13764 Federal Register / Vol. 72, No. 56 / Friday, March 23, 2007 / Notices 

Avenue, SW., Washington, DC 20202–

4260 or 

By mail through a commercial carrier: 

U.S. Department of Education, 

Application Control Center, Stop 4260, 

Attention: (CFDA Number 84.128J), 

7100 Old Landover Road, Landover, MD 

20785–1506. 

Regardless of which address you use, 

you must show proof of mailing 

consisting of one of the following: 

(1) A legibly dated U.S. Postal Service 

postmark. 

(2) A legible mail receipt with the 

date of mailing stamped by the U.S. 

Postal Service. 

(3) A dated shipping label, invoice, or 

receipt from a commercial carrier. 

(4) Any other proof of mailing 

acceptable to the Secretary of the U.S. 

Department of Education. 

If you mail your application through 

the U.S. Postal Service, we do not 

accept either of the following as proof 

of mailing: 

(1) A private metered postmark. 

(2) A mail receipt that is not dated by 

the U.S. Postal Service. 

If your application is postmarked after 

the application deadline date, we will 

not consider your application. 

Note: The U.S. Postal Service does not 

uniformly provide a dated postmark. Before 

relying on this method, you should check 

with your local post office. 

c. Submission of Paper Applications 

by Hand Delivery. 

If you qualify for an exception to the 

electronic submission requirement, you 

(or a courier service) may deliver your 

paper application to the Department by 

hand. You must deliver the original and 

two copies of your application by hand, 

on or before the application deadline 

date, to the Department at the following 

address: U.S. Department of Education, 

Application Control Center, Attention: 

(CFDA Number 84.128J), 550 12th 

Street, SW., Room 7041, Potomac Center 

Plaza, Washington, DC 20202–4260. The 

Application Control Center accepts 

hand deliveries daily between 8 a.m. 

and 4:30 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 

Selection Criteria: The selection 

criteria for this competition are in the 

application package. 

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 also notify you 

informally. 

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: 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 specified by 

the Secretary in 34 CFR 75.118. 

4. Performance Measures: Under the 

Government Performance and Results 

Act of 1993 (GPRA), a measure has been 

developed for evaluating the overall 

effectiveness of the Recreational 

Programs: the percentage of projects in 

operation one, two, and three years after 

Federal funding ends. The 

Rehabilitation Services Administration 

(RSA) collects data on this measure by 

contacting grantees once a year after the 

project period has ended. All grantees 

will be expected to submit an annual 

performance report documenting their 

success in maintaining the same level of 

service over their three-year project 

period and to provide information to 

RSA when they are contacted about 

their on-going activities after the project 

period has ended. 

VII. Agency Contact 

For Further Information Contact: Ed 

Hofler, U.S. Department of Education, 

400 Maryland Avenue, SW., room 5065, 

Potomac Center Plaza, Washington, DC 

20202–2800. Telephone: (202) 245–7377 

or by e-mail: ed.hofler@ed.gov. 

If you use a telecommunications 

device for the deaf (TDD), you may call 

the Federal Relay Service (FRS) at 1–

800–877–8339. 

Individuals with disabilities may 

obtain this document in an alternative 

format (e.g., Braille, large print, 

audiotape, or computer diskette) on 

request to the program contact person 

listed in this section. 

VIII. Other Information 

Electronic Access to This Document: 

You may view this document, as well 

all other documents of this Department 

published in the Federal Register, in 

text or Adobe Portable Document 

Format (PDF) on the Internet at the 

following site: http://www.ed.gov/news/ 

fedregister. 

To use PDF you must have Adobe 

Acrobat Reader, which is available free 

at this site. If you have questions about 

using PDF, call the U.S. Government 

Printing Office (GPO), toll free, at 1–

888–293–6498; or in the Washington, 

DC, area at (202) 512–1530. 

Note: 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 on GPO 

Access at: http://www.gpoaccess.gov/nara/ 

index.html. 

Dated: March 20, 2007. 

John H. Hager, 

Assistant Secretary for Special Education and 

Rehabilitative Services. 

[FR Doc. E7–5371 Filed 3–22–07; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Office of Special Education and 

Rehabilitative Services; Overview 

Information; Technical Assistance and 

Dissemination to Improve Services and 

Results for Children With Disabilities—

Technical Assistance Center for 

Evidence-Based Practices To Improve 

the Social-Emotional Development of 

Young Children With or At Risk of 

Disabilities; Notice Inviting 

Applications for New Awards for Fiscal 

Year (FY) 2007 

Catalog of Federal Domestic 

Assistance (CFDA) Number: 84.326B. 

Dates: 

Applications Available: March 23, 

2007. 

Deadline for Transmittal of 

Applications: May 7, 2007. 

Deadline for Intergovernmental 

Review: July 6, 2007. 


sroberts on PROD1PC70 with NOTICES
Federal Register / Vol. 72, No. 56 / Friday, March 23, 2007 / Notices 13765 

Eligible Applicants: State educational 

agencies (SEAs); local educational 

agencies (LEAs); public charter schools 

that are LEAs under State law; 

institutions of higher education (IHEs); 

other public agencies, such as lead 

agencies, public early intervention 

service programs and public early 

intervention service providers under 

Part C of the Individuals with 

Disabilities Education Act (IDEA); 

private nonprofit organizations; outlying 

areas; freely associated States; Indian 

tribes or tribal organizations; and forprofit organizations. 

Estimated Available Funds: $700,000. 

Maximum Award: We will reject any 

application that proposes a budget 

exceeding $700,000 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. 

Number of Awards: 1. 

Note: The Department is not bound by any 

estimates in this notice. 

Project Period: Up to 60 months. 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: This program 

promotes academic achievement and 

improves results for children with 

disabilities by supporting technical 

assistance, model demonstration 

projects, dissemination of useful 

information, and implementation 

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 (see sections 663 and 681(d) of 

the Individuals with Disabilities 

Education Act (IDEA), 20 U.S.C. 1400 et 

seq.). 

Absolute Priority: For FY 2007 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 Center for 

Evidence-Based Practices To Improve 

the Social-Emotional Development of 

Young Children With or At Risk of 

Disabilities 

Background: 

The early years in a child’s life set the 

foundation for everything that follows. 

The social-emotional development of 

the young child is grounded in the 

interaction of early experiences and 

feelings with emerging intellectual, 

linguistic, sensory, and physical 

abilities. The formation of healthy 

personalities, appropriate emotions, 

mutually reinforcing relationships, and 

constructive behaviors establishes the 

framework for all other areas of growth, 

learning, and expression. 

Young children with or at risk of 

disabilities, along with their families, 

have special needs for additional or 

different supports and guidance. These 

supports are necessary to ensure the 

healthy development of the child in 

affective, physical, and cognitive 

domains. Service providers, 

policymakers, and other early childhood 

experts are becoming increasingly aware 

of the need for early intervention to 

support healthy social-emotional 

development in young children. 

Children from birth through two years 

old have the highest rates of abuse and 

neglect, in comparison to children in 

older age groups, and the highest rates 

of death from victimization (U.S. 

Department of Health and Human 

Services, 2004). 

In the spring of 2005, a national study 

conducted at Yale University (Gilliam, 

2005) reported that preschool children, 

aged three through five years old, had 

the highest expulsion rates in the 

United States, three times that of schoolaged children. These removals from 

services were primarily associated with 

‘‘behavioral’’ issues. National survey 

data have documented that 10 to 25 

percent of children in low-income 

families present problem behaviors in 

preschool settings, and their teachers 

have indicated that these disruptive 

behavior problems are the most 

challenging issues they face (WebsterStratton & Hammond, 1998; Joseph & 

Strain, 2003). 

Research has documented both shortand long-term benefits from early 

childhood interventions that promote 

positive social-emotional skills and 

address challenging behaviors. 

Specifically, evidence-based early 

interventions have been shown to 

decrease withdrawal, aggression, noncompliance, and disruption (Strain & 

Timm, 2001). Early interventions also 

foster positive peer relationships, 

understanding, friendship, cooperation, 

and sharing (Denham & Burton, 1998), 

as well as improvement in self-control, 

self-awareness, and self-satisfaction 

(Webster-Stratton, 1990). Research also 

has shown that children’s socialemotional competence is associated 

with later academic success or failure in 

elementary and secondary schools 

(Walker, et al., 1998; Reynolds, et al., 

2001; Strain & Timm, 2001). In addition, 

early interventions that promote healthy 

social-emotional behavior are tied to 

long-term achievement in the postsecondary education and employment 

arenas (Barnett, 1993; Karoly, et al., 

1998). 

In response to findings that abused 

and neglected children under the age of 

three may be eligible for, and benefit 

from, early intervention services under 

Part C of IDEA, Congress amended the 

Child Abuse Prevention and Treatment 

Act (CAPTA) in June, 2003, to require 

State CAPTA agencies to have policies 

for the referral to the Part C program of 

children under the age of three who are 

involved in a substantiated case of 

abuse or neglect (CAPTA children). In 

December, 2004, section 637(a)(6) of 

IDEA was amended to require the Part 

C program lead agencies to have policies 

and procedures regarding the referral to 

the Part C program of children under the 

age of three who are CAPTA children, 

as well as those who are identified as 

affected by illegal substance abuse, or 

withdrawal symptoms resulting from 

prenatal drug exposure. 

To further encourage a focus on the 

social-emotional development of 

infants, toddlers, and other young 

children receiving services under IDEA, 

and as part of the State Performance 

Plan (SPP) and Annual Performance 

Report (APR) reporting requirements, 

the Office of Special Education 

Programs (OSEP) requires States to 

report the percent of young children, 

birth through five years old, receiving 

services under Parts B and C of IDEA, 

who show improvement in positive 

social-emotional skills (including 

positive social relationships). 

Specialized technical assistance is 

needed to ensure that early intervention 

and early childhood service providers 

have the knowledge needed to support 

positive social-emotional development 

in infants, toddlers, and other young 

children (birth through five) receiving 

services under IDEA. 

Priority: 

This priority supports the 

establishment and operation of a 

Technical Assistance Center for 

Evidence-Based Practices to Improve the 

Social-Emotional Development of 

Young Children With or At Risk of 

Disabilities (Center). This Center must 

identify, disseminate, and assist in the 

implementation of the most successful, 

evidence-based practices available to 

improve the social, emotional, and 

behavioral functioning of young 

children with disabilities. For purposes 

of this priority, ‘‘young children with 

disabilities’’ means infants and toddlers 

from birth through age two with or at 

risk for developmental delays or 

disabilities, and young children ages 

three through five with or at risk for 

developmental delays or disabilities. 


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In carrying out its knowledge 

development activities, the Center must 

develop the conceptual framework and 

research base for intervention practices 

and a cohesive decision-making model 

related to implementing those practices. 

The Center’s knowledge development 

activities must include, but are not 

limited to—

(a) Developing a conceptual 

framework for the work of the Center 

that includes evidence-based practices 

that have been shown to improve early 

social-emotional outcomes in the 

context of general learning and 

development, and a cohesive decisionmaking model related to implementing 

those practices. The model must 

incorporate and distinguish, where 

appropriate, specific practices targeted 

toward infants, toddlers, and preschoolaged children with disabilities; and 

(b) In year one of the project period, 

identifying or conducting syntheses of 

research on evidence-based 

interventions or practices that have been 

shown to improve social-emotional 

outcomes for young children with 

disabilities, thereby increasing the 

likelihood that these children will enter 

school ready to succeed and participate 

in classrooms with their typically 

developing peers. To the extent 

possible, the Center must use the 

standards established by the What 

Works Clearinghouse (http:// 

www.whatworks.ed.gov/reviewprocess/ 

study_standards_final/pdf). If it is not 

possible to use these standards, other 

rigorous standards must be used to 

identify evidence-based interventions 

and practices. The research syntheses 

must at a minimum address—

(1) Developmentally appropriate 

practices for providers of early 

intervention and other services to young 

children with disabilities that target the 

critical components of social-emotional 

development, such as social skills and 

peer interactions, relationships with 

adults, recognizing and communicating 

emotions and desires, problem solving, 

and adaptive skills including selfregulation (controlling anger and 

impulse); 

(2) Evidence-based intervention 

methods, materials, and curricula 

designed for young children that 

include a focus on social-emotional 

development and how these methods 

and materials can be successfully 

modified, adapted, or individualized for 

young children with disabilities; 

(3) The delivery of evidence-based 

interventions targeting social-emotional 

development in a variety of inclusive 

settings and natural environments; 

(4) The delivery of family-centered 

early intervention services that promote 

the social-emotional development of 

infants, toddlers, and other young 

children with disabilities eligible for 

services under Part C of IDEA; 

(5) Empirically-based assessments, 

including valid and reliable 

instruments, for measuring socialemotional development, monitoring 

individual growth and progress, 

supporting data-based decision making, 

aggregating individual child data to 

evaluate program efforts, and aligning 

assessments with State early learning, 

early child development, or school 

readiness standards and State reporting 

requirements. Assessments also should 

cover such areas as self-regulation, 

response to directions, communication/ 

language, adaptive functioning, 

autonomy, affect, and social interaction; 

and 

(6) Effective technical assistance (TA) 

strategies that lead to knowledge 

utilization, sustainable changes in 

practice, and improved outcomes. 

The Center’s TA and dissemination 

activities must include, but are not 

limited to—

(a) Developing and coordinating a 

national TA network comprised of a 

cadre of experts that the Center will use 

to provide TA to States in early socialemotional development for young 

children with disabilities. In their 

applications, applicants must describe 

their proposal for this network and 

identify the cadre of experts; 

(b) Providing general TA and 

information on evidence-based practices 

that promote the development of socialemotional skills for young children with 

disabilities to SEAs, lead agencies and 

other public agencies, service providers, 

and other stakeholders in all States. 

This TA and information must reflect 

the on-going work of the Center to 

provide up-to-date information on 

practices that enhance early socialemotional development of young 

children with disabilities. TA and 

information must be provided through a 

variety of vehicles (e.g., Web site; 

listserv; presentations at national, 

regional, or State conferences; and 

conducting national training institutes). 

The Center’s TA and information must 

be designed to develop the capacity of 

service providers to use high quality, 

evidence-based practices in the various 

inclusive settings and natural 

environments in which young children 

with disabilities are served, including 

the home, community-based settings 

and programs for typically developing 

children, other early intervention 

settings (if identified as appropriate for 

infants and toddlers), and, for preschool 

children aged three through five, 

inclusive or other appropriatelyidentified preschool, early childhood 

special education, and related service 

settings. With respect to children 

receiving services under Part C of IDEA, 

the TA and information must include 

identification of family-centered early 

intervention services that promote 

children’s social and emotional 

development. The application must 

describe the approaches being proposed 

to provide general TA and information; 

(c) In years one and two of the project 

period, identifying or developing and 

evaluating models that are based on 

evidence-based or promising practices 

and interventions, and that include 

assessments that promote the 

development of social-emotional 

competence in young children with 

disabilities in a minimum of five local 

communities of different types (rural, 

urban, suburban, etc.) serving children 

from diverse backgrounds in a variety of 

settings (such as Head Start Programs, 

early childhood special education 

programs, home-based programs, Statefunded pre-kindergarten programs, etc). 

While the critical elements of the 

models should be consistent across the 

five settings, the models may contain 

modifications or adaptations that are 

based on the setting context. Models 

must be identified or developed for 

providers and programs serving young 

children with disabilities under Part C 

and Part B of IDEA. Models must 

include the creation and 

implementation of professional 

development plans that enhance early 

childhood professionals’

implementation of evidence-based and 

high quality interventions and practices. 

Professional development plans must 

include early intervention and early 

childhood special education providers 

and may include other early care and 

education providers serving young 

children with disabilities, such as 

providers in Head Start/Early Head 

Start, child care, school-based 

preschools funded under Title I of the 

Elementary and Secondary Education 

Act of 1965, as amended (ESEA), and 

State-funded pre-kindergarten programs. 

The Center must document factors that 

facilitate fidelity of implementation and 

are necessary to sustain the model; 

(d) In years three, four, and five of the 

project period, facilitating the 

development of State-wide or regional 

TA networks specifically focused on 

increasing the use of evidence-based 

practices that improve social-emotional 

outcomes of young children with 

disabilities by scaling-up models 

identified and/or developed and 

evaluated in years one and two in 

accordance with paragraph (c). These 

TA networks must include systems for 


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training and supporting State-funded or 

program-funded ‘‘coaches’’ who will 

provide TA to regional, State, and local 

early intervention and early childhood 

special education programs and 

providers, and other early childhood 

professionals and agencies serving 

young children with disabilities (such 

as Head Start/Early Head Start, child 

care, school-based preschool programs 

funded under Title I of the ESEA, and 

State-funded pre-kindergarten 

programs). These TA networks also 

must include State and local early 

childhood program administrators (Part 

C early intervention lead agency staff 

and early intervention service providers, 

Part B early childhood staff, section 619 

IDEA coordinators, child care 

administrators, Head Start 

administrators, and pre-kindergarten 

administrators), families, early 

childhood professional development 

experts (including experts from 

community colleges and other IHEs), 

researchers, early childhood TA experts, 

and others. The Center must allocate 

sufficient resources and time to develop 

strong TA networks and must give 

priority to working with States or 

regions most in need. Applicants must 

describe in their applications the 

process for creating sustainable 

networks and criteria for choosing the 

States or regions with whom they will 

work, including child outcome data 

reported on State Annual Performance 

Reports. This State selection process 

must involve consultation with OSEP; 

and 

(e) Developing and implementing a 

plan for involving and communicating 

with families on the work of the Center. 

This plan must be developed in 

collaboration with OSEP-funded parent 

programs, including representatives 

from both the Parent Training and 

Information Centers and the Community 

Parent Resource Centers funded by the 

Department, and must include strategies 

to ensure involvement and 

communication with diverse and hardto-reach families; 

(f) Coordinating the Center’s and the 

TA networks’ activities with other 

IDEA-funded early intervention and 

early childhood special education TA 

centers. For example, the Center must 

build on the work of other federally 

funded early childhood projects where 

applicable, such as the Research and 

Training Center in Early Childhood 

Development and the Center for 

Evidence-Based Practice: Young 

Children with Challenging Behavior. 

The Center must coordinate activities 

with the National Early Childhood 

Technical Assistance Center (NECTAC), 

the Regional Resource Centers (RRCs), 

and the Early Childhood Outcomes 

(ECO) Center; 

(g) Coordinating the Center’s and the 

TA networks’ activities with other 

national, regional, State, and local early 

childhood training and TA efforts, 

including but not limited to efforts that 

target Head Start/Early Head Start, child 

care, school-based preschool programs 

under Title I of the ESEA, and Statefunded pre-kindergarten programs. The 

Center should coordinate with the 

Center on the Social and Emotional 

Foundations for Early Learning 

(CSEFEL), a joint project of the Office of 

Head Start and the Child Care Bureau in 

the U.S. Department of Health and 

Human Services; 

(h) Evaluating the Center’s and TA 

networks’ activities by measuring the 

impact of TA activities on early 

childhood program and service 

professionals and families of young 

children with disabilities. Specifically, 

the Center must document what these 

practitioners and families learned and 

how TA affected their use of evidencebased practices that promote positive 

social-emotional development in young 

children with disabilities; and 

(i) Maintaining a Web site that is 

available to early childhood 

professionals and families and includes 

all TA materials prepared by the Center 

in a format that meets a government or 

industry-recognized standard for 

accessibility. 

The Center also must—

(a) Establish, maintain, and meet at 

least annually with a national advisory 

group that includes families of young 

children with disabilities, early 

intervention service providers and early 

childhood special education providers, 

experts in early childhood psychology 

and development, national early 

childhood organizations, and 

community members involved with 

young children with disabilities. The 

national advisory group will be 

responsible for providing annual 

feedback on the plans, activities, and 

accomplishments of the Center; 

(b) Maintain ongoing communication 

with the OSEP Project Officer, including 

monthly conference calls. Budget for a 

three-day Project Directors’ meeting in 

Washington, DC during each year of the 

project, plus one additional two-day trip 

annually to Washington, DC to attend 

additional national meetings and to 

meet and collaborate with the OSEP 

Project Officer and other funded 

projects for purposes of cross-project 

collaboration and information exchange; 

and 

(c) Budget five percent of the grant 

amount annually to support emerging 

needs as identified jointly through 

consultation with the OSEP project 

officer. 

Fourth and Fifth Years of the Project: 

In deciding whether to continue 

funding the Center for the fourth and 

fifth years, the Secretary will consider 

the requirements of 34 CFR 75.253(a), 

and in addition—

(a) The recommendation of a review 

team consisting of experts selected by 

the Secretary, which review will be 

conducted during the last half of the 

project’s second year in Washington, 

DC. Projects must budget for travel 

expenses associated with this one-day 

intensive review; 

(b) The timeliness and effectiveness 

with which all requirements of the 

negotiated cooperative agreement have 

been or are being met by the Center; and 

(c) The degree to which the project 

promotes best practices in the area of 

IDEA and other services to young 

children with disabilities. 

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 a proposed 

priority. However, section 681(d) of 

IDEA makes the public comment 

requirements under the APA 

inapplicable to the priority in this 

notice. 

Program Authority: 20 U.S.C. 1463 

and 1481(d). 

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 IHEs only. 

References 

Barnett, W.S. (1993). Benefit-cost analysis of 

preschool education: Findings from a 25- 

year follow-up. American Journal of 

Orthopsychiatry, 63, 500–508. 

Denham, S.A., & Burton, R. (1996). A socialemotional intervention for at-risk 4-yearolds. Journal of School Psychology, 34, 

225–245. 

Gilliam, W.S. (2005). Prekindergarteners left 

behind: Expulsion rates in state 

prekindergarten systems. Amherst: Yale 

(Retrieved July 20, 2005, from http:// 

www.fcd-us.org/PDFs/National 

PreKExpulsionPaper03.02_new.pdf) 

Joseph, G.E., & Strain, P.S. (2003). 

Comprehensive evidence-based social 

emotional curricula for young children: 

An analysis of efficacious adoption 

potential. Topics in Early Childhood 

Special Education, 23, 65–76. 

Karoly, L.A., Greenwood, P.W., Everingham, 

S.S., Hoube, J., Kilburn, M.R., Rydell, 


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C.P., Sanders, M., & Chiesa, J. (1998). 

Investing in our children: What we know 

and don’t know about the costs and 

benefits of early childhood interventions. 

Santa Monica, CA: Rand. 

Reynolds, A.J., Temple, J.A., Robertson, D.L., 

& Mann, E.A. (2001). Long-term effects of 

an early childhood intervention on 

educational achievement and juvenile 

arrest: A 15-year follow-up of lowincome children in public schools. 

Journal of the American Medical 

Association, 285, 2339–2346. 

Strain, P.S., & Timm, M.A. (2001). 

Remediation and prevention of 

aggression: An evaluation of the Regional 

Intervention Program over a quarter of a 

century. Behavioral Disorders, 26, 297–

313. 

U.S. Department of Health and Human 

Services, Administration on Children, 

Youth and Families. Child Maltreatment 

2004 (Washington, DC: U.S. Government 

Printing Office, 2006). 

Walker, H.M., Kavanagh, K., Stiller, B., Golly, 

A., Severson, H.H., & Feil, E.G. (1998). 

First Step to Success: An early 

intervention approach for preventing 

school antisocial behavior. Journal of 

Emotional and Behavioral Disorders, 6, 

66–80. 

Webster-Stratton, C. (1990). Long-term 

follow-up of families with young 

conduct-problem children: From 

preschool to grade school. Journal of 

Clinical Child Psychology, 19, 144–149. 

Webster-Stratton, C. & Hammond, M. (1998). 

Conduct problems and level of social 

competence in Head Start children: 

Prevalence, pervasiveness, and 

associated risk factors. Clinical Child 

Psychology, 65, 93–109. 

II. Award Information 

Type of Award: Cooperative 

agreement. 

Estimated Available Funds: $700,000. 

Maximum Award: We will reject any 

application that proposes a budget 

exceeding $700,000 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. 

Number of Awards: 1. 

Note: The Department is not bound by any 

estimates in this notice. 

Project Period: Up to 60 months. 

III. Eligibility Information 

1. Eligible Applicants: SEAs; LEAs; 

public charter schools that are LEAs 

under State law; IHEs; other public 

agencies, such as lead agencies, public 

early intervention service programs and 

public early intervention service 

providers under Part C of IDEA; 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 involve 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 

project (see section 682(a)(1)(A) of 

IDEA). 

IV. Application and Submission 

Information 

1. Address to Request Application 

Package: Education Publications Center 

(ED Pubs), P.O. Box 1398, Jessup, MD 

20794–1398. Telephone (toll free): 1–

877–433–7827. FAX: (301) 470–1244. If 

you use a telecommunications device 

for the deaf (TDD), you may call (toll 

free): 1–877–576–7734. 

You may also contact ED Pubs at its 

Web site: http://www.ed.gov/pubs/ 

edpubs.html or you may contact ED 

Pubs at its e-mail address: 

edpubs@inet.ed.gov. 

If you request an application from ED 

Pubs, be sure to identify this 

competition as follows: CFDA Number 

84.326B. 

Individuals with disabilities may 

obtain a copy of the application package 

in an alternative format (e.g., Braille, 

large print, audiotape, or computer 

diskette) by contacting the Grants and 

Contracts Services Team listed under 

FOR FURTHER INFORMATION CONTACT in 

section VII 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 Part III 

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). 

The page limit does not apply to Part 

I, the coversheet; Part II, the budget 

section, including the narrative budget 

justification; Part IV, the assurances and 

certifications; or the one-page abstract, 

the resumes, the bibliography, 

references, or the letters of support. 

However, you must include all of the 

application narrative in Part III. 

We will reject your application if—

• You apply these standards and 

exceed the page limit; or 

• You apply other standards and 

exceed the equivalent of the page limit. 

3. Submission Dates and Times: 

Applications Available: March 23, 

2007. 

Deadline for Transmittal of 

Applications: May 7, 2007. 

Applications for grants under this 

competition may be submitted 

electronically using the Grants.gov 

Apply site (Grants.gov), or in paper 

format by mail or hand delivery. For 

information (including dates and times) 

about how to submit your application 

electronically, or by mail or hand 

delivery, please refer to section IV. 6. 

Other Submission Requirements in 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. 

Deadline for Intergovernmental 

Review: July 6, 2007. 

4. Intergovernmental Review: This 

program 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. 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 have been accepting applications 

electronically through the Department’s 

e-Application system since FY 2000. In 

order to expand on those efforts and 

comply with the President’s 

Management Agenda, we are continuing 

to participate as a partner in the new 


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Federal Register / Vol. 72, No. 56 / Friday, March 23, 2007 / Notices 13769 

government wide Grants.gov Apply site 

in FY 2007. The Technical Assistance 

Center for Evidence-Based Practices to 

Improve the Social-Emotional 

Development of Young Children With or 

At Risk of Disabilities, CFDA Number 

84.326B, is one of the programs 

included in this project. We request 

your participation in Grants.gov. 

If you choose to submit your 

application electronically, you must use 

the 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 Technical Assistance 

Center for Evidence-Based Practices to 

Improve the Social-Emotional 

Development of Young Children With or 

At Risk of Disabilities 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. 

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 

time and date stamped. Your application 

must be fully uploaded and submitted, and 

must be date/time stamped by the Grants.gov 

system no later than 4:30 p.m., Washington, 

DC time, on the application deadline date. 

Except as otherwise noted in this section, we 

will not consider your application if it is 

date/time stamped by the Grants.gov system 

later than 4:30 p.m., Washington, DC time, on 

the application deadline date. When we 

retrieve your application from Grants.gov, we 

will notify you if we are rejecting your 

application because it was date/time stamped 

by the Grants.gov system after 4:30 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 

application 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 at http:// 

e-Grants.ed.gov/help/ 

GrantsgovSubmissionProcedures.pdf. 

• To submit your application via 

Grants.gov, you must complete all of the 

steps in the Grants.gov registration process 

(see http://www.grants.gov/applicants/ 

get_registered.jsp). These steps include (1) 

Registering your organization, (2) registering 

yourself as an Authorized Organization 

Representative (AOR), and (3) getting 

authorized as an AOR by your organization. 

Details on these steps are outlined in the 

Grants.gov 3-Step Registration Guide (see 

http://www.grants.gov/section910/ 

Grants.govRegistrationBrochure.pdf). You 

also must provide on your application the 

same D–U–N–S Number used with this 

registration. Please note that the registration 

process may take five or more business days 

to complete, and you must have completed 

all registration steps to allow you to 

successfully submit an application via 

Grants.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. 

• You may submit all documents 

electronically, including all information 

typically included on the Application for 

Federal Assistance (SF 424), Budget 

Information—Non-Construction Programs 

(ED 524), and all necessary assurances and 

certifications. If you choose to submit your 

application electronically, you must attach 

any narrative sections of your application as 

files in a .DOC (document), .RTF (rich text), 

or .PDF (Portable Document) format. If you 

upload a file type other than the three file 

types specified above 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 an automatic 

acknowledgment from Grants.gov that 

contains a Grants.gov tracking number. The 

Department will retrieve your application 

from Grants.gov and send you a second 

confirmation by e-mail that will include a 

PR/Award number (an ED-specified 

identifying number unique to your 

application). 

• We may request that you provide us 

original signatures on forms at a later date. 

Application Deadline Date Extension in 

Case of System Unavailability 

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 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 as described elsewhere in 

this notice. If you submit an application 

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

the deadline date, please contact the 

person listed elsewhere in this notice 

under FOR FURTHER INFORMATION

CONTACT, and provide an explanation of 

the technical problem you experienced 

with Grants.gov, along with the 

Grants.gov Support Desk Case Number 

(if available). 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 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: Extensions referred to 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 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 applicable following 

address: 

By mail through the U.S. Postal Service: 

U.S. Department of Education, 

Application Control Center, 

Attention: (CFDA Number 84.326B), 

400 Maryland Avenue, SW., 

Washington, DC 20202–4260 or 

By mail through a commercial carrier: 

U.S. Department of Education, 

Application Control Center—Stop 

4260, Attention: (CFDA Number 

84.326B), 7100 Old Landover Road, 

Landover, MD 20785–1506. 

Regardless of which address you use, 

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, or 

(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, or 

(2) A mail receipt that is not dated by 

the U.S. Postal Service. 


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13770 Federal Register / Vol. 72, No. 56 / Friday, March 23, 2007 / Notices 

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 84.326B), 550 12th 

Street, SW., Room 7041, Potomac Center 

Plaza, Washington, DC 20202–4260. 

The Application Control Center 

accepts hand deliveries daily between 8 

a.m. and 4:30 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 Application for Federal 

Assistance (SF 424) the CFDA number—and 

suffix letter, if any—of the competition under 

which you are submitting your application. 

(2) The Application Control Center will 

mail a grant application receipt 

acknowledgment to you. If you do not receive 

the grant application receipt 

acknowledgment 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 

Selection Criteria: The selection 

criteria for this competition are from 34 

CFR 75.210 and are listed in the 

application package. 

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 also notify you 

informally. 

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: 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 specified by 

the Secretary in 34 CFR 75.118. 

4. Performance Measures: Under the 

Government Performance and Results 

Act of 1993 (GPRA), the Department has 

developed measures that will yield 

information on various aspects 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 provide 

information related to these measures. 

Grantees also will be required to 

report information on their projects’

performance in annual reports to the 

Department (34 CFR 75.590). 

VII. Agency Contact 

For Further Information Contact: Dr. 

Beth Caron, U.S. Department of 

Education, 400 Maryland Avenue, SW., 

Room 4066, Potomac Center Plaza, 

Washington, DC 20202–2550. 

Telephone: (202) 245–7293. 

If you use a telecommunications 

device for the deaf (TDD), you may call 

the Federal Relay Service (FRS) at 1–

800–877–8339. 

Individuals with disabilities may 

obtain this document in an alternative 

format (e.g., Braille, large print, 

audiotape, or computer diskette) on 

request by contacting the following 

office: The Grants and Contracts 

Services Team, U.S. Department of 

Education, 400 Maryland Avenue, SW., 

Potomac Center Plaza, Washington, DC 

20202–2550. Telephone: (202) 245–

7363. 

VIII. Other Information 

Electronic Access to This Document: 

You may 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) on the Internet at the 

following site: http://www.ed.gov/news/ 

fedregister. 

To use PDF you must have Adobe 

Acrobat Reader, which is available free 

at this site. If you have questions about 

using PDF, call the U.S. Government 

Printing Office (GPO), toll free, at 1–

888–293–6498; or in the Washington, 

DC, area at (202) 512–1530. 

Note: 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 on GPO 

Access at: http://www.gpoaccess.gov/nara/ 

index.html. 

Dated: March 19, 2007. 

John H. Hager, 

Assistant Secretary for Special Education and 

Rehabilitative Services. 

[FR Doc. E7–5377 Filed 3–22–07; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Office of Vocational and Adult 

Education; Overview Information; 

Native American Career and Technical 

Education Program (NACTEP); Notice 

Inviting Applications for New Awards 

for Fiscal Year (FY) 2006 

Catalog of Federal Domestic 

Assistance (CFDA) Number: 84.101. 

Dates: 

Applications Available: March 23, 

2007. 

Deadline for Transmittal of 

Applications: May 7, 2007. 

Eligible Applicants: (a) The following 

entities are eligible for an award under 

NACTEP: 

(i) A federally recognized Indian tribe. 

(ii) A tribal organization. 

(iii) An Alaska Native entity. 

(iv) A Bureau-funded school, except 

for a Bureau-funded school proposing to 

use its award to support secondary 

school career and technical education 

programs. 

(b) Any tribe, tribal organization, 

Alaska Native entity, or eligible Bureaufunded school may apply individually 

or as part of a consortium with one or 

more eligible tribes, tribal organizations, 

Alaska Native entities, or eligible 

Bureau-funded schools. (Eligible 

applicants seeking to apply for funds as 

a consortium must meet the 

requirements in 34 CFR 75.127–75.129, 

which apply to group applications.) 

Note: An applicant must include 

documentation in its application showing 

that it and, if appropriate, consortium 

members are eligible according to the 

requirements in paragraphs (a) and (b) of the 

Eligible Applicants section of this notice. 


sroberts on PROD1PC70 with NOTICES