50462 Federal Register / Vol. 76, No. 157 / Monday, August 15, 2011 / Notices 

1States use the definition of Limited English 

Proficient (LEP) from Section 9101(25) of the 

Elementary and Secondary Education Act, as 

amended (ESEA), 20 U.S.C. 7801(25), as a basis for 

their definition of LEP students or English Learners. 

This definition is as follows: 

The term ‘‘limited English proficient,’’ when used 

with respect to an individual, means an 

individual—(A) Who is aged 3 through 21; (B) who 

is enrolled or preparing to enroll in an elementary 

school or secondary school; (C)(i) Who was not born 

in the United States or whose native language is a 

language other than English; (ii)(I) Who is a Native 

American or Alaska Native, or a native resident of 

the outlying areas; and (II) who comes from an 

environment where a language other than English 

has had a significant impact on the individual’s 

level of English language proficiency; or (iii) who 

is migratory, whose native language is a language 

other than English, and who comes from an 

environment where a language other than English 

is dominant; and (D) whose difficulties in speaking, 

reading, writing, or understanding the English 

language may be sufficient to deny the individual— 

(i) The ability to meet the State’s proficient level of 

achievement on State assessments described in 

section 1111(b)(3); (ii) the ability to successfully 

achieve in classrooms where the language of 

instruction is English; or (iii) the opportunity to 

participate fully in society. 

For purposes of this priority, the term English 

Learners refers to those students considered to be 

Limited English Proficient (LEP) students or English 

Learners, as those terms are defined under ESEA 

and in the State in which the grantee implements 

its model demonstration projects under this 

priority. 

information provided. To confirm 

receipt of your comment(s), please 

check http://www.regulations.gov 

approximately two to three days after 

submission to verify posting (except 

allow 30 days for posting of comments 

submitted by mail). 

FOR FURTHER INFORMATION CONTACT: 

Dustin Pitsch, 703–602–0289. The 

information collection requirements 

addressed in this notice are available 

electronically on the World Wide Web 

at: http://www.acq.osd.mil/dpap/dars/

dfarspgi/current/index.html. 

Paper copies are available from Dustin 

Pitsch, OUSD (AT&L) DPAP/DARS, 

Room 3B855, 3060 Defense Pentagon, 

Washington, DC 20301–3060. 

SUPPLEMENTARY INFORMATION: 

Title and OMB Number: Defense 

Federal Acquisition Regulation 

Supplement (DFARS) Part 216, Types of 

Contracts, and related clauses at DFARS 

252.216–7000, Economic Price 

Adjustment—Basic Steel, Aluminum, 

Brass, Bronze, or Copper Mill Products; 

DFARS 252.216–7001, Economic Price 

Adjustment—Nonstandard Steel Items, 

and DFARS 252.216–7003, Economic 

Price Adjustment—Wage Rates or 

Material Prices Controlled by a Foreign 

Government; OMB Control Number 

0704–0259. 

Needs and Uses: The clauses at 

DFARS 252.216–7000, 252.216–7001, 

and 252.216–7003 require contractors 

with fixed-price economic price 

adjustment contracts to submit 

information to the contracting officer 

regarding changes in established 

material prices or wage rates. The 

contracting officer uses this information 

to make appropriate adjustments to 

contract prices. 

Affected Public: Businesses or other 

for-profit and not-for-profit institutions. 

Annual Burden Hours: 17,952. 

Number of Respondents: 2,247. 

Responses per Respondent: 

Approximately 2. 

Annual Responses: 4,488. 

Average Burden Per Response: 

Approximately 4 hours. 

Frequency: On occasion. 

Summary of Information Collection 

Paragraph (c) of the clause at DFARS 

252.216–7000, Economic Price 

Adjustment—Basic Steel, Aluminum, 

Brass, Bronze, or Copper Mill Products, 

requires the contractor to notify the 

contracting officer of the amount and 

effective date of each decrease in any 

established price. Paragraph (d) of the 

clause permits the contractor to submit 

a written request to the contracting 

officer for an increase in contract price. 

Paragraph (f)(2) of the clause at 

DFARS 252.216–7001, Economic Price 

Adjustment—Nonstandard Steel Items, 

requires the contractor to furnish a 

statement identifying the correctness of 

the established prices and employee 

hourly earnings that are relevant to the 

computation of various indices. 

Paragraph (f)(3) of the clause requires 

the contractor to make available all 

records used in the computation of labor 

indices upon the request of the 

contracting officer. 

Paragraph (b)(1) of the clause at 

DFARS 252.216–7003, Economic Price 

Adjustment—Wage Rates or Material 

Prices Controlled by a Foreign 

Government, permits the contractor to 

provide a written request for contract 

adjustment based on increases in wage 

rates or material prices that are 

controlled by a foreign government. 

Paragraph (c) of the clause requires the 

contractor to make available its books 

and records that support a requested 

change in contract price. 

Mary Overstreet, 

Editor, Defense Acquisition Regulations 

System. 

[FR Doc. 2011–20654 Filed 8–12–11; 8:45 am] 

BILLING CODE 5001–08–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; 

Technical Assistance and 

Dissemination To Improve Services 

and Results for Children With 

Disabilities—Model Demonstration 

Projects for English Learners With or 

at Risk of Having a Disability 

AGENCY: Office of Special Education 

Programs, Department of Education. 

ACTION: Notice. 

Overview Information: Technical 

Assistance and Dissemination To 

Improve Services and Results for 

Children with Disabilities—Model 

Demonstration Projects for English 

Learners With or At Risk of Having a 

Disability; Notice inviting applications 

for new awards for fiscal year (FY) 2011. 

Catalog of Federal Domestic Assistance 

(CFDA) Number: 84.326M. 

DATES: Applications Available: August 

15, 2011. 

Deadline for Transmittal of 

Applications: September 14, 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 

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: 

Model Demonstration Projects for 

English Learners With or At Risk of 

Having a Disability (84.326M). 

Background: 

By the year 2030, English Learners 1

will comprise an estimated 40 percent 

of the K–12 student population in the 

United States (National Symposium on 

Learning Disabilities in English 

Language Learners, 2003). While total 

enrollment of students in schools has 

increased by 20 percent over 15 years, 

there has been a 160-percent growth of 

English Learners enrolled in schools 


srobinson on DSK4SPTVN1PROD with NOTICES
Federal Register / Vol. 76, No. 157 / Monday, August 15, 2011 / Notices 50463 

2For the purpose of this priority, when we refer 

to a student’s ‘‘academic progress,’’ ‘‘reading 

achievement,’’ or ‘‘language development,’’ or to 

test score outcomes, we are referring to the 

student’s academic progress, reading achievement, 

or language development, or test score outcomes in 

content or a focus of study that is delivered in the 

English language. 

during the same time period (National 

Clearinghouse for English Language 

Acquisition [NCELA], 2008). Some 

States experienced up to a 700-percent 

growth in the number of English 

Learners in their schools between 1994– 

1995 and 2004–2005 (Paya ́n & Nettles, 

n.d.). Given this growth in the number 

of English Learners enrolled in schools, 

we expect the number of English 

Learners with disabilities to increase. 

Identifying English Learners with 

disabilities poses unique challenges for 

educators. This is because of the 

difficulty in determining whether a 

student’s lack of academic development 

in reading is due to a disability or due 

to English not being the student’s first 

language. As a group, English Learners 

receive lower grades and have higher 

dropout rates compared to their nonEnglish Learner peers (Ballantyne, 

Sanderman, & Levy, 2008; McCardle, 

MeleMcCarthy, Cutting, Leos, & 

D’Emilio, 2005; Nation’s Report Card, 

2007). Many English Learners also 

exhibit low vocabulary levels in English 

and, therefore, do not always benefit 

from reading comprehension and 

writing supports that have proven 

effective in improving reading 

achievement 2 with their Englishspeaking counterparts (Francis, Rivera, 

Lesaux, Kieffer, & Rivera, 2006). While 

an English Learner’s low vocabulary 

levels may be due to the fact that 

English is not the student’s first 

language, educators need to evaluate 

whether low vocabulary levels, low 

reading achievement scores, or other 

performance measures are indicators 

that a child has, or is at risk of having, 

a disability. However, due to the 

difficulty in determining if an English 

Learner’s lack of academic progress in 

reading is due to a disability or due to 

English not being the student’s first 

language, practitioners may wait up to 

five years to allow an English Learner to 

develop language skills before assessing 

whether the student has a learning 

disability (Limbos & Geva, 2001). For 

English Learners with, or at risk of 

having, a learning disability, waiting to 

intervene can negatively affect their 

academic progress—that is, delaying the 

identification of a student as a student 

with a disability delays the delivery of 

special education and related services 

that can help the student make 

academic progress. 

Therefore, local educational agencies 

(LEAs) face two immediate challenges: 

improving the reading achievement of 

English Learners and then appropriately 

identifying those English Learners with, 

or at risk of having, a disability. There 

is emerging evidence supporting the use 

of multi-tiered instructional frameworks 

that include an emphasis on progress 

monitoring and culturally responsive 

principles to assist LEAs in addressing 

both challenges (Zehr, 2010). 

A multi-tiered instructional 

framework integrates assessment and 

intervention to maximize student 

achievement. With a multi-tiered 

instructional framework, schools screen 

students to identify those at risk for 

poor learning outcomes, monitor 

student progress, provide evidencebased interventions, and adjust the 

intensity and nature of those 

interventions depending on a student’s 

responsiveness to instruction (Office of 

Special Education Programs, 2011). 

Multi-tiered instructional frameworks 

include a varying number of tiers (or 

levels) of intensity of instruction. 

Commonly used frameworks typically 

describe three tiers. The primary level 

includes high-quality core instruction. 

The secondary level includes evidencebased intervention(s) of moderate 

intensity. The tertiary level includes 

individualized intervention(s) of 

increased intensity for students who 

show minimal response to instruction at 

the secondary level. At all levels, 

attention should be on fidelity of 

implementation, with consideration for 

cultural and linguistic responsiveness 

and recognition of student strengths 

(National Center on Response to 

Intervention, 2011). 

Progress monitoring. Progress 

monitoring is an important component 

of a multi-tiered instructional 

framework that includes formative 

assessments administered at regular 

intervals to inform instructional 

decisionmaking and to determine if the 

interventions are meeting the needs of 

students. Progress monitoring has 

demonstrated promise as a means for 

early identification of students with 

disabilities, particularly students with 

learning disabilities (Fuchs & Fuchs, 

2006; Kamps & Greenwood, 2005; 

Shapiro, Zigmond, Wallace, & Marston, 

2011; Vaughn, 2003). In addition, 

researchers highly recommend progress 

monitoring as a means for working with 

English Learners and for assisting 

struggling readers (Gersten, Compton, 

Connor, Dimino, Santoro, LinanThompson, Tilly, 2008; Gersten, Baker, 

Shanahan, Linan-Thompson, Collins, P., 

Scarcella, 2007). 

Culturally-responsive principles. 

Culturally responsive principles 

promote ‘‘redesigning the learning 

environments’’ and can support the 

development and success of all 

students, including English Learners. 

Some examples of incorporating 

culturally responsive principles into 

learning environments include 

communicating high expectations to all 

students, incorporating students’ 

cultural and home experiences into 

lessons by reshaping the curriculum to 

reflect students’ experiences, and 

engaging students in activities where 

they can converse with one another on 

topics that tap into their background 

knowledge and experiences (Gay, 2000; 

King, Artiles, & Kozleski, 2010). 

Culturally responsive principles can be 

applied to progress monitoring. 

In 2006, the Office of Special 

Education Programs (OSEP) funded 

model demonstration projects that 

identified, developed, and refined 

exemplars of progress monitoring. 

Under those previously funded model 

demonstration projects, OSEP required a 

multi-tiered instructional framework 

that included universal screening, 

progress monitoring, and instructional 

interventions at varying levels of 

intensity. In those model demonstration 

projects, progress monitoring within a 

multi-tiered framework showed 

evidence of effectiveness in increasing 

reading achievement of students with 

and without disabilities in classrooms 

where the models were implemented 

(Shapiro, Zigmond, Wallace, & Marston, 

2011). Through this priority, we seek to 

support projects that will systematically 

implement and evaluate multi-tiered 

instructional frameworks, which 

include progress monitoring, 

incorporate culturally responsive 

principles into the learning 

environment, and provide reading 

instruction and reading interventions at 

varying levels of intensity to improve 

outcomes for English Learners with, or 

at risk of having, a disability. 

Priority: 

The purpose of this priority is to 

support the establishment and operation 

of three model demonstration projects 

that will adapt, refine, and evaluate 

multi-tiered instructional frameworks as 

well as their components—progress 

monitoring, culturally responsive 

principles, reading instruction, and 

reading interventions—to determine if 

and to what extent the multi-tiered 

instructional frameworks: (1) Help to 

improve reading achievement and 

language development for English 

Learners with, or at risk of having, a 


srobinson on DSK4SPTVN1PROD with NOTICES
50464 Federal Register / Vol. 76, No. 157 / Monday, August 15, 2011 / Notices 

disability and (2) are useful in assisting 

educators to determine if English 

Learners who are experiencing reading 

difficulties have a disability. 

To be considered for funding under 

this absolute priority, applicants must 

meet the application requirements 

contained in this priority. Each model 

demonstration project (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 to be conducted by the 

grantee; 

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. This formative evaluation must 

be distinct from any independent 

evaluation the Department may conduct 

of the Project; 

(d) A description of the proposed 

model demonstration that must include 

a multi-tiered instructional framework 

that uses progress monitoring and 

incorporates culturally responsive 

principles into the learning 

environment to address the needs of 

English Learners with, or at risk of 

having, a disability. In addition, a 

description of all other components 

within the multi-tiered instructional 

framework, including reading 

instruction and reading interventions 

provided at varying intensity levels; 

(e) A description of the research 

evidence that supports the effectiveness 

of the proposed multi-tiered 

instructional framework as a whole, as 

well as each of its components; 

(f) A description of the methods to be 

used for recruiting and selecting at least 

five elementary schools with 

kindergarten through third grade (K–3) 

students, of which at least 40 percent 

and no fewer than 100 K–3 students 

have been identified as English 

Learners. To the extent the applicant 

identifies in its application schools 

willing to participate in the applicant’s 

model demonstration, include a 

description of the demographics of the 

student population typically served by 

these schools, including information 

about the cultural and linguistic 

diversity of the students enrolled in the 

schools; 

Note: As specified in paragraph (b) of 

the Project Activities section of this 

priority, participating schools will be 

randomly assigned either to a pilot 

group or a non-pilot group. The pilot 

groups will be comprised of three 

schools that will participate in the 

applicant’s model demonstration and 

the non-pilot groups will be comprised 

of at least two schools that do not 

participate in the applicant’s model 

demonstration (see paragraphs (b)(1) 

and (b)(2) of the Project Activities). Final 

site selection will be determined in 

consultation with the OSEP Project 

Officer following the kick-off meeting. 

Random assignment to the pilot or nonpilot groups will be conducted by an 

independent entity, such as the OSEPfunded Model Demonstration 

Coordination Center (MDCC). Pilot 

schools will participate in a continuous 

evaluation of the applicant’s model 

demonstration. Evaluation data from 

schools in the non-pilot group will be 

limited to available district data; and 

(g) A budget for attendance at the 

following: 

(1) A 11⁄2-day kick-off meeting to be 

held in Washington, DC within 4 weeks 

after receipt of the award and a 1-day 

annual planning meeting held in 

Washington, DC with the OSEP Project 

Officer during each subsequent year of 

the project period. At the kick-off 

meeting, OSEP personnel and the 

grantees, in consultation with MDCC, 

will assign responsibilities for the 

literature review, outline a project data 

coordination plan, identify cross-project 

data collection instruments, and 

determine common evaluation 

questions. As part of the cross-project 

coordination, projects funded under this 

priority must collect data across 

common measures that may or may not 

be the same as those proposed by the 

applicant. In addition to the measures 

listed here, other common measures 

may include observations or data that 

provide information that can be used to 

describe the context of schools, 

classrooms, or students participating in 

the project, as well as schools, 

classrooms, or students who are not part 

of the project. These data will support 

the formative and summative 

evaluations of the Projects and will 

provide information on the contexts in 

which models are implemented and to 

determine the usefulness and 

generalizability of the models. 

(2) A 3-day Project Directors’ 

Conference in Washington, DC during 

each year of the project period. 

(3) Two 2-day trips annually to attend 

Department briefings, Departmentsponsored conferences, and other 

meetings, as requested by OSEP. 

Project Activities. To meet the 

requirements of this priority, each 

Project, at a minimum, must conduct 

the following activities: 

(a) During year one of the Project, 

collaborate with other Projects funded 

under this priority and prepare a 

literature review (a plan for this review 

will be discussed during the kick-off 

meeting described above) that 

synthesizes the research on policies and 

practices related to progress monitoring, 

culturally responsive principles, reading 

instruction, and reading interventions at 

varying intensity levels for English 

Learners with or at risk of having a 

disability. In conducting this literature 

review, the Projects must use standards 

that are consistent with those used by 

the What Works Clearinghouse and the 

definitions of strong and moderate 

evidence contained in the Notice of 

Final Supplemental Priorities and 

Definitions for Discretionary Grant 

Programs published in the Federal 

Register on December 15, 2010 (75 FR 

78486). If the Projects determine that 

they cannot conduct the review using 

these standards, they must develop and 

use other rigorous standards. The 

literature review prepared under this 

paragraph must present the research in 

a format accessible to the Projects’ 

relevant audiences, including State 

educational agencies (SEAs), LEAs, and 

schools. The literature review must be 

subject to external peer review and must 

include a summary of research on the 

effectiveness of multi-tiered 

instructional frameworks that use 

progress monitoring and incorporate 

culturally responsive principles into the 

learning environment and include 

reading instruction and reading 

interventions at varying intensity levels 

to— 

(a)(1) Improve reading achievement 

and language development of English 

Learners with or at risk of having a 

disability; and 

(2) Assist educators in determining if 

English Learners experiencing reading 

difficulties have or are at risk of having 

a disability. 


srobinson on DSK4SPTVN1PROD with NOTICES
Federal Register / Vol. 76, No. 157 / Monday, August 15, 2011 / Notices 50465 

(b) Implement, after consultation with 

the OSEP Project Officer and the MDCC, 

a random assignment design with 

longitudinal data collection in at least 

five elementary schools with grades K– 

3 (schools A, B, C, D, E, etc.), using the 

following approach: 

(1) Three of the schools will be 

randomly assigned to a pilot group that 

participates in the Project’s model 

demonstration (pilot group). School A 

in the pilot group will begin in year one 

of the project period and will 

implement the Project’s model 

demonstration for at least three years. 

Schools B and C of the pilot group will 

begin implementing the Project’s model 

demonstration in year two and will 

implement the model demonstration for 

two years. 

(2) The remaining schools (schools D, 

E, etc.) will be assigned to a non-pilot 

group that will continue ‘‘business as 

usual’’ (non-pilot group) during the 

years the schools in the pilot group 

implement the Project’s model 

demonstration. 

(3) Cooperate with any Departmentsponsored independent evaluation of 

the model demonstration by providing 

the Department or its contractor with 

district administrative records on the 

participating schools and their students. 

(c) In grades K–3 in the three 

elementary schools in the pilot group, 

implement model demonstrations that— 

(1) Use multi-tiered instructional 

frameworks that— 

(i) Use progress monitoring and 

incorporate culturally responsive 

principles in the learning environment; 

and 

(ii) Include reading instruction and 

reading interventions at varying 

intensity levels; 

(2) Assess the usefulness of progress 

monitoring, culturally responsive 

principles, reading interventions, and 

reading instruction at varying intensity 

levels in improving reading 

achievement and language development 

of all students who participate in the 

Project’s model demonstration; 

(3) Assess the usefulness of progress 

monitoring and culturally responsive 

principles in assisting educators in 

determining if English Learners 

experiencing reading difficulties have or 

are at risk of having a disability; and 

(4) Describe the unique characteristics 

of the school and the cultural and 

linguistic diversity of the students that 

may affect reading achievement and 

language development of the students 

who participate in the Project’s model 

demonstration. 

(d) In accordance with the data 

coordination plan for the funded 

projects, which will be developed at the 

kick-off meeting described in paragraph 

(g)(1) of the Application Requirements, 

collect formative data on the following 

factors: 

(1) Reading achievement and language 

development, including trajectories of 

reading achievement and language 

development, of all students who 

participate in the Project’s model 

demonstration as well as the individual 

and contextual factors that affect 

reading achievement and language 

development. 

(2) The usefulness of progress 

monitoring and culturally responsive 

principles to assist educators in 

determining if English Learners 

experiencing reading difficulties have or 

are at risk of having a disability. 

(3) Quality of instruction, the 

language of instruction, the types of 

academic and language support 

available in grades K–3 at the schools in 

the pilot groups. 

(4) Student engagement, instructional 

decisionmaking (including the use of 

data in making instructional decisions), 

and classroom social climate. 

(5) Estimates of the cost of 

implementing the model, including 

costs of the various components of the 

model; 

(e) Develop a framework for educators 

that would provide developmental 

benchmarks in reading and language 

development and contribute to 

appropriate identification of English 

Learners with or at risk of having a 

disability; 

(f) Provide initial and ongoing 

professional development to general 

educators, special educators, related 

services providers, and administrators 

who are implementing the model 

demonstration at the schools in the pilot 

groups. Establish a process for providing 

feedback to these personnel on their 

implementation of the components (e.g., 

progress monitoring, culturally 

responsive principles, reading 

instruction and reading interventions 

that are provided at varying intensity 

levels) of the instructional framework 

used in the model demonstration; and 

(g) Implement a formative evaluation 

plan that includes a detailed description 

of the Project’s model demonstration 

and its components, a description of the 

school and district characteristics 

required to successfully implement and 

continue use of the model 

demonstration after the end of the 

Project period, and the processes for 

collecting and analyzing—in accordance 

with its data coordination plan— 

common cross-project data related to the 

extent to which the Project’s model 

demonstration— 

(1) Contributes to improved English 

Learners’ reading achievement and 

language development; 

(2) Assists educators to determine if 

English Learners who are experiencing 

reading difficulties have a disability; 

(3) Is implemented with fidelity with 

acceptable variations based on school 

contexts and the cultural and linguistic 

diversity of students that may affect 

their reading achievement and language 

development; 

(4) Provides effective professional 

development to personnel 

implementing the model demonstration. 

(h) Participate in discussions, 

facilitated by the MDCC, with the three 

projects about developing a data 

coordination plan, cross site data 

collection instruments, common 

evaluation questions, how to synthesize 

and analyze the data collection, monitor 

fidelity of implementation, ensure 

reliability of data, and foster 

dissemination of information. 

(i) Identify methods for ongoing 

communication and collaboration 

among families, students, school staff, 

and project staff to support the 

implementation and evaluation of the 

model demonstration; 

(j) Communicate and collaborate on 

an ongoing basis with Departmentfunded projects, including the National 

Center on Response to Intervention 

(http://rti4success.org) and the Center 

on Instruction (http:// 

www.centeroninstruction.org) to share 

information on successful strategies and 

implementation challenges regarding 

progress monitoring, reading 

instruction, reading interventions, 

culturally responsive principles for 

English Learners with or at risk of 

having a disability; 

(k) 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); 

(l) Maintain ongoing telephone and email communication with the OSEP 

Project Officer and other Projects 

funded under this priority; and 

Note: The MDCC will provide support for 

monthly teleconferences with all projects to 

discuss cross-project activities. 

(m) If the Project maintains a Web 

site, include relevant information about 

the model demonstration and 

documents in a form that meets 

government or industry recognized 

standards for accessibility. 


srobinson on DSK4SPTVN1PROD with NOTICES
50466 Federal Register / Vol. 76, No. 157 / Monday, August 15, 2011 / Notices 

References 

Ballantyne, K.G., Sanderman, A.R., Levy, J. 

(2008). Educating English language 

learners: Building teacher capacity. 

Washington, DC: National Clearinghouse 

for English Language Acquisition. 

Available from http://www.ncela.gwu.edu/ 

practice/mainstream_teachers.htm. 

Francis, D., Rivera, M., Lesaux, N., Kieffer, 

M., & Rivera, H. (2006). Practical 

guidelines for the education of English 

language learners: Research-Based 

recommendations for instruction and 

academic interventions. Retrieved from 

http://www.centeroninstruction.org/ 

practical-guidelines-for-the-education-ofenglish-language-learners-research-basedrecommendations-for-serving-adolescentnewcomers. 

Fuchs, D. & Fuchs, L.S. (2006). New 

directions in research introduction to 

response to intervention: What, why, and 

how valid is it? Reading Research 

Quarterly, 41(1). 

Gay, G. (2000). Culturally responsive 

teaching: Theory, research, and practice. 

New York: Teachers College Press. 

Gersten, R., Compton, D., Connor, C.M., 

Dimino, J., Santoro, L., Linan-Thompson, 

S., and Tilly, W.D. (2008). Assisting 

students struggling with reading: Response 

to intervention and multi-tier intervention 

for reading in the primary grades. A 

practice guide. (NCEE 2009–4045). 

Washington, DC: National Center for 

Education Evaluation and Regional 

Assistance, Institute of Education Sciences, 

U.S. Department of Education. Retrieved 

from http://ies.ed.gov/ncee/wwc/pdf/ 

practiceguides/rti_reading_pg_021809.pdf. 

Gersten, R., Baker, S.K., Shanahan, T., LinanThompson, S., Collins, P., & Scarcella, R. 

(2007). Effective literacy and English 

language instruction for English learners in 

the elementary grades: A practice guide 

(NCEE 2007–4011). Washington, DC: 

National Center for Education Evaluation 

and Regional Assistance, Institute of 

Education Sciences, U.S. Department of 

Education. Retrieved from http:// 

ies.ed.gov/ncee/wwc/pdf/practiceguides/ 

20074011.pdf. 

Kamps, D., & Greenwood, C.R. (2005). 

Formulating secondary-level reading 

interventions. Journal of Learning 

Disabilities, 38(6), 500–509. 

King, A., Artiles, A.J., & Kozleski, E. (2010). 

Professional learning for culturally 

responsive teaching. Retrieved from 

http://www.equityallianceatasu.org/sites/ 

default/files/Website_files/ 

exemplarFINAL.pdf. 

Limbos, M.M. & Geva, E. (2001). Accuracy of 

teacher assessments of second-language 

students at risk for reading disability. 

Journal of Learning Disabilities 34(2), 136– 

151. 

McCardle, P., Mele-McCarthy, J., Cutting, L., 

Leos, K., & D’Emilio, T. (2005). Learning 

disabilities in English language learners: 

Identifying the issues. Learning Disabilities 

Research and Practice, 20(1), 1–5. 

The Nation’s Report Card, Reading Report. 

Retrieved from http:// 

nationsreportcard.gov/reading_2007/ 

r0015.asp. 

National Center on Response to Intervention. 

Retrieved from http://rti4success.org/ 

categorycontents/ 

multi-level_prevention_system. 

National Clearinghouse for English Language 

Acquisition. Elementary and secondary 

enrollment of ELL students in U.S., 1989– 

90 to 2005–2006. Retrieved from http:// 

www.ncela.gwu.edu/files/rcd/BE021773/ 

How_Has_The_Limited_English.pdf. 

Office of Special Education Programs. Memo: 

A Response to Intervention (RTI) Process 

Cannot Be Used to Delay-Deny an 

Evaluation for Eligibility Under the 

Individuals with Disabilities Act (IDEA) to 

the State Directors of Education. 21 Jan. 

2011. 

Paya ́n, R.M., & Nettles, M.T. (n.d.). Current 

state of English-language learners in the 

U.S. K–12 student population. Retrieved 

on December 21, 2010, from http:// 

www.ets.org/Media/ 

Conferences_and_Events/pdf/ 

ELLsympsium/ELL_factsheet.pdf. 

Shapiro, E.S., Zigmond, N., Wallace, T., & 

Marston D. (Eds.), (2011). Models for 

implementing response to intervention: 

Tools, outcomes, and implications. New 

York: Guilford Press. 

Vaughn, S. (2003). How many tiers are 

needed for response to intervention to 

achieve acceptable prevention outcomes? 

Presented at National Research Center on 

Learning Disabilities RTI Symposium, 

Kansas City, MO. Retrieved May 14, 2010, 

from The National Research Center on 

Learning Disabilities Web site: http://www.

nrcld.org/symposium2003/vaughn/

vaughn.pdf. 

Zehr, M. (2010). RTI said to pay off in gains 

for English Learners. Retrieved on March 

11, 2011 from http://www.edweek.org/ew/

articles/2010/01/22/19rtiells_

ep.h29.html?tkn=W[YCLqVUfF0

pqicVwkwTVkZdlSyTBmx7rRRb. 

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: 

$1,200,000. 

Contingent upon the availability of 

funds and the quality of applications, 

we may make additional awards in FY 

2012 from the list of unfunded 

applicants from this competition. 

Estimated Average Size of Award: 

$400,000. 

Estimated Range of Awards: 

$375,000–$400,000. 

Maximum Awards: We will reject any 

application that proposes a budget 

exceeding $400,000 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: 3. 

Note: The Department is not bound by any 

estimates in this notice. 

Project Period: Up to 48 months. 

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. 


srobinson on DSK4SPTVN1PROD with NOTICES
Federal Register / Vol. 76, No. 157 / Monday, August 15, 2011 / Notices 50467 

You can contact ED Pubs at its Web 

site, also: http://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 

program or competition as follows: 

CFDA number 84.326M. 

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: 

• A ‘‘page’’ is 8.5′′ x 11′′, on one side 

only, with 1′′ margins at the top, bottom, 

and both sides. 

• Double space (no more than three 

lines per vertical inch) all text in the 

application narrative, including titles, 

headings, footnotes, quotations, 

references, and captions, as well as all 

text in charts, tables, figures, and 

graphs. 

• Use a font that is either 12 point or 

larger or no smaller than 10 pitch 

(characters per inch). 

• Use one of the following fonts: 

Times New Roman, Courier, Courier 

New, or Arial. An application submitted 

in any other font (including Times 

Roman or Arial Narrow) will not be 

accepted. 

The page limit does not apply to Part 

I, the cover sheet; Part II, the budget 

section, including the narrative budget 

justification; Part IV, the assurances and 

certifications; or the 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 or if you apply 

other standards and exceed the 

equivalent of the page limit. 

3. Submission Dates and Times: 

Applications Available: August 15, 

2011. 

Deadline for Transmittal of 

Applications: September 14, 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. 

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. Model Demonstration Projects on 

the Use of Progress Monitoring for 

English Learners (including those with 

disabilities) to Improve Reading 

Achievement and Language 

Development and to Support Disability 

Identification competition, CFDA 

number 84.326M, 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 email an electronic copy of a grant 

application to us. 

You may access the electronic grant 

application for the Model 

Demonstration Projects on the Use of 

Progress Monitoring for English 

Learners (including those with 

disabilities) to Improve Reading 

Achievement and Language 

Development and to Support Disability 

Identification 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 84.326M). 


srobinson on DSK4SPTVN1PROD with NOTICES
50468 Federal Register / Vol. 76, No. 157 / Monday, August 15, 2011 / Notices 

Please note the following: 

• Your participation in Grants.gov is 

voluntary. 

• When you enter the Grants.gov site, 

you will find information about 

submitting an application electronically 

through the site, as well as the hours of 

operation. 

• Applications received by 

Grants.gov are date and time stamped. 

Your application must be fully 

uploaded and submitted and must be 

date and time stamped by the 

Grants.gov system no later than 4:30:00 

p.m., Washington, DC time, on the 

application deadline date. Except as 

otherwise noted in this section, we will 

not accept your application if it is 

received—that is, date and time 

stamped by the Grants.gov system—after 

4:30:00 p.m., Washington, DC time, on 

the application deadline date. We do 

not consider an application that does 

not comply with the deadline 

requirements. When we retrieve your 

application from Grants.gov, we will 

notify you if we are rejecting your 

application because it was date and time 

stamped by the Grants.gov system after 

4:30:00 p.m., Washington, DC time, on 

the application deadline date. 

• The amount of time it can take to 

upload an application will vary 

depending on a variety of factors, 

including the size of the application and 

the speed of your Internet connection. 

Therefore, we strongly recommend that 

you do not wait until the application 

deadline date to begin the submission 

process through Grants.gov. 

• You should review and follow the 

Education Submission Procedures for 

submitting an application through 

Grants.gov that are included in the 

application package for this competition 

to ensure that you submit your 

application in a timely manner to the 

Grants.gov system. You can also find the 

Education Submission Procedures 

pertaining to Grants.gov under News 

and Events on the Department’s G5 

system home page at http://www.G5.gov. 

• You will not receive additional 

point value because you submit your 

application in electronic format, nor 

will we penalize you if you submit your 

application in paper format. 

• 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. 

• 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. 

• 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 second notification indicates that 

the Department has received your 

application and has assigned your 

application a PR/Award number (an EDspecified identifying number unique to 

your application). 

• We may request that you provide us 

original signatures on forms at a later 

date. 

Application Deadline Date Extension 

in Case of Technical Issues With the 

Grants.gov System: If you are 

experiencing problems submitting your 

application through Grants.gov, please 

contact the Grants.gov Support Desk, 

toll free, at 1–800–518–4726. You must 

obtain a Grants.gov Support Desk Case 

Number and must keep a record of it. 

If you are prevented from 

electronically submitting your 

application on the application deadline 

date because of technical problems with 

the Grants.gov system, we will grant you 

an extension until 4:30:00 p.m., 

Washington, DC time, the following 

business day to enable you to transmit 

your application electronically or by 

hand delivery. You also may mail your 

application by following the mailing 

instructions described elsewhere in this 

notice. 

If you submit an application after 

4:30:00 p.m., Washington, DC time, on 

the application deadline date, please 

contact the person listed under FOR

FURTHER INFORMATION CONTACT in 

section VII of this notice and provide an 

explanation of the technical problem 

you experienced with Grants.gov, along 

with the Grants.gov Support Desk Case 

Number. We will accept your 

application if we can confirm that a 

technical problem occurred with the 

Grants.gov system and that that problem 

affected your ability to submit your 

application by 4:30:00 p.m., 

Washington, DC time, on the 

application deadline date. The 

Department will contact you after a 

determination is made on whether your 

application will be accepted. 

Note: The extensions to which we refer in 

this section apply only to the unavailability 

of, or technical problems with, the Grants.gov 

system. We will not grant you an extension 

if you failed to fully register to submit your 

application to Grants.gov before the 

application deadline date and time or if the 

technical problem you experienced is 

unrelated to the Grants.gov system. 

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 84.326M), 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 84.326M), 550 12th 

Street, SW., Room 7041, Potomac Center 

Plaza, Washington, DC 20202–4260. 

The Application Control Center 

accepts hand deliveries daily between 


srobinson on DSK4SPTVN1PROD with NOTICES
Federal Register / Vol. 76, No. 157 / Monday, August 15, 2011 / Notices 50469 

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 

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: 

Dr. Grace Zamora Dura ́n, U.S. 

Department of Education, 400 Maryland 

Avenue, SW., room 4088, Potomac 

Center Plaza (PCP), Washington, DC 

20202–2550. Telephone: (202) 245– 

7328. 

If you use a TDD, call the Federal 

Relay Service (FRS), toll free, at 1–800– 

877–8339. 


srobinson on DSK4SPTVN1PROD with NOTICES
50470 Federal Register / Vol. 76, No. 157 / Monday, August 15, 2011 / Notices 

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 at 

this site, you can limit your search to 

documents published by the 

Department. 

Dated: August 9, 2011 . 

Alexa Posny, 

Assistant Secretary for Special Education and 

Rehabilitative Services. 

[FR Doc. 2011–20698 Filed 8–12–11; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; Special 

Demonstration Programs—National 

Technical Assistance Projects To 

Improve Employment Outcomes for 

Individuals With Disabilities 

AGENCY: Office of Special Education and 

Rehabilitative Services, Department of 

Education. 

ACTION: Notice. 

Overview Information: Special 

Demonstration Programs—National 

Technical Assistance Projects to 

Improve Employment Outcomes for 

Individuals with Disabilities. 

Notice inviting applications for new 

awards for fiscal year (FY) 2011. 

Catalog of Federal Domestic Assistance 

(CFDA) Number: 84.235M. 

DATES: Applications Available: August 

15, 2011. 

Deadline for Transmittal of 

Applications: September 14, 2011. 

Deadline for Intergovernmental 

Review: November 14, 2011. 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: The purpose of 

this program is to expand and improve 

the provision of rehabilitation and other 

services authorized under the 

Rehabilitation Act of 1973, as amended 

(Rehabilitation Act), or to support 

activities that increase the provision, 

extent, availability, scope, and quality of 

rehabilitation services provided under 

the Rehabilitation Act. 

Priorities: This priority is from the 

notice of final priority for this program, 

published elsewhere in this issue of the 

Federal Register. 

Absolute priority: For FY 2011 and 

any subsequent year in which we make 

awards from the list of unfunded 

applicants from this competition, this 

priority is an absolute priority. Under 

34 CFR 75.105(c)(3) we consider only 

applications that meet this priority. 

This priority is: 

National Technical Assistance 

Projects to Improve Employment 

Outcomes for Individuals with 

Disabilities Program. 

Authority: 29 U.S.C. 773(b). 

Applicable Regulations: (a) The 

Education Department General 

Administrative Regulations (EDGAR) in 

34 CFR parts 74, 75, 77, 79, 80, 81, 82, 

84, 85, 86, 97, and 99. (b) The 

regulations for this program in 34 CFR 

parts 373. (c) The notice of final 

priority, published elsewhere in this 

issue of the Federal Register. 

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. 

II. Award Information 

Type of Award: Discretionary grants. 

Estimated Available Funds: 

$650,000–$800,000. 

Contingent upon the availability of 

funds and the quality of applications, 

we may make additional awards in FY 

2012 from the list of unfunded 

applicants from this competition. 

Maximum Award: We will reject any 

application that proposes a budget 

exceeding $800,000 for a single budget 

period of 24 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 24 months. 

III. Eligibility Information 

1. Eligible Applicants: Public or 

nonprofit agencies or organizations, 

including institutions of higher 

education or consortia that meet the 

requirements of 34 CFR 75.128 and 

75.129. 

2. Cost Sharing or Matching: This 

program does not involve cost sharing 

or matching. 

IV. Application and Submission 

Information 

1. Address to Request Application 

Package: You can obtain an application 

package via the Internet or from the 

Education Publications Center (ED 

Pubs). To obtain a copy via the Internet, 

use the following address: 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: edpubs@inet.ed.gov. 

If you request an application package 

from ED Pubs, be sure to identify this 

program as follows: CFDA number 

84.235M. 

Individuals with disabilities can 

obtain a copy of the application package 

in an accessible format (e.g., braille, 

large print, audiotape, or compact disc) 

by contacting the person or team listed 

under Accessible Format in section VIII 

of this notice. 

2. Content and Form of Application 

Submission: Requirements concerning 

the content of an application, together 

with the forms you must submit, are in 

the application package for this 

competition. Page Limit: The 

application narrative (Part III of the 

application) is where you, the applicant, 

address the selection criteria that 

reviewers use to evaluate your 

application. You must limit the 

application narrative (Part III) to the 

equivalent of no more than 60 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 


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