[Federal Register Volume 81, Number 39 (Monday, February 29, 2016)]
[Notices]
[Pages 10223-10231]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2016-04338]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Educational Technology, Media, and 
Materials for Individuals with Disabilities--Stepping-up Technology 
Implementation

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

ACTION: Notice.

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Overview Information:

    Educational Technology, Media, and Materials for Individuals with 
Disabilities--Stepping-up Technology Implementation
    Notice inviting applications for new awards for fiscal year (FY) 
2016.
    Catalog of Federal Domestic Assistance (CFDA) Number: 84.327S.

DATES: Applications Available: February 29, 2016.
    Deadline for Transmittal of Applications: April 14, 2016.
    Deadline for Intergovernmental Review: June 13, 2016.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purposes of the Educational Technology, 
Media, and Materials for Individuals with Disabilities Program are to: 
(1) improve results for students with disabilities by promoting the 
development, demonstration, and use of technology; (2) support 
educational activities designed to be of educational value in the 
classroom for students with disabilities; (3) provide support for 
captioning and video description that is appropriate for use in the 
classroom; and (4) provide accessible educational materials to students 
with disabilities in a timely manner.
    Priorities: This competition has one absolute priority and one 
competitive preference priority. In accordance with 34 CFR 
75.105(b)(2)(v), the absolute priority is from allowable activities 
specified in the statute (see sections 674 and 681(d) of the 
Individuals with Disabilities Education Act (IDEA) (20 U.S.C. 1400 et 
seq.)). In accordance with 34 CFR 75.105(b)(2)(ii), the competitive 
preference priority is from 34 CFR 75.226.
    Absolute Priority: For FY 2016 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:
    Educational Technology, Media, and Materials for Individuals with 
Disabilities--Stepping-up Technology Implementation.
    Background:
    The purpose of this priority is to fund cooperative agreements to: 
(a) Identify strategies needed to effectively implement evidence-based 
technology tools \1\ that benefit students with disabilities; and (b) 
develop and disseminate products \2\ that will help a broad range of 
schools and early intervention programs to effectively implement these 
technology tools. As Congress recognized in IDEA, ``almost 30 years of 
research and experience has demonstrated that the education of children 
with disabilities can be made more effective by . . . supporting the 
development and use of technology, including assistive technology 
devices and assistive technology services, to maximize accessibility 
for children with disabilities'' (section 601(c)(5)(H) of IDEA).
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    \1\ For the purposes of this priority, ``technology tools'' may 
include, but are not limited to, digital math text readers for 
students with visual impairment, reading software to improve 
literacy and communication development, text-to-speech software to 
improve reading performance, infant stimulation tools, and other 
technology tools. These tools must assist or otherwise benefit 
students with disabilities.
    \2\ For the purposes of this priority, ``products'' may include, 
but are not limited to, instruction manuals, lesson plans, 
demonstration videos, ancillary instructional materials, and 
professional development modules such as collaborative groups, 
coaching, mentoring, or online supports.
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    The use of technology, including assistive technology devices and 
assistive technology services, enhances instruction and access to the 
general education curriculum. Technology can be the great equalizer in 
a classroom for students with disabilities. Educators often face major 
obstacles when it comes to engaging and motivating students who 
struggle with the general education curriculum. Innovative technology 
tools, programs, and software can be used to promote engagement and 
enhance the learning experience (Brunvand & Byrd, 2011). Additionally, 
the development of newer technologies for, and their presence in, early 
childhood education settings is rapidly increasing. When media-rich 
content is integrated into the curriculum and supported with adult 
guidance,

[[Page 10224]]

technology experiences for young children are associated with better 
language, literacy, and mathematics outcomes. Additionally, technology 
integration in early childhood settings has been linked to increased 
social awareness and collaborative behaviors, improved abstract 
reasoning and problem solving abilities, and enhanced visual-motor 
coordination (McManis & Gunnewig, 2012).
    Technologies can also offer opportunities to support State 
educational agencies' (SEAs') and local educational agencies' (LEAs') 
Elementary and Secondary Education Act (ESEA) flexibility plans by: (a) 
improving student learning and engagement; (b) accommodating the 
special needs of students; (c) facilitating student and teacher access 
to digital content and resources; \3\ and (d) improving the quality of 
instruction through personalized learning and data (Duffey & Fox, 2012; 
Fletcher, Schaffhauser, & Levi, 2012; U.S. Department of Education, 
2010).
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    \3\ For the purposes of this priority, ``resources'' include, 
but are not limited to, school leadership support, professional 
development support to school staff, and a plan for integrating 
technology into the classroom curriculum.
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    Notwithstanding the potential benefits in using technology to 
improve learning outcomes, research suggests that implementation can be 
a significant challenge. For example, data from a survey of more than 
1,000 kindergarten through grade 12 (K-12) teachers, principals, and 
assistant principals indicated that simply providing teachers with 
technology does not ensure that it will be used (Grunwald & Associates, 
2010). Additionally, Perlman and Redding (2011) found that in order to 
be used most effectively, technology must be implemented in ways that 
align with curricular and teacher goals and must offer students 
opportunities to use these tools in their learning. Even as schools 
have started to deliver coursework online, and the number of students 
involved in online learning has grown, many of these online learning 
technologies have not been designed to be accessible to students with 
disabilities (Center on Online Learning and Students with Disabilities, 
2012). These findings demonstrate a need for products and resources 
that can ensure technology tools for students with disabilities are 
implemented effectively.
    Since 1998, the Office of Special Education Programs (OSEP) has 
supported technology and media service projects through the 
Steppingstones of Technology Innovation for Children with Disabilities 
(Steppingstones) program. The projects funded under the Steppingstones 
program developed and evaluated numerous innovative technology tools 
designed to improve results for children with disabilities in areas 
such as Web-based learning and assessment materials, instructional 
software, assistive technology devices, methods for using off-the-shelf 
hardware and software to improve learning, and methods for integrating 
technology into instruction. The Stepping-up Technology Implementation 
program is building on the technology development efforts under the 
Steppingstones program by identifying, developing, and disseminating 
products and resources that promote the effective implementation \4\ of 
evidence-based instructional and assistive technology tools in early 
childhood or K-12 settings.\5\
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    \4\ In this context, ``effective implementation'' means ``making 
better use of research findings in typical service settings through 
the use of processes and activities (such as accountable 
implementation teams) that are purposeful and described in 
sufficient detail such that independent observers can detect the 
presence and strength of these processes and activities'' (Fixsen, 
Naoom, Blase, Friedman, & Wallace, 2005).
    \5\ For the purposes of this priority, ``settings'' include any 
place where instruction or intervention occurs, such as general 
education classrooms, special education classrooms, early childhood 
settings, or natural environments for infants and toddlers.
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    Priority:
    The purpose of this priority is to fund cooperative agreements to: 
(a) Identify strategies needed to effectively implement evidence-based 
technology tools that benefit students with disabilities; and (b) 
develop and disseminate products (e.g., instruction manuals, lesson 
plans, demonstration videos, ancillary instructional materials) that 
will help early childhood or K-12 settings to effectively implement 
these technology tools.
    To be considered for funding under this absolute priority, 
applicants must meet the application requirements. Any project funded 
under this priority must also meet the programmatic and administrative 
requirements specified in the priority.
    Application Requirements: An applicant must include in its 
application--
    (a) A project design supported by strong theory (as defined in this 
notice);
    (b) A logic model (as defined in this notice) or conceptual 
framework that depicts at a minimum, the goals, activities, outputs, 
and outcomes of the proposed project;

    Note: The following Web sites provide more information on logic 
models: www.researchutilization.org/matrix/logicmodel_resource3c.html and www.osepideasthatwork.org/logicModel/index.asp.

    (c) A plan to implement the activities described in the Project 
Activities section of this priority;
    (d) A plan, linked to the proposed project's logic model, for a 
formative evaluation of the proposed project's activities. The plan 
must describe how the formative evaluation will use clear performance 
objectives to ensure continuous improvement in the operation of the 
proposed project, including objective measures of progress in 
implementing the project and ensuring the quality of products and 
services;
    (e) Documentation that the technology tool is evidence-based (as 
defined in this notice) and that it can be implemented to improve early 
childhood outcomes, academic achievement, and college- and career-
readiness.
    (f) A plan for recruiting and selecting \6\ the following:
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    \6\ For more information on recruiting and selecting sites, 
refer to Assessing Sites for Model Demonstration: Lessons Learned 
from OSEP Grantees at http://mdcc.sri.com/documents/reports/MDCC_Site_Assessment_Brief_09-30-11.pdf.
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    (1) Three development schools. Development schools are the sites in 
which iterative development \7\ of the implementation of evidence-based 
technology tools and products will occur. The project must start 
implementing the technology tool with one development school in year 
one of the project period and two additional development schools in 
year two.
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    \7\ For the purposes of this priority, ``iterative development'' 
refers to a process of testing, systematically securing feedback, 
and then revising the educational intervention that leads to 
revisions in the intervention to increase the likelihood that it 
will be implemented with fidelity (Diamond & Powell, 2011).
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    (2) Four pilot schools. Pilot schools are the sites in which try-
out, formative evaluation, and refinement of technology tools and 
products will occur. The project must work with the four pilot schools 
during years three and four of the project period.
    (3) Ten dissemination schools. Dissemination schools will be 
selected if the project is extended for a fifth year. Dissemination 
schools will be used to conduct the final test of the effectiveness of 
the products and the final opportunity for the project to refine the 
tools and products for use by teachers, but will receive less technical 
assistance (TA) from the project than the development or pilot schools. 
Also, at this stage, dissemination schools will extend the benefits of 
the technology tool to additional students. To be

[[Page 10225]]

selected as a dissemination school, eligible schools and LEAs must 
commit to working with the project to implement the evidence-based 
technology tools and products. A school may not serve in more than one 
category (i.e., development, pilot, dissemination).
    (g) School site information (e.g., early childhood setting; 
elementary, middle, or high school; persistently lowest-achieving 
school (as defined in this notice); high-needs school (as defined in 
this notice)) about the diversity of the development, pilot, and 
dissemination schools; student demographics (e.g., race or ethnicity, 
percentage of students eligible for free or reduced-price lunch); and 
other pertinent data.
    (h) A budget for attendance at the following:
    (1) A one and one-half day kick-off meeting to be held in 
Washington, DC, after receipt of the award, and an annual planning 
meeting held in Washington, DC, with the OSEP project officer 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 officer and the 
grantee's project director or other authorized representative.

    (2) A three-day project directors' conference in Washington, DC, 
during each year of the project period.
    (3) 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, the 
project, at a minimum, must conduct the following activities:
    (a) Recruit a minimum of three development schools in one LEA and 
four pilot schools across at least two LEAs in accordance with the plan 
proposed under paragraph (f) of the Application Requirements section of 
this notice.

    Note: Final site selection will be determined in consultation 
with the OSEP project officer following the kick-off meeting.

    (b) Identify resources and develop products to support sustained 
implementation of the selected technology tool. Development of the 
products must be an iterative process beginning in a single development 
school and continuing through repeated cycles of development and 
refinement in the other development schools, followed by a formative 
evaluation and further refinement in the pilot schools. The products 
must include, at a minimum, the following components to support 
implementation of the technology tool:
    (1) An instrument or method for assessing the (i) need for the 
technology tool, and (ii) readiness to implement it. Instruments and 
methods may include resource inventory checklists, school self-study 
guides, surveys of teacher interest, detailed descriptions of the 
technology tool for review by school staff, and similar approaches used 
singly or in combination.
    (2) Methods and manuals to support the implementation of the 
technology tool.
    (3) Professional development activities necessary for teachers to 
implement the technology tool with fidelity and integrate it into the 
curriculum.
    (c) Collect and analyze data on the effect of the technology tool 
on early childhood development, academic achievement, or college- and 
career-readiness.
    (d) Collect formative and summative evaluation data from the 
development schools and pilot schools to refine and evaluate the 
products.
    (e) If the project is extended to a fifth year, provide the 
products and the technology tool to no fewer than 10 dissemination 
schools that are not the same schools used as development and pilot 
schools.
    (f) Collect summative data about the success of the products in 
supporting implementation of the technology tool in the dissemination 
schools; and
    (g) By the end of the project period, projects must provide 
information on:
    (1) The products and resources that will enable other schools or 
programs to implement and sustain implementation of the technology 
tool.
    (2) How the technology tool has improved early childhood 
development, academic achievement, or college- and career-readiness for 
children with disabilities.
    (3) A strategy for disseminating the technology tool and 
accompanying products beyond the schools directly involved in the 
project.
    Cohort Collaboration and Support.
    OSEP Project Officer(s) will provide coordination support among the 
projects. Each project funded under this priority must--
    (a) Participate in monthly conference call discussions to share and 
collaborate around implementation and specific project issues; and
    (b) Provide information bi-annually using a template that captures 
descriptive data on project site selection, processes for installation 
of technology, and the use of technology and sustainability (i.e., the 
process of technology implementation).

    Note: The following Web site provides more information about 
implementation research: http://nirn.fpg.unc.edu/learn-implementation.

    Fifth Year of the Project:
    The Secretary may extend a project one year beyond 48 months to 
work with dissemination schools if the grantee is achieving the 
intended outcomes and making a positive contribution to the 
implementation of an evidence-based technology tool in the development 
and pilot schools. Each applicant must include in its application a 
plan for the full 60-month award. In deciding whether to continue 
funding the project for the fifth year, the Secretary will consider the 
requirements of 34 CFR 75.253(a), and in addition--
    (a) The recommendation of a review team consisting of the OSEP 
project officer and other experts selected by the Secretary. This 
review will be held during the last half of the third 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) Evidence of the degree to which the project's activities have 
contributed to changed practices and improved early childhood outcomes, 
academic achievement, or college- and career-readiness for students 
with disabilities.
    Competitive Preference Priority-- Evidence of Promise (2 Points).
    Projects based upon supporting evidence of effectiveness that meets 
the conditions set out in the definition of ``evidence of promise'' (as 
defined in this notice).

    Note: An applicant addressing this competitive preference 
priority must identify no more than two study citations that meet 
this standard.

References

Brunvand, S., & Byrd, S. (2011). Using VoiceThread to promote 
learning engagement and success for all students. Teaching 
Exceptional Children, 43(4), 28-37.
Center for Online Learning and Students with Disabilities (COLSD). 
(2012). The foundation of online learning for students with 
disabilities (COLSD White Paper). Lawrence, KS: Author. Retrieved 
from http://centerononlinelearning.org/wp-content/uploads/Foundation_7_2012.pdf.
Diamond, K.E., & Powell, D.R. (2011). An iterative approach to the 
development of a professional development intervention for head 
start teachers. Journal of Early Intervention, 33(1), 75-93.
Duffey, D., & Fox, C. (2012). National Educational Technology Trends 
2012: State Leadership Empower Educators, Transforming Teaching and 
Learning.

[[Page 10226]]

Washington, DC: State Educational Technology Directors Association 
(SEDTA). Retrieved from www.eric.ed.gov/PDFS/ED536746.pdf.
Fixsen, D.L., Naoom, S.F., Blase, K.A., Friedman, R.M., & Wallace, 
F. (2005). Implementation research: A synthesis of the literature. 
Tampa, FL: University of South Florida, Louis de la Parte Florida 
Mental Health Institute, The National Implementation Research 
Network.
Fletcher, G., Schaffhauser, D. & Levi, D. (2012). Out of print: 
Reimaging the K-12 textbook in a digital age. Washington, DC: State 
Educational Technology Directors Association (SEDTA). Retrieved from 
www.setda.org/c/document_library/get_file?folderId=321&name=DLFE-1587.pdf.
Grunwald & Associates. (2010). Educators, technology, and 21st 
century skills: Dispelling five myths. Retrieved from Walden 
University, Richard W. Riley College of Education Web site: 
www.WaldenU.edu/fivemyths.
McManis, L.D., & Gunnewig, S.B. (2012). Finding the education in 
educational technology with early learners. Young Children, 67(3), 
14-24.
Perlman, C.L., & Redding, S. (Eds.). (2011). Choosing and 
implementing technology wisely. Handbook on Effective Implementation 
of School Improvement Grants. Lincoln, IL: Academic Development 
Institute. Retrieved from www.centerii.org/handbook.
U.S. Department of Education, Office of Educational Technology. 
(2010). Transforming American Education: Learning Powered by 
Technology. Washington, DC: Author. Retrieved from www.ed.gov/sites/default/files/netp2010.pdf.

    Definitions:
    These definitions are from 34 CFR 77.1 and the Department's notice 
of final supplemental priorities and definitions for discretionary 
grant programs (Supplemental Priorities), published in the Federal 
Register on December 10, 2014 (79 FR 73425), as marked.
    The following definitions are from 34 CFR 77.1:
    Evidence of promise means there is empirical evidence to support 
the theoretical linkage(s) between at least one critical component and 
at least one relevant outcome presented in the logic model for the 
proposed process, product, strategy, or practice. Specifically, 
evidence of promise means the conditions in both paragraphs (i) and 
(ii) of this definition are met:
    (i) There is at least one study that is a--
    (A) Correlational study with statistical controls for selection 
bias;
    (B) Quasi-experimental design study that meets the What Works 
Clearinghouse Evidence Standards with reservations; or
    (C) Randomized controlled trial that meets the What Works 
Clearinghouse Evidence Standards with or without reservations.
    (ii) The study referenced in paragraph (i) of this definition found 
a statistically significant or substantively important (defined as a 
difference of 0.25 standard deviations or larger) favorable association 
between at least one critical component and one relevant outcome 
presented in the logic model for the proposed process, product, 
strategy, or practice.
    High-needs school means a Title I school that has a subgroup or 
subgroups with low achievement or, at the high school level, low 
graduation rates (``low-achieving subgroup'' high-needs school).
    Logic model (also referred to as theory of action) means a well-
specified conceptual framework that identifies key components of the 
proposed process, product, strategy, or practice (i.e., the active 
``ingredients'' that are hypothesized to be critical to achieving the 
relevant outcomes) and describes the relationships among the key 
components and outcomes, theoretically and operationally.
    Quasi-experimental design study means a study using a design that 
attempts to approximate an experimental design by identifying a 
comparison group that is similar to the treatment group in important 
respects. These studies, depending on design and implementation, can 
meet What Works Clearinghouse Evidence Standards with reservations (but 
not What Works Clearinghouse Evidence Standards without reservations).
    Randomized controlled trial means a study that employs random 
assignment of, for example, students, teachers, classrooms, schools, or 
districts to receive the intervention being evaluated (the treatment 
group) or not to receive the intervention (the control group). The 
estimated effectiveness of the intervention is the difference between 
the average outcomes for the treatment group and for the control group. 
These studies, depending on design and implementation, can meet What 
Works Clearinghouse Evidence Standards without reservations.
    Relevant outcome means the student outcome(s) (or the ultimate 
outcome if not related to students) that the proposed process, product, 
strategy, or practice is designed to improve; consistent with the 
specific goals of a program.
    Strong theory means a rationale for the proposed process, product, 
strategy, or practice that includes a logic model.
    What Works Clearinghouse Evidence Standards means the standards set 
forth in the What Works Clearinghouse Procedures and Standards Handbook 
(Version 3.0, March 2014), which can be found at the following link: 
http://ies.ed.gov/ncee/wwc/DocumentSum.aspx?sid=19.
    The following definitions are from the Supplemental Priorities:
    Persistently lowest-achieving school means, as determined by the 
State--
    (a)(1) Any Title I school that has been identified for improvement, 
corrective action, or restructuring under section 1116 of the 
Elementary and Secondary Education Act of 1965, as amended (ESEA) and 
that--
    (i) Is among the lowest-achieving five percent of Title I schools 
in improvement, corrective action, or restructuring or the lowest-
achieving five Title I schools in improvement, corrective action, or 
restructuring in the State, whichever number of schools is greater; or
    (ii) Is a high school that has had a graduation rate, as defined in 
34 CFR 200.19(b), that is less than 60 percent over a number of years; 
and
    (2) Any secondary school that is eligible for, but does not 
receive, Title I funds that--
    (i) Is among the lowest-achieving five percent of secondary schools 
or the lowest-achieving five secondary schools in the State that are 
eligible for, but do not receive, Title I funds, whichever number of 
schools is greater; or
    (ii) Is a high school that has had a graduation rate, as defined in 
34 CFR 200.19(b), that is less than 60 percent over a number of years.
    (b) To identify the lowest-achieving schools, a State must take 
into account both--
    (i) The academic achievement of the ``all students'' group in a 
school in terms of proficiency on the State's assessments under section 
1111(b)(3) of the Elementary and Secondary Education Act of 1965, as 
amended (ESEA), in reading/language arts and mathematics combined; and
    (ii) The school's lack of progress on those assessments over a 
number of years in the ``all students'' group.
    Priority schools means schools that, based on the most recent data 
available, have been identified as among the lowest-performing schools 
in the State. The total number of priority schools in a State must be 
at least five percent of the Title I schools in the State. A priority 
school is--
    (a) A school among the lowest five percent of Title I schools in 
the State based on the achievement of the ``all students'' group in 
terms of proficiency

[[Page 10227]]

on the statewide assessments that are part of the SEA's differentiated 
recognition, accountability, and support system, combined, and has 
demonstrated a lack of progress on those assessments over a number of 
years in the ``all students'' group;
    (b) A Title I-participating or Title I-eligible high school with a 
graduation rate that is less than 60 percent over a number of years; or
    (c) A Tier I or Tier II school under the School Improvement Grant 
(SIG) program that is using SIG funds to implement a school 
intervention model.
    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 priorities in this notice.
    Program Authority: 20 U.S.C. 1474 and 1481.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 
97, 98, and 99. (b) The Office of Management and Budget Guidelines to 
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 
2 CFR part 180, as adopted and amended as regulations of the Department 
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost 
Principles, and Audit Requirements for Federal Awards in 2 CFR part 
200, as adopted and amended in 2 CFR part 3474.

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


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

II. Award Information

    Type of Award: Cooperative agreements.
    Estimated Available Funds: $1,414,056.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2017 from the list of 
unfunded applications from this competition.
    Estimated Range of Awards: $450,000 to $500,000 per year.
    Estimated Average Size of Awards: $471,352 per year.
    Maximum Award: We will reject any application that proposes a 
budget exceeding $500,000 for a single budget period of 12 months.
    Estimated Number of Awards: 3.

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

    Project Period: Up to 48 months with an optional additional 12 
months based on performance. Applications must include plans for both 
the 48-month award and the 12-month extension.

III. Eligibility Information

    1. Eligible Applicants: 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.
    2. Cost Sharing or Matching: This program does not require cost 
sharing or matching.
    3. Other General Requirements:
    (a) Recipients of funding under this program 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 
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: 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 84.327S.
    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 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, 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 requirements do 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 requirements do 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: February 29, 2016.
    Deadline for Transmittal of Applications: April 14, 2016.
    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 Other Submission Requirements in section 
IV of this notice.

[[Page 10228]]

    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: June 13, 2016.
    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 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), 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 at the 
following Web site: http://fedgov.dnb.com/webform. 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 two to five 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 you enter into the SAM database. 
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 number and TIN. We 
strongly recommend that you register early.

    Note:  Once your SAM registration is active, it may be 24 to 48 
hours before you can access the information in, and 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 Stepping-up Technology 
Implementation competition, CFDA number 84.327S, 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 Stepping-up 
Technology Implementation 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 84.327, not 84.327S).
    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. In addition, for specific guidance and

[[Page 10229]]

procedures for submitting an application through Grants.gov, please 
refer to the Grants.gov Web site at: www.grants.gov/web/grants/applicants/apply-for-grants.html.
     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 read-only, non-modifiable 
Portable Document Format (PDF). Do not upload an interactive or 
fillable PDF file. If you upload a file type other than a read-only, 
non-modifiable PDF (e.g., Word, Excel, WordPerfect, etc.) or submit a 
password-protected file, we will not review that material. Please note 
that this could result in your application not being considered for 
funding because the material in question--for example, the project 
narrative--is critical to a meaningful review of your proposal. For 
that reason it is important to allow yourself adequate time to upload 
all material as PDF files. The Department will not convert material 
from other formats to PDF. 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. Grants.gov 
will also notify you automatically by email if your application met all 
of the Grants.gov validation requirements or there were any errors 
(such as submission of your application by someone other than a 
registered Authorized Organization Representative or inclusion of an 
attachment with a file name that contains special characters). You will 
be given an opportunity to correct any errors and resubmit, but you 
must still meet the deadline for submission of applications.
    Once your application is successfully validated by Grants.gov, the 
Department will retrieve your application from Grants.gov and send you 
a unique PR/Award number for your application.
    These emails do not mean that your application is without any 
disqualifying errors. While your application may have been successfully 
validated by Grants.gov, it must also meet the Department's application 
requirements as specified in this notice and in the application 
instructions. Disqualifying errors could include, for instance, failure 
to upload attachments in a read-only, non-modifiable PDF; failure to 
submit a required part of the application; or failure to meet applicant 
eligibility requirements. It is your responsibility to ensure that your 
submitted application has met all of the Department's requirements.
     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. We 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: Terry Jackson, U.S. 
Department of Education, 400 Maryland Avenue SW., Room 5158, Potomac 
Center Plaza, Washington, DC 20202-5076. FAX: (202) 245-7590.
    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 84.327S) 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.

[[Page 10230]]

    (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.

    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.

    We will not consider applications postmarked after the application 
deadline date.
    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 84.327S), 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 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. Risk Assessment and Special Conditions: Consistent with 2 CFR 
200.205, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
3474.10, the Secretary may impose special conditions and, in 
appropriate circumstances, high-risk 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 2 CFR part 200, subpart D; 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.
    (c) Under 34 CFR 75.250(b), the Secretary may provide a grantee 
with additional funding for data collection analysis and reporting. In 
this case the Secretary established a data collection period.
    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 Educational Technology, Media, and

[[Page 10231]]

Materials 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, contribute to improving outcomes for 
children with disabilities, and generate evidence of validity and 
availability to appropriate populations. Projects funded under this 
competition are required to submit data on these measures as directed 
by OSEP:
    Program Performance Measure #1: The percentage of educational 
technology, media, and materials projects judged to be of high quality.
    Program Performance Measure #2: The percentage of educational 
technology, media, and materials projects judged to be of high 
relevance to improving outcomes of infants, toddlers, children, and 
youth with disabilities.
    Program Performance Measure #3: The percentage of educational 
technology, media, and materials projects that produce findings, 
products, and other services that contribute to improving results for 
infants, toddlers, children, and youth with disabilities.
    Program Performance Measure #4: The percentage of educational 
technology, media, and materials projects that validate their products 
and services.
    Program Performance Measure #5: The percentage of educational 
technology, media, and materials projects that make validated 
technologies available for widespread use.
    Grantees will be required to report information on their project's 
performance in annual performance reports and additional performance 
data to the Department (34 CFR 75.590 and 75.591).
    5. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: Whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, the 
performance targets in the grantee's approved application.
    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: Terry Jackson, U.S. Department of 
Education, 400 Maryland Avenue SW., Room 5158, Potomac Center Plaza, 
Washington, DC 20202-5076. Telephone: (202) 245-6039.
    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, Potomac Center Plaza, 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 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: February 23, 2016.
Michael K. Yudin,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2016-04338 Filed 2-26-16; 8:45 am]
BILLING CODE 4000-01-P