[Federal Register Volume 77, Number 107 (Monday, June 4, 2012)]
[Notices]
[Pages 32952-32959]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2012-13500]


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DEPARTMENT OF EDUCATION


Applications for New Awards: Technology and Media Services for 
Individuals With Disabilities--Models Promoting Young Children's Use of 
Assistive Technology

AGENCY: Office of Special Education and Rehabilitative Services, 
Department of Education.

ACTION: Notice.

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    Overview Information: Technology and Media Services for Individuals 
with Disabilities--Models Promoting Young Children's Use of Assistive 
Technology; Notice inviting applications for new awards for fiscal year 
(FY) 2012.

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


DATES: 
    Applications Available: June 4, 2012.
    Deadline for Transmittal of Applications: July 19, 2012.
    Deadline for Intergovernmental Review: September 17, 2012.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purpose of the Technology and Media 
Services for Individuals with Disabilities program is to: (1) Improve 
results for students 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 for students with disabilities; and (3) provide support for 
captioning and video description that is appropriate for use in the 
classroom.
    Priority: In accordance with 34 CFR 75.105(b)(2)(v), this priority 
is from allowable activities specified in the statute (see sections 
674(b)(1), 674(b)(2)(A) and 681(d) of the Individuals with Disabilities 
Education Act (IDEA) (20 U.S.C. 1400 et seq.)).

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    Absolute Priority: For FY 2012, 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--
Models Promoting Young Children's Use of Assistive Technology.
    Background:
    The purpose of this priority is to support the establishment and 
operation of three model demonstration projects that will assist IDEA 
Part C and Part B preschool programs in implementing and evaluating 
models that promote and sustain promising practices for the effective 
use of assistive technology (AT) by infants, toddlers, and preschool 
children with disabilities and, as a result, improve their functional 
outcomes.
    Almost 30 years of research and experience have demonstrated that 
``supporting the development and use of technology, including assistive 
technology devices and assistive technology services, to maximize 
accessibility for children with disabilities'' can enhance the 
education and development of children with disabilities (section 
601(c)(5)(H) of IDEA). Assistive technology devices (``AT devices'') 
\1\ and assistive technology services (``AT services'') \2\ 
(collectively, ``AT devices and services'') help infants and toddlers 
with disabilities participate meaningfully in daily activities with 
their families and peers. They help preschool children with 
disabilities participate in accessing the general education curriculum. 
This increased participation in activities of daily living improves 
child development and learning (Campbell, Milbourne, Dugan, & Wilcox, 
2006; Mistrett, 2004).
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    \1\ IDEA defines ``AT device'' as ``any item, piece of 
equipment, or product system, whether acquired commercially off the 
shelf, modified, or customized, that is used to increase, maintain, 
or improve functional capabilities of a child with a disability'' 
and excludes a medical device that is surgically implanted or a 
replacement of such device (section 602(1) of IDEA).
    \2\ IDEA defines an ``AT service'' as ``any service that 
directly assists a child with a disability in the selection, 
acquisition, or use of an assistive technology device'' [section 
602(2) of IDEA], and includes (1) evaluating the child's needs, (2) 
acquiring an AT device, (3) selecting, designing, fitting, 
customizing, adapting, applying, maintaining, repairing, or 
replacing AT devices, (4) coordinating and using therapies, 
intervention, or services with AT devices, (5) providing training or 
technical assistance for the child and, where appropriate, the 
child's family, and (6) providing training or technical assistance 
for professionals who serve, or are otherwise substantially involved 
in the major life functions of, the child (section 602(2)(A) through 
(F) of IDEA).
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    For infants, toddlers, and preschool children with disabilities, AT 
devices often consist of low-cost items and equipment that are 
purchased off the shelf and then adapted to improve the child's 
functional capabilities (e.g., electrical tape wrapped around a crayon 
to improve grip). AT devices also include high-cost, high-technology 
items that target a specific area of development (e.g., electronic 
communication for communication development and power mobility devices 
for motor and physical development).
    Despite the potential benefits, the use of AT devices by infants 
and toddlers with disabilities who receive services under Part C of 
IDEA is limited. In a national survey of early intervention service 
(EIS) providers, 44 percent reported that either none or few of the 
children they served who needed AT were receiving AT devices or 
services (Wilcox, Guimond, Campbell, & Moore, 2006). In 2004,\3\ States 
reported including AT on only three percent of Individualized Family 
Service Plans (IFSPs) (Data Accountability Center, Part C Section 618 
Data). AT was listed on only four percent of the service records of 
infants and toddlers with disabilities who participated in the National 
Early Intervention Longitudinal Study (Hebbeler & Zercher, 2003).
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    \3\ OSEP stopped collecting section 618 data on early 
intervention services in 2005.
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    Four major barriers contribute to the low rate at which infants, 
toddlers, and preschool children with disabilities and their families 
use AT devices and services. The barriers are the inadequacy or lack 
of: (1) Training for providers and families in the use of AT devices 
(Dugan, Campbell, and Wilcox, 2006; Dunst & Trivette, 2011; Milbourne 
and Campbell, 2008); (2) planning for the individual child's use of AT 
devices through ``child-specific AT plans'' \4\ (Tots n Tech Institute, 
2009, Resource Brief 5); (3) funding for costly, high-technology AT 
devices and services (Carlson & Ehrlich, 2006; Tots n Tech Institute, 
2009, Resource Brief 3; Wilcox, Dugan, Campbell, & Guimond, 2006); and 
(4) programs to acquire, maintain, and reuse AT devices (Tots n Tech 
Institute, 2011, Resource Brief 7).
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    \4\ ``Child-specific AT plans'' are plans for embedding 
opportunities to use AT into daily activities and routines. These 
plans should be in formats that best meet the child's and family's 
needs.
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    In order to overcome these barriers, there is a need to develop 
implementation models that build on the work of previous Office of 
Special Education Programs (OSEP) investments (e.g., Tots n Tech, 
Steppingstones of Technology Innovation) to support AT use in early 
intervention and preschool programs. Implementation models can promote 
the effective use of AT by young children with disabilities by: (1) 
Developing effective training of EIS and preschool program providers 
and families in the use of AT devices by young children; (2) helping 
providers identify appropriate child-specific goals and outcomes in 
IFSPs and Individualized Education Programs (IEPs); (3) helping 
providers to develop child-specific AT plans from IFSP and IEP goals; 
(4) identifying funding sources for costly high-tech AT devices and 
services; and (5) developing coordinated programs to acquire, maintain, 
and reuse AT devices.
    Increased use of AT devices and services may lead to improved 
functional outcomes for infants, toddlers, and preschool children with 
disabilities (Campbell, Milbourne, & Wilcox, 2008). The model 
demonstration projects funded under this priority would be required to 
address each of the four major barriers to these young children's use 
of AT by integrating effective practices and components into 
implementation models that support AT use and can be replicated by 
other IDEA Part C and Part B preschool programs.
    Priority:
    The purpose of this priority is to support the establishment and 
operation of three model demonstration projects that assist IDEA Part C 
and Part B preschool programs to implement and evaluate models that 
promote and sustain promising practices for the effective use of AT by 
infants, toddlers, and preschool children with disabilities and, as a 
result, improve their functional outcomes.
    To be considered for funding under this priority, applicants must 
meet the application requirements contained in this priority. All 
projects funded under this priority also must meet the programmatic and 
administrative requirements specified in this priority.
    Application Requirements. An applicant must include in its 
application--
    (a) A description of the proposed model demonstration. The 
description must include all the components required under paragraph 
(a) of the Project Activities section;
    (b) The supporting evidence for the model as a whole, including 
empirical support for the components that comprise the model;
    (c) A logic model that depicts at a minimum, the goals, activities, 
outputs, and outcomes of the proposed project. A logic model 
communicates how a project will achieve its outcomes and

[[Page 32954]]

provides a framework for both formative and summative evaluations of 
the project;

    Note: The following Web sites provide more information on logic 
models: www.researchutilization.org/matrix/logicmodel_resource3c.html and www.tadnet.org/model_and_performance.

    (d) A plan to implement the activities described in the Project 
Activities section of this priority;
    (e) If the project maintains a Web site, relevant information about 
the model demonstration projects in a form that meets government or 
industry recognized standards for accessibility;
    (f) Budget for attendance at the following:
    (1) A one and one half-day kick-off meeting with the OSEP Project 
Officer to be held in Washington, DC, within four weeks after receipt 
of the award. At the initial kick-off meeting, OSEP personnel and the 
grantees will develop a project data coordination plan that includes 
common cross-project data collection instruments, a timeline for 
collecting data, and evaluation questions.

    Note: Within 30 days of receipt of the award, a post-award 
teleconference must be held between the OSEP Project Officer and the 
grantee's Project Director or other authorized representative.

    (2) A one-day annual planning meeting held in Washington, DC, with 
the OSEP Project Officer during years two through five of the project 
period.
    (3) A three-day Project Directors' Conference in Washington, DC, 
during each year of the project period.
    (4) Two two-day trips annually to attend Department briefings, 
Department-sponsored conferences, and other meetings, as requested by 
OSEP.
    Project Activities. To meet the requirements of this priority, each 
project, at a minimum, must conduct the following activities:
    (a) Refine the model proposed in the application. The model must 
include, at a minimum, the following components:
    (1) Practice components, including--
    (i) Methods to develop child-specific AT plans for infants, 
toddlers, and preschool children with disabilities;
    (ii) Evidence-based training for providers in implementing child-
specific AT plans for infants, toddlers, and preschool children with 
disabilities, including training in evaluating the AT needs of these 
children, selecting AT, using AT with these children, training families 
in implementing child-specific AT plans in all settings (e.g., home, 
community, etc.), maintaining and adapting AT devices, evaluating 
children's use of AT, and identifying funding options for AT;
    (iii) Methods to develop effective local programs for re-use of AT 
by infants, toddlers, and preschool children with disabilities or 
methods to coordinate effective existing AT re-use programs; and
    (iv) Methods to modify local policies and procedures to facilitate 
the use of AT with infants, toddlers, and preschool children with 
disabilities and their families.
    (2) Implementation components, such as--
    (i) Procedures for selecting \5\ and recruiting three local 
programs (at least one must be an IDEA Part C program, and at least one 
must be an IDEA Part B preschool program) willing to participate in the 
proposed model demonstration project. The programs may be from 
different States. Successful applicants will determine the final 
programs in consultation with the OSEP Project Officer;
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    \5\ For factors to consider when selecting model demonstration 
sites, the applicant should refer to Assessing Sites for Model 
Demonstration: Lessons Learned for OSEP Grantees at http://mdcc.sri.com/documents/reports/MDCC_Site_Assessment_Brief_09-30-11.pdf. The document also contains a site assessment tool.
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    (ii) A description of the programs and the demographics of the 
populations served, and whether the programs are serving infants, 
toddlers, and preschool children with disabilities in rural or urban 
areas;
    (iii) Strategies to identify and to allocate human resources among 
the project and program staff;
    (iv) Approaches to initial and ongoing professional development, 
including coaching, for personnel involved in implementing the model;
    (v) Methods for evaluating the quality and implementation of child-
specific AT plans for infants, toddlers, and preschool children with 
disabilities in terms of improved child and family outcomes, quality 
and implementation of professional development, and the effectiveness 
of modifications to local policies, processes, and procedures;
    (vi) Approaches to measuring the fidelity of the implementation of 
the model; and
    (vii) Approaches to measuring the social validity of the model, 
i.e., the satisfaction of program staff, providers, and families with 
respect to the model processes and outcomes.
    (3) Sustainability components, such as a plan for--
    (i) Transferring over time the responsibility for project support 
to the personnel at the participating programs; and
    (ii) Continuing opportunities for program staff to receive 
professional development after the project ends.
    (b) Implement the model in the participating IDEA Part C and Part B 
preschool programs identified under paragraph (a) of this section. For 
purposes of this priority, these three sites are referred to as 
Programs A, B, and C. Program A will implement the project's model 
demonstration one year ahead of Programs B and C and will implement the 
model demonstration for a minimum of four years. Programs B and C will 
implement the project's model demonstration one year after Program A 
and will implement the model demonstration for a minimum of three 
years.
    (c) In accordance with the project's logic model and data 
coordination plan for the funded projects, collect summative evaluation 
data on child and family outcomes as a result of AT use including, at a 
minimum--
    (1) Changes in the positive social-emotional skills (including 
social relationships) of the infants, toddlers, and preschool children 
with disabilities served;
    (2) Changes in the acquisition and use of knowledge by the infants, 
toddlers, and preschool children with disabilities served;
    (3) Changes in the use of appropriate behavior to meet their needs 
by the infants, toddlers, and preschool children with disabilities 
served; and
    (4) Changes in the ability of the families served to help their 
infants, toddlers, and preschool children with disabilities develop and 
learn.
    (d) In accordance with the project's logic model and data 
collection plan for the funded projects, collect summative evaluation 
data (including estimates of the cost of implementing the model) on the 
program outcomes, including at a minimum:
    (1) Changes to policies, procedures, or data collection systems in 
the programs and the effect of those changes on the program; and
    (2) Changes to resource allocations in the programs.
    (e) Implement a formative evaluation plan, consistent with the 
project's logic model and the data collection plan, to include periodic 
collection of child, family, and program data in addition to other 
largely formative data relating to fidelity of implementation, 
stakeholder acceptability, and descriptions of the site context. The 
plan must outline how these data will be reviewed by the project, when 
they will be reviewed, and how they will be used during the course of 
the project to adjust the model or its implementation in an effort to 
increase the model's usefulness, validity, generalizability, and 
potential for sustainability.

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    (f) Participate in discussions, facilitated by the OSEP-funded 
Model Demonstration Coordination Center (MDCC), with the three projects 
on the development of a data collection and coordination plan that 
includes standard evaluation questions and data collection instruments; 
a standard approach to the synthesis and analysis of data; acceptable 
variations for the measurement of implementation fidelity, model 
acceptability, and data reliability; and collaborative efforts to 
disseminate information. Projects must participate in the 
implementation of the data collection and coordination plan. The 
program data collected as part of the plan may or may not be the same 
as those initially proposed by the applicant, and these may include 
child and family measures, implementation measures (e.g., qualitative 
descriptions of activities), and site contextual data. Projects must be 
prepared to share data with the MDCC in the process of implementing the 
data collection and coordination plan. The projects must agree to 
cooperate with any Department-sponsored independent evaluation of the 
model demonstration by providing the Department or its contractor with 
administrative records on the children and families served.

    Note:  In support of its particular model demonstration, a 
project may propose to collect data that will not be collected by 
all projects and may analyze these data as proposed in the 
application.

    (g) Initiate a process for carefully documenting the model's 
practice components, implementation processes, and implementation tools 
and guides sufficient to allow for replication of the model, should the 
model prove effective.
    (h) Communicate and collaborate on an ongoing basis with 
Department-funded centers to share information on successful strategies 
and implementation challenges regarding AT use by infants, toddlers, 
and preschool children with disabilities and their families; provider 
and family training on AT; funding of AT; programs to reuse AT; and AT 
policies and procedures.
    (i) Prior to developing any new product, submit a proposal for the 
product to the Technical Assistance Coordinating Center (TACC) for 
approval from the OSEP Project Officer. The development of new products 
should be consistent with the product definition and guidelines posted 
on the TACC Web site (www.tadnet.org).
    (j) Maintain ongoing communication with the OSEP Project Officer 
and other projects funded under this priority through monthly phone 
conversations and email communication.

    Note: The MDCC will provide support for monthly teleconferences 
with all projects to discuss cross-project activities.

    References:

Campbell, P.H., Milbourne, S.A., Dugan, L., & Wilcox, M.J. (2006). A 
Review of Evidence on Practices for Teaching Young Children to Use 
Assistive Technology. Topics in Early Childhood Special Education, 
26(1), 3-14.
Campbell, P.H., Milbourne, S.A., & Wilcox, M.J. (2008). Adaptation 
Interventions to Promote Participation in Natural Settings. Infants 
& Young Children, 21(2), 94-106.
Carlson, D., & Ehrich, N. (2006). Sources of Payment for Assistive 
Technology: Findings from a National Survey of Persons with 
Disabilities. Assistive Technology, 18, 77-86.
Data Accountability Center. (2004). Individuals with Disabilities 
Education Act (IDEA) Data: Data Tables for OSEP State Reported Data. 
Part C Early Intervention Services. Available from: 
www.ideadata.org/arc_toc7.asp#partcEIS.
Dugan, L., Campbell, P., & Wilcox, M. (2006). Making Decisions about 
Assistive Technology with Infants and Toddlers. Topics in Early 
Childhood Special Education, 26(1), 25-32.
Dunst, C.J. & Trivette, C.M. (2011). Evidence-Based Strategies for 
Training Adults to Use Assistive Technology and Adaptations 
(Research brief, Volume 5, No. 1). Tots n Tech Research Institute. 
Available from: http://tnt.asu.edu.
Hebbeler, K. & Zercher, C. (2003, October 13). NEILS: Service and 
Provider Characteristics and Expenditures. Paper presented at the 
19th Annual Conference of the Division of Early Childhood (DEC), 
Washington, DC.
Milbourne, S., & Campbell, P. (2008). Report of Assistive Technology 
Training for Providers and Families of Children in Early 
Intervention (Research Brief, Volume 2, Number 1). Tots n Tech 
Research Institute. Available from: http://tnt.asu.edu.
Mistrett, S. (2004). Assistive Technology Helps Young Children with 
Disabilities Participate in Daily Activities. Technology in Action, 
1, (4), 1-8.
The Tots n Tech Institute. (2009). Funding Assistive Technology 
(Resource Brief 3). Available from: http://tnt.asu.edu.
The Tots n Tech Institute. (2009). Using Assistive Technology with 
Infants and Toddlers (Resource Brief 5). Available from: http://tnt.asu.edu.
The Tots n Tech Institute. (2011). Assistive Technology Reuse 
(Resource Brief 7). Available from: http://tnt.asu.edu.
Wilcox, M. J., Dugan, L.M., Campbell, P.H., & Guimond, A. (2006). 
Recommended Practices and Parent Perspectives Regarding AT Use in 
Early Intervention. Journal of Special Education Technology, 21, 7-
16.
Wilcox, M.J., Guimond, A., Campbell, P., Moore, H.W. (2006). 
Provider Perspectives on the Use of Assistive technology for Infants 
and Toddlers with Disabilities. Topics in Early Childhood Special 
Education, 26(1), 33-49.

    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (APA) (5 U.S.C. 553) the Department generally offers interested 
parties the opportunity to comment on proposed priorities and 
requirements. Section 681(d) of IDEA, however, makes the public comment 
requirements of the APA inapplicable to the priority in this notice.
    Program Authority: 20 U.S.C. 1474 and 1481.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 
81, 82, 84, 86, 97, 98, and 99. (b) The Education Department debarment 
and suspension regulations in 2 CFR part 3485.

    Note: The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian tribes.


    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education only.

II. Award Information

    Type of Award: Cooperative agreement.
    Estimated Available Funds: $1,200,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2013 from the list of 
unfunded applicants from this competition.
    Estimated Range of Awards: $375,000 to $400,000.
    Estimated Average Size of Award: $388,000.
    Maximum Award: We will reject any application that proposes a 
budget exceeding $400,000 for a single budget period of 12 months. The 
Assistant Secretary for Special Education and Rehabilitative Services 
may change the maximum amount through a notice published in the Federal 
Register.
    Estimated Number of Awards: 3.

    Note: The Department is not bound by any estimates in this 
notice.

    Project Period: Up to 60 months.

III. Eligibility Information

    Eligible Applicants: State educational agencies (SEAs); LEAs, 
including public charter schools that are considered LEAs under State 
law; IHEs; other public agencies; private nonprofit organizations; 
outlying areas; freely associated States; Indian tribes or tribal 
organizations; and for-profit organizations.

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    2. Cost Sharing or Matching: This competition does not require cost 
sharing or matching.
    3. Other: General Requirements:
    (a) The projects funded under this competition must make positive 
efforts to employ, and advance in employment, qualified individuals 
with disabilities (see section 606 of IDEA).
    (b) Applicants and grant recipients funded under this competition 
must involve individuals with disabilities or parents of individuals 
with disabilities ages birth through 26 in planning, implementing, and 
evaluating the project (see section 682(a)(1)(A) of IDEA).

IV. Application and Submission Information

    1. Address to Request Application Package: Education Publications 
Center (ED Pubs), U.S. Department of Education, P.O. Box 22207, 
Alexandria, VA 22304. Telephone, toll free: 1-877-433-7827. FAX: (703) 
605-6794. If you use a telecommunications device for the deaf (TDD) or 
a text telephone (TTY), call, toll free: 1-877-576-7734.
    You can contact ED Pubs at its Web site, also: www.EDPubs.gov or at 
its email address: [email protected].
    If you request an application package from ED Pubs, be sure to 
identify this competition as follows: CFDA number 84.327L.
    Individuals with disabilities can obtain a copy of the application 
package in an accessible format (e.g., braille, large print, audiotape, 
or compact disc) by contacting the person or team listed under 
Accessible Format in section VIII of this notice.
    2. Content and Form of Application Submission: Requirements 
concerning the content of an application, together with the forms you 
must submit, are in the application package for this competition.
    Page Limit: The application narrative (Part III of the application) 
is where you, the applicant, address the selection criteria that 
reviewers use to evaluate your application. You must limit Part III to 
the equivalent 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.
     Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial. An application submitted in any other font 
(including Times Roman or Arial Narrow) will not be accepted.
    The page limit does not apply to Part I, the cover sheet; Part II, 
the budget section, including the narrative budget justification; Part 
IV, the assurances and certifications; or the one-page abstract, the 
resumes, the bibliography, the references, or the letters of support. 
However, the page limit does apply to all of the application narrative 
section (Part III).
    We will reject your application if you exceed the page limit; or if 
you apply other standards and exceed the equivalent of the page limit.
    3. Submission Dates and Times:
    Applications Available: June 4, 2012.
    Deadline for Transmittal of Applications: July 19, 2012.
    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 in 
paper format by mail or hand delivery, please refer to section IV.7. 
Other Submission Requirements of this notice.
    We do not consider an application that does not comply with the 
deadline requirements.
    Individuals with disabilities who need an accommodation or 
auxiliary aid in connection with the application process should contact 
the person listed under FOR FURTHER INFORMATION CONTACT in section VII 
of this notice. If the Department provides an accommodation or 
auxiliary aid to an individual with a disability in connection with the 
application process, the individual's application remains subject to 
all other requirements and limitations in this notice. Deadline for 
Intergovernmental Review: September 17, 2012.
    4. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. 
Information about Intergovernmental Review of Federal Programs under 
Executive Order 12372 is in the application package for this 
competition.
    5. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    6. Data Universal Numbering System Number, Taxpayer Identification 
Number, and Central Contractor Registry: To do business with the 
Department of Education, you must--
    a. Have a Data Universal Numbering System (DUNS) number and a 
Taxpayer Identification Number (TIN);
    b. Register both your DUNS number and TIN with the Central 
Contractor Registry (CCR), the Government's primary registrant 
database;
    c. Provide your DUNS number and TIN on your application; and
    d. Maintain an active CCR registration with current information 
while your application is under review by the Department and, if you 
are awarded a grant, during the project period.
    You can obtain a DUNS number from Dun and Bradstreet. A DUNS number 
can be created within one business day.
    If you are a corporate entity, agency, institution, or 
organization, you can obtain a TIN from the Internal Revenue Service. 
If you are an individual, you can obtain a TIN from the Internal 
Revenue Service or the Social Security Administration. If you need a 
new TIN, please allow 2-5 weeks for your TIN to become active.
    The CCR registration process may take five or more business days to 
complete. If you are currently registered with the CCR, you may not 
need to make any changes. However, please make certain that the TIN 
associated with your DUNS number is correct. Also note that you will 
need to update your CCR registration on an annual basis. This may take 
three or more business days to complete.
    In addition, if you are submitting your application via Grants.gov, 
you must (1) be designated by your organization as an Authorized 
Organization Representative (AOR); and (2) register yourself with 
Grants.gov as an AOR. Details on these steps are outlined at the 
following Grants.gov Web page: www.grants.gov/applicants/get_registered.jsp.
    7. Other Submission Requirements: Applications for grants under 
this competition may be submitted electronically or in paper format by 
mail or hand delivery.
    a. Electronic Submission of Applications.
    We are participating as a partner in the Governmentwide Grants.gov 
Apply site. The Models Promoting Young Children's Use of Assistive 
Technology competition, CFDA number 84.327L, is included in this 
project. We request your participation in Grants.gov.
    If you choose to submit your application electronically, you must 
use the Governmentwide Grants.gov Apply site at 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

[[Page 32957]]

email an electronic copy of a grant application to us.
    You may access the electronic grant application for the Models 
Promoting Young Children's Use of Assistive Technology competition at 
www.Grants.gov. You must search for the downloadable application 
package for this program by the CFDA number. Do not include the CFDA 
number's alpha suffix in your search (e.g., search for 84.327, not 
84.327L).
    Please note the following:
     Your participation in Grants.gov is voluntary.
     When you enter the Grants.gov site, you will find 
information about submitting an application electronically through the 
site, as well as the hours of operation.
     Applications received by Grants.gov are date and time 
stamped. Your application must be fully uploaded and submitted and must 
be date and time stamped by the Grants.gov system no later than 4:30:00 
p.m., Washington, DC time, on the application deadline date. Except as 
otherwise noted in this section, we will not accept your application if 
it is received--that is, date and time stamped by the Grants.gov 
system--after 4:30:00 p.m., Washington, DC time, on the application 
deadline date. We do not consider an application that does not comply 
with the deadline requirements. When we retrieve your application from 
Grants.gov, we will notify you if we are rejecting your application 
because it was date and time stamped by the Grants.gov system after 
4:30:00 p.m., Washington, DC time, on the application deadline date.
     The amount of time it can take to upload an application 
will vary depending on a variety of factors, including the size of the 
application and the speed of your Internet connection. Therefore, we 
strongly recommend that you do not wait until the application deadline 
date to begin the submission process through Grants.gov.
     You should review and follow the Education Submission 
Procedures for submitting an application through Grants.gov that are 
included in the application package for this competition to ensure that 
you submit your application in a timely manner to the Grants.gov 
system. You can also find the Education Submission Procedures 
pertaining to Grants.gov under News and Events on the Department's G5 
system home page at www.G5.gov.
     You will not receive additional point value because you 
submit your application in electronic format, nor will we penalize you 
if you submit your application in paper format.
     If you submit your application electronically, you must 
submit all documents electronically, including all information you 
typically provide on the following forms: the Application for Federal 
Assistance (SF 424), the Department of Education Supplemental 
Information for SF 424, Budget Information--Non-Construction Programs 
(ED 524), and all necessary assurances and certifications.
     If you submit your application electronically, you must 
upload any narrative sections and all other attachments to your 
application as files in a PDF (Portable Document) read-only, non-
modifiable format. Do not upload an interactive or fillable PDF file. 
If you upload a file type other than a read-only, non-modifiable PDF or 
submit a password-protected file, we will not review that material.
     Your electronic application must comply with any page-
limit requirements described in this notice.
     After you electronically submit your application, you will 
receive from Grants.gov an automatic notification of receipt that 
contains a Grants.gov tracking number. (This notification indicates 
receipt by Grants.gov only, not receipt by the Department.) The 
Department then will retrieve your application from Grants.gov and send 
a second notification to you by email. This second notification 
indicates that the Department has received your application and has 
assigned your application 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 Technical Issues 
with the Grants.gov System: If you are experiencing problems submitting 
your application through Grants.gov, please contact the Grants.gov 
Support Desk, toll free, at 1-800-518-4726. You must obtain a 
Grants.gov Support Desk Case Number and must keep a record of it.
    If you are prevented from electronically submitting your 
application on the application deadline date because of technical 
problems with the Grants.gov system, we will grant you an extension 
until 4:30:00 p.m., Washington, DC time, the following business day to 
enable you to transmit your application electronically or by hand 
delivery. You also may mail your application by following the mailing 
instructions described elsewhere in this notice.
    If you submit an application after 4:30:00 p.m., Washington, DC 
time, on the application deadline date, please contact the person 
listed under FOR FURTHER INFORMATION CONTACT in section VII of this 
notice and provide an explanation of the technical problem you 
experienced with Grants.gov, along with the Grants.gov Support Desk 
Case Number. We will accept your application if we can confirm that a 
technical problem occurred with the Grants.gov system and that that 
problem affected your ability to submit your application by 4:30:00 
p.m., Washington, DC time, on the application deadline date. The 
Department will contact you after a determination is made on whether 
your application will be accepted.

    Note: The extensions to which we refer in this section apply 
only to the unavailability of, or technical problems with, the 
Grants.gov system. We will not grant you an extension if you failed 
to fully register to submit your application to Grants.gov before 
the application deadline date and time or if the technical problem 
you experienced is unrelated to the Grants.gov system.

    b. Submission of Paper Applications by Mail.
    If you submit your application in paper format by mail (through the 
U.S. Postal Service or a commercial carrier), you must mail the 
original and two copies of your application, on or before the 
application deadline date, to the Department at the following address: 
U.S. Department of Education, Application Control Center, Attention: 
(CFDA Number 84.327L), 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.

[[Page 32958]]

    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 
84.327L), 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 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 program are 
from 34 CFR 75.210 and are listed in the application package.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
also requires various assurances including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Additional Review and Selection Process Factors: In the past, 
the Department has had difficulty finding peer reviewers for certain 
competitions because so many individuals who are eligible to serve as 
peer reviewers have conflicts of interest. The Standing Panel 
requirements under section 682(b) of 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 specific groups. This procedure will make 
it easier for the Department to find peer reviewers, by ensuring that 
greater numbers of individuals who are eligible to serve as reviewers 
for any particular group of applicants will not have conflicts of 
interest. It also will increase the quality, independence, and fairness 
of the review process, while permitting panel members to review 
applications under discretionary grant competitions for which they also 
have submitted applications. However, if the Department decides to 
select an equal number of applications in each group for funding, this 
may result in different cut-off points for fundable applications in 
each group.
    4. Special Conditions: Under 34 CFR 74.14 and 80.12, the Secretary 
may impose special conditions on a grant if the applicant or grantee is 
not financially stable; has a history of unsatisfactory performance; 
has a financial or other management system that does not meet the 
standards in 34 CFR parts 74 or 80, as applicable; has not fulfilled 
the conditions of a prior grant; or is otherwise not responsible.

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN). We may notify you informally, also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multi-year award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to 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 are included in the application 
package and focus on the extent to which projects are of 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 its final performance report to the Department 
(34 CFR 75.590).
    5. Continuation Awards: In making a continuation award, the 
Secretary may consider, under 34 CFR 75.253, the extent to which a 
grantee has made ``substantial progress toward meeting the objectives 
in its approved application.'' This consideration includes the review 
of a grantee's progress in meeting the targets and projected outcomes 
in its approved application, and whether the grantee has expended funds 
in a manner that is consistent with its approved application and 
budget. In making a continuation grant, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

[[Page 32959]]

VII. Agency Contact

FOR FURTHER INFORMATION CONTACT: Carmen Sanchez, U.S. Department of 
Education, 400 Maryland Avenue SW., Room 4057, Potomac Center Plaza 
(PCP), Washington, DC 20202-2600. Telephone: (202) 245-6595.
    If you use a TDD or a TTY, 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 compact disc) 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 or a TTY, call the FRS, 
toll free, at 1-800-877-8339.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. Free 
Internet access to the official edition of the Federal Register and the 
Code of Federal Regulations is available via the Federal Digital System 
at: www.gpo.gov/fdsys. At this site you can view this document, as well 
as all other documents of this Department published in the Federal 
Register, in text or Adobe Portable Document Format (PDF). To use PDF 
you must have Adobe Acrobat Reader, which is available free at the 
site.
    You may also access documents of the Department published in the 
Federal Register by using the article search feature at: 
www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.

    Dated: May 29, 2012.
Alexa Posny,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2012-13500 Filed 6-1-12; 8:45 am]
BILLING CODE 4000-01-P