FR Doc E8-17407[Federal Register: July 30, 2008 (Volume 73, Number 147)]
[Notices]
[Page 44230-44235]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr30jy08-57]
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DEPARTMENT OF EDUCATION
Office of Special Education and Rehabilitative Services; Overview
Information; Technical Assistance and Dissemination to Improve Services
and Results for Children With Disabilities--Center on Positive
Behavioral Supports; Notice Inviting Applications for New Awards for
Fiscal Year (FY) 2008.
Catalog of Federal Domestic Assistance (CFDA) Number: 84.326S.
Dates:
Applications Available: July 30, 2008.
Deadline for Transmittal of Applications: August 29, 2008.
Deadline for Intergovernmental Review: September 8, 2008.
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 or otherwise authorized in the
statute (see sections 663 and 681(d) of the Individuals with
Disabilities Education Act (IDEA), 20 U.S.C. 1400 et seq.).
Absolute Priority: For FY 2008 and any subsequent year in which we
make awards based on 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:
Technical Assistance and Dissemination to Improve Services and
Results for Children With Disabilities--Center on Positive Behavioral
Supports.
Background
The 1997 amendments to IDEA introduced the requirement that
individualized education program (IEP) teams consider the use of
positive behavioral interventions and supports, and other strategies,
to address the behavior of a child with disabilities whose behavior
impedes the child's learning or that of others. In response, the Office
of Special Education Programs (OSEP) funded the Technical Assistance
Center on Positive Behavioral Interventions and Supports (PBIS Center
I) in 1998 to assist State educational agencies (SEAs) and local
educational agencies (LEAs) address this new statutory requirement.
PBIS Center I adapted and built upon a mental health prevention
model to address behavioral problems in schools and programs (e.g.,
early childhood and juvenile justice programs), and developed a
framework for implementing school-wide and program-wide positive
behavioral supports (PBS). The framework consisted of the following
three levels of interventions: primary, secondary, and tertiary.
Primary interventions are system-wide strategies that support the
appropriate behavior of all students in a school or program. Secondary
interventions are targeted interventions for students at-risk for
behavioral problems. Tertiary interventions are the most intensive and
consist of individualized interventions for students exhibiting more
serious behavioral problems. PBIS Center I studied the evidence base
for implementing primary, secondary, and tertiary interventions in
schools and programs, and began to identify the school and program
components (e.g., training, coaching, and leadership) needed to support
implementation of the three levels of interventions.
The second iteration of the PBIS Center (PBIS Center II), funded in
2003, continued the work of PBIS Center I and strengthened the evidence
base for implementing primary, secondary, and tertiary interventions in
schools and programs by evaluating, documenting, and disseminating
information on the implementation of PBS components, identified during
PBIS Center I, in a variety of demonstration sites. PBIS Center II also
continued to identify and further develop school and program components
needed for successful implementation of PBS, including among others,
systems that support training and coaching for staff supporting the
implementation of PBS, and collecting and using data to scale up and
sustain PBS. In addition, PBIS Center II provided TA to SEAs and LEAs
to develop their capacity to implement and sustain these components in
schools or programs. (For additional information on the work of PBIS
Center II, go to http://www.pbis.org).
PBIS Center II focused primarily on implementing, scaling up, and
sustaining primary interventions needed to support positive behaviors
and prevent problem behaviors in all students in a school or program,
and identifying secondary interventions for students at risk for
behavior problems.
The Department seeks to fund another PBS center to continue to
assist SEAs and LEAs with implementing, scaling up, and sustaining
secondary interventions for students at-risk for developing behavioral
problems and tertiary interventions for students with more serious
behavioral problems.
Priority
The purpose of this priority is to fund a cooperative agreement to
support the establishment and operation of a Center for Positive
Behavioral Supports (Center) that will (1) assist SEAs and LEAs in
developing the school and program components necessary to support the
implementation, scaling up, and sustainability of school-wide and
program-wide PBS at the school, program, LEA, and SEA levels and (2)
identify and disseminate evidence-based practices on implementing,
scaling up, and sustaining PBS, with a focus on secondary and tertiary
level behavior interventions.
To be considered for funding under this absolute priority,
applicants must meet the application requirements contained in this
priority. The project funded under this absolute priority also must
meet the programmatic and administrative requirements specified in the
priority.
Application Requirements. An applicant must include in its
application--
(a) A logic model that depicts, at a minimum, the goals,
activities, outputs, and outcomes of the proposed project. A logic
model communicates how a project will achieve its outcomes and provides
a framework for both the formative and summative evaluations of the
project;
Note: The following Web site provides more information on logic
models and lists multiple online resources:
http://www.cdc.gov/eval/resources.htm.
(b) A plan to implement the activities described in the Project
Activities section of this priority;
(c) A plan, linked to the proposed project's logic model, for a
formative evaluation of the proposed project's activities. The plan
must describe how the formative evaluation will use clear performance
objectives to ensure continuous improvement in the operation of the
proposed project, including objective measures of progress in
implementing the project and ensuring the quality of products and
services;
(d) A budget for a summative evaluation to be conducted by an
independent third party;
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(e) A budget to support two full-time doctoral students to serve as
project assistants during each year of the project period. The doctoral
students' studies and research must have a concentration in special
education, behavioral disorders, or a related area;
(f) A budget for attendance at the following:
(1) A one and one half day kick-off meeting to be held in
Washington, DC within four weeks after receipt of the award, and at
least two annual planning meetings held in Washington, DC with the OSEP
Project Officer during the project period.
(2) A three-day Project Directors' Conference in Washington, DC
during each year of the project period.
(3) A four-day Technical Assistance and Dissemination Conference in
Washington, DC during each year of the project period.
(4) Two, two-day trips annually to attend Department briefings,
Department-sponsored conferences, and other meetings, as requested by
OSEP; and
(g) A line item in the proposed budget for an annual set-aside of
five percent of the grant amount to support emerging needs that are
consistent with the proposed project's activities, as those needs are
identified in consultation with OSEP.
Note: With approval from the OSEP Project Officer, the Center
must reallocate any remaining funds from this annual set-aside no
later than the end of the third quarter of each budget period.
Project Activities. To meet the requirements of this priority, the
Center, at a minimum, must conduct the following activities:
Knowledge Development Activities
(a) Conduct an annual survey of SEAs to assess their capacity to
support PBS at the State level and in schools, programs, and LEAs, and
identify any policies and practices that facilitate or hinder
implementing, scaling up, and sustaining PBS.
(b) Identify existing or develop new model demonstration sites
implementing school-wide PBS with a focus on secondary interventions
for students at risk for behavioral problems, and tertiary
interventions for students with significant behavioral problems. The
Center must evaluate these new model demonstrations at the individual
school or program level, in a minimum of eight sites, which must
include high schools and schools in urban areas. Through these model
demonstrations, the Center must identify and describe the components of
the models (e.g., training, and use of data) that lead to improved
student outcomes, including academic achievement, and the
sustainability of the model. The Center must analyze the information
from these sites and incorporate the information as appropriate, into
the evidence base for PBS.
(c) Review and synthesize the growing research and practice on PBS
and prepare three state of knowledge papers on: Primary interventions,
to be completed in the first year of the project period; secondary
interventions, to be completed in the second year of the project
period; and tertiary interventions, to be completed in the fourth year
of the project period.
Technical Assistance and Dissemination Activities
(a) Provide TA to SEAs and LEAs to assist them in developing the
components to support the implementation, scaling up, and
sustainability of PBS at the school, program, LEA, and SEA levels. The
Center must use the knowledge gained from the research syntheses and
the model demonstrations to inform its TA.
(b) Develop and expand, as appropriate, an evaluation protocol that
schools, programs, LEAs, and SEAs can use to evaluate their
implementation of school-wide and program-wide PBS.
(c) Develop, maintain, and expand, as appropriate, an Internet-
based database that schools, programs, LEAs, and SEAs can use to input
and analyze data on behavioral measures, such as office discipline
referrals, so that they can track their progress and make data-based
decisions on their implementation of PBS. The Center must develop
training materials for schools, programs, LEAs, and SEAs on how to use
the database. The Center also must aggregate and analyze the data in
the database to discern trends and patterns related to the
implementation of PBS, as requested by OSEP.
(d) Develop and coordinate a national TA network comprised of a
cadre of experts that the Center will use to provide TA to SEAs and
LEAs to assist them in developing school and program components
necessary to support PBS and in implementing, scaling-up, and
sustaining PBS.
(e) Conduct national and regional meetings, including large-scale
dissemination conferences on PBS, focused forums for those who train or
coach school and program personnel on implementing PBS, topical
symposia, and other meetings on related issues, as requested by OSEP.
At a minimum, the Center must hold a national forum for those who train
or coach school personnel on implementing, scaling up and sustaining
PBS every year of the project period. The purpose of these meetings is
to increase the knowledge and skills of State level PBS implementers
through presentations on the critical components of PBS, and to provide
networking opportunities and skill-building workshops related to
training and coaching techniques.
(f) Develop partnerships with relevant local, State, and national
organizations, such as teacher, school administrator, teacher trainer,
and parent organizations, to increase their awareness and understanding
of PBS so that they can support schools, programs, LEAS, and SEAs in
implementing, scaling-up, and sustaining PBS.
(g) Maintain a Web site that meets a government or industry-
recognized standard for accessibility and that links to the Web site
operated by the Technical Assistance Coordination Center (TACC), which
OSEP intends to fund in FY 2008.
(h) Prepare and disseminate products, reports, documents, and other
materials on evidence-based practices and interventions that promote
the implementation, scaling up, and sustainability of school-wide and
program-wide PBS and related topics, as requested by OSEP, for specific
audiences including families, educators, administrators, policymakers,
and researchers. In consultation with the OSEP Project Officer, make
selected reports, documents, products, and other materials publicly
available in both English and Spanish.
(i) Develop materials and guidance for SEAs and provide targeted TA
related to the performance and compliance indicator(s) on their IDEA
Annual Performance Reports (APRs) and IDEA State Performance Plans
(SPPs), as requested by OSEP.
Leadership and Coordination Activities
(a) Compile and share data on States' APRs and updated SPPs for
IDEA Part B indicator 4 (Suspension and Expulsion) by--
(1) Reviewing relevant sections of each State's APR and updated SPP
and summarizing the data on this indicator;
(2) Developing a summary report for this indicator that includes
information about States' progress in meeting targets for the
indicator, as well as any revisions made to States' monitoring and data
systems, measurement systems, or improvement strategies; and
(3) Providing this summary report to OSEP in a timely manner and
participating in OSEP-requested teleconferences to discuss the findings
of the summary report.
[[Page 44232]]
Note: (For further information on Indicator 4, go to
http://www.rrfcnetwork.org/content/view/248/358/).
(b) Communicate and collaborate, on an ongoing basis, with OSEP-
funded projects, including the Center on State Implementation and
Scaling-up of Evidence-based Practices, the Response to Intervention
Center, the Progress Monitoring Center, the IDEA Partnership Project,
the Regional Resource Centers, and the National Parent Technical
Assistance Center. This collaboration could include the joint
development of products, the coordination of TA services, and the
planning and carrying out of TA meetings and events.
(c) Participate in, organize, or facilitate, as appropriate, OSEP
communities of practice (http://www.tacommunities.org/) that are
aligned with the Center's objectives as a way to support discussions
and collaboration among key stakeholders.
(d) Prior to developing any new product, whether paper or
electronic, submit to the OSEP Project Officer and the Proposed Product
Advisory Board at OSEP's TACC for approval, a proposal describing the
content and purpose of the product.
(e) Coordinate with the Dissemination Center, which OSEP intends to
fund in FY 2008, to develop an efficient and high-quality dissemination
strategy that reaches target audiences. The Center must report to the
OSEP Project Officer the outcomes of these coordination efforts.
(f) Contribute, on an ongoing basis, updated information on the
Center's services to OSEP's Technical Assistance and Dissemination
Matrix (http://matrix.rrfcnetwork.org/), which provides current
information on Department-funded TA services to a range of
stakeholders.
(g) Maintain ongoing communication with the OSEP Project Officer
through monthly phone conversations and e-mail communication.
Fourth and Fifth Years of the Project
In deciding whether to continue funding the Center for the fourth
and fifth years, the Secretary will consider the requirements of 34 CFR
75.253(a), and in addition--
(a) The recommendation of a review team consisting of experts
selected by the Secretary. This review will be conducted during a one-
day intensive meeting in Washington, DC that will be held during the
last half of the second year of the project period. The Center must
budget for travel expenses associated with this one-day intensive
review;
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
Center; and
(c) The quality, relevance, and usefulness of the Center's
activities and products and the degree to which the Center's activities
and products have contributed to changed practice and improved
implementation of PBS.
References
Coie, J. D., & Dodge, K. A. (1983). Continuities and changes in
children's social status: A five-year longitudinal study. Merrill-
Palmer Quarterly, 29, 261-282.
Gresham, F. M. (2002). Teaching social skills to high risk children
and youth: Preventive and remedial strategies. In M. Shinn, H.
Walker, & G. Stoner (Eds.), Interventions for academic and behavior
problems II: Preventive and remedial strategies (pp. 403-432).
Bethesda, MD: National Association of School Psychologists.
Wagner, M., Cameto, R. (2004). The Characteristics, Experiences, and
Outcomes of Youth with Emotional Disturbances. A Report from the
National Longitudinal Transition Study-2. Volume 3, Issue 2.
National Center on Secondary Education and Transition, University of
Minnesota (NCSET). (ED484283)
Wagner, M., Cameto, R., & Newman, L. (2003). Youth with
disabilities: A changing population. A report of findings from the
National Longitudinal Transition Study (NLTS) and the National
Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI
International.
Wagner, M., Newman, L., Cameto, R. (2005). Changes over Time in the
Secondary School Experiences of Students with Disabilities. A Report
of Findings from the National Longitudinal Transition Study (NLTS)
and the National Longitudinal Transition Study-2 (NLTS2). Menlo
Park, CA: SRI International.
Wagner, M., Newman, L., Cameto, R., & Levine, P. (2005). Changes
over time in the early postschool outcomes of youth with
disabilities. A report of findings from the National Longitudinal
Transition Study (NLTS) and the National Longitudinal Transition
Study-2 (NLTS2). Menlo Park, CA: SRI International.
Waiver of Proposed Rulemaking
Under the Administrative Procedure Act (APA) (5 U.S.C. 553), the
Department generally offers interested parties the opportunity to
comment on proposed priorities and requirements. Section 681(d) of
IDEA, however, makes the public comment requirements of the APA
inapplicable to the priority in this notice.
Program Authority: 20 U.S.C. 1463 and 1481.
Applicable Regulations: The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80,
81, 82, 84, 85, 86, 97, 98, and 99.
Note: The regulations in 34 CFR part 79 apply to all applicants
except federally recognized Indian tribes.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education (IHEs) only.
II. Award Information
Type of Award: Cooperative agreements.
Estimated Available Funds: $1,700,000.
Estimated Average Size of Awards: $1,700,000.
Number of Awards: 1.
Maximum Awards: We will reject any application that proposes a
budget exceeding $1,700,000 for a single budget period of 12 months.
The Assistant Secretary for Special Education and Rehabilitative
Services may change the maximum amount through a notice published in
the Federal Register.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: SEAs; LEAs, including public charter
schools that are considered LEAs under State law; IHEs; other public
agencies; private nonprofit organizations; outlying areas; freely
associated States; Indian tribes or tribal organizations; and for-
profit organizations.
2. Cost Sharing or Matching: This competition does not require cost
sharing or matching.
3. Other: General Requirements--(a) The projects funded under this
competition must make positive efforts to employ and advance in
employment qualified individuals with disabilities (see section 606 of
IDEA).
(b) Applicants and award recipients funded under this competition
must involve individuals with disabilities or parents of individuals
with disabilities ages birth through 26 in planning, implementing, and
evaluating the projects (see section 682(a)(1)(A) of IDEA).
IV. Application and Submission Information
1. Address To Request Application Package: Education Publications
Center (ED Pubs), P.O. Box 1398, Jessup, MD 20794-1398. Telephone,
toll-free: 1-877-433-7827. FAX: (301) 470-1244. If you use a
telecommunications device
[[Page 44233]]
for the deaf (TDD), call, toll-free: 1-877-576-7734.
You can contact ED Pubs at its Web site, also:
http://www.ed.gov/pubs/edpubs.html or at its e-mail address: edpubs@inet.ed.gov.
If you request an application package from ED Pubs, be sure to
identify this program or competition as follows: CFDA Number 84.326S.
Individuals with disabilities can obtain a copy of the application
package in an alternative format (e.g., Braille, large print,
audiotape, or computer diskette) by contacting the person or team
listed under Alternative Format in section VIII of this notice.
2. Content and Form of Application Submission: Requirements
concerning the content of an application, together with the forms you
must submit, are in the application package for this competition.
Page Limit: The application narrative (Part III of the application)
is where you, the applicant, address the selection criteria that
reviewers use to evaluate your application. You must limit the
application narrative to the equivalent of no more than 70 pages, using
the following standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, references, and captions, as well as all text in
charts, tables, figures, and graphs.
Use a font that is either 12 point or larger, or no
smaller than 10 pitch (characters per inch).
The 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 one-page abstract, the
resumes, the bibliography, the references, or the letters of support.
The page limit, however, does apply to the application narrative in
Part III.
We will reject your application if you exceed the page limit or if
you use other standards and exceed the equivalent of the page limit.
3. Submission Dates and Times:
Applications Available: July 30, 2008.
Deadline for Transmittal of Applications: August 29, 2008.
Applications for grants under this competition may be submitted
electronically using the Grants.gov Apply site (Grants.gov), or in
paper format by mail or hand delivery. For information (including dates
and times) about how to submit your application electronically, or in
paper format by mail or hand delivery, please refer to section IV.6.
Other Submission Requirements in this notice.
We do not consider an application that does not comply with the
deadline requirements.
Individuals with disabilities who need an accommodation or
auxiliary aid in connection with the application process should contact
the person listed under For Further Information Contact in section VII
in this notice. If the Department provides an accommodation or
auxiliary aid to an individual with a disability in connection with the
application process, the individual's application remains subject to
all other requirements and limitations in this notice.
Deadline for Intergovernmental Review: September 8, 2008.
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 in this notice.
6. Other Submission Requirements: Applications for grants under
this competition may be submitted electronically or in paper format by
mail or hand delivery.
a. Electronic Submission of Applications.
To comply with the President's Management Agenda, we are
participating as a partner in the Governmentwide Grants.gov Apply site.
The Center on Positive Behavioral Supports competition, CFDA Number
84.326S, is included in this project. We request your participation in
Grants.gov.
If you choose to submit your application electronically, you must
use the Governmentwide Grants.gov Apply site at http://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 e-mail an electronic copy of a grant
application to us.
You may access the electronic grant application for the Center on
Positive Behavioral Supports competition at http://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 84.326S).
Please note the following:
Your participation in Grants.gov is voluntary.
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 at
http://e-Grants.ed.gov/help/GrantsgovSubmissionProcedures.pdf.
To submit your application via Grants.gov, you must
complete all steps in the Grants.gov registration process (see
http://www.grants.gov/applicants/get_registered.jsp). These steps include
(1) Registering your organization, a multi-part process that includes
registration with the Central Contractor Registry (CCR); (2)
registering yourself as an Authorized Organization Representative
(AOR); and (3) getting authorized as an AOR by your organization.
Details on these steps are outlined in the Grants.gov 3-Step
Registration Guide (see
http://www.grants.gov/section910/Grants.govRegistrationBrochure.pdf).
You also must provide on your
[[Page 44234]]
application the same D-U-N-S Number used with this registration. Please
note that the registration process may take five or more business days
to complete, and you must have completed all registration steps to
allow you to submit successfully an application via Grants.gov. In
addition you will need to update your CCR registration on an annual
basis. This may take three or more business days to complete.
You will not receive additional point value because you
submit your application in electronic format, nor will we penalize you
if you submit your application in paper format.
If you submit your application electronically, you must
submit all documents electronically, including all information you
typically provide on the following forms: 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. Please note
that two of these forms--the SF 424 and the Department of Education
Supplemental Information for SF 424--have replaced the ED 424
(Application for Federal Education Assistance).
If you submit your application electronically, you must
attach any narrative sections of your application as files in a. DOC
(document), .RTF (rich text), or .PDF (Portable Document) format. If
you upload a file type other than the three file types specified in
this paragraph or submit a password-protected file, we will not review
that material.
Your electronic application must comply with any page-
limit requirements described in this notice.
After you electronically submit your application, you will
receive from Grants.gov an automatic notification of receipt that
contains a Grants.gov tracking number. (This notification indicates
receipt by Grants.gov only, not receipt by the Department.) The
Department then will retrieve your application from Grants.gov and send
a second notification to you by e-mail. This second notification
indicates that the Department has received your application and has
assigned your application a PR/Award number (an ED-specified
identifying number unique to your application).
We may request that you provide us original signatures on
forms at a later date.
Application Deadline Date Extension in Case of Technical Issues
with the Grants.gov System: If you are experiencing problems submitting
your application through Grants.gov, please contact the Grants.gov
Support Desk, toll free, at 1-800-518-4726. You must obtain a
Grants.gov Support Desk Case Number and must keep a record of it.
If you are prevented from electronically submitting your
application on the application deadline date because of technical
problems with the Grants.gov system, we will grant you an extension
until 4:30:00 p.m., Washington, DC time, the following business day to
enable you to transmit your application electronically or by hand
delivery. You also may mail your application by following the mailing
instructions described elsewhere in this notice.
If you submit an application after 4:30:00 p.m., Washington, DC
time, on the application deadline date, please contact the person
listed under FOR FURTHER INFORMATION CONTACT in section VII in this
notice and provide an explanation of the technical problem you
experienced with Grants.gov, along with the Grants.gov Support Desk
Case Number. We will accept your application if we can confirm that a
technical problem occurred with the Grants.gov system and that that
problem affected your ability to submit your application by 4:30:00
p.m., Washington, DC time, on the application deadline date. The
Department will contact you after a determination is made on 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.
b. Submission of Paper Applications by Mail.
If you submit your application in paper format by mail (through the
U.S. Postal Service or a commercial carrier), you must mail the
original and two copies of your application, on or before the
application deadline date, to the Department at the applicable
following address:
By mail through the U.S. Postal Service: U.S. Department of
Education, Application Control Center, Attention: (CFDA Number
84.326S), 400 Maryland Avenue, SW., Washington, DC 20202-4260; or
By mail through a commercial carrier: U.S. Department of Education,
Application Control Center, Stop 4260, Attention: (CFDA Number
84.326S), 7100 Old Landover Road, Landover, MD 20785-1506.
Regardless of which address you use, 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.
If your application is postmarked after the application deadline
date, we will not consider your application.
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.
c. Submission of Paper Applications by Hand Delivery.
If you submit your application in paper format by hand delivery,
you (or a courier service) 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
84.326S), 550 12th Street, SW., Room 7041, Potomac Center Plaza,
Washington, DC 20202-4260.
The Application Control Center accepts hand deliveries daily
between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except
Saturdays, Sundays, and Federal holidays.
Note for Mail or Hand Delivery of Paper Applications: If you mail
or hand deliver your application to the Department--
(1) You must indicate on the envelope and--if not provided by the
Department--in Item 11 of the SF 424 the CFDA number, including suffix
letter, if any, of the competition under which you are submitting your
application; and
(2) The Application Control Center will mail to you a notification
of receipt of your grant application. If you do not receive this
notification within 15 business days from the application deadline
date, you should call the U.S. Department of Education Application
Control Center at (202) 245-6288.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
are from 34
[[Page 44235]]
CFR 75.210 and are listed in the application package.
2. Peer Review: 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 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 the 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. However, if the
Department decides to select an equal number of applications in each
group for funding, this may result in different cut-off points for
fundable applications in each group.
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 Notice
(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 in this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section in 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: 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
http://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. These
measures focus on the extent to which projects provide high quality
products and services, the relevance of project products and services
to educational and early intervention policy and practice, and the use
of products and services to improve educational and early intervention
policy and practice.
Grantees also will be required to report information on their
project's performance, including information related to the performance
measures in this section, in annual reports to the Department (34 CFR
75.590).
VII. Agency Contact
FOR FURTHER INFORMATION CONTACT: Renee Bradley, U.S. Department of
Education, 400 Maryland Avenue, SW., room 4103, Potomac Center Plaza
(PCP), Washington, DC 20202-2550. Telephone: (202) 245-7277.
If you use a TDD, call the Federal Relay Service (FRS), toll free,
at 1-800-877-8339.
VIII. Other Information
Alternative Format: Individuals with disabilities can obtain this
document and a copy of the application package in an alternative format
(e.g., Braille, large print, audiotape, or computer diskette) by
contacting the Grants and Contracts Services Team, U.S. Department of
Education, 400 Maryland Avenue, SW., room 5075, PCP, Washington, DC
20202-2550. Telephone: (202) 245-7363. If you use a TDD, call the FRS,
toll free, at 1-800-877-8339.
Electronic Access to This Document: You can view this document, as
well as all other documents of this Department published in the Federal
Register, in text or Adobe Portable Document Format (PDF) on the
Internet at the following site: http://www.ed.gov/news/fedregister.
To use PDF you must have Adobe Acrobat Reader, which is available
free at this site. If you have questions about using PDF, call the U.S.
Government Printing Office (GPO), toll free, at 1-888-293-6498; or in
the Washington, DC, area at (202) 512-1530.
Note: 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 on GPO Access at:
http://www.gpoaccess.gov/nara/index.html.
Dated: July 24, 2008.
Tracy R. Justesen,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. E8-17407 Filed 7-29-08; 8:45 am]
BILLING CODE 4000-01-P