### U.S. DEPA**RTMENT OF EDUCA TION**  **OFFICE OF SPECIA L EDUCA** **TION & REHABILITA TIVE SERVICES** 

**OFFICE OF SPECIA L EDUCA** **TION PROGRAMS**

**WA SHINGTON, D**  **.C. 20202** 

# FISCA**L YE AR**  **2013 AP**  **PLICA TION FOR NEW GR** **AN TS UNDER THE**  **INDIVIDUALS WITH DISABILITIES EDUCATION ACT (**  **IDEA )**  **EDUCA TIONA** **L TECHNOLOGY** **, MEDIA** **, AN**  **D MA TERIA**  **LS FOR INDIVIDUALS WITH DIS**  **AB ILITIES**  **PROGRA M** 

**(CFD A**  **84.327)** 

# AP **PLIC AT**  **IONS FOR NEW AWA RDS;**  **STEPPIN G**  **- UP**  **TECHNOLOGY IMPLEMENTA TION**  **(CFDA**

**84. 327S**  **)**

**DA TED**  **MA TERI**  **AL :**  **OPEN IMMEDIA** **TELY CLOSING**  **DA TE:**  **M ARCH**  

### 18 **, 2013**  **FORM APPRO** **VED —**  **OMB N**  **O .**  **1820 -** **0028, EXP.**  **DATE: 0**  **7 /** **31 /** **20 1**  **3**

# C **ONTENTS**

**Ap plicant Letter** 
**................................ ................................**  **................................ ................................**  **......... A**  **1 Notice Inviting**  **Ap plicants** 
**................................ ................................**  **................................ ........................**  **A 5**  Federal Register Notice

................................ ................................ ................................ ........................ A6 Subm ission Procedures and Tips for Applicants

................................ ................................ ................ A31 **Priority Description and Selecti on Criteria** 
**................................ ................................**  **............................. B**  **1** Stepping
- up Technology Implementation (CFDA 84. 327S )

................................ ................................ B2 Selection Criteria and Format for the Applications for New Awards; Educational Technology, Media, and Materials for Indi viduals with Disabilities Program
-- Stepping
- up Technology Implementation (CFDA 84. 327S ) Competition

................................ ... B 13 **General Information on Completing an A pplication** 
**................................ C**  Error! Bookmark not defined. **Ap plication Transmittal Instructions and Requirements for**  **Intergovernmental Review**
**................................ ................................**  **....... D**  Error! Bookmark not defined. **Ap pendix** 
**................................ ................................**  **................................ .......**  **D** Error! Bookmark not defined. Intergovernmental Review of Fe deral Programs

................................ . D **Error! Bookmark not defined.** State Single Points of Contact (SPOCs)

................................ ............. D **Error! Bookmark not defined. Notice to A** **ll A pplicants Ensuring Equitable A** **ccess and A pplication F**  **orms and Instructions** 
**................................ ................................**  **........................ E**  Error! Bookmark not defined. Part I: Application for Federal Assistance (SF
-424)

............................ E **Error! Bookmark not defined.**  Part II: Budget Information (Form 524)

................................ ................ E **Error! Bookmark not defined.** Part III: Application Narrative

................................ ............................... E **Error! Bookmark not defined.** Part IV: Assurances and Certifications

................................ ................ E **Error! Bookmark not defined.** Assurances

— Non
- Construction Programs

.......................... E **Error! Bookmark not defined.** Certification Regarding Lobbying

................................ ........... E **Error! Bookmark not defined.** Disclosure of Lobbying Activities

................................ ............ E **Error! Bookmark not defined.** Survey on Ensuring Equal Opportunity for Applicants

.......... E **Error! Bookmark not defined.** DUNS Number Instructions

................................ .................... E **Error! Bookmark not defined.** Grant Application Receipt Acknowledgement

........................ E **Error! Book mark not defined.**  Grant and Contract Funding Information

................................ E **Error! Bookmark not defined.**

## P **AP ERWORK**  

## B **URDEN** 

## S **TA TEMENT** 

**Public Burden Stat ement:**  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 num ber. P ublic reporting burden for this collection of information is estimated to average 46 hours per response, including tim e for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. T he obligation to respond to this collect ion is ma ndatory ( 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 , W ashington, DC 20210
-4537 or em ail ICDocketMgr@ed.gov and reference the OMB Control Number 1820
- 0028

. Note: Please do not return the completed applicati on to this address.
If yo u have comments or concerns regarding the status of yo ur individual submission of this form, write directly to: Office of Special Education Programs U.S. Depa rtment of Education 400 Maryland Ave

. SW , PCP 4106 Washington , D C 202 02
- 2600**A -**  **1**



# A **PPLICANT** 

# L **ETTER A** **- 2** 



### Dear Applicant: This application packet contains information and the required fo rms fo r 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 fo r Individuals with Disabilities (CFDA 84.327) program -- Applications for New Awards; Educational Technology, Media, and Materials for Individuals with Disa bilities
-- 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 A pplicants**  document that we have included on page A
- 31
- 33 , which includes helpful tips about submitting electronically using the Grants.gov Apply site. W e strongly encourage you to familiarize yourself with Grants.gov and strongly recommend that you register and submit early. **Al so,**  **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 compatibi lity 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. I nformation (including dates a nd 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 application s 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 th is 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 page s. 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**A -** **3**



### 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 informat ion 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 pl aced 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, fi gures, graphs, and l ogic 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 req uires 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 informat ion 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 sub jects 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 anno uncement 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, c urrent 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 i n MS W ord 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.tad net.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**A -** **4**



### Weappreciate your efforts to improve the provision of services for individuals with disabi lities. Sincerely,

Lawrence J. W exler, Ed.D. Director Research to Practice Division Offi ce of Special Education Program s**A -**  **5**



# N **OTICE** 

# I **NVITING** 

# A **PPLICANTS A** **- 6**  

# F **EDERAL** 

# R**EGISTER** 

# N **OTICE** 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 , 201 3

. Deadline for Transmittal of Applications: March 18 , 2013

. Deadline for Intergovernmental Review: Ma y 15 , 2013

. Full Text of Announcement I. Funding Opportunity Description Purpose of Program : The purpose s of the Educational Technology, Media, and Materials fo r Individuals with Disabilities Program 1 

### are to: (1) improve results for students with disabilities by promoting the development, demonstration, and use of technology; (2) support educational activities d esigned to be of educational value in the classroom for students with disabilities; (3)

1 This program was formerly called “Technology and Media Services for In dividuals with Disabilities .” T he 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 educati onal materials. The program’s activities and statutory authorization (20 U.S.C. 1474) remain unchanged.**A -**  **7**



### provide support for captioning and video description that is appropriate for use in the classroom ; and (4) provide accessible educational materials to children with dis abilities 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 In dividuals with Disabilities
-- Stepping
up Technology Implementation

. Background : The purpose of this priority is to fund cooperative agreements to: (a) identify resources 2 

### needed to effectively implement evidence
- based 3 

### technology tools4 

### that benefit stud ents 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 De velopment (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 contai n 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) T here is at least one study of the effecti veness of the process, product, strategy, or practice being proposed that meets the Wh at Wo rks Clearinghouse Evidence Standards without reservations; f ound a statistically significant favorable impact on a relevant outcome (as defined in this notice) (wit h 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 W hat W orks Clearinghouse); and includes a sample that overlaps with the popu lations or settings proposed to receive the process, product, strategy, or practice. (b) T here is at least one study of the effectiveness of the process, product, strategy, or practice being proposed that meets the Wh at Wo rks Clearinghouse Evidence S tandards 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 studie s of the intervention reviewed by and reported on by the W hat Wo rks 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: m ultiple 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 mo re 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) T here is at least one study of the effectiveness of the process, product, strategy, or practice being proposed that meets the Wh at Wo rks Clearinghouse Evidence Standards without reservations; f ound a statistically significant favorable impact on a relevant outcome (as defined in this notice) (with no statistically significant unfavorable impacts**A -**  **8**



### disabilities, and (b) develop and disseminate products 5 

### 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 t he 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 disabilitie s” (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 i nnovative technology tools designed to improve results for children with disabilities. Examples of such tools include: W eb
based learning and assessment materials, instructional software, assistive technology devices, methods for using off
-the
- shelf hard ware 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 W hat W orks 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) (Note: m ultiple studies can cumulatively meet the large and multi
-site sample requirements as long as each study meets the other requirements in this p aragraph). (b) T here are at least two studies of the effectiveness of the process, product, strategy, or practice being proposed, each of which meets the Wh at Wo rks Clearinghouse Evidence Standards with reservations, found a statistically significan t 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 W hat Wo rks 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
-to
speec h software to improve reading performance. T hese 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.**A -** **9**



### Stepping
- up Technology Implementation program will build on these technology development efforts by identifying, developing, and disseminating products and resources that promote the effective implementation 6 

### of 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 teac hers 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 (Grunwal d, 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 learn ing. 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 resou rces 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, & W allace, 2005). 7 For the purposes of this priority, “settings” include general education classrooms, special education classrooms or any place where school
- based instruction occurs.**A -**  **10**



### demonstration videos, ancillary instructional materials) that will help early childhood or K
- 12
s etting s 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 W eb sites provide more informatio n 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 proj ect, 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 development8 

### of 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 (Diamo nd & Powell, 2011).**A -**  **11**



### must start implementing the technology tool with one development school in year one of the project period and two additional development schools i n 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 th e 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 m ore than one category (i.e., development, pilot, dissemination). (e) Information (e.g., early childhood setting; elementary, middle, or high school; persistently lowest
- achieving school; 9 

### priority school 10 

### ) 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 Titl e I schools i n 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 percen t 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 ove r 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 ,**A -**  **12**



### 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 W ashington, DC, after receipt of the award, and an annual planning meeting held in W ashington, DC, with the OSEP Project Officer and other relevant staff during each subsequent year of the project period. Note : W ithin 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 W ashington, 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 m inimum 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 i n 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 W eb 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.**A -**  **13**



### (b) Identify resources and develop products to support sustained implemention of the selected technology tool. Development of the products must be an interactive process beginni ng 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 col lege 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 too l 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.**A -**  **14**



### (2) How the technology tool has improved earl y childhood, academic achievement , or college and career readiness fo r 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 OSEP
funded project, will provide coordination support among the projects. Each project funded under this priority must
-- (a) Coord inate with the MDCC and the other projects to determine times for cross
project 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 pro ject design elements such as site selection, evaluation design issues, implementation strategies, sustainability, documentation, and dissemination. Note : The following W eb site provides more information on the MDCC: http://mdcc.sri.com. Fifth Year of th e 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
--**A -**  **15**



### (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 an d 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 child hood outcomes, academic achievement , or college and career readiness fo r 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 teac hers. Journal of Early Intervention , 33 (1), 75
- 93. Fixsen, D.L., Naoom, S.F., Blase, K.A., Friedman, R.M., & W allace, 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: Wa lden University, Richard W . Riley College of Education. Retrieved from www.W aldenU.edu/fivemyths. Perlman, C.L. & Redding, S. (Eds). (2011). Choosing and Implementing Technology W isely. Handbook on Effective Implementation of School Improvement Grants. Lincoln, IL: Academic Development Institute. Retrieved from www.centerii.org/handbook

. Wa iver 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 6 81(d) of IDEA, however, makes the public comment requirements of the APA inapplicable to the priority in this notice.**A -**  **16**



### Program Authority : 20 U.S.C. 1474 and 1481. Applicable Regulations : (a) The Education Department General Administrative Regulations (ED GAR) 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 In dian 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 Edu cational Technology, Media, and Materials fo r 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 t he 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 : W e 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 est imates 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.**A -**  **17**



### 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 organizatio ns; 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 a dvance 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 W eb 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.**A -**  **18**



### 2. Content and Form of Application Submission : Requi rements 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 se lection 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 fon t that is either 12 point or larger or no smaller than 10 pitch (characters per inch). • Use one of the following fonts: Times New Roman, Courier, Courier New, or Arial. An application submitted in any other font (including Times Roman or Arial Narrow) will not be accepted. The page limit does not apply to Part I, the cover sheet; Part II, the budget section, including the narrative budget justification; Part IV, the assurances and certifications; or the one
page abstract, the resumes, the bibliography, or the letters of support. However, the page limit does apply to all of the application narrative section (Part III). Wewill reject your application if you exceed the page limit; or if you apply other standards and exceed the equivalent of the page limi t. 3. Submission Dates and Times : Applications Available: January 30 , 201 3

. Deadline for Transmittal of Applications: March 18 , 2013

.**A -**  **19**



### 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. Wedo 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 shou ld 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: Ma y 15 , 2013

. 4. Intergovernmental Review : This competition is subject to Executive Order 12372 and the regulations in 34 CFR pa rt 79. Information about Intergovernmental Review of Federal Programs under Executive Order 12372 is in the application package for this competition. 5. Funding Restrictions : W e reference regulations outlining funding restrictions in the Applicable Reg ulations 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 Uni versal 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**A -** **20**



### 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 Se rvice. 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 Authorize d Organization Representative (AOR); and (2) register yourself with Grants.gov as an AOR. Details on these steps are outlined at the following Grants.gov W eb page: www.grants.gov/applicants/get_registered.jsp. 7. Other Submission Requirements : Applicati ons 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**A -** **21**



### 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. Wewill reject your application if you submit it in paper format unless, as described elsewhere in this section, you qua lif y 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:

• Wh en 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 fu lly uploaded and submitted and must be date and time stamped by the Grants.gov system no later than 4:30:00 p.m., W ashington, DC time, on the application deadline date. Except as otherwise noted in this section, we will not accept your application if it i s 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. Wedo not consider an application that does not comply with the deadline requirements. W hen we retrieve your a pplication 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.**A -** **22**



### Therefore, we strongly recommend that you do not wait until the application deadline date to begin the su bmission 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 appl ication 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 valu e 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**A -** **23**



### second notification i ndicates 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). • W e 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. W e will accept your application if we can confirm that a technical problem occurred with the Grants.gov system and that that problem affected your abili ty 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. W e 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.**A -** **24**



### 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 appl ication 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, explain ing 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 Ma il

. 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 o r before the application deadline date, to the Department at the following address: U.S. Department of Education**A -** **25**



### 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 deli ver 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 Applicati on Control Center Attention: (CFDA Number 84.327S ) 550 12th Street, SW. Room 7041, Potomac Center Plaza Washington, DC 20202
-4260**A -** **26**



### The Application Control Center accepts hand deliveries daily between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, exce pt 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. A PPLICATION 

### R EVIEW 

### I NFORMATION 

### 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 : W e 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 :**A -** **27**



### In the past, the Depart ment has had difficulty finding peer reviewers fo r 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 addit ional 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 se lect 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 gra nt 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. Wemay notify you informally, also. If your application is not evaluated or not selected for funding, we notify you.**A -** **28**



### 2. Administrative and National Policy Requirements : Weiden tify administrative and national policy requirements in the application package and reference these and other requirements in the Applicable Regulations section of this notice. Wereference 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 repor t 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 rep orting, please go to www.ed.gov/fund/grant/apply/appforms/appforms.html. 4. Performance Measures : Under the Government Performance and Results Act of 1993 (GPRA), the Department has established a set of performance measures, including long
term measures, that are designed to yield information on various aspects of the effectiveness and quality of the Educational Technology, Media, and Materials fo r Individuals with Disabilities P rogram. These measures are included in the application package and focus on the extent to wh ich 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 populatio ns. . W e will collect data on these**A -** **29**



### 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. Continuatio n 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 Secreta ry 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 ass istance 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 4 081 , Potomac Center Plaza (PCP), W ashington, DC 20202
- 2600. Telephone: (202) 245
- 6 039

. 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 ap plication 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. Tele phone: (202) 245
- 7363. If you use a TDD or a TTY, call the FRS, toll free, at 1
- 800
- 877
- 8339.**A -** **30**



### Electronic Access to This Document **:** The official version of this document is the document published in the Federal Register . Free Internet access to the offic ial 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 :**A -** **31** 

# IMPORTA**NT --**  **PLE AS**  **E RE AD** **FIRST U.S. Departme**  **nt 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 yo ur application is received in a timely ma nner and accepted by the Department of Education.
**AT TENTION**  **– Ad**  **obe 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 com puter and operating system com patibility with Adobe, links to download the latest version, and warnings about using Adobe Reader XI are all available on Grants.gov. Westrongly recommend that yo u review these details on www.Grants.gov before com pleting and submitting yo ur application. I n addition, applicants should submit their application a day or two in advance of the closing date as detailed below. A lso, 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 em ail the Grants.gov Contact Ce nter at support@grants.gov or call 1
- 800
- 518
-4726. 1) **REGISTER EA RLY** 

– Grants.gov registration may take five or more business days to complete. You m ay begin working on your application while completing the registra tion 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 EA RLY** 

– **We strongly recommend that you do not wait until the last day to submit your applica** **tion. 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. Wa shington, DC tim e on the deadline date. **Note: T**  **o submit**  **successfully, you**  **must provide**  **the DUNS**  **number on**  **your application**  **that was**  **used when**  **you registered**  **as an**  **Au thorized**  **Organization Representative**  **(A OR)**  **on Grants.gov.**  **T his**  **DUNS number**  **is ty**  **pically the**  **same nu**  **mber used**  **when your**  **organization registered**  **with the**  **SA M**  **(formerly CCR**  **- Central**  **Contractor Registry).**  **I f**  **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.**A -** **32** If the date/time received is later than 4:30 :00 p.m. Washington, D.C. tim e, on the deadline date, yo ur application is late. I f yo ur application has a status of “Received” it is still awaiting validation by G rants.gov. O nce validation is complete, the status will either change to “Validated” or “Re jected with Errors.” I f the status is “Rejected with Errors,” your application has not been received successfully. S ome of t he reasons Grants.gov may reject an application can be found on the Grants.gov site: http://www.grants.gov/applicants/applicant_faqs.jsp#54

. F or mo re detailed information on troubleshooting Adobe errors, you can review the Adobe Reader Error Messages document at http://www.grants.gov/assets/AdobeReaderErrorMessages.pdf

. I f you discover yo ur application is late or has been rejected, please see the instructions below. N ote: You will receive a series of confirmations both online and via e - ma il about the status of yo ur application. P lease do not rely s olely on e - ma il to confirm whether yo ur application has been received timely and validated successfully.
**Submission Problems –**  **What should you do?** If yo u have problems subm itting 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/ We lcom e.aspx?pt=Grants
If electronic submission is optional and you have problems that yo u are unable to resolve before the deadline date and tim e for el ectronic 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 yo u 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 deadlin e date, a written statement to the Department that yo u qualify for one of these exceptions. ( See the Federal Register notice for detailed instructions.) **Helpful Hints When Working with Grants.gov** Please note, once yo u download an application from Grants .gov, you will be working offline and saving data on yo ur computer. P lease be sure to note where yo u are saving the Grants.gov file on yo ur com puter. You will need to logon to Grants.gov to upload and submit the application. **You must provide the**  **DUNS nu**  **mber on**  **your application**  **that was**  **used when**  **you registered**  **as an**  **Au thorized**  **Organization Representative (A OR) on Grants.gov.**  Please go to http://www.grants.gov/contactus/contactus.jsp for help with Grants.gov. F or additional tips related to submitting grant applications, please refer to the Grants.gov Subm it Application FAQs found on the Grants.gov http://www.grants.gov/applicants/submit_application_faqs.jsp

. **Dial -**  **Up Internet Connections** Wh en using a dial up connection to upload and submit yo ur application, it can take significantly longer than when yo u are connected to the Internet with a high
- speed connection, e.g. cable mo dem /DSL/T1. Wh ile tim es 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**  **high**   ** speed** **connection and**  **electr onic**  **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 T able 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 a**  **n exception**  **to the**  **electronic submission**  **requirement no**  **later than**  **two weeks**  **before the**  **application deadline**  **date.** (See the Federal Register notice for detailed instructions.) **At taching Files**  **– Ad**  **ditional 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 **re ad** **- only, non** **- mo**  **difiable form at**  . 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. I f 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. Wh en 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 t he System for Award Management (SAM) effective July 3 0, 2012. F or mo re information on the mi gration of CCR data to SAM, grant applicants should read this information located on Grants.gov: http://grants
- gov.blogspot.com/2012/07/information
- about
- pending
mi gration.html#!/2012/07/information
- about
- pending
- migration.html 12/2012**B -**  **1**



# P **RIORI TY**  

# D **ESCRIPTION A**  **ND** 

# S **ELECTION** 

# C **RITERIA B**  **- 1** 



# S **TEPPING** 

# - **UP** 

# T **ECHNOLOGY** 

# I **MPLEMENTA TION** 



# ( **CFD A**  **84**
**. 327S**  **)**
**D EA** **DLINE** 

### : **0 3** **/ 1**  **8 /** **2013** 

### A**BSOLUTE** 

### P **RIORITY** 

### : Background : The purpose of this priority is to fund cooperative agreements to: (a) identify resources 11 

### needed to effectively implement evidence
- based 12 

### technology tools 13 

### that

11 For the purposes of this priority, “resources” include, but are not limited to, school leadership support, professio nal 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 t he definitions published in the Notice of Proposed Priorities for the FY 2013 Supporting Effective Educator Development (SEED) Grant Program (77 FR 53819): Large sample me ans a sam ple of 350 or mo re students (or other single analysis units) who were randomly assigned to a treatment or control group, or 50 or more groups (such as c lassrooms or schools) that contain 10 or mo re students (or other single analysis units) and that were randomly a ssigned to a treatment or control group. Moderate evidence of effectiveness me ans 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 me ets the Wh at Wo rks Clearinghouse Evidence Standards without reservations; found a statistically significant favorable im pact on a relevant outcome (as defined in this notice) (with no statistically significant unfavorable im pacts on that outcome for relevant populations in the study or in other studies of the intervention reviewed by a nd reported on by

t he Wh at Wo rks Clearinghouse); and includes a s am ple 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 me ets the Wh at Wo rks Clearinghouse Evidence Standards with reservations, found a statistically significant favorable im pact on a relevant outcome (as defined in this notice) (with no statistically significant unfavorable im pacts on that outcome for relevant population s in the study or in other studies of the intervention reviewed by a nd reported on by

t he Wh at Wo rks Clearinghouse), includes a sample that overlaps with the populations or settings proposed to receive the process, product, strategy, or practice, and inclu des a large sample (as defined in this notice) and a mu lti
- site sample (as defined in this notice) (Note: m ultiple studies can cumulatively me et the large and mu lti
- site sample requirements as long as each study meets the other requirements in this paragraph). Multi
- site sample me ans more than one site, where site can be defined as an LEA, locality, or State. Relevant outcome me ans the student outcome or outcomes (or the ultimate outcome if not related to students) that the proposed project is designe d to im prove, consistent with the specific goals of a program. Strong evidence of effectiveness me ans 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 me ets the Wh at Wo rks Clearinghouse Evidence Standards without reservations; found a statistically significant favorable im pact on a relevant outcome (as defined in this notice) (with no statistically significant unfavorable im pacts on that outcome for relevant populations in the study or in other studies of the intervention reviewed by a nd reported on by

t he Wh at Wo rks 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 products 14 

### 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 technol ogy 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 educati on 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 funde d under the Steppingstones program developed and evaluated numerous innovative technology tools designed to improve results for children with disabilities. Examples of such tools include: W eb
based 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
pro duct, strategy, or practice; and includes a large sample (as defined in this notice) and a mu lti
- site sam ple (as defined in this notice) (Note: m ultiple studies can cumulatively me et the large and mu lti
- site sam ple requirements as long as each study meets the other requirements in this paragraph). (b) T here are at least two studies of the effectiveness of the process, product, strategy, or practice being proposed, each of which me ets the Wh at Wo rks Clearinghouse Evidence Standards with reservations, found a statistically significant favorable im pact 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 rev iewed by a nd reported on by t he Wh at Wo rks 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 mu lt i
- site sample (as defined in this notice). 13 For the purposes of this priority, “technology tools” may

i nclude, but are not lim ited to, digital math text readers for students with visual im pairment, reading software to im prove literacy a nd communicati on development, and text
-to
- speech software to im prove reading performance. T hese tools mu st assist or otherwise benefit students with disabilities. 14 For the purposes of this priority, “products” may i nclude, but are not lim ited to, instruction ma nuals, lesson plans, dem onstration videos, ancillary instructional materials, and professional development mo dules 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 imple mentation 15 

### 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 technolo gy 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, a nd 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 of

fer 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 priori ty 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 im plem entation” me ans “ma king better use of re search findings in typical service settings through the use of processes and activities (such as accountable im plem entation 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, & Wa llace, 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, dem onstration videos, ancillary instructional materials) that will help early childhood or K
- 12
s etting s to effectively implement these technology tools. To be considered for funding under this absolute priority, applicants must meet the application require ments. 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 proj ect; Note : The following W eb 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 Activi ties 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 developme nt schools. Development schools are the sites in which iterative**B -** **5**



### development 17 

### of the implementation of technology tools and products will occur. T he project must start implementing the technology tool with one development school in year one of the proje ct 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 pi lot 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, dissemin ation 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 school 19 

### ) ab out the development, pilot, and

17 Fo r 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 im plem ented 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 am ong the lowe st
- achieving five percent of Title I schools i n im provement, 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 am ong 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 eviden ce - 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 meeti ng to be held in W ashington, DC, after receipt of the award, and an annual planning meeting held in W ashington, DC, with the OSEP Project Officer and other relevant staff during each subsequent year of the project period. Note : W ithin 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 W ashington, 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 condu ct 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 Elem entary and Secondary Education Act of 1965, as amended (ESEA) in reading/language arts and mathematics com bined; 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 7 5 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 We b site at www2.ed.gov/programs/sif/index.html. 19 The term “ priority school” me ans a school that has been identified by t he 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 te chnology 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 yea r, 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 di rectly involved in the project. Collaboration with the Model Demonstration Coordination Center (MDCC)

. Although these projects are not model demonstration projects, the MDCC, an OSEP
funded project, will provide coordination support among the projects. Ea ch project funded under this priority must
-- (a) Coordinate with the MDCC and the other projects to determine times for cross
project collaboration conference calls. Individual project timelines may need to be adjusted once the cross
- project collaboratio n 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,
a nd, 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 W eb site provides more informat ion 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 th ird 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 co ntributed 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 professiona l 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., & W allace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: Universi ty 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: Wa lden University, Richard W . Riley College of Education. Retrieved from www.W aldenU.edu/fivemyths. Perlman, C.L. & Redding, S. (Eds). (2011). Choosing and Implementing Technology W isely. Handbook on Effective Implementation of School Improvement Grants. Lincoln, IL: Academic Development Institute. Retrieved from www.centerii.org/handbook

.**B -**  **10**



### P **ROGRAM** 

### A**UTHORITY** 

### : 20 U.S.C. 14 74 and 1481



### . **P ERFORM**  **ANCE** 

### M **EA SURES**  

### : Under the Government Performance and Results Act of 1 993 ( GPRA ), the Department has established a set of

p erformance measures, including long
-term measures, that are designed to yield information on various aspects of the effectiveness and quality of t he Educational Technology, Media, and Materials fo r Individuals with Disabilities program. T hese 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 c hildren with disabilities, contribute to improving outcomes fo r children with disabilities, and generate evidence of validity and availability to appropriate populations. P rojects 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). 

### A**PPLICA**

**TIONS** 

### A

**VA ILABLE**  

### : January 30 , 201 3

. 

### D **EA DLINE FOR**  

### T **RANSMITTA L OF**  

### A**PPLICA TIONS**  

### : March 18 , 2013

. 

### D **EA DLINE FOR**  

### I **NTERGOVERNMENTAL** 

### R **EVIEW** 

### : Ma y 18 , 2013

. 

### E **STIMA TED**  

### A **VA ILABLE**  

### F **UNDS** 

### : The Administration has requested $29,588,000 for the Educational Technology, Media, and Materials fo r 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 app lications, we may make additional awards in FY 2014 from the list of unfunded applicants from this competition.


### E **STIMA TED**  

### R**ANGE OF** 

### A

**WA RDS**  

### : 475,000 TO 

### $500,000. 

### E **STIMA TED**  

### A **VERAGE** 

### S **IZE OF** 

### A

**WA RDS**  

### : $500,000. 

### E **STIMA TED**  

### N **UMBER OF** 

### A

**WA RDS**  

### : **6**

.**B -**  **11**



### Note: The D epartment is not bound by any estimates in this notice. 

### M **AX IMUM**  

### A

**WA RD**  

### : Wewill reject any application that proposes a budget exceeding $ 5 00 ,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

. 

### P **ROJECT** 

### P **ERIOD** 

### : Up to 48 months with an optional additional 1 2 months based on performance. Applications must include plans for both the 48
- month award and the 1 2
- mon th extension. 

### P **AGE** 

### L **IMITS** 

### : The application narrative (Part III of t he 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 5 0 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. Wewill reject any application if you exceed the page limit; or if you apply other standards and exceed the equivalent of the page limit. 

### G **ENERA L**  

### R **EQUIREMENTS** 

### : (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 (se e section 682(a)(1)(A) of IDEA). 

### A**PPLICABLE** 

### R **EGULATIONS** 

### : (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. 

### E **LIGIBLE** 

### A**PPLICANTS** 

### : State ed ucational 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. 

### I **NTERGOVERNMENTA L**  

### R **EVIEW** 

### : 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 pa rtnership and a strengthened federalism. The Executive order relies on processes developed by State and local governments fo r coordination and review of proposed Federal financial assistance. This document provides early notification of our spec ific plans and actions for this program. 

### F **OR FURTHER INFORM AT**  **I ON ABOUT THIS PRIORI**  **TY CONTA CT**  

### : Terry Jackson , Project Officer Research to Practice Division Office of Special Education Programs Telephone: (202) 245
- 6 0 3 9 FAX: (202) 245
- 761 9 Internet: Terry.Jackson @e d.gov TTD: 1
- 800
- 877
- 8339**B -**  **13** 

# S **ELECTION** 

# C **RITERIA A** **ND** 

# F **ORM AT**  **FOR THE** 

# A**PPLICATIONS FOR** 

# N **EW** 

# A **WA RDS**  

# -- **S TEPPING**  

# - **UP** 

# T **ECHNOLOGY** 

# I **MPLEMENTA TION**  

# (CFD **A 84.**  **327S )**  **C OMPETITION** 
Part III of

t he application fo rm 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 fo rmat 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 sel ection 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 **Ap plications**  **for New** **A**

**wa rds;**  **Educational Technology** **, Media,**  **and Materials**  **for Individ**  **uals with**  **Disabilities --** **Stepping -**  **up Technology**  **I mplementation**  **(CFDA 8** **4. 327S**  **)** competition are the selection criteria fo r new grants required by the EDGAR general selection criteria menu. T he 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 t he proposed project, the Secretary conside rs the following factors: (i) The significance of the problem or issue to be addressed by the proposed project; (ii) The magnitude of t he need fo r 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 address ed by the proposed project; (v) The potential contribution of t he proposed project to increase knowledge or understanding of educational problems, issues, or effective strategies; (iv) The potential contribution of t he 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 t he proposed project are to be disseminated in wa ys that will enable others to use the information or strategies. 

### (b) Quality

**of pr oject 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, a ge 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 k nowledge 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;**  (ii i ) The extent to which the **products and/or services** to be provided by the proposed, project, i nvolve the collaboration of appropriate partners for maximizing the effectiveness of project services ; ( i v) 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 setti ngs. 

### (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 p roposed 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 l iterature, 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) T he Secretary considers the quality of the management plan for the proposed project. (2) In determining the quality of the management plan fo r the proposed project, the Secretary considers the following factors: (i) The adequacy of t he 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

p rocedures fo r 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 proj ect. 

### (e) A**dequacy 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 appli cations fo r employment fro m 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 p roject 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 e ach partner in the proposed project to the im plementation 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 pro posed project.**B -**  **16**



### (f) Quality

**of the project evaluation (20 point**  **s)** (1) The Secretary considers the quality of t he evaluation to be conducted of t he proposed project. (2) In determining the qu ality 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 exte nt 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.