applications to 
allow enough time to complete the grant process if Congress 
appropriates funds for this program.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2018 from the list of 
unfunded applications from this competition.
    Maximum Awards: We will reject any application that proposes a 
budget exceeding $2,000,000 for a single budget period of 12 months.
    Estimated Number of Awards: 1.

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

    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: SEAs; State lead agencies; local 
educational agencies (LEAs), including public charter schools that are 
considered LEAs under State law; IHEs; other public agencies; private 
nonprofit organizations; freely associated States and outlying areas; 
Indian tribes or tribal organizations; and for-profit organizations.
    2. Cost Sharing or Matching: This program does not require cost 
sharing or matching.
    3. Eligible Subgrantees: (a) Under 34 CFR 75.708(b) and (c) a 
grantee may award subgrants--to directly carry out project activities 
described in its application--to the following types of entities: SEAs; 
State lead agencies; LEAs, including public charter schools that are 
considered LEAs under State law; IHEs; other public agencies; private 
nonprofit organizations; freely associated States and outlying areas; 
Indian tribes or tribal organizations; and for-profit organizations 
suitable to carry out the activities proposed in the application.
    (b) The grantee may award subgrants to entities it has identified 
in an approved application.
    4. Other General Requirements:
    (a) Recipients of funding under this competition 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 
competition 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 
TDD or a 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 84.325B.
    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 VII of this notice.
    2. Content and Form of Application Submission: Requirements 
concerning the content and form 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 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, reference citations, and captions, as well as 
all text in charts, tables, figures, graphs, and screen shots.
     Use a font that is either 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 requirements do 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 requirements do 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, or if 
you apply standards other than those specified in this notice and the 
application package.
    3. Submission Dates and Times:
    Applications Available: April 19, 2017.
    Deadline for Transmittal of Applications: June 5, 2017.
    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 Other Submission Requirements in section 
IV 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. 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.
    Deadline for Intergovernmental Review: August 2, 2017.
    4. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. 
Information about Intergovernmental Review of Federal Programs under 
Executive Order 12372 is in the application package for this 
competition.
    5. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    6. Data Universal Numbering System Number, Taxpayer Identification 
Number, and 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);

[[Page 18452]]

    b. Register both your DUNS number and TIN 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 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 at the 
following Web site: https://fedgov.dnb.com/webform. 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 two to five 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 you enter into the SAM database. 
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, it may be 24 to 48 
hours before you can access the information in, and 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: 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 Early Childhood Personnel Center 
competition, CFDA number 84.325B, 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 Early 
Childhood Personnel Center 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 84.325, not 84.325B).
    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. In addition, for specific guidance and 
procedures for submitting an application through Grants.gov, please 
refer to the Grants.gov Web site at: www.grants.gov/web/grants/applicants/apply-for-grants.html.
     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-
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 read-only Portable 
Document Format (PDF). Do not upload an interactive or fillable PDF 
file. If you upload a file type other than a read-only PDF (e.g., Word, 
Excel, WordPerfect, etc.) or submit a password-protected file, we will 
not review that material. Please note that this could result in your 
application not being considered for funding because the material in 
question--for example, the application narrative--is critical to a 
meaningful review of your proposal. For that reason it is important to 
allow yourself adequate time to upload all material as PDF files. The 
Department will not convert material from other formats to PDF. 
Additional, detailed

[[Page 18453]]

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. Grants.gov 
will also notify you automatically by email if your application met all 
the Grants.gov validation requirements or if there were any errors 
(such as submission of your application by someone other than a 
registered Authorized Organization Representative, or inclusion of an 
attachment with a file name that contains special characters). You will 
be given an opportunity to correct any errors and resubmit, but you 
must still meet the deadline for submission of applications.
    Once your application is successfully validated by Grants.gov, the 
Department will retrieve your application from Grants.gov and send you 
an email with a unique PR/Award number for your application.
    These emails do not mean that your application is without any 
disqualifying errors. While your application may have been successfully 
validated by Grants.gov, it must also meet the Department's application 
requirements as specified in this notice and in the application 
instructions. Disqualifying errors could include, for instance, failure 
to upload attachments in a read-only PDF; failure to submit a required 
part of the application; or failure to meet applicant eligibility 
requirements. It is your responsibility to ensure that your submitted 
application has met all of the Department's requirements.
     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 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 the problem affected your ability to 
submit your application by 4:30:00 p.m., Washington, DC time, on the 
application deadline date. We will contact you after we determine 
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 
prevents 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: Tracie Dickson, U.S. 
Department of Education, 400 Maryland Avenue SW., Room 5181, Potomac 
Center Plaza, Washington, DC 20202-5076. FAX: (202) 245-7590.
    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 84.325B), 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.

    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.

    We will not consider applications postmarked after the application 
deadline date.
    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 84.325B), 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

[[Page 18454]]

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.
    a. Significance (5 points).
    (1) The Secretary considers the significance of the proposed 
project.
    (2) In determining the significance of the proposed project, the 
Secretary considers one or more of the following factors:
    (i) The extent to which the proposed project will address specific 
gaps or weaknesses in services, infrastructure, or opportunities that 
have been identified; and
    (ii) The importance or magnitude of the results or outcomes likely 
to be attained by the proposed project.
    b. Quality of the project services (40 points).
    (1) The Secretary considers the quality of the services to be 
provided by the proposed project.
    (2) In determining the quality of the services to be provided by 
the proposed project, the Secretary considers the quality and 
sufficiency of strategies for ensuring equal access and treatment for 
eligible project participants who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers one or more of the 
following factors:
    (i) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable;
    (ii) The extent to which there is a conceptual framework underlying 
the proposed activities and the quality of that framework;
    (iii) The extent to which the services to be provided by the 
proposed project reflect up-to-date knowledge from research and 
effective practice;
    (iv) The extent to which the proposed products and services are of 
sufficient quality, intensity, and duration to lead to the outcomes to 
be achieved by the proposed project; and
    (v) The extent to which the products and services to be developed 
and provided by the proposed project involve the use of efficient 
strategies, including the use of technology, collaboration with 
appropriate partners, and the leveraging of non-project resources.
    c. Quality of the project evaluation (20 points).
    (1) The Secretary considers the quality of the evaluation to be 
conducted of the proposed project.
    (2) In determining the quality of the evaluation, the Secretary 
considers one or more of the following factors:
    (i) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project;
    (ii) The extent to which the methods of evaluation will provide 
data and performance feedback for examining the effectiveness of 
project implementation strategies and the progress toward achieving 
intended outcomes; and
    (iii) The extent to which the methods of evaluation will produce 
quantitative and qualitative data that demonstrate the project has met 
intended outcomes.
    d. Adequacy of project resources (15 points).
    (1) The Secretary considers the adequacy of resources, including 
the personnel who will carry out the proposed project.
    (2) In determining the adequacy of resources, the Secretary 
considers the extent to which the applicant encourages 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.
    (3) In addition, the Secretary considers one or more of the 
following factors:
    (i) The qualifications, including relevant training and experience, 
of key project personnel (i.e., project director, project staff, and 
project consultants or subcontractors);
    (ii) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization and key 
partners; and
    (iii) The extent to which the costs are reasonable in relation to 
the anticipated results and benefits.
    e. Quality of management plan (20 points).
    (1) The Secretary considers the quality of the management plan for 
the proposed project.
    (2) In determining the quality of the management plan for the 
proposed project, the Secretary considers one or more of the following 
factors:
    (i) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks;
    (ii) The extent to which the time commitments of the project 
director, project staff, and project consultants or subcontractors are 
appropriate and adequate to meet the objectives of the proposed 
project;
    (iii) The adequacy of mechanisms for ensuring high-quality products 
and services from the proposed project; and
    (iv) How the applicant will ensure that a diversity of perspectives 
are brought to bear in the operation of the proposed project, including 
those of parents, teachers, the business community, a variety of 
disciplinary and professional fields, recipients or beneficiaries of 
services, or others, as appropriate.
    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 
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

[[Page 18455]]

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.
    4. Risk Assessment and Special Conditions: Consistent with 2 CFR 
200.205, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
3474.10, the Secretary may impose special conditions and, in 
appropriate circumstances, high-risk 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 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.
    5. Integrity and Performance System: If you are selected under this 
competition to receive an award that over the course of the project 
period may exceed the simplified acquisition threshold (currently 
$150,000), under 2 CFR 200.205(a)(2), we must make a judgment about 
your integrity, business ethics, and record of performance under 
Federal awards--that is, the risk posed by you as an applicant--before 
we make an award. In doing so, we must consider any information about 
you that is in the integrity and performance system (currently referred 
to as the Federal Awardee Performance and Integrity Information System 
(FAPIIS)), accessible through SAM. You may review and comment on any 
information about yourself that a Federal agency previously entered and 
that is currently in FAPIIS.
    Please note that, if the total value of your currently active 
grants, cooperative agreements, and procurement contracts from the 
Federal Government exceeds $10,000,000, the reporting requirements in 2 
CFR part 200, Appendix XII, require you to report certain integrity 
information to FAPIIS semiannually. Please review the requirements in 2 
CFR part 200, Appendix XII, if this grant plus all the other Federal 
funds you receive exceed $10,000,000.

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 multiyear 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, 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 are included in the application package and focus on the 
extent to which projects provide high-quality products and services, 
the relevance of project products and services to educational policy 
and practice, and the use of products and services, to improve 
educational 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 under 34 CFR 
75.253, the Secretary considers, among other things: Whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, the 
performance targets in the grantee's approved application.
    In making a continuation award, 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. 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 Management Support Services Team, U.S. Department of Education, 400 
Maryland Avenue SW., Room 5113, Potomac Center Plaza, Washington, DC 
20202-2500. 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 PDF. To use PDF you must have Adobe Acrobat 
Reader, which is available free at the site.
    You may also access documents of the Department published in the 
Federal Register by using the article search feature at: 
www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.


[[Page 18456]]


    Dated: April 14, 2017.
Ruth E. Ryder,
Deputy Director, Office of Special Education Programs, delegated the 
duties of the Assistant Secretary for Special Education and 
Rehabilitative Services.
[FR Doc. 2017-07929 Filed 4-18-17; 8:45 am]
 BILLING CODE 4000-01-P