[Federal Register Volume 74, Number 140 (Thursday, July 23, 2009)]
[Notices]
[Pages 36469-36474]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: E9-17552]


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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 Accessible and Supported Electronic Text To 
Improve Mathematics Achievement for Students With Disabilities; Notice 
Inviting Applications for New Awards for Fiscal Year (FY) 2009

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

    DATES:
    Applications Available: July 23, 2009.
    Deadline for Transmittal of Applications: August 24, 2009.
    Deadline for Intergovernmental Review: September 1, 2009.

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 (see sections 674 
and 681(d) of the Individuals with Disabilities Education Act (IDEA), 
20 U.S.C. 1400 et seq.).
    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 Accessible and Supported Electronic Text to Improve 
Mathematics Achievement for Students With Disabilities.
    Background:
    IDEA and the Elementary and Secondary Education Act of 1965, as 
amended (ESEA), require increased accountability for the academic 
performance of students with disabilities. IDEA requires that students 
with disabilities participate in the general education curriculum to 
the maximum extent possible, and ESEA establishes the expectation that 
all students, including students with disabilities, will achieve 
proficiency on grade-level academic content. However, students with 
disabilities, on average, continue to demonstrate lower levels of 
academic performance when compared to their non-disabled peers. 
According to the 2007 National Assessment of Educational Progress, 40 
percent of fourth graders with disabilities scored below ``Basic'' in 
mathematics compared to 16 percent of non-disabled students (Lee, 
Grigg, & Dion, 2007). Recently, the National Mathematics Advisory Panel 
(2008) called for more coherent and rigorous mathematics instruction 
focused on the higher-level mathematics skills needed for postsecondary 
education and the workplace of the future. Accordingly, it is necessary 
both to close the performance gaps for students with disabilities and 
to find new approaches for including students with disabilities in 
challenging curriculum reforms in mathematics.
    Educators can address these challenges by using technology tools 
that expand access to the general education curriculum and improve 
academic achievement for all students. Electronic text (i.e., text and 
graphics in a form that can be stored, manipulated, and displayed by a 
computer) is one such technology tool. Electronic text can be used to 
provide students with access to challenging academic instruction and 
can incorporate a variety of instructional supports to facilitate and 
extend learning (Higgins & Boone, 2001; Rose & Meyer, 2002; Stahl, 
2004). Anderson-Inman (2004) described different types of supportive 
resources that can be added to electronic text, such as resources that 
provide: Assistance in visualizing information, a condensed view of 
information, enrichment that supplements required learning, and tools 
for learning in collaboration with others.
    In 2005, the Office of Special Education Programs (OSEP) funded, 
through a five-year cooperative agreement, the National Center for 
Supported Electronic Text (NCSET). NCSET investigated, at seven 
research sites across the country, how supported electronic text 
affected students with disabilities' reading comprehension of content 
area material. Initial NCSET findings suggest that supported text can 
be effective in improving reading comprehension and content area 
learning. The following Web site provides more information on NCSET: 
http://ncset.uoregon.edu/.
    The effectiveness of supported electronic text in improving 
mathematics learning has not yet been explored and is not in the 
research plans for NCSET. We propose to address the lack of research on 
the types of electronic text supports that could facilitate learning in 
mathematics because of the potential benefits these supports could 
offer students with disabilities.
    As electronic text and other electronic media become more prevalent 
in schools, they are likely to play an increasing role in mathematics 
instruction. (Stevenson, 2006; Simba Information, 2008). Moreover, 
based on what we have learned to date on the effectiveness of supported 
electronic text in improving the reading comprehension of students with 
disabilities, we believe that supported electronic text has the 
potential for facilitating learning mathematics for students with 
disabilities. For example, learning in mathematics involves acquiring 
new vocabulary and concepts, applying previous learning to new 
learning, and constructing meaning from text, which are learning 
processes for which electronic supports have been developed and 
studied. Additional research is needed on the use of electronic 
supports for processes specific to mathematics learning such as 
interpreting word problems and solving them arithmetically, achieving 
automaticity in basic mathematics facts, and becoming proficient in 
complex, multi-step computational procedures (Bryant, Bryant & Hammill, 
2000). In addition, electronic supports may also be used to improve 
access to mathematics content and mathematics learning for students 
with visual impairments where learning involves understanding visual 
stimuli (e.g. graphs, diagrams, and geometric shapes).
    For all of these reasons, OSEP is establishing a priority for a 
research center that will explore the effectiveness of supported 
electronic text in mathematics learning for students with disabilities.

[[Page 36470]]

    Priority:
    The purpose of this priority is to fund a cooperative agreement to 
support the establishment and operation of a Center on Accessible and 
Supported Electronic Text to Improve Mathematics Achievement for 
Students with Disabilities (Center). The Center will conduct a 
systematic program of research and development on the use of 
accessible, supported electronic text for improving the mathematics 
achievement of students with disabilities.
    To be considered for funding under this absolute priority, 
applicants must meet the application requirements contained in this 
priority. A 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 review of research on mathematics learning and instructional 
technology in relation to students with disabilities that--
    (1) Documents the nature of difficulties these students experience 
in gaining access to mathematics content and in learning mathematics, 
and the types of instructional supports that have been incorporated 
into electronic text to address these difficulties;
    (2) Discusses previously developed instructional supports that need 
additional research validation in relation to mathematics learning as 
well as new instructional supports that might be developed or adapted 
for use in instructing students with disabilities in mathematics; and
    (3) Includes one or more ``theories of change'' that explains how 
features and components of the instructional supports can facilitate 
learning in mathematics. A theory of change provides a useful means for 
evaluating the potential efficacy of the instructional support and for 
tying it to its theoretical and empirical foundations. The applicant 
may apply a theory of change that is already available in the 
literature, or develop a theory of change based on the review of 
research. The review and theories of change must assume that students 
are working toward achieving proficiency on grade-level mathematics 
content standards.
    (b) A plan to conduct a program of research that answers the 
following questions:
    (1) What supports can be added to electronic text to increase 
access to mathematics content and to promote academic achievement in 
mathematics for students with disabilities?
    (2) What student characteristics (e.g., functional, language, and 
technology skills) and contextual factors (e.g., teacher training, 
curriculum, and student groupings) influence the effectiveness of the 
instructional supports in learning mathematics?
    The plan must include systematic procedures to develop or adapt (or 
both) existing instructional supports. These instructional supports 
should be based on ongoing formative evaluation and testing of the 
usability of the instructional supports and their impact on student 
mathematics learning in school settings. The theory or theories of 
change may provide a useful framework for developing research designs 
and instruments.
    (c) Research designs that:
    (1) Align with the research questions being addressed. For research 
questions involving impact on student learning, the evaluation of the 
effectiveness of the instructional supports developed or adapted by the 
Center must employ experimental designs whenever possible, or quasi-
experimental group designs or strong single subject designs when 
experimental designs are not possible.
    (2) Describe methodologies and provide documentation that available 
sample sizes are sufficient to produce the statistical power needed to 
yield conclusive findings. Outcome measures may include experimenter-
developed instruments, but instruments should have instructional 
relevance and be aligned with grade-level mathematics content; and
    (3) Limits research to specific segments of the population of 
students with disabilities, particular areas of mathematics, or 
particular student ages. However, the breadth of the project is one 
factor that may be considered by the reviewers in rating the 
significance of the project.
    (d) A plan that describes the project's strategy for disseminating 
products and findings to appropriate audiences. The dissemination plan 
may include presentations and written products, but must include a 
final report that summarizes the project's findings and their 
implications for using accessible and supported electronic text to 
improve mathematics learning and academic achievement for students with 
disabilities. The plan must also include materials to promote 
application of the research findings in educational practice;
    (e) A budget for a summative evaluation to be conducted by an 
independent third party; and
    (f) A budget for attendance at the following:
    (1) A one and one half day kick-off meeting to be held in 
Washington, DC, within four weeks after receipt of the award, and an 
annual planning meeting held in Washington, DC, with the OSEP Project 
Officer during each subsequent year of the project period in 
conjunction with either the technical work group meeting or the Project 
Directors' meeting discussed below.
    (2) A one-day technical work group meeting to be held in 
Washington, DC, during each year of the project period.
    (3) A three-day Project Directors' Conference in Washington, DC, 
during each year of the project period.
    (4) A two-day Technology Innovation meeting in Washington, DC, 
during each year of the project period; and
    (5) A one-day trip annually to attend Department briefings, 
Department-sponsored conferences, and other meetings, as requested by 
OSEP.
    Project Activities. To meet the requirements of this priority, the 
project, at a minimum, must conduct the following activities:
    (a) Submit for OSEP approval, within the first six months of the 
project period, a comprehensive work plan that includes any necessary 
revisions to the research review, the theories of change, the research 
plan, the timeline for implementing this plan, the evaluation plan, and 
the dissemination plan.
    (b) Establish and maintain a technical work group that must meet 
in-person at least annually and by teleconference, as needed, to advise 
the project on research methods, review the designs, plans, activities, 
and outcomes of the Center, and provide technical support and advice 
throughout the project period. The technical work group must include 
individuals who in combination provide strong knowledge and expertise 
in--
    (1) Design and development of accessible and supported electronic 
text;
    (2) Mathematics instruction;
    (3) The instructional needs of students with disabilities;
    (4) Research design and statistical analysis; and
    (5) Technology implementation in schools.
    Persons with disabilities and parents of students with disabilities 
must be represented on the technical work group. The applicant must 
submit the names of proposed members of the technical work group to 
OSEP for approval within eight weeks after receipt of the award and 
hold the first meeting within the first four months of the project 
period.

[[Page 36471]]

    (c) Implement the approved work plan according to the timeline.
    (d) Maintain a Web site that meets government or industry-
recognized standards for accessibility, if applicable; and
    (e) Maintain ongoing communication with the OSEP Project Officer 
through monthly phone conversations, e-mail communication, quarterly 
progress reports, and annual performance reports.
    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 quality, relevance, and usefulness of the Center's 
activities and products and the degree to which the Center's findings, 
activities, products, and services may contribute to changed practice 
and improved results for students with disabilities.

References

Anderson-Inman, L. (2004). Reading on the web: Making the most of 
digital text. Wisconsin State Reading Association Journal, 44(2), 8-
14.
Bryant, D.P., Bryant, B.R., & Hammill, D.D. (2000). Characteristic 
behaviors of students with LD who have teacher-identified math 
weaknesses. Journal of Learning Disabilities, 33, 168-177.
Higgins, K., & Boone, R. (2001). Adapting instruction for children 
with disabilities. In L. Searfoss, J. Readence, & M. Mallette 
(Eds.). Helping children learn to read: Creating a classroom 
literacy environment (4th ed., pp.330-365). Needham Heights, MA: 
Allyn & Bacon.
Lee, J., Grigg, W., and Dion, G. (2007). The nation's report card: 
Mathematics 2007 (NCES 2007-494). National Center for Education 
Statistics, Institute of Education Sciences, U.S. Department of 
Education, Washington, DC.
National Center for Education Statistics. (2001). The Nation's 
Report Card: Mathematics 2000, NCES 2001-517, by J.S. Braswell, A.D. 
Lutkus, W.S. Grigg, S.L. Santapau, B.S.-H. Tay-Lim, and M.S. 
Johnson. Washington, DC: U.S. Department of Education, Office of 
Educational Research and Improvement.
National Mathematics Advisory Panel (2008). Foundations for Success: 
The Final Report of the National Mathematics Advisory Panel. 
Washington, DC: U.S. Department of Education.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital 
age: Universal design for learning. Alexandria, VA: Association for 
Supervision and Curriculum Development.
Simba Information. (2008). School Library Market Report 2008-2009. 
Stamford, CT: Author.
Stahl, S. (2004). The promise of accessible textbooks: Increased 
achievement for all students. Wakefield, MA: National Center on 
Accessing the General Curriculum; available at www.cast.org/publications/ncac/ncac_accessible.html.
Stevenson, K.R. (2006). Educational trends shaping school planning 
and design: 2007. Washington DC: National Clearinghouse for 
Educational Facilities.
U.S. Department of Education (2000). Office of Educational Research 
and Improvement. National Center for Education Statistics. The 
Nation's Report Card: Mathematics 2000, NCES 2001-517, by J.S. 
Braswell, A.D. Lutkus, W.S. Grigg, S.L. Santapau, B.S.-H. Tay-Lim, 
and M.S. Johnson. Washington, DC: 2001.

    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: $1,000,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2010 from this 
competition.
    Maximum Award: We will reject any application that proposes a 
budget exceeding $1,000,000 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: [email protected].
    If you request an application package from ED Pubs, be sure to 
identify this competition as follows: CFDA number 84.327H.
    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

[[Page 36472]]

of no more than 50 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; or the one-page abstract, the 
resumes, the bibliography, the references, or the letters of support. 
However, the page limit does apply to all of the application narrative 
section (Part III).
    We will reject your application if you exceed the page limit or if 
you apply other standards and exceed the equivalent of the page limit.
    3. Submission Dates and Times:
    Applications Available: July 23, 2009.
    Deadline for Transmittal of Applications: August 24, 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 system, 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 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: September 1, 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 
portal page 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:
     Your participation in e-Application is voluntary.
     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.
     The hours of operation of the e-Grants Web site are 6 a.m. 
Monday until 7 p.m. Wednesday; and 6 a.m. Thursday until 8 p.m. Sunday, 
Washington, DC time. Please note that, because of maintenance, the 
system is unavailable between 8 p.m. on Sundays and 6 a.m. on Mondays, 
and between 7 p.m. on Wednesdays and 6 a.m. on Thursdays, Washington, 
DC time. Any modifications to these hours are posted on the e-Grants 
Web site.
     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 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.
     Your electronic application must comply with any page 
limit requirements described in this notice.
     Prior to submitting your electronic application, you may 
wish to print a copy of it for your records.
     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).
     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.
     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-

[[Page 36473]]

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 the 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 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 84.327H), 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 84.327H) 
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 4:30:00 p.m., Washington, DC time, except Saturdays, 
Sundays, and Federal holidays.

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

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210 and are listed in the application package.
    2. Review and Selection Process: 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.

[[Page 36474]]

VIII. Other Information

    Accessible Format: Individuals with disabilities can obtain this 
document and a copy of the application package in an accessible format 
(e.g., braille, large print, audiotape, or computer diskette) by 
contacting the Grants and Contracts Services Team, U.S. Department of 
Education, 400 Maryland Avenue, SW., Room 5075, PCP, Washington, DC 
20202-2550. Telephone: (202) 245-7363. If you use a TDD, call the FRS, 
toll free, at 1-800-877-8339.
    Electronic Access to This Document: 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 17, 2009.
Andrew J. Pepin,
Executive Administrator for Special Education and Rehabilitative 
Services.
[FR Doc. E9-17552 Filed 7-22-09; 8:45 am]
BILLING CODE 4000-01-P