[Federal Register Volume 82, Number 96 (Friday, May 19, 2017)]
[Notices]
[Pages 22985-22994]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2017-10248]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Technical Assistance and
Dissemination To Improve Services and Results for Children With
Disabilities--National Center To Enhance Educational Systems To Promote
the Use of Practices Supported by Evidence
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice.
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SUMMARY: The Department of Education is issuing a notice inviting
applications for new awards for fiscal year (FY) 2017 for Technical
Assistance and Dissemination to Improve Services and Results for
Children with Disabilities--National Center to Enhance Educational
Systems to Promote the Use of Practices Supported by Evidence, Catalog
of Federal Domestic Assistance (CFDA) number 84.326K.
[[Page 22986]]
DATES:
Applications Available: May 19, 2017.
Deadline for Transmittal of Applications: July 3, 2017.
Deadline for Intergovernmental Review: September 1, 2017.
FOR FURTHER INFORMATION CONTACT: Jennifer Coffey, U.S. Department of
Education, 400 Maryland Avenue SW., Room 5134, Potomac Center Plaza,
Washington, DC 20202-5108. Telephone: (202) 245-7373.
If you use a telecommunications device for the deaf (TDD) or a a
text telephone (TTY), call the Federal Relay Service (FRS), toll free,
at 1-800-877-8339.
SUPPLEMENTARY INFORMATION:
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purpose of the Technical Assistance and
Dissemination to Improve Services and Results for Children with
Disabilities program is to promote academic achievement and to improve
results for children with disabilities by providing technical
assistance (TA), supporting model demonstration projects, disseminating
useful information, and implementing activities that are supported by
scientifically based research.
Priority: In accordance with 34 CFR 75.105(b)(2)(v), this priority
is from allowable activities specified in the statute (see sections 663
and 681(d) of the Individuals with Disabilities Education Act (IDEA);
20 U.S.C. 1463 and U.S.C. 1481).
Absolute Priority: For FY 2017 and any subsequent year in which we
make awards from the list of unfunded applications from this
competition, this priority is an absolute priority. Under 34 CFR
75.105(c)(3), we consider only applications that meet this priority.
This priority is: National Center to Enhance Educational Systems to
Promote the Use of Practices Supported by Evidence.
Background
The purpose of this priority is to fund a cooperative agreement to
establish and operate a national center to provide technical assistance
(TA) directly to States, educational service agencies (ESAs), local
educational agencies (LEAs), and charter management organizations in
those States to help create the conditions necessary for educators to
make full and sustained use of instructional and leadership practices
supported by evidence (as defined in this notice). Because they are an
essential part of this effort, the Center will also provide this TA to
other Department-funded TA centers and to organizations that prepare
district superintendents.
Despite the increasing availability of practices supported by
evidence in literacy, math, science, and behavior support, such as
those found in the What Works Clearinghouse, and a significant amount
of money and time spent on professional development, the progress of
students with disabilities has not significantly improved over time
(Burns & Darling-Hammond, 2014; Cook & Odom, 2013; TNTP, 2015; What
Works Clearinghouse Publications, available at http://ies.ed.gov/ncee/wwc/Publication#/ContentTypeId:3).
In 2003, 28 percent of students with disabilities scored at or
above basic--this denotes partial mastery of prerequisite knowledge and
skills that are fundamental for proficient work at the grade assessed--
in reading on the National Assessment of Educational Progress (NAEP).
In 2015, 30 percent of students with disabilities scored at or above
basic in reading, only a 2 percent increase over a span of 12 years
(U.S. Department of Education, 2015).
Although there are pockets of excellence, the practices available
from the What Works Clearinghouse and many other sources are generally
not implemented as intended or broadly enough to have a major impact on
the achievement of students with disabilities (Burns & Ysseldyke, 2009;
Klingner, Boardman, & McMaster, 2013). Practices supported by evidence
will improve results for students with disabilities only when
successfully implemented and sustained.
Successful local implementation will depend on: (1) Infrastructure,
such as professional development, data systems, and implementation
teams, that supports educators' acquisition and use of the necessary
skills; and (2) alignment among national, State, and district policies
(Coburn, Hill, & Spillane, 2016; Tseng, 2012).
Strengthening infrastructure and aligning policies can be
accomplished through strong leadership throughout the State education
system, including at the SEA, ESA (where available), and LEA levels
(Endsley et al., 2014; Fullan, Bertani, & Quinn, 2004; McIntosh,
Mercer, Nese, Strickland-Cohen, & Hoselton, 2015; Sanders, 2012).
Although there has been some exploration of how leaders at each level
can best support the scaling up of instructional and leadership
practices, more focused efforts are needed (Sanders, 2012; Tseng,
2012). Further, while there are examples of ESAs that have supported
districts' efforts to implement practices supported by evidence, little
is known regarding how ESAs can best assist SEAs to work with LEAs in
the implementation and scaling up of practices that improve results for
students with disabilities (Endsley et al., 2014; Rock et al., 2009).
This Center is intended to address all of these needs by helping
States strengthen the alignment of policy and practice and further
develop States' infrastructure.
Priority
The purpose of this priority is to fund a cooperative agreement to
establish and operate a Center to achieve, at a minimum, the following:
(1) Increased capacity of the SEA, ESAs (where available), LEAs,
and charter management organizations in selected States to build an
infrastructure to support educators' implementation of instructional
and leadership practices supported by evidence;
(2) Increased capacity of OSEP-funded TA centers to support SEA,
ESA, LEA, and charter management organizations' systemic change efforts
to support implementation of instructional and leadership practices
that lead to improved outcomes for students with disabilities;
(3) Increased knowledge, skills, and competencies of LEA
superintendents and other leaders related to identifying and supporting
implementation of practices that lead to improved outcomes for students
with disabilities; and
(4) Increased body of knowledge on building an infrastructure that
supports implementation of practices that lead to improved outcomes for
students with disabilities.
In addition to these programmatic requirements, to be considered
for funding under this priority, applicants must meet the application
and administrative requirements in this priority, which are:
(a) Demonstrate, in the narrative section of the application under
``Significance of the Project,'' how the proposed project will--
(1) Address State and TA center needs related to developing
infrastructure that supportsLEAs and charter management organizations'
ability to implement, scale up, and sustain the use of instructional
and leadership practices supported by evidence. To meet this
requirement the applicant must--
(i) Present applicable State, regional, and local data
demonstrating the current needs related to building capacity to
implement, scale up, and sustain the use of practices supported by
evidence;
[[Page 22987]]
(ii) Demonstrate knowledge of current educational issues and policy
initiatives for supporting implementation and scaling up of practices
supported by evidence;
(2) Establish partnerships with a minimum of two organizations that
prepare district superintendents and one charter management
organization to integrate training related to developing an
infrastructure to support implementation into their preparation.
(3) Collaborate with other OSEP-funded centers (see
www.osepideasthatwork.org/find-center-or-grant/find-a-center) to
support States' efforts to build infrastructure that enables States to
reach their State-identified measureable results as described in their
Statewide Systemic Improvement Plans.
(b) Demonstrate, in the narrative section of the application under
``Quality of the Project Services,'' how the proposed project will--
(1) Ensure equal access and treatment for members of groups that
have traditionally been underrepresented based on race, color, national
origin, gender, age, or disability. To meet this requirement, the
applicant must describe how it will--
(i) Identify the needs of the intended recipients for TA and
information; and
(ii) Ensure that services and products meet the needs of the
intended recipients of the grant;
(2) Achieve its goals, objectives, and intended outcomes. To meet
this requirement, the applicant must provide--
(i) Measurable intended project outcomes; and
(ii) The logic model by which the proposed project will achieve its
intended outcomes. A logic model used in connection with this priority
communicates how a project will achieve its intended outcomes and
provides a framework for both the formative and summative evaluations
of the project;
(3) Use a conceptual framework to develop project plans and
activities, describing any underlying concepts, assumptions,
expectations, beliefs, or theories, as well as the presumed
relationships or linkages among these variables, and any empirical
support for this framework;
Note: Rather than use the definition of ``logic model'' in
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 infrastructure development that builds
capacity in SEAs and LEAs to implement, scale up, and sustain the use
of practices supported by evidence;
(ii) The current research about adult learning principles and
implementation or improvement science that will inform the proposed TA;
and
(iii) How the proposed project will incorporate current research
and practices supported by evidence in the development and delivery of
its products and services;
(5) Develop products and provide services that are of high quality
and sufficient intensity and duration to achieve the intended outcomes
of the proposed project. To address this requirement, the applicant
must describe--
(i) How it proposes to identify or develop the knowledge base;
(ii) Its proposed approach to universal, general TA,\1\ which must
identify the intended recipients of the products and services under
this approach;
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\1\ ``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,\2\ which
must identify--
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\2\ ``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,\3\ which
must identify--
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\3\ ``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 the SEAs,
ESAs, and LEAs to work with the project, including their commitment to
the initiative, alignment of the initiative to their needs, current
infrastructure, available resources, and ability to build capacity at
the local level;
(C) Its proposed plan for assisting SEAs to build or enhance
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, ESAs, districts, schools, families) to
ensure that there is communication between each level and that there
are systems in place to support implementation of practices supported
by evidence;
(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. The
evaluation plan must describe: measures of progress in implementation,
including the criteria for determining the extent to which the
project's products and services have reached its target population;
measures of intended outcomes or results of the project's activities in
order to evaluate those activities; and a plan for determining how well
the goals or objectives of the proposed project, as described in its
logic model, have been met.
(d) Demonstrate, in the narrative section of the application under
``Adequacy of Project Resources,'' how--
[[Page 22988]]
(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 products and
services provided 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;
(3) Include, in Appendix A, personnel-loading charts and timelines,
as applicable, to illustrate the management plan described in the
narrative;
(4) Include, in the budget, attendance at the following:
(i) A one and one-half day kick-off meeting in Washington, DC,
after receipt of the award, and an annual planning meeting in
Washington, DC, with the OSEP project officer and other relevant staff
during each subsequent year of the project period.
Note: Within 30 days of receipt of the award, a post-award
teleconference must be held between the OSEP project officer and the
grantee's project director or other authorized representative.
(ii) A two and one-half day project directors' conference in
Washington, DC, during each year of the project period;
(iii) 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 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, as appropriate.
Fourth and Fifth Years of the Project
In deciding whether to continue funding the project for the fourth
and fifth years, the Secretary will consider the requirements of 34 CFR
75.253(a), as well as--
(a) The recommendation of a 3+2 review team consisting of experts
selected by the Secretary. This review will be conducted during a one-
day intensive meeting that will be held during the last half of the
second year of the project period;
(b) The timeliness and assessment of how well the requirements of
the negotiated cooperative agreement have been or are being met by the
project; and
(c) The quality, relevance, and usefulness of the project's
products and services and the extent to which the project's products
and services are aligned with the project's objectives and likely to
result in the project achieving its intended outcomes.
References
Burns, D., & Darling-Hammond, L. (2014). Teaching around the world:
What can TALIS tell us? Stanford, CA: Stanford Center for
Opportunity Policy in Education.
Burns, M.K., & Ysseldyke, J.E. (2009). Reported prevalence of
evidence-based instructional practices in special education. The
Journal of Special Education, 43(1), 3-11.
Coburn, C.E., Hill, H.C., & Spillane, J. P. (2016). Alignment and
accountability in policy design and implementation: The Common Core
State Standards and implementation research. Educational Researcher,
45(4), 243-251. doi: 10.3102/0013189X16651080.
Cook, B.G., & Odom, S.L. (2013). Evidence-based practices and
implementation science in special education. Exceptional Children,
79(2), 135-144.
Endsley, M., Speth, T., Akey, T., Krasnoff, B., Barton, R., Singh,
M., Fantz, T. (2014). Coordination of instructional services by
Washington State's Educational Service Districts (REL 2015-041).
Washington, DC: U.S. Department of Education, Institute of Education
Sciences, National Center for Education Evaluation and Regional
Assistance, Regional Educational Laboratory Northwest. Retrieved
from http://ies.ed.gov/ncee/edlabs.
Fullan, M., Bertani, A., & Quinn, J. (2004). New lessons for
districtwide reform. Educational Leadership, 61(7), 42.
Klingner, J.K., Boardman, A.G., & McMaster, K.L. (2013). What does
it take to scale up and sustain eevidence-based practices?
Exceptional Children, 79(2), 195-211.
McIntosh, K., Mercer, S.H., Nese, R.N., Strickland-Cohen, M.K., &
Hoselton, R. (2015). Predictors of sistained Implementation of
school-wide positive behavioral interventions and supports. Journal
of Positive Behavior Interventions, 18(4). doi: 10.1177/
1098300715599737.
Rock, M.L., Gregg, M., Howard, P.W., Ploessl, D.M., Maughn, S.,
Gable, R.A., & Zigmond, N.P. (2009). See me, hear me, coach me.
Journal of Staff Development, 30(3), 24.
Sanders, M.G. (2012). Achieving scale at the district level: A
longitudinal multiple case study of a partnership reform.
Educational Administration Quarterly, 48(1), 154-186.
TNTP. (2015). The mirage: Confronting the hard truth about our quest
for teacher development. Washington, DC.
Tseng, V. (2012). The uses of research in policy and practice.
Washington, DC: Society for Research in Child Development.
U.S. Department of Education. (2015). National assessment of
educational progress (NAEP), 2015 Mathematics and Reading
Assessments. Retrieved from http://www.nationsreportcard.gov/reading_math_2015/#?grade=4.
Definitions
For the purposes of this priority:
[[Page 22989]]
Strong theory means a rationale for the proposed process, product,
strategy, or practice that includes a logic model.
Supported by evidence means supported by at least strong theory.
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (APA) (5 U.S.C. 553) the Department generally offers interested
parties the opportunity to comment on proposed priorities. Section
681(d) of IDEA, however, makes the public comment requirements of the
APA inapplicable to the priority in this notice.
Program Authority: 20 U.S.C. 1463 and 1481.
Applicable Regulations: (a) The Education Department General
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86,
97, 98, and 99. (b) The Office of Management and Budget Guidelines to
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in
2 CFR part 180, as adopted and amended as regulations of the Department
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost
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
$54,345,000 for the Technical Assistance and Dissemination to Improve
Services and Results for Children With Disabilities program for FY
2017, of which we intend to use an estimated $1,100,000 for this
competition. The actual level of funding, if any, depends on final
congressional action. However, we are inviting applications to allow
enough time to complete the grant process if Congress appropriates
funds for this program.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in FY 2018 from the list of
unfunded applications from this competition.
Maximum Award: We will reject any application that proposes a
budget exceeding $1,100,000 for a single budget period of 12 months.
Estimated Number of Awards: 1.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: SEAs; LEAs, including public charter
schools that operate as LEAs under State law; IHEs; other public
agencies; private nonprofit organizations; freely associated States and
outlying areas; Indian tribes or tribal organizations; and for-profit
organizations.
2. Cost Sharing or Matching: This program does not require cost
sharing or matching.
3. Eligible Subgrantees: (a) Under 34 CFR 75.708(b) and (c) a
grantee may award subgrants--to directly carry out project activities
described in its application--to the following types of entities: IHEs
and private nonprofit organizations suitable to carry out the
activities proposed in the application.
(b) The grantee may award subgrants to entities it has identified
in an approved application.
4. Other General Requirements:
(a) Recipients of funding under this competition must make positive
efforts to employ and advance in employment qualified individuals with
disabilities (see section 606 of the IDEA).
(b) Each applicant for, and recipient of, funding must, with
respect to the aspects of their proposed project relating to the
absolute priority, involve individuals with disabilities, or parents of
individuals with disabilities ages birth through 26, in planning,
implementing, and evaluating the project (see section 682(a)(1)(A) of
the IDEA).
IV. Application and Submission Information
1. Address to Request Application Package: You can obtain an
application package via the internet or from the Education Publications
Center (ED Pubs).
To obtain a copy via the internet, use the following address:
www.ed.gov/fund/grant/apply/grantapps/index.html.
To obtain a copy from ED Pubs, write, fax, or call: ED Pubs, U.S.
Department of Education, P.O. Box 22207, Alexandria, VA 22304.
Telephone, toll free: 1-877-433-7827. FAX: (703) 605-6794. If you use a
TDD or a TTY, call, toll free: 1-877-576-7734.
You can contact ED Pubs at its Web site, also: www.EDPubs.gov or at
its email address: [email protected].
If you request an application package from ED Pubs, be sure to
identify this competition as follows: CFDA number 84.326K.
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. We recommend that you--(1)
limit Part III to no more than 70 pages, and (2) use the following
standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double-space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, reference citations, and captions, as well as
all text in charts, tables, figures, graphs, and screen shots.
Use a font that is 12 point or larger.
Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial.
The recommended page limit does not apply to Part I, the cover
sheet; Part II, the budget section, including the narrative budget
justification; Part IV, the assurances and certifications; or the
abstract (follow the guidance provided in the application package for
completing the abstract), the table of contents, the list of priority
requirements, the resumes, the reference list, the letters of support,
or the appendices. However, the recommended page limit does apply to
all of Part III, the application narrative, including all text in
charts, tables, figures, graphs, and screen shots.
3. Submission Dates and Times:
Applications Available: May 19, 2017.
Deadline for Transmittal of Applications: July 3, 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
[[Page 22990]]
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 1, 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.
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 to Enhance
Educational Systems to Promote the Use of Practices Supported by
Evidence competition, CFDA number 84.326K, 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 to Enhance Educational Systems to Promote the Use of Practices
Supported by Evidence 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 84.326K).
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.
[[Page 22991]]
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.
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: Jennifer Coffey, U.S.
Department of Education, 400 Maryland Avenue SW., Room 5134, Potomac
Center Plaza, Washington, DC 20202-5108. FAX: (202) 245-7590.
Your paper application must be submitted in accordance with the
mail or hand-delivery instructions described in this notice.
b. Submission of Paper Applications by Mail.
If you qualify for an exception to the electronic submission
requirement, you may mail (through the U.S. Postal Service or a
commercial carrier) your application to the Department. You must mail
the original and two copies of your application, on or before the
application deadline date, to the Department at the following address:
U.S. Department of Education, Application Control Center, Attention:
(CFDA Number 84.326K), 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
[[Page 22992]]
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 84.326K), 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 (10 points).
(1) The Secretary considers the significance of the proposed
project.
(2) In determining the significance of the proposed project, the
Secretary considers the following factors:
(i) The potential contribution of the proposed project to increased
knowledge or understanding of educational problems, issues, or
effective strategies;
(ii) The likelihood that the proposed project will result in system
change or improvement;
(iii) The extent to which the proposed project is likely to build
local capacity to provide, improve, or expand services that address the
needs of the target population;
(iv) The likely utility of the products (such as information,
materials, processes, or techniques) that will result from the proposed
project, including the potential for their being used effectively in a
variety of other settings; and
(v) The importance or magnitude of the results or outcomes likely
to be attained by the proposed project.
b. Quality of project services (25 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.
(3) In addition, the Secretary considers the following factors:
(i) The extent to which the services to be provided by the proposed
project are appropriate to the needs of the intended recipients or
beneficiaries of those services;
(ii) The extent to which entities that are to be served by the
proposed technical assistance project demonstrate support for the
project;
(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 likely impact of the services to be provided by the
proposed project on the intended recipients of those services;
(v) The extent to which the services to be provided by the proposed
project involve the collaboration of appropriate partners for
maximizing the effectiveness of project services; and
(vi) The extent to which the technical assistance services to be
provided by the proposed project involve the use of efficient
strategies, including the use of technology, as appropriate, and the
leveraging of non-project resources.
c. Quality of project personnel (20 points).
(1) The Secretary considers the quality of the personnel who will
carry out the proposed project.
(2) In determining the quality of project personnel, 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 the following factors:
(i) The qualifications, including relevant training and experience,
of key project personnel; and
(ii) The qualifications, including relevant training and
experience, of project consultants or subcontractors.
d. Adequacy of resources (10 points).
(1) The Secretary considers the adequacy of resources for the
proposed project.
(2) In determining the adequacy of resources for the proposed
project, the Secretary considers the following factors:
(i) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the applicant organization or the
lead applicant organization;
(ii) The extent to which the budget is adequate to support the
proposed project; and
(iii) The extent to which the costs are reasonable in relation to
the number of persons to be served and to the anticipated results and
benefits.
e. Quality of the management plan (15 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 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 adequacy of procedures for ensuring feedback and
continuous improvement in the operation of the proposed project;
(iii) The adequacy of mechanisms for ensuring high-quality products
and services from the proposed project;
(iv) The extent to which the time commitments of the project
director and principal investigator and other key project personnel are
appropriate and adequate to meet the objectives of the proposed
project; and
(v) 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.
f. Quality of project evaluation (20 points).
[[Page 22993]]
(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 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
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes;
(iii) The extent to which the methods of evaluation will provide
timely guidance for quality assurance;
(iv) The extent to which the evaluation will provide guidance about
effective strategies suitable for replication or testing in other
settings;
(v) The extent to which the methods of evaluation provide for
examining the effectiveness of project implementation strategies; and
(vi) The extent to which the methods of evaluation include the use
of objective performance measures that are clearly related to the
intended outcomes of the project and will produce quantitative and
qualitative data to the extent possible.
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
requires various assurances, including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. Additional Review and Selection Process Factors: In the past,
the Department has had difficulty finding peer reviewers for certain
competitions because so many individuals who are eligible to serve as
peer reviewers have conflicts of interest. The standing panel
requirements under section 682(b) of IDEA also have placed additional
constraints on the availability of reviewers. Therefore, the Department
has determined that for some discretionary grant competitions,
applications may be separated into two or more groups and ranked and
selected for funding within specific groups. This procedure will make
it easier for the Department to find peer reviewers by ensuring that
greater numbers of individuals who are eligible to serve as reviewers
for any particular group of applicants will not have conflicts of
interest. It also will increase the quality, independence, and fairness
of the review process, while permitting panel members to review
applications under discretionary grant competitions for which they also
have submitted applications.
4. Risk Assessment and Special Conditions: Consistent with 2 CFR
200.205, before awarding grants under this competition the Department
conducts a review of the risks posed by applicants. Under 2 CFR
3474.10, the Secretary may impose special conditions and, in
appropriate circumstances, high risk conditions on a grant if the
applicant or grantee is not financially stable; has a history of
unsatisfactory performance; has a financial or other management system
that does not meet the standards in 2 CFR part 200, subpart D; has not
fulfilled the conditions of a prior grant; or is otherwise not
responsible.
5. Integrity and Performance System: If you are selected under this
competition to receive an award that over the course of the project
period may exceed the simplified acquisition threshold (currently
$150,000), under 2 CFR 200.205(a)(2), we must make a judgment about
your integrity, business ethics, and record of performance under
Federal awards--that is, the risk posed by you as an applicant--before
we make an award. In doing so, we must consider any information about
you that is in the integrity and performance system (currently referred
to as the Federal Awardee Performance and Integrity Information System
(FAPIIS)), accessible through SAM. You may review and comment on any
information about yourself that a Federal agency previously entered and
that is currently in FAPIIS.
Please note that, if the total value of your currently active
grants, cooperative agreements, and procurement contracts from the
Federal Government exceeds $10,000,000, the reporting requirements in 2
CFR part 200, Appendix XII, require you to report certain integrity
information to FAPIIS semiannually. Please review the requirements in 2
CFR part 200, Appendix XII, if this grant plus all the other Federal
funds you receive exceed $10,000,000.
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN); or we may send you an email containing a link to
access an electronic version of your GAN. We may notify you informally,
also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multiyear award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
4. Performance Measures: Under the Government Performance and
Results Act of 1993, 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
[[Page 22994]]
intervention policy and practice, and the use of products and services
to improve educational and early intervention policy and practice.
Projects funded under this competition are required to submit data
on these measures as directed by OSEP.
Grantees will be required to report information on their project's
performance in annual and final performance reports to the Department
(34 CFR 75.590).
5. Continuation Awards: In making a continuation award under 34 CFR
75.253, the Secretary considers, among other things: Whether a grantee
has made substantial progress in achieving the goals and objectives of
the project; whether the grantee has expended funds in a manner that is
consistent with its approved application and budget; and, if the
Secretary has established performance measurement requirements, the
performance targets in the grantee's approved application.
In making a continuation award, the Secretary also considers
whether the grantee is operating in compliance with the assurances in
its approved application, including those applicable to Federal civil
rights laws that prohibit discrimination in programs or activities
receiving Federal financial assistance from the Department (34 CFR
100.4, 104.5, 106.4, 108.8, and 110.23).
VII. Other Information
Accessible Format: Individuals with disabilities can obtain this
document and a copy of the application package in an accessible format
(e.g., braille, large print, audiotape, or compact disc) by contacting
the Management Support Services Team, U.S. Department of Education, 400
Maryland Avenue SW., room 5113, Potomac Center Plaza, Washington, DC
20202-2500. Telephone: (202) 245-7363. If you use a TDD or a TTY, call
the FRS, toll free, at 1-800-877-8339.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. Free
internet access to the official edition of the Federal Register and the
Code of Federal Regulations is available via the Federal Digital System
at: www.gpo.gov/fdsys. At this site you can view this document, as well
as all other documents of this Department 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 16, 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. 2017-10248 Filed 5-18-17; 8:45 am]
BILLING CODE 4000-01-P