[Federal Register Volume 82, Number 108 (Wednesday, June 7, 2017)]
[Notices]
[Pages 26456-26465]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2017-11842]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Technical Assistance and 
Dissemination To Improve Services and Results for Children With 
Disabilities--Technical Assistance Center on Positive Social, 
Emotional, and Behavioral Outcomes for Young Children With, and at Risk 
for, Developmental Delays or 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 Technical 
Assistance and Dissemination To Improve Services and Results for 
Children With Disabilities--Technical Assistance Center on Positive 
Social, Emotional, and Behavioral Outcomes for Young Children With, and 
at Risk for, Developmental Delays or Disabilities, Catalog of Federal 
Domestic Assistance (CFDA) number 84.326B.

DATES: 
    Applications Available: June 7, 2017.
    Deadline for Transmittal of Applications: July 24, 2017.
    Deadline for Intergovernmental Review: September 20, 2017.

FOR FURTHER INFORMATION CONTACT: Jennifer Tschantz, U.S. Department of 
Education, 400 Maryland Avenue SW., Room 5143, Potomac Center Plaza, 
Washington, DC 20202-5108. Telephone: (202) 245-6282.

[[Page 26457]]

    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 purpose of the Technical Assistance and 
Dissemination to Improve Services and Results for Children with 
Disabilities program is to promote academic achievement and to improve 
results for children with disabilities by providing technical 
assistance (TA), supporting model demonstration projects, disseminating 
useful information, and implementing activities that are supported by 
scientifically based research.
    Priority: In accordance with 34 CFR 75.105(b)(2)(v), this priority 
is from allowable activities specified in the statute (see sections 663 
and 681(d) of the Individuals with Disabilities Education Act (IDEA)).
    Absolute Priority: For FY 2017 and any subsequent year in which we 
make awards from the list of unfunded applications 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:
    Technical Assistance Center on Positive Social, Emotional, and 
Behavioral Outcomes for Young Children with, and at Risk for, 
Developmental Delays or Disabilities.

Background

    Young children's social, emotional, and behavioral development has 
long been recognized as critical for school readiness. Children who are 
socially competent and exhibit positive behavior during the early 
childhood years are more successful in school and in life (Jones, 
Greenberg, & Crowley, 2015). Despite this, early childhood programs 
that serve infants, toddlers, and preschool children (young children) 
with, and at risk for, developmental delays or disabilities have 
struggled to systematically promote positive social and emotional 
development and reduce challenging behaviors.
    Early childhood personnel are often not trained to adequately 
support young children's social, emotional, and behavioral development 
(Buettner, Hur, Jeon, & Andrews, 2016). As a result, early childhood 
personnel frequently report that coping with challenging behavior is 
their most pressing training need and presents a barrier to including 
young children with disabilities into programs with their typically 
developing peers (Hemmeter, Corso, & Cheatham, 2006; Snell et al., 
2012). In fact, expulsion rates in preschool are higher than in K-12, 
and preschool expulsion and suspension rates include stark racial and 
gender disparities, with young boys of color, including those with 
disabilities, being suspended and expelled much more frequently than 
other children (Gilliam, 2005; U.S. Department of Education, 2014; U.S. 
Department of Education, 2016). In addition, young children with 
disabilities and their families face significant barriers to accessing 
inclusive high-quality early childhood programs, despite the research 
base on the benefits of and the legal foundation for inclusion.\1\
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    \1\ Section 632(4)(G) of the IDEA Part C requires that, to the 
maximum extent appropriate, factoring in each child's routines, 
needs, and outcomes, early intervention services be made available 
to all eligible infants and toddlers with disabilities in ``natural 
environments,'' including the home, and community settings in which 
children without disabilities participate. Section 619 of the IDEA 
Part B requires that to the maximum extent appropriate, all children 
with disabilities, including preschool children with disabilities, 
must be educated in the least restrictive environment, and removal 
from the regular education environment occurs only if the nature and 
severity of the disability is such that education in regular classes 
with the use of supplementary aids and services cannot be achieved 
satisfactorily.
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    Early childhood multi-tiered systems of support (MTSS) \2\ focused 
on social, emotional, and behavioral development implemented in center-
based early childhood settings have shown promise in increasing 
children's social competence and reducing challenging behaviors. 
Additionally, 30 States identified in their State Systemic Improvement 
Plans (SSIPs) \3\ improving the social and emotional outcomes of 
infants and toddlers with disabilities under Part C of the IDEA. 
However, State and local early childhood programs are not typically 
organized in a manner that systematically supports early childhood 
personnel in implementing these interventions. State and local programs 
need guidance and resources on how to implement the framework, 
especially in home-based and community settings with young children 
with, and at risk for, developmental delays or disabilities.
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    \2\ An early childhood MTSS framework (also referred to as 
response to intervention, or RTI) focused on social, emotional, and 
behavioral development is a framework used to organize effective 
practices, interventions, and implementation supports supported by 
evidence. MTSS strategies are typically organized into three 
progressively intensive tiers, with specific interventions being 
executed across primary, secondary and tertiary tiers. The first 
tier typically includes practices to promote nurturing and 
responsive caregiving relationships with the child and high-quality 
supportive environments. The second tier includes explicit 
instruction in social skills and emotional regulation for children 
who require more systematic and focused instruction. The third tier 
is for children with persistent challenging behaviors that are not 
responsive to interventions at other tiers and involves implementing 
a plan of intensive, individualized interventions. MTSS intervention 
strategies should not delay or deny the evaluation of students 
suspected of having a disability or developmental delay (see OSEP's 
April 2016 memorandum on the use of RTI in preschool available 
online: https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/oseprtipreschoolmemo4-29-16.pdf).
    \3\ The Office of Special Education Programs (OSEP) has 
redesigned its accountability framework which is designated as 
Results Driven Accountability (RDA). As part of RDA, OSEP required 
States to develop, and report in the Annual Performance Report 
(APR), the State Systemic Improvement Plan (SSIP). The SSIP is a 
comprehensive, multi-year plan that is focused on improving a State-
identified measureable result (SIMR). Thirty State IDEA Part C 
programs have developed SSIPs that have SIMRs specifically focused 
on improving the social and emotional outcomes of infants and 
toddlers with disabilities.
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    To support young children's social, emotional, and behavioral 
development and reduce their challenging behaviors, this priority will 
fund a cooperative agreement to establish and operate a national 
Technical Assistance Center on Positive Social, Emotional, and 
Behavioral Outcomes for Young Children with, and at Risk for, 
Developmental Delays or Disabilities. The center will develop an early 
childhood MTSS framework, and then support States, early childhood 
programs, and personnel in implementing this framework focused on 
improving social, emotional, and behavioral development.

Priority

    The purpose of this priority is to fund a cooperative agreement to 
establish and operate a Technical Assistance Center on Positive Social, 
Emotional, and Behavioral Outcomes for Young Children with, and at Risk 
\4\ for,

[[Page 26458]]

Developmental Delays or Disabilities to achieve, at a minimum, the 
following:
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    \4\ Section 663(b)(1) of the IDEA gives the Department the 
authority to include a focus on ``at-risk'' children in this 
priority: ``Funds received under this section shall be used to 
support activities to improve services provided under this title, 
including the practices of professionals and others involved in 
providing such services to children with disabilities, that promote 
academic achievement and improve results for children with 
disabilities through . . . implementing effective strategies for 
addressing inappropriate behavior of students with disabilities in 
schools, including strategies to prevent children with emotional and 
behavioral problems from developing emotional disturbances that 
require the provision of special education and related services.'' 
Under IDEA Part C, States have the option to serve ``at-risk infants 
and toddlers,'' defined under section 632(1) as individuals under 
three years of age who would be at risk of experiencing a 
substantial developmental delay if early intervention services were 
not provided to the individual. Additionally, under section 638(5) 
of the IDEA, States that do not serve ``at-risk infants and 
toddlers'' under IDEA Part C may strengthen the statewide system by 
initiating, expanding, or improving collaborative efforts to at-risk 
infants and toddlers, including establishing linkages with 
appropriate public or private community-based organizations, 
services, and personnel for IDEA child find and related purposes.
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    (a) An early childhood multi-tiered systems of support (MTSS) 
framework focused on improving social, emotional, and behavioral 
development that explicitly integrates practices supported by evidence 
(as defined in this notice); addresses the needs of infants and 
toddlers as well as preschoolers; reduces inappropriate and 
disproportionate discipline practices affecting young children of 
color; increases inclusion and ongoing participation of young children 
with disabilities in early childhood settings; promotes family 
engagement; and is relevant for various early childhood settings 
(center, home, and community-based);
    (b) Improved State and local capacity, including improved skills of 
personnel, to organize the infrastructure components (including 
policies, funding, workforce, coaching, data collection and analysis, 
and interagency leadership) needed to support, scale-up, and sustain 
the implementation of the early childhood MTSS framework described in 
paragraph (a) across early childhood programs; and
    (c) Increased State and local implementation of the early childhood 
MTSS framework described in paragraph (a) with early childhood programs 
and providers using reliable and valid tools and processes for 
evaluating the fidelity of the implementation of the early childhood 
MTSS framework focused on social, emotional, and behavioral 
development; and measuring improvements in young children's social, 
emotional, and behavioral outcomes, and reductions in behavior 
incidents, suspensions, and expulsions.
    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) Address the current and emerging needs of States, early 
childhood programs, and personnel to improve the social, emotional, and 
behavioral outcomes of young children with, and at risk for, 
developmental delays or disabilities through the implementation of an 
early childhood MTSS framework. To meet this requirement the applicant 
must--
    (i) Present applicable national and State data demonstrating the 
need to address improved positive social, emotional, and behavioral 
outcomes in young children with, and at risk for, developmental delays 
or disability and the needs of States, early childhood programs, and 
personnel in implementing an early childhood MTSS framework focused on 
social, emotional, and behavioral development;
    (ii) Demonstrate knowledge of current educational issues and policy 
initiatives related to: Implementing and sustaining an early childhood 
MTSS framework that promotes positive social, emotional, and behavioral 
outcomes for young children with, and at risk for, developmental delays 
or disability across early childhood settings; reducing 
disproportionate discipline practices and suspension and expulsion; and 
increasing inclusive opportunities for young children with 
disabilities;
    (iii) Present information about the current level of State and 
local implementation of:
    (A) Early childhood MTSS frameworks focused on social, emotional, 
and behavioral development;
    (B) Activities to reduce disproportionate discipline and suspension 
and expulsion practices in early childhood programs;
    (C) Activities to address challenging behavior as a barrier to 
inclusive opportunities for young children with disabilities; and
    (D) IDEA Part C activities to implement SSIPs targeting their 
State-identified measurable result (SIMR) on the improvement of social 
and emotional outcomes;
    (2) Improve State and local implementation of an early childhood 
MTSS framework focused on social, emotional, and behavioral development 
and indicate the likely magnitude or importance of the improvements.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of the Project Services,'' how the proposed project will--
    (1) Ensure equal access and treatment for members of groups that 
have traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability. To meet this requirement, the 
applicant must describe how it will--
    (i) Identify the needs of the intended recipients for TA and 
information; and
    (ii) Ensure that services and products meet the needs of the 
intended recipients;
    (2) Achieve its goals, objectives, and intended outcomes. To meet 
this requirement, the applicant must provide--
    (i) Measurable intended project outcomes; and
    (ii) The logic model by which the proposed project will achieve its 
intended outcomes. 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 34 
CFR 77.1(c), 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 the effectiveness of an early childhood 
MTSS framework focused on social, emotional, and behavioral development 
and related practices supported by evidence;
    (ii) The current research about adult learning principles and 
implementation science or improvement science that will inform the 
proposed TA; and
    (iii) How the proposed project will incorporate current research 
and practices supported by evidence in the development and delivery of 
its products and services;
    (5) Develop products and provide services that are of high quality 
and sufficient intensity and duration to achieve the intended outcomes 
of the proposed project. To address this requirement, the applicant 
must describe--
    (i) How it proposes to identify or develop the knowledge base on 
effective practices within, and implementation supports for, an early 
childhood MTSS framework focused on social, emotional, and behavioral 
development that--
    (A) Improves the social, emotional, and behavioral development of 
infants,

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toddlers, and preschoolers with, or at risk for, developmental delays 
and disabilities;
    (B) Reduces the use of suspension and expulsion in early childhood 
programs and addresses the disproportionate discipline practices for 
young children of color;
    (C) Increases the inclusion of young children with disabilities in 
early childhood programs;
    (D) Integrates infant mental health specialists and early childhood 
mental health consultants in the implementation of an early childhood 
MTSS framework;
    (E) Allows for the collection and use of data to inform decision-
making about improving social, emotional, and behavioral outcomes for 
young children; and
    (F) Engages families of young children, including those from 
diverse cultural and linguistic backgrounds, in the social, emotional, 
and behavioral development of their children;
    (ii) Its proposed approach to universal, general TA,\5\ which must 
identify the intended recipients of the products and services under 
this approach and should include activities focused on strengthening an 
early childhood MTSS framework that promotes young children's social, 
emotional, and behavioral development including developing and 
strengthening existing resources, guidance, and tools on:
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    \5\ ``Universal, general TA'' means TA and information provided 
to independent users through their own initiative, resulting in 
minimal interaction with TA center staff and including one-time, 
invited or offered conference presentations by TA center staff. This 
category of TA also includes information or products, such as 
newsletters, guidebooks, or research syntheses, downloaded from the 
TA center's Web site by independent users. Brief communications by 
TA center staff with recipients, either by telephone or email, are 
also considered universal, general TA.
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    (A) Practices supported by evidence, policies and implementation 
supports to promote infant, toddlers' and preschoolers' social, 
emotional, and behavioral outcomes;
    (B) Addressing potential disparities in the application or effect 
of discipline practices for young children of color and reducing 
suspension and expulsion in programs serving young children with, and 
at risk for, developmental delays and disabilities;
    (C) Using valid and reliable tools to measure change in social, 
emotional, and behavioral outcomes at the child level and making data-
based decisions to inform interventions; and
    (D) Collecting data on progress towards social, emotional, and 
behavioral outcomes and discipline practices at the program level, and 
how to use these data to make decisions related to practices and 
policies;
    (iii) Its proposed approach to targeted, specialized TA,\6\ which 
must identify--
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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 TA center staff. This category of TA 
includes one-time, labor-intensive events, such as facilitating 
strategic planning or hosting regional or national conferences. It 
can also include episodic, less labor-intensive events that extend 
over a period of time, such as facilitating a series of conference 
calls on single or multiple topics that are designed around the 
needs of the recipients. Facilitating communities of practice can 
also be considered targeted, specialized TA.
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    (A) The intended recipients, including the type and number of 
recipients that will receive the products and services under this 
approach;
    (B) Its proposed approach to measure the readiness of potential TA 
recipients to work with the project, assessing, at a minimum, their 
current infrastructure, available resources, and ability to build 
capacity at the local level;
    (C) The process by which the proposed project will collaborate with 
OSEP-funded TA centers (see www.osepideasthatwork.org/find-center-or-grant/find-a-center) and other federally funded TA Centers; and
    (D) Its proposed approach to increasing the engagement and 
leadership of State IDEA Part C and Part B, section 619 coordinators to 
collaborate with other early childhood State leaders to significantly 
reduce or eliminate suspension and expulsion practices in early 
childhood programs.
    (iv) Its proposed approach to intensive, sustained TA,\7\ which 
must identify--
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    \7\ ``Intensive, sustained TA'' means TA services often provided 
on-site and requiring a stable, ongoing relationship between the TA 
center staff and the TA recipient. ``TA services'' are defined as 
negotiated series of activities designed to reach a valued outcome. 
This category of TA should result in changes to policy, program, 
practice, or operations that support increased recipient capacity or 
improved outcomes at one or more systems levels.
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    (A) The intended recipients, including the type and number of 
recipients that will receive the products and services under this 
approach;
    (B) Its proposed approach to measure the readiness of the 
recipients to work with the project, including their commitment to the 
initiative, alignment of the initiative to their needs, current 
infrastructure, available resources, and ability to build capacity at 
the local level;
    (C) Its proposed plan for assisting State early childhood agencies 
(including State educational agencies (SEAs) and lead agencies) to 
build training systems that include professional development based on 
adult learning principles and coaching;
    (D) Its proposed plan for working across the early childhood and 
health systems (e.g., child care, Head Start, State-funded 
prekindergarten, Part C and Part B section 619 of IDEA, home visiting, 
mental health) and with appropriate levels of the systems (e.g., State 
early learning agencies, regional TA providers, districts and 
communities, schools and local programs, families) to ensure that there 
is communication across programs and between each level and that there 
are systems in place to support the use of an early childhood MTSS 
framework focused on social, emotional, and behavioral development; and
    (E) The process by which the proposed project will collaborate with 
OSEP-funded centers (see www.osepideasthatwork.org/find-center-or-grant/find-a-center) and other federally funded TA Centers.
    (6) Develop products and implement services that maximize 
efficiency. To address this requirement, the applicant must describe--
    (i) How the proposed project will use technology to achieve the 
intended project outcomes;
    (ii) With whom the proposed project will collaborate and the 
intended outcomes of this collaboration; and
    (iii) How the proposed project will use non-project resources to 
achieve the intended project outcomes.
    (c) In the narrative section of the application under ``Quality of 
the Evaluation Plan,'' include an evaluation plan for the project as 
described in the following paragraphs. The evaluation plan must 
describe: Measures of progress in implementation, including the 
criteria for determining the extent to which the project's products and 
services have met the goals for reaching 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.
    (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

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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 providers 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 products and 
services provided are of high quality, relevant, and useful to 
recipients;
    (4) The proposed project will benefit from a diversity of 
perspectives, including those of families, various early childhood 
programs, educators, TA providers, future leaders, researchers, and 
policy makers, among others, in its development and operation; and
    (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;
    (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 other authorized representative;

    (ii) A two and one-half day project directors' conference in 
Washington, DC, during each year of the project period;
    (iii) Three trips annually to attend Department briefings, 
Department-sponsored conferences, and other meetings, as requested by 
OSEP; and
    (iv) A one-day intensive 3+2 review meeting in Washington, DC, 
during the last half of the second year of the project period;
    (5) Include, in the budget, a line item for an annual set-aside of 
five percent of the grant amount to support emerging needs that are 
consistent with the proposed project's intended outcomes, as those 
needs are identified in consultation with and approved by the OSEP 
project officer.

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

    (6) Engage doctoral students or post-doctoral fellows to increase 
the number of future leaders in the field who are knowledgeable about 
how to implement, scale-up, and sustain an early childhood MTSS 
framework focused on social, emotional, and behavioral development 
through engagement with the project; and
    (7) Maintain a high-quality Web site, with an easy-to-navigate 
design, that meets government or industry-recognized standards for 
accessibility.

Fourth and Fifth Years of the Project

    In deciding whether to continue funding the project for the fourth 
and fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a), as well as--
    (a) The recommendation of a 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 and assessment of 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

Buettner, C.K., Hur, E.H., Jeon, L., & Andrews, D.W. (2016, 
February). What are we teaching the teachers? Child development 
curricula in US higher education. Child & Youth Care Forum 45(1), 
155-175.
Gilliam, W.S. (2005). Prekindergarteners left behind: Expulsion 
rates in state prekindergarten systems. New York, NY: Foundation for 
Child Development.
Hemmeter, M.L., Corso, R., & Cheatham, G. (2006, February). Issues 
in addressing challenging behaviors in young children: A national 
survey of early childhood educators. Paper presented at the 
Conference on Research Innovations in Early Intervention. San Diego, 
CA.
Jones, D.E., Greenberg, M, & Crowley, M. (2015). Early social-
emotional functioning and public health: The relationship between 
kindergarten social competence and future wellness. American Journal 
of Public Health, 105(11), 2283-2290.
Snell, M.E., Voorhees, M.D., Berlin, R.A., Stanton-Chapman, T.L., 
Hadden, S., & McCarty, J. (2012). Use of interview and observation 
to clarify reported practices of Head Start staff concerning problem 
behavior: for programs and training. Journal of Positive Behavior 
Interventions, 14, 108-117.
U.S. Department of Education, Office for Civil Rights. (2014). Data 
snapshot: Early childhood education. Retrieved from: https://www2.ed.gov/about/offices/list/ocr/docs/crdc-early-learning-snapshot.pdf.
U.S. Department of Education, Office for Civil Rights. (2016). 2013-
2014 civil rights data collection: A first look. Retrieved from: 
http://www2.ed.gov/about/offices/list/ocr/docs/2013-14-first-look.pdf.

Definitions

    For the purposes of this priority:
    Strong theory means a rationale for the proposed process, product, 
strategy, or practice that includes a logic model (34 CFR 77.1).
    Supported by evidence means supported by at least strong theory.
    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (APA) (5 U.S.C. 553) the Department generally offers interested 
parties the opportunity to comment on proposed priorities and 
requirements. Section 681(d) of IDEA, however, makes the public comment 
requirements of the APA inapplicable to the priority in this notice.
    Program Authority: 20 U.S.C. 1463 and 1481.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations 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

[[Page 26461]]

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 institutions of 
education (IHEs) only.

II. Award Information

    Type of Award: Cooperative agreement.
    Estimated Available Funds: The Administration has requested 
$44,345,000 for the Technical Assistance and Dissemination to Improve 
Services and Results for Children with Disabilities program for FY 
2017, of which we intend to use an estimated $1,100,000 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.
    Maximum Award: We will fund a successful application only up to 
$1,100,000 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; State lead agencies under Part C of 
the IDEA; local educational agencies (LEAs), including public charter 
schools that operate as 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: IHEs 
and private nonprofit organizations suitable to carry out the 
activities proposed in the application.
    (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 must, with 
respect to the aspects of their proposed project relating to the 
absolute priority, 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: 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 package from ED Pubs, be sure to 
identify this competition as follows: CFDA number 84.326B.
    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 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: June 7, 2017.
    Deadline for Transmittal of Applications: July 24, 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 20, 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.

[[Page 26462]]

    6. Data Universal Numbering System Number, Taxpayer Identification 
Number, and System for Award Management: To do business with the 
Department of Education, you must--
    a. Have a Data Universal Numbering System (DUNS) number and a 
Taxpayer Identification Number (TIN);
    b. Register both your DUNS number and TIN with the System for Award 
Management (SAM), the Government's primary registrant database;
    c. Provide your DUNS number and TIN on your application; and
    d. Maintain an active SAM registration with current information 
while your application is under review by the Department and, if you 
are awarded a grant, during the project period.
    You can obtain a DUNS number from Dun and Bradstreet at the 
following Web site: http://fedgov.dnb.com/webform. A DUNS number can be 
created within one to two business days.
    If you are a corporate entity, agency, institution, or 
organization, you can obtain a TIN from the Internal Revenue Service. 
If you are an individual, you can obtain a TIN from the Internal 
Revenue Service or the Social Security Administration. If you need a 
new TIN, please allow two to five weeks for your TIN to become active.
    The SAM registration process can take approximately seven business 
days, but may take upwards of several weeks, depending on the 
completeness and accuracy of the data you enter into the SAM database. 
Thus, if you think you might want to apply for Federal financial 
assistance under a program administered by the Department, please allow 
sufficient time to obtain and register your DUNS number and TIN. We 
strongly recommend that you register early.

    Note  Once your SAM registration is active, it may be 24 to 48 
hours before you can access the information in, and submit an 
application through, Grants.gov.

    If you are currently registered with SAM, you may not need to make 
any changes. However, please make certain that the TIN associated with 
your DUNS number is correct. Also note that you will need to update 
your registration annually. This may take three or more business days.
    Information about SAM is available at www.SAM.gov. To further 
assist you with obtaining and registering your DUNS number and TIN in 
SAM or updating your existing SAM account, we have prepared a SAM.gov 
Tip Sheet, which you can find at: www2.ed.gov/fund/grant/apply/sam-faqs.html.
    In addition, if you are submitting your application via Grants.gov, 
you must (1) be designated by your organization as an Authorized 
Organization Representative (AOR); and (2) register yourself with 
Grants.gov as an AOR. Details on these steps are outlined at the 
following Grants.gov Web page: www.grants.gov/web/grants/register.html.
    7. Other Submission Requirements: Applications for grants under 
this competition must be submitted electronically unless you qualify 
for an exception to this requirement in accordance with the 
instructions in this section.
    a. Electronic Submission of Applications.
    We are a participating partner in the Governmentwide Grants.gov 
Apply site. Technical Assistance Center on Positive Social, Emotional, 
and Behavioral Outcomes for Young Children with, and at Risk for, 
Developmental Delays or Disabilities competition, CFDA number 84.326B, 
is included in this project. We request your participation in 
Grants.gov.
    If you choose to submit your application electronically, use 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 access the electronic grant application for the Technical 
Assistance Center on Positive Social, Emotional, and Behavioral 
Outcomes for Young Children with, and at Risk for, Developmental Delays 
or 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 84.326, not 84.326B).
    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 submit your application in paper format.
     If you submit your application electronically, 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.
     If you submit your application electronically, 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

[[Page 26463]]

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.
     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.

Submission of Paper Applications by Mail

    If you submit your application by mail (through the U.S. Postal 
Service or a commercial carrier), 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 84.326B), 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 submit your applications in paper format by hand delivery, 
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 84.326B), 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.
    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

[[Page 26464]]

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.
    4. Performance Measures: Under the Government Performance and 
Results Act of 1993 (GPRA), the Department has established a set of 
performance measures, including long-term measures, that are designed 
to yield information on various aspects of the effectiveness and 
quality of the Technical Assistance and Dissemination to Improve 
Services and Results for Children With Disabilities program. For 
purposes of this priority, the Center will use these measures, which 
focus on the extent to which projects provide high-quality products and 
services, the relevance of project products and services to educational 
and early intervention policy and practice, and the use of products and 
services to improve educational and early intervention policy and 
practice.
    Projects funded under this competition are required to submit data 
on these measures as directed by OSEP.
    Grantees will be required to report information on their project's 
performance in annual and final performance reports to the Department 
(34 CFR 75.590).
    5. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: Whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, the 
performance targets in the grantee's approved application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. 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

[[Page 26465]]

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.

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. 2017-11842 Filed 6-6-17; 8:45 am]
BILLING CODE 4000-01-P