[Federal Register Volume 74, Number 131 (Friday, July 10, 2009)]
[Notices]
[Pages 33219-33226]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: E9-16380]


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DEPARTMENT OF EDUCATION


Office of Special Education and Rehabilitative Services; Overview 
Information; Technology and Media Services for Individuals With 
Disabilities--Center on Technology Implementation; Notice Inviting 
Applications for New Awards for Fiscal Year (FY) 2009

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

    Dates:
    Applications Available: July 10, 2009.
    Deadline for Transmittal of Applications: August 10, 2009.
    Deadline for Intergovernmental Review: August 19, 2009.

[[Page 33220]]

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purposes of the Technology and Media 
Services for Individuals with Disabilities program are to: (1) Improve 
results for children with disabilities by promoting the development, 
demonstration, and use of technology, (2) support educational media 
services activities designed to be of educational value in the 
classroom setting to children with disabilities, and (3) provide 
support for captioning and video description of educational materials 
that are appropriate for use in the classroom setting.
    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 674 and 681(d) of the 
Individuals with Disabilities Education Act (IDEA), 20 U.S.C. 1474 and 
1481(d)).
    Absolute Priority: For FY 2009 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:
    Technology and Media Services for Individuals with Disabilities--
Center on Technology Implementation.
    Background: Students with disabilities can benefit from the use of 
instructional and assistive technology (D.P. Bryant, Goodwin, & B.R. 
Bryant, 2003; L.S. Fuchs, D. Fuchs, Hamlet, Powell, Capizzi, & 
Seethaler, 2006; Slavin, Cheung, Groff, & Lake, C., 2008; Slavin & 
Lake, 2007). However, research suggests that the benefits of using 
technology depend on the quality of the implementation of the 
technology (Fitzer, et al., 2007; Zorfass & Rivero, 2005; Slavin, et 
al., 2008; Morrison, 2007; Todis, 2001).
    Implementation of any practice or program is a topic of general 
concern in education and, fortunately, there is a growing body of 
knowledge on implementing educational innovations that can help ensure 
that innovations (including technology innovations) are implemented and 
sustained with fidelity and effectiveness (Bond, Drake, McHugo, Rapp, 
Whitley, & National Evidence-Based Practices Project Research Group, in 
press; Fixsen & Blase, 2009; Fixsen, Naoom, Blase, Friedman, & Wallace, 
2005; Mueser, Torrey, Lynde, Singer, & Drake, 2003; Torrey, Lynde, & 
Gorman, 2005). After an extensive review of available research on 
implementation Fixsen, et al. (2005) identified the following core 
components (``implementation drivers'') as critical to the successful 
implementation of any program or practice: (i) Staff recruitment and 
selection, (ii) preservice and inservice training, (iii) ongoing 
consultation and coaching, (iv) staff and program evaluation, (v) 
facilitative administrative supports, and (vi) systems interventions. 
Furthermore, Fixsen, et al. also found that successful implementation 
of a new practice or program involves a multiyear process that 
progresses through stages, including exploration and adoption, program 
installation, initial implementation, full operation, innovation, and 
sustainability.
    There is a growing body of knowledge focusing specifically on the 
implementation of technology. For example, the following factors have 
been shown to affect the implementation of technology programs or 
practices in education: Teacher motivation to use the technology being 
implemented; compatibility between the technology being implemented and 
the teacher's pedagogical orientation; the availability of ongoing 
technology planning and administrative support; professional 
development relevant to the technology being implemented; and school 
readiness and infrastructure to support the technology being 
implemented (Blumenfeld, Fishman, Krajcik, & Marx, 2000; Cradler, 1995; 
Ertmer, 2005; Glazer, Hannafin, & Song, 2005). To achieve the full 
benefits of technology for children with disabilities, schools must 
effectively implement the technology practices or programs. Schools, 
therefore, can benefit tremendously from having access to better 
information on effective technology implementation strategies and TA to 
aid them in successfully implementing technology practices and programs 
on their own.
    Priority: The purpose of this priority is to fund a cooperative 
agreement to support the establishment and operation of a Center on 
Technology Implementation (Center) that will develop, test, and 
disseminate the following two types of products to support effective 
and sustainable local implementation of evidence-based technology 
practices and programs to improve educational outcomes for students 
with disabilities:
    (1) Implementation Resource Kits. The Center's Implementation 
Resource Kits must be designed to guide and support the implementation 
of specific evidence-based technology practices or programs for local 
educational agencies (LEAs).
    (2) Implementation Practice Guide. The Center's Implementation 
Practice Guide must summarize available evidence and provide general 
guidance (not limited to a specific practice or program) on 
implementing technology programs and practices to benefit students with 
disabilities.
    To be considered for funding under this absolute priority, 
applicants must meet the application requirements contained in this 
priority. Any project funded under this absolute priority also must 
meet the programmatic and administrative requirements specified in the 
priority.
    Application Requirements. An applicant must include in its 
application--
    (a) A detailed plan for implementing the activities described in 
the Project Activities section of this priority, including:
    (1) A dissemination plan that describes the Center's strategy for 
communicating findings (upon review and approval from OSEP) to key 
stakeholders, including:
    (i) Professional organizations, including but not limited to, the 
Council of Administrators of Special Education, the National 
Association of State Directors of Special Education, the Council of the 
Great City Schools, the Council for Exceptional Children, the National 
Education Association, The Rehabilitation Engineering and Assistive 
Technology Society of North America (RESNA) and the American Federation 
of Teachers.
    (ii) Federal technical assistance and dissemination projects, 
including (but not limited to) the Regional Resource Centers funded 
under the Individuals with Disabilities Education Act, the 
Comprehensive Centers and State Educational Technology projects funded 
under the Elementary and Secondary Education Act of 1965, as amended, 
statewide assistive technology programs as funded under the Assistive 
Technology Act of 1998 (as amended), and other relevant Federal 
projects as determined by OSEP; and
    (iii) Technology developers, vendors and researchers.
    (2) The dissemination plan must include provisions for preparing 
national and State TA providers to disseminate and use the 
Implementation Resource Kits and Implementation Practice Guide without 
the need for ongoing TA from the Center and after the end of the 
project period.
    (c) A budget for attendance at the following:
    (1) A one and one half day kick-off meeting to be held in 
Washington, DC, within four weeks after receipt of the

[[Page 33221]]

award, and an annual planning meeting held in Washington, DC, with the 
OSEP Project Officer during each subsequent year of the project period.
    (2) A three-day Project Directors' Conference in Washington, DC, 
during each year of the project period; and
    (3) A two-day technology project director's meeting in Washington, 
DC, during each year of the project period.
    Project Activities. To meet the requirements of this priority, the 
Center must conduct the following activities:
    (a) Conduct an ongoing review of research and scholarly literature 
on the implementation of practices and programs in education, with an 
emphasis on implementing instructional and assistive technology 
practices and programs with students with disabilities.
    (b) Select at least three evidence-based technology practices and 
programs (which must include at least one technology program, as 
defined in this notice) upon which to base the development of 
Implementation Resource Kits. The evidence base for each selected 
technology practice or program must meet a standard of rigor similar to 
those applied by one of the following: the What Works Clearinghouse 
(http://ies.ed.gov/ncee/wwc/references), the Best Evidence Encyclopedia 
(http://www.bestevidence.org/methods/methods.htm), or the Campbell 
Collaboration (http://www.campbellcollaboration.org).

    Note: The technology practices and programs selected pursuant to 
paragraph (b) of this section of the priority must make integral use 
of technology, but may involve other materials and activities as 
well (e.g., computers used in combination with other hard copy 
textual materials or World Wide Web activities incorporated into 
inquiry-based classroom activities).

    For purposes of this priority, the following definitions apply \1\:
---------------------------------------------------------------------------

    \1\ These definitions of ``technology practice'' and 
``technology program'' are adapted from Fixsen, et al. (2005 p. 26). 
The examples provided with these definitions are provided for 
illustrative purposes only and are not intended to guide the 
Center's selections nor to imply endorsement of them as evidence 
based practices.
---------------------------------------------------------------------------

    (1) Technology practices are skills, techniques, and strategies 
involving the use of technology that can be used by practitioners to 
achieve educational outcomes for students with disabilities. Examples 
of technology practices include using word processors in writing 
instruction and making classroom accommodations to integrate AT devices 
into instruction.
    (2) Technology programs are integrated collections of technology 
practices that are performed within a set of defined parameters (e.g., 
a defined philosophy, a defined service delivery structure, or a 
defined set of treatment components). Examples of technology programs 
include schoolwide progress monitoring programs that uses a Web-based 
system for interpreting data and selecting educational interventions, 
and programs for systematically assessing individual student needs for 
assistive technology and supporting the use of the technology in 
educational settings.
    (c) Develop a detailed conceptual framework for implementing each 
technology practice or program selected pursuant to paragraph (b) of 
this section of the priority. The Center's detailed conceptual 
frameworks must--
    (1) Describe the core intervention components of the selected 
technology practices or programs (i.e., key elements such as materials, 
procedures, teacher resources, and environmental features that must be 
maintained for the practice or program to be effective);
    (2) Describe the core implementation components (as well as their 
sources) needed for successful implementation of the selected 
technology practices and programs through all phases of implementation 
(i.e., initial exploration and adoption through initial implementation, 
full operation, innovation, and sustainability). (For more information 
about ``core intervention components'' and ``core implementation 
components,'' see Fixsen et al., 2005, pp. 24-26, and 28-34, 
respectively);
    (3) Describe the anticipated impact on the target group or groups 
of students, including changes in their learning outcomes and how 
mediating and moderating variables (e.g., instructional methodology, 
time-on-task, learning supports, class structure) may affect how well 
the technology practice or program supports student learning outcomes;
    (4) Serve as a basis for designing the Implementation Resource Kits 
and the formative and summative evaluations of the project.
    (d) Develop an Implementation Resource Kit based on the detailed 
conceptual framework for each selected technology practice and program. 
(For more information on Implementation Resource Kits, also referred to 
as implementation packages and toolkits, see Mueser, et al., 2003; 
Torrey, et al., 2005; and McHugo, et al., 2007). The Center must design 
its Implementation Resource Kits to be usable by TA providers and core 
implementation components that are typically available to LEAs, so that 
the Implementation Resource Kits will continue to be used after the 
completion of the Center's project period. In developing the 
Implementation Resource Kits, the Center must perform field-based 
tryouts and formative evaluations of the Implementation Resource Kits, 
in order to refine and revise the kits, as needed. Each Implementation 
Resource Kit must include at least the following:
    (1) Procedures and instruments to assess the implementation 
readiness and the implementation needs of the LEA (at the teacher, 
school, and LEA levels). These procedures and instruments may include 
surveys, resource inventories, school or LEA self-study guides, 
observational instruments, and other suitable procedures and 
instruments and must be drawn to the greatest extent possible from 
existing procedures and instruments that have been studied and 
validated in previous research.
    (2) Methods and resources to support the implementation process at 
its various levels (teacher, school, LEA) and through its various 
phases from initial exploration and adoption through sustainability. 
These methods and resources may include: Interactive professional 
development activities and media, community-of-practice guidelines and 
resources, online awareness and skill development resources, video and 
multi-media products, sample language for inclusion in technology 
policies and plans, and public awareness materials to generate broad-
based support for sustained implementation, and other suitable methods 
and resources. The Center should, to the maximum extent possible, 
include methods and resources that have previously been developed and 
evaluated.
    (3) Procedures and instruments to evaluate implementation as it 
progresses through the various phases, including measures of the 
fidelity of implementation, the sustainability, and the impact on 
students with disabilities. The procedures and instruments must be 
designed to suggest corrective actions in cases where the 
implementation is not progressing as desired. The Center should, to the 
maximum extent possible, include procedures and instruments that have 
been studied and validated in previous research.
    (e) In consultation with participating State educational agencies, 
field-test each Implementation Resource Kit in 8 to 10 LEAs, including 
urban, suburban and rural school LEAs, and LEAs with high enrollments 
of English language learners and low-income students. In these field 
tests, the Center must study implementation of the selected technology 
practice or program over a

[[Page 33222]]

course of at least three calendar years and the processes of 
implementation from adoption through full operation and sustainability. 
The field tests must be designed to evaluate implementation, 
sustainability, and impact on outcomes for students with disabilities 
and how the differences in variables such as type of LEA affect 
implementation. The field test must, to the greatest possible extent, 
use typically-available TA providers to utilize the Implementation 
Resource Kits. This will allow the field test to represent typical 
circumstances and will also foster the capability of the typically-
available TA providers to use the Implementation Resource Kits after 
the end of the project period.
    (f) Develop one Implementation Practice Guide on technology 
implementation for students with disabilities. In contrast to the 
Implementation Resource Kits, which apply to specific technology 
practices and programs, the Implementation Practice Guide must apply 
generally to the implementation of technology (assistive and 
instructional) to benefit students with disabilities. The 
Implementation Practice Guide must be developed by a panel of experts 
through a systematic process of reviewing evidence that supports 
specific recommendations and documenting the level of support for each 
recommendation. The following Web site provides examples of practice 
guides and the procedures for developing them: http://ies.ed.gov/ncee/wwc/publications/practiceguides.
    (g) Establish and maintain an advisory committee to review the 
activities and outcomes of the Center and to provide programmatic 
support and advice throughout the project period. At a minimum, the 
advisory committee must meet on an annual basis in Washington, DC, and 
consist of individuals with knowledge and expertise in: Effective 
instructional technology and assistive technology, effective schoolwide 
and LEA-wide technology implementation practices, and rigorous 
evaluation methods. The committee membership must also include 
individuals with disabilities, parents of individuals with 
disabilities, and individuals from communities representing rural, low-
income, urban and limited English proficiency populations. The Center 
must submit the names of proposed members of the advisory committee to 
the Office of Special Education Programs (OSEP) for approval within 
eight weeks after receipt of the award.
    (h) Prior to developing any new paper or electronic product, submit 
a proposal describing the content and purpose of the product to the 
OSEP Project Officer and the Proposed Product Advisory Board at OSEP's 
Technical Assistance Coordination Center for approval.
    (i) Conduct a summative evaluation of both the Implementation 
Resource Kits and Implementation Practice Guide in collaboration with 
the Center to Improve Project Performance (CIPP) as described in the 
following paragraphs.

    Note: The major tasks of CIPP are to guide, coordinate, and 
oversee the summative evaluations conducted by selected Technical 
Assistance, Personnel Development, Parent Training and Information 
Centers, and Technology projects that individually receive $500,000 
or more funding from OSEP annually. The efforts of CIPP are expected 
to enhance individual project evaluations by providing expert and 
unbiased assistance in designing evaluations, conducting analyses, 
and interpreting data.

    To fulfill the requirements of the summative evaluation to be 
conducted under the guidance of CIPP, the Center must--
    (1) Hire or designate, with the approval of the OSEP Project 
Officer, a project liaison staff person with sufficient dedicated time, 
experience in evaluation, and knowledge of the Center to work with CIPP 
on the following tasks:
    (i) Planning for the Center's summative evaluation (e.g., selecting 
evaluation questions, developing a timeline for the evaluation, 
locating sources of relevant data, and refining the conceptual 
frameworks used for the evaluation).
    (ii) Developing the summative evaluation design and instrumentation 
(e.g., determining quantitative or qualitative data collection 
strategies, selecting respondent samples, and pilot testing 
instruments).
    (iii) Coordinating the evaluation timeline with the implementation 
of the Center's activities.
    (iv) Collecting summative data.
    (v) Writing reports of summative evaluation findings.
    (2) Cooperate with CIPP staff in order to accomplish the tasks 
described in paragraph (1) of this section; and
    (3) Dedicate a minimum of $65,000 of the annual budget request for 
this project to cover the costs of carrying out the tasks described in 
paragraphs (1) and (2) of this section, implementing the Center's 
formative evaluation and traveling to Washington, DC, in the second 
year of the project period for the Center's review for continued 
funding.
    (j) Maintain ongoing communication with the OSEP Project Officer 
through regular teleconferences and e-mail communication.
    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. This review will be conducted during a one-
day intensive meeting in Washington, DC, that will be held during the 
last half of the second year of the project period. The Center 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 Center's activities have the potential 
to contribute to changed practice and improved implementation of 
technologies and access and progress in the general education 
curriculum for students with disabilities.
    References: Bond, G.R., Drake, R.E., McHugo, G.J., Rapp, C.A., 
Whitley, R., & National Evidence-Based Practices Project Research 
Group. Strategies for improving fidelity in the National Evidence-Based 
Practices Project. Research on Social Work Practice, in press.

Blumenfeld, P., Fishman, B.J., Krajcik, J., & Marx, R.W. (2000). 
Creating usable innovations in systemic reform: Scaling up 
technology-embedded project-based science in urban schools. 
Educational Psychologist, 35(3), 149-164.
Bryant, D.P., Goodwin, M., & Bryant, B.R. (2003). Vocabulary 
Instruction for Students with Learning Disabilities: A Review of the 
Research. Learning Disability Quarterly, 26(2), 117-28.
Cradler, J. (1995). Implementing technology in education: Recent 
findings from research and evaluation studies. Far West Laboratory. 
Retrieved on February 1, 2008 from, http://www.wested.org/techpolicy/;recapproach.html.
Ertmer, P.A. (2005). Teacher pedagogical beliefs: the final frontier 
in our quest for technology integration? Educational Technology 
Research and Development, 53(4), 25-39.
Fitzer, K.M., Freidhoff, J.R., Fritzen, A., Heintz, A., Koehler, J., 
Mishra, P., Ratcliffe, J., Zhang, T., Zheng, J., & Zhou, W. (2007). 
Guest editorial: More questions than answers: Responding to the 
reading and mathematics software effectiveness study. Contemporary 
Issues in Technology and Teacher Education, 7(2), 1-6.
Fixsen, D.L., & Blase, K.A. (2009, January). Implementation: The 
missing link between research and practice. NIRN Implementation 
Brief <greek-i>1. Chapel Hill: The University of North Carolina, 
FPG, NIRN.
Fixsen, D.L., Blase, K.A., Horner, R., & Sugai, G. (2009, February). 
Scaling-up

[[Page 33223]]

evidence-based practices in education. Scaling-up Brief <greek-i>1. 
Chapel Hill: The University of North Carolina, FPG, SISEP.
Fixsen, D.L., Naoom, S.F., Blase, K.A., Friedman, R.M., & Wallace, 
F. (2005). Implementation research: A synthesis of the literature. 
Tampa, FL: University of South Florida, Louis de la Parte Florida 
Mental Health Institute, The National Implementation Research; 
available at http://www.fpg.unc.edu/~nirn/resources/publications/
Monograph/.
Fuchs, L.S., Fuchs, D., Hamlet, C.L., Powell, S.R., Capizzi, A.M., & 
Seethaler, P.M. (2006). The Effects of Computer-Assisted Instruction 
on Number Combination Skill in At-Risk First Graders. Journal of 
Learning Disabilities, 39(5), 467-75.
Glazer, E., Hannafin, M.J., & Song, L. (2005). Promoting technology 
integration through collaborative apprenticeship. Educational 
Technology Research and Development, 53(4), 57-67.
McHugo, G.M., Drake, R.E., Whitley, R., Bond, G.R., Campbell, K., 
Rapp, C.A., Goldman, H.H., Lutz, W., & Finnerty, M. (2007). Fidelity 
outcomes in the National Implementing Evidence-Based Practices 
Project. Psychiatric Services, 58, 1279-1284.
Morrison, K. (2007). Implementation of Assistive Computer 
Technology: A Model for School Systems. International Journal of 
Special Education, 22(1), 83-95.
Mueser, K.T., Torrey, W.C., Lynde, D., Singer, P., & Drake, R.E. 
(2003). Implementing evidence-based practices for people with severe 
mental illness. Behavior Modification, 27(3), 387-411.
Slavin, R.E. & Lake, C. (2007, February). Effective programs in 
elementary mathematics: A best-evidence synthesis. Baltimore, MD: 
Johns Hopkins University, Center for Data-Driven Reform in 
Education.
Slavin, R.E., Cheung, A., Groff, C., and Lake, C. (2008). Effective 
reading programs for middle and high schools: A best evidence 
synthesis. Reading Research Quarterly, 43, 3, 290-322.
Todis, B. (2001). It can't hurt: Implementing AAC technology in the 
classroom for students with severe and multiple disabilities. In 
Woodward, J., & Cuban, L. (Eds.) Technology, curriculum, and 
professional development: Adapting schools to meet the needs of 
students with disabilities. Thousand Oaks, Calif: Corwin Press.
Torrey, W.C., Lynde, D.W., & Gorman, P. (2005). Promoting the 
implementation of practices that are supported by research: The 
National Implementing Evidence-Based Practice Project. Child and 
Adolescent Psychiatric Clinics of North America, 14 (2), 297-306.
Zorfass, J., & Rivero, H.K. (2005). Collaboration is Key: How a 
Community of Practice Promotes Technology Integration. Journal of 
Special Education Technology, 20 (3), 51-60.

    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 the IDEA, however, makes the public 
comment requirements of the APA inapplicable to the priority in this 
notice.
    Program Authority: 20 U.S.C. 1474 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 Agreement.
    Estimated Available Funds: $1,375,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2010 from the list of 
unfunded applicants from this competition.
    Maximum Award: We will reject any application that proposes a 
budget exceeding $1,375,000 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: 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: State educational agencies; local 
educational agencies (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 
the 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 the 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), call, toll 
free: 1-877-576-7734.
    You can contact ED Pubs at its Web site, also: http://www.ed.gov/pubs/edpubs.html or at its e-mail address: <a href="/cdn-cgi/l/email-protection#caafaebabfa8b98aa3a4afbee4afaee4ada5bc"><span class="__cf_email__" data-cfemail="2e4b4a5e5b4c5d6e47404b5a004b4a00494158">[email protected]</span></a>.
    If you request an application package from ED Pubs, be sure to 
identify this competition as follows: CFDA number 84.327G.
    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 50 pages, using 
the following standards:
    <bullet> A ``page'' is 8.5<gr-thn-eq> x 11<gr-thn-eq>, on one side 
only, with 1<gr-thn-eq> margins at the top, bottom, and both sides.
    <bullet> Double space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, references, and captions, as well as all text in 
charts, tables, figures, and graphs.
    <bullet> 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 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.

[[Page 33224]]

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: July 10, 2009.
    Deadline for Transmittal of Applications: August 10, 2009.
    Applications for grants under this competition may be submitted 
electronically using the Electronic Grant Application System (e-
Application) accessible through the Department's e-Grants 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.6. 
Other Submission Requirements of this notice.
    We do not consider an application that does not comply with the 
deadline requirements.
    Individuals with disabilities who need an accommodation or 
auxiliary aid in connection with the application process should contact 
the person listed under FOR FURTHER INFORMATION CONTACT in section VII 
of this notice. If the Department provides an accommodation or 
auxiliary aid to an individual with a disability in connection with the 
application process, the individual's application remains subject to 
all other requirements and limitations in this notice.
    Deadline for Intergovernmental Review: August 19, 2009.

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. 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
    If you choose to submit your application to us electronically, you 
must use e-Application, accessible through the Department's e-Grants 
Web site at: http://e-grants.ed.gov.
    While completing your electronic application, you will be entering 
data online that will be saved into a database. You may not e-mail an 
electronic copy of a grant application to us.
    Please note the following:
    <bullet> Your participation in e-Application is voluntary.
    <bullet> You must complete the electronic submission of your grant 
application by 4:30:00 p.m., Washington, DC time, on the application 
deadline date. E-Application will not accept an application for this 
competition after 4:30:00 p.m., Washington, DC time, on the application 
deadline date. Therefore, we strongly recommend that you do not wait 
until the application deadline date to begin the application process.
    <bullet> The hours of operation of the e-Grants Web site are 6:00 
a.m. Monday until 7:00 p.m. Wednesday; and 6:00 a.m. Thursday until 
8:00 p.m. Sunday, Washington, DC time. Please note that, because of 
maintenance, the system is unavailable between 8:00 p.m. on Sundays and 
6:00 a.m. on Mondays, and between 7:00 p.m. on Wednesdays and 6:00 a.m. 
on Thursdays, Washington, DC time. Any modifications to these hours are 
posted on the e-Grants Web site.
    <bullet> You will not receive additional point value because you 
submit your application in electronic format, nor will we penalize you 
if you submit your application in paper format.
    <bullet> You must submit all documents electronically, including 
all information you typically provide on the following forms: the 
Application for Federal Assistance (SF 424), the Department of 
Education Supplemental Information for SF 424, Budget Information--Non-
Construction Programs (ED 524), and all necessary assurances and 
certifications. You must 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 in this paragraph or submit a password 
protected file, we will not review that material.
    <bullet> Your electronic application must comply with any page 
limit requirements described in this notice.
    <bullet> Prior to submitting your electronic application, you may 
wish to print a copy of it for your records.
    <bullet> After you electronically submit your application, you will 
receive an automatic acknowledgment that will include a PR/Award number 
(an identifying number unique to your application).
    <bullet> Within three working days after submitting your electronic 
application, fax a signed copy of the SF 424 to the Application Control 
Center after following these steps:
    (1) Print SF 424 from E-Application.
    (2) The applicant's Authorizing Representative must sign this form.
    (3) Place the PR/Award number in the upper right hand corner of the 
hard-copy signature page of the SF 424.
    (4) Fax the signed SF 424 to the Application Control Center at 
(202) 245-6272.
    <bullet> We may request that you provide us original signatures on 
other 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 E-Application 
is unavailable, we will grant you an extension of one business day to 
enable you to transmit your application electronically, by mail, or by 
hand delivery. We will grant this extension if--
    (1) You are a registered user of e-Application and you have 
initiated an electronic application for this competition; and
    (2)(a) E-Application is unavailable for 60 minutes or more between 
the hours of 8:30 a.m. and 3:30 p.m., Washington, DC time, on the 
application deadline date; or
    (b) E-Application is unavailable for any period of time between 
3:30 p.m. and 4:30:00 p.m., Washington, DC time, on the application 
deadline date.
    We must acknowledge and confirm these periods of unavailability 
before granting you an extension. To request this extension or to 
confirm our acknowledgment of any system unavailability, you may 
contact either (1) the person listed elsewhere in this notice under FOR 
FURTHER INFORMATION CONTACT (see VII. Agency Contact) or (2) the e-
Grants help desk at 1-888-336-8930. If E-Application is unavailable due 
to technical problems with the system and, therefore, the application 
deadline is extended, an e-mail will be sent to all registered users 
who have initiated an e-Application.
    Extensions referred to in this section apply only to the 
unavailability of e-Application. If e-Application is available, and, 
for any reason, you are unable to submit your application 
electronically or you do not receive an automatic acknowledgment of 
your submission, you may submit your application in paper format by 
mail or

[[Page 33225]]

hand delivery in accordance with the instructions in this notice.
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 84.327G), 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 
84.327G), 550 12th Street, SW., Room 7041, Potomac Center Plaza, 
Washington, DC 20202-4260.
    The Application Control Center accepts hand deliveries daily 
between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except 
Saturdays, Sundays, and Federal holidays. Note for Mail or Hand 
Delivery of Paper Applications: If you mail or hand deliver your 
application to the Department--
    (1) You must indicate on the envelope and--if not provided by the 
Department--in Item 11 of the SF 424 the CFDA number, including suffix 
letter, if any, of the competition under which you are submitting your 
application; and
    (2) The Application Control Center will mail to you a notification 
of receipt of your grant application. If you do not receive this grant 
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: 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 the 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.

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: 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 Technology and Media Services for Individuals with 
Disabilities program. These measures focus on the extent to which 
projects are high-quality, are relevant to improving outcomes of 
children with disabilities, and contribute to improving outcomes for 
children with disabilities. We will collect data on these measures from 
the project funded under this competition.
    The grantee will be required to report information on its project's 
performance in annual reports to the Department (34 CFR 75.590).

VII. Agency Contact

FOR FURTHER INFORMATION CONTACT: David Malouf, U.S. Department of 
Education, 400 Maryland Avenue, SW., Room 4119, Potomac Center Plaza 
(PCP), Washington, DC 20202-2550. Telephone: (202) 245-6253.
    If you use a TDD, call the Federal Relay Service (FRS), toll free, 
at 1-800-877-8339.

VIII. Other Information

    Accessible Format: Individuals with disabilities can obtain this 
document and a copy of the application package in an accessible format 
(e.g., braille, large print, audiotape, or computer diskette) by 
contacting the Grants and Contracts Services Team, U.S. Department of 
Education, 400 Maryland Avenue, SW., Room 5075, PCP, Washington, DC 
20202-2550. Telephone: (202) 245-

[[Page 33226]]

7363. If you use a TDD, call the FRS, toll free, at 1-800-877-8339.
    Electronic Access to This Document: 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) 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.

    Delegation of Authority: The Secretary of Education has delegated 
authority to Andrew J. Pepin, Executive Administrator for the Office of 
Special Education and Rehabilitative Services, to perform the functions 
of the Assistant Secretary for Special Education and Rehabilitative 
Services.

    Dated: July 6, 2009.
Andrew J. Pepin,
Executive Administrator for Special Education and Rehabilitative 
Services.
[FR Doc. E9-16380 Filed 7-9-09; 8:45 am]
BILLING CODE 4000-01-P


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