[Federal Register Volume 76, Number 156 (Friday, August 12, 2011)]
[Notices]
[Pages 50189-50197]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2011-20583]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Technical Assistance and 
Dissemination To Improve Services and Results for Children With 
Disabilities

AGENCY: Office of Special Education Programs, Department of Education.

ACTION: Notice.

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Overview Information

    Technical Assistance and Dissemination to Improve Services and 
Results for Children with Disabilities--National Center for Students 
with Disabilities Who Require Intensive Interventions. Notice inviting 
applications for new awards for fiscal year (FY) 2011.

Catalog of Federal Domestic Assistance (CFDA) Number: 84.326Q.


DATES: Applications Available: August 12, 2011.
    Deadline for Transmittal of Applications: September 12, 2011.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purpose of the Technical Assistance and 
Dissemination to Improve Services and Results for Children with 
Disabilities program is to promote academic achievement and to improve 
results for children with disabilities by providing technical 
assistance (TA), supporting model demonstration projects, disseminating 
useful information, and

[[Page 50190]]

implementing activities that are supported by scientifically based 
research.
    Priority: In accordance with 34 CFR 75.105(b)(2)(v), this priority 
is from allowable activities specified in the statute or otherwise 
authorized in the statute (see sections 663 and 681(d) of the 
Individuals with Disabilities Education Act (IDEA), 20 U.S.C. 1463 and 
1481(d)).
    Absolute Priority: For FY 2011 and any subsequent year in which we 
make awards based on the list of unfunded applicants from this 
competition, this priority is an absolute priority. Under 34 CFR 
75.105(c)(3) we consider only applications that meet this priority.
    This priority is:

Technical Assistance and Dissemination To Improve Services and Results 
for Children With Disabilities--National Center for Students With 
Disabilities Who Require Intensive Interventions

Background

    Despite efforts by school personnel to improve academic and school-
based behaviors, many students with disabilities continue to struggle 
in school. For example, 65 percent of fourth graders with disabilities 
and 62 percent of eighth graders with disabilities who participated in 
the 2009 National Assessment of Educational Progress (NAEP) scored 
below the basic level in reading achievement in contrast with 33 
percent of fourth graders and 25 percent of eighth graders without 
disabilities (U.S. Department of Education, 2010). Results from the 
National Longitudinal Transition Study-2 (NLTS2) indicate that students 
with disabilities, on average, are more than three years behind grade 
level in reading and mathematics abilities. Further, approximately 20 
percent of students with disabilities have difficulty controlling their 
behavior in class, and 35 percent of students with disabilities have 
been involved in some type of disciplinary action (Wagner et al., 
2003).
    Many students in a typical classroom setting make academic progress 
and improve their behavior when they receive high-quality 
scientifically based instruction and supports. Those students who do 
not make progress under such conditions may require intensive 
interventions. Intensive interventions are interventions that are 
specifically designed to address a student's persistent learning or 
behavior difficulties and are implemented with greater frequency than 
in a typical classroom setting and for an extended duration, either 
individually or in small groups (Wanzek & Vaughn, 2010). Intensive 
interventions require educators to have knowledge and skills in 
implementing multiple evidence-based interventions. In addition, more 
than what is required of educators in a typical classroom setting, 
intensive interventions require that educators use a student's ongoing 
assessment data to continually evaluate the effectiveness of their 
instructional approach in improving the student's learning or 
behavioral performance. Based on the student's performance, an educator 
will need to change intervention approaches, when needed, to meet a 
student's specific learning needs (Fuchs & Fuchs, 2009).
    Research has demonstrated the effectiveness of intensive 
interventions in improving reading (e.g., Allor, Mathes, Roberts, 
Cheatham, & Champlin, 2010; Kamps, Greenwood, Wills, Veerkamp, & 
Kaufman, 2008; Mautone, DuPaul, Jitendra, Tresco, Junod, & Volpe, 2009; 
Scammacca, N., Vaughn, S., Roberts, G., Wanzek, J., & Torgesen, J. K., 
2007; Vaughn, Denton, & Fletcher, 2010; Wanzek & Vaughn, 2010), 
mathematics (e.g, Fuchs, Fuchs, Powell, Seethaler, Cirino, & Fletcher, 
2008; Gersten et al., 2009) and behavior (e.g., Eikeseth, Smith, Jahr, 
& Eldevik, 2002; Fairbanks, Sugai, Guardino, & Lathrop, 2007; Freeman 
et al., 2006; O'Connor & Healy, 2010) for students at-risk of, or 
identified as, having disabilities. In addition, the use of a student's 
assessment data to make instructional changes that result in improved 
student outcomes has been well-documented (e.g., see Fuchs & Fuchs, 
1986; Shapiro, Edwards, & Zigmond, 2005; Stecker, Fuchs, & Fuchs, 
2005). Furthermore, there is evidence that training on, and supports 
for, using student's ongoing assessment data can improve an educator's 
ability to plan and identify appropriate instructional or behavioral 
programs (e.g., Cook et al., 2007; Roehrig et al., 2008; Stecker et 
al., 2005).
    Notwithstanding this body of knowledge, multiple studies have 
documented that educators find it difficult to implement individualized 
instructional or behavioral interventions for a variety of reasons 
(e.g., Kern, Hilt-Panahon, & Sokol, 2009; Vaughn, Moody, & Schumm, 
1998; Swanson & Vaughn, 2010). For example, educators report that they 
have not received adequate professional development on how to adapt 
materials, activities, and strategies for individualized instruction 
(e.g., Boardman et al., 2005; Bryant, Linan-Thompson, Ugel, Hamff, & 
Hoegen, 2001; Roehrig, Duggar, Moats, Glover, & Mincey, 2008; Schumm & 
Vaughn, 1995). Similarly, educators report gaps in their ability to 
effectively use student data to make appropriate individualized 
instructional or behavioral intervention changes (e.g. Bambara, 
Nonnemacher, & Kern, 2009; Roehrig et al., 2008; Stecker et al., 2005).
    Local educational agencies (LEAs) struggle with how best to support 
schools' and educators' implementation of intensive interventions 
(Boardman, Arguelles, Vaughn, Hughes, & Klingner, 2005). Implementing 
and sustaining evidence-based and intensive interventions requires 
support at multiple levels in the education system. Several components 
of State, LEA, and school systems have been identified as important 
supports for successful implementation and sustainability of 
interventions; these components include staff development, leadership 
support, and organizational resources (e.g., Bambara et al., 2009; 
Denton, Vaughn, & Fletcher, 2003; Durlak & DuPre, 2008; Fixsen et al., 
2005; Lewis, Barrett, Sugai & Horner, 2010; Sadler & Sugai, 2009; Sugai 
et al., 2010). If implementation supports (e.g., staff development) are 
not provided at multiple system levels, educators' capacity to 
implement intensive interventions may be limited and, in turn, may 
negatively affect a student's academic and behavioral outcomes. The 
optimal goal for educators in working with students with learning or 
behavior disabilities is not only to ensure that students make progress 
in acquiring the necessary skills to succeed in school but also to 
accelerate the acquisition of such skills so that students master 
grade-level content. LEAs need assistance to support schools and 
educators in implementing and sustaining effective intensive academic 
and behavioral interventions for students with disabilities.
    The Office of Special Education Programs (OSEP) proposes to support 
a new national center that will focus on intensive academic and 
behavioral interventions for students with disabilities with persistent 
learning or behavior difficulties who are not those with the most 
significant cognitive disabilities.

Priority

    The purpose of this priority is to fund a cooperative agreement to 
support the establishment and operation of a National Center for 
Students with Disabilities Who Require Intensive Interventions (Center) 
that will: (1) Identify and disseminate evidence-

[[Page 50191]]

based \1\ intensive interventions \2\ or sets of interventions in the 
areas of reading, mathematics, and behavior for students with 
disabilities with persistent learning or behavioral difficulties who 
are not those with the most significant cognitive disabilities (the 
targeted students); (2) identify LEA and school system components 
(e.g., staff development, leadership support, and organizational 
resources) that affect the implementation and sustainability of 
effective intensive academic and behavioral interventions; (3) develop 
universally available resources and strategies for LEAs to use in 
supporting schools and educators in the implementation of evidence-
based intensive interventions for the targeted students; and (4) 
provide intensive TA to 12 LEAs to assist them in building their 
capacity to support schools and educators' implementation of intensive 
reading, mathematics, and behavior interventions for the targeted 
students.
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    \1\ For the purposes of this priority, evidence-based means 
practices for which there is ``strong evidence'' or ``moderate 
evidence'' of effectiveness as defined in the Department's notice of 
final supplemental priorities and definitions for discretionary 
grant programs, published in the Federal Register on December 15, 
2010 (75 FR 78486) (http://www2.ed.gov/legislation/FedRegister/other/2010-4/121510b.html).
    \2\ For purposes of this priority, intensive interventions or 
intensive academic and behavioral interventions means interventions 
that are specifically designed to address a student's persistent 
learning or behavior difficulties and are implemented with greater 
frequency than in a typical classroom setting and for an extended 
duration, either individually or in small groups.
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    To be considered for funding under this absolute priority, 
applicants must meet the application requirements contained in this 
priority. Any project funded under this absolute priority also must 
meet the programmatic and administrative requirements specified in the 
priority.

Application Requirements

    An applicant must include in its application--
    (a) A logic model that depicts, at a minimum, the goals, 
activities, outputs, and outcomes of the proposed project. A logic 
model communicates how a project will achieve its outcomes and provides 
a framework for both the formative and summative evaluations of the 
project;

    Note:  The following Web sites provide more information on logic 
models: http://www.researchutilization.org/matrix/logicmodel_resource3c.html and http://www.tadnet.org/model_and_performance.

    (b) A plan to implement the activities described in the Project 
Activities section of this priority;
    (c) A plan, linked to the proposed project's logic model, for a 
formative evaluation of the proposed project's activities. The plan 
must describe how the formative evaluation will use clear performance 
objectives to ensure continuous improvement in the operation of the 
proposed project, including objective measures of progress in 
implementing the project and ensuring the quality of products and 
services;
    (d) A plan for recruiting and selecting 12 LEAs, in a minimum of 
three States, including one or more high-need LEAs \3\ and one or more 
rural LEAs in each State,\4\ to receive intensive technical assistance 
in building capacity to support schools and educators to implement 
intensive interventions for the targeted students. The plan must 
include the criteria the Center will use to select LEAs to receive the 
intensive technical assistance;
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    \3\ Section 2102(3) of the ESEA defines a high-need LEA as an 
LEA--(a) That serves not fewer than 10,000 children from families 
with incomes below the poverty line (as that term is defined in 
section 9101(33) of the ESEA), or for which not less than 20 percent 
of the children served by the LEA are from families with incomes 
below the poverty line; and (b) For which there is (1) a high 
percentage of teachers not teaching in the academic subjects or 
grade levels that the teachers were trained to teach, or (2) a high 
percentage of teachers with emergency, provisional, or temporary 
certification or licensing.
    \4\ Rural LEA means an LEA that is eligible under the Small 
Rural School Achievement (SRSA) program or the Rural and Low-Income 
School (RLIS) program authorized under Title VI, Part B of the ESEA. 
Applicants may determine whether a particular LEA is eligible for 
these programs by referring to the information on the following 
Department Web sites. For SRSA: http://www2.ed.gov/programs/reapsrsa/index.html For RLIS: http://www.ed.gov/programs/reaprlisp/eligibility.html.
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    (e) A budget for a summative evaluation to be conducted by an 
independent third party;
    (f) A budget for attendance at the following:
    (1) A one and one half-day kick-off meeting to be held in 
Washington, DC, within four weeks after receipt of the award, and an 
annual planning meeting held in Washington, DC, with the OSEP Project 
Officer during each subsequent year of the project period.
    (2) A three-day Project Directors' Conference in Washington, DC, 
during each year of the project period.
    (3) Two, two-day trips annually to attend Department briefings, 
Department-sponsored conferences, and other meetings, as requested by 
OSEP; and
    (g) A line item in the proposed budget for an annual set-aside of 
five percent of the grant amount to support emerging needs that are 
consistent with the proposed project's activities, as those needs are 
identified in consultation with OSEP.

    Note:  With approval from the OSEP Project Officer, the Center 
must reallocate any remaining funds from this annual set-aside no 
later than the end of the third quarter of each budget period.

    Project Activities. To meet the requirements of this priority, the 
Center, at a minimum, must conduct the following activities:
Knowledge Development Activities
    (a) Review available research on intensive academic and behavioral 
interventions for the targeted students, including research on LEA and 
school system components (e.g., staff development, leadership support, 
and organizational resources) that facilitate or limit the 
implementation and sustainability of intensive interventions. In 
conducting this review of studies and related evidence, the Center must 
use standards that are consistent with those used by the What Works 
Clearinghouse (http://ies.ed.gov/ncee/wwc/) and the definitions of 
strong evidence and moderate evidence contained in the notice of final 
priorities and definitions for discretionary grants programs, published 
in the Federal Register on December 15, 2010 (75 FR 78486) (http://www2.ed.gov/legislation/FedRegister/other/2010-4/121510b.html). If the 
Center determines that it cannot conduct the review using these 
standards, it must develop and use other rigorous standards.
    (b) Based on the research review conducted under paragraph (a) of 
these Knowledge Development Activities, as well as ongoing input from 
OSEP and the advisory committee established under paragraph (a) of the 
Leadership and Coordination Activities, prepare state-of-knowledge 
papers that synthesize the research on--
    (1) Intensive academic and behavioral interventions (e.g., 
programs, practices, or instructional approaches) for the targeted 
students, to be completed in the first six months of the project 
period; and
    (2) Professional development models that improve the implementation 
of intensive academic and behavioral interventions for the targeted 
students, including strategies for how to effectively use student data 
to make instructional or behavioral intervention changes and how to 
adapt materials, activities, and strategies for individualized 
instruction, to be completed in the first year of the project period; 
and
    (3) LEA and school system components (e.g., staff development,

[[Page 50192]]

leadership support, and organizational resources) that facilitate or 
limit the implementation and sustainability of intensive interventions, 
including in high-need and rural LEAs, to be completed by the end of 
the second year of the project period.
    These papers must present the research in a format that is 
accessible to the Center's relevant audiences, including LEAs, 
educators, and researchers. The papers must also provide useful 
recommendations, with specific reference to the evidence base upon 
which the recommendations are founded that can be incorporated into the 
Center's technical assistance activities. The Center must submit these 
papers for review to the advisory committee, and, once the papers are 
approved by the advisory committee, disseminate the papers according to 
the dissemination strategy developed under paragraph (f) of the 
Leadership and Coordination Activities.
    (c) Identify and conduct site analyses of LEAs and schools that are 
implementing evidence-based intensive interventions for the targeted 
students in the areas of reading, mathematics, or behavior and that 
might serve as potential model demonstration sites. The Center must 
identify and describe the intensive interventions being implemented, 
including the evidence base for these interventions; student outcomes, 
including academic achievement and behavior; and the system components 
(e.g., staff development, leadership support, and organizational 
resources at the sites) within each site that facilitate or limit the 
implementation and sustainability of intensive interventions.
    (d) Prepare papers summarizing the analyses conducted under 
paragraph (c) of these Knowledge Development Activities, submit the 
papers for review to the advisory committee established under paragraph 
(a) of the Leadership and Coordination Activities, and, once the papers 
are approved by the advisory committee, disseminate the papers 
according to the dissemination strategy developed under paragraph (f) 
of the Leadership and Coordination Activities.

Technical Assistance and Dissemination Activities

    (a) Develop for distribution and use in technical assistance (TA) 
activities a ``blueprint'' of implementation components at the LEA 
level that support educators' use of intensive academic and behavioral 
interventions for the targeted students, based on current research and 
the Knowledge Development Activities performed by the Center. The 
Center must ensure that the TA it develops under this paragraph is 
informed by research and evidence-based practices, supplemented in 
subsequent years by the knowledge gained from the research syntheses 
and site analyses performed under the Knowledge Development Activities 
section of this priority.
    (b) Develop training materials for LEAs (including high-need and 
rural LEAs) on how to build their capacity to support the 
implementation of intensive interventions for the targeted students.
    (c) Identify, or develop if appropriate, and evaluate self-
assessment tools that can be used by schools and LEAs to evaluate the 
implementation of, and support for, intensive academic and behavioral 
interventions for the targeted students.
    (d) Provide 12 LEAs in a minimum of three States with intensive TA 
that is designed to assist them in building their capacity to support 
schools and educators' implementation of intensive reading, 
mathematics, and behavior interventions for the targeted students.
    (f) Develop and coordinate a national technical assistance and 
dissemination (TA&D) network comprised of a cadre of experts that the 
Center will use to provide TA to LEAs to assist them in building their 
capacity to support schools and educators in implementing and 
sustaining intensive academic and behavioral interventions for the 
targeted students.
    (g) Maintain a Web site that meets government or industry-
recognized standards for accessibility and that links to the Web site 
operated by the Technical Assistance Coordination Center (TACC).
    (h) Prepare and disseminate reports, documents, and other materials 
on intensive academic and behavioral interventions and related topics 
as requested by OSEP for specific audiences, including families, 
educators, administrators, policymakers, and researchers. In 
consultation with the OSEP Project Officer, make selected reports, 
documents, and other materials available in both English and Spanish.

Leadership and Coordination Activities

    (a) Establish and maintain an advisory committee to review 
activities, products, and outcomes of the Center and provide 
programmatic support and advice throughout the project period. At a 
minimum, the advisory committee must meet on an annual basis in 
Washington, DC, and consist of representatives of SEAs and LEAs, 
individuals with disabilities, educators, parents of individuals with 
disabilities, representatives from institutions of higher education, 
and researchers. The Center must submit the names of proposed members 
of the advisory committee to OSEP for approval within eight weeks after 
receipt of the award.
    (b) Communicate and collaborate on an ongoing basis with OSEP-
funded projects, including the Response to Intervention Center, Center 
on Positive Behavioral Supports, Center on State Implementation and 
Scaling-up of Evidence-based Practices, the IDEA Partnership Project, 
the Regional Resource Centers, and the National Parent Technical 
Assistance Center. This collaboration could include the joint 
development of products, the coordination of TA services, and the 
planning and carrying out of TA meetings and events.
    (c) Participate in, organize, or facilitate communities of practice 
that align with the needs of the project's target audience. Communities 
of practice should align with the project's objectives to support 
discussions and collaboration among key stakeholders. The following Web 
site provides more information on communities of practice: http://www.tadnet.org/communities.
    (d) Prior to developing any new product, submit a proposal for the 
product to the TACC database for approval from the OSEP Project 
Officer. The development of new products should be consistent with the 
product definition and guidelines posted on the TACC Web site (http://www.tadnet.org).
    (e) Contribute, on an ongoing basis, updated information on the 
Center's approved and finalized products and services to a database at 
TACC.
    (f) Coordinate with the National Dissemination Center for 
Individuals with Disabilities to develop an efficient and high-quality 
dissemination strategy that reaches broad audiences. The Center must 
report to the OSEP Project Officer the outcomes of these coordination 
efforts.
    (g) Maintain ongoing communication with the OSEP Project Officer 
through monthly phone conversations and e-mail communication.

Extending the Project for a Fourth and Fifth Year

    The Secretary may extend the Center for up to two additional years 
beyond its original project period of 36 months if a grantee is 
achieving the intended outcomes of the grant, shows improvement against 
baseline measures on performance indicators, and is making a positive 
contribution to the implementation and sustainability of intensive 
interventions.

References

Allor, J. H., Mathes, P. G., Roberts, J. K.,

[[Page 50193]]

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    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (APA) (5 U.S.C. 553) the Department generally offers interested 
parties the opportunity to comment on proposed priorities and 
requirements. Section 681(d) of IDEA, however, makes the public comment 
requirements of the APA inapplicable to the priority in this notice.

    Program Authority:  20 U.S.C. 1463 and 1481.

    Applicable Regulations: 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.

    Note:  The regulations in 34 CFR part 79 apply to all applicants 
except Federally recognized Indian Tribes.


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

II. Award Information

    Type of Award: Cooperative agreements.
    Estimated Available Funds: $1,500,000 for year one of the project 
period and $2,100,000 for each of years two through five of the project 
period.
    Maximum Awards: We will reject any application that proposes a 
budget exceeding $1,500,000 for year one of the project period and 
$2,100,000 for years two through five for a single budget period of 12 
months. The Assistant Secretary for Special Education and 
Rehabilitative Services may change the maximum amount through a notice 
published in the Federal Register.
    Estimated Number of Awards: 1.

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

    Project Period: Up to 36 months with an optional additional 24 
months based on performance.

    Note: Applications must include plans for both the 36-month 
award and the 24-month extension.

III. Eligibility Information

    1. Eligible Applicants: SEAs; LEAs, including public charter 
schools that are considered LEAs under State law; IHEs; other public 
agencies; private nonprofit organizations; outlying areas; freely 
associated States; Indian Tribes or Tribal organizations; and for-
profit organizations.
    2. Cost Sharing or Matching: This competition does not require cost 
sharing or matching.
    3. Other: General Requirements--(a) The projects funded under this 
competition must make positive efforts to employ and advance in 
employment qualified individuals with disabilities (see section 606 of 
IDEA).
    (b) Applicants and grant recipients 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 projects (see section 682(a)(1)(A) of IDEA).

IV. Application and Submission Information

    1. Address to Request Application Package: You can obtain an 
application package via the Internet, from the Education Publications 
Center (ED Pubs), or from the program office.
    To obtain a copy via the Internet, use the following address: 
http://www.ed.gov/fund/grant/apply/grantapps/index.html.
    To obtain a copy from ED Pubs, write, fax, or call the following: 
ED Pubs, U.S. Department of Education, P.O. Box 22207, Alexandria, VA 
22304. Telephone, toll free: 1-877-433-7827. FAX: (703) 605-6794. If 
you use a telecommunications device for the deaf (TDD), call, toll 
free: 1-877-576-7734.
    You can contact ED Pubs at its Web site, also: http://www.EDPubs.gov or at its e-mail address: <a href="/cdn-cgi/l/email-protection#e0858490958293a0898e8594ce8584ce878f96"><span class="__cf_email__" data-cfemail="cda8a9bdb8afbe8da4a3a8b9e3a8a9e3aaa2bb">[email protected]</span></a>.
    If you request an application package from ED Pubs, be sure to 
identify this program or competition as follows: CFDA number 84.326Q.
    To obtain a copy from the program office, contact the person listed 
under FOR FURTHER INFORMATION CONTACT in section VII of this notice.
    Individuals with disabilities can obtain a copy of the application 
package in an accessible format (e.g., braille, large print, audiotape, 
or computer diskette) by contacting the person or team listed under 
Accessible Format in section VIII of this notice.
    2. Content and Form of Application Submission: Requirements 
concerning the content of an application, together with the forms you 
must submit, are in the application package for this competition.
    Page Limit: The application narrative (Part III of the application) 
is where you, the applicant, address the selection criteria that 
reviewers use to evaluate your application. You must limit the 
application narrative to the equivalent of no more than 70 pages, using 
the following standards:
    <bullet> A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
    <bullet> Double space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, references, and captions.
    <bullet> Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
    <bullet> 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, the references, or the letters of support. 
However, the page limit does apply to all of the application narrative 
section (Part III).
    We will reject your application if you exceed the page limit.
    3. Submission Dates and Times:
    Applications Available: August 12, 2011.
    Deadline for Transmittal of Applications: September 12, 2011.
    Applications for grants under this competition may be submitted 
electronically using the Grants.gov Apply site, or in paper format by 
mail or hand delivery. For information (including dates and times) 
about how to submit your application electronically, or in paper format 
by mail or hand delivery, please refer to section IV. 7. Other 
Submission Requirements of this notice.
    We do not consider an application that does not comply with the 
deadline requirements.
    Individuals with disabilities who need an accommodation or 
auxiliary aid in connection with the application process should contact 
the person listed under FOR FURTHER INFORMATION CONTACT in section VII 
of this notice. If the Department provides an accommodation or 
auxiliary aid to an individual with a disability in connection with the 
application process, the individual's application remains subject to 
all other requirements and limitations in this notice.
    4. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. 
Information about Intergovernmental Review of Federal Programs under 
Executive Order 12372 is in the application package for this 
competition.
    5. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.

[[Page 50195]]

    6. Data Universal Numbering System Number, Taxpayer Identification 
Number, and Central Contractor Registry: To do business with the 
Department of Education, you must--
    a. Have a Data Universal Numbering System (DUNS) number and a 
Taxpayer Identification Number (TIN);
    b. Register both your DUNS number and TIN with the Central 
Contractor Registry (CCR), the Government's primary registrant 
database;
    c. Provide your DUNS number and TIN on your application; and
    d. Maintain an active CCR registration with current information 
while your application is under review by the Department and, if you 
are awarded a grant, during the project period.
    You can obtain a DUNS number from Dun and Bradstreet. A DUNS number 
can be created within one business day.
    If you are a corporate entity, agency, institution, or 
organization, you can obtain a TIN from the Internal Revenue Service. 
If you are an individual, you can obtain a TIN from the Internal 
Revenue Service or the Social Security Administration. If you need a 
new TIN, please allow 2-5 weeks for your TIN to become active.
    The CCR 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 CCR registration on an annual basis. This may take 
three or more business days to complete.
    In addition, if you are submitting your application via Grants.gov, 
you must (1) Be designated by your organization as an Authorized 
Organization Representative (AOR); and (2) register yourself with 
Grants.gov as an AOR. Details on these steps are outlined at the 
following Grants.gov Web page: http://www.grants.gov/applicants/get_registered.jsp).
    7. Other Submission Requirements: Applications for grants under 
this competition may be submitted electronically or in paper format by 
mail or hand delivery.

a. Electronic Submission of Applications

    We are participating as a partner in the Governmentwide Grants.gov 
Apply site. The National Center for Students with Disabilities Who 
Require Intensive Interventions competition, CFDA number 84.326Q, is 
included in this project. We request your participation in Grants.gov.
    If you choose to submit your application electronically, you must 
use the Governmentwide Grants.gov Apply site at http://www.Grants.gov. 
Through this site, you will be able to download a copy of the 
application package, complete it offline, and then upload and submit 
your application. You may not e-mail an electronic copy of a grant 
application to us.
    You may access the electronic grant application for the National 
Center for Students with Disabilities Who Require Intensive 
Interventions competition at http://www.Grants.gov. You must search for 
the downloadable application package for this program by the CFDA 
number. Do not include the CFDA number's alpha suffix in your search 
(e.g., search for 84.326, not 84.326Q).
    Please note the following:
    <bullet> Your participation in Grants.gov is voluntary.
    <bullet> When you enter the Grants.gov site, you will find 
information about submitting an application electronically through the 
site, as well as the hours of operation.
    <bullet> Applications received by Grants.gov are date and time 
stamped. Your application must be fully uploaded and submitted and must 
be date and time stamped by the Grants.gov system no later than 4:30:00 
p.m., Washington, DC time, on the application deadline date. Except as 
otherwise noted in this section, we will not accept your application if 
it is received--that is, date and time stamped by the Grants.gov 
system--after 4:30:00 p.m., Washington, DC time, on the application 
deadline date. We do not consider an application that does not comply 
with the deadline requirements. When we retrieve your application from 
Grants.gov, we will notify you if we are rejecting your application 
because it was date and time stamped by the Grants.gov system after 
4:30:00 p.m., Washington, DC time, on the application deadline date.
    <bullet> The amount of time it can take to upload an application 
will vary depending on a variety of factors, including the size of the 
application and the speed of your Internet connection. Therefore, we 
strongly recommend that you do not wait until the application deadline 
date to begin the submission process through Grants.gov.
    <bullet> You should review and follow the Education Submission 
Procedures for submitting an application through Grants.gov that are 
included in the application package for this competition to ensure that 
you submit your application in a timely manner to the Grants.gov 
system. You can also find the Education Submission Procedures 
pertaining to Grants.gov under News and Events on the Department's G5 
system home page at http://www.G5.gov.
    <bullet> You will not receive additional point value because you 
submit your application in electronic format, nor will we penalize you 
if you submit your application in paper format.
    <bullet> If you submit your application electronically, you must 
submit all documents electronically, including all information you 
typically provide on the following forms: the Application for Federal 
Assistance (SF 424), the Department of Education Supplemental 
Information for SF 424, Budget Information--Non-Construction Programs 
(ED 524), and all necessary assurances and certifications.
    <bullet> If you submit your application electronically, you must 
upload any narrative sections and all other attachments to your 
application as files in a .PDF (Portable Document) format only. If you 
upload a file type other than a .PDF or submit a password-protected 
file, we will not review that material.
    <bullet> Your electronic application must comply with any page-
limit requirements described in this notice.
    <bullet> 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 second notification 
indicates that the Department has received your application and has 
assigned your application a PR/Award number (an ED-specified 
identifying number unique to your application).
    <bullet> We may request that you provide us original signatures on 
forms at a later date.
    Application Deadline Date Extension in Case of Technical Issues 
with the Grants.gov System: If you are experiencing problems submitting 
your application through Grants.gov, please contact the Grants.gov 
Support Desk, toll free, at 1-800-518-4726. You must obtain a 
Grants.gov Support Desk Case Number and must keep a record of it.
    If you are prevented from electronically submitting your 
application on the application deadline date because of technical 
problems with the Grants.gov system, we will grant you an extension 
until 4:30:00 p.m., Washington, DC time, the following business day to 
enable you to transmit your application electronically or by hand 
delivery. You also may mail your application by following the mailing

[[Page 50196]]

instructions described elsewhere in this notice.
    If you submit an application after 4:30:00 p.m., Washington, DC 
time, on the application deadline date, please contact the person 
listed under FOR FURTHER INFORMATION CONTACT in section VII of this 
notice and provide an explanation of the technical problem you 
experienced with Grants.gov, along with the Grants.gov Support Desk 
Case Number. We will accept your application if we can confirm that a 
technical problem occurred with the Grants.gov system and that that 
problem affected your ability to submit your application by 4:30:00 
p.m., Washington, DC time, on the application deadline date. The 
Department will contact you after a determination is made on whether 
your application will be accepted.

    Note: The extensions to which we refer in this section apply 
only to the unavailability of, or technical problems with, the 
Grants.gov system. We will not grant you an extension if you failed 
to fully register to submit your application to Grants.gov before 
the application deadline date and time or if the technical problem 
you experienced is unrelated to the Grants.gov system.

b. Submission of Paper Applications by Mail

    If you submit your application in paper format by mail (through the 
U.S. Postal Service or a commercial carrier), you must mail the 
original and two copies of your application, on or before the 
application deadline date, to the Department at the following address: 
U.S. Department of Education, Application Control Center, Attention: 
(CFDA Number 84.326Q), 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 submit your application in paper format by hand delivery, 
you (or a courier service) must deliver the original and two copies of 
your application by hand, on or before the application deadline date, 
to the Department at the following address: U.S. Department of 
Education, Application Control Center, Attention: (CFDA Number 
84.326Q), 550 12th Street, SW., Room 7041, Potomac Center Plaza, 
Washington, DC 20202-4260.
    The Application Control Center accepts hand deliveries daily 
between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except 
Saturdays, Sundays, and Federal holidays.

    Note for Mail or Hand Delivery of Paper Applications: If you 
mail or hand deliver your application to the Department--
    (1) You must indicate on the envelope and--if not provided by 
the Department--in Item 11 of the SF 424 the CFDA number, including 
suffix letter, if any, of the competition under which you are 
submitting your application; and
    (2) The Application Control Center will mail to you a 
notification of receipt of your grant application. If you do not 
receive this notification within 15 business days from the 
application deadline date, you should call the U.S. Department of 
Education Application Control Center at (202) 245-6288.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210 and are listed in the application package.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
also requires various assurances including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Additional Review and Selection Process Factors: In the past, 
the Department has had difficulty finding peer reviewers for certain 
competitions because so many individuals who are eligible to serve as 
peer reviewers have conflicts of interest. The Standing Panel 
requirements under IDEA also have placed additional constraints on the 
availability of reviewers. Therefore, the Department has determined 
that for some discretionary grant competitions, applications may be 
separated into two or more groups and ranked and selected for funding 
within the specific groups. This procedure will make it easier for the 
Department to find peer reviewers by ensuring that greater numbers of 
individuals who are eligible to serve as reviewers for any particular 
group of applicants will not have conflicts of interest. It also will 
increase the quality, independence, and fairness of the review process, 
while permitting panel members to review applications under 
discretionary grant competitions for which they also have submitted 
applications. However, if the Department decides to select an equal 
number of applications in each group for funding, this may result in 
different cut-off points for fundable applications in each group.
    4. Special Conditions: Under 34 CFR 74.14 and 80.12, the Secretary 
may impose special conditions on a grant if the applicant or grantee is 
not financially stable; has a history of unsatisfactory performance; 
has a financial or other management system that does not meet the 
standards in 34 CFR parts 74 or 80, as applicable; has not fulfilled 
the conditions of a prior grant; or is otherwise not responsible.

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN). We may notify you informally, also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved

[[Page 50197]]

application as part of your binding commitments under the grant.
    3. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multi-year award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to http://www.ed.gov/fund/grant/apply/appforms/appforms.html.
    4. Performance Measures: Under the Government Performance and 
Results Act of 1993 (GPRA), the Department has established a set of 
performance measures, including long-term measures, that are designed 
to yield information on various aspects of the effectiveness and 
quality of the Technical Assistance and Dissemination to Improve 
Services and Results for Children with Disabilities program. These 
measures focus on the extent to which projects provide high-quality 
products and services, the relevance of project products and services 
to educational and early intervention policy and practice, and the use 
of products and services to improve educational and early intervention 
policy and practice.
    Grantees will be required to report information on their project's 
performance in annual reports to the Department (34 CFR 75.590).
    5. Continuation Awards: In making a continuation award, the 
Secretary may consider, under 34 CFR 75.253, the extent to which a 
grantee has made ``substantial progress toward meeting the objectives 
in its approved application.'' This consideration includes the review 
of a grantee's progress in meeting the targets and projected outcomes 
in its approved application, and whether the grantee has expended funds 
in a manner that is consistent with its approved application and 
budget. In making a continuation grant, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Agency Contact

    For Further Information Contact: Celia Rosenquist, U.S. Department 
of Education, 400 Maryland Avenue, SW., room 4052, Potomac Center Plaza 
(PCP), Washington, DC 20202-2550. Telephone: (202) 245-7373.
    If you use a TDD, call the Federal Relay Service (FRS), toll free, 
at 1-800-877-8339.

VIII. Other Information

    Accessible Format: Individuals with disabilities can obtain this 
document and a copy of the application package in an accessible format 
(e.g., braille, large print, audiotape, or computer diskette) by 
contacting the Grants and Contracts Services Team, U.S. Department of 
Education, 400 Maryland Avenue, SW., room 5075, PCP, Washington, DC 
20202-2550. Telephone: (202) 245-7363. If you use a TDD, call the FRS, 
toll free, at 1-800-877-8339.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. Free 
Internet access to the official edition of the Federal Register and the 
Code of Federal Regulations is available via the Federal Digital System 
at: http://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: http://www.federalregister.gov. Specifically, through the advanced search 
feature on this site, you can limit your search to documents published 
by the Department.

    Dated: August 8, 2011.
Alexa Posny,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2011-20583 Filed 8-11-11; 8:45 am]
BILLING CODE 4000-01-P


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