[Federal Register Volume 82, Number 97 (Monday, May 22, 2017)]
[Notices]
[Pages 23221-23230]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2017-10450]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Personnel Development To Improve
Services and Results for Children With Disabilities--National Center
for the Development and Dissemination of Digital Open Educational Tools
and Resources Supported by Evidence To Enhance Personnel Preparation
and Professional Development for Educators of Students With
Disabilities
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice.
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SUMMARY: The Department of Education is issuing a notice inviting
applications for new awards for fiscal year (FY) 2017 for Personnel
Development to Improve Services and Results for Children with
Disabilities--National Center for the Development and Dissemination of
Digital Open Educational Tools and Resources Supported by Evidence to
Enhance Personnel Preparation and Professional Development for
Educators of Students with Disabilities, Catalog of Federal Domestic
Assistance (CFDA) number 84.325E.
DATES: Applications Available: May 22, 2017.
Deadline for Transmittal of Applications: July 6, 2017.
Deadline for Intergovernmental Review: September 5, 2017.
FOR FURTHER INFORMATION CONTACT: Sarah Allen, U.S. Department of
Education, 400 Maryland Avenue SW., Room 5144, Potomac Center Plaza,
Washington, DC 20202-5108. Telephone: (202) 245-7875. Email:
[email protected].
If you use a telecommunications device for the deaf (TDD) or a text
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.
SUPPLEMENTARY INFORMATION:
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purposes of this program are to (1) help
address State-identified needs for personnel preparation in special
education, early intervention, related services, and regular education
to work with children, including infants and toddlers, with
disabilities; and (2) ensure that those personnel have the necessary
skills and knowledge, derived from practices that have been determined
through scientifically based research and experience, to be successful
in serving those children.
Priority: In accordance with 34 CFR 75.105(b)(2)(v), this priority
is from allowable activities specified in the statute (see sections 662
and 681 of the Individuals with Disabilities Education Act (IDEA); 20
U.S.C. 1462 and 20 U.S.C. 1481).
Absolute Priority: For FY 2017 and any subsequent year in which we
make awards from the list of unfunded applicants from this competition,
this priority is an absolute priority. Under 34 CFR 75.105(c)(3), we
consider only applications that meet this priority.
This priority is:
National Center for the Development and Dissemination of Digital
Open Educational Tools and Resources Supported by Evidence to Enhance
Personnel Preparation and Professional Development for Educators of
Students with Disabilities (Center).
Background:
The purpose of this priority is to fund a cooperative agreement to
establish and operate a center that will design, develop, and
disseminate digital \1\ open educational \2\ tools and resources to
build the capacity of educators to use practices supported by evidence
(as defined in this notice) and improve results for students with
disabilities.
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\1\ ``Digital'' means any instructional practice that
effectively uses technology to strengthen a student's learning
experience and encompasses a wide spectrum of tools and practices
(e.g., interactive learning resources, software, access to
databases)(Elementary and Secondary Education Act of 1965, as
amended by the Every Student Succeeds Act, 2015).
\2\ ``Open educational resources'' (OER) are teaching and
learning materials that are in the public domain or have been
released under a license that permits their free use, reuse,
modification, and sharing with others.
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Educators' \3\ use of instructional and intervention practices
supported by evidence is a critical factor in improving developmental
and learning outcomes (e.g., academic, social, emotional, behavioral)
for all students, especially students with disabilities. Effective
educators support students' growth toward improved outcomes and also
tend to play an important role in supporting the families of students
with disabilities (Jaquith, Mindich, Wei, & Darling-Hammond, 2010;
Institute of Medicine and National Research Council, 2012).
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\3\ For the purpose of this priority, ``educators'' refers to
general and special education teachers and leaders (e.g., principals
and assistant principals), related services providers, and other
personnel serving students with disabilities and their families.
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While there are a wide range of proven strategies that may be used
to support and enhance the overall effectiveness of educators, digital
learning tools and resources are playing an increasingly important role
in building the capacity of educators to use practices supported by
evidence and improve results for students with disabilities. Educators
need access to high-quality digital learning tools and resources that
can be used to supplement both formal and informal pre-service and in-
service training on best practices in improving results for students
with disabilities. Resources are most effective when they are
accessible and linked to clearly defined learning outcomes (U.S.
Department of Education, 2016).
Since 2001, the Office of Special Education Programs (OSEP) has
funded national centers dedicated to improving education outcomes for
all children, especially those with disabilities birth through age 21
years, through the use of effective practices supported by evidence and
interventions delivered through a variety of online means (e.g., http://iris.peabody.vanderbilt.edu/). These digital tools and resources
(e.g., modules, case studies) are widely used by faculty at
institutions of higher education (IHEs) to enhance pre-service training
courses for educators. However, the demand for high-quality digital
learning tools and resources continues to grow, speaking to the need to
develop more content addressing new topics and
[[Page 23222]]
to ensure that existing tools and resources remain up to date.
Through this Center, OSEP proposes to design, develop, and
disseminate innovative digital open educational tools and resources
that: (1) Are accessible to as wide a range of users as possible. This
includes, but is not limited to, printed and online documents in all
formats (e.g., Word, PDF, HTML, videos, webinars, and podcasts). A
resource that can provide information to accomplish this is Web AIM:
Web Accessibility in Mind at Utah State University (see http://webaim.org); (2) use existing and emerging technologies to support pre-
service and in-service training for educators; and (3) demonstrate
multiple pathways to learning for educators.
Priority:
The purpose of this priority is to fund a cooperative agreement to
establish and operate a center that will design, develop, and
disseminate digital open educational tools and resources to build the
capacity of educators to use practices supported by evidence and
improve results for students with disabilities. The Center must
achieve, at a minimum, the following outcomes:
(a) Design, develop, and deliver innovative accessible digital open
educational tools and resources to enhance educators' knowledge,
skills, and competencies in developing, delivering, and evaluating
instruction and intervention supported by evidence to students with
disabilities;
(b) Ensure that the tools and resources developed by the Center are
licensed through an open access licensing authority;
(c) Increase the capacity of pre-service training programs to
expand the range of instructional practices and interventions supported
by evidence included in their curricula for educators who will serve
students with disabilities and their families;
(d) Increase the capacity of State educational agencies (SEAs),
local educational agencies (LEAs), and other professional development
providers to select and deliver professional development supported by
evidence, using digital learning tools and resources, and to certify
knowledge or skill acquisition by participants; and
(e) Increase the capacity of educators to independently increase
their knowledge, skills, and use of instructional practices and
interventions supported by evidence.
In addition to these programmatic requirements, to be considered
for funding under this priority, applicants must meet the application
and administrative requirements in this priority, which are:
(a) Demonstrate, in the narrative section of the application under
``Significance of the Project,'' how the proposed project will--
(1) Identify and address present and ongoing needs for educators to
use instructional practices and interventions supported by evidence to
improve outcomes for students with disabilities, including students
with high-intensity needs \4\ and their families. To meet this
requirement, the applicant must--
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\4\ For the purposes of this priority, ``high-intensity needs''
refers to a complex array of disabilities (e.g., multiple
disabilities, significant cognitive disabilities, significant
physical disabilities, significant sensory disabilities, significant
autism, significant emotional disabilities, significant learning
disabilities, including dyslexia) or needs of children with these
disabilities requiring intensive, individualized intervention(s)
(i.e., that are specifically designed to address persistent learning
or behavior difficulties, implemented with greater frequency and for
an extended duration than is commonly available in a typical
classroom or early intervention setting, or which requires personnel
to have knowledge and skills in identifying and implementing
multiple interventions supported by evidence).
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(i) Demonstrate knowledge of current needs of personnel preparation
programs, SEAs, LEAs and other professional development providers and
challenges that they face in building the capacity of educators to use
instructional practices and interventions supported by evidence in
school settings to improve outcomes for students with disabilities;
(ii) Demonstrate knowledge of existing and emerging needs for
digital learning tools and resources for use in pre-service and in-
service training programs to expand the depth and breadth of coverage
of instructional practices and interventions supported by evidence;
(iii) Identify existing needs and recent developments in using
technology to enhance adult learning, and emerging pedagogical
strategies in the use of technology for teaching and learning in
conjunction with pre-service and in-service training programs. To meet
this requirement, the applicant must--
(A) Demonstrate knowledge of and expertise developing accessible,
digital open educational tools and resources to enhance pre-service or
in-service training programs that build the capacity of educators to
use instructional practices and interventions supported by evidence to
improve outcomes for students with disabilities, which may include
identifying experience and providing data showing outcomes from
previous work in this area;
(B) Demonstrate knowledge of and expertise using emerging
technologies to support teaching and learning of educators, which may
include identifying experience and providing data showing outcomes from
previous work with personnel preparation or ongoing professional
development programs in this area;
(C) Demonstrate knowledge of and expertise using effective
approaches to systematically disseminating knowledge using digital open
educational tools and resources to a variety of entities such as IHEs,
SEAs, LEAs, and other programs that provide pre-service preparation and
in-service professional development for educators, which may include
identifying experience and providing data showing outcomes from
previous work in this area;
(D) Demonstrate knowledge of and expertise using digital tools and
resources to assess learning and competence, track progress and
accomplishments, and validate knowledge, skills, and competencies
learned, which may include identifying experience and providing data
showing outcomes from previous work in this area;
(E) Demonstrate knowledge of and expertise implementing technical
assistance (TA) strategies supported by evidence to a variety of
entities such as IHEs, SEAs, LEAs, and other programs that provide
personnel preparation or professional development for educators, which
may include identifying experience and providing data showing outcomes
from previous work in this area; and
(F) Demonstrate knowledge of and expertise using technology for
delivery of TA or digital teaching designed to support learning for
faculty and professional development providers, which may include
identifying experience, and providing data showing outcomes from
previous work in this area.
(b) Demonstrate, in the narrative section of the application under
``Quality of the Project Services,'' how the proposed project will--
(1) Ensure equal access to digital learning tools and resources for
members of groups that have traditionally been underrepresented based
on race, color, national origin, gender, age, or disability. To meet
this requirement, the applicant must describe how it will--
(i) Identify the needs of the intended recipients including
individuals enrolled in personnel preparation programs and educators
seeking professional development; and
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(ii) Ensure that digital tools and resources meet the needs of the
intended recipients by creating materials in formats and languages
accessible to the intended recipients served by IHE faculty, SEA and
LEA professional development providers, and others, as appropriate;
(2) Achieve the intended outcomes. To meet this requirement, the
applicant must provide--
(i) Measureable intended project goals and objectives consistent
with the intended outcomes specified in this notice; and
(ii) The logic model by which the proposed project will achieve its
intended outcomes. A logic model used in connection with this priority
communicates how a project will achieve its intended outcomes and
provides a framework for both the formative and summative evaluations
of the project;
(3) Use a conceptual framework to develop project plans and
activities, describing any underlying concepts, assumptions,
expectations, beliefs, or theories, as well as the presumed
relationships or linkages among these variables, and any empirical
support for this framework;
Note: Rather than use the definition of ``logic model'' in
section 77.1(c) of EDGAR, OSEP uses the definition in paragraph
(b)(2)(ii) of these application requirements. This definition,
unlike the definition in 34 CFR 77.1(c), differentiates between
logic models and conceptual frameworks. The following Web sites
provide more information on logic models: www.osepideasthatwork.org/logicModel and www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework.
(4) Be based on current research and make use of practices
supported by evidence. To meet this requirement, the applicant must
describe--
(i) The current research on educators' use of instructional
practices and interventions supported by evidence in school settings to
improve outcomes for students with disabilities, including students
with high-intensity needs, and their families;
(ii) The current research on use of digital learning tools and
resources by structured programs and individual learners for pre-
service preparation and in-service professional development;
(iii) The current research about adult learning principles and
implementation science that will inform the proposed product design,
development, dissemination, and TA services; and
(iv) How the proposed project will incorporate current practices
supported by evidence in the design, development and delivery of its
digital learning tools and resources;
(5) Develop and disseminate digital learning tools and resources,
and deliver training and technical assistance services that are of high
quality, and sufficient intensity and duration to achieve the intended
outcomes of the proposed project. To address this requirement, the
applicant must describe--
(i) Its proposed approach to universal, general TA,\5\ which must
identify how the project will design, develop, and disseminate
accessible and high-quality digital learning tools and resources, at no
cost to recipients, on topics addressing use of instructional practices
and interventions supported by evidence in school settings to improve
outcomes for students with disabilities that can be--
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\5\ ``Universal, general TA'' means TA and information provided
to independent users through their own initiative, resulting in
minimal interaction with TA center staff and including one-time,
invited or offered conference presentations by center staff. This
category of TA also includes information or products, such as
newsletters, guidebooks, or research syntheses, downloaded from the
center's Web site by independent users. Brief communication by
center staff with recipients, either by telephone or email, also are
considered universal, general TA.
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(A) Integrated into structured pre-service personnel preparation
courses and curricula, in-service professional development programs,
and personalized learning plans for educators;
(B) Used in both traditional and nontraditional learning
environments (e.g., teacher preparation academies, rural communities,
charter schools);
(C) Used as a stand-alone learning opportunity, or connected and
sequenced to provide multiple pathways to learning with clear, specific
learning goals that are aligned to objectives in a personnel
preparation program (e.g., professional practice standards,
professional licensure or certification), or strategic statewide (e.g.,
State Systemic Improvement Plans), local, or personal professional
learning plans for educators to increase knowledge, skills, and use of
practices supported by evidence to improve outcomes for students with
disabilities;
(D) Developed to expand the depth of digital learning tools and
resources by covering content from basic knowledge to advanced skills
and demonstrate different levels of pedagogical intensity (i.e.,
requires personnel to have knowledge and skills in identifying and
implementing multiple interventions at different levels of intensity,
supported by evidence) based on students' needs; and
(E) Employed to assess learning and competence, track progress and
accomplishment, and validate knowledge, skills and competencies
learned, and potentially earn credentials.
(ii) A multi-tiered plan for disseminating these resources which
should include, at a minimum, clear strategies for disseminating
resources to targeted populations (e.g., IHEs, SEAs, LEAs, and other
programs that provide preparation or professional development for
educators, parents) linked to measurable outcomes.
(iii) Its proposed approach to targeted, specialized TA,\6\ which
must identify how the project will--
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\6\ ``Targeted, specialized TA'' means TA services based on
needs common to multiple recipients and not extensively
individualized. A relationship is established between the TA
recipient and one or more center staff. This category of TA includes
one-time, labor-intensive events, such as facilitating strategic
planning or hosting regional or national conferences. It also can
include episodic, less labor-intensive events that extend over a
period of time, such as facilitating a series of conference calls on
single or multiple topics that are designed around the needs of the
recipients. Delivering digital content using facilitated online
professional development can be considered targeted, specialized TA.
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(A) Identify potential recipients and their potential uses of
Center digital learning tools and resources under this approach;
(B) Assist pre-service and in-service training programs in
incorporating accessible, high-quality digital learning tools and
resources into their curricula. To address this requirement, the
applicant must describe how it will--
(1) Measure the readiness of potential targeted TA recipients to
work with the project, assessing, at a minimum, their current technical
capacity and proposed strategies for linking new and emerging
technology resources to personnel preparation or professional
development learning objectives, available resources and strategies for
ensuring technology updates and improvements, and ability to build
capacity for ongoing personnel preparation or professional development
program reform and continuous improvement at the program level;
(2) Select and provide targeted, specialized TA to IHEs, SEAs, or
other professional development providers on how to incorporate Center
learning tools and resources into their curricula. To address this
requirement, the applicant must describe--
(i) How the Center proposes to identify specific training needs or
areas that would benefit a targeted group of IHEs, SEAs, or
professional development providers; and
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(ii) How the Center proposes to develop and deliver customized
training and TA in response to the identified needs;
(3) Collaborate with other federally funded projects on how to
integrate Center digital open educational tools and resources into
projects' TA and professional development activities.
(C) Implement TA services that maximize efficiency. To address this
requirement, the applicant must describe--
(1) How the proposed project will use existing and emerging
technologies, professional development strategies, and innovation to
achieve the intended outcomes specified in the Priority section of this
notice;
(2) With whom the proposed project will communicate and collaborate
on an ongoing basis, including but not limited to other OSEP-funded
investments (see www.osepideasthatwork.org/find-center-or-grant/find-a-center), and how the proposed collaborations will promote the use of
this Center's digital tools and resources by other federally funded
investments to achieve the intended outcomes of their projects; and
(3) If applicable, how the proposed project will use non-project
resources to achieve the intended project outcomes;
(4) Develop and maintain an organizational structure needed to:
(i) Efficiently and effectively design, develop, and disseminate
Center digital learning tools and resources;
(ii) Assess learning, track progress and accomplishments, and
validate knowledge, skills, and competencies learned and potentially
earn credentials;
(iii) Disseminate information and deliver training and technical
support to users of Center digital learning tools and resources; and
(iv) Promote long-term sustainability of Center digital learning
tools and resources by identifying reliable means to replace and
upgrade content and its infrastructure.
(c) In the narrative section of the application under ``Quality of
the Evaluation Plan,'' include an evaluation plan for the project as
described in the following paragraphs. The evaluation plan must
describe: Measures of progress in implementation, including the extent
to which the project's digital learning tools and resources have
reached its target population; measures of intended outcomes or results
of the project's activities in order to evaluate those activities; and
how well the goals or objectives of the proposed project, as described
in its logic model, have been met.
The applicant must provide an assurance that, in designing the
evaluation plan, it will--
(1) Designate, with the approval of the OSEP project officer, a
project liaison staff person with sufficient dedicated time, experience
in evaluation, and knowledge of the project to work in collaboration
with the Center to Improve Program and Project Performance (CIP3),\7\
the project director, and the OSEP project officer on the following
tasks:
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\7\ The major tasks of CIP3 are to guide, coordinate, and
oversee the design of formative evaluations for every large
discretionary investment (i.e., those awarded $500,000 or more per
year and required to participate in the 3+2 process) in OSEP's
Technical Assistance and Dissemination; Personnel Development;
Parent Training and Information Centers; and Educational Technology,
Media, and Materials programs. The efforts of CIP3 are expected to
enhance individual project evaluation plans by providing expert and
unbiased TA in designing the evaluations with due consideration of
the project's budget. CIP3 does not function as a third-party
evaluator.
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(i) Revise, as needed, the logic model submitted in the grant
application to provide for a more comprehensive measurement of
implementation and outcomes and to reflect any changes or
clarifications to the model discussed at the kick-off meeting;
(ii) Refine the evaluation design and instrumentation proposed in
the grant application consistent with the logic model (e.g., prepare
evaluation questions about significant program processes and outcomes;
develop quantitative or qualitative data collections that permit both
the collection of progress data, including fidelity of implementation,
as appropriate, and the assessment of project outcomes; and identify
analytic strategies); and
(iii) Revise, as needed, the evaluation plan submitted in the grant
application such that it clearly--
(A) Specifies the measures and associated instruments or sources
for data appropriate to answer the evaluation questions, suggests
analytic strategies for those data, provides a timeline for conducting
the evaluation, and includes staff assignments for completion of the
plan;
(B) Delineates the data expected to be available by the end of the
second year for use during the project's evaluation (3+2 review) for
continued funding described under the heading Fourth and Fifth Years of
the Project; and
(C) Can be used to assist the project director and the OSEP project
officer, with the assistance of CIP3, as needed, to specify the
performance measures to be addressed in the project's Annual
Performance Report;
(2) Cooperate with CIP3 staff in order to accomplish the tasks
described in paragraph (1) of this section; and
(3) Dedicate sufficient funds in each budget year to cover the
costs of carrying out the tasks described in paragraphs (1) and (2) of
this section and implementing the evaluation plan.
(d) Demonstrate, in the narrative section of the application under
``Adequacy of Project Resources,'' how--
(1) The proposed project will encourage applications for employment
from persons who are members of groups that have traditionally been
underrepresented based on race, color, national origin, gender, age, or
disability, as appropriate;
(2) The proposed key project personnel, consultants, and
subcontractors have the qualifications and experience to carry out the
proposed activities and achieve the project's intended outcomes;
(3) The applicant and any key partners have adequate resources to
carry out the proposed activities; and
(4) The proposed costs are reasonable in relation to the
anticipated results and benefits.
(e) Demonstrate, in the narrative section of the application under
``Quality of the Management Plan,'' how--
(1) The proposed management plan will ensure that the project's
intended outcomes will be achieved on time and within budget. To
address this requirement, the applicant must describe--
(i) Clearly defined responsibilities for key project personnel,
consultants, and subcontractors, as applicable; and
(ii) Timelines and milestones for accomplishing the project tasks;
(2) Allocation of key project personnel and any consultants and
subcontractors and how these allocations are appropriate and adequate
to achieve the project's intended outcomes;
(3) The proposed management plan will ensure that the project's
products and services are of high quality, relevant, and useful to
recipients; and
(4) The proposed project will benefit from a diversity of
perspectives, including those of families, educators, TA providers,
researchers, and policy makers, among others, in its development and
operation.
(f) Address the following application requirements The applicant
must--
(1) Include, in Appendix A, a logic model that depicts, at a
minimum, the goals, activities, outputs, and intended outcomes of the
proposed project.
(2) Include, in Appendix A, a conceptual framework for the project;
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(3) Include, in Appendix A, personnel-loading charts and timelines,
as applicable, to illustrate the management plan described in the
narrative;
(4) Include, in the budget, attendance at the following:
(i) A one and one-half day kick-off meeting in Washington, DC,
after receipt of the award, and an annual planning meeting in
Washington, DC, with the OSEP project officer and other relevant staff
during each subsequent year of the project period.
Note: Within 30 days of receipt of the award, a post-award
teleconference must be held between the OSEP project officer and the
grantee's project director or authorized representative;
(ii) A two and one-half day project directors' conference in
Washington, DC, during each year of the project period;
(iii) Two annual two-day trips to attend Department briefings,
Department-sponsored conferences, and other meetings, as requested by
OSEP; and
(iv) A one-day intensive 3+2 review meeting in Washington, DC,
during the last half of the second year of the project period;
(5) Include, in the budget, a line item for an annual set-aside of
five percent of the grant amount to support emerging needs that are
consistent with the proposed project's intended outcomes, as those
needs are identified in consultation with and approved by the OSEP
project officer. With approval from the OSEP project officer, the
project must reallocate any remaining funds from this annual set-aside
no later than the end of the third quarter of each budget period;
(6) Maintain a high-quality Web site, with an easy-to-navigate
design, that meets government or industry-recognized standards for
accessibility; and
(7) Include, in Appendix A, an assurance to assist OSEP with the
transfer of pertinent resources and products and to maintain the
continuity of services to States during the transition to this new
award period and at the end of this award period, as appropriate.
Fourth and Fifth Year of the Project:
In deciding whether to continue funding the project for the fourth
and fifth years, the Secretary will consider the requirements of 34 CFR
75.253(a), as well as--
(a) The recommendation of a 3+2 review team consisting of experts
selected by the Secretary. This review will be conducted during a one-
day intensive meeting that will be held during the last half of the
second year of the project period;
(b) The timeliness with which, and how well, the requirements of
the negotiated cooperative agreement have been or are being met by the
project; and
(c) The quality, relevance, and usefulness of the project's
products and services and the extent to which the project's products
and services are aligned with the project's objectives and likely to
result in the project achieving its intended outcomes.
References:
Institute of Medicine and National Research Council. 2012. The early
childhood care and education workforce: Challenges and opportunities: A
workshop report. Washington, DC: The National Academies Press.
Jaquith, A., Mindich, D., Wei, R.C., & Darling-Hammond, L. (2010).
Teacher professional learning in the United States: Case studies of
State policies and strategies. Oxford, OH: Learning Forward.
U.S. Department of Education, Office of Educational Technology. (2016).
Future ready learning: Reimagining the role of technology in education.
Washington, DC: Author. Retrieved from http://tech.ed.gov/files/2015/12/NETP16.pdf.
Definitions:
For the purposes of this priority:
Supported by evidence means supported by at least strong theory.
Strong theory means a rationale for the proposed process, product,
strategy, or practice that includes a logic model. (34 CFR 77.1)
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (APA) (5 U.S.C. 553) the Department generally offers interested
parties the opportunity to comment on proposed priorities and
requirements. Section 681(d) of IDEA, however, makes the public comment
requirements of the APA inapplicable to the priority in this notice.
Program Authority: 20 U.S.C. 1462 and 1481.
Applicable Regulations: (a) The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 75, 77, 79, 81, 82,
84, 86, 97, 98, and 99. (b) The Office of Management and Budget (OMB)
Guidelines to Agencies on Governmentwide Debarment and Suspension
(Nonprocurement) in 2 CFR part 180, as adopted and amended as
regulations of the Department in 2 CFR part 3485. (c) The Uniform
Administrative Requirements, Cost Principles, and Audit Requirements
for Federal Awards in 2 CFR part 200, as adopted and amended as
regulations of the Department in 2 CFR part 3474.
Note: The regulations in 34 CFR part 79 apply to all applicants
except federally recognized Indian Tribes.
Note: The regulations in 34 CFR part 86 apply to IHEs only.
II. Award Information
Type of Award: Cooperative agreement.
Estimated Available Funds: The Administration has requested
$83,700,000 for the Personnel Development to Improve Services and
Results for Children with Disabilities program for FY 2017, of which we
intend to use an estimated $1,200,000 for this competition. The actual
level of funding, if any, depends on final congressional action.
However, we are inviting applications to allow enough time to complete
the grant process if Congress appropriates funds for this program.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in FY 2018 from the list of
unfunded applicants from this competition.
Maximum Awards: We will reject any application that proposes a
budget exceeding $1,200,000 for a single budget period of 12 months.
Estimated Number of Awards: 1.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: SEAs; LEAs, including public charter
schools that are considered LEAs under State law; IHEs; other public
agencies; private nonprofit organizations; freely associated States and
outlying areas; Indian Tribes or Tribal organizations; and for-profit
organizations.
2. Cost Sharing or Matching: This program does not require cost
sharing or matching.
3. Eligible Subgrantees: (a) Under 34 CFR 75.708(b) and (c) a
grantee may award subgrants--to directly carry out project activities
described in its application--to the following types of entities: SEAs;
LEAs, including public charter schools that are considered LEAs under
State law; IHEs; other public agencies; private nonprofit
organizations; freely associated States and outlying areas; Indian
Tribes or Tribal organizations; and for-profit organizations suitable
to carry out the activities proposed in the application.
[[Page 23226]]
(b) The grantee may award subgrants to entities it has identified
in an approved application.
4. Other General Requirements:
(a) Recipients of funding under this competition must make positive
efforts to employ and advance in employment qualified individuals with
disabilities (see section 606 of IDEA).
(b) Each applicant for, and recipient of, funding under this
competition must involve individuals with disabilities, or parents of
individuals with disabilities ages birth through 26, in planning,
implementing, and evaluating the project (see section 682(a)(1)(A) of
IDEA).
IV. Application and Submission Information
1. Address to Request Application Package: You can obtain an
application package via the internet or from the Education Publications
Center (ED Pubs). To obtain a copy via the internet, use the following
address: www.ed.gov/fund/grant/apply/grantapps/index.html. To obtain a
copy from ED Pubs, write, fax, or call the following: ED Pubs, U.S.
Department of Education, P.O. Box 22207, Alexandria, VA 22304.
Telephone, toll free: 1-877-433-7827. FAX: (703) 605-6794. If you use a
TDD or a TTY, call, toll free: 1-877-576-7734.
You can contact ED Pubs at its Web site, also: www.EDPubs.gov or at
its email address: [email protected].
If you request an application from ED Pubs, be sure to identify
this competition as follows: CFDA number 84.325E.
Individuals with disabilities can obtain a copy of the application
package in an accessible format (e.g., braille, large print, audiotape,
or compact disc) by contacting the person or team listed under
Accessible Format in section VII of this notice.
2. Content and Form of Application Submission: Requirements
concerning the content and form of an application, together with the
forms you must submit, are in the application package for this
competition.
Page Limit: The application narrative (Part III of the application)
is where you, the applicant, address the selection criteria that
reviewers use to evaluate your application. We recommend that you--(1)
limit Part III to no more than 70 pages, and (2) use the following
standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double-space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, reference citations, and captions, as well as
all text in charts, tables, figures, graphs, and screen shots.
Use a font that is either 12 point or larger.
Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial.
The recommended page limit does not apply to Part I, the cover
sheet; Part II, the budget section, including the narrative budget
justification; Part IV, the assurances and certifications; or the
abstract (follow the guidance provided in the application package for
completing the abstract), the table of contents, the list of priority
requirements, the resumes, the reference list, the letters of support,
or the appendices. However, the recommended page limit does apply to
all of Part III, the application narrative, including all text in
charts, tables, figures, graphs, and screen shots.
3. Submission Dates and Times:
Applications Available: May 22, 2017.
Deadline for Transmittal of Applications: July 6, 2017.
Applications for grants under this competition must be submitted
electronically using the Grants.gov Apply site (Grants.gov). For
information (including dates and times) about how to submit your
application electronically, or in paper format by mail or hand delivery
if you qualify for an exception to the electronic submission
requirement, please refer to Other Submission Requirements in section
IV of this notice.
We do not consider an application that does not comply with the
deadline requirements.
Individuals with disabilities who need an accommodation or
auxiliary aid in connection with the application process should contact
the person listed under FOR FURTHER INFORMATION CONTACT. If the
Department provides an accommodation or auxiliary aid to an individual
with a disability in connection with the application process, the
individual's application remains subject to all other requirements and
limitations in this notice.
Deadline for Intergovernmental Review: September 5, 2017.
4. Intergovernmental Review: This competition is subject to
Executive Order 12372 and the regulations in 34 CFR part 79.
Information about Intergovernmental Review of Federal Programs under
Executive Order 12372 is in the application package for this
competition.
5. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
6. Data Universal Numbering System Number, Taxpayer Identification
Number, and System for Award Management: To do business with the
Department of Education, you must--
a. Have a Data Universal Numbering System (DUNS) number and a
Taxpayer Identification Number (TIN);
b. Register both your DUNS number and TIN with the System for Award
Management (SAM), the Government's primary registrant database;
c. Provide your DUNS number and TIN on your application; and
d. Maintain an active SAM registration with current information
while your application is under review by the Department and, if you
are awarded a grant, during the project period.
You can obtain a DUNS number from Dun and Bradstreet at the
following Web site: http://fedgov.dnb.com/webform. A DUNS number can be
created within one to two business days.
If you are a corporate entity, agency, institution, or
organization, you can obtain a TIN from the Internal Revenue Service.
If you are an individual, you can obtain a TIN from the Internal
Revenue Service or the Social Security Administration. If you need a
new TIN, please allow two to five weeks for your TIN to become active.
The SAM registration process can take approximately seven business
days, but may take upwards of several weeks, depending on the
completeness and accuracy of the data you enter into the SAM database.
Thus, if you think you might want to apply for Federal financial
assistance under a program administered by the Department, please allow
sufficient time to obtain and register your DUNS number and TIN. We
strongly recommend that you register early.
Note: Once your SAM registration is active, it may be 24 to 48
hours before you can access the information in, and submit an
application through, Grants.gov.
If you are currently registered with SAM, you may not need to make
any changes. However, please make certain that the TIN associated with
your DUNS number is correct. Also note that you will need to update
your registration annually. This may take three or more business days.
Information about SAM is available at www.SAM.gov. To further
assist you with obtaining and registering your DUNS number and TIN in
SAM or updating your existing SAM account, we have prepared a SAM.gov
Tip Sheet, which you can find at: www2.ed.gov/fund/grant/apply/sam-faqs.html.
[[Page 23227]]
In addition, if you are submitting your application via Grants.gov,
you must (1) be designated by your organization as an Authorized
Organization Representative (AOR); and (2) register yourself with
Grants.gov as an AOR. Details on these steps are outlined at the
following Grants.gov Web page: www.grants.gov/web/grants/register.html.
7. Other Submission Requirements: Applications for grants under
this competition must be submitted electronically unless you qualify
for an exception to this requirement in accordance with the
instructions in this section.
a. Electronic Submission of Applications.
Applications for grants under the National Center for the
Development and Dissemination of Digital Open Educational Learning
Tools and Resources Supported by Evidence to Enhance Personnel
Preparation and Professional Development for Educators of Students with
Disabilities competition, CFDA number 84.325E, must be submitted
electronically using the Governmentwide Grants.gov Apply site at
www.Grants.gov. Through this site, you will be able to download a copy
of the application package, complete it offline, and then upload and
submit your application. You may not email an electronic copy of a
grant application to us.
We will reject your application if you submit it in paper format
unless, as described elsewhere in this section, you qualify for one of
the exceptions to the electronic submission requirement and submit, no
later than two weeks before the application deadline date, a written
statement to the Department that you qualify for one of these
exceptions. Further information regarding calculation of the date that
is two weeks before the application deadline date is provided later in
this section under Exception to Electronic Submission Requirement.
You may access the electronic grant application for the National
Center for the Development and Dissemination of Digital Open
Educational Learning Tools and Resources Supported by Evidence to
Enhance Personnel Preparation and Professional Development for
Educators of Students with Disabilities competition at www.Grants.gov.
You must search for the downloadable application package for this
competition by the CFDA number. Do not include the CFDA number's alpha
suffix in your search (e.g., search for 84.325, not 84.325E).
Please note the following:
When you enter the Grants.gov site, you will find
information about submitting an application electronically through the
site, as well as the hours of operation.
Applications received by Grants.gov are date and time
stamped. Your application must be fully uploaded and submitted and must
be date and time stamped by the Grants.gov system no later than 4:30:00
p.m., Washington, DC time, on the application deadline date. Except as
otherwise noted in this section, we will not accept your application if
it is received--that is, date and time stamped by the Grants.gov
system--after 4:30:00 p.m., Washington, DC time, on the application
deadline date. We do not consider an application that does not comply
with the deadline requirements. When we retrieve your application from
Grants.gov, we will notify you if we are rejecting your application
because it was date and time stamped by the Grants.gov system after
4:30:00 p.m., Washington, DC time, on the application deadline date.
The amount of time it can take to upload an application
will vary depending on a variety of factors, including the size of the
application and the speed of your internet connection. Therefore, we
strongly recommend that you do not wait until the application deadline
date to begin the submission process through Grants.gov.
You should review and follow the Education Submission
Procedures for submitting an application through Grants.gov that are
included in the application package for this competition to ensure that
you submit your application in a timely manner to the Grants.gov
system. You can also find the Education Submission Procedures
pertaining to Grants.gov under News and Events on the Department's G5
system home page at www.G5.gov. In addition, for specific guidance and
procedures for submitting an application through Grants.gov, please
refer to the Grants.gov Web site at: www.grants.gov/web/grants/applicants/apply-for-grants.html.
You will not receive additional point value because you
submit your application in electronic format, nor will we penalize you
if you qualify for an exception to the electronic submission
requirement, as described elsewhere in this section, and submit your
application in paper format.
You must submit all documents electronically, including
all information you typically provide on the following forms: The
Application for Federal Assistance (SF 424), the Department of
Education Supplemental Information for SF 424, Budget Information--Non-
Construction Programs (ED 524), and all necessary assurances and
certifications.
You must upload any narrative sections and all other
attachments to your application as files in a read-only Portable
Document Format (PDF). Do not upload an interactive or fillable PDF
file. If you upload a file type other than a read-only PDF (e.g., Word,
Excel, WordPerfect, etc.) or submit a password-protected file, we will
not review that material. Please note that this could result in your
application not being considered for funding because the material in
question--for example, the application narrative--is critical to a
meaningful review of your proposal. For that reason it is important to
allow yourself adequate time to upload all material as PDF files. The
Department will not convert material from other formats to PDF.
Additional, detailed information on how to attach files is in the
application instructions.
After you electronically submit your application, you will
receive from Grants.gov an automatic notification of receipt that
contains a Grants.gov tracking number. This notification indicates
receipt by Grants.gov only, not receipt by the Department. Grants.gov
will also notify you automatically by email if your application met all
the Grants.gov validation requirements or if there were any errors
(such as submission of your application by someone other than a
registered Authorized Organization Representative, or inclusion of an
attachment with a file name that contains special characters). You will
be given an opportunity to correct any errors and resubmit, but you
must still meet the deadline for submission of applications.
Once your application is successfully validated by Grants.gov, the
Department will retrieve your application from Grants.gov and send you
an email with a unique PR/Award number for your application.
These emails do not mean that your application is without any
disqualifying errors. While your application may have been successfully
validated by Grants.gov, it must also meet the Department's application
requirements as specified in this notice and in the application
instructions. Disqualifying errors could include, for instance, failure
to upload attachments in a read-only PDF; failure to submit a required
part of the application; or failure to meet applicant eligibility
requirements. It is your responsibility to ensure that your submitted
application has met all of the Department's requirements.
[[Page 23228]]
We may request that you provide us original signatures on
forms at a later date.
Application Deadline Date Extension in Case of Technical Issues
with the Grants.gov System: If you are experiencing problems submitting
your application through Grants.gov, please contact the Grants.gov
Support Desk, toll free, at 1-800-518-4726. You must obtain a
Grants.gov Support Desk Case Number and must keep a record of it.
If you are prevented from electronically submitting your
application on the application deadline date because of technical
problems with the Grants.gov system, we will grant you an extension
until 4:30:00 p.m., Washington, DC time, the following business day to
enable you to transmit your application electronically or by hand
delivery. You also may mail your application by following the mailing
instructions described elsewhere in this notice.
If you submit an application after 4:30:00 p.m., Washington, DC
time, on the application deadline date, please contact the person
listed under FOR FURTHER INFORMATION CONTACT and provide an explanation
of the technical problem you experienced with Grants.gov, along with
the Grants.gov Support Desk Case Number. We will accept your
application if we can confirm that a technical problem occurred with
the Grants.gov system and that the problem affected your ability to
submit your application by 4:30:00 p.m., Washington, DC time, on the
application deadline date. We will contact you after we determine
whether your application will be accepted.
Note: The extensions to which we refer in this section apply
only to the unavailability of, or technical problems with, the
Grants.gov system. We will not grant you an extension if you failed
to fully register to submit your application to Grants.gov before
the application deadline date and time or if the technical problem
you experienced is unrelated to the Grants.gov system.
Exception to Electronic Submission Requirement: You qualify for an
exception to the electronic submission requirement, and may submit your
application in paper format, if you are unable to submit an application
through the Grants.gov system because--
You do not have access to the internet; or
You do not have the capacity to upload large documents to
the Grants.gov system;
and
No later than two weeks before the application deadline
date (14 calendar days or, if the fourteenth calendar day before the
application deadline date falls on a Federal holiday, the next business
day following the Federal holiday), you mail or fax a written statement
to the Department, explaining which of the two grounds for an exception
prevents you from using the internet to submit your application.
If you mail your written statement to the Department, it must be
postmarked no later than two weeks before the application deadline
date. If you fax your written statement to the Department, we must
receive the faxed statement no later than two weeks before the
application deadline date.
Address and mail or fax your statement to: Sarah Allen, U.S.
Department of Education, 400 Maryland Avenue SW., Room 5144, Potomac
Center Plaza, Washington, DC 20202-5108. FAX: (202) 245-7590.
Your paper application must be submitted in accordance with the
mail or hand-delivery instructions described in this notice.
b. Submission of Paper Applications by Mail.
If you qualify for an exception to the electronic submission
requirement, you may mail (through the U.S. Postal Service or a
commercial carrier) your application to the Department. You must mail
the original and two copies of your application, on or before the
application deadline date, to the Department at the following address:
U.S. Department of Education, Application Control Center, Attention:
(CFDA Number 84.325E), LBJ Basement Level 1, 400 Maryland Avenue SW.,
Washington, DC 20202-4260.
You must show proof of mailing consisting of one of the following:
(1) A legibly dated U.S. Postal Service postmark.
(2) A legible mail receipt with the date of mailing stamped by the
U.S. Postal Service.
(3) A dated shipping label, invoice, or receipt from a commercial
carrier.
(4) Any other proof of mailing acceptable to the Secretary of the
U.S. Department of Education.
If you mail your application through the U.S. Postal Service, we do
not accept either of the following as proof of mailing:
(1) A private metered postmark.
(2) A mail receipt that is not dated by the U.S. Postal Service.
Note: The U.S. Postal Service does not uniformly provide a dated
postmark. Before relying on this method, you should check with your
local post office.
We will not consider applications postmarked after the application
deadline date.
c. Submission of Paper Applications by Hand Delivery.
If you qualify for an exception to the electronic submission
requirement, you (or a courier service) may deliver your paper
application to the Department by hand. You must deliver the original
and two copies of your application by hand, on or before the
application deadline date, to the Department at the following address:
U.S. Department of Education, Application Control Center, Attention:
(CFDA Number 84.325E), 550 12th Street SW., Room 7039, Potomac Center
Plaza, Washington, DC 20202-4260.
The Application Control Center accepts hand deliveries daily
between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except
Saturdays, Sundays, and Federal holidays.
Note for Mail or Hand Delivery of Paper Applications: If you
mail or hand deliver your application to the Department--
(1) You must indicate on the envelope and--if not provided by
the Department--in Item 11 of the SF 424 the CFDA number, including
suffix letter, if any, of the competition under which you are
submitting your application; and
(2) The Application Control Center will mail to you a
notification of receipt of your grant application. If you do not
receive this notification within 15 business days from the
application deadline date, you should call the U.S. Department of
Education Application Control Center at (202) 245-6288.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
are listed in the application package.
(a) Significance (5 points).
(1) The Secretary considers the significance of the proposed
project.
(2) In determining the significance of the proposed project, the
Secretary considers one or more of the following factors:
(i) The extent to which the proposed project will address specific
gaps or weaknesses in services, infrastructure, or opportunities that
have been identified.
(ii) The importance or magnitude of the results or outcomes likely
to be attained by the proposed project.
(b) Quality of the project services (40 points).
(1) The Secretary considers the quality of the services to be
provided by the proposed project.
(2) In determining the quality of the services to be provided by
the proposed project, the Secretary considers the quality and
sufficiency of strategies for ensuring equal access and treatment for
eligible project participants who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability.
[[Page 23229]]
(3) In addition, the Secretary considers one or more of the
following factors:
(i) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(ii) The extent to which there is a conceptual framework underlying
the proposed activities and the quality of that framework.
(iii) The extent to which the services to be provided by the
proposed project reflect up-to-date knowledge from research and
effective practice.
(iv) The extent to which the proposed products and services are of
sufficient quality, intensity, and duration to lead to the outcomes to
be achieved by the proposed project.
(v) The extent to which the products and services to be developed
and provided by the proposed project involve the use of efficient
strategies, including the use of technology, collaboration with
appropriate partners, and the leveraging of non-project resources.
(c) Quality of the project evaluation (20 points).
(1) The Secretary considers the quality of the evaluation to be
conducted of the proposed project.
(2) In determining the quality of the evaluation, the Secretary
considers one or more of the following factors:
(i) The extent to which the methods of evaluation are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed project.
(ii) The extent to which the methods of evaluation will provide
data and performance feedback for examining the effectiveness of
project implementation strategies and the progress toward achieving
intended outcomes.
(iii) The extent to which the methods of evaluation will produce
quantitative and qualitative data that demonstrate the project has met
intended outcomes.
(d) Adequacy of project resources (15 points).
(1) The Secretary considers the adequacy of resources, including
the personnel who will carry out the proposed project.
(2) In determining the adequacy of resources, the Secretary
considers the extent to which the applicant encourages applications for
employment from persons who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability.
(3) In addition, the Secretary considers one or more of the
following factors:
(i) The qualifications, including relevant training and experience,
of key project personnel (i.e., project director, project staff, and
project consultants or subcontractors).
(ii) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the applicant organization and key
partners.
(iii) The extent to which the costs are reasonable in relation to
the anticipated results and benefits.
(e) Quality of management plan (20 points).
(1) The Secretary considers the quality of the management plan for
the proposed project.
(2) In determining the quality of the management plan for the
proposed project, the Secretary considers one or more of the following
factors:
(i) The adequacy of the management plan to achieve the objectives
of the proposed project on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks.
(ii) The extent to which the time commitments of the project
director, project staff, and project consultants or subcontractors are
appropriate and adequate to meet the objectives of the proposed
project.
(iii) The adequacy of mechanisms for ensuring high-quality products
and services from the proposed project.
(iv) How the applicant will ensure that a diversity of perspectives
are brought to bear in the operation of the proposed project, including
those of parents, teachers, the business community, a variety of
disciplinary and professional fields, recipients or beneficiaries of
services, or others, as appropriate.
2. Review and Selection Process: (a) We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
(b) In addition, in making a competitive grant award, the Secretary
also requires various assurances, including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. Additional Review and Selection Process Factors: In the past,
the Department has had difficulty finding peer reviewers for certain
competitions because so many individuals who are eligible to serve as
peer reviewers have conflicts of interest. The standing panel
requirements under section 682(b) of IDEA also have placed additional
constraints on the availability of reviewers. Therefore, the Department
has determined that, for some discretionary grant competitions,
applications may be separated into two or more groups and ranked and
selected for funding within specific groups. This procedure will make
it easier for the Department to find peer reviewers by ensuring that
greater numbers of individuals who are eligible to serve as reviewers
for any particular group of applicants will not have conflicts of
interest. It also will increase the quality, independence, and fairness
of the review process, while permitting panel members to review
applications under discretionary grant competitions for which they also
have submitted applications.
4. Risk Assessment and Special Conditions: Consistent with 2 CFR
200.205, before awarding grants under this competition the Department
conducts a review of the risks posed by applicants. Under 2 CFR
3474.10, the Secretary may impose special conditions and, in
appropriate circumstances, high risk conditions on a grant if the
applicant or grantee is not financially stable; has a history of
unsatisfactory performance; has a financial or other management system
that does not meet the standards in 2 CFR part 200, subpart D; has not
fulfilled the conditions of a prior grant; or is otherwise not
responsible.
5. Integrity and Performance System: If you are selected under this
competition to receive an award that over the course of the project
period may exceed the simplified acquisition threshold (currently
$150,000), under 2 CFR 200.205(a)(2), we must make a judgment about
your integrity, business ethics, and record of performance under
Federal awards--that is, the risk posed by you as an applicant--before
we make an award. In doing so, we must consider any information about
you that is in the integrity and performance system (currently referred
to as the Federal Awardee Performance and Integrity Information System
(FAPIIS)), accessible through SAM. You may review and comment on any
information about yourself that a Federal agency previously entered and
that is currently in FAPIIS.
[[Page 23230]]
Please note that, if the total value of your currently active
grants, cooperative agreements, and procurement contracts from the
Federal Government exceeds $10,000,000, the reporting requirements in 2
CFR part 200, Appendix XII, require you to report certain integrity
information to FAPIIS semiannually. Please review the requirements in 2
CFR part 200, Appendix XII, if this grant plus all the other Federal
funds you receive exceed $10,000,000.
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN); or we may send you an email containing a link to
access an electronic version of your GAN. We may notify you informally,
also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multi-year award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
4. Performance Measures: Under the Government Performance and
Results Act of 1993 (GPRA), the Department has established a set of
performance measures, including long-term measures, that are designed
to yield information on various aspects of the effectiveness and
quality of the Technical Assistance and Dissemination to Improve
Services and Results for Children with Disabilities program. For
purposes of this priority, the Center will use these measures, which
focus on the extent to which projects provide high-quality open
educational digital learning tools, resources, and services; the
relevance of project digital learning tools, resources, and services to
educational policy and practice; and the use of digital learning tools,
resources, and services to improve educational policy and practice.
Projects funded under this competition are required to submit data
on these measures as directed by OSEP.
Grantees will be required to report information on their project's
performance in annual and final performance reports to the Department
(34 CFR 75.590).
5. Continuation Awards: In making a continuation award under 34 CFR
75.253, the Secretary considers, among other things: Whether a grantee
has made substantial progress in achieving the goals and objectives of
the project; whether the grantee has expended funds in a manner that is
consistent with its approved application and budget; and, if the
Secretary has established performance measurement requirements, the
performance targets in the grantee's approved application.
In making a continuation award, the Secretary also considers
whether the grantee is operating in compliance with the assurances in
its approved application, including those applicable to Federal civil
rights laws that prohibit discrimination in programs or activities
receiving Federal financial assistance from the Department (34 CFR
100.4, 104.5, 106.4, 108.8, and 110.23).
VII. Other Information
Accessible Format: Individuals with disabilities can obtain this
document and a copy of the application package in an accessible format
(e.g., braille, large print, audiotape, or compact disc) by contacting
the Management Support Services Team, U.S. Department of Education, 400
Maryland Avenue SW., Room 5113, Potomac Center Plaza, Washington, DC
20202-2500. Telephone: (202) 245-7363. If you use a TDD or a TTY, call
the FRS, toll free, at 1-800-877-8339.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. Free
internet access to the official edition of the Federal Register and the
Code of Federal Regulations is available via the Federal Digital System
at: www.gpo.gov/fdsys. At this site you can view this document, as well
as all other documents of this Department published in the Federal
Register, in text or PDF. To use PDF you must have Adobe Acrobat
Reader, which is available free at the site.
You may also access documents of the Department published in the
Federal Register by using the article search feature at:
www.federalregister.gov. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.
Dated: May 17, 2017.
Ruth E. Ryder,
Deputy Director, Office of Special Education Programs, delegated the
duties of the Assistant Secretary for Special Education and
Rehabilitative Services.
[FR Doc. 2017-10450 Filed 5-19-17; 8:45 am]
BILLING CODE 4000-01-P