[Federal Register Volume 82, Number 97 (Monday, May 22, 2017)]
[Notices]
[Pages 23221-23230]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2017-10450]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Personnel Development To Improve 
Services and Results for Children With Disabilities--National Center 
for the Development and Dissemination of Digital Open Educational Tools 
and Resources Supported by Evidence To Enhance Personnel Preparation 
and Professional Development for Educators of Students With 
Disabilities

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

ACTION: Notice.

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SUMMARY: The Department of Education is issuing a notice inviting 
applications for new awards for fiscal year (FY) 2017 for Personnel 
Development to Improve Services and Results for Children with 
Disabilities--National Center for the Development and Dissemination of 
Digital Open Educational Tools and Resources Supported by Evidence to 
Enhance Personnel Preparation and Professional Development for 
Educators of Students with Disabilities, Catalog of Federal Domestic 
Assistance (CFDA) number 84.325E.

DATES: Applications Available: May 22, 2017.
    Deadline for Transmittal of Applications: July 6, 2017.
    Deadline for Intergovernmental Review: September 5, 2017.

FOR FURTHER INFORMATION CONTACT: Sarah Allen, U.S. Department of 
Education, 400 Maryland Avenue SW., Room 5144, Potomac Center Plaza, 
Washington, DC 20202-5108. Telephone: (202) 245-7875. Email: 
[email protected].
    If you use a telecommunications device for the deaf (TDD) or a text 
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purposes of this program are to (1) help 
address State-identified needs for personnel preparation in special 
education, early intervention, related services, and regular education 
to work with children, including infants and toddlers, with 
disabilities; and (2) ensure that those personnel have the necessary 
skills and knowledge, derived from practices that have been determined 
through scientifically based research and experience, to be successful 
in serving those children.
    Priority: In accordance with 34 CFR 75.105(b)(2)(v), this priority 
is from allowable activities specified in the statute (see sections 662 
and 681 of the Individuals with Disabilities Education Act (IDEA); 20 
U.S.C. 1462 and 20 U.S.C. 1481).
    Absolute Priority: For FY 2017 and any subsequent year in which we 
make awards from the list of unfunded applicants from this competition, 
this priority is an absolute priority. Under 34 CFR 75.105(c)(3), we 
consider only applications that meet this priority.
    This priority is:
    National Center for the Development and Dissemination of Digital 
Open Educational Tools and Resources Supported by Evidence to Enhance 
Personnel Preparation and Professional Development for Educators of 
Students with Disabilities (Center).
    Background:
    The purpose of this priority is to fund a cooperative agreement to 
establish and operate a center that will design, develop, and 
disseminate digital \1\ open educational \2\ tools and resources to 
build the capacity of educators to use practices supported by evidence 
(as defined in this notice) and improve results for students with 
disabilities.
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    \1\ ``Digital'' means any instructional practice that 
effectively uses technology to strengthen a student's learning 
experience and encompasses a wide spectrum of tools and practices 
(e.g., interactive learning resources, software, access to 
databases)(Elementary and Secondary Education Act of 1965, as 
amended by the Every Student Succeeds Act, 2015).
    \2\ ``Open educational resources'' (OER) are teaching and 
learning materials that are in the public domain or have been 
released under a license that permits their free use, reuse, 
modification, and sharing with others.
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    Educators' \3\ use of instructional and intervention practices 
supported by evidence is a critical factor in improving developmental 
and learning outcomes (e.g., academic, social, emotional, behavioral) 
for all students, especially students with disabilities. Effective 
educators support students' growth toward improved outcomes and also 
tend to play an important role in supporting the families of students 
with disabilities (Jaquith, Mindich, Wei, & Darling-Hammond, 2010; 
Institute of Medicine and National Research Council, 2012).
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    \3\ For the purpose of this priority, ``educators'' refers to 
general and special education teachers and leaders (e.g., principals 
and assistant principals), related services providers, and other 
personnel serving students with disabilities and their families.
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    While there are a wide range of proven strategies that may be used 
to support and enhance the overall effectiveness of educators, digital 
learning tools and resources are playing an increasingly important role 
in building the capacity of educators to use practices supported by 
evidence and improve results for students with disabilities. Educators 
need access to high-quality digital learning tools and resources that 
can be used to supplement both formal and informal pre-service and in-
service training on best practices in improving results for students 
with disabilities. Resources are most effective when they are 
accessible and linked to clearly defined learning outcomes (U.S. 
Department of Education, 2016).
    Since 2001, the Office of Special Education Programs (OSEP) has 
funded national centers dedicated to improving education outcomes for 
all children, especially those with disabilities birth through age 21 
years, through the use of effective practices supported by evidence and 
interventions delivered through a variety of online means (e.g., http://iris.peabody.vanderbilt.edu/). These digital tools and resources 
(e.g., modules, case studies) are widely used by faculty at 
institutions of higher education (IHEs) to enhance pre-service training 
courses for educators. However, the demand for high-quality digital 
learning tools and resources continues to grow, speaking to the need to 
develop more content addressing new topics and

[[Page 23222]]

to ensure that existing tools and resources remain up to date.
    Through this Center, OSEP proposes to design, develop, and 
disseminate innovative digital open educational tools and resources 
that: (1) Are accessible to as wide a range of users as possible. This 
includes, but is not limited to, printed and online documents in all 
formats (e.g., Word, PDF, HTML, videos, webinars, and podcasts). A 
resource that can provide information to accomplish this is Web AIM: 
Web Accessibility in Mind at Utah State University (see http://webaim.org); (2) use existing and emerging technologies to support pre-
service and in-service training for educators; and (3) demonstrate 
multiple pathways to learning for educators.
    Priority:
    The purpose of this priority is to fund a cooperative agreement to 
establish and operate a center that will design, develop, and 
disseminate digital open educational tools and resources to build the 
capacity of educators to use practices supported by evidence and 
improve results for students with disabilities. The Center must 
achieve, at a minimum, the following outcomes:
    (a) Design, develop, and deliver innovative accessible digital open 
educational tools and resources to enhance educators' knowledge, 
skills, and competencies in developing, delivering, and evaluating 
instruction and intervention supported by evidence to students with 
disabilities;
    (b) Ensure that the tools and resources developed by the Center are 
licensed through an open access licensing authority;
    (c) Increase the capacity of pre-service training programs to 
expand the range of instructional practices and interventions supported 
by evidence included in their curricula for educators who will serve 
students with disabilities and their families;
    (d) Increase the capacity of State educational agencies (SEAs), 
local educational agencies (LEAs), and other professional development 
providers to select and deliver professional development supported by 
evidence, using digital learning tools and resources, and to certify 
knowledge or skill acquisition by participants; and
    (e) Increase the capacity of educators to independently increase 
their knowledge, skills, and use of instructional practices and 
interventions supported by evidence.
    In addition to these programmatic requirements, to be considered 
for funding under this priority, applicants must meet the application 
and administrative requirements in this priority, which are:
    (a) Demonstrate, in the narrative section of the application under 
``Significance of the Project,'' how the proposed project will--
    (1) Identify and address present and ongoing needs for educators to 
use instructional practices and interventions supported by evidence to 
improve outcomes for students with disabilities, including students 
with high-intensity needs \4\ and their families. To meet this 
requirement, the applicant must--
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    \4\ For the purposes of this priority, ``high-intensity needs'' 
refers to a complex array of disabilities (e.g., multiple 
disabilities, significant cognitive disabilities, significant 
physical disabilities, significant sensory disabilities, significant 
autism, significant emotional disabilities, significant learning 
disabilities, including dyslexia) or needs of children with these 
disabilities requiring intensive, individualized intervention(s) 
(i.e., that are specifically designed to address persistent learning 
or behavior difficulties, implemented with greater frequency and for 
an extended duration than is commonly available in a typical 
classroom or early intervention setting, or which requires personnel 
to have knowledge and skills in identifying and implementing 
multiple interventions supported by evidence).
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    (i) Demonstrate knowledge of current needs of personnel preparation 
programs, SEAs, LEAs and other professional development providers and 
challenges that they face in building the capacity of educators to use 
instructional practices and interventions supported by evidence in 
school settings to improve outcomes for students with disabilities;
    (ii) Demonstrate knowledge of existing and emerging needs for 
digital learning tools and resources for use in pre-service and in-
service training programs to expand the depth and breadth of coverage 
of instructional practices and interventions supported by evidence;
    (iii) Identify existing needs and recent developments in using 
technology to enhance adult learning, and emerging pedagogical 
strategies in the use of technology for teaching and learning in 
conjunction with pre-service and in-service training programs. To meet 
this requirement, the applicant must--
    (A) Demonstrate knowledge of and expertise developing accessible, 
digital open educational tools and resources to enhance pre-service or 
in-service training programs that build the capacity of educators to 
use instructional practices and interventions supported by evidence to 
improve outcomes for students with disabilities, which may include 
identifying experience and providing data showing outcomes from 
previous work in this area;
    (B) Demonstrate knowledge of and expertise using emerging 
technologies to support teaching and learning of educators, which may 
include identifying experience and providing data showing outcomes from 
previous work with personnel preparation or ongoing professional 
development programs in this area;
    (C) Demonstrate knowledge of and expertise using effective 
approaches to systematically disseminating knowledge using digital open 
educational tools and resources to a variety of entities such as IHEs, 
SEAs, LEAs, and other programs that provide pre-service preparation and 
in-service professional development for educators, which may include 
identifying experience and providing data showing outcomes from 
previous work in this area;
    (D) Demonstrate knowledge of and expertise using digital tools and 
resources to assess learning and competence, track progress and 
accomplishments, and validate knowledge, skills, and competencies 
learned, which may include identifying experience and providing data 
showing outcomes from previous work in this area;
    (E) Demonstrate knowledge of and expertise implementing technical 
assistance (TA) strategies supported by evidence to a variety of 
entities such as IHEs, SEAs, LEAs, and other programs that provide 
personnel preparation or professional development for educators, which 
may include identifying experience and providing data showing outcomes 
from previous work in this area; and
    (F) Demonstrate knowledge of and expertise using technology for 
delivery of TA or digital teaching designed to support learning for 
faculty and professional development providers, which may include 
identifying experience, and providing data showing outcomes from 
previous work in this area.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of the Project Services,'' how the proposed project will--
    (1) Ensure equal access to digital learning tools and resources 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 including 
individuals enrolled in personnel preparation programs and educators 
seeking professional development; and

[[Page 23223]]

    (ii) Ensure that digital tools and resources meet the needs of the 
intended recipients by creating materials in formats and languages 
accessible to the intended recipients served by IHE faculty, SEA and 
LEA professional development providers, and others, as appropriate;
    (2) Achieve the intended outcomes. To meet this requirement, the 
applicant must provide--
    (i) Measureable intended project goals and objectives consistent 
with the intended outcomes specified in this notice; and
    (ii) The logic model by which the proposed project will achieve its 
intended outcomes. A logic model used in connection with this priority 
communicates how a project will achieve its intended outcomes and 
provides a framework for both the formative and summative evaluations 
of the project;
    (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: Rather than use the definition of ``logic model'' in 
section 77.1(c) of EDGAR, OSEP uses the definition in paragraph 
(b)(2)(ii) of these application requirements. This definition, 
unlike the definition in 34 CFR 77.1(c), differentiates between 
logic models and conceptual frameworks. 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 educators' use of instructional 
practices and interventions supported by evidence in school settings to 
improve outcomes for students with disabilities, including students 
with high-intensity needs, and their families;
    (ii) The current research on use of digital learning tools and 
resources by structured programs and individual learners for pre-
service preparation and in-service professional development;
    (iii) The current research about adult learning principles and 
implementation science that will inform the proposed product design, 
development, dissemination, and TA services; and
    (iv) How the proposed project will incorporate current practices 
supported by evidence in the design, development and delivery of its 
digital learning tools and resources;
    (5) Develop and disseminate digital learning tools and resources, 
and deliver training and technical assistance 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) Its proposed approach to universal, general TA,\5\ which must 
identify how the project will design, develop, and disseminate 
accessible and high-quality digital learning tools and resources, at no 
cost to recipients, on topics addressing use of instructional practices 
and interventions supported by evidence in school settings to improve 
outcomes for students with disabilities that can be--
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    \5\ ``Universal, general TA'' means TA and information provided 
to independent users through their own initiative, resulting in 
minimal interaction with TA center staff and including one-time, 
invited or offered conference presentations by center staff. This 
category of TA also includes information or products, such as 
newsletters, guidebooks, or research syntheses, downloaded from the 
center's Web site by independent users. Brief communication by 
center staff with recipients, either by telephone or email, also are 
considered universal, general TA.
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    (A) Integrated into structured pre-service personnel preparation 
courses and curricula, in-service professional development programs, 
and personalized learning plans for educators;
    (B) Used in both traditional and nontraditional learning 
environments (e.g., teacher preparation academies, rural communities, 
charter schools);
    (C) Used as a stand-alone learning opportunity, or connected and 
sequenced to provide multiple pathways to learning with clear, specific 
learning goals that are aligned to objectives in a personnel 
preparation program (e.g., professional practice standards, 
professional licensure or certification), or strategic statewide (e.g., 
State Systemic Improvement Plans), local, or personal professional 
learning plans for educators to increase knowledge, skills, and use of 
practices supported by evidence to improve outcomes for students with 
disabilities;
    (D) Developed to expand the depth of digital learning tools and 
resources by covering content from basic knowledge to advanced skills 
and demonstrate different levels of pedagogical intensity (i.e., 
requires personnel to have knowledge and skills in identifying and 
implementing multiple interventions at different levels of intensity, 
supported by evidence) based on students' needs; and
    (E) Employed to assess learning and competence, track progress and 
accomplishment, and validate knowledge, skills and competencies 
learned, and potentially earn credentials.
    (ii) A multi-tiered plan for disseminating these resources which 
should include, at a minimum, clear strategies for disseminating 
resources to targeted populations (e.g., IHEs, SEAs, LEAs, and other 
programs that provide preparation or professional development for 
educators, parents) linked to measurable outcomes.
    (iii) Its proposed approach to targeted, specialized TA,\6\ which 
must identify how the project will--
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    \6\ ``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 center staff. This category of TA includes 
one-time, labor-intensive events, such as facilitating strategic 
planning or hosting regional or national conferences. It also can 
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. Delivering digital content using facilitated online 
professional development can be considered targeted, specialized TA.
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    (A) Identify potential recipients and their potential uses of 
Center digital learning tools and resources under this approach;
    (B) Assist pre-service and in-service training programs in 
incorporating accessible, high-quality digital learning tools and 
resources into their curricula. To address this requirement, the 
applicant must describe how it will--
    (1) Measure the readiness of potential targeted TA recipients to 
work with the project, assessing, at a minimum, their current technical 
capacity and proposed strategies for linking new and emerging 
technology resources to personnel preparation or professional 
development learning objectives, available resources and strategies for 
ensuring technology updates and improvements, and ability to build 
capacity for ongoing personnel preparation or professional development 
program reform and continuous improvement at the program level;
    (2) Select and provide targeted, specialized TA to IHEs, SEAs, or 
other professional development providers on how to incorporate Center 
learning tools and resources into their curricula. To address this 
requirement, the applicant must describe--
    (i) How the Center proposes to identify specific training needs or 
areas that would benefit a targeted group of IHEs, SEAs, or 
professional development providers; and

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    (ii) How the Center proposes to develop and deliver customized 
training and TA in response to the identified needs;
    (3) Collaborate with other federally funded projects on how to 
integrate Center digital open educational tools and resources into 
projects' TA and professional development activities.
    (C) Implement TA services that maximize efficiency. To address this 
requirement, the applicant must describe--
    (1) How the proposed project will use existing and emerging 
technologies, professional development strategies, and innovation to 
achieve the intended outcomes specified in the Priority section of this 
notice;
    (2) With whom the proposed project will communicate and collaborate 
on an ongoing basis, including but not limited to other OSEP-funded 
investments (see www.osepideasthatwork.org/find-center-or-grant/find-a-center), and how the proposed collaborations will promote the use of 
this Center's digital tools and resources by other federally funded 
investments to achieve the intended outcomes of their projects; and
    (3) If applicable, how the proposed project will use non-project 
resources to achieve the intended project outcomes;
    (4) Develop and maintain an organizational structure needed to:
    (i) Efficiently and effectively design, develop, and disseminate 
Center digital learning tools and resources;
    (ii) Assess learning, track progress and accomplishments, and 
validate knowledge, skills, and competencies learned and potentially 
earn credentials;
    (iii) Disseminate information and deliver training and technical 
support to users of Center digital learning tools and resources; and
    (iv) Promote long-term sustainability of Center digital learning 
tools and resources by identifying reliable means to replace and 
upgrade content and its infrastructure.
    (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 digital learning tools and resources have 
reached its target population; measures of intended outcomes or results 
of the project's activities in order to evaluate those activities; and 
how well the goals or objectives of the proposed project, as described 
in its logic model, have been met.
    The applicant must provide an assurance that, in designing the 
evaluation plan, it will--
    (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 Program and Project Performance (CIP3),\7\ 
the project director, and the OSEP project officer on the following 
tasks:
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    \7\ The major tasks of CIP3 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 CIP3 are expected to 
enhance individual project evaluation plans by providing expert and 
unbiased TA in designing the evaluations with due consideration of 
the project's budget. CIP3 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., prepare 
evaluation questions about significant program processes and outcomes; 
develop quantitative or qualitative data collections that permit both 
the collection of progress data, including fidelity of implementation, 
as appropriate, and the assessment of project outcomes; and identify 
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 answer 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 year for use during the project's evaluation (3+2 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 CIP3, as needed, to specify the 
performance measures to be addressed in the project's Annual 
Performance Report;
    (2) Cooperate with CIP3 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) Allocation of key project personnel and any consultants and 
subcontractors and how these allocations are appropriate and adequate 
to achieve the project's intended outcomes;
    (3) The proposed management plan will ensure that the project's 
products and services are of high quality, relevant, and useful to 
recipients; 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.
    (2) Include, in Appendix A, a conceptual framework for the project;

[[Page 23225]]

    (3) Include, in Appendix A, personnel-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 authorized representative;

    (ii) A two and one-half day project directors' conference in 
Washington, DC, during each year of the project period;
    (iii) Two annual two-day trips 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 and approved by the OSEP 
project officer. 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;
    (6) Maintain a high-quality Web site, with an easy-to-navigate 
design, that meets government or industry-recognized standards for 
accessibility; and
    (7) Include, in Appendix A, an assurance to assist OSEP with the 
transfer of pertinent resources and products and to maintain the 
continuity of services to States during the transition to this new 
award period and at the end of this award period, as appropriate.
    Fourth and Fifth Year 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 3+2 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 with which, and how well, the 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:
Institute of Medicine and National Research Council. 2012. The early 
childhood care and education workforce: Challenges and opportunities: A 
workshop report. Washington, DC: The National Academies Press.
Jaquith, A., Mindich, D., Wei, R.C., & Darling-Hammond, L. (2010). 
Teacher professional learning in the United States: Case studies of 
State policies and strategies. Oxford, OH: Learning Forward.
U.S. Department of Education, Office of Educational Technology. (2016). 
Future ready learning: Reimagining the role of technology in education. 
Washington, DC: Author. Retrieved from http://tech.ed.gov/files/2015/12/NETP16.pdf.
    Definitions:
    For the purposes of this priority:
    Supported by evidence means supported by at least strong theory.
    Strong theory means a rationale for the proposed process, product, 
strategy, or practice that includes a logic model. (34 CFR 77.1)
    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (APA) (5 U.S.C. 553) the Department generally offers interested 
parties the opportunity to comment on proposed priorities and 
requirements. Section 681(d) of IDEA, however, makes the public comment 
requirements of the APA inapplicable to the priority in this notice.

    Program Authority: 20 U.S.C. 1462 and 1481.

    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 75, 77, 79, 81, 82, 
84, 86, 97, 98, and 99. (b) The Office of Management and Budget (OMB) 
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.

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


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

II. Award Information

    Type of Award: Cooperative agreement.
    Estimated Available Funds: The Administration has requested 
$83,700,000 for the Personnel Development to Improve Services and 
Results for Children with Disabilities program for FY 2017, of which we 
intend to use an estimated $1,200,000 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 applicants from this competition.
    Maximum Awards: We will reject any application that proposes a 
budget exceeding $1,200,000 for a single budget period of 12 months.
    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; freely associated States and 
outlying areas; Indian Tribes or Tribal organizations; and for-profit 
organizations.
    2. Cost Sharing or Matching: This program does not require cost 
sharing or matching.
    3. Eligible Subgrantees: (a) Under 34 CFR 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: SEAs; 
LEAs, including public charter schools that are considered LEAs under 
State law; IHEs; other public agencies; private nonprofit 
organizations; freely associated States and outlying areas; Indian 
Tribes or Tribal organizations; and for-profit organizations suitable 
to carry out the activities proposed in the application.

[[Page 23226]]

    (b) The grantee may award subgrants to entities it has identified 
in an approved application.
    4. Other General Requirements:
    (a) Recipients of funding under this competition must make positive 
efforts to employ and advance in employment qualified individuals with 
disabilities (see section 606 of IDEA).
    (b) Each applicant for, and recipient of, funding under this 
competition must involve individuals with disabilities, or parents of 
individuals with disabilities ages birth through 26, in planning, 
implementing, and evaluating the project (see section 682(a)(1)(A) of 
IDEA).

IV. Application and Submission Information

    1. Address to Request Application Package: You can obtain an 
application package via the internet or from the Education Publications 
Center (ED Pubs). To obtain a copy via the internet, use the following 
address: www.ed.gov/fund/grant/apply/grantapps/index.html. To obtain a 
copy from ED Pubs, write, fax, or call the following: ED Pubs, U.S. 
Department of Education, P.O. Box 22207, Alexandria, VA 22304. 
Telephone, toll free: 1-877-433-7827. FAX: (703) 605-6794. If you use a 
TDD or a 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 84.325E.
    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 VII 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. We recommend that you--(1) 
limit Part III to no more than 70 pages, and (2) use 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.
    The recommended page limit does not apply to Part I, the cover 
sheet; Part II, the budget section, including the narrative budget 
justification; Part IV, the assurances and certifications; or the 
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 recommended page limit does apply to 
all of Part III, the application narrative, including all text in 
charts, tables, figures, graphs, and screen shots.
    3. Submission Dates and Times:
    Applications Available: May 22, 2017.
    Deadline for Transmittal of Applications: July 6, 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. If the 
Department provides an accommodation or auxiliary aid to an individual 
with a disability in connection with the application process, the 
individual's application remains subject to all other requirements and 
limitations in this notice.
    Deadline for Intergovernmental Review: September 5, 2017.
    4. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. 
Information about Intergovernmental Review of Federal Programs under 
Executive Order 12372 is in the application package for this 
competition.
    5. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    6. Data Universal Numbering System Number, Taxpayer Identification 
Number, and System for Award Management: To do business with the 
Department of Education, you must--
    a. Have a Data Universal Numbering System (DUNS) number and a 
Taxpayer Identification Number (TIN);
    b. Register both your DUNS number and TIN with the System for Award 
Management (SAM), 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.

[[Page 23227]]

    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 Center for the 
Development and Dissemination of Digital Open Educational Learning 
Tools and Resources Supported by Evidence to Enhance Personnel 
Preparation and Professional Development for Educators of Students with 
Disabilities competition, CFDA number 84.325E, 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 
Center for the Development and Dissemination of Digital Open 
Educational Learning Tools and Resources Supported by Evidence to 
Enhance Personnel Preparation and Professional Development for 
Educators of Students with Disabilities 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 84.325, not 84.325E).
    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 Portable 
Document Format (PDF). Do not upload an interactive or fillable PDF 
file. If you upload a file type other than a read-only 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.
     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 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.

[[Page 23228]]

     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 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: Sarah Allen, U.S. 
Department of Education, 400 Maryland Avenue SW., Room 5144, 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 84.325E), 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 84.325E), 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 listed in the application package.
    (a) Significance (5 points).
    (1) The Secretary considers the significance of the proposed 
project.
    (2) In determining the significance of the proposed project, the 
Secretary considers one or more of the following factors:
    (i) The extent to which the proposed project will address specific 
gaps or weaknesses in services, infrastructure, or opportunities that 
have been identified.
    (ii) The importance or magnitude of the results or outcomes likely 
to be attained by the proposed project.
    (b) Quality of the project services (40 points).
    (1) The Secretary considers the quality of the services to be 
provided by the proposed project.
    (2) In determining the quality of the services to be provided by 
the proposed project, the Secretary considers the quality and 
sufficiency of strategies for ensuring equal access and treatment for 
eligible project participants who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.

[[Page 23229]]

    (3) In addition, the Secretary considers one or more of the 
following factors:
    (i) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable.
    (ii) The extent to which there is a conceptual framework underlying 
the proposed activities and the quality of that framework.
    (iii) The extent to which the services to be provided by the 
proposed project reflect up-to-date knowledge from research and 
effective practice.
    (iv) The extent to which the proposed products and services are of 
sufficient quality, intensity, and duration to lead to the outcomes to 
be achieved by the proposed project.
    (v) The extent to which the products and services to be developed 
and provided by the proposed project involve the use of efficient 
strategies, including the use of technology, collaboration with 
appropriate partners, and the leveraging of non-project resources.
    (c) Quality of the project evaluation (20 points).
    (1) The Secretary considers the quality of the evaluation to be 
conducted of the proposed project.
    (2) In determining the quality of the evaluation, the Secretary 
considers one or more of the following factors:
    (i) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project.
    (ii) The extent to which the methods of evaluation will provide 
data and performance feedback for examining the effectiveness of 
project implementation strategies and the progress toward achieving 
intended outcomes.
    (iii) The extent to which the methods of evaluation will produce 
quantitative and qualitative data that demonstrate the project has met 
intended outcomes.
    (d) Adequacy of project resources (15 points).
    (1) The Secretary considers the adequacy of resources, including 
the personnel who will carry out the proposed project.
    (2) In determining the adequacy of resources, the Secretary 
considers the extent to which the applicant encourages 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.
    (3) In addition, the Secretary considers one or more of the 
following factors:
    (i) The qualifications, including relevant training and experience, 
of key project personnel (i.e., project director, project staff, and 
project consultants or subcontractors).
    (ii) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization and key 
partners.
    (iii) The extent to which the costs are reasonable in relation to 
the anticipated results and benefits.
    (e) Quality of management plan (20 points).
    (1) The Secretary considers the quality of the management plan for 
the proposed project.
    (2) In determining the quality of the management plan for the 
proposed project, the Secretary considers one or more of the following 
factors:
    (i) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks.
    (ii) The extent to which the time commitments of the project 
director, project staff, and project consultants or subcontractors are 
appropriate and adequate to meet the objectives of the proposed 
project.
    (iii) The adequacy of mechanisms for ensuring high-quality products 
and services from the proposed project.
    (iv) How the applicant will ensure that a diversity of perspectives 
are brought to bear in the operation of the proposed project, including 
those of parents, teachers, the business community, a variety of 
disciplinary and professional fields, recipients or beneficiaries of 
services, or others, as appropriate.
    2. Review and Selection Process: (a) 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.
    (b) In addition, in making a competitive grant award, the Secretary 
also requires various assurances, including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Additional Review and Selection Process Factors: In the past, 
the Department has had difficulty finding peer reviewers for certain 
competitions because so many individuals who are eligible to serve as 
peer reviewers have conflicts of interest. The standing panel 
requirements under section 682(b) of IDEA also have placed additional 
constraints on the availability of reviewers. Therefore, the Department 
has determined that, for some discretionary grant competitions, 
applications may be separated into two or more groups and ranked and 
selected for funding within specific groups. This procedure will make 
it easier for the Department to find peer reviewers by ensuring that 
greater numbers of individuals who are eligible to serve as reviewers 
for any particular group of applicants will not have conflicts of 
interest. It also will increase the quality, independence, and fairness 
of the review process, while permitting panel members to review 
applications under discretionary grant competitions for which they also 
have submitted applications.
    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.

[[Page 23230]]

    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 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 open 
educational digital learning tools, resources, and services; the 
relevance of project digital learning tools, resources, and services to 
educational policy and practice; and the use of digital learning tools, 
resources, and services to improve educational 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. Other Information

    Accessible Format: Individuals with disabilities can obtain this 
document and a copy of the application package in an accessible format 
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    Dated: May 17, 2017.
Ruth E. Ryder,
Deputy Director, Office of Special Education Programs, delegated the 
duties of the Assistant Secretary for Special Education and 
Rehabilitative Services.
[FR Doc. 2017-10450 Filed 5-19-17; 8:45 am]
 BILLING CODE 4000-01-P