[Federal Register Volume 81, Number 140 (Thursday, July 21, 2016)]
[Notices]
[Pages 47366-47375]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2016-17324]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Technical Assistance and
Dissemination to Improve Services and Results for Children With
Disabilities and Technical Assistance on State Data Collection--
National Technical Assistance Center to Increase the Participation and
Improve the Performance of Students with Disabilities on State and
Districtwide Assessments
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice.
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Overview Information:
Technical Assistance and Dissemination to Improve Services and
Results for Children with Disabilities and Technical Assistance on
State Data Collection--National Technical Assistance Center to Increase
the Participation and Improve the Performance of Students with
Disabilities on State and Districtwide Assessments.
Notice inviting applications for a new award for fiscal year (FY)
2016.
Catalog of Federal Domestic Assistance (CFDA) Number: 84.326G.
DATES: Applications Available: July 21, 2016.
Deadline for Transmittal of Applications: August 22, 2016.
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Programs: The purpose of the Technical Assistance and
Dissemination to Improve Services and Results for Children with
Disabilities program is to promote academic achievement and to improve
results for children with disabilities by providing technical
assistance (TA), supporting model demonstration projects, disseminating
useful information, and implementing activities that are supported by
scientifically based research. The purpose of the Technical Assistance
on State Data Collection program is to improve the capacity of States
to meet the Individuals with Disabilities Education Act (IDEA) data
collection and reporting requirements.
Priorities: This notice contains two absolute priorities. In
accordance with 34 CFR 75.105(b)(2)(v), Absolute Priority 1 is from
allowable activities specified or otherwise authorized in the
Individuals with Disabilities Education Act (IDEA) (see sections 663
and 681(d) of the IDEA, 20 U.S.C. 1463 and 1481(d)). Absolute Priority
2 is from the notice of final priorities and requirements for the
Technical Assistance on State Data Collection program (NFP) published
elsewhere in this issue of the Federal Register.
Absolute Priorities: These priorities are absolute priorities.
Under 34 CFR 75.105(c)(3), we consider only applications that meet
these priorities.
These priorities are:
Absolute Priority 1--Technical Assistance and Dissemination to
Improve Services and Results for Children with Disabilities--National
Technical Assistance Center to Increase the Participation and Improve
the Performance of Students with Disabilities on State and Districtwide
Assessments.
Background:
The purpose of this priority is to fund a cooperative agreement to
establish and
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operate a National Technical Assistance Center to Increase the
Participation and Improve the Performance of Students with Disabilities
on State and Districtwide Assessments (Center).
Section 612(a)(16) of the IDEA requires that all students with
disabilities are included in all general State and districtwide
assessments, including assessments described under section 1111 of the
Elementary and Secondary Education Act of 1965 (ESEA), with appropriate
accommodations and alternate assessments where necessary and as
indicated in their respective individualized education programs. In
accordance with Federal law, there are multiple ways for students with
disabilities to participate in State and districtwide assessments:
General assessments, general assessments with accommodations, and
alternate assessments that are based on alternate academic achievement
standards for students with the most significant cognitive
disabilities.
Further, research shows that (1) instruction for students with
disabilities is increasingly aligned with State academic content
standards, (2) State and districtwide assessment data are more
frequently used to make educational decisions for these students, and
(3) participating in State and districtwide assessments and being
included in accountability systems may have positive effects on
educational results for students with disabilities (Aron & Loprest,
2012; Courtade, Spooner, & Browder, 2012; Kurz, Elliott, Lemons,
Zigmond, Kloo, & Kettler, 2014). However, teachers cannot simply wait
until the results of State and districtwide assessments become
available to make educational decisions. In addition to analyzing
results from State (typically summative) assessments, formative
assessments are increasingly being used before, during, and after
instruction to help teachers understand their students' learning and
improve their own instructional practices (Conderman & Hedin, 2012).
Despite the progress State educational agencies (SEAs) and local
educational agencies (LEAs) have made in including students with
disabilities in assessments and accountability systems, SEAs and LEAs
continue to face challenges, such as integrating data from dissimilar
tests (e.g., general, accommodated, and alternate) into a single
accountability system, developing consistent SEA and LEA policies on
assessment accommodations that provide maximum accessibility while
maintaining test reliability and validity, and analyzing and using
formative and summative assessment data to improve instruction and
accountability for students with disabilities.
Furthermore, one of the most complex challenges faced by SEAs and
LEAs is developing and administering English language proficiency (ELP)
assessments to students who are both English Learners (ELs) and
students with disabilities (U.S. Department of Education, 2014).
Properly identifying these students is also a significant challenge if
their disabilities are masked by their limited English proficiency, or
vice versa. Improper identification may lead to inappropriate
instruction, assessment, and accommodation for these students.
Linguistic and cultural biases may also affect the validity of
assessment for ELs with disabilities (Lane & Leventhal, 2015).
Finally, the U.S. Department of Education (Department) notes that
in many schools, there may be unnecessary testing and insufficient
clarity of purpose applied to the task of assessing students, including
students with disabilities, consuming too much instructional time and
creating undue stress for educators and students. (For more
information, see the Department's February 2, 2016, letter to Chief
State School Officers available at: www2.ed.gov/admins/lead/account/saa/16-0002signedcsso222016ltr.pdf.)
These and other complex challenges will continue to arise in this
dynamic landscape as States adopt college- and career-ready academic
content standards and develop new, valid, more instructionally useful
and inclusive assessments aligned to these standards. Developing these
new assessments has been and will continue to be challenging and time-
consuming, and States and LEAs need support in identifying and
implementing effective practices for including children with
disabilities in State and districtwide assessments. Moreover, methods
for analyzing and effectively using State and districtwide assessment
data to improve instruction and accountability for students with
disabilities will continue to need further development and refinement.
In this regard, the Department notes that SEA personnel also need
assistance in analyzing and using assessment data to better achieve the
State Identifiable Measurable Result(s) (SIMR), which were described in
their IDEA Part B State Systemic Improvement Plans (SSIPs) that were
developed in accordance with section 616(b) of IDEA and the Office of
Special Education Programs (OSEP) guidance on Indicator B-17 of the
Federal Fiscal Year (FFY) 2013 through FFY 2018 IDEA Part B State
Performance Plan/Annual Performance Report (SPP/APR).\1\ In addition,
SEA personnel need assistance to provide TA to LEAs to analyze and use
State and districtwide assessment data to improve instruction of
students with disabilities to better achieve the SIMR.
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\1\ In accordance with section 616(b) of the IDEA, States must
have in place a performance plan that evaluates the State's efforts
to implement the requirements and purposes of Part B of the IDEA and
describes how the State will improve such implementation. As part of
the SPP/APR, each State shall establish measurable and rigorous
targets for each indicator established by the Secretary. In the
Results Driven Accountability System, OSERS required States under
Indicator 17 to develop a State Systemic Improvement Plan (SSIP) as
part of their FFY 2013 through FFY 2018 IDEA Part B SPPs/APRs. The
SSIP must include: (1) FFY 2013 baseline data expressed as a
percentage and aligned with the State-identified Measurable
Result(s) (SIMR) for children with disabilities; (2) measurable and
rigorous targets (expressed as a percentage) for each of the five
years for FFY 2014 through FFY 2018, with the FFY 2018 target
reflecting improvement over the FFY 2013 baseline data; and (3) a
plan that includes an explanation of how the improvement strategies
were selected and will lead to measurable improvement in the SIMR.
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Priority:
The purpose of this priority is to fund a cooperative agreement to
support the establishment and operation of a National Technical
Assistance Center to Increase the Participation and Improve the
Performance of Students with Disabilities on State and Districtwide
Assessments (Center) to address national, State, and local assessment
issues related to students with disabilities. The Center must achieve,
at a minimum, the following expected outcomes to ensure the inclusion
of students with disabilities in State and districtwide assessments and
accountability systems:
Knowledge Development Outcomes
(a) Increased body of knowledge to collect, analyze, synthesize,
and disseminate relevant information regarding State and districtwide
assessment of students with disabilities on topics such as:
(1) The inclusion of students with disabilities in accountability
systems;
(2) Assessment accommodations;
(3) Alternate assessments;
(4) Universal design of assessments;
(5) Technology-based assessments;
(6) Formative assessments;
(7) Competency-based assessments;
(8) Methods for analyzing and reporting assessment data;
(9) Application of growth models in assessment programs;
(10) Uses of formative and summative assessment data to inform
instructional programs for students with disabilities; and
(11) Assessing ELs with disabilities, including ensuring that all
ELs with
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disabilities receive appropriate accommodations, as needed, on ELP
assessments, and that the results of ELP assessments for students with
disabilities are validly used in making accountability determinations
under the ESEA.
Note: In order to meet the requirements of paragraph (a), the
Center will conduct a comprehensive review of existing research on
practices supported by evidence available from a variety of reliable
sources, such as findings from research funded by the Institute of
Education Sciences (IES), including the National Research and
Development Center on Assessment and Accountability for Special
Education (NCASSE) and other federally funded and non-federally funded
sources.
(b) Increase the capacity of SEA and LEA personnel to assess SEA
and LEA needs, and track SEA and LEA activities and trends, related to
including students with disabilities in State and districtwide
assessments, including, as appropriate, improving the skills of SEA and
LEA personnel related to any of the topics listed in paragraph (a) of
the Knowledge Development Outcomes section of this priority.
Technical Assistance and Dissemination Outcomes
(a) Increased capacity of SEA and LEA personnel, to collect and
analyze formative and summative assessment data on the performance of
students with disabilities.
(b) Increased capacity of SEA and LEA personnel to use formative
and summative assessment data to evaluate and improve educational
policies and increase accountability for students with disabilities.
(c) Increased capacity of LEA personnel to use formative and
summative assessment results in instructional decision-making to
improve teaching and learning for students with disabilities; and
(d) Increased awareness of SEA and LEA personnel, and national
policymakers, regarding how students with disabilities are included in
and benefit from current and emerging approaches to State and
districtwide assessment, including topics listed in paragraph (a) of
the Knowledge Development Outcomes section of this priority.
In addition to these program requirements, to be considered for
funding under this absolute priority, applicants must meet the
application and administrative requirements under Absolute Priority 1
and Absolute Priority 2 Common Requirements.
Absolute Priority 2-- Targeted and Intensive Technical Assistance
to States on the Analysis and Use of Formative and Summative Assessment
Data to Support Implementation of States' Identified Measurable
Result(s).
Background
The purpose of this priority is to assist States in analyzing and
using formative and summative assessment data to support the
implementation of the SIMR as described in their SSIP.
As detailed in the background section for Absolute Priority 1,
research indicates that SEAs and LEAs continue to face challenges in
analyzing and using formative and summative assessment data to improve
instruction and accountability for students with disabilities. SEAs
also need assistance analyzing State assessment data submitted as part
of the SSIP and the SIMR in accordance with section 616 of IDEA and
OSEP guidance. Beginning in the FFY 2013 SPP/APR, States must provide,
as part of Phase I of the SSIP, a statement of the result(s) the State
intends to achieve through implementation of the SSIP, which is
referred to as the SIMR for Children with Disabilities. The State must
establish ``measurable and rigorous'' targets for each successive year
of the SPP (FFYs 2014 through 2018). The end target (for FFY 2018) must
demonstrate improvement over the FFY 2013 baseline data. At least 42
States have focused their SIMR on improving academic achievement as
measured by assessment results for children with disabilities. These
States will need assistance in analyzing and using State assessment
data to promote academic achievement and to improve results for
children with disabilities.
Priority
The purpose of this priority is to (1) assist States in analyzing
and using assessment data to better achieve the SIMR as described in
their IDEA Part B SSIPs, and (2) assist State efforts to provide TA to
LEAs in analyzing and using State and districtwide assessment data to
better achieve the SIMR, as appropriate. The Center must achieve, at a
minimum, the following expected outcomes:
(a) Increased capacity of SEA personnel to analyze and use
assessment data to better achieve the SIMR described in the IDEA Part B
SSIP, including using assessment data to evaluate and improve
educational policy, inform instructional programs, and improve
instruction for students with disabilities; and
(b) Increased capacity of SEA personnel to provide TA to LEAs in
the analysis and use of State and districtwide assessment data to
improve instruction of students with disabilities and better achieve
the SIMR.
Absolute Priority 1 and Absolute Priority 2 Common Requirements:
In addition to the program requirements contained in both absolute
priorities, to be considered for funding applicants must meet the
following application and administrative requirements.\2\
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\2\ Paragraph (b)(5)(iv) only applies to Absolute Priority 2.
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Applications that:
(a) Demonstrate, in the narrative section of the application under
``Significance of the Project,'' how the proposed project will--
(1) Address the needs of SEAs and LEAs to analyze and use formative
and summative assessment data in instructional decision-making to
improve teaching and learning for students with disabilities. To meet
this requirement the applicant must--
(i) Present applicable national, State, and local data
demonstrating the needs of SEAs and LEAs to analyze and use formative
and summative assessment data in instructional decision-making to
improve teaching and learning for students with disabilities;
(ii) Demonstrate knowledge of current educational issues and policy
initiatives related to analyzing and using formative and summative
assessment data in instructional decision-making to improve teaching
and learning for students with disabilities;
(iii) Describe the current level of implementation related to
analyzing and using formative and summative assessment data in
instructional decision-making to improve teaching and learning for
students with disabilities.
(2) Improve the analysis and use of formative and summative
assessment data to improve teaching and learning for students with
disabilities.
(b) Demonstrate, in the narrative section of the application under
``Quality of the Project Services,'' how the proposed project will--
(1) Ensure equal access and treatment for members of groups that
have traditionally been underrepresented based on race, color, national
origin, gender, age, or disability. To meet this requirement, the
applicant must describe how it will--
(i) Identify the needs of the intended recipients for TA and
information; and
(ii) Ensure that products and services meet the needs of the
intended
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recipients (e.g., by creating materials in formats and languages
accessible to the stakeholders served by the intended recipients);
(2) Achieve its goals, objectives, and intended outcomes. To meet
this requirement, the applicant must provide--
(i) Measurable intended project outcomes; and
(ii) The logic model by which the proposed project will achieve its
intended outcomes;
(3) Use a conceptual framework to develop project plans and
activities, describing any underlying concepts, assumptions,
expectations, beliefs, or theories, as well as the presumed
relationships or linkages among these variables, and any empirical
support for this framework;
Note: While section 77.1(c) of the Education Department General
Administrative Regulations (EDGAR) contains a definition for ``logic
model,'' OSEP, based upon its experience in this area, has been using
the above definition as standard language for the OSEP Technical
Assistance and Dissemination (TA&D) program priorities. OSEP's
definition establishes a difference between logic models and conceptual
frameworks whereas 34 CFR 77.1(c) considers the model to be one and the
same. The following Web sites provide more information on logic models:
www.osepideasthatwork.org/logicModel and www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework.
(4) Be based on current research and make use of practices
supported by evidence. To meet this requirement, the applicant must
describe--
(i) The current research on the effectiveness of analyzing and
using formative and summative assessment data in instructional
decision-making to improve teaching and learning for students with
disabilities; and
(ii) How the proposed project will incorporate current practices
supported by evidence in the development and delivery of its products
and services;
(5) Develop products and provide services that are of high quality
and sufficient intensity and duration to achieve the intended outcomes
of the proposed project. To address this requirement, the applicant
must describe--
(i) How it proposes to identify or develop the knowledge base on
analyzing and using formative and summative assessment data in
instructional decision-making to improve teaching and learning for
students with disabilities;
(ii) Its proposed approach to universal, general TA,\3\ which must
identify the intended recipients of the products and services under
this approach;
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\3\ ``Universal, general TA'' means TA and information provided
to independent users through their own initiative, resulting in
minimal interaction with TA center staff and including one-time,
invited or offered conference presentations by TA center staff. This
category of TA also includes information or products, such as
newsletters, guidebooks, or research syntheses, downloaded from the
TA center's Web site by independent users. Brief communications by
TA center staff with recipients, either by telephone or email, are
also considered universal, general TA.
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(iii) Its proposed approach to targeted, specialized TA,\4\ which
must identify--
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\4\ ``Targeted, specialized TA'' means TA services based on
needs common to multiple recipients and not extensively
individualized. A relationship is established between the TA
recipient and one or more TA center staff. This category of TA
includes one-time, labor-intensive events, such as facilitating
strategic planning or hosting regional or national conferences. It
can also include episodic, less labor-intensive events that extend
over a period of time, such as facilitating a series of conference
calls on single or multiple topics that are designed around the
needs of the recipients. Facilitating communities of practice can
also be considered targeted, specialized TA.
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(A) The intended recipients of the products and services under this
approach; and
(B) Its proposed approach to measure the readiness of potential TA
recipients to work with the project, assessing, at a minimum, their
current infrastructure, available resources, and ability to build
capacity at the local level; and
(iv) Its proposed approach to intensive, sustained TA,\5\ which
must identify--
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\5\ ``Intensive, sustained TA'' means TA services often provided
on-site and requiring a stable, ongoing relationship between the TA
center staff and the TA recipient. ``TA services'' are defined as
negotiated series of activities designed to reach a valued outcome.
This category of TA should result in changes to policy, program,
practice, or operations that support increased recipient capacity or
improved outcomes at one or more systems levels.
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(A) The intended recipients of the products and services under this
approach;
(B) Its proposed approach to measure the readiness of SEA and LEA
personnel to work with the project, including their commitment to the
initiative, alignment of the initiative to their needs, current
infrastructure, available resources, and ability to build capacity at
the SEA and LEA levels;
(C) Its proposed plan for assisting SEAs (and LEAs, in conjunction
with SEAs) to build training systems that include professional
development based on adult learning principles and coaching; and
(D) Its proposed plan for working with appropriate levels of the
education system (e.g., SEAs, regional TA providers, LEAs, schools, and
families) to ensure that there is communication between each level and
that there are systems in place to support the collection, analysis,
and use of formative and summative assessment data in instructional
decision-making to improve teaching and learning for students with
disabilities;
(E) Its proposed plan for collaborating and coordinating with
Department-funded TA investments and IES research and development
investments, where appropriate, in order to align complementary work
and jointly develop and implement products and services to meet the
purposes of this priority;
(6) Develop products and implement services that maximize
efficiency. To address this requirement, the applicant must describe--
(i) How the proposed project will use technology to achieve the
intended project outcomes;
(ii) With whom the proposed project will collaborate and the
intended outcomes of this collaboration; and
(iii) How the proposed project will use non-project resources to
achieve the intended project outcomes.
(c) In the narrative section of the application under ``Quality of
the Evaluation Plan,'' include an evaluation plan for the project as
described in the following paragraphs. The evaluation plan must
describe: Measures of progress in implementation, including the extent
to which the project's products and services have reached its target
population; and measures of intended outcomes or results of the
project's activities in order to assess the effectiveness of those
activities.
In designing the evaluation plan, the project must--
(1) Designate, with the approval of the OSEP project officer, a
project liaison staff person with sufficient dedicated time, experience
in evaluation, and knowledge of the project to work in collaboration
with the Center to Improve Project Performance (CIPP),\6\
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the project director, and the OSEP project officer on the following
tasks:
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\6\ The major tasks of CIPP are to guide, coordinate, and
oversee the design of formative evaluations for every large
discretionary investment (i.e., those awarded $500,000 or more per
year and required to participate in the 3+2 process) in OSEP's
Technical Assistance and Dissemination; Personnel Development;
Parent Training and Information Centers; and Educational Technology,
Media, and Materials programs. The efforts of CIPP are expected to
enhance individual project evaluation plans by providing expert and
unbiased technical assistance in designing the evaluations with due
consideration of the project's budget. CIPP does not function as a
third-party evaluator.
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(i) Revise, as needed, the logic model submitted in the grant
application to provide for a more comprehensive measurement of
implementation and outcomes and to reflect any changes or
clarifications to the model discussed at the kick-off meeting;
(ii) Refine the evaluation design and instrumentation proposed in
the grant application consistent with the logic model (e.g., preparing
evaluation questions about significant program processes and outcomes,
developing quantitative or qualitative data collections that permit
both the collection of progress data, including fidelity of
implementation, as appropriate, and progress toward achieving intended
outcomes, selecting respondent samples if appropriate, designing
instruments or identifying data sources, and identifying analytic
strategies); and
(iii) Revise, as needed, the evaluation plan submitted in the grant
application such that it clearly--
(A) Specifies the measures and associated instruments or sources
for data appropriate to the evaluation questions, suggests analytic
strategies for those data, provides a timeline for conducting the
evaluation, and includes staff assignments for completion of the plan;
(B) Delineates the data expected to be available by the end of the
second project year for use during the project's intensive review for
continued funding described under the heading Fourth and Fifth Years of
the Project; and
(C) Can be used to assist the project director and the OSEP project
officer, with the assistance of CIPP, as needed, to specify the
performance measures to be addressed in the project's Annual
Performance Report;
(2) Cooperate with CIPP staff in order to accomplish the tasks
described in paragraph (1) of this section; and
(3) Dedicate sufficient funds in each budget year to cover the
costs of carrying out the tasks described in paragraphs (1) and (2) of
this section and implementing the evaluation plan.
(d) Demonstrate, in the narrative section of the application under
``Adequacy of Project Resources,'' how--
(1) The proposed project will encourage applications for employment
from persons who are members of groups that have traditionally been
underrepresented based on race, color, national origin, gender, age, or
disability, as appropriate;
(2) The proposed key project personnel, consultants, and
subcontractors have the qualifications and experience to carry out the
proposed activities and achieve the project's intended outcomes;
(3) The applicant and any key partners have adequate resources to
carry out the proposed activities; and
(4) The proposed costs are reasonable in relation to the
anticipated results and benefits.
(e) Demonstrate, in the narrative section of the application under
``Quality of the Management Plan,'' how--
(1) The proposed management plan will ensure that the project's
intended outcomes will be achieved on time and within budget. To
address this requirement, the applicant must describe--
(i) Clearly defined responsibilities for key project personnel,
consultants, and subcontractors, as applicable; and
(ii) Timelines and milestones for accomplishing the project tasks;
(2) Key project personnel and any consultants and subcontractors
will be allocated to the project and how these allocations are
appropriate and adequate to achieve the project's intended outcomes;
(3) The proposed management plan will ensure that the products and
services provided are of high quality; and
(4) The proposed project will benefit from a diversity of
perspectives, including those of families, educators, TA providers,
researchers, and policy makers, among others, in its development and
operation.
(f) Address the following application requirements. The applicant
must--
(1) Include, in Appendix A, a logic model that depicts, at a
minimum, the goals, activities, outputs, and intended outcomes of the
proposed project. A logic model communicates how a project will achieve
its intended outcomes and provides a framework for both the formative
and summative evaluations of the project.
(2) Include, in Appendix A, a conceptual framework for the project;
(3) Include, in Appendix A, person-loading charts and timelines, as
applicable, to illustrate the management plan described in the
narrative;
(4) Include, in the budget, attendance at the following:
(i) A one and one-half day kick-off meeting in Washington, DC,
after receipt of the award, and an annual planning meeting in
Washington, DC, with the OSEP project officer and other relevant staff
during each subsequent year of the project period.
Note: Within 30 days of receipt of the award, a post-award
teleconference must be held between the OSEP project officer and the
grantee's project director or other authorized representative;
(ii) A two and a half day project directors' meeting in Washington,
DC, during each year of the project period;
(iii) Three trips annually to attend Department briefings,
Department-sponsored conferences, and other meetings, as requested by
OSEP; and
(iv) A one-day intensive 3+2 review meeting in Washington, DC,
during the last half of the second year of the project period;
(5) Include, in the budget, a line item for an annual set-aside of
five percent of the grant amount to support emerging needs that are
consistent with the proposed project's intended outcomes, as those
needs are identified in consultation with OSEP.
Note: With approval from the OSEP project officer, the project must
reallocate any remaining funds from this annual set-aside no later than
the end of the third quarter of each budget period; and
(6) Maintain a Web site that meets government or industry-
recognized standards for accessibility.
Fourth and Fifth Years of the Project
In deciding whether to continue funding the project for the fourth
and fifth years, the Secretary will consider the requirements of 34 CFR
75.253(a), as well as--
(a) The recommendation of a review team consisting of experts
selected by the Secretary. This review will be conducted during a one-
day intensive meeting that will be held during the last half of the
second year of the project period;
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
project; and
(c) The quality, relevance, and usefulness of the project's
products and services and the extent to which the project's products
and services are aligned with the project's objectives and likely to
result in the project achieving its intended outcomes.
References
Aron, L., & Loprest, P. (2012). Disability and the education system.
The Future of Children, 22(1), 97-122.
Conderman, G., & Hedin, L. (2012). Classroom assessments that inform
instruction. Kappa Delta Pi Record, 48(4), 162-168.
Courtade, G, Spooner, F., Browder, D., & Jimenez, B. (2012). Seven
reasons to promote standards-based instruction for students with
severe Disabilities: A Reply to Ayres, Lowrey, Douglas, & Sievers
(2011). Education and Training
[[Page 47371]]
in Autism and Developmental Disabilities, 47(1), 3-13.
Kurz, A., Elliott, S., Lemons, C., Zigmond, N., Kloo, A., & Kettler,
R. (2014). Assessing opportunity-to-learn for students with
disabilities in general and special education classes. Assessment
for Effective Intervention, 40(1), 24-39.
Lane, S., & Leventhal, B. (2015). Psychometric challenges in
assessing English language learners with disabilities. Review of
Research in Education, 39, 165-214.
U.S. Department of Education. (2014). Questions and Answers
Regarding Inclusion of English Learners with Disabilities in English
Language Proficiency Assessments and Title III Annual Measurable
Achievement Objectives. Retrieved from: http://www2.ed.gov/programs/sfgp/elswdfaq7182014.doc.
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (APA) (5 U.S.C. 553) the Department generally offers interested
parties the opportunity to comment on proposed priorities and
requirements. Section 681(d) of IDEA, however, makes the public comment
requirements of the APA inapplicable to Absolute Priority 1 in this
notice.
Program Authority: For Absolute Priority 1, 20 U.S.C. 1463 and
1481; for Absolute Priority 2, 20 U.S.C. 1411(c) and 1416(i).
Applicable Regulations: (a) The Education Department General
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86,
97, 98, and 99. (b) The Office of Management and Budget Guidelines to
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in
2 CFR part 180, as adopted and amended as regulations of the Department
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost
Principles, and Audit Requirements for Federal Awards in 2 CFR part
200, as adopted and amended in 2 CFR part 3474. (d) The regulations for
this program in 34 CFR 300.702. (e) The NFP, published elsewhere in
this issue of the Federal Register.
Note: The regulations in 34 CFR part 79 apply to all applicants
except federally recognized Indian tribes.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education (IHEs) only.
II. Award Information
Type of Award: Cooperative agreement.
Estimated Available Funds: $2,000,000.
Note: Applicants must submit a separate Form 524b budget and budget
narrative for Absolute Priority 1 only and a separate Form 524b budget
and budget narrative for Absolute Priority 2 only. The Secretary will
reject any application that does not separately address all the
elements of Absolute Priority 1 and Absolute Priority 2 and include
separate budgets and budget narratives for Absolute Priority 1 only and
Absolute Priority 2 only.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in FY 2017 from the list of
unfunded applicants from this competition.
Estimated Range of Awards: $2,000,000.
Estimated Average Size of Awards: $2,000,000.
Maximum Award: We will reject any application that proposes a
budget for either Absolute Priority 1 or Absolute Priority 2 that
exceeds $1,000,000 for a single budget period of 12 months, and we will
reject and not review any application that proposes a total budget that
exceeds $2,000,000 for a single budget period of 12 months. The
Assistant Secretary for Special Education and Rehabilitative Services
may change the maximum amount through a notice published in the Federal
Register.
Estimated Number of Awards: 1.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: SEAs; LEAs, including public charter
schools that are considered LEAs under State law; IHEs; other public
agencies; private nonprofit organizations; outlying areas; Indian
tribes or tribal organizations; and for-profit organizations.
2. Cost Sharing or Matching: This program does not require cost
sharing or matching.
3. Other General Requirements:
(a) Recipients of funding under this competition must make positive
efforts to employ and advance in employment qualified individuals with
disabilities (see section 606 of IDEA).
(b) Each applicant for, and recipient of, funding must, with
respect to the aspects of their proposed project relating to Absolute
Priority 1, involve individuals with disabilities, or parents of
individuals with disabilities ages birth through 26, in planning,
implementing, and evaluating the project (see section 682(a)(1)(A) of
IDEA).
IV. Application and Submission Information
1. Address to Request Application Package: You can obtain an
application package via the Internet or from the Education Publications
Center (ED Pubs). To obtain a copy via the Internet, use the following
address: www.ed.gov/fund/grant/apply/grantapps/index.html. To obtain a
copy from ED Pubs, write, fax, or call the following: ED Pubs, U.S.
Department of Education, P.O. Box 22207, Alexandria, VA 22304.
Telephone, toll free: 1-877-433-7827. FAX: (703) 605-6794. If you use a
telecommunications device for the deaf (TDD) or a text telephone (TTY),
call, toll free: 1-877-576-7734.
You can contact ED Pubs at its Web site, also: www.EDPubs.gov or at
its email address: [email protected].
If you request an application from ED Pubs, be sure to identify
this competition as follows: CFDA number 84.326G.
Individuals with disabilities can obtain a copy of the application
package in an accessible format (e.g., braille, large print, audiotape,
or compact disc) by contacting the person or team listed under
Accessible Format in section VIII of this notice.
2. Content and Form of Application Submission: Requirements
concerning the content and form of an application, together with the
forms you must submit, are in the application package for this
competition.
Page Limit: The application narrative (Part III of the application)
is where you, the applicant, address the selection criteria that
reviewers use to evaluate your application. You must limit Part III to
no more than 50 pages, using the following standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double-space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, reference citations, and captions, as well as
all text in charts, tables, figures, graphs, and screen shots.
Use a font that is 12 point or larger.
Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial. An application submitted in any other font
(including Times Roman or Arial Narrow) will not be accepted.
The page limit and double-spacing requirements do not apply to Part
I, the cover sheet; Part II, the budget section, including the
narrative budget justification; Part IV, the assurances and
certifications; or the abstract (follow the guidance provided in the
application package for completing the abstract), the table of
contents, the list of priority requirements, the resumes, the reference
list, the letters of support, or the appendices. However, the page
limit
[[Page 47372]]
and double-spacing requirements do apply to all of Part III, the
application narrative, including all text in charts, tables, figures,
graphs, and screen shots.
We will reject your application if you exceed the page limit in the
application narrative section, or if you apply standards other than
those specified in this notice and the application package.
3. Submission Dates and Times:
Applications Available: July 21, 2016.
Deadline for Transmittal of Applications: August 22, 2016.
Applications for grants under this competition must be submitted
electronically using the Grants.gov Apply site (Grants.gov). For
information (including dates and times) about how to submit your
application electronically, or in paper format by mail or hand delivery
if you qualify for an exception to the electronic submission
requirement, please refer to Other Submission Requirements in section
IV of this notice.
We do not consider an application that does not comply with the
deadline requirements.
Individuals with disabilities who need an accommodation or
auxiliary aid in connection with the application process should contact
the person listed under FOR FURTHER INFORMATION CONTACT in section VII
of this notice. If the Department provides an accommodation or
auxiliary aid to an individual with a disability in connection with the
application process, the individual's application remains subject to
all other requirements and limitations in this notice.
4. Intergovernmental Review: This competition is subject to
Executive Order 12372 and the regulations in 34 CFR part 79. However,
under 34 CFR 79.8(a), we waive intergovernmental review in order to
make an award by the end of FY 2016.
5. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
6. Data Universal Numbering System Number, Taxpayer Identification
Number, and System for Award Management: To do business with the
Department of Education, you must--
a. Have a Data Universal Numbering System (DUNS) number and a
Taxpayer Identification Number (TIN);
b. Register both your DUNS number and TIN with the System for Award
Management (SAM), the Government's primary registrant database;
c. Provide your DUNS number and TIN on your application; and
d. Maintain an active SAM registration with current information
while your application is under review by the Department and, if you
are awarded a grant, during the project period.
You can obtain a DUNS number from Dun and Bradstreet at the
following Web site: http://fedgov.dnb.com/webform. A DUNS number can be
created within one to two business days.
If you are a corporate entity, agency, institution, or
organization, you can obtain a TIN from the Internal Revenue Service.
If you are an individual, you can obtain a TIN from the Internal
Revenue Service or the Social Security Administration. If you need a
new TIN, please allow two to five weeks for your TIN to become active.
The SAM registration process can take approximately seven business
days, but may take upwards of several weeks, depending on the
completeness and accuracy of the data you enter into the SAM database.
Thus, if you think you might want to apply for Federal financial
assistance under a program administered by the Department, please allow
sufficient time to obtain and register your DUNS number and TIN. We
strongly recommend that you register early.
Note: Once your SAM registration is active, it may be 24 to 48
hours before you can access the information in, and submit an
application through, Grants.gov.
If you are currently registered with SAM, you may not need to make
any changes. However, please make certain that the TIN associated with
your DUNS number is correct. Also note that you will need to update
your registration annually. This may take three or more business days.
Information about SAM is available at www.SAM.gov. To further
assist you with obtaining and registering your DUNS number and TIN in
SAM or updating your existing SAM account, we have prepared a SAM.gov
Tip Sheet, which you can find at: www2.ed.gov/fund/grant/apply/sam-faqs.html.
In addition, if you are submitting your application via Grants.gov,
you must (1) be designated by your organization as an Authorized
Organization Representative (AOR); and (2) register yourself with
Grants.gov as an AOR. Details on these steps are outlined at the
following Grants.gov Web page: www.grants.gov/web/grants/register.html.
7. Other Submission Requirements: Applications for grants under
this competition must be submitted electronically unless you qualify
for an exception to this requirement in accordance with the
instructions in this section.
a. Electronic Submission of Applications.
Applications for grants under the National Technical Assistance
Center to Increase the Participation and Improve the Performance of
Students with Disabilities on State and Districtwide Assessments
competition, CFDA number 84.326G, must be submitted electronically
using the Governmentwide Grants.gov Apply site at www.Grants.gov.
Through this site, you will be able to download a copy of the
application package, complete it offline, and then upload and submit
your application. You may not email an electronic copy of a grant
application to us.
We will reject your application if you submit it in paper format
unless, as described elsewhere in this section, you qualify for one of
the exceptions to the electronic submission requirement and submit, no
later than two weeks before the application deadline date, a written
statement to the Department that you qualify for one of these
exceptions. Further information regarding calculation of the date that
is two weeks before the application deadline date is provided later in
this section under Exception to Electronic Submission Requirement.
You may access the electronic grant application for the National
Technical Assistance Center to Increase the Participation and Improve
the Performance of Students with Disabilities on State and Districtwide
Assessments competition at www.Grants.gov. You must search for the
downloadable application package for this competition by the CFDA
number. Do not include the CFDA number's alpha suffix in your search
(e.g., search for 84.326, not 84.326G).
Please note the following:
When you enter the Grants.gov site, you will find
information about submitting an application electronically through the
site, as well as the hours of operation.
Applications received by Grants.gov are date and time
stamped. Your application must be fully uploaded and submitted and must
be date and time stamped by the Grants.gov system no later than 4:30:00
p.m., Washington, DC time, on the application deadline date. Except as
otherwise noted in this section, we will not accept your application if
it is received--that is, date and time stamped by the Grants.gov
system--after 4:30:00 p.m., Washington, DC time, on the application
deadline date. We do not consider an application that does not comply
with the deadline requirements. When we retrieve your
[[Page 47373]]
application from Grants.gov, we will notify you if we are rejecting
your application because it was date and time stamped by the Grants.gov
system after 4:30:00 p.m., Washington, DC time, on the application
deadline date.
The amount of time it can take to upload an application
will vary depending on a variety of factors, including the size of the
application and the speed of your Internet connection. Therefore, we
strongly recommend that you do not wait until the application deadline
date to begin the submission process through Grants.gov.
You should review and follow the Education Submission
Procedures for submitting an application through Grants.gov that are
included in the application package for this competition to ensure that
you submit your application in a timely manner to the Grants.gov
system. You can also find the Education Submission Procedures
pertaining to Grants.gov under News and Events on the Department's G5
system home page at www.G5.gov. In addition, for specific guidance and
procedures for submitting an application through Grants.gov, please
refer to the Grants.gov Web site at: www.grants.gov/web/grants/applicants/apply-for-grants.html.
You will not receive additional point value because you
submit your application in electronic format, nor will we penalize you
if you qualify for an exception to the electronic submission
requirement, as described elsewhere in this section, and submit your
application in paper format.
You must submit all documents electronically, including
all information you typically provide on the following forms: The
Application for Federal Assistance (SF 424), the Department of
Education Supplemental Information for SF 424, Budget Information--Non-
Construction Programs (ED 524), and all necessary assurances and
certifications.
You must upload any narrative sections and all other
attachments to your application as files in a read-only, non-modifiable
Portable Document Format (PDF). Do not upload an interactive or
fillable PDF file. If you upload a file type other than a read-only,
non-modifiable PDF (e.g., Word, Excel, WordPerfect, etc.) or submit a
password-protected file, we will not review that material. Please note
that this could result in your application not being considered for
funding because the material in question--for example, the application
narrative--is critical to a meaningful review of your proposal. For
that reason it is important to allow yourself adequate time to upload
all material as PDF files. The Department will not convert material
from other formats to PDF. Additional, detailed information on how to
attach files is in the application instructions.
Your electronic application must comply with any page-
limit requirements described in this notice.
After you electronically submit your application, you will
receive from Grants.gov an automatic notification of receipt that
contains a Grants.gov tracking number. This notification indicates
receipt by Grants.gov only, not receipt by the Department. Grants.gov
will also notify you automatically by email if your application met all
the Grants.gov validation requirements or if there were any errors
(such as submission of your application by someone other than a
registered Authorized Organization Representative, or inclusion of an
attachment with a file name that contains special characters). You will
be given an opportunity to correct any errors and resubmit, but you
must still meet the deadline for submission of applications.
Once your application is successfully validated by Grants.gov, the
Department will retrieve your application from Grants.gov and send you
an email with a unique PR/Award number for your application.
These emails do not mean that your application is without any
disqualifying errors. While your application may have been successfully
validated by Grants.gov, it must also meet the Department's application
requirements as specified in this notice and in the application
instructions. Disqualifying errors could include, for instance, failure
to upload attachments in a read-only, non-modifiable PDF; failure to
submit a required part of the application; or failure to meet applicant
eligibility requirements. It is your responsibility to ensure that your
submitted application has met all of the Department's requirements.
We may request that you provide us original signatures on
forms at a later date.
Application Deadline Date Extension in Case of Technical Issues
with the Grants.gov System: If you are experiencing problems submitting
your application through Grants.gov, please contact the Grants.gov
Support Desk, toll free, at 1-800-518-4726. You must obtain a
Grants.gov Support Desk Case Number and must keep a record of it.
If you are prevented from electronically submitting your
application on the application deadline date because of technical
problems with the Grants.gov system, we will grant you an extension
until 4:30:00 p.m., Washington, DC time, the following business day to
enable you to transmit your application electronically or by hand
delivery. You also may mail your application by following the mailing
instructions described elsewhere in this notice.
If you submit an application after 4:30:00 p.m., Washington, DC
time, on the application deadline date, please contact the person
listed under FOR FURTHER INFORMATION CONTACT in section VII of this
notice and provide an explanation of the technical problem you
experienced with Grants.gov, along with the Grants.gov Support Desk
Case Number. We will accept your application if we can confirm that a
technical problem occurred with the Grants.gov system and that the
problem affected your ability to submit your application by 4:30:00
p.m., Washington, DC time, on the application deadline date. We will
contact you after we determine whether your application will be
accepted.
Note: The extensions to which we refer in this section apply only
to the unavailability of, or technical problems with, the Grants.gov
system. We will not grant you an extension if you failed to fully
register to submit your application to Grants.gov before the
application deadline date and time or if the technical problem you
experienced is unrelated to the Grants.gov system.
Exception to Electronic Submission Requirement: You qualify for an
exception to the electronic submission requirement, and may submit your
application in paper format, if you are unable to submit an application
through the Grants.gov system because--
You do not have access to the Internet; or
You do not have the capacity to upload large documents to
the Grants.gov system; and
No later than two weeks before the application deadline
date (14 calendar days or, if the fourteenth calendar day before the
application deadline date falls on a Federal holiday, the next business
day following the Federal holiday), you mail or fax a written statement
to the Department, explaining which of the two grounds for an exception
prevents you from using the Internet to submit your application.
If you mail your written statement to the Department, it must be
postmarked no later than two weeks before the application deadline
date. If you fax your written statement to the Department, we must
receive the faxed statement no later than two weeks before the
application deadline date.
Address and mail or fax your statement to: David Egnor, U.S.
[[Page 47374]]
Department of Education, 400 Maryland Avenue SW., Room 5163, Potomac
Center Plaza (PCP), Washington, DC 20202-5076. FAX: (202) 245-7617.
Your paper application must be submitted in accordance with the
mail or hand delivery instructions described in this notice.
b. Submission of Paper Applications by Mail.
If you qualify for an exception to the electronic submission
requirement, you may mail (through the U.S. Postal Service or a
commercial carrier) your application to the Department. You must mail
the original and two copies of your application, on or before the
application deadline date, to the Department at the following address:
U.S. Department of Education, Application Control Center, Attention:
(CFDA Number 84.326G), LBJ Basement Level 1, 400 Maryland Avenue SW.,
Washington, DC 20202-4260.
You must show proof of mailing consisting of one of the following:
(1) A legibly dated U.S. Postal Service postmark.
(2) A legible mail receipt with the date of mailing stamped by the
U.S. Postal Service.
(3) A dated shipping label, invoice, or receipt from a commercial
carrier.
(4) Any other proof of mailing acceptable to the Secretary of the
U.S. Department of Education.
If you mail your application through the U.S. Postal Service, we do
not accept either of the following as proof of mailing:
(1) A private metered postmark.
(2) A mail receipt that is not dated by the U.S. Postal Service.
Note: The U.S. Postal Service does not uniformly provide a dated
postmark. Before relying on this method, you should check with your
local post office.
We will not consider applications postmarked after the application
deadline date.
c. Submission of Paper Applications by Hand Delivery.
If you qualify for an exception to the electronic submission
requirement, you (or a courier service) may deliver your paper
application to the Department by hand. You must deliver the original
and two copies of your application by hand, on or before the
application deadline date, to the Department at the following address:
U.S. Department of Education, Application Control Center, Attention:
(CFDA Number 84.326G), 550 12th Street SW., Room 7039, Potomac Center
Plaza, Washington, DC 20202-4260.
The Application Control Center accepts hand deliveries daily
between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except
Saturdays, Sundays, and Federal holidays.
Note for Mail or Hand Delivery of Paper Applications: If you mail
or hand deliver your application to the Department--
(1) You must indicate on the envelope and--if not provided by the
Department--in Item 11 of the SF 424 the CFDA number, including suffix
letter, if any, of the competition under which you are submitting your
application; and
(2) The Application Control Center will mail to you a notification
of receipt of your grant application. If you do not receive this
notification within 15 business days from the application deadline
date, you should call the U.S. Department of Education Application
Control Center at (202) 245-6288.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
are from 34 CFR 75.210 and are listed in the application package.
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
requires various assurances, including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. Additional Review and Selection Process Factors: In the past,
the Department has had difficulty finding peer reviewers for certain
competitions because so many individuals who are eligible to serve as
peer reviewers have conflicts of interest. The standing panel
requirements under section 682(b) of IDEA also have placed additional
constraints on the availability of reviewers. Therefore, the Department
has determined that for some discretionary grant competitions,
applications may be separated into two or more groups and ranked and
selected for funding within specific groups. This procedure will make
it easier for the Department to find peer reviewers by ensuring that
greater numbers of individuals who are eligible to serve as reviewers
for any particular group of applicants will not have conflicts of
interest. It also will increase the quality, independence, and fairness
of the review process, while permitting panel members to review
applications under discretionary grant competitions for which they also
have submitted applications.
4. Risk Assessment and Special Conditions: Consistent with 2 CFR
200.205, before awarding grants under this competition the Department
conducts a review of the risks posed by applicants. Under 2 CFR
3474.10, the Secretary may impose special conditions and, in
appropriate circumstances, high risk conditions on a grant if the
applicant or grantee is not financially stable; has a history of
unsatisfactory performance; has a financial or other management system
that does not meet the standards in 2 CFR part 200, subpart D; has not
fulfilled the conditions of a prior grant; or is otherwise not
responsible.
5. Integrity and Performance System: If you are selected under this
competition to receive an award that over the course of the project
period may exceed the simplified acquisition threshold (currently
$150,000), under 2 CFR 200.205(a)(2), we must make a judgment about
your integrity, business ethics, and record of performance under
Federal awards--that is, the risk posed by you as an applicant--before
we make an award. In doing so, we must consider any information about
you that is in the integrity and performance system (currently referred
to as the Federal Awardee Performance and Integrity Information System
(FAPIIS)), accessible through SAM. You may review and comment on any
information about yourself that a Federal agency previously entered and
that is currently in FAPIIS.
Please note that, if the total value of your currently active
grants, cooperative agreements, and procurement contracts from the
Federal government exceeds $10,000,000, the reporting requirements in 2
CFR part 200, Appendix XII, require you to report certain integrity
information to FAPIIS semiannually. Please review the requirements in 2
CFR part 200, Appendix XII, if this grant plus all the other Federal
funds you receive exceed $10,000,000.
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN); or we may send you an email
[[Page 47375]]
containing a link to access an electronic version of your GAN. We may
notify you informally, also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multi-year award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
4. Performance Measures: Under the Government Performance and
Results Act of 1993 (GPRA), the Department has established a set of
performance measures, including long-term measures, that are designed
to yield information on various aspects of the effectiveness and
quality of the Technical Assistance and Dissemination to Improve
Services and Results for Children With Disabilities program. For
purposes of this priority, the Center will use these measures, which
focus on the extent to which projects provide high-quality products and
services, the relevance of project products and services to educational
and early intervention policy and practice, and the use of products and
services to improve educational and early intervention policy and
practice.
Projects funded under this competition are required to submit data
on these measures as directed by OSEP.
Grantees will be required to report information on their project's
performance in annual and final performance reports to the Department
(34 CFR 75.590).
5. Continuation Awards: In making a continuation award under 34 CFR
75.253, the Secretary considers, among other things: Whether a grantee
has made substantial progress in achieving the goals and objectives of
the project; whether the grantee has expended funds in a manner that is
consistent with its approved application and budget; and, if the
Secretary has established performance measurement requirements, the
performance targets in the grantee's approved application.
In making a continuation award, the Secretary also considers
whether the grantee is operating in compliance with the assurances in
its approved application, including those applicable to Federal civil
rights laws that prohibit discrimination in programs or activities
receiving Federal financial assistance from the Department (34 CFR
100.4, 104.5, 106.4, 108.8, and 110.23).
VII. Agency Contact
FOR FURTHER INFORMATION CONTACT: David Egnor, U.S. Department of
Education, 400 Maryland Avenue SW., Room 5163, Potomac Center Plaza,
Washington, DC 20202-5076. Telephone: (202) 245-7334.
If you use a TDD or a TTY, call the Federal Relay Service (FRS),
toll free, at 1-800-877-8339.
VIII. Other Information
Accessible Format: Individuals with disabilities can obtain this
document and a copy of the application package in an accessible format
(e.g., braille, large print, audiotape, or compact disc) on request to
the program contact person listed under FOR FURTHER INFORMATION
CONTACT. If you use a TDD or a TTY, call the FRS, toll free, at 1-800-
877-8339.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. Free
Internet access to the official edition of the Federal Register and the
Code of Federal Regulations is available via the Federal Digital System
at: www.gpo.gov/fdsys. At this site you can view this document, as well
as all other documents of this Department published in the Federal
Register, in text or PDF. To use PDF you must have Adobe Acrobat
Reader, which is available free at the site.
You may also access documents of the Department published in the
Federal Register by using the article search feature at:
www.federalregister.gov. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.
Dated: July 18, 2016.
Sue Swenson,
Acting Assistant Secretary for Special Education and Rehabilitative
Services.
[FR Doc. 2016-17324 Filed 7-20-16; 8:45 am]
BILLING CODE 4000-01-P