[Federal Register Volume 79, Number 116 (Tuesday, June 17, 2014)]
[Notices]
[Pages 34500-34509]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2014-14154]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Technical Assistance and 
Dissemination To Improve Services and Results for Children With 
Disabilities--Center for Systemic Improvement

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

ACTION: Notice.

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Overview Information

    Technical Assistance and Dissemination to Improve Services and 
Results for Children with Disabilities--Center for Systemic 
Improvement.
    Notice inviting applications for a new award for fiscal year (FY) 
2014.

Catalog of Federal Domestic Assistance (CFDA) Number: 84.326R.

DATES: 
    Applications Available: June 17, 2014.
    Deadline for Transmittal of Applications: August 18, 2014.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purpose of the Technical Assistance and 
Dissemination to Improve Services and Results for Children with 
Disabilities program is to promote academic achievement and to improve 
results for children with disabilities by providing technical 
assistance (TA), supporting model demonstration projects, disseminating 
useful information, and implementing activities that are supported by 
scientifically based research.
    Priority: In accordance with 34 CFR 75.105(b)(2)(iv), 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 2014 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:

Center for Systemic Improvement

Background
    The purpose of this priority is to fund a cooperative agreement to 
establish and operate a Center for Systemic Improvement (Center). This 
will be a national center with a focus on providing TA to State 
educational agencies (SEAs) and lead agencies (LAs)

[[Page 34501]]

to help build their capacity \1\ to support local educational agencies 
(LEAs) and early intervention services (EIS) programs and providers in 
improving educational results and functional outcomes for children with 
disabilities.\2\ Specifically, the Center will provide high-quality TA 
to States to:
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    \1\ For the purpose of this priority, ``capacity'' broadly 
refers to the ability of the education system to help all students 
meet more challenging standards (CPRE Policy Brief: Building 
Capacity for Education Reform--December 1995) and the ability of the 
early intervention system to improve developmental and functional 
outcomes for infants and toddlers with disabilities and their 
families.
    \2\ For the purpose of this priority, ``children with 
disabilities'' refers to infants, toddlers, children, and youth with 
disabilities served under both Parts B and C of IDEA. For the 
purposes of this priority, the term ``educational results'' and 
``functional outcomes'' includes ``early intervention'' results and 
``developmental outcomes'' for infants and toddlers with 
disabilities and their families under IDEA.
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    (1) Increase the capacity of SEAs and LAs to develop, implement, 
and evaluate their State Systemic Improvement Plans (SSIPs) to achieve 
improved outcomes for children with disabilities;
    (2) Increase SEAs' and LAs' knowledge, selection, and utilization 
of evidence-based practices (EBPs) \3\ to improve results for children 
with disabilities;
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    \3\ For the purpose of this priority, ``evidence-based 
practices'' refers to a process, product, strategy, or practice 
being proposed that, at a minimum, meets minimal evidence of 
effectiveness according to the What Works Clearinghouse Evidence 
Standards (http://ies.ed.gov/ncee/wwc/). A rating of minimal 
evidence suggests that the panel cannot point to a body of research 
that demonstrates the practice's positive effect on student 
achievement. In some cases, this simply means that the recommended 
practices would be difficult to study in a rigorous, experimental 
fashion; in other cases, it means that researchers have not yet 
studied this practice, or that there is weak or conflicting evidence 
of effectiveness. A minimal evidence rating does not indicate that 
the recommendation is any less important than other recommendations 
with a strong or moderate evidence rating.
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    (3) Improve SEA and LA infrastructure \4\ and coordination within 
SEAs and LAs for delivering effective TA on implementing and scaling-up 
effective strategies, stakeholder engagement, resource mapping and 
allocation, and instructional collaboration;
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    \4\ State systems that make up SEA or LA infrastructure include, 
at a minimum: governance, fiscal, quality standards, professional 
development, data, TA, and accountability/monitoring.
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    (4) Increase the use of effective dissemination strategies by SEAs 
and LAs to ensure LEAs and EIS programs and providers have access to 
EBPs and select and implement those EBPs in a sustainable manner;
    (5) Increase the effectiveness of SEAs and LAs to meaningfully 
engage State and local stakeholders in the development and 
implementation of the SSIP;
    (6) Increase the capacity of SEAs and LAs to effectively utilize TA 
resources funded by the Department of Education (Department) (e.g., 
Technical Assistance and Dissemination Network centers, Comprehensive 
Centers, Regional Education Laboratories, Equity Assistance Centers) 
and other centers (e.g., Head Start TA centers), as appropriate; and
    (7) Increase the capacity of SEAs and LAs to implement general 
supervision systems that support effective implementation of the IDEA, 
including meeting its requirements and improving educational results 
and functional outcomes for children with disabilities.
    The Office of Special Education Programs (OSEP) is committed to 
supporting States in their efforts to improve educational results and 
functional outcomes for all children with disabilities, and to 
incorporate those efforts into broader statewide improvement 
initiatives. In 2012, OSEP announced its intention to redesign its 
accountability framework and move to Results-Driven Accountability 
(RDA). Since then, OSEP has been aligning its activities and resources 
to more effectively support States' capacity to improve educational 
results and functional outcomes for children with disabilities, while 
continuing to assist States in ensuring compliance with IDEA's 
requirements.
    RDA represents a results-focused approach to both monitoring and 
supporting States' implementation of both the results and compliance 
mandates of IDEA. The RDA system includes three major components: (1) 
The State Performance Plan (SPP)/Annual Performance Report (APR); (2) 
OSEP's annual State determinations; and (3) differentiated monitoring 
and support. Sections 616(a) and 642 of IDEA require the Department to 
monitor States through SPPs/APRs and through oversight of States' 
general supervision systems and to make annual determinations of each 
State's performance using data from the APR and other publicly 
available information. A differentiated system of monitoring and 
support will use results data and other information about a State to 
determine the appropriate intensity, focus, and nature of the oversight 
and support that each State will receive as part of RDA. The SPP/APR 
for the period Federal Fiscal Year 2013-2018 includes a new requirement 
for an ambitious, yet achievable, comprehensive multi-year SSIP aimed 
at improving educational results and functional outcomes for children 
with disabilities. The SSIP contains three phases: (1) Analysis of data 
and other information to provide a foundation for the SSIP; (2) 
development of the SSIP; and (3) implementation and evaluation of the 
SSIP. During the first phase, States are required to conduct a thorough 
data and infrastructure analysis, identify the State-identified 
measurable result or results to be achieved for children with 
disabilities, select coherent improvement strategies, and develop a 
theory of action. The State may select a single result (e.g., 
increasing early childhood outcomes (for Part C) or graduation rate for 
children with disabilities) or a cluster of related results (e.g., 
increasing the graduation rate and decreasing the dropout rates for 
children with disabilities).
    Phase two builds on this analysis and requires States to develop 
the SSIP. The SSIP will address how the State's infrastructure can 
better support local-level implementation of EBPs to improve 
educational results and functional outcomes for children with 
disabilities. In addition, in this phase of the SSIP, the State will 
identify its targets for its State-identified measurable result(s) to 
evaluate the State's implementation of the SSIP.
    The final phase requires the States to evaluate and report its 
progress in implementing the SSIP and in achieving the State-identified 
measurable result(s) for children with disabilities.
    A focus on improved outcomes requires States to design systemic 
approaches to successfully engage in the work of improvement throughout 
the State. According to Barr (2012), this focus requires States to: (1) 
Work across the SEA/LA to better integrate and align its resources, 
services, and efforts; and (2) redesign work processes at all levels to 
improve capacity at local levels, which are key activities of the SSIP. 
In addition, the SSIP requires States to: (1) Identify root causes that 
have an impact on outcomes; and (2) select and apply a coherent set of 
improvement strategies to address root causes and build local capacity 
to implement EBPs in a sustainable manner. As States work to support 
local-level improvement by improving and aligning their resources and 
redesigning their work, States will need high-quality TA responsive to 
their unique needs in each of the areas identified above.
    In a recent survey, State TA specialists identified State and local 
capacity-building as their greatest TA need (Daley, Fiore, Bollmer, 
Nimkoff, & Lysy, 2013). Other research highlights the challenges for 
SEAs, LAs, LEAs, and EIS programs in building capacity to

[[Page 34502]]

provide effective TA that assists schools and EIS providers in 
implementing effective practices to improve educational results and 
functional outcomes for children with disabilities (Daley et al., 2013; 
Hanes, Kerins, Perlman, Redding, & Ross, 2012; Reville, 2007). LEAs 
report that when they need assistance to address educational issues, 
they are most likely to turn to the State for support (U.S. Department 
of Education, 2000).
    States' capacity to (1) conduct comprehensive data analyses; (2) 
assess the effectiveness of their policies, strategies, and programs; 
and (3) appropriately select and sustain the implementation of a 
coherent set of strategies to improve outcomes may be constrained by 
the lack of collaborative or strategic leadership at the State level, 
difficulties leveraging expertise, and an insufficient number of 
skilled State-level staff to work with local agencies and programs 
(LeFloch, Boyle, & Therriault, 2008; Unger et al., 2008).
    In addition to these challenges, there is often a lack of 
coordination and collaboration between special education and general 
education systems in the State (Bonner-Tompkins, 2005), and early care 
and education programs and services (National Governors Association, 
2010). Even though State organizational structures may be focused on 
similar goals, most SEAs and LAs budget by program and the budgets are 
rarely coordinated to specific strategic objectives that may be cross-
cutting across different State-level programs. This lack of 
coordination in budgeting and programming has resulted in State systems 
being ineffective in responding to the emerging needs of local agencies 
and programs (e.g., general education department school improvement 
teams provide TA to focus and priority schools in need of improvement 
that include students with disabilities, but special education 
department staff are often not members of the improvement teams and are 
not consulted on strategies that work with these students) (Barr, 
2012).
    A review of the literature on developing effective systems within a 
coherent State infrastructure suggests that States also need support in 
disseminating information on EBPs to effectively promote their 
implementation at local levels. Traditional ways of disseminating this 
information (e.g., journals, conferences, and presentations) often do 
not lead to meaningful changes in practice and, therefore, are unlikely 
to have an impact on educational results and functional outcomes 
(Winton, 2006). Effective dissemination of information can play an 
important role in the initial formation of attitudes and beliefs about 
effective practices (Cook, Cook, & Landrum, 2013).
    Meaningful engagement of stakeholders can be an effective method 
for improving dissemination and local implementation of EBPs (Cashman 
et al., 2014) and is a critical part of each State's development and 
implementation of its SSIP. Authentic engagement of stakeholders (e.g., 
parents and families of children with disabilities, LEAs, TA providers, 
policy makers, EIS programs and providers, advocates, the State 
Advisory Panel, the State Interagency Coordinating Council, general 
education, etc.) helps the SEA and LA to obtain input, and coalesce 
support around and address, difficult educational and early childhood 
issues; this input should be part of the State's SSIP as it identifies 
and implements an effective approach to support improved educational 
results and functional outcomes for children with disabilities and 
their families (Cashman et al., 2014). Therefore, it is essential that 
States meaningfully engage stakeholders throughout the development, 
implementation, and evaluation of the SSIP.
    In prior years, OSEP has supported six regional resource centers 
(RRCs) to provide TA that was targeted to address State-specific needs 
related to meeting the program requirements of Parts B and C of IDEA. 
Under this priority, the proposed Center will have flexibility in the 
provision of TA, to enable States to convene around common challenges 
and opportunities, rather than on the basis of geographic region. For 
instance, there would be the flexibility to convene around issues 
ranging from challenges based on demographics (such as those facing 
rural or urban States, those with a large enrollment, or States with 
high numbers of English Learners (ELs)), around specific topics, or 
some other approach that best meets the needs of States as they 
implement their SSIPs.
    This Center will build upon and advance previous work of the RRCs 
by supporting States in the development, implementation, and evaluation 
of their SSIPs and improvement of their general supervision systems. In 
part, this will require assisting States with data and infrastructure 
analyses on which to base the selection of a State-identified 
measurable result(s) for children with disabilities, mapping of 
existing resources and coordination of those resources, selection of a 
set of coherent improvement strategies and activities that will improve 
the State-identified measurable result(s) for children with 
disabilities, and support for meaningful stakeholder engagement.
    In addition, the Center will have an ongoing role in supporting 
States with SSIP implementation activities, including: (1) Developing 
and strengthening the State infrastructure to support local-level 
implementation and scale-up of EBPs; (2) assessing specific strategies 
to leverage existing capacity and resources to support SSIP 
implementation; (3) drawing on and promoting the use of research on 
implementation of EBPs; and (4) assessing the measures needed to 
evaluate the effectiveness of the implementation of EBPs and the 
State's progress toward improving the State-identified measurable 
result(s) for children with disabilities.
    The Center will need to engage in collaborative TA activities with 
other Department-funded TA centers and other TA centers (e.g., Head 
Start TA centers), as appropriate, to effectively support the 
development and implementation of SSIPs and improve general supervision 
systems. This collaborative approach will also help to facilitate the 
alignment of States' SSIPs with other key Federal reform efforts.
    Priority:
    The purpose of this priority is to fund a cooperative agreement to 
establish and operate a Center for Systemic Improvement to achieve, at 
a minimum, the following expected outcomes:
    (1) Increased capacity of SEAs and LAs to develop, implement, and 
evaluate their SSIPs to achieve improved outcomes for children with 
disabilities as part of their SPP/APRs under Parts B and C of IDEA;
    (2) Increased SEA and LA knowledge, selection and utilization of 
EBPs to improve results for children with disabilities;
    (3) Improved SEA and LA infrastructure and coordination within SEAs 
and LAs for delivering effective TA on implementing and scaling-up 
effective strategies, stakeholder engagement, resource mapping and 
allocation, and instructional collaboration;
    (4) Increased use of effective dissemination strategies by SEAs and 
LAs to ensure LEAs and EIS programs/providers have access to EBPs and 
implement those EBPs in a sustainable manner;
    (5) Increased effectiveness of LEAs and LAs to meaningfully engage 
State and local stakeholders in the development and implementation of 
the SSIP;
    (6) Increased capacity of SEAs and LAs to effectively utilize TA 
resources funded by the Department (e.g.,

[[Page 34503]]

Technical Assistance and Dissemination Network centers, Comprehensive 
Centers, Regional Education Laboratories, Equity Assistance Centers) 
and other TA centers (e.g., Head Start TA centers), as appropriate; and
    (7) Increased capacity of SEAs and LAs to implement general 
supervision systems that support effective implementation of the IDEA, 
including meeting its requirements and improving educational results 
and functional outcomes for children with disabilities.
    In addition to these programmatic requirements, to be considered 
for funding under this priority, applicants must meet the application 
and administrative requirements in this priority. OSEP encourages 
innovative approaches to meet these requirements, which are:
    (a) Demonstrate, in the narrative section of the application under 
``Significance of the Project,'' how the proposed project will--
    (1) Address the current and emerging needs of SEAs and LAs to: 
support the development, implementation, and evaluation of an SSIP; 
identify existing State resources and align those resources with 
strategic objectives; appropriately select a set of coherent 
improvement strategies, based on thorough data analyses, that are 
aligned to current efforts to improve outcomes for all children; 
disseminate information on EBPs; provide effective TA on EBP 
implementation; meaningfully engage stakeholders; and ensure the 
effective implementation of the IDEA. To meet this requirement the 
applicant must--
    (i) Demonstrate knowledge of current educational and early 
intervention issues and ongoing challenges to implementing the IDEA 
consistent with its statutory and regulatory provisions and improving 
educational results and functional outcomes for children with 
disabilities; and
    (ii) Present information and data about the current capacity of 
SEAs and LAs to support systemic change, and how the Center will 
address the weaknesses and enhance the strengths within SEAs and LAs to 
build capacity in local agencies to implement, scale-up, and sustain 
State-level initiatives and EBPs that will lead to improved educational 
results and functional outcomes for children with disabilities.
    (2) Improve SEA and LA infrastructure (e.g., align governance, 
fiscal systems and resources, quality standards, professional 
development, data, TA, and accountability/monitoring, share data to 
inform needed improvement) and increase capacity to ensure 
implementation of the IDEA and the SSIP.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of the Project Services,'' how the proposed project will--
    (1) Assist SEAs and LAs to ensure equal access to TA products and 
services for members of groups that have traditionally been 
underrepresented based on race, color, national origin, gender, age, or 
disability. To meet this requirement, the applicant must describe how 
it will--
    (i) Identify the needs of the intended recipients for TA and 
information; and
    (ii) Ensure that TA services and products are accessible to the 
stakeholders served by the intended recipients (e.g., by creating 
materials in formats and languages accessible to the stakeholders 
served by the intended recipients and inclusive of culturally 
responsive principles).
    (2) Achieve the goals, objectives, and intended outcomes in the 
application. To meet this requirement, the applicant must provide--
    (i) Measurable intended project outcomes; and
    (ii) The logic model by which the proposed project will achieve its 
intended outcomes.
    (3) Use a conceptual framework to develop project plans and 
activities, describing any underlying concepts, assumptions, 
expectations, beliefs, or theories, as well as the presumed 
relationships or linkages among these variables, and any empirical 
support for this framework.
    (4) Be based on current research and make use of EBPs. To meet this 
requirement, the applicant must describe--
    (i) The current research on the effectiveness of systems change, 
capacity-building, and program evaluation that will inform the TA and 
related evidence-based improvement strategies;
    (ii) The current research about adult learning principles and 
implementation science that will inform the proposed TA; and
    (iii) How the proposed project will incorporate current research 
and EBPs in the development and delivery of its TA products and 
services.
    (5) Develop products and provide services that are of high quality 
and sufficient intensity and duration to achieve the intended outcomes 
of the proposed project. To address this requirement, the applicant 
must describe--
    (i) How it proposes to identify, use, and expand the knowledge base 
on--
    (A) The coordination and functioning of SEA and LA infrastructure 
to drive better outcomes for children with disabilities;
    (B) Supporting States in developing, implementing, and evaluating 
an SSIP;
    (C) Effective State dissemination strategies to ensure access to 
and adoption of EBPs by LEAs and EIS programs; and
    (D) Meaningful engagement of stakeholders to solve complex 
educational and early intervention problems and support implementation 
of the IDEA and the use of EBPs at the local level;
    (ii) Its proposed approach to universal, general TA,\5\ which must 
identify the intended recipients of the products and services under 
this approach, and include the dissemination plan for ensuring that 
SEAs, LAs, and other relevant TA centers can access and use products 
and services developed by the proposed project;
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    \5\ ``Universal, general TA'' means TA and information provided 
to independent users through their own initiative, resulting in 
minimal interaction with TA center staff and including one-time, 
invited or offered conference presentations by TA center staff. This 
category of TA also includes information or products, such as 
newsletters, guidebooks, or research syntheses, downloaded from the 
TA center's Web site by independent users. Brief communications by 
TA center staff with recipients, either by telephone or email, are 
also considered universal, general TA.
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    (iii) Its proposed approach to targeted, specialized TA,\6\ which 
must, at a minimum, offer targeted TA to States with a ``Needs 
Assistance'' determination and identify--
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    \6\ ``Targeted, specialized TA'' means TA service based on needs 
common to multiple recipients and not extensively individualized. A 
relationship is established between the TA recipient and one or more 
TA center staff. This category of TA includes one-time, labor-
intensive events, such as facilitating strategic planning or hosting 
regional or national conferences. It can also include episodic, less 
labor-intensive events that extend over a period of time, such as 
facilitating a series of conference calls on single or multiple 
topics that are designed around the needs of the recipients. 
Facilitating communities of practice can also be considered 
targeted, specialized TA.
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    (A) The intended recipients of the products and services under this 
approach;
    (B) The process the proposed project will use to identify common 
areas of required TA for a number of SEAs and LAs (e.g., challenges 
presented by rural versus urban settings, structure of LA service 
delivery, early childhood transition, postsecondary transition, or 
disproportionality or other areas) that lend themselves to targeted TA; 
and
    (C) The process by which the proposed project will collaborate with 
other relevant TA centers to develop and implement targeted TA 
strategies in order to reduce duplication of efforts

[[Page 34504]]

and extend the reach of current TA providers; and
    (iv) Its proposed approach to intensive, sustained TA,\7\ which 
must, at a minimum, offer intensive TA to States with a ``Needs 
Intervention'' determination and identify--
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    \7\ ``Intensive, sustained TA'' means TA services often provided 
on-site and requiring a stable, ongoing relationship between the TA 
center staff and the TA recipient. ``TA services'' are defined as 
negotiated series of activities designed to reach a valued outcome. 
This category of TA should result in changes to policy, program, 
practice, or operations that support increased recipient capacity or 
improved outcomes at one or more systems levels.
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    (A) The intended recipients of the products and services under this 
approach, including considerations used to determine which States 
without a ``Needs Intervention'' determination, if any, will receive 
this level of TA, including how the project will improve States' 
readiness for the proposed project, if necessary, in SEAs and LAs that 
require intensive TA;
    (B) Its proposed plan for assisting SEAs and LAs to build or 
enhance their TA systems to include evidence-based professional 
development practices and coaching;
    (C) Its proposed plan for working with appropriate levels of the 
education and early intervention system (e.g., regional TA providers, 
SEAs, LEAs, schools, LAs, EIS programs and providers, and families) to 
ensure that there is communication between each level and that there 
are systems in place to support the sustained use of EBPs; and
    (D) The process by which the proposed project will collaborate with 
other relevant TA centers to develop and implement intensive TA 
strategies in order to reduce duplication of efforts and extend the 
reach of current TA providers.
    (6) Develop products and implement services that maximize 
efficiency. To address this requirement, the applicant must describe--
    (i) How the proposed project will use technology to achieve the 
intended project outcomes;
    (ii) With whom the proposed project will collaborate and the 
intended outcomes of this collaboration; and
    (iii) How the proposed project will use non-project resources to 
achieve the intended project outcomes.
    (c) In the narrative section of the application under ``Quality of 
the Evaluation Plan,'' include an evaluation plan for the project as 
described in the following paragraphs. In order to assess the 
effectiveness of the project's activities, the evaluation plan must 
describe measures of progress in implementation, including the extent 
to which the project's products and services have reached its target 
population, and measures of intended outcomes or results of the 
project's activities.
    In designing the evaluation plan, the project must--
    (1) Designate, with the approval of the OSEP project officers, a 
project liaison staff person with sufficient dedicated time, experience 
in evaluation, and knowledge of the project to work in collaboration 
with the Center to Improve Project Performance (CIPP),\8\ the project 
director, and the OSEP project officers on the following tasks:
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    \8\ The major tasks of CIPP are to guide, coordinate, and 
oversee the design of formative evaluations for every large 
discretionary investment (i.e., those awarded $500,000 or more per 
year and required to participate in the 3+2 process) in OSEP's 
Technical Assistance and Dissemination; Personnel Development; 
Parent Training and Information Centers; and Educational Technology, 
Media, and Materials programs. The efforts of CIPP are expected to 
enhance individual project evaluation plans by providing expert and 
unbiased technical assistance in designing the evaluations with due 
consideration of the project's budget. CIPP does not function as a 
third-party evaluator.
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    (i) Revise, as needed, the logic model submitted in the grant 
application to provide for a more comprehensive measurement of 
implementation and outcomes and to reflect any changes or 
clarifications to the model discussed at the kick-off meeting;
    (ii) Refine the evaluation design and instrumentation proposed in 
the grant application consistent with the logic model (e.g., preparing 
evaluation questions about significant program processes and outcomes, 
developing quantitative or qualitative data collections that permit 
both the collection of progress data, including fidelity of 
implementation, as appropriate, and the assessment of effectiveness, 
selecting respondent samples if appropriate, designing instruments or 
identifying data sources, and identifying analytic strategies); and
    (iii) Revise, as needed, the evaluation plan submitted in the grant 
application such that it clearly--
    (A) Specifies the measures and associated instruments or sources 
for data appropriate to the evaluation questions, suggests analytic 
strategies for those data, provides a timeline for conducting the 
evaluation, and includes staff assignments for completion of the plan;
    (B) Delineates the data expected to be available by the end of the 
second project year for use during the project's intensive review for 
continued funding described under the heading Fourth and Fifth Years of 
the Project; and
    (C) Can be used to assist the project director and the OSEP project 
officers, with the assistance of CIPP, as needed, to specify the 
performance measures to be addressed in the project's APR;
    (2) Cooperate with CIPP staff in order to accomplish the tasks 
described in paragraph (1) of this section; and
    (3) Dedicate sufficient funds in each budget year to cover the 
costs of carrying out the tasks described in paragraphs (1) and (2) of 
this section and implementing the evaluation plan.
    (d) In the narrative section of the application under ``Adequacy of 
Project Resources,'' how--
    (1) The proposed project will encourage applications for employment 
from persons who are members of groups that have traditionally been 
underrepresented based on race, color, national origin, gender, age, or 
disability, as appropriate;
    (2) The proposed key project personnel, consultants, and 
subcontractors have the qualifications and experience to carry out the 
proposed activities and achieve the project's intended outcomes;
    (3) The applicant and any key partners have adequate resources to 
carry out the proposed activities; and
    (4) The proposed costs are reasonable in relation to the 
anticipated results and benefits.
    (e) Demonstrate, in the narrative section of the application under 
``Quality of the Management Plan,'' how--
    (1) The proposed management plan will ensure that the project's 
intended outcomes will be achieved on time and within budget. To 
address this requirement, the applicant must describe--
    (i) Clearly defined responsibilities for key project personnel, 
consultants, and subcontractors, as applicable; and
    (ii) Timelines and milestones for accomplishing the project tasks;
    (2) Key project personnel and any consultants and subcontractors 
will be allocated to the project and how these allocations are 
appropriate and adequate to achieve the project's intended outcomes;
    (3) The proposed management plan will ensure that the products and 
services provided are of high quality; and
    (4) The proposed project will benefit from a diversity of 
perspectives (taking into consideration race, color, national origin, 
gender, age, or disability, as appropriate), including those of 
families, educators, TA providers, researchers, and policy makers, 
among others, in its development and operation.
    (f) Address the following application requirements. The applicant 
must--

[[Page 34505]]

    (1) Include in Appendix A a logic model that depicts, at a minimum, 
the goals, activities, outputs, and intended outcomes of the proposed 
project. A logic model communicates how a project will achieve its 
intended outcomes and provides a framework for both the 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/pages/589;
    (2) Include in Appendix A a conceptual framework for the project;
    (3) Include in Appendix A person-loading charts and timelines, as 
applicable, to illustrate the management plan described in the 
narrative;
    (4) Include in the budget attendance at the following:
    (i) A one and one-half day kick-off meeting in Washington, DC, 
after receipt of the award, and an annual planning meeting in 
Washington, DC, with the OSEP project officers and other relevant staff 
during each subsequent year of the project period.

    Note:  Within 30 days of receipt of the award, a post-award 
teleconference must be held between the OSEP project officers and 
the grantee's project director or other authorized representative;

    (ii) A two and one-half day project directors' conference in 
Washington, DC, during each year of the project period;
    (iii) Two, two-day trips annually to attend Department briefings, 
Department-sponsored conferences, and other meetings, as requested by 
OSEP; and
    (iv) A one-day intensive review meeting in Washington, DC, during 
the last half of the second year of the project period;
    (5) Include in the budget a line item for an annual set-aside of 
five percent of the grant amount to support emerging needs that are 
consistent with the proposed project's intended outcomes, as those 
needs are identified in consultation with OSEP.

    Note:  With approval from the OSEP project officers, the project 
must reallocate any remaining funds from this annual set-aside no 
later than the end of the third quarter of each budget period; and


    (6) Maintain a Web site that meets government or industry-
recognized standards for accessibility.
    Fourth and Fifth Years of the Project:
    In deciding whether to continue funding the project for the fourth 
and fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a), as well as--
    (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 that will be held during the last half of the 
second year of the project period;
    (b) The timeliness and effectiveness with which all requirements of 
the negotiated cooperative agreement have been or are being met by the 
project; and
    (c) The quality, relevance, and usefulness of the project's 
products and services and the extent to which the project's products 
and services are aligned with the project's objectives and likely to 
result in the project achieving its intended outcomes.
    References:

Barr, S.L. (2012). State education agencies: The critical role of 
SEAs in facilitating school district capacity to improve learning 
and achievement for students with disabilities. Minneapolis, MN: 
University of Minnesota, National Center on Educational Outcomes.
Bonner-Tompkins, E. (2005). State systems of technical assistance 
delivery in special education. August 2005 questionnaire: Summary of 
findings. Washington, DC: Council of Chief State School Officers and 
the Access Center.
Cashman, J., Linehan, P., Purcell, L., Rosser, M., Schultz, S., & 
Skalski, S. (2014). Leading by convening: A blueprint for authentic 
engagement. Alexandria, VA: National Association of State Directors 
of Special Education.
Cook, B.G., Cook, L., & Landrum, T.J. (2013). Moving research into 
practice. Exceptional Children, 79, (2).
Daley, T.C., Fiore, T.A., Bollmer, J., Nimkoff, T., & Lysy, C. 
(2013). National Evaluation of the IDEA Technical Assistance & 
Dissemination Program (NCEE 2014-4000). Washington, DC: National 
Center for Education Evaluation and Regional Assistance, Institute 
of Education Sciences, U.S. Department of Education.
Hanes, S., Kerins, T., Perlman, C., Redding, S., & Ross, S. (2012). 
Evaluating and improving the SEA system of recognition, 
accountability, and support with rubrics, explanations, and 
exemplars. Lincoln, IL: Academic Development Institute, Center on 
Innovation & Improvement.
Le Floch, K.C., Boyle, A., & Therriault, S.B. (2008). Help wanted: 
State capacity for school improvement. Washington, DC: American 
Institutes for Research.
National Governors Association, Center for Best Practices. (2010). 
Building ready states: A governors guide to supporting a 
comprehensive, high-quality early childhood State system. 
Washington, DC: Author. Retrieved from www.nga.org/files/live/sites/NGA/files/pdf/1010GOVSGUIDEEARLYCHILD.PDF.
Reville, P. (2007). A mountain beyond mountains. In Redding, S. & 
Walberg, H.J. (Eds.), Handbook on statewide systems of support. 
Lincoln, IL: Center on Innovation & Improvement.
Unger, C., Lane, B., Cutler, E., Lee, S., Whitney, J., Arruda, E., & 
Silva, M. (2008). How can State education agencies support district 
improvement: A conversation amongst educational leaders, 
researchers, and policy actors. Providence, RI: The Education 
Alliance at Brown University.
U.S. Department of Education, Office of the Under Secretary, 
Planning and Evaluation Service, Elementary and Secondary Education 
Division. (2000). Comprehensive Regional Assistance Centers Program: 
Final report on the evaluation: Volume I. Washington, DC: Author.
Winton, P. (2006). The evidence-based practice movement and its 
effect on knowledge utilization. In V. Buysse & P. Wesley (Eds.). 
Evidence-based practice in the early childhood field (pp. 71-115). 
Washington, DC: Zero to Three.

    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. 1463 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 IHEs only.

II. Award Information

    Type of Award: Cooperative agreement.
    Estimated Available Funds: $8,771,748.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2015 from the list of 
unfunded applicants from this competition.
    Maximum Award: We will reject any application that proposes a 
budget exceeding $8,771,748 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.



[[Page 34506]]


    Project Period: Up to 36 months with an optional additional 24 
months based on performance. Applications must include plans for both 
the 36-month award and the 24-month extension.

III. Eligibility Information

    1. Eligible Applicants: SEAs; LAs; LEAs, including public charter 
schools that are considered LEAs under State law; IHEs; other public 
agencies; private nonprofit organizations; freely associated States and 
outlying areas; Indian tribes or tribal organizations; and for-profit 
organizations.
    2. Cost Sharing or Matching: This program does not require cost 
sharing or matching.
    3. Other General Requirements:
    (a) Recipients of funding under this competition must make positive 
efforts to employ and advance in employment qualified individuals with 
disabilities (see section 606 of IDEA).
    (b) Each applicant for, and recipient of, funding under this 
program 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: You can obtain an 
application package via the Internet or from the Education Publications 
Center (ED Pubs). To obtain a copy via the Internet, use the following 
address: www.ed.gov/fund/grant/apply/grantapps/index.html. To obtain a 
copy from ED Pubs, write, fax, or call the following: 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 from ED Pubs, be sure to identify 
this competition as follows: CFDA number 84.326R.
    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 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, reference citations, and captions, as well as 
all text in charts, tables, figures, graphs, and screen shots.
     Use a font that is 12 point or larger.
     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 and double-spacing requirement 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 abstract (follow the guidance provided in the 
application package for completing the abstract), the table of 
contents, the list of priority requirements, the resumes, the reference 
list, the letters of support, or the appendices. However, the page 
limit and double-spacing requirement does apply to all of Part III, the 
application narrative, including all text in charts, tables, figures, 
graphs, and screen shots.
    We will reject your application if you exceed the page limit in the 
application narrative section; or if you apply standards other than 
those specified in this notice and the application package.
    3. Submission Dates and Times:
    Applications Available: June 17, 2014.
    Deadline for Transmittal of Applications: August 18, 2014.
    Applications for grants under this competition must be submitted 
electronically using the Grants.gov Apply site (Grants.gov). For 
information (including dates and times) about how to submit your 
application electronically, or in paper format by mail or hand delivery 
if you qualify for an exception to the electronic submission 
requirement, 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.
    4. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. However, 
under 34 CFR 79.8(a), we waive the intergovernmental review in order to 
make an award by the end of FY 2014.
    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 System for Award Management: 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 System for Award 
Management (SAM) (formerly 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 SAM 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-to-two business days.
    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 SAM registration process can take approximately seven business 
days, but may take upwards of several weeks, depending on the 
completeness and accuracy of the data entered into the SAM database by 
an entity. Thus, if you think you might want to apply for Federal 
financial assistance under a program administered by the Department, 
please allow sufficient time to obtain and register your DUNS

[[Page 34507]]

number and TIN. We strongly recommend that you register early.


    Note:  Once your SAM registration is active, you will need to 
allow 24 to 48 hours for the information to be available in 
Grants.gov and before you can submit an application through 
Grants.gov.


    If you are currently registered with SAM, 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 registration annually. This may take three or more business days.
    Information about SAM is available at www.SAM.gov. To further 
assist you with obtaining and registering your DUNS number and TIN in 
SAM or updating your existing SAM account, we have prepared a SAM.gov 
Tip Sheet, which you can find at: http://www2.ed.gov/fund/grant/apply/sam-faqs.html.
    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/web/grants/register.html.
    7. Other Submission Requirements: Applications for grants under 
this competition must be submitted electronically unless you qualify 
for an exception to this requirement in accordance with the 
instructions in this section.
    a. Electronic Submission of Applications.
    Applications for grants under the Center for Systemic Improvement 
competition, CFDA number 84.326R, must be submitted electronically 
using 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 email an electronic copy of a grant 
application to us.
    We will reject your application if you submit it in paper format 
unless, as described elsewhere in this section, you qualify for one of 
the exceptions to the electronic submission requirement and submit, no 
later than two weeks before the application deadline date, a written 
statement to the Department that you qualify for one of these 
exceptions. Further information regarding calculation of the date that 
is two weeks before the application deadline date is provided later in 
this section under Exception to Electronic Submission Requirement.
    You may access the electronic grant application for the Center for 
Systemic Improvement competition at www.Grants.gov. You must search for 
the downloadable application package for this competition by the CFDA 
number. Do not include the CFDA number's alpha suffix in your search 
(e.g., search for 84.326, not 84.326R).
    Please note the following:
     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 qualify for an exception to the electronic submission 
requirement, as described elsewhere in this section, and 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 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. Additional, detailed information on how to attach 
files is in the application instructions.
     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

[[Page 34508]]

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.


    Exception to Electronic Submission Requirement: You qualify for an 
exception to the electronic submission requirement, and may submit your 
application in paper format, if you are unable to submit an application 
through the Grants.gov system because--
     You do not have access to the Internet; or
     You do not have the capacity to upload large documents to 
the Grants.gov system; and
     No later than two weeks before the application deadline 
date (14 calendar days or, if the fourteenth calendar day before the 
application deadline date falls on a Federal holiday, the next business 
day following the Federal holiday), you mail or fax a written statement 
to the Department, explaining which of the two grounds for an exception 
prevents you from using the Internet to submit your application.
    If you mail your written statement to the Department, it must be 
postmarked no later than two weeks before the application deadline 
date. If you fax your written statement to the Department, we must 
receive the faxed statement no later than two weeks before the 
application deadline date.
    Address and mail or fax your statement to: Perry Williams, U.S. 
Department of Education, 400 Maryland Avenue SW., Room 4147, Potomac 
Center Plaza (PCP), Washington, DC 20202-2600. FAX: (202) 245-7617.
    Your paper application must be submitted in accordance with the 
mail or hand delivery instructions described in this notice.
    b. Submission of Paper Applications by Mail.
    If you qualify for an exception to the electronic submission 
requirement, you may mail (through the U.S. Postal Service or a 
commercial carrier) your application to the Department. 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 84.326R), 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 qualify for an exception to the electronic submission 
requirement, you (or a courier service) may deliver your paper 
application to the Department by hand. You must deliver the original 
and two copies of your application by hand, on or before the 
application deadline date, to the Department at the following address: 
U.S. Department of Education, Application Control Center, Attention: 
(CFDA Number 84.326R), 550 12th Street SW., Room 7039, 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 competition 
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

[[Page 34509]]

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); or we may send you an email containing a link to 
access an electronic version of your 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 Technical Assistance and Dissemination to Improve 
Services and Results for Children With Disabilities program. For 
purposes of this priority, the Center will use these measures, which 
focus on the extent to which projects provide high-quality products and 
services, the relevance of project products and services to educational 
and early intervention policy and practice, and the use of products and 
services to improve educational and early intervention policy and 
practice.
    Grantees will be required to report information on their project's 
performance in annual and final performance reports 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).

VII. Agency Contact

FOR FURTHER INFORMATION CONTACT:  Perry Williams, U.S. Department of 
Education, 400 Maryland Avenue SW., Room 4147, PCP, Washington, DC 
20202-2600. Telephone: (202) 245-7575.
    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 5037, 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: June 12, 2014.
Michael K. Yudin,
Acting Assistant Secretary for Special Education and Rehabilitative 
Services.
[FR Doc. 2014-14154 Filed 6-16-14; 8:45 am]
BILLING CODE 4000-01-P