[Federal Register Volume 71, Number 7 (Wednesday, January 11, 2006)]
[Notices]
[Pages 1738-1744]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: E6-163]


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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 
on Evidence-Based Practices To Improve Early Literacy and Language 
Development of Young Children With Disabilities; Notice Inviting 
Applications for New Awards for Fiscal Year (FY) 2006

    Catalog of Federal Domestic Assistance (CFDA) Number: 84.326B.
    Dates: Applications Available: January 13, 2006.
    Deadline for Transmittal of Applications: February 27, 2006.
    Deadline for Intergovernmental Review: May 31, 2006.
    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, private nonprofit organizations, outlying areas, freely 
associated States, Indian tribes or tribal organizations, and for-
profit organizations.
    Estimated Available Funds: The Administration has requested 
$49,397,000 for the Technical Assistance and Dissemination to Improve 
Services and Results for Children with Disabilities program for FY 
2006, of which we intend to use an estimated $800,000 for the Technical 
Assistance Center on Evidence-Based Practices to Improve Early Literacy 
and Language Development of Young Children with Disabilities 
competition. The actual level of funding, if any, depends on final 
congressional action. However, we are inviting applications to allow 
enough time to complete the grant process if Congress appropriates 
funds for this program.
    Maximum Award: We will reject any application that proposes a 
budget exceeding $800,000 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

[[Page 1739]]

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)).
    Absolute Priority: For FY 2005 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 on Evidence-Based Practices To Improve 
Early Literacy and Language Development of Young Children With 
Disabilities

    Background: The process of developing literacy skills begins in the 
early childhood years. A growing body of evidence shows that early 
literacy skills, such as phonological processing, print awareness, and 
oral language are the foundations to later reading success. The 
recognition of the early childhood years as a critical period in 
developing the skills needed for later school success has been well 
documented in research literature. Several recent Federal initiatives, 
including the Early Reading First grants, the Good Start Grow Smart 
initiative, and the White House Summit on Early Childhood Cognitive 
Development in 2001, have highlighted the need for evidence-based 
practices that promote and support the development of school readiness 
skills, including early literacy.
    In an effort to develop this research base, Federal resources have 
been directed to examine the impact different curricula, interventions, 
and programs have on young children's readiness skills, including early 
literacy and language skills (e.g., Preschool Curriculum Evaluation 
Research, Head Start Impact Study, Interagency School Readiness 
Consortium, and Evaluation of Early Reading First Grants). Current 
efforts are also underway to synthesize and disseminate this knowledge 
base (e.g., What Works Clearinghouse review of early childhood 
education, National Early Literacy Panel research synthesis, Child Care 
and Early Education Research Connections, and Research and Training 
Center in Early Childhood Development). The ultimate challenge in 
promoting the development of early literacy and language skills in 
young children is ensuring the various early care and education 
providers and families have access to and can utilize the most up-to-
date research and information.
    One group of children particularly at-risk for experiencing later 
reading difficulties is young children with developmental delays or 
diagnosed disabilities. Traditionally, early intervention and early 
childhood special education providers have focused on developmental and 
functional goals and have not necessarily addressed early literacy 
skills. The growing evidence base on the relationship between early 
literacy and later reading skills highlights the importance of working 
on early literacy for young children with developmental delays or 
diagnosed disabilities. Early literacy skills should be targeted with 
the recognition of the integrated nature of young children's 
development, within the context of broader early learning and 
development.
    In an effort to encourage the focus on readiness skills for young 
children receiving services under IDEA, the Office of Special Education 
Programs (OSEP) developed child outcome indicators for programs under 
Part C and Part B that States must report on annually in the State 
Performance Plan (SPP) and Annual Performance Report (APR) required 
under section 616 of IDEA. These indicators include a focus on early 
literacy and language development. Specialized technical assistance 
will be needed to ensure early intervention and early childhood special 
education and related service providers are equipped with evidence-
based interventions and practices that promote the development of early 
literacy and language skills in young children with disabilities.
    Priority: The Technical Assistance Center on Evidence-Based 
Practice to Improve Early Literacy and Language Development of Young 
Children with Disabilities (the Center) is designed to build on the 
existing database of evidence-based and promising intervention 
practices and to identify, disseminate, and assist in the 
implementation of the most successful practices available that improve 
the early literacy and language outcomes of young children with 
disabilities. For purposes of this priority, young children with 
disabilities mean children from birth through age five with 
developmental delays and diagnosed disabilities. The Center must 
provide the conceptual framework and research base for intervention 
practices and a cohesive decision-making model related to implementing 
those practices. In carrying out its activities, the Center must take 
into consideration the availability of professionals who can coordinate 
and deliver an effective and practical approach to technical assistance 
(TA) that providers and programs can adopt, TA efforts that support and 
enhance the use of evidence-based practices, and TA efforts that 
support Federal provisions for delivery of services to infants, 
toddlers, and preschool children with disabilities under Part C and 
Part B of IDEA.
    The Center's knowledge and development activities must include but 
are not limited to:
    (a) Developing a conceptual framework for the work of the Center 
that includes an evidence base for intervention practices that have 
been shown to improve early literacy and language outcomes in the 
context of broader early learning and development, and a cohesive 
decision-making model related to implementing those practices.
    (b) Developing a national TA network comprised of a cadre of 
experts to provide TA to States in early language and literacy 
development for young children with disabilities. In their 
applications, applicants must describe the network and identify the 
cadre of experts.
    (c) In year 1 of the project period, conducting or identifying 
research syntheses on interventions that have been shown to improve the 
early literacy and language outcomes for young children with 
disabilities, and increase the likelihood that they will enter school 
ready to succeed and participate in classrooms with their typically 
developing peers. To the extent possible, the Center should use 
criteria from the What Works Clearinghouse and other rigorous sources 
in determining what is ``evidenced-based''. The research syntheses 
conducted or identified must at a minimum include research synthesis 
on:
    (1) Developmentally appropriate interventions for young children 
with disabilities that target the critical components of early 
literacy, such as phonological processing, print awareness, oral 
language, and the motivational aspects of early literacy.
    (2) Curricula with a research base for young children that include 
a focus on early literacy and language and how these curricula can be 
successfully modified, adapted, or individualized for young children 
with disabilities. These curricula could primarily target early 
literacy and language or be part of an integrated approach focused on 
the development of language, early literacy and other pre-academic 
skills, social behavior, and social-emotional

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competence necessary for later academic learning and achievement.
    (3) The delivery of evidence-based interventions and curricula 
targeting early literacy and language in a variety of inclusive and 
natural early childhood environments.
    (4) The delivery of family-focused interventions targeting early 
literacy and language for children receiving services under Part C of 
IDEA.
    (5) Empirically-based assessment practices, including the use of 
valid and reliable curriculum-based assessments and measures (CBA/CBM) 
for improving early literacy and language, monitoring individual growth 
and progress, data-based decisionmaking, aggregating individual child 
data to evaluate program efforts, and coordinating assessments with 
State early learning or school readiness standards targeting early 
literacy and language.
    (6) 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) Providing general TA and information on evidence-based 
interventions and practices that promote the development of early 
literacy and language skills for young children with disabilities to 
all interested States and other stakeholders. This general TA must 
reflect the on-going work of the Center by providing up-to-date 
information on practices that enhance early literacy and language 
development of young children with disabilities through a variety of TA 
and dissemination activities (e.g., Web site; listserv; presentations 
at national, regional, or State conferences; conducting national 
training institutes, etc.). The Center's training and support must 
develop the capacity of service providers to use high quality, 
evidence-based interventions and practices in the various settings 
where young children with disabilities are served including home, 
typical early childhood settings, and early intervention/early 
childhood special education settings. For children receiving services 
under Part C of IDEA the focus must be on family-focused interventions.
    (b) In years 1 and 2 of the project period, identifying and/or 
developing and evaluating models that successfully implement evidence-
based or promising practices and interventions that promote the 
development of early literacy and language in young children with 
disabilities in a minimum of five local communities. Models must be 
identified or developed for providers and programs serving young 
children with disabilities receiving services under Part C and Part B 
of IDEA. Models developed or identified must include sites where 
providers and programs serve young children with disabilities in a 
variety of settings and sites in various types of communities (rural, 
urban, suburban, etc.) serving diverse groups of children. 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, Title I-
funded school-based preschool, and State funded pre-K programs. The 
Center should be attentive to factors that facilitate fidelity of 
implementation and are necessary to sustain the model.
    (c) In years 3, 4, and 5 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 the 
early literacy and language outcomes of young children with 
disabilities by scaling-up evidence-based models and practices. These 
TA networks must include building a system for training and supporting 
State-funded or program-funded ``coaches'' who provide TA to regional, 
State, and local early intervention and early childhood special 
education programs and providers and other early childhood 
professionals serving young children with disabilities (such as Head 
Start/Early Head Start, child care, Title I-funded school-based 
preschool, and State-funded pre-K programs). These TA networks also 
must include State and local early childhood program administrators 
(Part C and Part B, Section 619 coordinators, child care 
administrators, Head Start administrators, Pre-K administrators), 
families, early childhood professional development experts (including 
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 most in need. Applicants must describe in their 
applications the process and criteria for choosing the States with whom 
they will work and should consider child outcome data reported on State 
APRs. This selection process must involve consultation with OSEP.
    (d) Developing and implementing a plan for involving and 
communicating with families in 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 under sections 671 and 672 of IDEA, and must include 
strategies to ensure involvement and communication with diverse and 
hard-to-reach families.
    The Center also must--
    (a) Coordinate the Center's and the TA networks' activities with 
existing and future IDEA-funded early intervention and early childhood 
special education TA and research centers. The Center must build on the 
work of other successful federally funded early childhood projects 
where applicable. 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, and build on the work of the Research and Training Center 
in Early Childhood Development;
    (b) Coordinate 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 such efforts targeting Head 
Start/Early Head Start, child care, Title I school-based preschool 
programs, and State-funded pre-K programs;
    (c) Establish, maintain, and meet at least annually with a national 
advisory group that includes families, early intervention and early 
childhood special education providers, early literacy experts, 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;
    (d) Evaluate the Center's and TA networks' activities. The Center 
must measure the impact of TA activities on early childhood 
professionals and families. Specifically, the Center must document what 
practitioners and families learn and how TA affected their interactions 
with young children with disabilities;
    (e) Maintain 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

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industry-recognized standard for accessibility; and
    (f) Maintain on-going 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 additional two-day trips 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.
    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 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.

II. Award Information

    Type of Award: Cooperative agreement.
    Estimated Available Funds: The Administration has requested 
$49,397,000 for the Technical Assistance and Dissemination to Improve 
Services and Results for Children with Disabilities program for FY 
2006, of which we intend to use an estimated $800,000 for the Technical 
Assistance Center on Evidence-Based Practices to Improve Early Literacy 
and Language Development of Young Children with Disabilities 
competition. The actual level of funding, if any, depends on final 
congressional action. However, we are inviting applications to allow 
enough time to complete the grant process if Congress appropriates 
funds for this program.
    Maximum Award: We will reject any application that proposes a 
budget exceeding $800,000 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, 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 projects (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: 
[email protected].
    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 cover sheet; Part II, 
the budget section, including the narrative budget justification; Part 
IV, the assurances and certifications; the one-page abstract, the 
resumes, the bibliography, the 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: January 13, 2006.
    Deadline for Transmittal of Applications: February 27, 2006.
    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.

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    We do not consider an application that does not comply with the 
deadline requirements.
    Deadline for Intergovernmental Review: May 31, 2006.
    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 government wide Grants.gov Apply 
site in FY 2006. The Technical Assistance Center on Evidence-Based 
Practices to Improve Early Literacy and Language Development of Young 
Children with Disabilities-CFDA Number 84.326B is one of the 
competitions 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 on Evidence-Based Practices to Improve Early Literacy 
and Language Development of Young Children with 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/GetStarted). 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/assets/GrantsgovCoBrandBrochure8X11.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 Education 
Assistance (ED 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.



[[Page 1743]]


    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.
    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 4 of ED 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 (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.
    We will notify grantees if they will be required to provide any 
information related to these measures.
    Grantees will also 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: Jennifer Tschantz, U.S. Department 
of Education, 400 Maryland Avenue, SW., room 4055, Potomac Center 
Plaza, Washington, DC 20202-2550. Telephone: (202) 245-7556.
    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.



[[Page 1744]]


    Dated: January 5, 2006.
John H. Hager,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. E6-163 Filed 1-10-06;8:45 am]
BILLING CODE 4000-01-P