[Federal Register Volume 81, Number 140 (Thursday, July 21, 2016)]
[Notices]
[Pages 47366-47375]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2016-17324]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Technical Assistance and 
Dissemination to Improve Services and Results for Children With 
Disabilities and Technical Assistance on State Data Collection--
National Technical Assistance Center to Increase the Participation and 
Improve the Performance of Students with Disabilities on State and 
Districtwide Assessments

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 and Technical Assistance on 
State Data Collection--National Technical Assistance Center to Increase 
the Participation and Improve the Performance of Students with 
Disabilities on State and Districtwide Assessments.
    Notice inviting applications for a new award for fiscal year (FY) 
2016.

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


DATES: Applications Available: July 21, 2016.
    Deadline for Transmittal of Applications: August 22, 2016.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Programs: 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. The purpose of the Technical Assistance 
on State Data Collection program is to improve the capacity of States 
to meet the Individuals with Disabilities Education Act (IDEA) data 
collection and reporting requirements.
    Priorities: This notice contains two absolute priorities. In 
accordance with 34 CFR 75.105(b)(2)(v), Absolute Priority 1 is from 
allowable activities specified or otherwise authorized in the 
Individuals with Disabilities Education Act (IDEA) (see sections 663 
and 681(d) of the IDEA, 20 U.S.C. 1463 and 1481(d)). Absolute Priority 
2 is from the notice of final priorities and requirements for the 
Technical Assistance on State Data Collection program (NFP) published 
elsewhere in this issue of the Federal Register.
    Absolute Priorities: These priorities are absolute priorities. 
Under 34 CFR 75.105(c)(3), we consider only applications that meet 
these priorities.
    These priorities are:
    Absolute Priority 1--Technical Assistance and Dissemination to 
Improve Services and Results for Children with Disabilities--National 
Technical Assistance Center to Increase the Participation and Improve 
the Performance of Students with Disabilities on State and Districtwide 
Assessments.
    Background:
    The purpose of this priority is to fund a cooperative agreement to 
establish and

[[Page 47367]]

operate a National Technical Assistance Center to Increase the 
Participation and Improve the Performance of Students with Disabilities 
on State and Districtwide Assessments (Center).
    Section 612(a)(16) of the IDEA requires that all students with 
disabilities are included in all general State and districtwide 
assessments, including assessments described under section 1111 of the 
Elementary and Secondary Education Act of 1965 (ESEA), with appropriate 
accommodations and alternate assessments where necessary and as 
indicated in their respective individualized education programs. In 
accordance with Federal law, there are multiple ways for students with 
disabilities to participate in State and districtwide assessments: 
General assessments, general assessments with accommodations, and 
alternate assessments that are based on alternate academic achievement 
standards for students with the most significant cognitive 
disabilities.
    Further, research shows that (1) instruction for students with 
disabilities is increasingly aligned with State academic content 
standards, (2) State and districtwide assessment data are more 
frequently used to make educational decisions for these students, and 
(3) participating in State and districtwide assessments and being 
included in accountability systems may have positive effects on 
educational results for students with disabilities (Aron & Loprest, 
2012; Courtade, Spooner, & Browder, 2012; Kurz, Elliott, Lemons, 
Zigmond, Kloo, & Kettler, 2014). However, teachers cannot simply wait 
until the results of State and districtwide assessments become 
available to make educational decisions. In addition to analyzing 
results from State (typically summative) assessments, formative 
assessments are increasingly being used before, during, and after 
instruction to help teachers understand their students' learning and 
improve their own instructional practices (Conderman & Hedin, 2012).
    Despite the progress State educational agencies (SEAs) and local 
educational agencies (LEAs) have made in including students with 
disabilities in assessments and accountability systems, SEAs and LEAs 
continue to face challenges, such as integrating data from dissimilar 
tests (e.g., general, accommodated, and alternate) into a single 
accountability system, developing consistent SEA and LEA policies on 
assessment accommodations that provide maximum accessibility while 
maintaining test reliability and validity, and analyzing and using 
formative and summative assessment data to improve instruction and 
accountability for students with disabilities.
    Furthermore, one of the most complex challenges faced by SEAs and 
LEAs is developing and administering English language proficiency (ELP) 
assessments to students who are both English Learners (ELs) and 
students with disabilities (U.S. Department of Education, 2014). 
Properly identifying these students is also a significant challenge if 
their disabilities are masked by their limited English proficiency, or 
vice versa. Improper identification may lead to inappropriate 
instruction, assessment, and accommodation for these students. 
Linguistic and cultural biases may also affect the validity of 
assessment for ELs with disabilities (Lane & Leventhal, 2015).
    Finally, the U.S. Department of Education (Department) notes that 
in many schools, there may be unnecessary testing and insufficient 
clarity of purpose applied to the task of assessing students, including 
students with disabilities, consuming too much instructional time and 
creating undue stress for educators and students. (For more 
information, see the Department's February 2, 2016, letter to Chief 
State School Officers available at: www2.ed.gov/admins/lead/account/saa/16-0002signedcsso222016ltr.pdf.)
    These and other complex challenges will continue to arise in this 
dynamic landscape as States adopt college- and career-ready academic 
content standards and develop new, valid, more instructionally useful 
and inclusive assessments aligned to these standards. Developing these 
new assessments has been and will continue to be challenging and time-
consuming, and States and LEAs need support in identifying and 
implementing effective practices for including children with 
disabilities in State and districtwide assessments. Moreover, methods 
for analyzing and effectively using State and districtwide assessment 
data to improve instruction and accountability for students with 
disabilities will continue to need further development and refinement. 
In this regard, the Department notes that SEA personnel also need 
assistance in analyzing and using assessment data to better achieve the 
State Identifiable Measurable Result(s) (SIMR), which were described in 
their IDEA Part B State Systemic Improvement Plans (SSIPs) that were 
developed in accordance with section 616(b) of IDEA and the Office of 
Special Education Programs (OSEP) guidance on Indicator B-17 of the 
Federal Fiscal Year (FFY) 2013 through FFY 2018 IDEA Part B State 
Performance Plan/Annual Performance Report (SPP/APR).\1\ In addition, 
SEA personnel need assistance to provide TA to LEAs to analyze and use 
State and districtwide assessment data to improve instruction of 
students with disabilities to better achieve the SIMR.
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    \1\ In accordance with section 616(b) of the IDEA, States must 
have in place a performance plan that evaluates the State's efforts 
to implement the requirements and purposes of Part B of the IDEA and 
describes how the State will improve such implementation. As part of 
the SPP/APR, each State shall establish measurable and rigorous 
targets for each indicator established by the Secretary. In the 
Results Driven Accountability System, OSERS required States under 
Indicator 17 to develop a State Systemic Improvement Plan (SSIP) as 
part of their FFY 2013 through FFY 2018 IDEA Part B SPPs/APRs. The 
SSIP must include: (1) FFY 2013 baseline data expressed as a 
percentage and aligned with the State-identified Measurable 
Result(s) (SIMR) for children with disabilities; (2) measurable and 
rigorous targets (expressed as a percentage) for each of the five 
years for FFY 2014 through FFY 2018, with the FFY 2018 target 
reflecting improvement over the FFY 2013 baseline data; and (3) a 
plan that includes an explanation of how the improvement strategies 
were selected and will lead to measurable improvement in the SIMR.
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    Priority:
    The purpose of this priority is to fund a cooperative agreement to 
support the establishment and operation of a National Technical 
Assistance Center to Increase the Participation and Improve the 
Performance of Students with Disabilities on State and Districtwide 
Assessments (Center) to address national, State, and local assessment 
issues related to students with disabilities. The Center must achieve, 
at a minimum, the following expected outcomes to ensure the inclusion 
of students with disabilities in State and districtwide assessments and 
accountability systems:

Knowledge Development Outcomes

    (a) Increased body of knowledge to collect, analyze, synthesize, 
and disseminate relevant information regarding State and districtwide 
assessment of students with disabilities on topics such as:
    (1) The inclusion of students with disabilities in accountability 
systems;
    (2) Assessment accommodations;
    (3) Alternate assessments;
    (4) Universal design of assessments;
    (5) Technology-based assessments;
    (6) Formative assessments;
    (7) Competency-based assessments;
    (8) Methods for analyzing and reporting assessment data;
    (9) Application of growth models in assessment programs;
    (10) Uses of formative and summative assessment data to inform 
instructional programs for students with disabilities; and
    (11) Assessing ELs with disabilities, including ensuring that all 
ELs with

[[Page 47368]]

disabilities receive appropriate accommodations, as needed, on ELP 
assessments, and that the results of ELP assessments for students with 
disabilities are validly used in making accountability determinations 
under the ESEA.
    Note: In order to meet the requirements of paragraph (a), the 
Center will conduct a comprehensive review of existing research on 
practices supported by evidence available from a variety of reliable 
sources, such as findings from research funded by the Institute of 
Education Sciences (IES), including the National Research and 
Development Center on Assessment and Accountability for Special 
Education (NCASSE) and other federally funded and non-federally funded 
sources.
    (b) Increase the capacity of SEA and LEA personnel to assess SEA 
and LEA needs, and track SEA and LEA activities and trends, related to 
including students with disabilities in State and districtwide 
assessments, including, as appropriate, improving the skills of SEA and 
LEA personnel related to any of the topics listed in paragraph (a) of 
the Knowledge Development Outcomes section of this priority.

Technical Assistance and Dissemination Outcomes

    (a) Increased capacity of SEA and LEA personnel, to collect and 
analyze formative and summative assessment data on the performance of 
students with disabilities.
    (b) Increased capacity of SEA and LEA personnel to use formative 
and summative assessment data to evaluate and improve educational 
policies and increase accountability for students with disabilities.
    (c) Increased capacity of LEA personnel to use formative and 
summative assessment results in instructional decision-making to 
improve teaching and learning for students with disabilities; and
    (d) Increased awareness of SEA and LEA personnel, and national 
policymakers, regarding how students with disabilities are included in 
and benefit from current and emerging approaches to State and 
districtwide assessment, including topics listed in paragraph (a) of 
the Knowledge Development Outcomes section of this priority.
    In addition to these program requirements, to be considered for 
funding under this absolute priority, applicants must meet the 
application and administrative requirements under Absolute Priority 1 
and Absolute Priority 2 Common Requirements.
    Absolute Priority 2-- Targeted and Intensive Technical Assistance 
to States on the Analysis and Use of Formative and Summative Assessment 
Data to Support Implementation of States' Identified Measurable 
Result(s).

Background

    The purpose of this priority is to assist States in analyzing and 
using formative and summative assessment data to support the 
implementation of the SIMR as described in their SSIP.
    As detailed in the background section for Absolute Priority 1, 
research indicates that SEAs and LEAs continue to face challenges in 
analyzing and using formative and summative assessment data to improve 
instruction and accountability for students with disabilities. SEAs 
also need assistance analyzing State assessment data submitted as part 
of the SSIP and the SIMR in accordance with section 616 of IDEA and 
OSEP guidance. Beginning in the FFY 2013 SPP/APR, States must provide, 
as part of Phase I of the SSIP, a statement of the result(s) the State 
intends to achieve through implementation of the SSIP, which is 
referred to as the SIMR for Children with Disabilities. The State must 
establish ``measurable and rigorous'' targets for each successive year 
of the SPP (FFYs 2014 through 2018). The end target (for FFY 2018) must 
demonstrate improvement over the FFY 2013 baseline data. At least 42 
States have focused their SIMR on improving academic achievement as 
measured by assessment results for children with disabilities. These 
States will need assistance in analyzing and using State assessment 
data to promote academic achievement and to improve results for 
children with disabilities.

Priority

    The purpose of this priority is to (1) assist States in analyzing 
and using assessment data to better achieve the SIMR as described in 
their IDEA Part B SSIPs, and (2) assist State efforts to provide TA to 
LEAs in analyzing and using State and districtwide assessment data to 
better achieve the SIMR, as appropriate. The Center must achieve, at a 
minimum, the following expected outcomes:
    (a) Increased capacity of SEA personnel to analyze and use 
assessment data to better achieve the SIMR described in the IDEA Part B 
SSIP, including using assessment data to evaluate and improve 
educational policy, inform instructional programs, and improve 
instruction for students with disabilities; and
    (b) Increased capacity of SEA personnel to provide TA to LEAs in 
the analysis and use of State and districtwide assessment data to 
improve instruction of students with disabilities and better achieve 
the SIMR.
    Absolute Priority 1 and Absolute Priority 2 Common Requirements:
    In addition to the program requirements contained in both absolute 
priorities, to be considered for funding applicants must meet the 
following application and administrative requirements.\2\
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    \2\ Paragraph (b)(5)(iv) only applies to Absolute Priority 2.
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    Applications that:
    (a) Demonstrate, in the narrative section of the application under 
``Significance of the Project,'' how the proposed project will--
    (1) Address the needs of SEAs and LEAs to analyze and use formative 
and summative assessment data in instructional decision-making to 
improve teaching and learning for students with disabilities. To meet 
this requirement the applicant must--
    (i) Present applicable national, State, and local data 
demonstrating the needs of SEAs and LEAs to analyze and use formative 
and summative assessment data in instructional decision-making to 
improve teaching and learning for students with disabilities;
    (ii) Demonstrate knowledge of current educational issues and policy 
initiatives related to analyzing and using formative and summative 
assessment data in instructional decision-making to improve teaching 
and learning for students with disabilities;
    (iii) Describe the current level of implementation related to 
analyzing and using formative and summative assessment data in 
instructional decision-making to improve teaching and learning for 
students with disabilities.
    (2) Improve the analysis and use of formative and summative 
assessment data to improve teaching and learning for students with 
disabilities.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of the Project Services,'' how the proposed project will--
    (1) Ensure equal access and treatment 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 products and services meet the needs of the 
intended

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recipients (e.g., by creating materials in formats and languages 
accessible to the stakeholders served by the intended recipients);
    (2) Achieve its goals, objectives, and intended outcomes. 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;
    Note: While section 77.1(c) of the Education Department General 
Administrative Regulations (EDGAR) contains a definition for ``logic 
model,'' OSEP, based upon its experience in this area, has been using 
the above definition as standard language for the OSEP Technical 
Assistance and Dissemination (TA&D) program priorities. OSEP's 
definition establishes a difference between logic models and conceptual 
frameworks whereas 34 CFR 77.1(c) considers the model to be one and the 
same. The following Web sites provide more information on logic models: 
www.osepideasthatwork.org/logicModel and www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework.
    (4) Be based on current research and make use of practices 
supported by evidence. To meet this requirement, the applicant must 
describe--
    (i) The current research on the effectiveness of analyzing and 
using formative and summative assessment data in instructional 
decision-making to improve teaching and learning for students with 
disabilities; and
    (ii) How the proposed project will incorporate current practices 
supported by evidence in the development and delivery of its 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 or develop the knowledge base on 
analyzing and using formative and summative assessment data in 
instructional decision-making to improve teaching and learning for 
students with disabilities;
    (ii) Its proposed approach to universal, general TA,\3\ which must 
identify the intended recipients of the products and services under 
this approach;
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    \3\ ``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,\4\ which 
must identify--
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    \4\ ``Targeted, specialized TA'' means TA services 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; and
    (B) Its proposed approach to measure the readiness of potential TA 
recipients to work with the project, assessing, at a minimum, their 
current infrastructure, available resources, and ability to build 
capacity at the local level; and
    (iv) Its proposed approach to intensive, sustained TA,\5\ which 
must identify--
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    \5\ ``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;
    (B) Its proposed approach to measure the readiness of SEA and LEA 
personnel to work with the project, including their commitment to the 
initiative, alignment of the initiative to their needs, current 
infrastructure, available resources, and ability to build capacity at 
the SEA and LEA levels;
    (C) Its proposed plan for assisting SEAs (and LEAs, in conjunction 
with SEAs) to build training systems that include professional 
development based on adult learning principles and coaching; and
    (D) Its proposed plan for working with appropriate levels of the 
education system (e.g., SEAs, regional TA providers, LEAs, schools, and 
families) to ensure that there is communication between each level and 
that there are systems in place to support the collection, analysis, 
and use of formative and summative assessment data in instructional 
decision-making to improve teaching and learning for students with 
disabilities;
    (E) Its proposed plan for collaborating and coordinating with 
Department-funded TA investments and IES research and development 
investments, where appropriate, in order to align complementary work 
and jointly develop and implement products and services to meet the 
purposes of this priority;
    (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. 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 order to assess the effectiveness of those 
activities.
    In designing the evaluation plan, the project must--
    (1) Designate, with the approval of the OSEP project officer, 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),\6\

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the project director, and the OSEP project officer on the following 
tasks:
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    \6\ 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 progress toward achieving intended 
outcomes, 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 
officer, with the assistance of CIPP, as needed, to specify the 
performance measures to be addressed in the project's Annual 
Performance Report;
    (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) Demonstrate, 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, 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--
    (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.
    (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 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;
    (ii) A two and a half day project directors' meeting in Washington, 
DC, during each year of the project period;
    (iii) Three trips annually to attend Department briefings, 
Department-sponsored conferences, and other meetings, as requested by 
OSEP; and
    (iv) A one-day intensive 3+2 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 officer, 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

Aron, L., & Loprest, P. (2012). Disability and the education system. 
The Future of Children, 22(1), 97-122.
Conderman, G., & Hedin, L. (2012). Classroom assessments that inform 
instruction. Kappa Delta Pi Record, 48(4), 162-168.
Courtade, G, Spooner, F., Browder, D., & Jimenez, B. (2012). Seven 
reasons to promote standards-based instruction for students with 
severe Disabilities: A Reply to Ayres, Lowrey, Douglas, & Sievers 
(2011). Education and Training

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in Autism and Developmental Disabilities, 47(1), 3-13.
Kurz, A., Elliott, S., Lemons, C., Zigmond, N., Kloo, A., & Kettler, 
R. (2014). Assessing opportunity-to-learn for students with 
disabilities in general and special education classes. Assessment 
for Effective Intervention, 40(1), 24-39.
Lane, S., & Leventhal, B. (2015). Psychometric challenges in 
assessing English language learners with disabilities. Review of 
Research in Education, 39, 165-214.
U.S. Department of Education. (2014). Questions and Answers 
Regarding Inclusion of English Learners with Disabilities in English 
Language Proficiency Assessments and Title III Annual Measurable 
Achievement Objectives. Retrieved from: http://www2.ed.gov/programs/sfgp/elswdfaq7182014.doc.

    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 Absolute Priority 1 in this 
notice.
    Program Authority: For Absolute Priority 1, 20 U.S.C. 1463 and 
1481; for Absolute Priority 2, 20 U.S.C. 1411(c) and 1416(i).
    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. (d) The regulations for 
this program in 34 CFR 300.702. (e) The NFP, published elsewhere in 
this issue of the Federal Register.
    Note: The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian tribes.
    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education (IHEs) only.

II. Award Information

    Type of Award: Cooperative agreement.
    Estimated Available Funds: $2,000,000.
    Note: Applicants must submit a separate Form 524b budget and budget 
narrative for Absolute Priority 1 only and a separate Form 524b budget 
and budget narrative for Absolute Priority 2 only. The Secretary will 
reject any application that does not separately address all the 
elements of Absolute Priority 1 and Absolute Priority 2 and include 
separate budgets and budget narratives for Absolute Priority 1 only and 
Absolute Priority 2 only.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2017 from the list of 
unfunded applicants from this competition.
    Estimated Range of Awards: $2,000,000.
    Estimated Average Size of Awards: $2,000,000.
    Maximum Award: We will reject any application that proposes a 
budget for either Absolute Priority 1 or Absolute Priority 2 that 
exceeds $1,000,000 for a single budget period of 12 months, and we will 
reject and not review any application that proposes a total budget that 
exceeds $2,000,000 for a single budget period of 12 months. The 
Assistant Secretary for Special Education and Rehabilitative Services 
may change the maximum amount through a notice published in the Federal 
Register.
    Estimated Number of Awards: 1.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: SEAs; LEAs, including public charter 
schools that are considered LEAs under State law; IHEs; other public 
agencies; private nonprofit organizations; 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 must, with 
respect to the aspects of their proposed project relating to Absolute 
Priority 1, 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 84.326G.
    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 and form 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

[[Page 47372]]

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: July 21, 2016.
    Deadline for Transmittal of Applications: August 22, 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.
    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 intergovernmental review in order to 
make an award by the end of FY 2016.
    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), 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: 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 National Technical Assistance 
Center to Increase the Participation and Improve the Performance of 
Students with Disabilities on State and Districtwide Assessments 
competition, CFDA number 84.326G, 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 National 
Technical Assistance Center to Increase the Participation and Improve 
the Performance of Students with Disabilities on State and Districtwide 
Assessments 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 84.326G).
    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

[[Page 47373]]

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 
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 application 
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 
the Grants.gov validation requirements or if 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 
an email with 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 the 
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 we determine 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: David Egnor, U.S.

[[Page 47374]]

Department of Education, 400 Maryland Avenue SW., Room 5163, Potomac 
Center Plaza (PCP), Washington, DC 20202-5076. 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 84.326G), 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.
    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 84.326G), 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 
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.
    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.
    5. Integrity and Performance System: If you are selected under this 
competition to receive an award that over the course of the project 
period may exceed the simplified acquisition threshold (currently 
$150,000), under 2 CFR 200.205(a)(2), we must make a judgment about 
your integrity, business ethics, and record of performance under 
Federal awards--that is, the risk posed by you as an applicant--before 
we make an award. In doing so, we must consider any information about 
you that is in the integrity and performance system (currently referred 
to as the Federal Awardee Performance and Integrity Information System 
(FAPIIS)), accessible through SAM. You may review and comment on any 
information about yourself that a Federal agency previously entered and 
that is currently in FAPIIS.
    Please note that, if the total value of your currently active 
grants, cooperative agreements, and procurement contracts from the 
Federal government exceeds $10,000,000, the reporting requirements in 2 
CFR part 200, Appendix XII, require you to report certain integrity 
information to FAPIIS semiannually. Please review the requirements in 2 
CFR part 200, Appendix XII, if this grant plus all the other Federal 
funds you receive exceed $10,000,000.

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

[[Page 47375]]

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.
    Projects funded under this competition are required to submit data 
on these measures as directed by OSEP.
    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 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 award, 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:  David Egnor, U.S. Department of 
Education, 400 Maryland Avenue SW., Room 5163, Potomac Center Plaza, 
Washington, DC 20202-5076. Telephone: (202) 245-7334.
    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) on request to 
the program contact person listed under FOR FURTHER INFORMATION 
CONTACT. 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: July 18, 2016.
Sue Swenson,
Acting Assistant Secretary for Special Education and Rehabilitative 
Services.
[FR Doc. 2016-17324 Filed 7-20-16; 8:45 am]
 BILLING CODE 4000-01-P