[Federal Register Volume 77, Number 117 (Monday, June 18, 2012)]
[Notices]
[Pages 36264-36271]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 2012-14812]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Personnel Development To Improve
Services and Results for Children With Disabilities--Early Childhood
Personnel Center
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice.
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Overview Information:
Personnel Development to Improve Services and Results for Children
with Disabilities--Early Childhood Personnel Center.
Notice inviting applications for new awards for fiscal year (FY)
2012.
Catalog of Federal Domestic Assistance (CFDA) Number: 84.325B.
DATES:
Applications Available: June 18, 2012.
Deadline for Transmittal of Applications: July 18, 2012.
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purposes of this program are to (1) help
address State-identified needs for highly qualified personnel in
special education, related services, early intervention, and regular
education to work with infants, toddlers, and children with
disabilities; and (2) ensure that those personnel have the necessary
skills and knowledge, derived from practices that have been determined
through scientifically based research and experience, to be successful
in serving those children.
Priority: In accordance with 34 CFR 75.105(b)(2)(iv), this priority
is from allowable activities specified in the statute (see sections 662
and 681 of the Individuals with Disabilities Education Act (IDEA)).
Absolute Priority: For FY 2012 and any subsequent year in which we
make awards from the list of unfunded applicants from this competition,
this priority is an absolute priority. Under 34 CFR 75.105(c)(3), we
consider only applications that meet this priority.
This priority is:
Early Childhood Personnel Center.
Background:
The majority of professionals who make up the current early
childhood workforce are not adequately prepared to provide effective
services and evidence-based interventions that lead to improved
developmental and learning outcomes for infants, toddlers, and
preschool children with disabilities and their families (National
Governor's Association, 2010). In a survey of IDEA Part C and Part B,
Section 619 coordinators, more than half of the States reporting
indicated that personnel currently employed in early intervention and
preschool programs were not properly trained to work with infants,
toddlers, and preschool children with disabilities and their families
(Bruder, 2010). The Division for Early Childhood of the Council for
Exceptional Children (DEC) and the National Association for the
Education of Young Children (NAEYC) each has a set of early childhood
personnel standards \1\ for personnel working with infants, toddlers,
and preschool children and their families. The majority of States'
personnel standards, however, do not align to these national standards
(Stayton et al., 2009).
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\1\ For the purpose of this priority, ``personnel standards''
refers to a set of expectations or benchmarks conveyed as broad
domains with associated core knowledge and skills organized into
levels of expertise. Broad domains include promoting child
development and learning, and core knowledge and skills involve
knowing evidence-based practices validated for specific
characteristics of learners and settings (National Professional
Development Center on Inclusion (NPDCI), 2011).
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To address the needs of States in this critical area, the
Department plans to support, through this priority, the establishment
and operation of an Early Childhood Personnel Center to improve
professional development for personnel working with infants, toddlers,
and preschool children with disabilities and their families, including
those working in IDEA Part C and Part B preschool programs. This Center
would support States in developing and implementing an integrated early
childhood professional development system so that all personnel
providing services to infants, toddlers, and preschool children with
disabilities and their families can effectively serve those
populations.
``Integrated early childhood professional development system''
refers to a comprehensive system of preparation and ongoing development
and support for early childhood personnel. Components of a statewide
integrated early childhood professional development system include
licensing and certification requirements, personnel standards and
competencies,\2\ preservice preparation, inservice training, and career
pathways. Integrated systems cross all early childhood sectors (e.g.,
IDEA Part C, IDEA Part B preschool, Head Start, child care, State-
funded Pre-K) (LeMoine, 2008; National Professional Development Center
on Inclusion (NPDCI), 2010).
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\2\ For the purpose of this priority, ``competencies'' refers to
the knowledge, skills, and dispositions providers must master to be
effective (NPDCI, 2011).
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The Department's Race to the Top--Early Learning Challenge (RTT-
ELC) program recognizes the importance of having an integrated early
childhood professional development system to support the development
and learning of all young children. Thus, RTT-ELC encourages States to
work closely with institutions of higher education (IHEs) to develop a
common, statewide workforce knowledge and competency framework \3\ for
all early childhood
[[Page 36265]]
educators.\4\ RTT-ELC also encourages States to improve the quality of
these personnel by supporting professional development, career
advancement opportunities, differentiated compensation, and incentives
to improve their knowledge, skills, and abilities.
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\3\ For the purpose of this priority, ``workforce knowledge and
competency framework'' means a set of expectations that describes
what early childhood educators (including those working with
children with disabilities and English learners) should know and be
able to do. The Workforce Knowledge and Competency Framework, at a
minimum, (a) is evidence based; (b) incorporates knowledge and
application of the State's early learning and development standards,
the comprehensive assessment systems, child development, health, and
culturally and linguistically appropriate strategies for working
with families; (c) includes knowledge of early mathematics and
literacy development and effective instructional practices to
support mathematics and literacy development in young children; (d)
incorporates effective use of data to guide instruction and program
improvement; (e) includes effective behavior management strategies
that promote positive social emotional development and reduce
challenging behaviors; and (f) incorporates feedback from experts at
the State's postsecondary institutions and other early learning and
development experts and early childhood educators.
\4\ As defined in RTT-ELC, ``early childhood educator'' means
any professional working in an early learning and development
program, including but not limited to, center-based and family child
care providers; infant and toddler specialists; early intervention
specialists and early childhood special educators; home visitors;
related services providers; administrators such as directors,
supervisors, and other early learning and development leaders; Head
Start teachers; Early Head Start teachers; preschool and other
teachers; teacher assistants; family service staff; and health
coordinators.
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Notwithstanding the work currently being done under the RTT-ELC
program, and while early childhood programs within States are moving
toward more integrated early childhood professional development
systems, States need assistance to develop, implement, and improve
personnel systems that are focused on providing services to infants,
toddlers and preschool children with disabilities and their families.
Across States, there are wide variations in the quality of
implementation of the components of these systems, the alignment of
these components to create a comprehensive professional development
system, and the integration of IDEA Part C and IDEA Part B preschool
professional development systems with other early childhood
professional development systems (NPDCI, 2011). Thus, States, including
those funded under RTT-ELC, specifically need assistance in: aligning
their personnel standards to national professional organization
standards for providing services to infants, toddlers, and preschool
children with disabilities and their families; ensuring that those
standards are aligned or integrated with State standards for early
childhood personnel of all children, linking those standards to
applicable State competencies and certification or licensure
requirements to ensure that all early childhood personnel are qualified
to work with infants, toddlers, and preschool children, including those
with disabilities and their families; developing collaborative
relationships with IHEs to support alignment between preservice and
inservice training and the increased use of evidence-based professional
development practices to improve services for infants, toddlers, and
preschool children with disabilities; and ensuring that States include
personnel serving infants, toddlers, and preschool children with
disabilities and their families in their career pathway initiatives
(e.g., workforce registries, career ladders, and incentive programs).
The proposed Early Childhood Personnel Center would provide technical
assistance (TA) to address State needs in these areas.
Priority:
The purpose of this priority is to fund a cooperative agreement to
support the establishment and operation of an Early Childhood Personnel
Center (Center) to: (1) Serve as a national resource on personnel
standards, competencies, and recommended practices for professional
development for personnel providing services to infants, toddlers, and
preschool children with disabilities and their families; (2) assist
States in aligning their personnel standards to national professional
organization standards for all personnel providing services to infants,
toddlers, and preschool children with disabilities and their families,
aligning or integrating those standards with standards for early
childhood personnel of all children, and linking those standards to
State competencies and certification or licensure requirements; (3)
assist State agencies and IHEs in developing partnerships with each
other to support alignment between preservice and inservice training
for all personnel providing services to infants, toddlers and preschool
children with disabilities and their families; and (4) in alignment
with the vision outlined in RTT-ELC, assist States in developing
integrated early childhood professional development systems to ensure
that IDEA Part C and Part B preschool programs and personnel in each
State are included within the State's professional development
initiatives and that all early childhood personnel have the
competencies to effectively serve infants, toddlers, and preschool
children with disabilities and their families.
To be considered for funding under this absolute priority,
applicants must meet the application requirements contained in this
priority. Any 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 sites provide more information on logic
models: www.researchutilization.org/matrix/logicmodel_resource3c.html and www.tadnet.org/model_and_performance.
(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 that is
linked to the proposed project's logic model. 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. This plan must
include how the Center will collect data on all components of the
Center's activities;
(d) A budget for a summative evaluation to be conducted by an
independent third party, who must be approved by OSEP;
(e) A budget that dedicates $50,000 in year one of the project to
cover the costs of carrying out the task described in paragraph (b) of
the Knowledge Development Activities section of this priority.
(f) A budget for attendance at the following:
(1) A two-day kick-off meeting to be held in Washington, DC, after
receipt of the award, and an annual planning meeting held in
Washington, DC, with the OSEP Project Officer 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;
(2) A three-day Project Directors' Conference in Washington, DC,
during each year of the project period;
(3) A three-day Leveraging Resources 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
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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) In the first six months of the project period, identify and
document the current status of each State in regards to:
(1) The State's IDEA Part C and Part B preschool personnel
standards and competencies, as well as certification or licensure
requirements;
(2) How IDEA Part C and Part B preschool programs in the State and
personnel working in the programs are integrated into the State's early
childhood professional development systems and initiatives; and
(3) The State's efforts to develop personnel standards and
competencies for serving infants, toddlers, and preschool children with
disabilities for personnel working in early childhood programs other
than IDEA Part C and Part B preschool programs (e.g., Early Head Start,
Head Start, Child Care).
(b) In the first year of the project period, collaborate with the
DEC and the Early Childhood Technical Assistance Center, if funded by
OSEP, to update the set of empirically supported recommendations for
professional development practices for personnel providing services to
infants, toddlers, and preschool children with disabilities and their
families in both preservice and inservice contexts. These
recommendations must be made available at no cost to consumers as part
of the Technical Assistance and Dissemination Activities described
below.
(c) In the first year of the project period, bring together
national professional organizations to facilitate the development of a
set of recommended unified personnel standards that could be used
across States and IHEs preparing personnel to serve infants, toddlers,
and preschool children with disabilities and their families.
(d) In the first year of the project period, conduct a review of
the literature on components of successful:
(1) Models of State agency and IHE partnerships that have led to
the alignment of State personnel standards and competencies and the
curricula at IHEs; and the alignment of preservice and inservice
training.
(2) Models of coordination at a systems level to promote a more
integrated early childhood professional development system for
personnel working with infants, toddlers, and preschool children with
disabilities and their families.
The standards for the literature review must be consistent with
those used by the What Works Clearinghouse and the definitions of
``strong evidence'' and ``moderate evidence'' contained in the notice
of final supplemental priorities and definitions for discretionary
grants programs, published in the Federal Register on December 15, 2010
(75 FR 78486), and corrected on May 12, 2011 (76 FR 27637).
Technical Assistance and Dissemination Activities.
(a) Provide a continuum of TA and dissemination activities to
improve and integrate early childhood professional development systems
with one another so that early childhood personnel have the
competencies to support the learning and development of infants,
toddlers, and preschool children with disabilities and their families
and ensure that TA activities are coordinated with, and not duplicative
of, State activities carried out under the RTT-ELC. This TA must
include--
(1) General TA to States, early childhood programs, early childhood
personnel, IHEs, faculty, professional development providers, and other
relevant stakeholders. At a minimum, the Center must conduct the
following activities:
(i) Develop and disseminate reports, products, and other materials
at no cost to consumers that include:
(A) Information on personnel standards and competencies, as well as
certification or licensure requirements, and early childhood
professional development systems in each State, including a description
of each State's efforts to ensure and enhance the quality of early
childhood personnel working with infants, toddlers, and preschool
children with disabilities and their families.
(B) Current recommendations for effective professional development
practices in preservice and inservice contexts to support personnel in
developing the competencies to provide effective services and evidence-
based interventions for infants, toddlers, and preschool children with
disabilities and their families.
(C) Strategies for developing State agency and IHE partnerships to
develop an integrated and comprehensive early childhood professional
development system that addresses the needs of personnel working with
infants, toddlers, and preschool children with disabilities and their
families.
(ii) Maintain a Web site that meets government or industry-
recognized standards for accessibility and that links to the Web site
operated by the Technical Assistance Coordination Center (TACC);
(2) Targeted TA to States and IHEs to ensure that early childhood
personnel have the competencies to serve infants, toddlers, and
preschool children with disabilities and their families. At minimum,
the Center must conduct the following activities:
(i) Provide a forum for States to collaborate through learning
communities, communities of practice, national calls, webinars, or
other mechanisms to learn about personnel standards and competencies
for personnel working with infants, toddlers, and preschool children
with disabilities and their families and how to use current recommended
practices in professional development activities.
(ii) Provide a forum for IHEs to collaborate through learning
communities, communities of practice, national calls, webinars, or
other mechanisms to learn how to align their programs to State
personnel standards and competencies for personnel working with
infants, toddlers, and preschool children with disabilities and their
families and how to use current recommended practices in professional
development activities.
(iii) Plan and implement activities, which could include webinars,
meetings, video conferences, and Web sites to support States and IHEs
forming and sustaining partnerships to support alignment between
preservice and inservice training for personnel working with infants,
toddlers, and preschool children with disabilities and their families.
(iv) Assist States, including States awarded grants through RTT-
ELC, in their efforts to include IDEA Part C and Part B preschool
programs and providers in their integrated early childhood professional
development systems and initiatives; and
(3) Intensive TA to a minimum of eight States to enhance their IDEA
Part C and Part B preschool professional development systems and to
support the development of integrated comprehensive early childhood
professional development systems to ensure that all personnel have the
competencies to effectively serve infants, toddlers, and preschool
children with disabilities and their
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families. At a minimum, the Center must conduct the following
activities:
(i) Assist the States receiving intensive TA under paragraph (a)(3)
of this section to align their personnel standards for personnel
working with infants, toddlers, and preschool children with
disabilities and their families with a set of recommended unified
national professional organization personnel standards, align or
integrate those standards with standards for early childhood personnel
of all children, and link their State standards to competencies and
certification or licensure requirements in their IDEA Part C and Part B
programs.
(ii) Assist the States receiving intensive TA under this section
and IHEs in those States in developing partnerships to ensure that
preservice preparation programs in early intervention and early
childhood special education are aligned to State personnel standards
and competencies, that inservice training builds on preservice
preparation in early intervention and special education, and that
recommended practices for professional development are included in both
preservice and inservice programs.
(iii) Assist the States receiving intensive TA under this section
in developing an integrated professional development system applicable
to personnel in all programs serving infants, toddlers, and preschool
children with disabilities and their families to ensure that--
(A) Workforce knowledge and competency frameworks and personnel
standards within the State include competencies needed to work with
infants, toddlers, and preschool children with disabilities and their
families;
(B) Professional development opportunities in a State are available
and provided across all early childhood programs that serve children
with disabilities and include professional development on serving
infants and toddlers with disabilities and their families in natural
environments, and preschool children with disabilities in inclusive
settings; and
(C) IDEA Part C and Part B preschool programs and providers are
considered and included when developing and implementing personnel
initiatives in the State.
(b) Develop a plan for identifying and selecting the States with
which the Center will work under paragraph (a)(3) of this section.
Factors for selecting States for consideration could include the
State's early childhood priorities and initiatives; receipt of an RTT-
ELC grant; the commitment of the State's multiple early childhood
programs to participate in the TA to support the professional
development of all personnel who serve infants, toddlers, and preschool
children with disabilities and their families; the commitment of the
State's IHEs, including community colleges to participate in the TA;
the commitment of the early intervention and community-based early
childhood programs in high-need local educational agencies (LEAs) \5\
in the State to participate in the TA; and the demographic and
geographic characteristics of each State, including the percentage of
high-need children with disabilities \6\ and their families. The Center
must obtain approval from OSEP on the final selection of States.
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\5\ For the purpose of this priority, the term ``high-need local
educational agency'' (LEA) means an LEA (a) that serves not fewer
than 10,000 children from families with incomes below the poverty
line; or (b) for which not less than 20 percent of the children
served by the LEA are from families with incomes below the poverty
line.
\6\ For the purpose of this priority, ``high-need children with
disabilities'' refers to children (ages birth through 5) who are
eligible for services under IDEA, and who may be further
disadvantaged and at risk of educational failure because they: (1)
Are living in poverty, (2) are homeless, (3) are in foster care, (4)
are English learners, (5) are new immigrants, or (6) are migrant.
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(c) In consultation with the OSEP Project Officer, make selected
reports, documents, and other materials available in both English and
Spanish.
Leadership and Coordination Activities.
(a) Consult with a group of persons, including representatives from
State and local educational agencies, including representatives from
IDEA Part C and Part B preschool programs; State level representatives
from other early child systems (e.g., State Child Care Administrators
and Head Start Collaboration Directors); early childhood personnel;
parents of infants, toddlers, or preschool children with disabilities;
faculty in personnel preparation; and researchers, as appropriate, on
the activities and outcomes of the Center and solicit programmatic
support and advice from various participants in the group, as
appropriate. The Center may convene meetings, whether in person, by
phone, or other means, for this purpose, or may consult with group
participants individually. The Center must identify the members of the
group to OSEP within eight weeks after receipt of the award.
(b) Communicate and collaborate, on an ongoing basis, with OSEP-
funded projects, including the TACC and other early childhood-focused
centers, as appropriate, as well as other U.S. Department of Education
and U.S. Department of Health and Human Services-funded early
childhood-focused centers, as appropriate. 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 national initiatives related to early childhood
professional development systems.
(d) Prior to developing any new product, submit a proposal for the
product to the TACC database for approval from the OSEP Project
Officer. The development of new products should be consistent with the
product definition and guidelines posted on the TACC Web site
(www.tadnet.org).
(e) Contribute, on an ongoing basis, updated information on the
Center's approved and finalized products and services to a database at
TACC.
(f) Maintain ongoing communication with the OSEP Project Officer
through monthly phone conversations and email communication.
Fourth and Fifth Years of 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, during the last half of the
project's second year. 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 the degree to which the Center's activities have
contributed to changed practices and improved early childhood
professional development systems to improve outcomes for infants,
toddlers, and preschool children with disabilities and their families.
References:
Bruder, M.B. (2010). Early childhood intervention: A promise to
children and families for their future. Exceptional Children, 76(3),
339-355.
LeMoine, S. (2008). Workforce Designs: A policy blueprint for state
early childhood professional development systems. Washington, DC:
National Association for the Education of Young Children.
National Governor's Association (NGA),
[[Page 36268]]
Center for Best Practices. (2010). Issue Brief: Building an Early
Childhood Professional Development System. Available from:
www.nga.org/files/live/sites/NGA/files/pdf/1002EARLYCHILDPROFDEV.PDF.
National Professional Development Center on Inclusion (NPDCI).
(2010). Building integrated professional development systems in
early childhood: Recommendations for states. Chapel Hill, NC: The
University of North Carolina, FPG Child Development Institute.
National Professional Development Center on Inclusion (NPDCI).
(2011). Competencies for early childhood educators in the context of
inclusion: Issues and guidance for states. Chapel Hill, NC: The
University of North Carolina, FPG Child Development Institute.
Stayton, V.D., Dietrich, S.L., Smith, B.J., Bruder, M.B., Mogro-
Wilson, C., & Swigart, A. (2009). State certification requirements
for early childhood special educators. Infants and Young Children,
22(1), 4-12.
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 priorities in this notice.
Program Authority: 20 U.S.C. 1462 and 1481.
Applicable Regulations: (a) The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80,
81, 82, 84, 86, 97, 98, and 99. (b) The Education Department debarment
and suspension regulations in 2 CFR part 3485. (c) The regulations for
this program in 34 CFR part 304.
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: Discretionary grants.
Estimated Available Funds: $1,200,000.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in FY 2013 from the list of
unfunded applicants from this competition.
Maximum Award: We will reject any application that proposes a
budget exceeding $1,200,000 for a single budget period of 12 months.
The Assistant Secretary for Special Education and Rehabilitative
Services may change the maximum amount through a notice published in
the Federal Register.
Estimated Number of Awards: 1.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 36 months with an optional additional 24
months based on performance. Applications must include plans for both
the 36 month award and the 24 month extension.
III. Eligibility Information
1. Eligible Applicants: State educational agencies and State lead
agencies; 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 program does not require cost
sharing or matching.
3. Other: General Requirements--(a) The projects funded under this
program must make positive efforts to employ and advance in employment
qualified individuals with disabilities (see section 606 of IDEA).
(b) Each applicant and grant recipient funded under this program
must involve individuals with disabilities or parents of individuals
with disabilities ages birth through 26 in planning, implementing, and
evaluating the project (see section 682(a)(1)(A) of IDEA).
IV. Application and Submission Information
1. Address to Request Application Package: You can obtain an
application package via the Internet, from the Education Publications
Center (ED Pubs), or from the program office.
To obtain a copy via the Internet, use the following address:
www.ed.gov/fund/grant/apply/grantapps/index.html.
To obtain a copy from ED Pubs, write, fax, or call the following:
ED Pubs, U.S. Department of Education, P.O. Box 22207, Alexandria, VA
22304. Telephone, toll free: 1-877-433-7827. FAX: (703) 605-6794. If
you use a telecommunications device for the deaf (TDD) or a text
telephone (TTY), call, toll free: 1-877-576-7734.
You can contact ED Pubs at its Web site, also: www.EDPubs.gov or at
its email address: edpubs@inet.ed.gov.
If you request an application from ED Pubs, be sure to identify
this competition as follows: CFDA number 84.325B.
To obtain a copy from the program office, contact the person listed
under FOR FURTHER INFORMATION CONTACT in section VII of this notice.
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 of an application, together with the forms you
must submit, are in the application package for this competition.
Page Limit: The application narrative (Part III of the application)
is where you, the applicant, address the selection criteria that
reviewers use to evaluate your application. You must limit Part III to
the equivalent of no more than 50 pages, using the following standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, references, and captions.
Use a font that is either 12 point or larger or no smaller
than 10 pitch (characters per inch).
Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial. An application submitted in any other font
(including Times Roman or Arial Narrow) will not be accepted.
The page limit 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.
However, the page limit does apply to all of the application narrative
in Part III.
We will reject your application if you exceed the page limit; or if
you apply other standards and exceed the equivalent of the page limit.
3. Submission Dates and Times:
Applications Available: June 18, 2012.
Deadline for Transmittal of Applications: July 18, 2012.
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. 7.
Other Submission Requirements of this notice.
We do not consider an application that does not comply with the
deadline requirements.
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Individuals with disabilities who need an accommodation or
auxiliary aid in connection with the application process should contact
the person listed under FOR FURTHER INFORMATION CONTACT in section VII
of this notice. If the Department provides an accommodation or
auxiliary aid to an individual with a disability in connection with the
application process, the individual's application remains subject to
all other requirements and limitations in this notice.
4. Intergovernmental Review: This program 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 program.
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 Central Contractor Registry: 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 Central
Contractor Registry (CCR), the Government's primary registrant
database;
c. Provide your DUNS number and TIN on your application; and
d. Maintain an active CCR 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. A DUNS number
can be created within one business day.
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 2-5 weeks for your TIN to become active.
The CCR registration process may take five or more business days to
complete. If you are currently registered with the CCR, 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 CCR registration on an annual basis. This may take
three or more business days to complete.
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/applicants/get_registered.jsp.
7. 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.
We are participating as a partner in the Governmentwide Grants.gov
Apply site. The Early Childhood Personnel Center, CFDA number 84.325B,
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 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.
You may access the electronic grant application for the Early
Childhood Personnel Center at www.Grants.gov. You must search for the
downloadable application package for this program by the CFDA number.
Do not include the CFDA number's alpha suffix in your search (e.g.,
search for 84.325, not 84.325B).
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 under News and Events on the Department's G5
system home page at www.G5.gov.
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: The Application for Federal
Assistance (SF 424), the Department of Education Supplemental
Information for SF 424, Budget Information--Non-Construction Programs
(ED 524), and all necessary assurances and certifications.
If you submit your application electronically, you must
upload any narrative sections and all other attachments to your
application as files in a PDF (Portable Document) read-only, non-
modifiable format. Do not upload an interactive or fillable PDF file.
If you upload a file type other than a read-only, non-modifiable PDF or
submit a password-protected file, we will not review that material.
Additional, detailed information on how to attach files is in the
application instructions.
Your electronic application must comply with any page-
limit requirements described in this notice.
After you electronically submit your application, you will
receive from Grants.gov an automatic notification of receipt that
contains a Grants.gov tracking number. (This notification indicates
receipt by Grants.gov only, not receipt by the Department.) The
Department then will retrieve your application from Grants.gov and send
a second notification to you by email. This second notification
indicates that the Department has received your application and has
assigned your application a PR/Award number (an ED-
[[Page 36270]]
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 of this
notice and provide an explanation of the technical problem you
experienced with Grants.gov, along with the Grants.gov Support Desk
Case Number. We will accept your application if we can confirm that a
technical problem occurred with the Grants.gov system and that 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 following address:
U.S. Department of Education, Application Control Center, Attention:
(CFDA Number 84.325B), LBJ Basement Level 1, 400 Maryland Avenue SW.,
Washington, DC 20202-4260.
You must show proof of mailing consisting of one of the following:
(1) A legibly dated U.S. Postal Service postmark.
(2) A legible mail receipt with the date of mailing stamped by the
U.S. Postal Service.
(3) A dated shipping label, invoice, or receipt from a commercial
carrier.
(4) Any other proof of mailing acceptable to the Secretary of the
U.S. Department of Education.
If you mail your application through the U.S. Postal Service, we do
not accept either of the following as proof of mailing:
(1) A private metered postmark.
(2) A mail receipt that is not dated by the U.S. Postal Service.
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
84.325B), 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 program are
from 34 CFR 75.210 and are listed in the application package.
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
also requires various assurances including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. Additional Review and Selection Process Factors: In the past,
the Department has had difficulty finding peer reviewers for certain
competitions because so many individuals who are eligible to serve as
peer reviewers have conflicts of interest. The Standing Panel
requirements under section 682(b) of IDEA also have placed additional
constraints on the availability of reviewers. Therefore, the Department
has determined that for some discretionary grant competitions,
applications may be separated into two or more groups and ranked and
selected for funding within specific groups. This procedure will make
it easier for the Department to find peer reviewers by ensuring that
greater numbers of individuals who are eligible to serve as reviewers
for any particular group of applicants will not have conflicts of
interest. It also will increase the quality, independence, and fairness
of the review process, while permitting panel members to review
applications under discretionary grant competitions for which they also
have submitted applications. 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.
4. Special Conditions: Under 34 CFR 74.14 and 80.12, the Secretary
may impose special conditions on a grant if the applicant or grantee is
not financially stable; has a history of
[[Page 36271]]
unsatisfactory performance; has a financial or other management system
that does not meet the standards in 34 CFR parts 74 or 80, as
applicable; has not fulfilled the conditions of a prior grant; or is
otherwise not responsible.
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). We may notify you informally, also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multi-year award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
4. Performance Measures: Under the Government Performance and
Results Act of 1993 (GPRA), the Department has established a set of
performance measures, including long-term measures, that are designed
to yield information on various aspects of the effectiveness and
quality of the Technical Assistance and Dissemination to Improve
Services and Results for Children with Disabilities program. For
purposes of this priority, the Center will use these measures which
focus on the extent to which projects provide high-quality products and
services, the relevance of project products and services to educational
and early intervention policy and practice, and the use of products and
services to improve educational and early intervention policy and
practice.
Grantees will be required to report information on their project's
performance in annual reports to the Department (34 CFR 75.590).
5. Continuation Awards: In making a continuation award, the
Secretary may consider, under 34 CFR 75.253, the extent to which a
grantee has made ``substantial progress toward meeting the objectives
in its approved application.'' This consideration includes the review
of a grantee's progress in meeting the targets and projected outcomes
in its approved application, and whether the grantee has expended funds
in a manner that is consistent with its approved application and
budget. In making a continuation grant, the Secretary also considers
whether the grantee is operating in compliance with the assurances in
its approved application, including those applicable to Federal civil
rights laws that prohibit discrimination in programs or activities
receiving Federal financial assistance from the Department (34 CFR
100.4, 104.5, 106.4, 108.8, and 110.23).
VII. Agency Contact
FOR FURTHER INFORMATION CONTACT: Dawn Ellis, U.S. Department of
Education, 400 Maryland Avenue SW., room 4092, Potomac Center Plaza
(PCP), Washington, DC 20202-2600. Telephone: (202) 245-6417.
If you use a TDD or a TTY, call the Federal Relay Service (FRS),
toll free, at 1-800-877-8339.
VIII. Other Information
Accessible Format: Individuals with disabilities can obtain this
document and a copy of the application package in an accessible format
(e.g., braille, large print, audiotape, or compact disc) 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 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 Adobe Portable Document Format (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: June 12, 2012.
Alexa Posny,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2012-14812 Filed 6-15-12; 8:45 am]
BILLING CODE 4000-01-P