[Federal Register Volume 82, Number 28 (Monday, February 13, 2017)]
[Notices]
[Pages 10470-10479]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2017-02895]


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DEPARTMENT OF EDUCATION


Applications for New Awards; State Personnel Development Grants 
(SPDG) Program

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

ACTION: Notice.

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[[Page 10471]]

Overview Information

    State Personnel Development Grants (SPDG) Program Notice inviting 
applications for new awards for fiscal year (FY) 2017.

Catalog of Federal Domestic Assistance (CFDA) Number: 84.323A.


Dates: Applications Available: February 13, 2017.
    Deadline for Transmittal of Applications: April 14, 2017.
    Deadline for Intergovernmental Review: June 13, 2017.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purpose of this program, authorized by the 
Individuals with Disabilities Education Act (IDEA), is to assist State 
educational agencies (SEAs) in reforming and improving their systems 
for personnel preparation and professional development in early 
intervention, educational, and transition services in order to improve 
results for children with disabilities.
    Priorities: This notice contains two absolute priorities and one 
competitive preference priority. In accordance with 34 CFR 
75.105(b)(2)(iv), Absolute Priority 2 is from sections 651 through 655 
of IDEA, as amended by the Every Student Succeeds Act (ESSA). In 
accordance with 34 CFR 75.105(b)(2)(v), the competitive preference 
priority is from allowable activities specified in the statute (see 
IDEA section 654(a)(3)(B)(iii)).
    Absolute Priorities: For FY 2017 and any subsequent year in which 
we make awards from the list of unfunded applications from this 
competition, these priorities are absolute priorities. Under 34 CFR 
75.105(c)(3), we consider only applications that meet both of these 
priorities.
    These priorities are:

Absolute Priority 1--Effective and Efficient Delivery of Professional 
Development

    The Assistant Secretary for Special Education and Rehabilitative 
Services establishes a priority to assist SEAs in reforming and 
improving their systems for personnel (as that term is defined in 
section 651(b) of IDEA) preparation and professional development of 
individuals providing early intervention, educational, and transition 
services in order to improve results for children with disabilities.
    In order to meet this priority, an applicant must demonstrate in 
the SPDG State Plan it submits, as part of its application under 
section 653(a)(2) of IDEA, that its proposed project will--
    (1) Use professional development practices that are supported by a 
``strong theory'' of evidence (as defined in this notice) that will 
increase implementation of practices supported by evidence and result 
in improved outcomes for children with disabilities;
    (2) Provide ongoing assistance to personnel receiving SPDG-
supported professional development that supports the implementation of 
practices supported by evidence with fidelity (as defined in this 
notice); and
    (3) Use technology to more efficiently and effectively provide 
ongoing professional development to personnel, including to personnel 
in rural areas and to other populations, such as personnel in urban or 
high-need local educational agencies (LEAs) (as defined in this 
notice).

Absolute Priority 2--State Personnel Development Grants

    Statutory Requirements. To meet this priority, an applicant must 
meet the following statutory requirements:
1. State Personnel Development Plan
    An applicant must submit a State Personnel Development Plan that 
identifies and addresses the State and local needs for the personnel 
preparation and professional development of personnel, as well as 
individuals who provide direct supplementary aids and services to 
children with disabilities, and that--
    (a) Is designed to enable the State to meet the requirements of 
section 612(a)(14) of IDEA, as amended by the ESSA and section 
635(a)(8) and (9) of IDEA;
    (b) Is based on an assessment of State and local needs that 
identifies critical aspects and areas in need of improvement related to 
the preparation, ongoing training, and professional development of 
personnel who serve infants, toddlers, preschoolers, and children with 
disabilities within the State, including--
    (1) Current and anticipated personnel vacancies and shortages; and
    (2) The number of preservice and inservice programs;
    (c) Is integrated and aligned, to the maximum extent possible, with 
State plans and activities under the Elementary and Secondary Education 
Act of 1965 (ESEA), as amended by the ESSA; the Rehabilitation Act of 
1973, as amended; and the Higher Education Act of 1965, as amended 
(HEA);
    (d) Describes a partnership agreement that is in effect for the 
period of the grant, which agreement must specify--
    (1) The nature and extent of the partnership described in 
accordance with section 652(b) of IDEA and the respective roles of each 
member of the partnership, including, if applicable, an individual, 
entity, or agency other than the SEA that has the responsibility under 
State law for teacher preparation and certification; and
    (2) How the SEA will work with other persons and organizations 
involved in, and concerned with, the education of children with 
disabilities, including the respective roles of each of the persons and 
organizations;
    (e) Describes how the strategies and activities the SEA uses to 
address identified professional development and personnel needs will be 
coordinated with activities supported with other public resources 
(including funds provided under Part B and Part C of IDEA and retained 
for use at the State level for personnel and professional development 
purposes) and private resources;
    (f) Describes how the SEA will align its personnel development plan 
with the plan and application submitted under sections 1111 and 
2101(d), respectively, of the ESEA, as amended by the ESSA;
    (g) Describes strategies the SEA will use to address the identified 
professional development and personnel needs and how such strategies 
will be implemented, including--
    (1) A description of the programs and activities that will provide 
personnel with the knowledge and skills to meet the needs of, and 
improve the performance and achievement of, infants, toddlers, 
preschoolers, and children with disabilities; and
    (2) How such strategies will be integrated, to the maximum extent 
possible, with other activities supported by grants funded under 
section 662 of IDEA, as amended by the ESSA;
    (h) Provides an assurance that the SEA will provide technical 
assistance to LEAs to improve the quality of professional development 
available to meet the needs of personnel who serve children with 
disabilities;
    (i) Provides an assurance that the SEA will provide technical 
assistance to entities that provide services to infants and toddlers 
with disabilities to improve the quality of professional development 
available to meet the needs of personnel serving those children;
    (j) Describes how the SEA will recruit and retain teachers who meet 
the qualifications described in section 612(a)(14)(C) of IDEA, as 
amended by the ESSA and other qualified personnel in geographic areas 
of greatest need;
    (k) Describes the steps the SEA will take to ensure that 
economically

[[Page 10472]]

disadvantaged and minority children are not taught at higher rates by 
teachers who do not meet the qualifications described in section 
612(a)(14)(C) of IDEA, as amended by the ESSA; and
    (l) Describes how the SEA will assess, on a regular basis, the 
extent to which the strategies implemented have been effective in 
meeting the performance goals described in section 612(a)(15) of IDEA, 
as amended by the ESSA.
2. Partnerships
Required Partners
    Applicants must establish a partnership with LEAs and other State 
agencies involved in, or concerned with, the education of children with 
disabilities, including--
    (a) Not less than one institution of higher education (IHE); and
    (b) The State agencies responsible for administering Part C of 
IDEA, early education, child care, and vocational rehabilitation 
programs.
Other Partners
    An SEA must work in partnership with other persons and 
organizations involved in, and concerned with, the education of 
children with disabilities, which may include--
    (a) The Governor;
    (b) Parents of children with disabilities ages birth through 26;
    (c) Parents of nondisabled children ages birth through 26;
    (d) Individuals with disabilities;
    (e) Parent training and information centers or community parent 
resource centers funded under sections 671 and 672 of IDEA, 
respectively;
    (f) Community-based and other nonprofit organizations involved in 
the education and employment of individuals with disabilities;
    (g) Personnel as defined in section 651(b) of IDEA;
    (h) The State advisory panel established under Part B of IDEA;
    (i) The State interagency coordinating council established under 
Part C of IDEA;
    (j) Individuals knowledgeable about vocational education;
    (k) The State agency for higher education;
    (l) Public agencies with jurisdiction in the areas of health, 
mental health, social services, and juvenile justice;
    (m) Other providers of professional development who work with 
infants, toddlers, preschoolers, and children with disabilities;
    (n) Other individuals; and
    (o) An individual, entity, or agency as a partner in accordance 
with section 652(b)(3) of IDEA, if State law assigns responsibility for 
teacher preparation and certification to an individual, entity, or 
agency other than the SEA.
3. Use of Funds
    (a) Professional Development Activities--Each SEA that receives a 
grant under this program must use the grant funds to support activities 
in accordance with the State's Personnel Development Plan, including 
one or more of the following:
    (1) Carrying out programs that provide support to both special 
education and regular education teachers of children with disabilities 
and principals, such as programs that--
    (i) Provide teacher mentoring, team teaching, reduced class 
schedules and caseloads, and intensive professional development;
    (ii) Use standards or assessments for guiding beginning teachers 
that are consistent with challenging State academic achievement 
standards and with the requirements for professional development, as 
defined in section 8101 of the ESEA, as amended by the ESSA; and
    (iii) Encourage collaborative and consultative models of providing 
early intervention, special education, and related services.
    (2) Encouraging and supporting the training of special education 
and regular education teachers and administrators to effectively use 
and integrate technology--
    (i) Into curricula and instruction, including training to improve 
the ability to collect, manage, and analyze data to improve teaching, 
decision making, school improvement efforts, and accountability;
    (ii) To enhance learning by children with disabilities; and
    (iii) To effectively communicate with parents.
    (3) Providing professional development activities that--
    (i) Improve the knowledge of special education and regular 
education teachers concerning--
    (A) The academic and developmental or functional needs of students 
with disabilities; or
    (B) Effective instructional strategies, methods, and skills, and 
the use of State academic content standards and student academic 
achievement standards, and State assessments, to improve teaching 
practices and student academic achievement;
    (ii) Improve the knowledge of special education and regular 
education teachers and principals and, in appropriate cases, 
paraprofessionals, concerning effective instructional practices, and 
that--
    (A) Provide training in how to teach and address the needs of 
children with different learning styles and children who are English 
learners;
    (B) Involve collaborative groups of teachers, administrators, and, 
in appropriate cases, related services personnel;
    (C) Provide training in methods of--
    (I) Positive behavioral interventions and supports to improve 
student behavior in the classroom;
    (II) Scientifically based reading instruction, including early 
literacy instruction;
    (III) Early and appropriate interventions to identify and help 
children with disabilities;
    (IV) Effective instruction for children with low-incidence 
disabilities;
    (V) Successful transitioning to postsecondary opportunities; and
    (VI) Classroom-based techniques to assist children prior to 
referral for special education;
    (D) Provide training to enable personnel to work with and involve 
parents in their child's education, including parents of low income and 
children with disabilities who are English learners;
    (E) Provide training for special education personnel and regular 
education personnel in planning, developing, and implementing effective 
and appropriate individualized education programs (IEPs); and
    (F) Provide training to meet the needs of students with significant 
health, mobility, or behavioral needs prior to serving those students;
    (iii) Train administrators, principals, and other relevant school 
personnel in conducting effective IEP meetings; and
    (iv) Train early intervention, preschool, and related services 
providers, and other relevant school personnel in conducting effective 
individualized family service plan (IFSP) meetings.
    (4) Developing and implementing initiatives to promote the 
recruitment and retention of special education teachers who meet the 
qualifications described in section 612(a)(14)(C) of IDEA, as amended 
by the ESSA, particularly initiatives that have proven effective in 
recruiting and retaining teachers who meet those qualifications, 
described in section 612(a)(14)(C) of IDEA, as amended by the ESSA, 
including programs that provide--
    (i) Teacher mentoring from exemplary special education teachers, 
principals, or superintendents;
    (ii) Induction and support for special education teachers during 
their first three years of employment as teachers; or

[[Page 10473]]

    (iii) Incentives, including financial incentives, to retain special 
education teachers who have a record of success in helping students 
with disabilities.
    (5) Carrying out programs and activities that are designed to 
improve the quality of personnel who serve children with disabilities, 
such as--
    (i) Innovative professional development programs (which may be 
provided through partnerships with IHEs), including programs that train 
teachers and principals to integrate technology into curricula and 
instruction to improve teaching, learning, and technology literacy and 
that are consistent with the definition of professional development in 
section 8101 of the ESEA, as amended by the ESSA; and
    (ii) The development and use of proven, cost effective strategies 
for the implementation of professional development activities, such as 
through the use of technology and distance learning.
    (6) Carrying out programs and activities that are designed to 
improve the quality of early intervention personnel, including 
paraprofessionals and primary referral sources, such as--
    (i) Professional development programs to improve the delivery of 
early intervention services;
    (ii) Initiatives to promote the recruitment and retention of early 
intervention personnel; and
    (iii) Interagency activities to ensure that early intervention 
personnel are adequately prepared and trained.
    (b) Other Activities--Each SEA that receives a grant under this 
program must use the grant funds to support activities in accordance 
with the State's Personnel Development Plan, including one or more of 
the following:
    (1) Reforming special education and regular education teacher 
certification (including re-certification) or licensing requirements to 
ensure that--
    (i) Special education and regular education teachers have--
    (A) The training and information necessary to address the full 
range of needs of children with disabilities across disability 
categories; and
    (B) The necessary subject matter knowledge and teaching skills in 
the academic subjects that the teachers teach;
    (ii) Special education and regular education teacher certification 
(including re-certification) or licensing requirements are aligned with 
challenging State academic content standards; and
    (iii) Special education and regular education teachers have the 
subject matter knowledge and teaching skills, including technology 
literacy, necessary to help students with disabilities meet challenging 
State academic achievement standards.
    (2) Programs that establish, expand, or improve alternative routes 
for State certification of special education teachers for individuals 
with a baccalaureate or master's degree who meet the qualifications 
described in section 612(a)(14)(C) of IDEA, as amended by the ESSA, 
including mid-career professionals from other occupations, 
paraprofessionals, and recent college or university graduates with 
records of academic distinction who demonstrate the potential to become 
highly effective special education teachers.
    (3) Teacher advancement initiatives for special education teachers 
that promote professional growth and emphasize multiple career paths 
(such as paths to becoming a career teacher, mentor teacher, or 
exemplary teacher) and pay differentiation.
    (4) Developing and implementing mechanisms to assist LEAs and 
schools in effectively recruiting and retaining special education 
teachers who meet the qualifications described in section 612(a)(14)(C) 
of IDEA, as amended by the ESSA.
    (5) Reforming tenure systems, implementing teacher testing for 
subject matter knowledge, and implementing teacher testing for State 
certification or licensure, consistent with title II of the HEA (20 
U.S.C. 1021 et seq.).
    (6) Funding projects to promote reciprocity of teacher 
certification or licensing between or among States for special 
education teachers, except that no reciprocity agreement developed 
under this absolute priority may lead to the weakening of any State 
teacher certification or licensing requirement.
    (7) Assisting LEAs to serve children with disabilities through the 
development and use of proven, innovative strategies to deliver 
intensive professional development programs that are both cost 
effective and easily accessible, such as strategies that involve 
delivery through the use of technology, peer networks, and distance 
learning.
    (8) Developing, or assisting LEAs in developing, merit-based 
performance systems and strategies that provide differential and bonus 
pay for special education teachers.
    (9) Supporting activities that ensure that teachers are able to use 
challenging State academic content standards and student academic 
achievement standards, and State assessments for all children with 
disabilities, to improve instructional practices and improve the 
academic achievement of children with disabilities.
    (10) When applicable, coordinating with, and expanding centers 
established under section 2113(c)(18) of the ESEA, as such section was 
in effect on the day before the date of enactment of the ESSA, to 
benefit special education teachers.
    (c) Contracts and Subgrants--An SEA that receives a grant under 
this program--
    (1) Must award contracts or subgrants to LEAs, IHEs, parent 
training and information centers, or community parent resource centers, 
as appropriate, to carry out the State Personnel Development Plan; and
    (2) May award contracts and subgrants to other public and private 
entities, including the lead agency under Part C of IDEA, to carry out 
the State plan.
    (d) Use of Funds for Professional Development--An SEA that receives 
a grant under this program must use--
    (1) Not less than 90 percent of the funds the SEA receives under 
the grant for any fiscal year for the Professional Development 
Activities described in paragraph (a); and
    (2) Not more than 10 percent of the funds the SEA receives under 
the grant for any fiscal year for the Other Activities described in 
paragraph (b).
Additional SPDG Requirements
    Projects funded under this program must:
    (a) Budget for a three-day project directors' meeting in 
Washington, DC, during each year of the project;
    (b) Budget $4,000 annually for support of the SPDG Program Web site 
currently administered by the University of Oregon 
(www.signetwork.org); and
    (c) If a project receiving assistance under this program authority 
maintains a Web site, include relevant information and documents in a 
form that meets a government or industry-recognized standard for 
accessibility.
    Competitive Preference Priority: For FY 2017 and any subsequent 
year in which we make awards from the list of unfunded applications 
from this competition, this priority is a competitive preference 
priority. Under 34 CFR 75.105(c)(2)(i), we award three additional 
points to an application that meets this priority.
    This priority is:
Evidence of Promise Supporting Methods To Improve Outcomes for Children 
With Disabilities
    State plans that are supported by evidence of promise must meet the

[[Page 10474]]

conditions set out in the definition of ``evidence of promise'' (as 
defined in this notice). The Secretary gives priority to plans that 
improve the knowledge of special education and regular education 
teachers and principals and, in appropriate cases, paraprofessionals, 
concerning effective instructional practices, through the provision of 
training in any of the following areas, described in section 
654(a)(3)(B)(iii) of IDEA, if the methods used are supported by 
evidence of promise (3 points):
    (1) Positive behavioral interventions and supports to improve 
student behavior in the classroom;
    (2) Reading instruction, including early literacy instruction, 
supported by evidence;
    (3) Early and appropriate interventions to identify and help 
children with disabilities;
    (4) Effective instruction for children with low incidence 
disabilities;
    (5) Successful transitioning to postsecondary opportunities; and
    (6) Using classroom-based techniques to assist children prior to 
referral for special education.

    Note:  An applicant addressing this competitive preference 
priority must identify up to two study citations that meet the 
evidence of promise standard and clearly mark them in the reference 
list of the proposal.

Definitions
    The following definitions are from the NFP and 34 CFR 77.1, as 
marked.
    Evidence of promise (34 CFR 77.1) 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.
    Logic model (34 CFR 77.1) means a detailed description that 
depicts, at a minimum, the goals, activities, outputs, and outcomes of 
the proposed State plan. A logic model communicates how a State will 
achieve its outcomes and provides a framework for both the formative 
and summative evaluations of the plan. Section 77.1(c) of EDGAR 
contains a definition for ``logic model'' that incorporates the term 
``conceptual framework'' into that definition. In these SPDG program 
priorities, the Office of Special Education Programs (OSEP) has chosen 
to keep the two concepts separate in an effort to promote a fuller 
description of both the theory behind the proposed program and how that 
theory is operationalized in a logic model that depicts how the program 
will work. 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.
    Relevant outcome (34 CFR 77.1) means the student outcome(s) (or the 
ultimate outcome if not related to students) the proposed process, 
product, strategy, or practice is designed to improve; consistent with 
the specific goals of a program.
    Strong theory (34 CRF 77.1) means a rationale for the proposed 
process, product, strategy, or practice that includes a logic model.
    What Works Clearinghouse Evidence Standards (34 CFR 77.1) 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 NFP:
    Fidelity means the delivery of instruction in the way in which it 
was designed to be delivered.
    High-need LEA means, in accordance with section 2102(3) of the, an 
LEA--
    (a) That serves not fewer than 10,000 children from families with 
incomes below the poverty line (as that term is defined in section 
8101(41) of the ESEA, as amended by the ESSA), or for which not less 
than 20 percent of the children served by the LEA are from families 
with incomes below the poverty line; and
    (b) For which there is (1) a high percentage of teachers not 
teaching in the academic subjects or grade levels that the teachers 
were trained to teach, or (2) a high percentage of teachers with 
emergency, provisional, or temporary certification or licensing.
    Program Authority: 20 U.S.C. 1451-1455.
    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 as regulations of the Department in 2 CFR 
part 3474. (d) The NFP.

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


    Note:  The regulations in 34 CFR part 86 apply to IHEs only.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: The Administration has requested 
$41,630,000 for the SPDG program for FY 2017, of which we intend to use 
an estimated $24,350,000 for this competition. The actual level of 
funding, if any, depends on final congressional action. However, we are 
inviting applications to allow enough time to complete the grant 
process if Congress appropriates funds for this program.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2018 from the list of 
unfunded applications from this competition.
    Estimated Range of Awards: $500,000-$2,100,000 (for the 50 States, 
the District of Columbia, and the Commonwealth of Puerto Rico). In the 
case of outlying areas (United States Virgin Islands, Guam, American 
Samoa, and the Commonwealth of the Northern Mariana Islands), awards 
will be not less than $80,000.

    Note: We will set the amount of each award after considering--
    (1) The amount of funds available for making the grants;
    (2) The relative population of the State or outlying area;
    (3) The types of activities proposed by the State or outlying 
area;
    (4) The alignment of proposed activities with section 612(a)(14) 
of IDEA, as amended by the ESSA;

[[Page 10475]]

    (5) The alignment of proposed activities with State plans and 
applications submitted under sections 1111 and 2101(d), 
respectively, of the ESEA, as amended by the ESSA; and
    (6) The use, as appropriate, of research and instruction 
supported by evidence.

    Estimated Average Size of Awards: $900,000 excluding the outlying 
areas.
    Estimated Number of Awards: 25.

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

    Project Period: Not less than one year and not more than five 
years.

III. Eligibility Information

    1. Eligible Applicants: An SEA of one of the 50 States, the 
District of Columbia, or the Commonwealth of Puerto Rico or an outlying 
area (United States Virgin Islands, Guam, American Samoa, and the 
Commonwealth of the Northern Mariana Islands).

    Note:  Public Law 95-134, which permits the consolidation of 
grants to the outlying areas, does not apply to funds received under 
this competition.

    2. Cost Sharing or Matching: This program does not require cost 
sharing or matching.
    3. Eligible Subgrantees: (a) Under 75.708(b) and (c) a grantee may 
award subgrants--to directly carry out project activities described in 
its application--to the following types of entities: LEAs, IHEs, parent 
training and information centers, community parent resource centers, 
and other public and private entities.
    (b) The grantee may award subgrants to entities it has identified 
in an approved application.
    4. Other General Requirements: The projects funded under this 
program must make positive efforts to employ and advance in employment 
qualified individuals with disabilities (see section 606 of IDEA).

IV. Application and Submission Information

    1. Address to Request Application Package: You can obtain an 
application package via the Internet, from the Education Publications 
Center (ED Pubs), or from the program office.
    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: ED Pubs, U.S. Department of Education, 
P.O. Box 22207, Alexandria, VA 22304. Telephone, toll free: 1-877-433-
7827. FAX: (703) 605-6794. If you use a telecommunications device for 
the deaf (TDD) or a text telephone (TTY), call, toll free: 1-877-576-
7734.
    You can contact ED Pubs at its Web site, also: www.EDPubs.gov or at 
its email address: [email protected].
    If you request an application package from ED Pubs, be sure to 
identify this competition as follows: CFDA Number 84.323A.
    To obtain a copy from the program office, contact the person listed 
under For Further Information Contact in section VII of this notice.
    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 60 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 either 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 13, 2017.
    Deadline for Transmittal of Applications: April 14, 2017.
    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.
    Deadline for Intergovernmental Review: June 13, 2017.
    4. Intergovernmental Review: This program 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), 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

[[Page 10476]]

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 SPDG competition, CFDA number 
84.323A, 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 SPDG 
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 
84.323, not 84.323A).
    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 
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.

[[Page 10477]]

     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 
and 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: Jennifer Coffey, U.S. 
Department of Education, 400 Maryland Avenue SW., Room 5134, Potomac 
Center Plaza, Washington, DC 20202-5108. 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 84.323A), 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 84.323A), 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

[[Page 10478]]

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 
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 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 multiyear 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 establishes a data collection period.
    4. Performance Measures: The goal of the SPDG Program is to reform 
and improve State systems for personnel preparation and professional 
development in early intervention, educational, and transition services 
in order to improve results for children with disabilities. 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 SPDG Program. These measures 
assess the extent to which:
     Projects use professional development practices supported 
by evidence to support the attainment of identified competencies.

[[Page 10479]]

     Participants in SPDG professional development demonstrate 
improvement in implementation of SPDG-supported practices over time.
     Projects use SPDG professional development funds to 
provide activities designed to sustain the use of SPDG-supported 
practices.
     Special education teachers who meet the qualifications 
described in section 612(a)(14)(C) of IDEA, as amended by the ESSA, 
that have participated in SPDG-supported special education teacher 
retention activities remain as special education teachers two years 
after their initial participation in these activities.
    Each grantee funded under this competition must collect and 
annually report data related to its performance on these measures in 
the project's annual and final performance report to the Department in 
accordance with section 653(d) of IDEA and 34 CFR 75.590. Applicants 
should discuss in the application narrative how they propose to collect 
performance data for these measures.
    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: Jennifer Coffey, U.S. Department 
of Education, 400 Maryland Avenue SW., Room 5134, Potomac Center Plaza, 
Washington, DC 20202-5108. Telephone: (202) 245-6673.
    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 Management Support Services Team, U.S. Department of Education, 400 
Maryland Avenue SW., Room 5113, Potomac Center Plaza, Washington, DC 
20202-2500. 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 8, 2017.
Ruth E. Ryder,
Delegated the duties of the Assistant Secretary for Special Education 
and Rehabilitative Services.
[FR Doc. 2017-02895 Filed 2-10-17; 8:45 am]
 BILLING CODE 4000-01-P