81 FR 9828 - Applications for New Awards; Training and Information for Parents of Children With Disabilities-Community Parent Resource Centers

DEPARTMENT OF EDUCATION

Federal Register Volume 81, Issue 38 (February 26, 2016)

Page Range		9828-9835
FR Document		2016-04256
Overview Information: Training and Information for Parents of Children with Disabilities--Community Parent Resource Centers Notice inviting applications for new awards for fiscal year (FY) 2016. Catalog of Federal Domestic Assistance (CFDA) Number: 84.328C.
Federal Register, Volume 81 Issue 38 (Friday, February 26, 2016)
[Federal Register Volume 81, Number 38 (Friday, February 26, 2016)]
[Notices]
[Pages 9828-9835]
From the Federal Register Online  [www.thefederalregister.org]
[FR Doc No: 2016-04256]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Training and Information for Parents 
of Children With Disabilities--Community Parent Resource Centers

AGENCY: Office of Special Education and Rehabilitative Services, 
Department of Education.

ACTION: Notice.

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SUMMARY: 
    Overview Information: Training and Information for Parents of 
Children with Disabilities--Community Parent Resource Centers Notice 
inviting applications for new awards for fiscal year (FY) 2016.
    Catalog of Federal Domestic Assistance (CFDA) Number: 84.328C.

DATES: 
    Applications Available: February 26, 2016.
    Deadline for Transmittal of Applications: April 11, 2016.
    Deadline for Intergovernmental Review: June 10, 2016.
    Full Text of Announcement

SUPPLEMENTARY INFORMATION:

I. Funding Opportunity Description

    Purpose of Program: The purpose of this program is to ensure that 
parents of children with disabilities receive training and information 
to help improve results for their children.
    Priority: In accordance with 34 CFR 75.105(b)(2)(iv) and (v), this 
priority is from allowable activities specified in the statute, or 
otherwise authorized in the statute (see sections 671 and 681(d) of the 
Individuals with Disabilities Education Act (IDEA)).
    Absolute Priority: For FY 2016 and any subsequent year in which we 
make

[[Page 9829]]

awards from the list of unfunded applications from this competition, 
this priority is an absolute priority. Under 34 CFR 75.105(c)(3), we 
consider only applications that meet this priority.
    This priority is:
    Community Parent Resource Centers.
    Background: The purpose of this priority is to fund 30 Community 
Parent Resource Centers (CPRCs) designed to meet the specific needs of 
parents of children with disabilities, and youth with disabilities, who 
experience significant isolation from available sources of information 
and support in the geographically defined communities served by the 
centers. These parents can include, for example, low-income parents, 
parents with limited English proficiency, and parents with 
disabilities. Youth can include, for example, youth living in low-
income households and youth with limited English proficiency.
    More than 35 years of research and experience has demonstrated that 
the education of children with disabilities can be made more effective 
by strengthening the ability of parents to participate fully in the 
education of their children at school and at home (see section 
601(c)(5)(B) of IDEA). Since the Department first funded CPRCs over 20 
years ago, the CPRC program has helped parents in their communities set 
high expectations for children with disabilities and has provided 
parents with the information and training they need to help their 
children meet those expectations. Information about the Office of 
Special Education's parent training and information program can be 
found at: www.parentcenterhub.org.
    CPRCs, consistent with section 671(b) of IDEA, help families in the 
geographically defined communities identified by the applicant: (a) 
Navigate systems that provide early intervention, special education, 
general education, postsecondary options, and related services; (b) 
understand the nature of their children's disabilities; (c) learn about 
their rights and responsibilities under IDEA; (d) expand their 
knowledge of evidence-based, as defined in this notice, education 
practices to help their children succeed; (e) strengthen their 
collaboration with professionals; (f) locate resources available for 
themselves and their children, which connects them to their local 
communities; and (g) advocate for improved student achievement, 
increased graduation rates, and improved postsecondary outcomes for all 
children through participation in school reform activities. In 
addition, CPRCs may help youth with disabilities in their communities 
have high expectations for themselves and understand their rights and 
responsibilities. In addition, effective CPRCs can partner with local 
agencies, providing expertise on how to better support families in 
their communities and help them access other community supports that 
empower families.
    The CPRCs to be funded through this priority will provide parents 
with information, individual assistance, and training to enable them 
to: (a) Advocate for their children's access to appropriate services, 
including access to general education classrooms and extracurricular 
activities; (b) help their children meet developmental and academic 
goals; (c) help their children meet challenging expectations 
established for all children; and (d) prepare their children to achieve 
positive postsecondary outcomes that lead to lives that are as 
productive and independent as possible. In addition, all CPRCs will be 
required to help youth with disabilities become effective self-
advocates.
    Priority: At a minimum, the CPRCs must: (1) Increase parents' 
capacity to help their children with disabilities improve their early 
learning, school-aged, and postsecondary outcomes; and (2) increase 
youth with disabilities' capacity to be effective self-advocates. To be 
considered for funding under this priority, an applicant must meet the 
application, programmatic, and administrative requirements of this 
priority. Applicants must--
    (a) Demonstrate, in the narrative section of the application under 
``Significance of the Project,'' how the proposed project will--
    (1) Address the needs of parents of children with disabilities who 
experience significant isolation from available sources of information 
and support for services that increase the parents' capacity to help 
their children improve their early learning, school-aged, and 
postsecondary outcomes. To meet this requirement, the applicant must--
    (i) Present appropriate information on the characteristics and 
needs of parents in the identified community who experience significant 
challenges identifying reliable sources of information and support, 
including, for example, low-income parents, parents with limited 
English proficiency, parents of incarcerated youth with disabilities, 
and parents with disabilities;
    (ii) Present appropriate information about the identified 
community, including a description of its geographic area, population 
demographics, and the resources available in the community to support 
all families;
    (iii) Demonstrate knowledge of best practices in providing training 
and information to parents and youth in the identified community;
    (iv) Demonstrate knowledge of current evidence-based education 
practices and policy initiatives to improve outcomes in early 
intervention and early childhood, general and special education, 
transition services, and postsecondary options, including, if 
applicable to its community, the Promoting the Readiness of Minors in 
Supplemental Security Income (PROMISE) initiative; and
    (v) Demonstrate knowledge of how to identify and work with 
appropriate partners in the community, including agencies providing 
Part C services under IDEA; local educational agencies (LEAs); child 
welfare agencies; disability-specific resources serving families, such 
as local service providers; and other community nonprofits serving 
families; and
    (2) Address the needs of youth with disabilities for services that 
increase their capacity to be effective self-advocates. To meet this 
requirement, the applicant must--
    (i) Present appropriate information on the needs of youth with 
disabilities in the identified community who experience significant 
isolation from available sources of information and support, including 
for example, youth who are low-income, homeless, or limited English 
proficient, have dropped out of school, or are in foster care or 
involved in the juvenile justice system;
    (ii) Demonstrate knowledge of best practices in providing training 
and information to youth with disabilities in the identified community;
    (iii) Demonstrate knowledge of best practices in self-advocacy; and
    (iv) Demonstrate knowledge of how to work with appropriate partners 
serving youth with disabilities in the identified community, including 
local agencies, other nonprofits, and Independent Living Centers that 
provide assistance such as postsecondary education options, employment 
training, and supports.
    (b) Demonstrate, in the narrative section of the application, under 
``Quality of the Project Services,'' how the proposed project will--
    (1) Use a project logic model (see paragraph (f)(1) of this 
priority) to guide the development of project plans and activities 
within the identified community;
    (2) Develop and implement an outreach plan to inform parents of 
children with disabilities and youth with disabilities in the 
identified

[[Page 9830]]

community of how they can benefit from the services provided by the 
CPRC;
    (3) Provide services that increase parents' capacity to help their 
children with disabilities improve their early learning, school-aged, 
and postsecondary outcomes. To meet this requirement, the applicant 
must include information as to how the services will--
    (i) Increase parents' knowledge of--
    (A) The nature of their children's disabilities, including their 
children's strengths and academic, behavioral, and developmental 
challenges;
    (B) The importance of having high expectations for their children 
and how to help them meet those expectations;
    (C) The local, State, and Federal resources available to assist 
them and their children, and local resources that strengthen their 
connection to their community;
    (D) IDEA, Federal IDEA regulations, and State implementation of 
IDEA, including parents' role on Individualized Family Service Plan 
(IFSP) and Individualized Education Program (IEP) Teams and how to 
effectively participate on IFSP and IEP Teams;
    (E) Other relevant educational and health care legislation, 
including the Elementary and Secondary Education Act of 1965, as 
amended (ESEA); section 504 of the Rehabilitation Act of 1973, as 
amended (section 504); and the Americans with Disabilities Act of 1990 
(ADA);
    (F) Transition services at all levels, including: Part C early 
intervention to Part B preschool, preschool to elementary school, 
elementary school to secondary school, and secondary school to 
postsecondary education and workforce options;
    (G) How their children can have access to the general education 
curriculum, including access to college- and career-ready academic 
standards and assessments; inclusive early learning programs; inclusive 
general education classrooms and settings; vocational education; 
extracurricular and enrichment opportunities available to all children; 
and other initiatives to make students college- and career-ready;
    (H) Evidence-based early intervention and education practices that 
improve early learning, school-aged, and postsecondary outcomes;
    (I) Local school reform efforts to improve student achievement and 
increase graduation rates; and
    (J) The use of data to inform instruction and advance school reform 
efforts;
    (ii) Increase parents' capacity to--
    (A) Effectively support their children with disabilities and 
participate in their children's education;
    (B) Communicate effectively and work collaboratively in partnership 
with early intervention service providers, school-based personnel, 
related services personnel, and administrators;
    (C) Resolve disputes effectively; and
    (D) Participate in school reform activities to improve outcomes for 
all children;
    (4) Provide services that increase youth with disabilities' 
capacity to be effective self-advocates. To meet this requirement, the 
applicant must include information as to how the services will--
    (i) Increase the knowledge of youth with disabilities about--
    (A) The nature of their disabilities, including their strengths, 
and their academic, behavioral, and developmental challenges;
    (B) The importance of having high expectations for themselves and 
how to meet those expectations;
    (C) The resources available to support their success in secondary 
and postsecondary education and employment and full participation in 
their communities;
    (D) IDEA, section 504, ADA, and other legislation and policies that 
affect people with disabilities;
    (E) Their rights and responsibilities while receiving services 
under IDEA and after transitioning to post-school programs, services, 
and employment;
    (F) How they can participate on IEP Teams; and
    (G) Supported decisionmaking necessary to transition to adult life; 
and
    (ii) Increase the capacity of youth with disabilities to advocate 
for themselves, including communicating effectively and working in 
partnership with providers;
    (5) Use various methods to deliver services that are appropriate in 
the context of the identified community;
    (6) Use best practices to provide training and information to adult 
learners and youth in the identified community;
    (7) Establish cooperative partnerships with any Parent Training and 
Information Center and any other CPRCs funded in the State under 
sections 671 and 672 of IDEA, respectively; and
    (8) Network with local and State organizations and agencies, such 
as the Part C State Interagency Coordinating Council, the Part B State 
Advisory Panel, and protection and advocacy agencies that serve parents 
and families of children with disabilities, to better support the 
families and children with disabilities in the identified community to 
effectively and efficiently access IDEA services.
    (c) Demonstrate, in the narrative section of the application, under 
``Quality of the Evaluation Plan,'' how--
    (1) The applicant will evaluate how well the goals or objectives of 
the proposed project, as described in its logic model, have been met, 
including a description of how the applicant will measure the outcomes 
proposed in the logic model (see paragraph (f)(1) of this priority). 
The description must include--
    (i) Proposed evaluation methodologies appropriate to the scope of 
the project and the identified community, including proposed 
instruments, data collection methods, and analyses; and
    (ii) Proposed criteria for determining if the project has reached 
and served families and youth in the identified community; and
    (2) The proposed project will use the evaluation results to examine 
its implementation and its progress toward achieving intended outcomes.
    (d) Demonstrate, in the narrative section of the application under 
``Adequacy of Project Resources,'' how--
    (1) The proposed personnel, consultants, and contractors have the 
qualifications and experience to carry out the proposed activities and 
achieve the intended outcomes identified in the project logic model 
(see paragraph (f)(1) of this priority);
    (2) The applicant will encourage applications for employment from 
persons who are members of groups that have historically been 
underrepresented based on race, color, national origin, linguistic 
diversity, gender, age, or disability, as appropriate; and
    (3) The applicant and key partners have adequate resources to carry 
out the proposed activities.
    (e) Demonstrate, in the narrative section of the application under 
``Quality of the Management Plan,'' how--
    (1) The proposed management plan will ensure that the intended 
outcomes identified in the project logic model (see paragraph (f)(1) of 
this priority) will be achieved on time and within budget;
    (2) The time of key personnel, consultants, and contractors will be 
sufficiently allocated to the project;
    (3) The proposed management plan will ensure that the services 
provided are of high quality;
    (4) The board of directors will be used to provide appropriate 
oversight to the project;
    (5) The proposed project benefits from a diversity of perspectives, 
including those of parents, providers, and

[[Page 9831]]

administrators in the identified community;
    (6) The proposed project will ensure that the Annual Performance 
Reports submitted to the Department will--
    (i) Be accurate and timely;
    (ii) Include information on the projects' outputs and outcomes; and
    (iii) Include, at a minimum, the number and demographics of parents 
and youth to whom the CPRC provided information and training, and the 
levels of service provided to them; and
    (7) The project management and staff will--
    (i) Make use of the technical assistance (TA) and products provided 
by the Center on Parent Information and Resources, Regional Parent 
Technical Assistance Centers (PTACs), Native American PTAC, Military 
PTAC, and other TA centers funded by the Office of Special Education 
Programs (OSEP), as appropriate, including the PROMISE TA Center, in 
order to serve parents of children with disabilities and youth with 
disabilities as effectively as possible;
    (ii) Participate in developing individualized TA plans with the 
Regional PTAC as appropriate; and
    (iii) Facilitate one site visit from the Regional PTAC during the 
grant cycle.
    (f) In the narrative or appendices as directed, the applicant 
must--
    (1) Include, in Appendix A, a logic model that depicts, at a 
minimum, the goals, activities, outputs, and intended outcomes of the 
proposed project. A logic model communicates how a project will achieve 
its intended 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.osepideasthatwork.org/logicModel/index.asp.
    (2) Include, in Appendix A, person-loading charts and timelines, as 
applicable, to illustrate the management plan described in the 
narrative; and
    (3) Include, in the budget, attendance by the project director at 
one OSEP meeting in Washington DC annually, to be determined by OSEP;
    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 and other authorized representatives.
    Definitions: For the purposes of this priority:
    Evidence-based means supported by strong theory.
    Strong theory means a rationale for the proposed process, product, 
strategy, or practice that includes a logic model.
    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (APA) (5 U.S.C. 553), the Department generally offers interested 
parties the opportunity to comment on proposed priorities and 
requirements. Section 681(d) of IDEA, however, makes the public comment 
requirements of the APA inapplicable to the priority in this notice.

    Program Authority: 20 U.S.C. 1471 and 1481.

    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 
97, 98, and 99. (b) The Office of Management and Budget Guidelines to 
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 
2 CFR part 180, as adopted and amended as regulations of the Department 
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost 
Principles, and Audit Requirements for Federal Awards in 2 CFR part 
200, as adopted and amended as regulations of the Department in 2 CFR 
part 3474.

    Note: The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian tribes.


    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education only.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $3,000,000.
    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 Average Size of Awards: $100,000.
    Maximum Award: We will reject any application that proposes a 
budget exceeding $100,000 for a single budget period of 12 months.
    Estimated Number of Awards: 30.

    Note:  The Department is not bound by any estimates in this 
notice.

    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: Local parent organizations.

    Note:  Section 671(a)(2) of IDEA defines a ``parent 
organization'' as a private nonprofit organization (other than an 
institution of higher education) that--
    (a) Has a board of directors--
    (1) The majority of whom are parents of children with 
disabilities ages birth through 26;
    (2) That includes--
    (i) Individuals working in the fields of special education, 
related services, and early intervention; and
    (ii) Individuals with disabilities; and
    (3) The parent and professional members of which are broadly 
representative of the population to be served, including low-income 
parents and parents of limited English proficient children; and
    (b) Has as its mission serving families of children with 
disabilities who are ages birth through 26, and have the full range 
of disabilities described in section 602(3) of IDEA.

    2. Cost Sharing or Matching: This program does not require cost 
sharing or matching.
    3. Eligible Subgrantees: (a) Under 34 CFR 75.708(b) and (c) a 
grantee may award subgrants--to directly carry out project activities 
described in its application--to the following types of entities: State 
educational agencies; LEAs, including public charter schools that are 
considered LEAs under State law; IHEs; other public agencies; private 
nonprofit organizations; freely associated States and outlying areas; 
Indian tribes or tribal organizations; and for-profit organizations 
suitable to carry out the activities proposed in the application.
    (b) The grantee may award subgrants to entities it has identified 
in an approved application.
    4. Other General Requirements:
    (a) Recipients of funding under this program must make positive 
efforts to employ and advance in employment qualified individuals with 
disabilities (see section 606 of IDEA).
    (b) Each applicant for, and recipient of, funding under this 
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: 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.

[[Page 9832]]

    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 84.328C.
    To obtain a copy from the program office, contact: Carmen Sanchez, 
U.S. Department of Education, 400 Maryland Avenue SW., Room 5175, 
Potomac Center Plaza, Washington, DC 20202-5076. Telephone: (202) 245-
6595. If you use a TDD or TTY, call the Federal Relay Service (FRS), 
toll free, at 1-800-877-8339.
    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 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, reference citations, and captions, as well as 
all text in charts, tables, figures, graphs, and screen shots.
     Use a font that is 12 point or larger.
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial. 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 the application package.
    3. Submission Dates and Times:
    Applications Available: February 26, 2016.
    Deadline for Transmittal of Applications: April 11, 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: June 10, 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.

[[Page 9833]]

    a. Electronic Submission of Applications.
    Applications for grants under the Community Parent Resource Centers 
competition, CFDA number 84.328C, 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 Community 
Parent Resource Centers competition at www.Grants.gov. You must search 
for the downloadable application package for this competition by the 
CFDA number. Do not include the CFDA number's alpha suffix in your 
search (e.g., search for 84.328, not 84.328C).
    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 
an email with a unique PR/Award number for your application.
    These emails do not mean that your application is without any 
disqualifying errors. While your application may have been successfully 
validated by Grants.gov, it must also meet the Department's application 
requirements as specified in this notice and in the application 
instructions. Disqualifying errors could include, for instance, failure 
to upload attachments in a read-only, 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

[[Page 9834]]

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--
     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: Carmen Sanchez, U.S. 
Department of Education, 400 Maryland Avenue SW., Room 5175, Potomac 
Center Plaza, Washington, DC 20202-5076. 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 84.328C), 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 84.328C), 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

[[Page 9835]]

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 
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: 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 Training and Information for Parents of Children with 
Disabilities program. The measures focus on the extent to which 
projects provide high-quality products and services, the relevance of 
project products and services to educational and early intervention 
policy and practice, and the use of products and services to improve 
educational and early intervention policy and practice. Projects funded 
under this competition are required to submit data on these measures as 
directed by OSEP.
    Grantees will be required to report information on their project's 
performance in annual and final performance reports to the Department 
(34 CFR 75.590).
    5. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: Whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, the 
performance targets in the grantee's approved application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Agency Contact

FOR FURTHER INFORMATION CONTACT: Carmen Sanchez, U.S. Department of 
Education, 400 Maryland Avenue SW., Room 5175, Potomac Center Plaza, 
Washington, DC 20202-5076. Telephone: (202) 245-6595.
    If you use a TDD or a TTY, call the 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: February 23, 2016.
Michael K. Yudin,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2016-04256 Filed 2-25-16; 8:45 am]
 BILLING CODE 4000-01-P
9830 Federal Register / Vol. 81, No. 38 / Friday, February 26, 2016 / Notices

community of how they can benefit (A) Effectively support their children to effectively and efficiently access
from the services provided by the CPRC; with disabilities and participate in their IDEA services.
(3) Provide services that increase children’s education; (c) Demonstrate, in the narrative
parents’ capacity to help their children (B) Communicate effectively and work section of the application, under
with disabilities improve their early collaboratively in partnership with early ‘‘Quality of the Evaluation Plan,’’ how—
learning, school-aged, and intervention service providers, school- (1) The applicant will evaluate how
postsecondary outcomes. To meet this based personnel, related services well the goals or objectives of the
requirement, the applicant must include personnel, and administrators; proposed project, as described in its
information as to how the services (C) Resolve disputes effectively; and logic model, have been met, including a
will— (D) Participate in school reform description of how the applicant will
(i) Increase parents’ knowledge of— activities to improve outcomes for all measure the outcomes proposed in the
(A) The nature of their children’s children; logic model (see paragraph (f)(1) of this
disabilities, including their children’s (4) Provide services that increase priority). The description must
strengths and academic, behavioral, and youth with disabilities’ capacity to be include—
developmental challenges; effective self-advocates. To meet this (i) Proposed evaluation methodologies
(B) The importance of having high requirement, the applicant must include appropriate to the scope of the project
expectations for their children and how information as to how the services and the identified community,
to help them meet those expectations; will— including proposed instruments, data
(C) The local, State, and Federal (i) Increase the knowledge of youth collection methods, and analyses; and
resources available to assist them and with disabilities about— (ii) Proposed criteria for determining
their children, and local resources that (A) The nature of their disabilities, if the project has reached and served
strengthen their connection to their including their strengths, and their families and youth in the identified
community; academic, behavioral, and community; and
(D) IDEA, Federal IDEA regulations, developmental challenges; (2) The proposed project will use the
(B) The importance of having high evaluation results to examine its
and State implementation of IDEA,
expectations for themselves and how to implementation and its progress toward
including parents’ role on
meet those expectations; achieving intended outcomes.
Individualized Family Service Plan
(C) The resources available to support (d) Demonstrate, in the narrative
(IFSP) and Individualized Education
their success in secondary and section of the application under
Program (IEP) Teams and how to
postsecondary education and ‘‘Adequacy of Project Resources,’’
effectively participate on IFSP and IEP
employment and full participation in how—
Teams;
their communities; (1) The proposed personnel,
(E) Other relevant educational and (D) IDEA, section 504, ADA, and other consultants, and contractors have the
health care legislation, including the legislation and policies that affect qualifications and experience to carry
Elementary and Secondary Education people with disabilities; out the proposed activities and achieve
Act of 1965, as amended (ESEA); section (E) Their rights and responsibilities the intended outcomes identified in the
504 of the Rehabilitation Act of 1973, as while receiving services under IDEA project logic model (see paragraph (f)(1)
amended (section 504); and the and after transitioning to post-school of this priority);
Americans with Disabilities Act of 1990 programs, services, and employment; (2) The applicant will encourage
(ADA); (F) How they can participate on IEP applications for employment from
(F) Transition services at all levels, Teams; and persons who are members of groups that
including: Part C early intervention to (G) Supported decisionmaking have historically been underrepresented
Part B preschool, preschool to necessary to transition to adult life; and based on race, color, national origin,
elementary school, elementary school to (ii) Increase the capacity of youth linguistic diversity, gender, age, or
secondary school, and secondary school with disabilities to advocate for disability, as appropriate; and
to postsecondary education and themselves, including communicating (3) The applicant and key partners
workforce options; effectively and working in partnership have adequate resources to carry out the
(G) How their children can have with providers; proposed activities.
access to the general education (5) Use various methods to deliver (e) Demonstrate, in the narrative
curriculum, including access to college- services that are appropriate in the section of the application under
and career-ready academic standards context of the identified community; ‘‘Quality of the Management Plan,’’
and assessments; inclusive early (6) Use best practices to provide how—
learning programs; inclusive general training and information to adult (1) The proposed management plan
education classrooms and settings; learners and youth in the identified will ensure that the intended outcomes
vocational education; extracurricular community; identified in the project logic model (see
and enrichment opportunities available (7) Establish cooperative partnerships paragraph (f)(1) of this priority) will be
to all children; and other initiatives to with any Parent Training and achieved on time and within budget;
make students college- and career-ready; Information Center and any other CPRCs (2) The time of key personnel,
(H) Evidence-based early intervention funded in the State under sections 671 consultants, and contractors will be
and education practices that improve and 672 of IDEA, respectively; and sufficiently allocated to the project;
early learning, school-aged, and (8) Network with local and State (3) The proposed management plan
mstockstill on DSK4VPTVN1PROD with NOTICES

postsecondary outcomes; organizations and agencies, such as the will ensure that the services provided
(I) Local school reform efforts to Part C State Interagency Coordinating are of high quality;
improve student achievement and Council, the Part B State Advisory (4) The board of directors will be used
increase graduation rates; and Panel, and protection and advocacy to provide appropriate oversight to the
(J) The use of data to inform agencies that serve parents and families project;
instruction and advance school reform of children with disabilities, to better (5) The proposed project benefits from
efforts; support the families and children with a diversity of perspectives, including
(ii) Increase parents’ capacity to— disabilities in the identified community those of parents, providers, and

VerDate Sep<11>2014 20:41 Feb 25, 2016 Jkt 238001 PO 00000 Frm 00027 Fmt 4703 Sfmt 4703 E:\FR\FM\26FEN1.SGM 26FEN1
Document Created: 2018-02-02 14:36:58
Document Modified: 2018-02-02 14:36:58
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 26, 2016.
Contact		Carmen Sanchez, U.S. Department of Education, 400 Maryland Avenue SW., Room 5175, Potomac Center Plaza, Washington, DC 20202-5076. Telephone: (202) 245-6595.
FR Citation		81 FR 9828