U.S. DEPARTMENT OF EDUCATION

OFFICE OF SPECIAL EDUCATION & REHABILITATIVE SERVICES

OFFICE OF SPECIAL EDUCATION PROGRAMS

WASHINGTON, D.C. 20202

FISCAL YEAR 2013

APPLICATION FOR NEW GRANTS UNDER THE

INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA)

EDUCATIONAL TECHNOLOGY, MEDIA, AND MATERIALS

FOR INDIVIDUALS WITH DISABILITIES PROGRAM

(CFDA 84.327)

APPLICATIONS FOR NEW AWARDS; STEPPING-UP 

TECHNOLOGY IMPLEMENTATION (CFDA 84.327S)

DATED MATERIAL: OPEN IMMEDIATELY

CLOSING DATE: MARCH 18, 2013

FORM APPROVED — OMB NO. 1820-0028, EXP. DATE: 07/31/2013
CONTENTS

Applicant Letter.........................................................................................................................................A1

Notice Inviting Applicants........................................................................................................................A5

Federal Register Notice........................................................................................................................A6

Submission Procedures and Tips for Applicants................................................................................A31

Priority Description and Selection Criteria.............................................................................................B1

Stepping-up Technology Implementation (CFDA 84.327S)................................................................B2

Selection Criteria and Format for the Applications for New Awards; Educational 

Technology, Media, and Materials for Individuals with Disabilities Program--

Stepping-up Technology Implementation (CFDA 84.327S) Competition ...................................B13

General Information on Completing an Application................................ CError! Bookmark not defined.

Application Transmittal Instructions and Requirements for 

Intergovernmental Review....................................................................... DError! Bookmark not defined.

Appendix....................................................................................................... DError! Bookmark not defined.

Intergovernmental Review of Federal Programs................................. DError! Bookmark not defined.

State Single Points of Contact (SPOCs) ............................................. DError! Bookmark not defined.

Notice to All Applicants Ensuring Equitable Access and Application Forms 

and Instructions........................................................................................ EError! Bookmark not defined.

Part I: Application for Federal Assistance (SF-424) ............................ EError! Bookmark not defined.

Part II: Budget Information (Form 524)................................................ EError! Bookmark not defined.

Part III: Application Narrative............................................................... EError! Bookmark not defined.

Part IV: Assurances and Certifications................................................ EError! Bookmark not defined.

Assurances — Non-Construction Programs .......................... EError! Bookmark not defined.

Certification Regarding Lobbying ........................................... EError! Bookmark not defined.

Disclosure of Lobbying Activities ............................................ EError! Bookmark not defined.

Survey on Ensuring Equal Opportunity for Applicants .......... EError! Bookmark not defined.

DUNS Number Instructions .................................................... EError! Bookmark not defined.

Grant Application Receipt Acknowledgement ........................ EError! Bookmark not defined.

Grant and Contract Funding Information................................ EError! Bookmark not defined.
PAPERWORK BURDEN STATEMENT

Public Burden Statement:

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of 

information unless such collection displays a valid OMB control number. Public reporting burden for this 

collection of information is estimated to average 46 hours per response, including time for reviewing 

instructions, searching existing data sources, gathering and maintaining the data needed, and completing 

and reviewing the collection of information. The obligation to respond to this collection is mandatory 

(citing authority)/required to obtain or retain benefit (Individuals with Disabilities Act). Send comments 

regarding the burden estimate or any other aspect of this collection of information, including suggestions 

for reducing this burden, to the U.S. Department of Education, 400 Maryland Ave., SW, Washington, DC 

20210-4537 or email ICDocketMgr@ed.gov and reference the OMB Control Number 1820-0028. Note: 

Please do not return the completed application to this address.

If you have comments or concerns regarding the status of your individual submission of this form, write 

directly to: 

Office of Special Education Programs

U.S. Department of Education

400 Maryland Ave. SW, PCP 4106

Washington, DC 20202-2600
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APPLICANT LETTER
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Dear Applicant:

This application packet contains information and the required forms for you to use in 

submitting a new application for funding under one program authorized by the Individuals with 

Disabilities Education Act (IDEA). This packet covers one competition under the Educational 

Technology, Media, and Materials for Individuals with Disabilities (CFDA 84.327) program--

Applications for New Awards; Educational Technology, Media, and Materials for Individuals with 

Disabilities--Stepping-up Technology Implementation (CFDA No. 84.327S).

Please take the time to review the applicable requirements, definitions, selection criteria, 

and all of the application instructions thoroughly. An application will not be evaluated for funding 

if the applicant does not comply with all of the procedural rules that govern the submission of 

the application or the application does not contain the information required. (EDGAR §75.216 

(b) and (c)).

Please note the following:

• GRANTS.GOV APPLICATION SUBMISSION. Applications for grants under this competition 

must be submitted electronically using the Grants.gov Apply site (www.Grants.gov). Please 

read carefully the Grants.gov Submission Procedures and Tips for Applicants

document that we have included on page A-31-33, which includes helpful tips about 

submitting electronically using the Grants.gov Apply site. We strongly encourage you to 

familiarize yourself with Grants.gov and strongly recommend that you register and submit 

early. Also, applicants are required to upload their attachments in PDF format only. 

Please be aware that applications submitted to Grants.gov for the Department of Education 

will now be posted using Adobe forms. Information on computer and operating system 

compatibility with Adobe and links to download the latest version is available on Grants.gov. 

Please note that you must follow the Application Procedures as described in the Federal 

Register notice announcing this grant competition. Information (including dates and times) 

about how to submit your application electronically can also be found in section D-1 of this 

application package, Application Transmittal Instructions and Requirements for 

Intergovernmental Review. Additional instructions for sending applications electronically are 

provided on page E-4, Application Forms and Instructions for Grants.gov Applications.

• MAXIMUM AWARD AMOUNT. In addition to providing detailed budget information for the total 

grant period requested, the competitions included in this package have maximum award 

amounts. Please refer to the specific information for the priority/competition to which you are 

submitting an application (i.e., Section B of this package). Please be advised that for the priority 

in this package, the maximum award amount covers all project costs including indirect costs.

• STRICT PAGE LIMITS AND LINE SPACING OF APPLICATION NARRATIVE. The 

competitions included in this package limit the Part III Application Narrative to a specified 

number of double-spaced pages. This page limitation and double-line spacing requirement 

applies to all material presented in the application narrative. (Please refer to the specific 

requirements on page limits for the priority/competition to which you are submitting an 
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application, Section B of this package). The Department will reject, and will NOT consider an 

application that does not adhere to the narrative’s double-line spacing and page limit 

requirements for the competition. 

• FORMAT FOR APPLICATIONS. Additional information regarding formatting applications

has been included on Pages C-3 and C-4 of the “General Information on Completing an 

Application” section of this package. Please note that charts, tables, figures, graphs, and 

logic models can be single spaced and placed in an Appendix A. Reviewers will be 

instructed to review the content of Appendix A as they do the application narrative but will not 

be required to review any other appendices. Appendix A is to be used only for charts, tables, 

figures, graphs, and logic models that provide information directly relating to the application 

requirements for the narrative—it should not be used for supplementary information. 

• PROTECTION OF HUMAN SUBJECTS IN RESEARCH. The discretionary grant Application 

Form SF 424 requires applicants to indicate whether they plan to conduct research involving 

human subjects at any time during the proposed project period. The Protection of Human 

Subjects in Research Attachment is an integral part of the SF 424 form. It includes 

information that applicants need to complete the protection of human subjects item and, as 

appropriate, to provide additional information to the Department regarding human subjects 

research projects. Additional information on completing the protection of human subjects 

item is also available and can be accessed on the INTERNET at:

www.ed.gov/about/offices/list/ocfo/gcsindex.html

http://www.ed.gov/about/offices/list/ocfo/humansub.html

• RESPONSE TO GPRA. As required by the Government Performance and Results Act 

(GPRA) of 1993 OSEP has developed a strategic plan for measuring GPRA performance. 

The program included in this announcement is authorized under Part D - National Activities 

to Improve Education of Children with Disabilities of the Individuals with Disabilities 

Education Act. The Office of Special Education Programs (OSEP) will collect information to 

assess progress and performance. See Performance Measures included in the Priority 

Description section of this application package. Applicants are encouraged to consider this 

information as applications are prepared.

• COPIES OF THE APPLICATION. Unless you qualify for an exception in accordance with 

the instructions found in the Notice inviting applications, you must submit your application 

electronically. Therefore, you do not need to submit paper copies of the application. If you 

are granted an exception, current Government-wide policy requires that an original and two 

paper copies need to be submitted. Please note: If an application is recommended for 

funding and a grant award is issued, we will contact the applicant to request an electronic 

copy of the application in MS Word or a PDF file. The Department is moving toward an 

electronic grant filing system and an electronic copy of all applications that are being funded 

will facilitate this effort.

A contact person is available to provide information to you regarding this competition. 

Please refer to the name of the program contact at the end of the priority description. OSEP 

also provides information on developing performance measures and logic models at 

www.tadnet.org/model_and_performance to assist you in preparing a quality application. For 

information about other U.S. Department of Education grant and contract opportunities, we 

encourage you to use the Department's grant information web page which can be accessed on 

the INTERNET at: 

http://www.ed.gov/about/offices/list/ocfo/grants/grants.html
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We appreciate your efforts to improve the provision of services for individuals with 

disabilities.

Sincerely,

Lawrence J. Wexler, Ed.D.

Director

Research to Practice Division

Office of Special Education Programs
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NOTICE INVITING APPLICANTS
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FEDERAL REGISTER NOTICE

4000-01-U

DEPARTMENT OF EDUCATION

Applications for New Awards; Educational Technology, Media, and Materials for Individuals with 

Disabilities Program--Stepping-up Technology Implementation

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

ACTION: Notice.

Overview Information:

Educational Technology, Media, and Materials for Individuals with Disabilities Program--

Stepping-up Technology Implementation

Notice inviting applications for new awards for fiscal year (FY) 2013.

Catalog of Federal Domestic Assistance (CFDA) Number: 84.327S.

Dates:

Applications Available: January 30, 2013.

Deadline for Transmittal of Applications: March 18, 2013.

Deadline for Intergovernmental Review: May 15, 2013.

Full Text of Announcement

I. Funding Opportunity Description

Purpose of Program: The purposes of the Educational Technology, Media, and Materials for 

Individuals with Disabilities Program1 are to: (1) improve results for students with disabilities by 

promoting the development, demonstration, and use of technology; (2) support educational 

activities designed to be of educational value in the classroom for students with disabilities; (3) 

 

1

This program was formerly called “Technology and Media Services for Individuals with Disabilities.” The 

Department has changed the name to Educational Technology, Media, and Materials for Individuals with Disabilities

and updated the purposes of the program to more clearly convey that the program includes accessible educational 

materials. The program’s activities and statutory authorization (20 U.S.C. 1474) remain unchanged.
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provide support for captioning and video description that is appropriate for use in the classroom; 

and (4) provide accessible educational materials to children with disabilities in a timely manner.

Priority: In accordance with 34 CFR 75.105(b)(2)(v), this priority is from allowable activities 

specified in the statute (see sections 674(c)(1)(D) and 681(d) of the Individuals with Disabilities 

Education Act (IDEA) (20 U.S.C. 1474(c)(1)(D) and 1481(D)).

Absolute Priority: For FY 2013, this priority is an absolute priority. Under 34 CFR 75.105(c)(3), 

we consider only applications that meet this priority.

This priority is:

Educational Technology, Media, and Materials for Individuals with Disabilities--Steppingup Technology Implementation.

Background:

The purpose of this priority is to fund cooperative agreements to: (a) identify resources2

needed to effectively implement evidence-based3technology tools4that benefit students with 

 

2

For the purposes of this priority, “resources” include, but are not limited to, school leadership support, professional 

development support to school staff, and a plan for integrating technology into the classroom curriculum.

3

For the purposes of this priority, “evidence-based” is defined by the definitions published in the Notice of Proposed 

Priorities for the FY 2013 Supporting Effective Educator Development (SEED) Grant Program (77 FR 53819): 

Large sample means a sample of 350 or more students (or other single analysis units) who were randomly assigned 

to a treatment or control group, or 50 or more groups (such as classrooms or schools) that contain 10 or more 

students (or other single analysis units) and that were randomly assigned to a treatment or control group. 

Moderate evidence of effectiveness means one of the following conditions is met: 

 (a) There is at least one study of the effectiveness of the process, product, strategy, or practice being proposed 

that meets the What Works Clearinghouse Evidence Standards without reservations; found a statistically significant 

favorable impact on a relevant outcome (as defined in this notice) (with no statistically significant unfavorable impacts 

on that outcome for relevant populations in the study or in other studies of the intervention reviewed by and reported 

on by the What Works Clearinghouse); and includes a sample that overlaps with the populations or settings proposed 

to receive the process, product, strategy, or practice.

 (b) There is at least one study of the effectiveness of the process, product, strategy, or practice being proposed 

that meets the What Works Clearinghouse Evidence Standards with reservations, found a statistically significant 

favorable impact on a relevant outcome (as defined in this notice) (with no statistically significant unfavorable impacts 

on that outcome for relevant populations in the study or in other studies of the intervention reviewed by and reported 

on by the What Works Clearinghouse), includes a sample that overlaps with the populations or settings proposed to 

receive the process, product, strategy, or practice, and includes a large sample (as defined in this notice) and a multisite sample (as defined in this notice) (Note: multiple studies can cumulatively meet the large and multi-site sample 

requirements as long as each study meets the other requirements in this paragraph). 

Multi-site sample means more than one site, where site can be defined as an LEA, locality, or State. 

Relevant outcome means the student outcome or outcomes (or the ultimate outcome if not related to students) that 

the proposed project is designed to improve, consistent with the specific goals of a program. 

Strong evidence of effectiveness means that one of the following conditions is met: 

 (a) There is at least one study of the effectiveness of the process, product, strategy, or practice being proposed 

that meets the What Works Clearinghouse Evidence Standards without reservations; found a statistically significant 

favorable impact on a relevant outcome (as defined in this notice) (with no statistically significant unfavorable impacts 
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disabilities, and (b) develop and disseminate products5that will help a broad range of schools to 

effectively implement these technology tools. 

As Congress recognized in IDEA, “almost 30 years of research and experience has 

demonstrated that the education of children with disabilities can be made more effective by ... 

supporting the development and use of technology, including assistive technology devices and 

assistive technology services, to maximize accessibility for children with disabilities” (section 

601(c)(5)(H) of IDEA). The use of technology, including assistive technology devices and 

assistive technology services, enhances instruction and access to the general education 

curriculum. Since 1998, the Office of Special Education Programs (OSEP) has supported 

technology and media service projects through the Steppingstones of Technology Innovation for 

Children with Disabilities (Steppingstones) program. The projects funded under the 

Steppingstones program developed and evaluated numerous innovative technology tools 

designed to improve results for children with disabilities. Examples of such tools include: Webbased learning and assessment materials, instructional software, assistive technology devices, 

methods for using off-the-shelf hardware and software to improve learning, and methods for 

integrating technology into instruction. In addition, the Department’s Institute of Education 

Sciences (IES) now supports projects to develop and evaluate innovative technology tools. The 

 

on that outcome for relevant populations in the study or in other studies of the intervention reviewed by and reported 

on by the What Works Clearinghouse); includes a sample that overlaps with the populations and settings proposed to 

receive the process, product, strategy, or practice; and includes a large sample (as defined in this notice) and a multisite sample (as defined in this notice) (Note: multiple studies can cumulatively meet the large and multi-site sample 

requirements as long as each study meets the other requirements in this paragraph). 

 (b) There are at least two studies of the effectiveness of the process, product, strategy, or practice being 

proposed, each of which meets the What Works Clearinghouse Evidence Standards with reservations, found a 

statistically significant favorable impact on a relevant outcome (as defined in this notice) (with no statistically 

significant unfavorable impacts on that outcome for relevant populations in the studies or in other studies of the 

intervention reviewed by and reported on by the What Works Clearinghouse), includes a sample that overlaps with 

the populations and settings proposed to receive the process, product, strategy, or practice, and includes a large 

sample (as defined in this notice) and a multi-site sample (as defined in this notice). 

4

For the purposes of this priority, “technology tools” may include, but are not limited to, digital math text readers for 

students with visual impairment, reading software to improve literacy and communication development, and text-tospeech software to improve reading performance. These tools must assist or otherwise benefit students with 

disabilities.

5

For the purposes of this priority, “products” may include, but are not limited to, instruction manuals, lesson plans, 

demonstration videos, ancillary instructional materials, and professional development modules such as collaborative 

groups, coaching, mentoring, or online supports.
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Stepping-up Technology Implementation program will build on these technology development 

efforts by identifying, developing, and disseminating products and resources that promote the 

effective implementation6of evidence-based instructional and assistive technology tools in early 

childhood or kindergarten through grade 12 (K-12) settings.7 

The employment of products and resources designed to assist with the implementation 

of evidence-based technology tools is critical to ensuring that these tools will be effectively used 

to improve early childhood outcomes, academic achievement, and college and career readiness 

of children with disabilities. Data from a survey of more than 1,000 K-12 teachers, principals, 

and assistant principals indicated that simply providing teachers with technology does not 

ensure that it will be used. The survey also indicated that while newer teachers may use 

technology in their personal lives more often than veteran teachers, they do not use it more 

frequently in their classrooms than veteran teachers do. In addition, the survey indicated that 

the more often teachers use technology to improve students’ daily classroom engagement, the 

more likely teachers are to recognize the benefits to understanding different student learning 

styles (Grunwald, 2010). Additionally, Perlman and Redding (2011) found that in order to be 

used most effectively, technology must be implemented in ways that align with curricular and 

teacher goals and must offer students opportunities to use these tools in their learning. These 

findings demonstrate a need for products and resources that can ensure technology tools for 

students with disabilities are implemented effectively.

Priority:

The purpose of this priority is to fund cooperative agreements to: (a) identify resources 

needed to effectively implement evidence-based technology tools that benefit students with 

disabilities; and (b) develop and disseminate products (e.g., instruction manuals, lesson plans, 

 

6

 In this context, “effective implementation” means “making better use of research findings in typical service settings 

through the use of processes and activities (such as accountable implementation teams) that are purposeful and 

described in sufficient detail such that independent observers can detect the presence and strength of these 

processes and activities” (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005).

7

For the purposes of this priority, “settings” include general education classrooms, special education classrooms or 

any place where school-based instruction occurs.
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demonstration videos, ancillary instructional materials) that will help early childhood or K-12 

settings to effectively implement these technology tools. 

To be considered for funding under this absolute priority, applicants must meet the 

application requirements. Any project funded under this absolute priority must also meet the 

programmatic and administrative requirements specified in the priority. 

Application Requirements: An applicant must include in its application--

(a) A logic model or conceptual framework that depicts at a minimum, the goals, 

activities, outputs, and outcomes of the proposed project. A logic model communicates how a 

project will achieve its outcomes and provides a framework for both formative and summative 

evaluations of the project; 

Note: The following Web sites provide more information on logic models: 

www.researchutilization.org/matrix/logicmodel_resource3c.html and 

www.tadnet.org/model_and_performance. 

(b) A plan to implement the activities described in the Project Activities section of this 

priority;

(c) A plan, linked to the proposed project’s logic model, for a formative evaluation of the 

proposed project’s activities. The plan must describe how the formative evaluation will use clear 

performance objectives to ensure continuous improvement in the operation of the proposed 

project, including objective measures of progress in implementing the project and ensuring the 

quality of products and services;

(d) A plan for recruiting and selecting the following:

 (1) Three development schools. Development schools are the sites in which iterative 

development8of the implementation of technology tools and products will occur. The project 

 

8

For the purposes of this priority, “iterative development” refers to a process of testing, systematically securing 

feedback, and then revising the educational intervention that leads to revisions in the intervention to increase the 

likelihood that it will be implemented with fidelity (Diamond & Powell, 2011). 
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must start implementing the technology tool with one development school in year one of the 

project period and two additional development schools in year two.

 (2) Four pilot schools. Pilot schools are the sites in which try-out, formative evaluation, 

and refinement of technology tools and products will occur. The project must work with the four 

pilot schools during years three and four of the project period. 

 (3) Ten dissemination schools. Dissemination schools will be selected if the project is 

extended for a fifth year. Dissemination schools will be used to conduct the final test of the 

effectiveness of the products and the final opportunity for the project to refine the products for 

use by teachers, but will receive less technical assistance (TA) from the project than the 

development or pilot schools. Also, at this stage, dissemination schools will extend the benefits 

of the technology tool to additional students. To be selected as a dissemination school, eligible 

schools and local educational agencies (LEAs) must commit to working with the project to 

implement the evidence-based technology tool. A school may not serve in more than one 

category (i.e., development, pilot, dissemination). 

(e) Information (e.g., early childhood setting; elementary, middle, or high school; 

persistently lowest-achieving school;9priority school10) about the development, pilot, and 

 

9

The term “persistently lowest-achieving schools” means, as determined by the State--

 (a)(1) Any Title I school in improvement, corrective action, or restructuring that--

 (i) Is among the lowest-achieving five percent of Title I schools in improvement, corrective action, or restructuring 

or the lowest- achieving five Title I schools in improvement, corrective action, or 

restructuring in the State, whichever number of schools is greater; or 

 (ii) Is a high school that has had a graduation rate as defined in 34 CFR 200.19(b) that is less than 60 percent 

over a number of years; and

 (2) Any secondary school that is eligible for, but does not receive, Title I funds that--

 (i) Is among the lowest-achieving five percent of secondary schools or the lowest-achieving five secondary schools 

in the State that are eligible for, but do not receive, Title I funds, whichever number of 

schools is greater; or

 (ii) Is a high school that has had a graduation rate as defined in 34 CFR 200.19(b) that is less than 60 percent over 

a number of years.

 (b) To identify the persistently lowest-achieving schools, a State must take into account both--

 (i) The academic achievement of the “all students” group in a school in terms of proficiency on the State's 

assessments under section 1111(b)(3) of the Elementary and Secondary Education Act of 1965, as amended (ESEA) 

in reading/language arts and mathematics 

combined; and

 (ii) The school's lack of progress on those assessments over a number of years in the “all students” group. 

 For the purposes of this priority, the Department considers schools that are identified as Tier I or Tier II schools 

under the School Improvement Grants Program (see 75 FR 66363) as part of a State's approved FY 2009, FY 2010, 
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dissemination schools; their demographics (e.g., student race or ethnicity, percentage of 

students eligible for free or reduced-price lunch); and other pertinent data. 

(f) Documentation that the technology tool is evidence-based (as defined in this notice) 

and that it can be implemented to improve early childhood outcomes, academic achievement,

and college and career readiness.

 (g) A budget for attendance at the following:

(1) A one and one-half day kick-off meeting to be held in Washington, DC, after receipt 

of the award, and an annual planning meeting held in Washington, DC, with the OSEP Project 

Officer 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. 

(2) A three-day Project Directors’ Conference in Washington, DC, during each year of 

the project period.

(3) Two two-day trips annually to attend Department briefings, Department-sponsored 

conferences, and other meetings, as requested by OSEP.

 Project Activities. To meet the requirements of this priority, the project, at a minimum, must 

conduct the following activities:

(a) Recruit a minimum of three development schools in one LEA and four pilot schools 

across at least two LEAs in accordance with the plan proposed under paragraph (d) of the 

Application Requirements section of this notice.

Note: Final site selection will be determined in consultation with the OSEP Project Officer 

following the kick-off meeting.

 

or FY 2011 application to be persistently lowest-achieving schools. A list of these Tier I and Tier II schools can be 

found on the Department's Web site at http://www2.ed.gov/programs/sif/index.html.

10 The term “priority school” means a school that has been identified by the State as a priority school pursuant to the 

State’s approved request for ESEA flexibility.
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(b) Identify resources and develop products to support sustained implemention of the 

selected technology tool. Development of the products must be an interactive process 

beginning in a single development school and continuing through iterative cycles of 

development and refinement in the other development schools, followed by a formative 

evaluation and refinement in the pilot schools. The products must include, at a minimum, the 

following components to support implementation of the technology tool: 

(1) An instrument or method for assessing (i) the need for the technology tool, and (ii) 

readiness to implement it. Instruments and methods may include resource inventory checklists,

school self-study guides, surveys of teacher interest, detailed descriptions of the technology tool 

for review by school staff, and similar approaches used singly or in combination.

(2) Methods and manuals to support the implementation of the technology tool. 

(3) Professional development activities necessary for teachers to implement the 

technology tool with fidelity and integrate it into the curriculum. 

(c) Collect and analyze data on the effect of the technology tool on academic 

achievement and college and career readiness.

(d) Collect formative and summative evaluation data from the development schools and 

pilot schools to refine and evaluate the products.

(e) If the project is extended to a fifth year, provide the products and the technology tool 

to no fewer than 10 dissemination schools that are not the same schools used as development 

and pilot schools.

(f) Collect summative data about the success of the products in supporting 

implementation of the technology tool in the dissemination schools; and

(g) By the end of the project period, projects must provide information on:

(1) The products and resources that will enable other schools to implement and sustain 

implementation of the technology tool. 
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(2) How the technology tool has improved early childhood, academic achievement, or

college and career readiness for children with disabilities. 

(3) A strategy for disseminating the technology tool and accompanying products beyond 

the schools directly involved in the project.

Collaboration with the Model Demonstration Coordination Center (MDCC).

Although these projects are not model demonstration projects, the MDCC, an OSEPfunded project, will provide coordination support among the projects. Each project funded under 

this priority must--

(a) Coordinate with the MDCC and the other projects to determine times for crossproject collaboration conference calls. Individual project timelines may need to be 

adjusted once the cross-project collaboration calls are established;

(b) Provide MDCC with a description of the schools as described in paragraph (e) of the 

Application Requirements section of this notice; and

(c) Participate in conference call discussions, organized and facilitated by the MDCC, 

and, to the extent appropriate, establish consistent project design elements such as site 

selection, evaluation design issues, implementation strategies, sustainability, documentation, 

and dissemination. 

Note: The following Web site provides more information on the MDCC: http://mdcc.sri.com.

Fifth Year of the Project: 

The Secretary may extend a project one year beyond 48 months to work with 

dissemination schools if the grantee is achieving the intended outcomes and making a positive 

contribution to the implementation of an evidence-based technology tool in the development and 

pilot schools. Each applicant must include in its application a plan for the full 60-month award. 

In deciding whether to continue funding the project for the fifth year, the Secretary will consider 

the requirements of 34 CFR 75.253(a), and in addition--
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(a) The recommendation of a review team consisting of the OSEP Project Officer and 

other experts selected by the Secretary. This review will be held during the last half of the third 

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) Evidence of the degree to which the project’s activities have contributed to changed 

practices and improved early childhood outcomes, academic achievement, or college and 

career readiness for students with disabilities. 

References:

Diamond, K.E. & Powell, D.R. (2011). An iterative approach to the development of a 

professional development intervention for head start teachers. Journal of Early 

Intervention, 33(1), 75-93.

Fixsen, D.L., Naoom, S.F., Blase, K.A., Friedman, R.M., & Wallace, F. (2005). Implementation 

Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis 

de la Parte Florida Mental Health Institute, The National Implementation Research 

Network.

Grunwald and Associates. (2010). Educators, Technology and 21st Century Skills: Dispelling 

Five Myths. Minneapolis, MN: Walden University, Richard W. Riley College of 

Education. Retrieved from www.WaldenU.edu/fivemyths.

Perlman, C.L. & Redding, S. (Eds). (2011). Choosing and Implementing Technology Wisely. 

Handbook on Effective Implementation of School Improvement Grants. Lincoln, IL: 

Academic Development Institute. Retrieved from www.centerii.org/handbook.

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.
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Program Authority: 20 U.S.C. 1474 and 1481.

Applicable Regulations: (a) The Education Department General Administrative Regulations 

(EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 81, 82, 84, 86, 97, 98, and 99. (b) The Education 

Department debarment and suspension regulations in 2 CFR part 3485.

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

Indian tribes.

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

II. Award Information

Type of Award: Cooperative agreements.

Estimated Available Funds: The Administration has requested $29,588,000 for the Educational 

Technology, Media, and Materials for Individuals with Disabilities program for FY 2013, of which 

we intend to use an estimated $3,000,000 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 2014 from the list of unfunded applicants from this competition.

Estimated Range of Awards: $475,000 to $500,000.

Estimated Average Size of Award: $500,000.

Maximum Award: We will reject any application that proposes a budget exceeding $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: 6.

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

Project Period: Up to 48 months with an optional additional 12 months based on performance. 

Applications must include plans for both the 48 month award and the 12 month extension.
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III. Eligibility Information

Eligible Applicants: State educational agencies (SEAs); LEAs, including public charter schools 

that are considered LEAs under State law; IHEs; other public agencies; private nonprofit 

organizations; outlying areas; freely associated States; Indian tribes or tribal organizations; and 

for-profit organizations.

2. Cost Sharing or Matching: This competition does not require cost sharing or 

matching.

 3. Other: General Requirements:

(a) The projects funded under this competition must make positive efforts to employ, 

and advance in employment, qualified individuals with disabilities (see section 606 of IDEA).

(b) The applicant and grant recipient funded under this competition must involve 

individuals with disabilities or parents of individuals with disabilities ages birth through 26 in 

planning, implementing, and evaluating the project (see section 682(a)(1)(A) of IDEA).

IV. Application and Submission Information

1. Address to Request Application Package: Education Publications Center (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 e-mail address: 

edpubs@inet.ed.gov.

If you request an application package from ED Pubs, be sure to identify this competition 

as follows: CFDA number 84.327S.

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.
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2. Content and Form of Application Submission: Requirements concerning the content 

of an application, together with the forms you must submit, are in the application package for 

this competition.

Page Limit: The application narrative (Part III of the application) is where you, the applicant, 

address the selection criteria that reviewers use to evaluate your application. You must limit 

Part III to the equivalent of no more than 50 pages, using the following standards:

• A “page” is 8.5" x 11", on one side only, with 1" margins at the top, bottom, and both 

sides.

• Double space (no more than three lines per vertical inch) all text in the application 

narrative, including titles, headings, footnotes, quotations, references, and captions, as well as 

all text in charts, tables, figures, and graphs.

• Use a font that is either 12 point or larger or no smaller than 10 pitch (characters per 

inch).

• Use one of the following fonts: Times New Roman, Courier, Courier New, or Arial. An 

application submitted in any other font (including Times Roman or Arial Narrow) will not be 

accepted.

The page limit does not apply to Part I, the cover sheet; Part II, the budget section, 

including the narrative budget justification; Part IV, the assurances and certifications; or the onepage abstract, the resumes, the bibliography, or the letters of support. However, the page limit 

does apply to all of the application narrative section (Part III).

We will reject your application if you exceed the page limit; or if you apply other 

standards and exceed the equivalent of the page limit.

3. Submission Dates and Times:

Applications Available: January 30, 2013.

Deadline for Transmittal of Applications: March 18, 2013.
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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.

Deadline for Intergovernmental Review: May 15, 2013.

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, Central 

Contractor Registry, and System for Award Management: To do business with the Department 

of Education, you must--

 a. Have a Data Universal Numbering System (DUNS) number and a Taxpayer Identification 

Number (TIN); 

b. Register both your DUNS number and TIN with the Central Contractor Registry 

(CCR)--and, after July 24, 2012, with the System for Award Management (SAM), the 

Government’s primary registrant database;

 c. Provide your DUNS number and TIN on your application; and
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d. Maintain an active CCR or SAM registration with current information while your 

application is under review by the Department and, if you are awarded a grant, during the 

project period.

You can obtain a DUNS number from Dun and Bradstreet. A DUNS number can be 

created within one business day.

If you are a corporate entity, agency, institution, or organization, you can obtain a TIN 

from the Internal Revenue Service. If you are an individual, you can obtain a TIN from the 

Internal Revenue Service or the Social Security Administration. If you need a new TIN, please 

allow 2-5 weeks for your TIN to become active. 

The CCR or SAM registration process may take five or more business days to complete. 

If you are currently registered with the CCR, you may not need to make any changes. However, 

please make certain that the TIN associated with your DUNS number is correct. Also note that 

you will need to update your registration annually. This may take three or more business days 

to complete. Information about SAM is available at SAM.gov.

In addition, if you are submitting your application via Grants.gov, you must (1) be 

designated by your organization as an Authorized Organization Representative (AOR); and (2) 

register yourself with Grants.gov as an AOR. Details on these steps are outlined at the 

following Grants.gov Web page: www.grants.gov/applicants/get_registered.jsp.

7. Other Submission Requirements: Applications for grants under this competition 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 Stepping-up Technology Implementation competition,

CFDA number 84.327S, 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 
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application package, complete it offline, and then upload and submit your application. You may 

not e-mail 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 Stepping-up Technology 

Implementation 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 84.327, not 84.327S).

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. 
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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-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 e-mail. This 
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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.
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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: Terry Jackson, U.S. Department of 

Education, 400 Maryland Avenue, SW., room 4081, 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
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Application Control Center

Attention: (CFDA Number 84.327S)

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 84.327S)

550 12th Street, SW.

Room 7041, Potomac Center Plaza

Washington, DC 20202-4260 
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The Application Control Center accepts hand deliveries daily between 8:00 a.m. and 

4:30:00 p.m., Washington, DC time, except Saturdays, Sundays, and Federal holidays.

Note for Mail or Hand Delivery of Paper Applications: If you mail or hand deliver your 

application to the Department--

(1) You must indicate on the envelope and--if not provided by the Department--in Item 

11 of the SF 424 the CFDA number, including suffix letter, if any, of the competition under which 

you are submitting your application; and

(2) The Application Control Center will mail to you a notification of receipt of your grant 

application. If you do not receive this notification within 15 business days from the application 

deadline date, you should call the U.S. Department of Education Application Control Center at 

(202) 245-6288.

V. APPLICATION REVIEW INFORMATION

1. Selection Criteria: The selection criteria for this program are from 34 CFR 75.210 

and are listed in the application package.

2. Review and Selection Process: 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:
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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.
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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 longterm measures, that are designed to yield information on various aspects of the effectiveness 

and quality of the Educational Technology, Media, and Materials for Individuals with Disabilities 

Program. These measures are included in the application package and focus on the extent to 

which projects are of high quality, are relevant to improving outcomes of children with 

disabilities, contribute to improving outcomes for children with disabilities, and generate 

evidence of validity and availability to appropriate populations.. We will collect data on these 
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measures from the project funded under this competition. The grantee will be required to report 

information on its project’s performance in its final performance report 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: Terry Jackson, U.S. Department of Education, 400 Maryland 

Avenue SW., room 4081, Potomac Center Plaza (PCP), Washington, DC 20202-2600. 

Telephone: (202) 245-6039.

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.
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Electronic Access to This Document: The official version of this document is the document 

published in the Federal Register. Free Internet access to the official edition of the Federal 

Register and the Code of Federal Regulations is available via the Federal Digital System at: 

www.gpo.gov/fdsys. At this site you can view this document, as well as all other documents of 

this Department published in the Federal Register, in text or Adobe Portable Document Format 

(PDF). To use PDF you must have Adobe Acrobat Reader, which is available free at the site.

You may also access documents of the Department published in the Federal Register by 

using the article search feature at: www.federalregister.gov. Specifically, through the advanced 

search feature at this site, you can limit your search to documents published by the Department.

Dated: 

 

 
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IMPORTANT -- PLEASE READ FIRST

U.S. Department of Education

Grants.gov Submission Procedures and Tips for Applicants

To facilitate your use of Grants.gov, this document includes important submission procedures you need to 

be aware of to ensure your application is received in a timely manner and accepted by the Department of 

Education.

ATTENTION – Adobe Forms and PDF Files Required

Applications submitted to Grants.gov for the Department of Education will be posted using Adobe forms. 

Therefore, applicants will need to download the latest version of Adobe reader (at least Adobe Reader 

8.1.2, but 10.1.4 is recommended). Information on computer and operating system compatibility with 

Adobe, links to download the latest version, and warnings about using Adobe Reader XI are all available 

on Grants.gov. We strongly recommend that you review these details on www.Grants.gov before 

completing and submitting your application. In addition, applicants should submit their application a day 

or two in advance of the closing date as detailed below. Also, applicants are required to upload their 

attachments in .pdf format only. (See details below under “Attaching Files – Additional Tips.”) If you have 

any questions regarding this matter please email the Grants.gov Contact Center at support@grants.gov

or call 1-800-518-4726.

1) REGISTER EARLY – Grants.gov registration may take five or more business days to complete. 

You may begin working on your application while completing the registration process, but you 

cannot submit an application until all of the Registration steps are complete. For detailed 

information on the Registration Steps, please go to: 

http://www.grants.gov/applicants/get_registered.jsp [Note: Your organization will need to update 

its SAM registration annually (formerly Central Contractor Registry (CCR)*.]

2) SUBMIT EARLY – We strongly recommend that you do not wait until the last day to submit 

your application. Grants.gov will put a date/time stamp on your application and then 

process it after it is fully uploaded. The time it takes to upload an application will vary 

depending on a number of factors including the size of the application and the speed of your 

Internet connection, and the time it takes Grants.gov to process the application will vary as well. 

If Grants.gov rejects your application (see step three below), you will need to resubmit 

successfully to Grants.gov before 4:30:00 p.m. Washington, DC time on the deadline date. 

Note: To submit successfully, you must provide the DUNS number on your application 

that was used when you registered as an Authorized Organization Representative (AOR) 

on Grants.gov. This DUNS number is typically the same number used when your 

organization registered with the SAM (formerly CCR -Central Contractor Registry). If you 

do not enter the same DUNS number on your application as the DUNS you registered with, 

Grants.gov will reject your application.

3) VERIFY SUBMISSION IS OK – You will want to verify that Grants.gov received your application 

submission on time and that it was validated successfully. To see the date/time your application 

was received, login to Grants.gov and click on the Track My Application link. For a successful 

submission, the date/time received should be earlier than 4:30:00 p.m. Washington, DC time, on 

the deadline date, AND the application status should be: Validated, Received by Agency, or 

Agency Tracking Number Assigned. Once the Department of Education receives your application 

from Grants.gov, an Agency Tracking Number (PR/award number) will be assigned to your 

application and will be available for viewing on Grants.gov’s Track My Application link.
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If the date/time received is later than 4:30:00 p.m. Washington, D.C. time, on the deadline date, 

your application is late. If your application has a status of “Received” it is still awaiting validation 

by Grants.gov. Once validation is complete, the status will either change to “Validated” or 

“Rejected with Errors.” If the status is “Rejected with Errors,” your application has not been 

received successfully. Some of the reasons Grants.gov may reject an application can be found 

on the Grants.gov site: http://www.grants.gov/applicants/applicant_faqs.jsp#54. For more 

detailed information on troubleshooting Adobe errors, you can review the Adobe Reader Error 

Messages document at http://www.grants.gov/assets/AdobeReaderErrorMessages.pdf. If you 

discover your application is late or has been rejected, please see the instructions below. Note: 

You will receive a series of confirmations both online and via e-mail about the status of your 

application. Please do not rely solely on e-mail to confirm whether your application has been 

received timely and validated successfully. 

Submission Problems – What should you do?

If you have problems submitting to Grants.gov before the closing date, please contact Grants.gov 

Customer Support at 1-800-518-4726 or http://www.grants.gov/contactus/contactus.jsp, or access the 

Grants.gov Self-Service web portal at: https://grants-portal.psc.gov/Welcome.aspx?pt=Grants

If electronic submission is optional and you have problems that you are unable to resolve before the 

deadline date and time for electronic applications, please follow the transmittal instructions for hard copy 

applications in the Federal Register notice and get a hard copy application postmarked by midnight on the 

deadline date.

If electronic submission is required, you must submit an electronic application before 4:30:00 p.m., unless 

you follow the procedures in the Federal Register notice and 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. (See the 

Federal Register notice for detailed instructions.)

Helpful Hints When Working with Grants.gov

Please note, once you download an application from Grants.gov, you will be working offline and saving 

data on your computer. Please be sure to note where you are saving the Grants.gov file on your 

computer. You will need to logon to Grants.gov to upload and submit the application. You must provide 

the DUNS number on your application that was used when you registered as an Authorized 

Organization Representative (AOR) on Grants.gov.

Please go to http://www.grants.gov/contactus/contactus.jsp for help with Grants.gov. For additional tips 

related to submitting grant applications, please refer to the Grants.gov Submit Application FAQs found on 

the Grants.gov http://www.grants.gov/applicants/submit_application_faqs.jsp. 

Dial-Up Internet Connections

When using a dial up connection to upload and submit your application, it can take significantly longer 

than when you are connected to the Internet with a high-speed connection, e.g. cable modem/DSL/T1. 

While times will vary depending upon the size of your application, it can take a few minutes to a few hours 

to complete your grant submission using a dial up connection. If you do not have access to a highspeed connection and electronic submission is required, you may want to consider following the 

instructions in the Federal Register notice to obtain an exception to the electronic submission 

requirement no later than two weeks before the application deadline date. (See the Federal 

Register notice for detailed instructions.) 
A-33

MAC Users

For MAC compatibility information, review the Operating System Platform Compatibility Table at the 

following Grants.gov link: http://www.grants.gov/help/download_software.jsp. If electronic submission 

is required and you are concerned about your ability to submit electronically as a non-windows 

user, please follow instructions in the Federal Register notice to obtain an exception to the 

electronic submission requirement no later than two weeks before the application deadline date. 

(See the Federal Register notice for detailed instructions.)

Attaching Files – Additional Tips

Please note the following tips related to attaching files to your application, especially the requirement that applicants 

only include read-only, non-modifiable .PDF files in their application:

1. Ensure that you attach .PDF files only for any attachments to your application, and they must be in a 

read-only, non-modifiable format. PDF files are the only Education approved file type accepted as 

detailed in the Federal Register application notice. Applicants must submit individual .PDF files only 

when attaching files to their application. Specifically, the Department will not accept any attachments 

that contain files within a file, such as PDF Portfolio files, or an interactive or fillable .PDF file. Any 

attachments uploaded that are not .PDF files or are password protected files will not be read. If you 

need assistance converting your files to a .pdf format, please refer to the following Grants.gov 

webpage with links to conversion programs under the heading of additional resources: 

http://www.grants.gov/applicants/app_help_reso.jsp

2. Grants.gov cannot process an application that includes two or more files that have the same name 

within a grant submission. Therefore, each file uploaded to your application package should have a 

unique file name.

3. When attaching files, applicants should follow the guidelines established by Grants.gov on 

the size and content of file names. Uploaded files must be less than 50 characters, contain 

no spaces, no special characters (example: -, &, *, %, /, #, \) including periods (.), blank 

spaces and accent marks. Applications submitted that do not comply with the Grants.gov 

guidelines will be rejected at Grants.gov and not forwarded to the Department. 

4. Applicants should limit the size of their file attachments. Documents submitted that contain graphics 

and/or scanned material often greatly increase the size of the file attachments and can result in 

difficulties opening the files. For reference, the average discretionary grant application package totals 

1 to 2 MB. Therefore, you may want to check the total size of your package before submission.

*Please note that the Central Contractor Registry (CCR) was replaced by the System for Award 

Management (SAM) effective July 30, 2012. For more information on the migration of CCR data 

to SAM, grant applicants should read this information located on Grants.gov: 

http://grants-gov.blogspot.com/2012/07/information-about-pendingmigration.html#!/2012/07/information-about-pending-migration.html

12/2012
B-1

PRIORITY DESCRIPTION AND

SELECTION CRITERIA
B-1

STEPPING-UP TECHNOLOGY IMPLEMENTATION

(CFDA 84.327S)

DEADLINE: 03/18/2013

ABSOLUTE PRIORITY:

Background:

The purpose of this priority is to fund cooperative agreements to: (a) identify resources11

needed to effectively implement evidence-based12 technology tools13 that 

 

11 For the purposes of this priority, “resources” include, but are not limited to, school leadership support, 

professional development support to school staff, and a plan for integrating technology into the classroom 

curriculum.

12 For the purposes of this priority, “evidence-based” is defined by the definitions published in the Notice 

of Proposed Priorities for the FY 2013 Supporting Effective Educator Development (SEED) Grant 

Program (77 FR 53819): 

Large sample means a sample of 350 or more students (or other single analysis units) who were 

randomly assigned to a treatment or control group, or 50 or more groups (such as classrooms or schools) 

that contain 10 or more students (or other single analysis units) and that were randomly assigned to a 

treatment or control group. 

Moderate evidence of effectiveness means one of the following conditions is met: 

 (a) There is at least one study of the effectiveness of the process, product, strategy, or practice being 

proposed that meets the What Works Clearinghouse Evidence Standards without reservations; found a 

statistically significant favorable impact on a relevant outcome (as defined in this notice) (with no 

statistically significant unfavorable impacts on that outcome for relevant populations in the study or in 

other studies of the intervention reviewed by and reported on by the What Works Clearinghouse); and 

includes a sample that overlaps with the populations or settings proposed to receive the process, product, 

strategy, or practice.

 (b) There is at least one study of the effectiveness of the process, product, strategy, or practice being 

proposed that meets the What Works Clearinghouse Evidence Standards with reservations, found a 

statistically significant favorable impact on a relevant outcome (as defined in this notice) (with no 

statistically significant unfavorable impacts on that outcome for relevant populations in the study or in 

other studies of the intervention reviewed by and reported on by the What Works Clearinghouse), 

includes a sample that overlaps with the populations or settings proposed to receive the process, product, 

strategy, or practice, and includes a large sample (as defined in this notice) and a multi-site sample (as 

defined in this notice) (Note: multiple studies can cumulatively meet the large and multi-site sample 

requirements as long as each study meets the other requirements in this paragraph). 

Multi-site sample means more than one site, where site can be defined as an LEA, locality, or State. 

Relevant outcome means the student outcome or outcomes (or the ultimate outcome if not related to 

students) that the proposed project is designed to improve, consistent with the specific goals of a 

program. 

Strong evidence of effectiveness means that one of the following conditions is met: 

 (a) There is at least one study of the effectiveness of the process, product, strategy, or practice being 

proposed that meets the What Works Clearinghouse Evidence Standards without reservations; found a 

statistically significant favorable impact on a relevant outcome (as defined in this notice) (with no 

statistically significant unfavorable impacts on that outcome for relevant populations in the study or in 

other studies of the intervention reviewed by and reported on by the What Works Clearinghouse); 

includes a sample that overlaps with the populations and settings proposed to receive the process, 
B-2

benefit students with disabilities, and (b) develop and disseminate products14 that will help a 

broad range of schools to effectively implement these technology tools. 

As Congress recognized in IDEA, “almost 30 years of research and experience has 

demonstrated that the education of children with disabilities can be made more effective by ... 

supporting the development and use of technology, including assistive technology devices and 

assistive technology services, to maximize accessibility for children with disabilities” (section 

601(c)(5)(H) of IDEA). The use of technology, including assistive technology devices and 

assistive technology services, enhances instruction and access to the general education 

curriculum. Since 1998, the Office of Special Education Programs (OSEP) has supported 

technology and media service projects through the Steppingstones of Technology Innovation for 

Children with Disabilities (Steppingstones) program. The projects funded under the 

Steppingstones program developed and evaluated numerous innovative technology tools 

designed to improve results for children with disabilities. Examples of such tools include: Webbased learning and assessment materials, instructional software, assistive technology devices, 

methods for using off-the-shelf hardware and software to improve learning, and methods for 

integrating technology into instruction. In addition, the Department’s Institute of Education 

Sciences (IES) now supports projects to develop and evaluate innovative technology tools. The 

 

product, strategy, or practice; and includes a large sample (as defined in this notice) and a multi-site 

sample (as defined in this notice) (Note: multiple studies can cumulatively meet the large and multi-site 

sample requirements as long as each study meets the other requirements in this paragraph). 

 (b) There are at least two studies of the effectiveness of the process, product, strategy, or practice 

being proposed, each of which meets the What Works Clearinghouse Evidence Standards with 

reservations, found a statistically significant favorable impact on a relevant outcome (as defined in this 

notice) (with no statistically significant unfavorable impacts on that outcome for relevant populations in the 

studies or in other studies of the intervention reviewed by and reported on by the What Works 

Clearinghouse), includes a sample that overlaps with the populations and settings proposed to receive 

the process, product, strategy, or practice, and includes a large sample (as defined in this notice) and a 

multi-site sample (as defined in this notice). 

13 For the purposes of this priority, “technology tools” may include, but are not limited to, digital math text 

readers for students with visual impairment, reading software to improve literacy and communication 

development, and text-to-speech software to improve reading performance. These tools must assist or 

otherwise benefit students with disabilities.

14 For the purposes of this priority, “products” may include, but are not limited to, instruction manuals, 

lesson plans, demonstration videos, ancillary instructional materials, and professional development 

modules such as collaborative groups, coaching, mentoring, or online supports.
B-3

Stepping-up Technology Implementation program will build on these technology development 

efforts by identifying, developing, and disseminating products and resources that promote the 

effective implementation15 of evidence-based instructional and assistive technology tools in 

early childhood or kindergarten through grade 12 (K-12) settings.16 

The employment of products and resources designed to assist with the implementation 

of evidence-based technology tools is critical to ensuring that these tools will be effectively used 

to improve early childhood, academic achievement, and college and career readiness of 

children with disabilities. Data from a survey of more than 1,000 K-12 teachers, principals, and 

assistant principals indicated that simply providing teachers with technology does not ensure 

that it will be used. The survey also indicated that while newer teachers may use technology in 

their personal lives more often than veteran teachers, they do not use it more frequently in their 

classrooms than veteran teachers do. In addition, the survey indicated that the more often 

teachers use technology to improve students’ daily classroom engagement, the more likely 

teachers are to recognize the benefits to understanding different student learning styles 

(Grunwald, 2010). Additionally, Perlman and Redding (2011) found that in order to be used 

most effectively, technology must be implemented in ways that align with curricular and teacher 

goals and must offer students opportunities to use these tools in their learning. These findings 

demonstrate a need for products and resources that can ensure technology tools for students 

with disabilities are implemented effectively.

Priority:

The purpose of this priority is to fund cooperative agreements to: (a) identify resources 

needed to effectively implement evidence-based technology tools that benefit students with 

 

15

 In this context, “effective implementation” means “making better use of research findings in typical 

service settings through the use of processes and activities (such as accountable implementation teams) 

that are purposeful and described in sufficient detail such that independent observers can detect the 

presence and strength of these processes and activities” (Fixsen, Naoom, Blase, Friedman, & Wallace, 

2005).

16 For the purposes of this priority, “settings” include general education classrooms, special education 

classrooms or any place where school-based instruction occurs.
B-4

disabilities; and (b) develop and disseminate products (e.g., instruction manuals, lesson plans, 

demonstration videos, ancillary instructional materials) that will help early childhood or K-12 

settings to effectively implement these technology tools. 

To be considered for funding under this absolute priority, applicants must meet the 

application requirements. Any project funded under this absolute priority must also meet the 

programmatic and administrative requirements specified in the priority. 

Application Requirements: An applicant must include in its application--

(a) A logic model or conceptual framework that depicts at a minimum, the goals, 

activities, outputs, and outcomes of the proposed project. A logic model communicates how a 

project will achieve its outcomes and provides a framework for both formative and summative 

evaluations of the project; 

Note: The following Web sites provide more information on logic models: 

www.researchutilization.org/matrix/logicmodel_resource3c.html and 

www.tadnet.org/model_and_performance. 

(b) A plan to implement the activities described in the Project Activities section of this 

priority;

(c) A plan, linked to the proposed project’s logic model, for a formative evaluation of the 

proposed project’s activities. The plan must describe how the formative evaluation will use clear 

performance objectives to ensure continuous improvement in the operation of the proposed 

project, including objective measures of progress in implementing the project and ensuring the 

quality of products and services;

(d) A plan for recruiting and selecting the following:

(1) Three development schools. Development schools are the sites in which iterative 
B-5

development17 of the implementation of technology tools and products will occur. The project 

must start implementing the technology tool with one development school in year one of the 

project period and two additional development schools in year two.

(2) Four pilot schools. Pilot schools are the sites in which try-out, formative evaluation, 

and refinement of technology tools and products will occur. The project must work with the four 

pilot schools during years three and four of the project period. 

 (3) Ten dissemination schools. Dissemination schools will be selected if the project is 

extended for a fifth year. Dissemination schools will be used to conduct the final test of the 

effectiveness of the products and the final opportunity for the project to refine the products for 

use by teachers, but will receive less technical assistance (TA) from the project than the 

development or pilot schools. Also, at this stage, dissemination schools will extend the benefits 

of the technology tool to additional students. To be selected as a dissemination school, eligible 

schools and local educational agencies (LEAs) must commit to working with the project to 

implement the evidence-based technology tool. A school may not serve in more than one 

category (i.e., development, pilot, dissemination). 

(e) Information (e.g., early childhood setting; elementary, middle, or high school; 

persistently lowest-achieving school;18 priority school19) about the development, pilot, and 

 

17 For the purposes of this priority, “iterative development” refers to a process of testing, systematically 

securing feedback, and then revising the educational intervention that leads to revisions in the 

intervention to increase the likelihood that it will be implemented with fidelity (Diamond & Powell, 2011). 

18 The term “persistently lowest-achieving schools” means, as determined by the State--

 (a)(1) Any Title I school in improvement, corrective action, or restructuring that--

 (i) Is among the lowest-achieving five percent of Title I schools in improvement, corrective action, or 

restructuring or the lowest- achieving five Title I schools in improvement, corrective action, or 

restructuring in the State, whichever number of schools is greater; or 

 (ii) Is a high school that has had a graduation rate as defined in 34 CFR 200.19(b) that is less than 60 

percent over a number of years; and

 (2) Any secondary school that is eligible for, but does not receive, Title I funds that--

 (i) Is among the lowest-achieving five percent of secondary schools or the lowest-achieving five 

secondary schools in the State that are eligible for, but do not receive, Title I funds, whichever number of 

schools is greater; or

 (ii) Is a high school that has had a graduation rate as defined in 34 CFR 200.19(b) that is less than 60 

percent over a number of years.

 (b) To identify the persistently lowest-achieving schools, a State must take into account both--
B-6

dissemination schools; their demographics (e.g., student race or ethnicity, percentage of 

students eligible for free or reduced-price lunch); and other pertinent data. 

(f) Documentation that the technology tool is evidence-based (as defined in this notice) 

and that it can be implemented to improve early childhood outcomes, academic achievement,

and college and career readiness.

 (g) A budget for attendance at the following:

(1) A one and one-half day kick-off meeting to be held in Washington, DC, after receipt 

of the award, and an annual planning meeting held in Washington, DC, with the OSEP Project 

Officer 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. 

(2) A three-day Project Directors’ Conference in Washington, DC, during each year of 

the project period.

(3) Two two-day trips annually to attend Department briefings, Department-sponsored 

conferences, and other meetings, as requested by OSEP.

 Project Activities. To meet the requirements of this priority, the project, at a minimum, must 

conduct the following activities:

 

 (i) The academic achievement of the “all students” group in a school in terms of proficiency on the 

State's assessments under section 1111(b)(3) of the Elementary and Secondary Education Act of 1965, 

as amended (ESEA) in reading/language arts and mathematics 

combined; and

 (ii) The school's lack of progress on those assessments over a number of years in the “all students” 

group. 

 For the purposes of this priority, the Department considers schools that are identified as Tier I or Tier II 

schools under the School Improvement Grants Program (see 75 FR 66363) as part of a State's approved 

FY 2009, FY 2010, or FY 2011 application to be persistently lowest-achieving schools. A list of these Tier 

I and Tier II schools can be found on the Department's Web site at www2.ed.gov/programs/sif/index.html.

19 The term “priority school” means a school that has been identified by the State as a priority school 

pursuant to the State’s approved request for ESEA flexibility.
B-7

(a) Recruit a minimum of three development schools in one LEA and four pilot schools 

across at least two LEAs in accordance with the plan proposed under paragraph (d) of the 

Application Requirements section of this notice.

Note: Final site selection will be determined in consultation with the OSEP Project Officer 

following the kick-off meeting.

(b) Identify resources and develop products to support sustained implemention of the 

selected technology tool. Development of the products must be an interactive process 

beginning in a single development school and continuing through iterative cycles of 

development and refinement in the other development schools, followed by a formative 

evaluation and refinement in the pilot schools. The products must include, at a minimum, the 

following components to support implementation of the technology tool: 

(1) An instrument or method for assessing (i) the need for the technology tool, and (ii) 

readiness to implement it. Instruments and methods may include resource inventory checklists, 

school self-study guides, surveys of teacher interest, detailed descriptions of the technology tool 

for review by school staff, and similar approaches used singly or in combination.

(2) Methods and manuals to support the implementation of the technology tool. 

(3) Professional development activities necessary for teachers to implement the 

technology tool with fidelity and integrate it into the curriculum. 

(c) Collect and analyze data on the effect of the technology tool on academic 

achievement and college and career readiness .

(d) Collect formative and summative evaluation data from the development schools and 

pilot schools to refine and evaluate the products.

(e) If the project is extended to a fifth year, provide the products and the technology tool 

to no fewer than 10 dissemination schools that are not the same schools used as development 

and pilot schools.
B-8

(f) Collect summative data about the success of the products in supporting 

implementation of the technology tool in the dissemination schools; and

(g) By the end of the project period, projects must provide information on:

(1) The products and resources that will enable other schools to implement and sustain 

implementation of the technology tool. 

(2) How the technology tool has improved early childhood outcomes, academic 

achievement, or college and career readiness for children with disabilities. 

(3) A strategy for disseminating the technology tool and accompanying products beyond 

the schools directly involved in the project.

Collaboration with the Model Demonstration Coordination Center (MDCC).

Although these projects are not model demonstration projects, the MDCC, an OSEPfunded project, will provide coordination support among the projects. Each project funded under 

this priority must--

(a) Coordinate with the MDCC and the other projects to determine times for crossproject collaboration conference calls. Individual project timelines may need to be adjusted 

once the cross-project collaboration calls are established;

(b) Provide MDCC with a description of the schools as described in paragraph (e) of the 

Application Requirements section of this notice; and

(c) Participate in conference call discussions, organized and facilitated by the MDCC, 

and, to the extent appropriate, establish consistent project design elements such as site 

selection, evaluation design issues, implementation strategies, sustainability, documentation, 

and dissemination. 

Note: The following Web site provides more information on the MDCC: http://mdcc.sri.com.

Fifth Year of the Project: 

The Secretary may extend a project one year beyond 48 months to work with 

dissemination schools if the grantee is achieving the intended outcomes and making a positive 
B-9

contribution to the implementation of an evidence-based technology tool in the development and 

pilot schools. Each applicant must include in its application a plan for the full 60-month award. 

In deciding whether to continue funding the project for the fifth year, the Secretary will consider 

the requirements of 34 CFR 75.253(a), and in addition--

(a) The recommendation of a review team consisting of the OSEP Project Officer and 

other experts selected by the Secretary. This review will be held during the last half of the third 

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) Evidence of the degree to which the project’s activities have contributed to changed 

practices and improved early childhood, academic achievement, or college and career 

readiness for students with disabilities. 

References:

Diamond, K.E. & Powell, D.R. (2011). An iterative approach to the development of a 

professional development intervention for head start teachers. Journal of Early 

Intervention, 33(1), 75-93.

Fixsen, D.L., Naoom, S.F., Blase, K.A., Friedman, R.M., & Wallace, F. (2005). Implementation 

Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis 

de la Parte Florida Mental Health Institute, The National Implementation Research 

Network.

Grunwald and Associates. (2010). Educators, Technology and 21st Century Skills: Dispelling 

Five Myths. Minneapolis, MN: Walden University, Richard W. Riley College of 

Education. Retrieved from www.WaldenU.edu/fivemyths.

Perlman, C.L. & Redding, S. (Eds). (2011). Choosing and Implementing Technology Wisely. 

Handbook on Effective Implementation of School Improvement Grants. Lincoln, IL: 

Academic Development Institute. Retrieved from www.centerii.org/handbook.
B-10

PROGRAM AUTHORITY:

20 U.S.C. 1474 and 1481.

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 Educational 

Technology, Media, and Materials for Individuals with Disabilities program. These measures 

are included in the application package and focus on the extent to which projects are of high 

quality, are relevant to improving outcomes of children with disabilities, contribute to improving 

outcomes for children with disabilities, and generate evidence of validity and availability to 

appropriate populations. Projects funded under this competition are required to submit data on 

these measures as directed by OSEP.

Grantees also will be required to report information on their projects’ performance in annual and 

final performance reports to the Department (34 CFR 75.590).

APPLICATIONS AVAILABLE:

January 30, 2013.

DEADLINE FOR TRANSMITTAL OF APPLICATIONS:

March 18, 2013.

DEADLINE FOR INTERGOVERNMENTAL REVIEW:

May 18, 2013.

ESTIMATED AVAILABLE FUNDS: 

The Administration has requested $29,588,000 for the Educational Technology, Media, and 

Materials for Individuals with Disabilities program for FY 2013, of which we intend to use an 

estimated $3,000,000 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 2014 from the list of unfunded applicants from this competition.

ESTIMATED RANGE OF AWARDS: 475,000 TO $500,000.

ESTIMATED AVERAGE SIZE OF AWARDS: $500,000.

ESTIMATED NUMBER OF AWARDS: 6.
B-11

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

MAXIMUM AWARD:

We will reject any application that proposes a budget exceeding $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.

PROJECT PERIOD:

Up to 48 months with an optional additional 12 months based on performance. Applications 

must include plans for both the 48-month award and the 12-month extension.

PAGE LIMITS:

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 the application 

narrative to the equivalent of no more than 50 pages, using the following standards:

 A "page" is 8.5" x 11" (on one side only) with 1” margins at the top, bottom, and both sides. 

 Double-space (no more than three lines per vertical inch) all text in the application narrative, 

including titles, headings, footnotes, quotations, references, and captions.

 Use a font that is either 12 point or larger and no smaller than 10 pitch (characters per inch). 

The page limit does not apply to Part I, the cover sheet; Part II, the budget section, including 

the narrative budget justification; Part IV, the assurances and certifications; or the one-page 

abstract, the resumes, the bibliography, references, or the letters of support. However, the 

page limit does apply to the application narrative in Part III.

We will reject any application if you exceed the page limit; or if you apply other standards and 

exceed the equivalent of the page limit.

GENERAL REQUIREMENTS:

(a) Projects funded under this notice must make positive efforts to employ and advance in 

employment qualified individuals with disabilities in project activities (see section 606 of 

IDEA); and

(b) Applicants and grant recipients funded under this notice must involve individuals with 

disabilities or parents of individuals with disabilities ages birth through 26 in planning, 

implementing, and evaluating the projects (see section 682(a)(1)(A) of IDEA).

APPLICABLE REGULATIONS:

(a) The Education Department General Administrative Regulations (EDGAR) in 34 CFR parts 

74, 75, 77, 79, 80, 81, 82, 84, 85, 86, 97, 98, and 99.
B-12

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

Indian tribes.

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

ELIGIBLE APPLICANTS:

State educational agencies (SEAs); LEAs, including public charter schools that are considered 

LEAs under State law; IHEs; other public agencies; private nonprofit organizations; outlying 

areas; freely associated States; Indian tribes or tribal organizations; and for-profit organizations.

INTERGOVERNMENTAL REVIEW:

The program in this notice is subject to the requirements of Executive Order 12372 and the 

regulations in 34 CFR part 79. One of the objectives of the Executive Order is to foster an 

intergovernmental partnership and a strengthened federalism. The Executive order relies on 

processes developed by State and local governments for coordination and review of proposed 

Federal financial assistance.

This document provides early notification of our specific plans and actions for this program.

FOR FURTHER INFORMATION ABOUT THIS PRIORITY CONTACT:

Terry Jackson, Project Officer

Research to Practice Division

Office of Special Education Programs

Telephone: (202) 245-6039

FAX: (202) 245-7619

Internet: Terry.Jackson@ed.gov

TTD: 1-800-877-8339
B-13

SELECTION CRITERIA AND FORMAT

FOR THE APPLICATIONS FOR NEW AWARDS -- STEPPING-UP 

TECHNOLOGY IMPLEMENTATION

(CFDA 84.327S) COMPETITION

Part III of the application form requires a narrative that addresses the selection criteria that will 

be used by reviewers in evaluating individual proposals. Applications are more likely to receive 

favorable reviews by panels when they are organized according to the format suggested below. 

This format was published in the FEDERAL REGISTER as an appendix to the program 

regulations, and it addresses all the selection criteria used to evaluate applications required by 

regulations. If you prefer to use a different format, you may wish to cross-reference the sections 

of your application to the selection criteria to be sure that reviewers are able to find all relevant 

information. 

The selection criteria that will be used to evaluate applications submitted to the Applications 

for New Awards; Educational Technology, Media, and Materials for Individuals with 

Disabilities--Stepping-up Technology Implementation (CFDA 84.327S) competition are the 

selection criteria for new grants required by the EDGAR general selection criteria menu. The 

maximum score for all of the criteria is 100 points.

The application narrative should include the following sections in this order:

(a) Significance (10 points)

(1) The Secretary considers the significance of the proposed project.

(2) In determining the significance of the proposed project, the Secretary considers the 

following factors:

(i) The significance of the problem or issue to be addressed by the proposed project;

(ii) The magnitude of the need for the services to be provided or the activities to be 

carried out by the proposed project;

(iii) The extent to which the proposed project will focus on serving or otherwise 

addressing the needs of disadvantaged individuals;

(iv) The extent to which specific gaps or weaknesses in services, infrastructure, or 

opportunities have been identified and will be addressed by the proposed project;

(v) The potential contribution of the proposed project to increase knowledge or 

understanding of educational problems, issues, or effective strategies;

(iv) The potential contribution of the proposed project to the development and 

advancement of theory, knowledge, and practices in the field of study; and
B-14

(v) The extent to which the results of the proposed project are to be disseminated in 

ways that will enable others to use the information or strategies.

(b) Quality of project services (25 points) 

(1) The Secretary considers the quality of the products and/or services to be provided by the 

proposed project. 

(2) In determining the quality of the products and/or 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 products and/or services to be provided by the proposed 

 project reflect up-to-date knowledge from research and effective practice;

 (ii) The extent to which the products and/or services are of sufficient quality, 

 intensity, and duration to lead to outcomes to be achieved by the 

 proposed project;

(iii) The extent to which the products and/or services to be provided by the proposed, 

 project, involve the collaboration of appropriate partners for maximizing the 

 effectiveness of project services;

 

 (iv) The likely utility of the products and/or services that will result from the proposed 

 project, including the potential for their being used effectively in a variety of other 

 settings. 

(c) Quality of the project design (15 points)

(1) The Secretary considers the quality of the design of the proposed project.

(2) In determining the quality of the design of the proposed project, the Secretary considers 

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 the products and/or services to be provided by the proposed 

 project reflect up-to-date knowledge from research and effective practice; and

 (iii) The extent to which the design of the proposed project includes a thorough, high- 

 quality review of the relevant literature, a high-quality plan for project implementation, 

 and the use of appropriate methodological tools to ensure successful achievement of 

 project objectives.
B-15

(d) Quality of the management plan (15 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 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 adequacy of procedures for ensuring feedback and continuous improvement in 

the operation of the proposed project; and

(iii) The extent to which the time commitments of the project director and principal 

investigator and other key project personnel are appropriate and adequate to meet 

the objectives of the proposed project.

(e) Adequacy of resources (15 points)

(1) The Secretary considers the adequacy of resources for the proposed project.

(2) In determining the quality of project personnel, 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 determining the adequacy of resources for the proposed project, the Secretary 

considers the following factors:

(i) The qualifications, including relevant training and experience, of key project 

personnel; 

(ii) The qualifications, including relevant training and experience, of project consultants 

or subcontractors;

(iii) The adequacy of support, including facilities, equipment, supplies, and other 

resources, from the applicant organization or the lead applicant organization; 

(iv) The relevance and demonstrated commitment of each partner in the proposed 

project to the implementation and success of the project; 

(v) The extent to which the budget is adequate to support the proposed project; and

(vi) The extent to which the costs are reasonable in relation to the objectives, design, 

and potential significance of the proposed project.
B-16

(f) 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 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 are appropriate to the context 

 within which the project operates;

(iii) The extent to which the methods of evaluation provide for examining the 

 effectiveness of project implementation strategies;

 (iv) The extent to which the methods of evaluation include the use of objective 

 performance measures that are clearly related to the intended outcomes of the 

 project and will produce quantitative and qualitative data; and 

(v) The extent to which the evaluation will provide performance feedback and permit

 periodic assessment of progress toward achieving intended outcomes.