81 FR 5718 - Applications for New Awards; State Personnel Development Grants Program
DEPARTMENT OF EDUCATION Federal Register Volume 81, Issue 22 (February 3, 2016)
Federal Register Volume 81, Issue 22 (February 3, 2016)
| Page Range | 5718-5726 | |
| FR Document | 2016-02008 |
[Federal Register Volume 81, Number 22 (Wednesday, February 3, 2016)] [Notices] [Pages 5718-5726] From the Federal Register Online [www.thefederalregister.org] [FR Doc No: 2016-02008] ----------------------------------------------------------------------- DEPARTMENT OF EDUCATION Applications for New Awards; State Personnel Development Grants Program AGENCY: Office of Special Education and Rehabilitative Services, Department of Education. ACTION: Notice. ----------------------------------------------------------------------- SUMMARY: Overview Information: State Personnel Development Grants (SPDG) Program Notice inviting applications for new awards for fiscal year (FY) 2016. Catalog of Federal Domestic Assistance (CFDA) Number: 84.323A. DATES: Applications Available: February 3, 2016. Deadline for Transmittal of Applications: March 21, 2016. Deadline for Intergovernmental Review: May 18, 2016. SUPPLEMENTARY INFORMATION: Full Text of Announcement I. Funding Opportunity Description Purpose of Program: The purpose of this program, authorized by the Individuals with Disabilities Education Act (IDEA), is to assist State educational agencies (SEAs) in reforming and improving their systems for personnel preparation and professional development in early intervention, educational, and transition services in order to improve results for children with disabilities. Priorities: This notice contains two absolute priorities. Absolute Priority 1 is from the notice of final priorities and definitions for this program, published in the Federal Register on August 2, 2012 (77 FR 45944) (NFP). In accordance with 34 CFR 75.105(b)(2)(iv), Absolute Priority 2 is from sections 651 through 655 of IDEA. Absolute Priorities: For FY 2016 and any subsequent year in which we make awards from the list of unfunded applications from this competition, these priorities are absolute priorities. Under 34 CFR 75.105(c)(3), we consider only applications that meet both of these priorities. These priorities are: Absolute Priority 1--Effective and Efficient Delivery of Professional Development The Assistant Secretary for Special Education and Rehabilitative Services establishes a priority to assist SEAs in reforming and improving their systems for personnel (as that term is defined in section 651(b) of IDEA) preparation and professional development of individuals providing early intervention, educational, and transition services in order to improve results for children with disabilities. In order to meet this priority, an applicant must demonstrate in the SPDG State Plan it submits as part of its application under section 653(a)(2) of IDEA that its proposed project will-- (1) Use evidence-based (as defined in this notice) professional development practices that will increase implementation of evidence- based practices and result in improved outcomes for children with disabilities; (2) Provide ongoing assistance to personnel receiving SPDG- supported professional development that supports the implementation of evidence-based practices with fidelity (as defined in this notice); and (3) Use technology to more efficiently and effectively provide ongoing professional development to personnel, including to personnel in rural areas and to other populations, such as personnel in urban or high-need local educational agencies (LEAs) (as defined in this notice). Absolute Priority 2--State Personnel Development Grants Statutory Requirements. To meet this priority, an applicant must meet the following statutory requirements: 1. State Personnel Development Plan. An applicant must submit a State Personnel Development Plan that identifies and addresses the State and local needs for the personnel preparation and professional development of personnel, as well as individuals who provide direct [[Page 5719]] supplementary aids and services to children with disabilities, and that-- (a) Is designed to enable the State to meet the requirements of section 612(a)(14) and section 635(a)(8) and (9) of IDEA; (b) Is based on an assessment of State and local needs that identifies critical aspects and areas in need of improvement related to the preparation, ongoing training, and professional development of personnel who serve infants, toddlers, preschoolers, and children with disabilities within the State, including-- (1) Current and anticipated personnel vacancies and shortages; and (2) The number of preservice and inservice programs; (c) Is integrated and aligned, to the maximum extent possible, with State plans and activities under the Elementary and Secondary Education Act of 1965, as amended (ESEA); the Rehabilitation Act of 1973, as amended; and the Higher Education Act of 1965, as amended (HEA); (d) Describes a partnership agreement that is in effect for the period of the grant, which agreement must specify-- (1) The nature and extent of the partnership described in accordance with section 652(b) of IDEA and the respective roles of each member of the partnership, including, if applicable, an individual, entity, or agency other than the SEA that has the responsibility under State law for teacher preparation and certification; and (2) How the SEA will work with other persons and organizations involved in, and concerned with, the education of children with disabilities, including the respective roles of each of the persons and organizations; (e) Describes how the strategies and activities the SEA uses to address identified professional development and personnel needs will be coordinated with activities supported with other public resources (including funds provided under Part B and Part C of IDEA and retained for use at the State level for personnel and professional development purposes) and private resources; (f) Describes how the SEA will align its personnel development plan with the plan and application submitted under sections 1111 and 2112, respectively, of the ESEA; (g) Describes strategies the SEA will use to address the identified professional development and personnel needs and how such strategies will be implemented, including-- (1) A description of the programs and activities that will provide personnel with the knowledge and skills to meet the needs of, and improve the performance and achievement of, infants, toddlers, preschoolers, and children with disabilities; and (2) How such strategies will be integrated, to the maximum extent possible, with other activities supported by grants funded under section 662 of IDEA; (h) Provides an assurance that the SEA will provide technical assistance to LEAs to improve the quality of professional development available to meet the needs of personnel who serve children with disabilities; (i) Provides an assurance that the SEA will provide technical assistance to entities that provide services to infants and toddlers with disabilities to improve the quality of professional development available to meet the needs of personnel serving those children; (j) Describes how the SEA will recruit and retain highly qualified teachers and other qualified personnel in geographic areas of greatest need; (k) Describes the steps the SEA will take to ensure that economically disadvantaged and minority children are not taught at higher rates by teachers who are not highly qualified; and (l) Describes how the SEA will assess, on a regular basis, the extent to which the strategies implemented have been effective in meeting the performance goals described in section 612(a)(15) of IDEA. 2. Partnerships. Required Partners. Applicants must establish a partnership with LEAs and other State agencies involved in, or concerned with, the education of children with disabilities, including-- (a) Not less than one institution of higher education; and (b) The State agencies responsible for administering Part C of IDEA, early education, child care, and vocational rehabilitation programs. Other Partners. An SEA must work in partnership with other persons and organizations involved in, and concerned with, the education of children with disabilities, which may include-- (a) The Governor; (b) Parents of children with disabilities ages birth through 26; (c) Parents of nondisabled children ages birth through 26; (d) Individuals with disabilities; (e) Parent training and information centers or community parent resource centers funded under sections 671 and 672 of IDEA, respectively; (f) Community-based and other nonprofit organizations involved in the education and employment of individuals with disabilities; (g) Personnel as defined in section 651(b) of IDEA; (h) The State advisory panel established under Part B of IDEA; (i) The State interagency coordinating council established under Part C of IDEA; (j) Individuals knowledgeable about vocational education; (k) The State agency for higher education; (l) Public agencies with jurisdiction in the areas of health, mental health, social services, and juvenile justice; (m) Other providers of professional development who work with infants, toddlers, preschoolers, and children with disabilities; (n) Other individuals; and (o) An individual, entity, or agency as a partner in accordance with section 652(b)(3) of IDEA, if State law assigns responsibility for teacher preparation and certification to an individual, entity, or agency other than the SEA. 3. Use of Funds. (a) Professional Development Activities--Each SEA that receives a grant under this program must use the grant funds to support activities in accordance with the State's Personnel Development Plan, including one or more of the following: (1) Carrying out programs that provide support to both special education and regular education teachers of children with disabilities and principals, such as programs that-- (i) Provide teacher mentoring, team teaching, reduced class schedules and caseloads, and intensive professional development; (ii) Use standards or assessments for guiding beginning teachers that are consistent with challenging State student academic achievement and functional standards and with the requirements for professional development, as defined in section 9101 of the ESEA; and (iii) Encourage collaborative and consultative models of providing early intervention, special education, and related services. (2) Encouraging and supporting the training of special education and regular education teachers and administrators to effectively use and integrate technology-- (i) Into curricula and instruction, including training to improve the ability to collect, manage, and analyze data to improve teaching, decisionmaking, school improvement efforts, and accountability; (ii) To enhance learning by children with disabilities; and [[Page 5720]] (iii) To effectively communicate with parents. (3) Providing professional development activities that-- (i) Improve the knowledge of special education and regular education teachers concerning-- (A) The academic and developmental or functional needs of students with disabilities; or (B) Effective instructional strategies, methods, and skills, and the use of State academic content standards and student academic achievement and functional standards, and State assessments, to improve teaching practices and student academic achievement; (ii) Improve the knowledge of special education and regular education teachers and principals and, in appropriate cases, paraprofessionals, concerning effective instructional practices, and that-- (A) Provide training in how to teach and address the needs of children with different learning styles and children who are limited English proficient; (B) Involve collaborative groups of teachers, administrators, and, in appropriate cases, related services personnel; (C) Provide training in methods of-- (I) Positive behavioral interventions and supports to improve student behavior in the classroom; (II) Scientifically based reading instruction, including early literacy instruction; (III) Early and appropriate interventions to identify and help children with disabilities; (IV) Effective instruction for children with low-incidence disabilities; (V) Successful transitioning to postsecondary opportunities; and (VI) Classroom-based techniques to assist children prior to referral for special education; (D) Provide training to enable personnel to work with and involve parents in their child's education, including parents of low income and limited English proficient children with disabilities; (E) Provide training for special education personnel and regular education personnel in planning, developing, and implementing effective and appropriate individualized education programs (IEPs); and (F) Provide training to meet the needs of students with significant health, mobility, or behavioral needs prior to serving those students; (iii) Train administrators, principals, and other relevant school personnel in conducting effective IEP meetings; and (iv) Train early intervention, preschool, and related services providers, and other relevant school personnel in conducting effective individualized family service plan (IFSP) meetings. (4) Developing and implementing initiatives to promote the recruitment and retention of highly qualified special education teachers, particularly initiatives that have proven effective in recruiting and retaining highly qualified teachers, including programs that provide-- (i) Teacher mentoring from exemplary special education teachers, principals, or superintendents; (ii) Induction and support for special education teachers during their first three years of employment as teachers; or (iii) Incentives, including financial incentives, to retain special education teachers who have a record of success in helping students with disabilities. (5) Carrying out programs and activities that are designed to improve the quality of personnel who serve children with disabilities, such as-- (i) Innovative professional development programs (which may be provided through partnerships with institutions of higher education (IHEs)), including programs that train teachers and principals to integrate technology into curricula and instruction to improve teaching, learning, and technology literacy and that are consistent with the definition of professional development in section 9101 of the ESEA; and (ii) The development and use of proven, cost effective strategies for the implementation of professional development activities, such as through the use of technology and distance learning. (6) Carrying out programs and activities that are designed to improve the quality of early intervention personnel, including paraprofessionals and primary referral sources, such as-- (i) Professional development programs to improve the delivery of early intervention services; (ii) Initiatives to promote the recruitment and retention of early intervention personnel; and (iii) Interagency activities to ensure that early intervention personnel are adequately prepared and trained. (b) Other Activities--Each SEA that receives a grant under this program must use the grant funds to support activities in accordance with the State's Personnel Development Plan, including one or more of the following: (1) Reforming special education and regular education teacher certification (including re-certification) or licensing requirements to ensure that-- (i) Special education and regular education teachers have-- (A) The training and information necessary to address the full range of needs of children with disabilities across disability categories; and (B) The necessary subject matter knowledge and teaching skills in the academic subjects that the teachers teach; (ii) Special education and regular education teacher certification (including re-certification) or licensing requirements are aligned with challenging State academic content standards; and (iii) Special education and regular education teachers have the subject matter knowledge and teaching skills, including technology literacy, necessary to help students with disabilities meet challenging State student academic achievement and functional standards. (2) Programs that establish, expand, or improve alternative routes for State certification of special education teachers for highly qualified individuals with a baccalaureate or master's degree, including mid-career professionals from other occupations, paraprofessionals, and recent college or university graduates with records of academic distinction who demonstrate the potential to become highly effective special education teachers. (3) Teacher advancement initiatives for special education teachers that promote professional growth and emphasize multiple career paths (such as paths to becoming a career teacher, mentor teacher, or exemplary teacher) and pay differentiation. (4) Developing and implementing mechanisms to assist LEAs and schools in effectively recruiting and retaining highly qualified special education teachers. (5) Reforming tenure systems, implementing teacher testing for subject matter knowledge, and implementing teacher testing for State certification or licensure, consistent with title II of the HEA (20 U.S.C. 1021 et seq.). (6) Funding projects to promote reciprocity of teacher certification or licensing between or among States for special education teachers, except that no reciprocity agreement developed under this absolute priority may lead to the weakening of any State teacher certification or licensing requirement. (7) Assisting LEAs to serve children with disabilities through the development and use of proven, innovative strategies to deliver intensive professional development programs that are both cost effective and easily [[Page 5721]] accessible, such as strategies that involve delivery through the use of technology, peer networks, and distance learning. (8) Developing, or assisting LEAs in developing, merit-based performance systems and strategies that provide differential and bonus pay for special education teachers. (9) Supporting activities that ensure that teachers are able to use challenging State academic content standards and student academic achievement and functional standards, and State assessments for all children with disabilities, to improve instructional practices and improve the academic achievement of children with disabilities. (10) When applicable, coordinating with, and expanding centers established under section 2113(c)(18) of the ESEA to benefit special education teachers. (c) Contracts and Subgrants--An SEA that receives a grant under this program-- (1) Must award contracts or subgrants to LEAs, IHEs, parent training and information centers, or community parent resource centers, as appropriate, to carry out the State Personnel Development Plan; and (2) May award contracts and subgrants to other public and private entities, including the lead agency under Part C of IDEA, to carry out the State plan. (d) Use of Funds for Professional Development--An SEA that receives a grant under this program must use-- (1) Not less than 90 percent of the funds the SEA receives under the grant for any fiscal year for the Professional Development Activities described in paragraph (a); and (2) Not more than 10 percent of the funds the SEA receives under the grant for any fiscal year for the Other Activities described in paragraph (b). Additional SPDG Requirements Projects funded under this program must: (a) Budget for a three-day project directors' meeting in Washington, DC, during each year of the project; (b) Budget $4,000 annually for support of the State Personnel Development Grants Program Web site currently administered by the University of Oregon (www.signetwork.org); and (c) If a project receiving assistance under this program authority maintains a Web site, include relevant information and documents in a form that meets a government or industry-recognized standard for accessibility. Definitions. The following definitions are from the NFP and 34 CFR 77.1, as marked. For the purposes of this priority, the definition of ``evidence- based'' consists of the following definitions in 34 CFR 77.1: Evidence of promise means there is empirical evidence to support the theoretical linkage(s) between at least one critical component and at least one relevant outcome presented in the logic model for the proposed process, product, strategy, or practice. Specifically, evidence of promise means the conditions in both paragraphs (i) and (ii) of this definition are met: (i) There is at least one study that is a-- (A) Correlational study with statistical controls for selection bias; (B) Quasi-experimental design study that meets the What Works Clearinghouse Evidence Standards with reservations; or (C) Randomized controlled trial that meets the What Works Clearinghouse Evidence Standards with or without reservations. (ii) The study referenced in paragraph (i) of this definition found a statistically significant or substantively important (defined as a difference of 0.25 standard deviations or larger) favorable association between at least one critical component and one relevant outcome presented in the logic model for the proposed process, product, strategy, or practice. Large sample means an analytic sample of 350 or more students (or other single analysis units) who were randomly assigned to a treatment or control group or 50 or more groups (such as classrooms or schools) that contain 10 or more students (or other single analysis units) and that were randomly assigned to a treatment or control group. Moderate evidence of effectiveness means one of the following conditions is met: (i) There is at least one study of the effectiveness of the process, product, strategy, or practice being proposed that meets the What Works Clearinghouse Evidence Standards without reservations [What Works Clearinghouse Procedures and Standards Handbook (Version 3.0, March 2014), which can currently be found at the following link: http://ies.ed.gov/ncee/wwc/DocumentSum.aspx?sid=19], found a statistically significant favorable impact on a relevant outcome (with no statistically significant and overriding unfavorable impacts on that outcome for relevant populations in the study or in other studies of the intervention reviewed by and reported on by the What Works Clearinghouse), and includes a sample that overlaps with the populations or settings proposed to receive the process, product, strategy, or practice. (ii) There is at least one study of the effectiveness of the process, product, strategy, or practice being proposed that meets the What Works Clearinghouse Evidence Standards with reservations [What Works Clearinghouse Procedures and Standards Handbook (Version 3.0, March 2014), which can currently be found at the following link: http://ies.ed.gov/ncee/wwc/DocumentSum.aspx?sid=19] , found a statistically significant favorable impact on a relevant outcome (with no statistically significant and overriding unfavorable impacts on that outcome for relevant populations in the study or in other studies of the intervention reviewed by and reported on by the What Works Clearinghouse), includes a sample that overlaps with the populations or settings proposed to receive the process, product, strategy, or practice, and includes a large sample and a multi-site sample (Note: multiple studies can cumulatively meet the large and multi-site sample requirements as long as each study meets the other requirements in this paragraph). Multi-site sample means more than one site, where site can be defined as an LEA, locality, or State. Relevant outcome means the student outcome or outcomes (or the ultimate outcome if not related to students) that the proposed process, product, strategy, or practice is designed to improve, consistent with the specific goals of a program. Strong evidence of effectiveness means that one of the following conditions is met: (i) There is at least one study of the effectiveness of the process, product, strategy, or practice being proposed that meets the What Works Clearinghouse Evidence Standards without reservations [What Works Clearinghouse Procedures and Standards Handbook (Version 3.0, March 2014), which can currently be found at the following link: http://ies.ed.gov/ncee/wwc/DocumentSum.aspx?sid=19], found a statistically significant favorable impact on a relevant outcome (with no statistically significant and overriding unfavorable impacts on that outcome for relevant populations in the study or in other studies of the intervention reviewed by and reported on by the What Works Clearinghouse), includes a sample that overlaps with the populations and settings proposed to receive the process, product, strategy, or practice, and includes a large sample [[Page 5722]] and a multi-site sample (Note: multiple studies can cumulatively meet the large and multi-site sample requirements as long as each study meets the other requirements in this paragraph). (ii) There are at least two studies of the effectiveness of the process, product, strategy, or practice being proposed, each of which: Meets the What Works Clearinghouse Evidence Standards with reservations [What Works Clearinghouse Procedures and Standards Handbook (Version 3.0, March 2014), which can currently be found at the following link: http://ies.ed.gov/ncee/wwc/DocumentSum.aspx?sid=19], found a statistically significant favorable impact on a relevant outcome (with no statistically significant and overriding unfavorable impacts on that outcome for relevant populations in the studies or in other studies of the intervention reviewed by and reported on by the What Works Clearinghouse), includes a sample that overlaps with the populations and settings proposed to receive the process, product, strategy, or practice, and includes a large sample and a multi-site sample. Strong theory means a rationale for the proposed process, product, strategy, or practice that includes a logic model. The following definitions are from the NFP: Fidelity means the delivery of instruction in the way in which it was designed to be delivered. High-need LEA means, in accordance with section 2102(3) of the ESEA, an LEA-- (a) That serves not fewer than 10,000 children from families with incomes below the poverty line (as that term is defined in section 9101(33) of the ESEA), or for which not less than 20 percent of the children served by the LEA are from families with incomes below the poverty line; and (b) For which there is (1) a high percentage of teachers not teaching in the academic subjects or grade levels that the teachers were trained to teach, or (2) a high percentage of teachers with emergency, provisional, or temporary certification or licensing. Program Authority: 20 U.S.C. 1451-1455. Applicable Regulations: (a) The Education Department General Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 97, 98, and 99. (b) The OMB Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 180, as adopted and amended as regulations of the Department in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR part 200, as adopted and amended as regulations of the Department in 2 CFR part 3474. (d) The NFP. 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: $8,810,279. Contingent upon the availability of funds and the quality of applications, we may make additional awards in FY 2017 from the list of unfunded applications from this competition. Estimated Range of Awards: $500,000-$1,750,000 (for the 50 States, the District of Columbia, and the Commonwealth of Puerto Rico). In the case of outlying areas (United States Virgin Islands, Guam, American Samoa, and the Commonwealth of the Northern Mariana Islands), awards will be not less than $80,000. Note: We will set the amount of each award after considering-- (1) The amount of funds available for making the grants; (2) The relative population of the State or outlying area; (3) The types of activities proposed by the State or outlying area; (4) The alignment of proposed activities with section 612(a)(14) of IDEA; (5) The alignment of proposed activities with State plans and applications submitted under sections 1111 and 2112, respectively, of the ESEA; and (6) The use, as appropriate, of scientifically based research and instruction. Estimated Average Size of Awards: $900,000 excluding the outlying areas. Estimated Number of Awards: 9. Note: The Department is not bound by any estimates in this notice. Project Period: Not less than one year and not more than five years. III. Eligibility Information 1. Eligible Applicants: An SEA of one of the 50 States, the District of Columbia, or the Commonwealth of Puerto Rico or an outlying area (United States Virgin Islands, Guam, American Samoa, and the Commonwealth of the Northern Mariana Islands). Note: Public Law 95-134, which permits the consolidation of grants to the outlying areas, does not apply to funds received under this competition. 2. Cost Sharing or Matching: This program does not require cost sharing or matching. 3. Eligible Subgrantees: (a) Under 75.708(b) and (c) a grantee may award subgrants--to directly carry out project activities described in its application--to the following types of entities: LEAs, IHEs, parent training and information centers, community parent resource centers, and other public and private entities. (b) The grantee may award subgrants to entities it has identified in an approved application. 4. Other General Requirements: 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). 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: ED Pubs, U.S. Department of Education, P.O. Box 22207, Alexandria, VA 22304. Telephone, toll free: 1-877-433- 7827. FAX: (703) 605-6794. If you use a telecommunications device for the deaf (TDD) or a text telephone (TTY), call, toll free: 1-877-576- 7734. You can contact ED Pubs at its Web site, also: www.EDPubs.gov or at its email address: [email protected]. If you request an application package from ED Pubs, be sure to identify this competition as follows: CFDA Number 84.323A. 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 no more than 60 pages, using the following standards: [[Page 5723]]A ``page'' is 8.5'' x 11'', on one side only, with 1'' margins at the top, bottom, and both sides. Double space (no more than three lines per vertical inch) all text in the application narrative, including titles, headings, footnotes, quotations, reference citations, and captions, as well as all text in charts, tables, figures, graphs, and screen shots. Use a font that is either 12 point or larger. Use one of the following fonts: Times New Roman, Courier, Courier New, or Arial. An application submitted in any other font (including Times Roman or Arial Narrow) will not be accepted. The page limit and double-spacing requirements do not apply to Part I, the cover sheet; Part II, the budget section, including the narrative budget justification; Part IV, the assurances and certifications; or the abstract (follow the guidance provided in the application package for completing the abstract), the table of contents, the list of priority requirements, the resumes, the reference list, the letters of support, or the appendices. However, the page limit and double-spacing requirements do apply to all of Part III, the application narrative, including all text in charts, tables, figures, graphs, and screen shots. We will reject your application if you exceed the page limit in the application narrative section or if you apply standards other than those specified in this notice and the application package. 3. Submission Dates and Times: Applications Available: February 3, 2016. Deadline for Transmittal of Applications: March 21, 2016. Applications for grants under this competition must be submitted electronically using the Grants.gov Apply site (Grants.gov). For information (including dates and times) about how to submit your application electronically, or in paper format by mail or hand delivery if you qualify for an exception to the electronic submission requirement, please refer to Other Submission Requirements in section IV of this notice. We do not consider an application that does not comply with the deadline requirements. Individuals with disabilities who need an accommodation or auxiliary aid in connection with the application process should contact the person listed under FOR FURTHER INFORMATION CONTACT in section VII of this notice. If the Department provides an accommodation or auxiliary aid to an individual with a disability in connection with the application process, the individual's application remains subject to all other requirements and limitations in this notice. Deadline for Intergovernmental Review: May 18, 2016. 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 competition. 5. Funding Restrictions: We reference regulations outlining funding restrictions in the Applicable Regulations section of this notice. 6. Data Universal Numbering System Number, Taxpayer Identification Number, and System for Award Management: To do business with the Department of Education, you must-- a. Have a Data Universal Numbering System (DUNS) number and a Taxpayer Identification Number (TIN); b. Register both your DUNS number and TIN with the System for Award Management (SAM) (formerly the Central Contractor Registry), the Government's primary registrant database; c. Provide your DUNS number and TIN on your application; and d. Maintain an active SAM registration with current information while your application is under review by the Department and, if you are awarded a grant, during the project period. You can obtain a DUNS number from Dun and Bradstreet at the following Web site: http://fedgov.dnb.com/webform. A DUNS number can be created within one to two business days. If you are a corporate entity, agency, institution, or organization, you can obtain a TIN from the Internal Revenue Service. If you are an individual, you can obtain a TIN from the Internal Revenue Service or the Social Security Administration. If you need a new TIN, please allow two to five weeks for your TIN to become active. The SAM registration process can take approximately seven business days, but may take upwards of several weeks, depending on the completeness and accuracy of the data you enter into the SAM database. Thus, if you think you might want to apply for Federal financial assistance under a program administered by the Department, please allow sufficient time to obtain and register your DUNS number and TIN. We strongly recommend that you register early. Note: Once your SAM registration is active, it may be 24 to 48 hours before you can access the information in, and submit an application through, Grants.gov. If you are currently registered with SAM, you may not need to make any changes. However, please make certain that the TIN associated with your DUNS number is correct. Also note that you will need to update your registration annually. This may take three or more business days. Information about SAM is available at www.SAM.gov. To further assist you with obtaining and registering your DUNS number and TIN in SAM or updating your existing SAM account, we have prepared a SAM.gov Tip Sheet, which you can find at: http://www2.ed.gov/fund/grant/apply/sam-faqs.html. In addition, if you are submitting your application via Grants.gov, you must (1) be designated by your organization as an Authorized Organization Representative (AOR); and (2) register yourself with Grants.gov as an AOR. Details on these steps are outlined at the following Grants.gov Web page: www.grants.gov/web/grants/register.html. 7. Other Submission Requirements: Applications for grants under this competition must be submitted electronically unless you qualify for an exception to this requirement in accordance with the instructions in this section. a. Electronic Submission of Applications. Applications for grants under the SPDG competition, CFDA number 84.323A, must be submitted electronically using the Governmentwide Grants.gov Apply site at www.Grants.gov. Through this site, you will be able to download a copy of the application package, complete it offline, and then upload and submit your application. You may not email an electronic copy of a grant application to us. We will reject your application if you submit it in paper format unless, as described elsewhere in this section, you qualify for one of the exceptions to the electronic submission requirement and submit, no later than two weeks before the application deadline date, a written statement to the Department that you qualify for one of these exceptions. Further information regarding calculation of the date that is two weeks before the application deadline date is provided later in this section under Exception to Electronic Submission Requirement. You may access the electronic grant application for the SPDG competition at www.Grants.gov. You must search for the downloadable application package [[Page 5724]] for this competition by the CFDA number. Do not include the CFDA number's alpha suffix in your search (e.g., search for 84.323, not 84.323A). Please note the following: When you enter the Grants.gov site, you will find information about submitting an application electronically through the site, as well as the hours of operation. Applications received by Grants.gov are date and time stamped. Your application must be fully uploaded and submitted and must be date and time stamped by the Grants.gov system no later than 4:30:00 p.m., Washington, DC time, on the application deadline date. Except as otherwise noted in this section, we will not accept your application if it is received--that is, date and time stamped by the Grants.gov system--after 4:30:00 p.m., Washington, DC time, on the application deadline date. We do not consider an application that does not comply with the deadline requirements. When we retrieve your application from Grants.gov, we will notify you if we are rejecting your application because it was date and time stamped by the Grants.gov system after 4:30:00 p.m., Washington, DC time, on the application deadline date. The amount of time it can take to upload an application will vary depending on a variety of factors, including the size of the application and the speed of your Internet connection. Therefore, we strongly recommend that you do not wait until the application deadline date to begin the submission process through Grants.gov. You should review and follow the Education Submission Procedures for submitting an application through Grants.gov that are included in the application package for this competition to ensure that you submit your application in a timely manner to the Grants.gov system. You can also find the Education Submission Procedures pertaining to Grants.gov under News and Events on the Department's G5 system home page at www.G5.gov. In addition, for specific guidance and procedures for submitting an application through Grants.gov, please refer to the Grants.gov Web site at: www.grants.gov/web/grants/applicants/apply-for-grants.html. You will not receive additional point value because you submit your application in electronic format, nor will we penalize you if you qualify for an exception to the electronic submission requirement, as described elsewhere in this section, and submit your application in paper format. You must submit all documents electronically, including all information you typically provide on the following forms: the Application for Federal Assistance (SF 424), the Department of Education Supplemental Information for SF 424, Budget Information--Non- Construction Programs (ED 524), and all necessary assurances and certifications. You must upload any narrative sections and all other attachments to your application as files in a read-only, non-modifiable Portable Document Format (PDF). Do not upload an interactive or fillable PDF file. If you upload a file type other than a read-only, non-modifiable PDF (e.g., Word, Excel, WordPerfect, etc.) or submit a password-protected file, we will not review that material. Please note that this could result in your application not being considered for funding because the material in question--for example, the project narrative--is critical to a meaningful review of your proposal. For that reason it is important to allow yourself adequate time to upload all material as PDF files. The Department will not convert material from other formats to PDF. Additional, detailed information on how to attach files is in the application instructions. Your electronic application must comply with any page- limit requirements described in this notice. After you electronically submit your application, you will receive from Grants.gov an automatic notification of receipt that contains a Grants.gov tracking number. This notification indicates receipt by Grants.gov only, not receipt by the Department. Grants.gov will also notify you automatically by email if your application met all the Grants.gov validation requirements or if there were any errors (such as submission of your application by someone other than a registered Authorized Organization Representative, or inclusion of an attachment with a file name that contains special characters). You will be given an opportunity to correct any errors and resubmit, but you must still meet the deadline for submission of applications. Once your application is successfully validated by Grants.gov, the Department will retrieve your application from Grants.gov and send you and email with a unique PR/Award number for your application. These emails do not mean that your application is without any disqualifying errors. While your application may have been successfully validated by Grants.gov, it must also meet the Department's application requirements as specified in this notice and in the application instructions. Disqualifying errors could include, for instance, failure to upload attachments in a read-only, non-modifiable PDF; failure to submit a required part of the application; or failure to meet applicant eligibility requirements. It is your responsibility to ensure that your submitted application has met all of the Department's requirements. We may request that you provide us original signatures on forms at a later date. Application Deadline Date Extension in Case of Technical Issues with the Grants.gov System: If you are experiencing problems submitting your application through Grants.gov, please contact the Grants.gov Support Desk, toll free, at 1-800-518-4726. You must obtain a Grants.gov Support Desk Case Number and must keep a record of it. If you are prevented from electronically submitting your application on the application deadline date because of technical problems with the Grants.gov system, we will grant you an extension until 4:30:00 p.m., Washington, DC time, the following business day to enable you to transmit your application electronically or by hand delivery. You also may mail your application by following the mailing instructions described elsewhere in this notice. If you submit an application after 4:30:00 p.m., Washington, DC time, on the application deadline date, please contact the person listed under For Further Information Contact in section VII of this notice and provide an explanation of the technical problem you experienced with Grants.gov, along with the Grants.gov Support Desk Case Number. We will accept your application if we can confirm that a technical problem occurred with the Grants.gov system and that the problem affected your ability to submit your application by 4:30:00 p.m., Washington, DC time, on the application deadline date. We will contact you after we determine whether your application will be accepted. Note: The extensions to which we refer in this section apply only to the unavailability of, or technical problems with, the Grants.gov system. We will not grant you an extension if you failed to fully register to submit your application to Grants.gov before the application deadline date and time or if the technical problem you experienced is unrelated to the Grants.gov system. Exception to Electronic Submission Requirement: You qualify for an exception to the electronic submission requirement, and may submit your application in paper format, if you are unable to submit an application through the Grants.gov system because-- [[Page 5725]] You do not have access to the Internet; or You do not have the capacity to upload large documents to the Grants.gov system; and No later than two weeks before the application deadline date (14 calendar days or, if the fourteenth calendar day before the application deadline date falls on a Federal holiday, the next business day following the Federal holiday), you mail or fax a written statement to the Department, explaining which of the two grounds for an exception prevents you from using the Internet to submit your application. If you mail your written statement to the Department, it must be postmarked no later than two weeks before the application deadline date. If you fax your written statement to the Department, we must receive the faxed statement no later than two weeks before the application deadline date. Address and mail or fax your statement to: Jennifer Coffey, U.S. Department of Education, 400 Maryland Avenue SW., room 4097, Potomac Center Plaza, Washington, DC 20202-2600. FAX: (202) 245-7617. Your paper application must be submitted in accordance with the mail or hand delivery instructions described in this notice. b. Submission of Paper Applications by Mail. If you qualify for an exception to the electronic submission requirement, you may mail (through the U.S. Postal Service or a commercial carrier) your application to the Department. You must mail the original and two copies of your application, on or before the application deadline date, to the Department at the following address: U.S. Department of Education, Application Control Center, Attention: (CFDA Number 84.323A), LBJ Basement Level 1, 400 Maryland Avenue SW., Washington, DC 20202-4260. You must show proof of mailing consisting of one of the following: (1) A legibly dated U.S. Postal Service postmark. (2) A legible mail receipt with the date of mailing stamped by the U.S. Postal Service. (3) A dated shipping label, invoice, or receipt from a commercial carrier. (4) Any other proof of mailing acceptable to the Secretary of the U.S. Department of Education. If you mail your application through the U.S. Postal Service, we do not accept either of the following as proof of mailing: (1) A private metered postmark. (2) A mail receipt that is not dated by the U.S. Postal Service. Note: The U.S. Postal Service does not uniformly provide a dated postmark. Before relying on this method, you should check with your local post office. We will not consider applications postmarked after the application deadline date. c. Submission of Paper Applications by Hand Delivery. If you qualify for an exception to the electronic submission requirement, you (or a courier service) may deliver your paper application to the Department by hand. You must deliver the original and two copies of your application by hand, on or before the application deadline date, to the Department at the following address: U.S. Department of Education, Application Control Center, Attention: (CFDA Number 84.323A), 550 12th Street SW., Room 7039, Potomac Center Plaza, Washington, DC 20202-4260. The Application Control Center accepts hand deliveries daily between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except Saturdays, Sundays, and Federal holidays. Note for Mail or Hand Delivery of Paper Applications: If you mail or hand deliver your application to the Department-- (1) You must indicate on the envelope and--if not provided by the Department--in Item 11 of the SF 424 the CFDA number, including suffix letter, if any, of the competition under which you are submitting your application; and (2) The Application Control Center will mail to you a notification of receipt of your grant application. If you do not receive this notification within 15 business days from the application deadline date, you should call the U.S. Department of Education Application Control Center at (202) 245-6288. V. Application Review Information 1. Selection Criteria: The selection criteria for this 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 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. Risk Assessment and Special Conditions: Consistent with 2 CFR 200.205, before awarding grants under this competition the Department conducts a review of the risks posed by applicants. Under 2 CFR 3474.10, the Secretary may impose special conditions and, in appropriate circumstances, high risk conditions on a grant if the applicant or grantee is not financially stable; has a history of unsatisfactory performance; has a financial or other management system that does not meet the standards in 2 CFR part 200, subpart D; has not fulfilled the conditions of a prior grant; or is otherwise not responsible. VI. Award Administration Information 1. Award Notices: If your application is successful, we notify your U.S. Representative and U.S. Senators and send you a Grant Award Notification (GAN); or we may send you an email containing a link to access an electronic version of your GAN. We may notify you informally, also. If your application is not evaluated or not selected for funding, we notify you. 2. Administrative and National Policy Requirements: We identify [[Page 5726]] administrative and national policy requirements in the application package and reference these and other requirements in the Applicable Regulations section of this notice. We reference the regulations outlining the terms and conditions of an award in the Applicable Regulations section of this notice and include these and other specific conditions in the GAN. The GAN also incorporates your approved application as part of your binding commitments under the grant. 3. Reporting: (a) If you apply for a grant under this competition, you must ensure that you have in place the necessary processes and systems to comply with the reporting requirements in 2 CFR part 170 should you receive funding under the competition. This does not apply if you have an exception under 2 CFR 170.110(b). (b) At the end of your project period, you must submit a final performance report, including financial information, as directed by the Secretary. If you receive a multiyear award, you must submit an annual performance report that provides the most current performance and financial expenditure information as directed by the Secretary under 34 CFR 75.118. The Secretary may also require more frequent performance reports under 34 CFR 75.720(c). For specific requirements on reporting, please go to www.ed.gov/fund/grant/apply/appforms/appforms.html. (c) Under 34 CFR 75.250(b), the Secretary may provide a grantee with additional funding for data collection analysis and reporting. In this case the Secretary establishes a data collection period. 4. Performance Measures: The goal of the SPDG Program is to reform and improve State systems for personnel preparation and professional development in early intervention, educational, and transition services in order to improve results for children with disabilities. 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 SPDG Program. These measures assess the extent to which: Projects use evidence-based professional development practices to support the attainment of identified competencies. Participants in SPDG professional development demonstrate improvement in implementation of SPDG-supported practices over time. Projects use SPDG professional development funds to provide activities designed to sustain the use of SPDG-supported practices. Highly qualified special education teachers, as defined in section 602(10) of IDEA, that have participated in SPDG-supported special education teacher retention activities remain as special education teachers two years after their initial participation in these activities. Each grantee funded under this competition must collect and annually report data related to its performance on these measures in the project's annual and final performance report to the Department in accordance with section 653(d) of IDEA and 34 CFR 75.590. Applicants should discuss in the application narrative how they propose to collect performance data for these measures. 5. Continuation Awards: In making a continuation award under 34 CFR 75.253, the Secretary considers, among other things: whether a grantee has made substantial progress in achieving the goals and objectives of the project; whether the grantee has expended funds in a manner that is consistent with its approved application and budget; and, if the Secretary has established performance measurement requirements, the performance targets in the grantee's approved application. In making a continuation award, the Secretary also considers whether the grantee is operating in compliance with the assurances in its approved application, including those applicable to Federal civil rights laws that prohibit discrimination in programs or activities receiving Federal financial assistance from the Department (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23). VII. Agency Contact FOR FURTHER INFORMATION CONTACT: Jennifer Coffey, U.S. Department of Education, 400 Maryland Avenue SW., Room 4097, Potomac Center Plaza, Washington, DC 20202-2600. Telephone: (202) 245-6673. 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 5037, Potomac Center Plaza, 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.thefederalregister.org/fdsys. At this site you can view this document, as well as all other documents of this Department published in the Federal Register, in text or PDF. To use PDF you must have Adobe Acrobat Reader, which is available free at the site. You may also access documents of the Department published in the Federal Register by using the article search feature at: www.federalregister.gov. Specifically, through the advanced search feature at this site, you can limit your search to documents published by the Department. Dated: January 27, 2016. Michael K. Yudin, Assistant Secretary for Special Education and Rehabilitative Services. [FR Doc. 2016-02008 Filed 2-2-16; 8:45 am] BILLING CODE 4000-01-P
![5718 Federal Register / Vol. 81, No. 22 / Wednesday, February 3, 2016 / Notices
is described below. The Department of repaying undergraduate education- definitions for this program, published
Education is especially interested in related debt. Documenting these choices in the Federal Register on August 2,
public comment addressing the and pathways, along with individual, 2012 (77 FR 45944) (NFP). In
following issues: (1) Is this collection institutional, and employment accordance with 34 CFR
necessary to the proper functions of the characteristics that may be related to 75.105(b)(2)(iv), Absolute Priority 2 is
Department; (2) will this information be those choices, provides critical from sections 651 through 655 of IDEA.
processed and used in a timely manner; information on the costs and benefits of Absolute Priorities: For FY 2016 and
(3) is the estimate of burden accurate; a bachelor’s degree in today’s workforce. any subsequent year in which we make
(4) how might the Department enhance B&B studies include both traditional-age awards from the list of unfunded
the quality, utility, and clarity of the and non-traditional-age college applications from this competition,
information to be collected; and (5) how graduates, whose education options and these priorities are absolute priorities.
might the Department minimize the choices often diverge considerably, and Under 34 CFR 75.105(c)(3), we consider
burden of this collection on the allow study of the paths taken by these only applications that meet both of
respondents, including through the use different graduates. The results of this these priorities.
of information technology. Please note field test will inform the B&B:16/17 full- These priorities are:
that written comments received in scale data collection. Absolute Priority 1—Effective and
response to this notice will be
Dated: January 28, 2016. Efficient Delivery of Professional
considered public records.
Title of Collection: 2016–17 Kate Mullan, Development
Baccalaureate and Beyond Longitudinal Acting Director, Information Collection The Assistant Secretary for Special
Study (B&B:16/17) Field Test Data Clearance Division, Privacy, Information and Education and Rehabilitative Services
Records Management Services, Office of
Collection. establishes a priority to assist SEAs in
Management.
OMB Control Number: 1850–0729. reforming and improving their systems
Type of Review: A reinstatement of a [FR Doc. 2016–01933 Filed 2–2–16; 8:45 am]
for personnel (as that term is defined in
previously approved information BILLING CODE 4000–01–P
section 651(b) of IDEA) preparation and
collection. professional development of individuals
Respondents/Affected Public: providing early intervention,
Individuals or Households. DEPARTMENT OF EDUCATION
educational, and transition services in
Total Estimated Number of Annual order to improve results for children
Responses: 4,417. Applications for New Awards; State
Personnel Development Grants with disabilities.
Total Estimated Number of Annual In order to meet this priority, an
Burden Hours: 977. Program
applicant must demonstrate in the
Abstract: This request is for the AGENCY: Office of Special Education and SPDG State Plan it submits as part of its
National Center for Education Statistics Rehabilitative Services, Department of application under section 653(a)(2) of
(NCES) to conduct a field test of the Education. IDEA that its proposed project will—
2016/17 Baccalaureate and Beyond (1) Use evidence-based (as defined in
ACTION: Notice.
Longitudinal Study (B&B:16/17). The this notice) professional development
B&B studies of the education, work, SUMMARY: Overview Information: State practices that will increase
financial, and personal experiences of Personnel Development Grants (SPDG) implementation of evidence-based
individuals who have completed a Program Notice inviting applications for practices and result in improved
bachelor’s degree at a given point in new awards for fiscal year (FY) 2016. outcomes for children with disabilities;
time are a series of longitudinal studies. Catalog of Federal Domestic (2) Provide ongoing assistance to
Every 8 years, students are identified as Assistance (CFDA) Number: 84.323A. personnel receiving SPDG-supported
bachelor’s degree recipients through the professional development that supports
National Postsecondary Student Aid DATES:
the implementation of evidence-based
Study (NPSAS). B&B:16/17 is the first Applications Available: February 3,
practices with fidelity (as defined in this
follow-up of a panel of baccalaureate 2016.
notice); and
degree recipients identified in the 2015– Deadline for Transmittal of
(3) Use technology to more efficiently
16 NPSAS, and part of the fourth cohort Applications: March 21, 2016.
Deadline for Intergovernmental and effectively provide ongoing
(B&B:16) of the B&B series. The primary professional development to personnel,
purposes of the B&B studies are to Review: May 18, 2016.
including to personnel in rural areas
describe the post-baccalaureate paths of SUPPLEMENTARY INFORMATION:
and to other populations, such as
new college graduates, with a focus on Full Text of Announcement personnel in urban or high-need local
their experiences in the labor market educational agencies (LEAs) (as defined
and post-baccalaureate education, and I. Funding Opportunity Description
in this notice).
their education-related debt. B&B also Purpose of Program: The purpose of
focuses on the continuing education this program, authorized by the Absolute Priority 2—State Personnel
paths of science, technology, Individuals with Disabilities Education Development Grants
engineering, and mathematics (STEM) Act (IDEA), is to assist State educational Statutory Requirements. To meet this
graduates, as well as the experiences of agencies (SEAs) in reforming and priority, an applicant must meet the
those who have begun careers in improving their systems for personnel following statutory requirements:
mstockstill on DSK4VPTVN1PROD with NOTICES
education of students through the 12th preparation and professional 1. State Personnel Development Plan.
grade. Since graduating from college in development in early intervention, An applicant must submit a State
2014–15 for the field test, and 2015–16 educational, and transition services in Personnel Development Plan that
for the full-scale study, members of this order to improve results for children identifies and addresses the State and
B&B:16 cohort will begin moving into with disabilities. local needs for the personnel
and out of the workforce, enrolling in Priorities: This notice contains two preparation and professional
additional undergraduate and graduate absolute priorities. Absolute Priority 1 is development of personnel, as well as
education, forming families, and from the notice of final priorities and individuals who provide direct
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![Federal Register / Vol. 81, No. 22 / Wednesday, February 3, 2016 / Notices 5721
accessible, such as strategies that The following definitions are from the What Works Clearinghouse), and
involve delivery through the use of NFP and 34 CFR 77.1, as marked. includes a sample that overlaps with the
technology, peer networks, and distance For the purposes of this priority, the populations or settings proposed to
learning. definition of ‘‘evidence-based’’ consists receive the process, product, strategy, or
(8) Developing, or assisting LEAs in of the following definitions in 34 CFR practice.
developing, merit-based performance 77.1: (ii) There is at least one study of the
systems and strategies that provide Evidence of promise means there is effectiveness of the process, product,
differential and bonus pay for special empirical evidence to support the strategy, or practice being proposed that
education teachers. theoretical linkage(s) between at least meets the What Works Clearinghouse
(9) Supporting activities that ensure one critical component and at least one Evidence Standards with reservations
that teachers are able to use challenging relevant outcome presented in the logic [What Works Clearinghouse Procedures
State academic content standards and model for the proposed process, and Standards Handbook (Version 3.0,
student academic achievement and product, strategy, or practice. March 2014), which can currently be
functional standards, and State Specifically, evidence of promise means found at the following link: http://
assessments for all children with the conditions in both paragraphs (i) ies.ed.gov/ncee/wwc/
disabilities, to improve instructional and (ii) of this definition are met: DocumentSum.aspx?sid=19] , found a
practices and improve the academic (i) There is at least one study that is statistically significant favorable impact
achievement of children with a— on a relevant outcome (with no
disabilities. (A) Correlational study with statistical statistically significant and overriding
(10) When applicable, coordinating controls for selection bias; unfavorable impacts on that outcome for
with, and expanding centers established (B) Quasi-experimental design study relevant populations in the study or in
under section 2113(c)(18) of the ESEA to that meets the What Works other studies of the intervention
benefit special education teachers. Clearinghouse Evidence Standards with reviewed by and reported on by the
(c) Contracts and Subgrants—An SEA reservations; or What Works Clearinghouse), includes a
that receives a grant under this (C) Randomized controlled trial that sample that overlaps with the
program— meets the What Works Clearinghouse populations or settings proposed to
(1) Must award contracts or subgrants Evidence Standards with or without receive the process, product, strategy, or
to LEAs, IHEs, parent training and reservations. practice, and includes a large sample
information centers, or community (ii) The study referenced in paragraph and a multi-site sample (Note: multiple
parent resource centers, as appropriate, (i) of this definition found a statistically studies can cumulatively meet the large
to carry out the State Personnel significant or substantively important and multi-site sample requirements as
Development Plan; and (defined as a difference of 0.25 standard long as each study meets the other
(2) May award contracts and deviations or larger) favorable requirements in this paragraph).
subgrants to other public and private association between at least one critical Multi-site sample means more than
entities, including the lead agency component and one relevant outcome one site, where site can be defined as an
under Part C of IDEA, to carry out the presented in the logic model for the LEA, locality, or State.
State plan. proposed process, product, strategy, or Relevant outcome means the student
(d) Use of Funds for Professional practice. outcome or outcomes (or the ultimate
Development—An SEA that receives a Large sample means an analytic outcome if not related to students) that
grant under this program must use— sample of 350 or more students (or other the proposed process, product, strategy,
(1) Not less than 90 percent of the single analysis units) who were or practice is designed to improve,
funds the SEA receives under the grant randomly assigned to a treatment or consistent with the specific goals of a
for any fiscal year for the Professional control group or 50 or more groups program.
Development Activities described in (such as classrooms or schools) that Strong evidence of effectiveness
paragraph (a); and contain 10 or more students (or other means that one of the following
(2) Not more than 10 percent of the single analysis units) and that were conditions is met:
funds the SEA receives under the grant randomly assigned to a treatment or (i) There is at least one study of the
for any fiscal year for the Other control group. effectiveness of the process, product,
Activities described in paragraph (b). Moderate evidence of effectiveness strategy, or practice being proposed that
means one of the following conditions meets the What Works Clearinghouse
Additional SPDG Requirements is met: Evidence Standards without
Projects funded under this program (i) There is at least one study of the reservations [What Works Clearinghouse
must: effectiveness of the process, product, Procedures and Standards Handbook
(a) Budget for a three-day project strategy, or practice being proposed that (Version 3.0, March 2014), which can
directors’ meeting in Washington, DC, meets the What Works Clearinghouse currently be found at the following link:
during each year of the project; Evidence Standards without http://ies.ed.gov/ncee/wwc/
(b) Budget $4,000 annually for reservations [What Works Clearinghouse DocumentSum.aspx?sid=19], found a
support of the State Personnel Procedures and Standards Handbook statistically significant favorable impact
Development Grants Program Web site (Version 3.0, March 2014), which can on a relevant outcome (with no
currently administered by the currently be found at the following link: statistically significant and overriding
University of Oregon http://ies.ed.gov/ncee/wwc/ unfavorable impacts on that outcome for
mstockstill on DSK4VPTVN1PROD with NOTICES
(www.signetwork.org); and DocumentSum.aspx?sid=19], found a relevant populations in the study or in
(c) If a project receiving assistance statistically significant favorable impact other studies of the intervention
under this program authority maintains on a relevant outcome (with no reviewed by and reported on by the
a Web site, include relevant information statistically significant and overriding What Works Clearinghouse), includes a
and documents in a form that meets a unfavorable impacts on that outcome for sample that overlaps with the
government or industry-recognized relevant populations in the study or in populations and settings proposed to
standard for accessibility. other studies of the intervention receive the process, product, strategy, or
Definitions. reviewed by and reported on by the practice, and includes a large sample
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![5722 Federal Register / Vol. 81, No. 22 / Wednesday, February 3, 2016 / Notices
and a multi-site sample (Note: multiple Audit Requirements for Federal Awards 3. Eligible Subgrantees: (a) Under
studies can cumulatively meet the large in 2 CFR part 200, as adopted and 75.708(b) and (c) a grantee may award
and multi-site sample requirements as amended as regulations of the subgrants—to directly carry out project
long as each study meets the other Department in 2 CFR part 3474. (d) The activities described in its application—
requirements in this paragraph). NFP. to the following types of entities: LEAs,
(ii) There are at least two studies of Note: The regulations in 34 CFR part 79 IHEs, parent training and information
the effectiveness of the process, product, apply to all applicants except federally centers, community parent resource
strategy, or practice being proposed, recognized Indian tribes. centers, and other public and private
each of which: Meets the What Works entities.
Clearinghouse Evidence Standards with Note: The regulations in 34 CFR part 86 (b) The grantee may award subgrants
reservations [What Works Clearinghouse apply to IHEs only. to entities it has identified in an
Procedures and Standards Handbook approved application.
(Version 3.0, March 2014), which can II. Award Information 4. Other General Requirements: The
currently be found at the following link: Type of Award: Discretionary grants. projects funded under this program
http://ies.ed.gov/ncee/wwc/ Estimated Available Funds: must make positive efforts to employ
DocumentSum.aspx?sid=19], found a $8,810,279. and advance in employment qualified
statistically significant favorable impact Contingent upon the availability of individuals with disabilities (see section
on a relevant outcome (with no funds and the quality of applications, 606 of IDEA).
statistically significant and overriding we may make additional awards in FY
2017 from the list of unfunded IV. Application and Submission
unfavorable impacts on that outcome for
applications from this competition. Information
relevant populations in the studies or in
other studies of the intervention Estimated Range of Awards: 1. Address to Request Application
reviewed by and reported on by the $500,000–$1,750,000 (for the 50 States, Package: You can obtain an application
What Works Clearinghouse), includes a the District of Columbia, and the package via the Internet, from the
sample that overlaps with the Commonwealth of Puerto Rico). In the Education Publications Center (ED
populations and settings proposed to case of outlying areas (United States Pubs), or from the program office.
receive the process, product, strategy, or Virgin Islands, Guam, American Samoa, To obtain a copy via the Internet, use
practice, and includes a large sample and the Commonwealth of the Northern the following address: www.ed.gov/
and a multi-site sample. Mariana Islands), awards will be not fund/grant/apply/grantapps/index.html.
Strong theory means a rationale for less than $80,000. To obtain a copy from ED Pubs, write,
the proposed process, product, strategy, Note: We will set the amount of each fax, or call: ED Pubs, U.S. Department
or practice that includes a logic model. award after considering— of Education, P.O. Box 22207,
The following definitions are from the (1) The amount of funds available for Alexandria, VA 22304. Telephone, toll
NFP: making the grants; free: 1–877–433–7827. FAX: (703) 605–
Fidelity means the delivery of (2) The relative population of the State or 6794. If you use a telecommunications
instruction in the way in which it was outlying area; device for the deaf (TDD) or a text
designed to be delivered. (3) The types of activities proposed by the telephone (TTY), call, toll free: 1–877–
High-need LEA means, in accordance State or outlying area;
(4) The alignment of proposed activities
576–7734.
with section 2102(3) of the ESEA, an with section 612(a)(14) of IDEA; You can contact ED Pubs at its Web
LEA— (5) The alignment of proposed activities site, also: www.EDPubs.gov or at its
(a) That serves not fewer than 10,000 with State plans and applications submitted email address: edpubs@inet.ed.gov.
children from families with incomes under sections 1111 and 2112, respectively, If you request an application package
below the poverty line (as that term is of the ESEA; and from ED Pubs, be sure to identify this
defined in section 9101(33) of the (6) The use, as appropriate, of scientifically competition as follows: CFDA Number
ESEA), or for which not less than 20 based research and instruction. 84.323A.
percent of the children served by the Estimated Average Size of Awards: To obtain a copy from the program
LEA are from families with incomes $900,000 excluding the outlying areas. office, contact the person listed under
below the poverty line; and Estimated Number of Awards: 9. FOR FURTHER INFORMATION CONTACT in
(b) For which there is (1) a high section VII of this notice.
Note: The Department is not bound by any
percentage of teachers not teaching in estimates in this notice.
Individuals with disabilities can
the academic subjects or grade levels obtain a copy of the application package
that the teachers were trained to teach, Project Period: Not less than one year in an accessible format (e.g., braille,
or (2) a high percentage of teachers with and not more than five years. large print, audiotape, or compact disc)
emergency, provisional, or temporary III. Eligibility Information by contacting the person or team listed
certification or licensing. under Accessible Format in section VIII
Program Authority: 20 U.S.C. 1451– 1. Eligible Applicants: An SEA of one
of this notice.
1455. of the 50 States, the District of 2. Content and Form of Application
Applicable Regulations: (a) The Columbia, or the Commonwealth of Submission: Requirements concerning
Education Department General Puerto Rico or an outlying area (United the content of an application, together
Administrative Regulations in 34 CFR States Virgin Islands, Guam, American with the forms you must submit, are in
parts 75, 77, 79, 81, 82, 84, 86, 97, 98, Samoa, and the Commonwealth of the the application package for this
Northern Mariana Islands).
mstockstill on DSK4VPTVN1PROD with NOTICES
and 99. (b) The OMB Guidelines to competition.
Agencies on Governmentwide Note: Public Law 95–134, which permits Page Limit: The application narrative
Debarment and Suspension the consolidation of grants to the outlying (Part III of the application) is where you,
(Nonprocurement) in 2 CFR part 180, as areas, does not apply to funds received under the applicant, address the selection
adopted and amended as regulations of this competition. criteria that reviewers use to evaluate
the Department in 2 CFR part 3485. (c) 2. Cost Sharing or Matching: This your application. You must limit Part III
The Uniform Administrative program does not require cost sharing or to no more than 60 pages, using the
Requirements, Cost Principles, and matching. following standards:
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![5726 Federal Register / Vol. 81, No. 22 / Wednesday, February 3, 2016 / Notices
administrative and national policy • Projects use SPDG professional Telephone: (202) 245–7363. If you use a
requirements in the application package development funds to provide activities TDD or a TTY, call the FRS, toll free, at
and reference these and other designed to sustain the use of SPDG- 1–800–877–8339.
requirements in the Applicable supported practices. Electronic Access to This Document:
Regulations section of this notice. • Highly qualified special education The official version of this document is
We reference the regulations outlining teachers, as defined in section 602(10) the document published in the Federal
the terms and conditions of an award in of IDEA, that have participated in Register. Free Internet access to the
the Applicable Regulations section of SPDG-supported special education official edition of the Federal Register
this notice and include these and other teacher retention activities remain as and the Code of Federal Regulations is
specific conditions in the GAN. The special education teachers two years available via the Federal Digital System
GAN also incorporates your approved after their initial participation in these at: www.gpo.gov/fdsys. At this site you
application as part of your binding activities. can view this document, as well as all
commitments under the grant. Each grantee funded under this other documents of this Department
3. Reporting: (a) If you apply for a competition must collect and annually published in the Federal Register, in
grant under this competition, you must report data related to its performance on text or PDF. To use PDF you must have
ensure that you have in place the these measures in the project’s annual Adobe Acrobat Reader, which is
necessary processes and systems to and final performance report to the available free at the site.
comply with the reporting requirements Department in accordance with section You may also access documents of the
in 2 CFR part 170 should you receive 653(d) of IDEA and 34 CFR 75.590. Department published in the Federal
funding under the competition. This Applicants should discuss in the Register by using the article search
does not apply if you have an exception application narrative how they propose feature at: www.federalregister.gov.
under 2 CFR 170.110(b). to collect performance data for these Specifically, through the advanced
measures. search feature at this site, you can limit
(b) At the end of your project period,
5. Continuation Awards: In making a your search to documents published by
you must submit a final performance
continuation award under 34 CFR the Department.
report, including financial information,
75.253, the Secretary considers, among
as directed by the Secretary. If you Dated: January 27, 2016.
other things: whether a grantee has
receive a multiyear award, you must Michael K. Yudin,
made substantial progress in achieving
submit an annual performance report Assistant Secretary for Special Education and
the goals and objectives of the project;
that provides the most current Rehabilitative Services.
whether the grantee has expended funds
performance and financial expenditure [FR Doc. 2016–02008 Filed 2–2–16; 8:45 am]
in a manner that is consistent with its
information as directed by the Secretary
approved application and budget; and, BILLING CODE 4000–01–P
under 34 CFR 75.118. The Secretary
if the Secretary has established
may also require more frequent
performance measurement
performance reports under 34 CFR
requirements, the performance targets in DEPARTMENT OF ENERGY
75.720(c). For specific requirements on
the grantee’s approved application.
reporting, please go to www.ed.gov/ In making a continuation award, the DOE Response to Recommendation
fund/grant/apply/appforms/ Secretary also considers whether the 2015–1 of the Defense Nuclear
appforms.html. grantee is operating in compliance with Facilities Safety Board, Emergency
(c) Under 34 CFR 75.250(b), the the assurances in its approved Preparedness and Response at the
Secretary may provide a grantee with application, including those applicable Pantex Plant
additional funding for data collection to Federal civil rights laws that prohibit
analysis and reporting. In this case the AGENCY: Department of Energy.
discrimination in programs or activities
Secretary establishes a data collection ACTION: Notice.
receiving Federal financial assistance
period. from the Department (34 CFR 100.4, SUMMARY: On November 24, 2015, the
4. Performance Measures: The goal of 104.5, 106.4, 108.8, and 110.23). Defense Nuclear Facilities Safety Board
the SPDG Program is to reform and
VII. Agency Contact transmitted Recommendation 2015–1,
improve State systems for personnel
Emergency Preparedness and Response
preparation and professional FOR FURTHER INFORMATION CONTACT: at the Pantex Plant, to the Department
development in early intervention, Jennifer Coffey, U.S. Department of of Energy. In accordance with section
educational, and transition services in Education, 400 Maryland Avenue SW., 315(c) of the Atomic Energy Act of 1954,
order to improve results for children Room 4097, Potomac Center Plaza, as amended, 42 U.S.C. 2286d(c), the
with disabilities. Under the Government Washington, DC 20202–2600. following represents the Secretary of
Performance and Results Act of 1993 Telephone: (202) 245–6673. Energy’s response to the
(GPRA), the Department has established If you use a TDD or a TTY, call the Recommendation.
a set of performance measures, Federal Relay Service (FRS), toll free, at
including long-term measures, that are DATES: Comments, data, views, or
1–800–877–8339.
designed to yield information on arguments concerning the Secretary’s
various aspects of the effectiveness and VIII. Other Information response are due on or before March 4,
quality of the SPDG Program. These Accessible Format: Individuals with 2016.
measures assess the extent to which: disabilities can obtain this document ADDRESSES: Please send to: Defense
• Projects use evidence-based Nuclear Facilities Safety Board, 625
mstockstill on DSK4VPTVN1PROD with NOTICES
and a copy of the application package in
professional development practices to an accessible format (e.g., braille, large Indiana Avenue NW., Suite 700,
support the attainment of identified print, audiotape, or compact disc) by Washington, DC 20004.
competencies. contacting the Grants and Contracts FOR FURTHER INFORMATION CONTACT: Mr.
• Participants in SPDG professional Services Team, U.S. Department of Dale Govan, Office of the Departmental
development demonstrate improvement Education, 400 Maryland Avenue SW., Representative to the Defense Nuclear
in implementation of SPDG-supported Room 5037, Potomac Center Plaza, Facilities Safety Board, Office of
practices over time. Washington, DC 20202–2550. Environment, Health, Safety and
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Document Created: 2016-02-03 00:40:27
Document Modified: 2016-02-03 00:40:27
| Category | Regulatory Information | |
| Collection | Federal Register | |
| sudoc Class | AE 2.7: GS 4.107: AE 2.106: | |
| Publisher | Office of the Federal Register, National Archives and Records Administration | |
| Section | Notices | |
| Action | Notice. | |
| Dates | Applications Available: February 3, 2016. | |
| Contact | Jennifer Coffey, U.S. Department of Education, 400 Maryland Avenue SW., Room 4097, Potomac Center Plaza, Washington, DC 20202-2600. Telephone: (202) 245-6673. | |
| FR Citation | 81 FR 5718 |
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