2011-4553.pdf

11218 Federal Register / Vol. 76, No. 40 / Tuesday, March 1, 2011 / Notices and airspace requirements would be similar to Alternative 1. The western expansion area would be a Restricted Public Access Area, available to the public for 10 months of the year when not used by the USMC.

Alternative 5 would add the same 180,353 acres of land to the west of the base as in Alternatives 1 and 4 but no additional land to the south. Proposed training activities and airspace requirements would be similar to Alternative 1 and 4. The western expansion area would be a Restricted Public Access Area, available to the public for 10 months of the year when not used by the USMC.

Alternative 6 (Preferred Alternative) would add approximately 167,971 acres to the existing Combat Center (146,667 acres to the west of the base and the same 21,304 acres to the south as in Alternative 1) and accompanying Special Use Airspace. Of the western land acquisition, approximately 108,530 acres would be exclusive USMC Use, while the remaining 38,137 acres would be a Restricted Public Access Area, available to the public 10 months per year when it is not being used by the USMC. Proposed training activities and airspace requirements would otherwise be similar to Alternative 1.

The No Action Alternative would seek no additional lands and no additions or changes to Special Use Airspace associated with the Combat Center’s current range complex.

Environmental Effects Identified in Draft EIS

Potential impacts were evaluated in the Draft EIS under all alternatives for the following resources: land use, recreation, socioeconomics and environmental justice, public health and safety, visual resources, transportation and circulation, airspace management, air quality, noise, biological resources, cultural resources, geological resources and water resources.

The Draft EIS includes mitigation measures, special conservation measures, and features of project design to avoid or minimize potential impacts.

The proposed action would fully comply with regulatory requirements for the protection of environmental resources. A Biological Assessment has been prepared for submittal to the U.S.

Fish & Wildlife Service in compliance with Section 7 of the Endangered Species Act. In addition, the USMC is coordinating with the California State Historic Preservation Office on Section 106 of the National Historic Preservation Act, and with the Mojave Desert Air Quality Management District on the Clean Air Act.

The proposed action would result in unavoidable impacts related to land use (due to inconsistencies with federal and local land use plans and policies, incompatibility with mining claims and leases, and the acquisition of privately-owned land), recreation (due to the loss of recreational use of the Johnson Valley Off-Highway Vehicle [OHV] Area), socioeconomics (due to decreased spending and income from OHV and other recreational activities, and impacts to existing commercial and private aircraft flight routes), public health and safety (due to potential public contact with munitions constituents or other hazards under Alternatives 4, 5 and 6), air quality (due to air emissions from construction and training activities), biological resources (due to the likelihood of training exercise-related incidental take of desert tortoises), cultural resources (due to the potential loss of archeological sites, even if mitigated through data recovery), geological resources (due to compaction of soils, disruption of surface crust, shearing of soil profiles, and soil particle dispersion as dust due to military activities), and water resources (due to increased demand for potable groundwater supplies).

Schedule: The Notice of Availability (NOA) publication in the Federal Register and local print media starts the 90-day public comment period for the Draft EIS. The DoN will consider and respond to all written, oral and electronic comments, submitted as described above, in the Final EIS. The DoN intends to issue the Final EIS in November 2011, at which time an NOA will be published in the Federal Register and local print media. A Record of Decision is expected to be published in April 2012.

Copies of the Draft EIS can be found on the project Web site, http:// www.marines.mil/unit/29palms/las or at the following locations:

(1) Newton T. Bass Apple Valley Branch Library, 14901 Dale Evans Parkway, Apple Valley, CA 92307.

(2) Barstow Branch Library, 304 E.

Buena Vista St., Barstow, CA 92311.

(3) Joshua Tree Library, 6465 Park Blvd., Joshua Tree, CA 92252.

(4) Lucerne Valley Janice Horst Branch Library, 33103 Old Woman Springs Road, Lucerne Valley, CA 92356.

(5) Needles Branch Library, 1111 Bailey Ave., Needles, CA 92363.

(6) Ovitt Family Community Library, 215 E. C St., Ontario, CA 91764.

(7) Sacramento Public Library Central Branch, 828 I Street, Sacramento, CA 95814.

(8) San Bernardino County Library, 104 W. Fourth St., San Bernardino, CA 92415.

(9) Twentynine Palms Library, 6078 Adobe Road, Twentynine Palms, CA 92277.

(10) Victorville City Library, 15011 Circle Drive, Victorville, CA 92395.

(11) Yucca Valley Branch Library, 57098 29 Palms Highway, Yucca Valley, CA 92284.

Dated: February 18, 2011.

D. J. Werner, Lieutenant Commander, Office of the Judge Advocate General, U.S. Navy, Federal Register Liaison Officer.

[FR Doc. 2011–4461 Filed 2–28–11; 8:45 am]

BILLING CODE 3810–FF–P

DEPARTMENT OF EDUCATION

Training and Information for Parents of Children With Disabilities Office of Special Education and Rehabilitative Services; Overview Information;

Training and Information for Parents of Children With Disabilities; Notice Inviting Applications for New Awards for Fiscal Year (FY) 2011.

Catalog of Federal Domestic Assistance (CFDA) Numbers: 84.328C and 84.328M.

Note: This notice invites applications for two separate competitions. For key dates, contact person information, and funding information regarding each competition, see the chart in the Award Information section of this notice.

Dates:

Applications Available: See chart.

Deadline for Transmittal of

Applications: See chart.

Deadline for Intergovernmental

Review: See chart.

Full Text of Announcement

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.

Priorities: In accordance with 34 CFR 75.105(b)(2)(iv) and (v), these priorities are from allowable activities specified in the statute, or otherwise authorized in the statute (see sections 671, 672 and 681(d) of the Individuals with Disabilities Education Act (IDEA)). Each of the absolute priorities announced in this notice corresponds to a separate competition as follows:

Absolute priority Competition CFDA No.

Community Parent Resource Centers .............................. 84.328C

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11219 Federal Register / Vol. 76, No. 40 / Tuesday, March 1, 2011 / Notices

Absolute priority Competition CFDA No.

Parent Training and Informa-tion Centers ....................... 84.328M

Absolute Priorities: For FY 2011 and any subsequent year in which we make awards from the list of unfunded applicants from these competitions, these priorities are absolute priorities.

Under 34 CFR 75.105(c)(3), for each competition, we consider only applications that meet the absolute priority for that competition.

The priorities are:

Absolute Priority 1—Community Parent Resource Centers (84.328C)

Background:

Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by strengthening the role and responsibility of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at home (see section 601(c)(5)(B) of

IDEA).

This priority supports Community Parent Resource Centers (CPRCs) in targeted communities that will provide underserved parents of children with disabilities, including low-income parents, parents of limited English proficient children, and parents with disabilities in that community, with the training and information they need to enable them to participate cooperatively and effectively in helping their children with disabilities to—

(a) Meet developmental and functional goals, and challenging academic achievement standards that have been established for all children;

and

(b) Be prepared to lead productive, independent adult lives, to the maximum extent possible.

The following Web site provides further information on the work of previously funded centers: http:// www.parentcenternetwork.org.

Priority:

To be considered for funding under the CPRCs absolute priority, applicants must meet the application requirements contained in the priority. All projects funded under the absolute priority also must meet the programmatic and administrative requirements specified in the priority.

Application Requirements. An applicant must include in its application—

(a) A plan to implement the activities described in the Project Activities section of this priority; and

(b) A budget for attendance at the following:

(1) A three-day National Technical Assistance for Parent Centers Conference in Washington, DC during each year of the project period.

(2) A two-day Regional Technical Assistance for Parent Centers Conference, in the region in which the CPRC is located, during each year of the project period. Applicants should refer to http://www.parentcenternetwork.org for a list of regions.

Project Activities. To meet the requirements of this priority, the CPRC, at a minimum, must—

(a) Maintain a Web site that meets government or industry-recognized standards for accessibility;

(b) Provide training and information that meets the training and information needs of parents of children with disabilities within the proposed targeted community to be served by the CPRC, particularly underserved parents and parents of children who may be inappropriately identified as having disabilities;

Note: For purposes of this priority, ‘‘targeted community to be served’’ refers to a geographically defined, local community whose members experience significant isolation from available sources of information and support as a result of cultural, economic, linguistic, or other circumstances deemed appropriate by the Secretary.

(c) Carry out the following activities required of parent training and information centers:

(1) Serve the parents of infants, toddlers, and children, from ages birth through 26, with the full range of disabilities described in section 602(3) of IDEA.

(2) Ensure that the training and information provided meet the needs of low-income parents and parents of limited English proficient children.

(3) Assist parents to—

(i) Better understand the nature of their children’s disabilities and their educational, developmental, and transitional needs;

(ii) Communicate effectively and work collaboratively with personnel responsible for providing special education, early intervention services, transition services, and related services;

(iii) Participate in decision-making processes, including those regarding participation in State and local assessments, and the development of individualized education programs under Part B of IDEA and individualized family service plans under Part C of IDEA;

(iv) Obtain appropriate information about the range, type, and quality of—

(A) Options, programs, services, technologies, practices, and interventions based on scientifically based research, to the extent practicable;

and

(B) Resources available to assist children with disabilities and their families in school and at home, including information available through the Office of Special Education Programs’ (OSEP) technical assistance and dissemination centers (http:// www.tadnet.org), and communities of practice (http://www.tacommunities.org);

(v) Understand the requirements of IDEA related to the provision of education and early intervention services to children with disabilities;

(vi) Participate in activities at the school level that benefit their children;

and

(vii) Participate in school reform activities.

(4) In States where the State elects to contract with the CPRCs, contract with the State educational agencies (SEAs) to provide, consistent with paragraphs (B) and (D) of section 615(e)(2) of IDEA, individuals to meet with parents in order to explain the mediation process.

(5) Assist parents in resolving disputes in the most expeditious and effective way possible, including encouraging the use and explaining the benefits of alternative methods of dispute resolution, such as the mediation process described in section 615(e) of IDEA.

(6) Assist parents and students with disabilities to understand their rights and responsibilities under IDEA, including those under section 615(m) of IDEA upon the student’s reaching the age of majority (as appropriate under State law).

(7) Assist parents to understand the availability of, and how to effectively use, procedural safeguards under IDEA.

(8) Assist parents in understanding, preparing for, and participating in, the resolution session described in section 615(f)(1)(B) of IDEA;

(d) Establish cooperative partnerships with any Parent Training and Information Centers (PTIs) and any other CPRCs funded in the State under sections 671 and 672 of IDEA, respectively;

(e) Be designed to meet the specific needs of families who experience significant isolation from available sources of information and support;

(f) Be familiar with the provision of special education, related services, and early intervention services in the CPRC’s targeted community to be served to help ensure that children with

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11220 Federal Register / Vol. 76, No. 40 / Tuesday, March 1, 2011 / Notices

1 For the purposes of this priority, the term high-poverty school means a school in which at least 50 percent of students are eligible for free or reduced-price lunches under the Richard B. Russell National School Lunch Act or in which at least 50 percent of students are from low-income families as determined using one of the criteria specified under section 1113(a)(5) of the Elementary and Secondary Education Act of 1965, as amended. For middle and high schools, eligibility may be calculated on the basis of comparable data from feeder schools.

Eligibility as a high-poverty school under this definition is determined on the basis of the most currently available data.

2 For purposes of this priority, the term persistently lowest-achieving schools means, as determined by the State—(i) Any Title I school in improvement, corrective action, or restructuring that (a) Is among the lowest-achieving five percent of Title I schools in improvement, corrective action, or restructuring or the lowest-achieving five Title I schools in improvement, corrective action, or restructuring in the State, whichever number of schools is greater; or (b) Is a high school that has had a graduation rate as defined in 34 CFR 200.19(b) that is less than 60 percent over a number of years; and (ii) Any secondary school that is eligible for, but does not receive, Title I funds that—

(a) Is among the lowest-achieving five percent of secondary schools or the lowest-achieving five secondary schools in the State that are eligible for, but do not receive, Title I funds, whichever number of schools is greater; or (b) Is a high school that has had a graduation rate as defined in 34 CFR 200.19(b) that is less than 60 percent over a number of years.

To identify the persistently lowest-achieving schools, a State must take into account both—(i) The academic achievement of the ‘‘all students’’ group in a school in terms of proficiency on the State’s assessments under section 1111(b)(3) of the ESEA in reading/language arts and mathematics combined; and (ii) The school’s lack of progress on those assessments over a number of years in the ‘‘all students’’ group.

disabilities are receiving appropriate services;

(g) Annually report to the Department on—

(1) The number and demographics of parents to whom the CPRC provided information and training in the most recently concluded fiscal year, including additional information regarding the parents’ unique needs and the levels of service provided to them;

and

(2) The effectiveness of strategies used to reach and serve parents, including underserved parents of children with disabilities, by providing evidence of how those parents were served effectively;

(h) Respond to requests from the OSEP-funded National and Regional Parent Technical Assistance Centers (PTACs), and use the technical assistance services of the National and Regional PTACs in order to serve the families of infants, toddlers, and children with disabilities as efficiently as possible. Regional PTACs are charged with assisting parent centers with administrative and programmatic issues;

(i) In collaboration with OSEP and the National PTAC participate in an annual collection of program data for the PTIs and CPRCs funded under sections 671 and 672 of IDEA, respectively; and

(j) Maintain ongoing communication with the OSEP Project Officer through phone conversations and email communication.

In addition, the CPRC’s board of directors must meet not less than once in each calendar quarter to review the activities for which the award was made and submit to the Secretary a written review of the CPRC’s activities conducted during the preceding fiscal year.

Competitive Preference Priority:

Within this absolute priority, we give competitive preference to applications that meet the following priority. For FY 2011 and any subsequent year in which we make awards from the list of unfunded applicants from this competition, this priority is a competitive preference priority.

Competitive Preference Priority:

Under 34 CFR 75.105(c)(2)(i) we award an additional 5 points to an application that meets this priority.

This priority is:

Applicants that propose to design a program with specific activities and services focused on meeting the unique needs of parents who have children enrolled in either high-poverty schools 1 or persistently lowest-achieving schools 2 within the area served by the

CPRC.

Note: The 5 points an applicant can earn under this competitive preference priority is in addition to those points awarded under the selection criteria for this competition (see Selection Criteria in section V in this notice).

That is, an applicant meeting the competitive preference priority could earn a maximum total of 105 points.

Absolute Priority 2—Parent Training and Information Centers (84.328M)

Background:

Almost 30 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by strengthening the role and responsibility of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at home (see section 601(c)(5)(B) of

IDEA).

This priority supports Parent Training and Information Centers (PTIs) in the areas to be served by the centers that will provide parents of children with disabilities, including low-income parents, parents of limited English proficient children, and parents with disabilities, with the training and information they need to enable them to participate cooperatively and effectively in helping their children with disabilities to—

(a) Meet developmental and functional goals, and challenging academic achievement standards that have been established for all children;

and

(b) Be prepared to lead productive, independent adult lives, to the maximum extent possible.

The following Web site provides more information on the work of previously funded centers: http:// www.parentcenternetwork.org.

Priority:

To be considered for funding under the PTIs absolute priority, applicants must meet the application requirements contained in the priority. All projects funded under the absolute priority also must meet the programmatic and administrative requirements specified in the priority.

Application Requirements. An applicant must include in its application—

(a) A logic model that depicts, at a minimum, the goals, activities, outputs, and outcomes of the proposed project. A logic model communicates how a project will achieve its outcomes and provides a framework for both the formative and summative evaluations of the project;

Note: The following Web site provides more information on logic models: http:// www.tadnet.org/model_and_performance.

(b) A plan to implement the activities described in the Project Activities section of this priority;

(c) A plan, linked to the proposed project’s logic model, for a formative evaluation of the proposed project’s activities. The plan must describe how the formative evaluation will use clear performance objectives to ensure continuous improvement in the operation of the proposed project, including objective measures of progress in implementing the project and ensuring the quality of products and services;

(d) A budget for attendance at the following:

(1) A three-day National Technical Assistance for Parent Centers Conference in Washington, DC during each year of the project period.

(2) A two-day Regional Technical Assistance for Parent Centers Conference, in the region in which the PTI is located, during each year of the project period. Applicants should refer to http://www.parentcenternetwork.org for a list of regions; and

(e) A description specifying the special efforts the PTI will make to:

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11221 Federal Register / Vol. 76, No. 40 / Tuesday, March 1, 2011 / Notices

3 For the purposes of this priority, the term high-poverty school means a school in which at least 50 percent of students are eligible for free or reduced-price lunches under the Richard B. Russell National School Lunch Act or in which at least 50 percent of students are from low-income families as determined using one of the criteria specified under section 1113(a)(5) of the Elementary and Secondary Education Act of 1965, as amended. For middle and high schools, eligibility may be calculated on the basis of comparable data from feeder schools.

Eligibility as a high-poverty school under this definition is determined on the basis of the most currently available data.

4 For purposes of this priority, the term persistently lowest-achieving schools means, as determined by the State—(i) Any Title I school in improvement, corrective action, or restructuring that (a) Is among the lowest-achieving five percent of Title I schools in improvement, corrective action, or restructuring or the lowest-achieving five Title I schools in improvement, corrective action, or restructuring in the State, whichever number of schools is greater; or (b) Is a high school that has had a graduation rate as defined in 34 CFR 200.19(b) that is less than 60 percent over a number of years; and (ii) Any secondary school that is eligible for, but does not receive, Title I funds that—

(a) Is among the lowest-achieving five percent of secondary schools or the lowest-achieving five secondary schools in the State that are eligible for, but do not receive, Title I funds, whichever number of schools is greater; or (b) Is a high school that has had a graduation rate as defined in 34 CFR 200.19(b) that is less than 60 percent over a number of years.

To identify the persistently lowest-achieving schools, a State must take into account both—(i) The academic achievement of the ‘‘all students’’ group in a school in terms of proficiency on the State’s assessments under section 1111(b)(3) of the ESEA in reading/language arts and mathematics combined; and (ii) The school’s lack of progress on those assessments over a number of years in the ‘‘all students’’ group.

(1) Ensure that the needs for training and information of underserved parents of children with disabilities in the area to be served, including parents of children attending high-poverty schools 3 and the State’s persistently lowest-achieving schools,4 are effectively met; and

(2) Work with community-based organizations, including those that work with low-income parents and parents of limited English proficient children.

Project Activities. To meet the requirements of this priority, the PTI, at a minimum, must—

(a) Maintain a Web site that meets government or industry-recognized standards for accessibility;

(b) Provide training and information that meets the training and information needs of parents of children with disabilities living in the area served by the PTI, particularly underserved parents and parents of children who may be inappropriately identified as having disabilities, including parents of children attending high-poverty schools and the State’s persistently lowest-achieving schools;

(c) Serve the parents of infants, toddlers, and children from ages birth through 26, with the full range of disabilities described in section 602(3) of IDEA;

(d) Ensure that the training and information provided meets the needs of low-income parents and parents of limited English proficient children;

(e) Assist parents to—

(1) Better understand the nature of their children’s disabilities and their educational, developmental, and transitional needs;

(2) Communicate effectively and work collaboratively with personnel responsible for providing special education, early intervention services, transition services, and related services;

(3) Participate in decision-making processes, including those regarding participation in State and local assessments, and the development of individualized education programs under Part B of IDEA and individualized family service plans under Part C of IDEA;

(4) Obtain appropriate information about the range, type and quality of—

(i) Options, programs, services, technologies, practices, and interventions that are based on scientifically based research, to the extent practicable; and

(ii) Resources available to assist children with disabilities and their families in school and at home, including information available through the Office of Special Education Programs’ (OSEP) technical assistance and dissemination centers (http:// www.tadnet.org), and communities of practice (http:// www.tacommunities.org);

(5) Understand the requirements of IDEA related to the provision of education and early intervention services to children with disabilities;

(6) Participate in activities at the school level that benefit their children;

and

(7) Participate in school reform activities;

(f) In States where the State elects to contract with the PTIs, contract with the State educational agencies (SEAs) to provide, consistent with paragraphs (B) and (D) of section 615(e)(2) of IDEA, individuals to meet with parents in order to explain the mediation process;

(g) Assist parents in resolving disputes in the most expeditious and effective way possible, including encouraging the use and explaining the benefits of alternative methods of dispute resolution, such as the mediation process described in section 615(e) of IDEA;

(h) Assist parents and students with disabilities to understand their rights and responsibilities under IDEA, including those under section 615(m) of IDEA upon the student’s reaching the age of majority (as appropriate under State law);

(i) Assist parents to understand the availability of, and how to effectively use, procedural safeguards under IDEA;

(j) Assist parents in understanding, preparing for, and participating in, the resolution session described in section 615(f)(1)(B) of IDEA;

(k) Establish cooperative partnerships with any CPRCs and any other PTIs funded in the State under sections 672 and 671 of IDEA, respectively;

(l) Network with appropriate clearinghouses, including organizations conducting national dissemination activities under section 663 of IDEA and the Department’s Institute of Education Sciences, and with other national, State, and local organizations and agencies, such as protection and advocacy agencies that serve parents and families of children with the full range of disabilities described in section 602(3) of IDEA;

(m) Annually report to the Department on—

(1) The number and demographics of parents to whom the PTI provided information and training in the most recently concluded fiscal year, including additional information regarding the parents’ unique needs and the levels of service provided to them;

and

(2) The effectiveness of strategies used to reach and serve parents, including underserved parents of children with disabilities such as parents of children attending high-poverty schools and the State’s persistently lowest achieving schools, by providing evidence of how those parents were served effectively;

(n) Respond to requests from the OSEP-funded National Parent Technical Assistance Center and Regional Parent Technical Assistance Centers (PTACs), and use the technical assistance services of the National and Regional PTACs in order to serve the families of infants, toddlers, and children with disabilities as efficiently as possible. Regional PTACs are charged with assisting parent centers with administrative and programmatic issues;

(o) In collaboration with OSEP and the National PTAC, participate in an annual collection of program data for the PTIs and CPRCs funded under sections 671 and 672 of IDEA, respectively; and

(p) Maintain ongoing communication with the OSEP Project Officer through phone conversations and email communication.

In addition, the PTI’s board of directors must meet not less than once

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11222 Federal Register / Vol. 76, No. 40 / Tuesday, March 1, 2011 / Notices in each calendar quarter to review the activities for which the award was made and submit to the Secretary a written review of the PTI’s activities conducted during the preceding fiscal year.

Competitive Preference Priority:

Within this absolute priority, we give competitive preference to applications that meet the following priority. For FY 2011 and any subsequent year in which we make awards from the list of unfunded applicants from this competition, this priority is a competitive preference priority.

Competitive Preference Priority:

Under 34 CFR 75.105(c)(2)(i) we award an additional 5 points to an application that meets this priority.

This priority is:

Applicants that propose to use technology to enhance communication with, and services provided to, parents of children with disabilities, particularly underserved and hard-to-reach families in order to improve the project’s management efficiency and productivity. Applicants must include in the project narrative a sustainable plan for how they will use technology efficiently and innovatively in carrying out project goals and objectives.

Note: The 5 points an applicant can earn under this competitive preference priority is in addition to those points awarded under the selection criteria for this competition (see Selection Criteria in section V in this notice).

That is, an applicant meeting the competitive preference priority could earn a maximum total of 105 points.

Waiver of Proposed Rulemaking:

Under the Administrative Procedure Act (APA) (5 U.S.C. 553) the Department generally offers interested parties the opportunity to comment on proposed priorities and requirements. Section 681(d) of IDEA, however, makes the public comment requirements of the APA inapplicable to the priorities in this notice.

Program Authority: 20 U.S.C. 1472, 1473 and 1481.

Applicable Regulations: The Education Department General Administrative Regulations in 34 CFR parts 74, 75, 77, 79, 81, 82, 84, 85, 97, 98, and 99.

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

II. Award Information

Type of Awards: Discretionary grants.

Estimated Available Funds:

$6,384,325. Please refer to the ‘‘Estimated Available Funds’’ column of the chart in this section for the estimated dollar amounts for individual competitions. Information concerning funding amounts for individual States and target populations for the 84.328M competition is provided in the ‘‘Maximum Award’’ column of the chart in this section of this notice.

Estimated Average Size of Awards:

See chart.

Maximum Award: See chart.

Estimated Number of Awards: See chart.

Project Period: See chart.

INDIVIDUALS WITH DISABILITIES EDUCATION ACT TRAINING AND INFORMATION FOR PARENTS OF CHILDREN WITH

DISABILITIES PROGRAM APPLICATION NOTICE FOR FISCAL YEAR 2011

CFDA No.

and name

Applica-tions avail-able

Deadline for trans-mittal of applica-tions

Deadline for inter-govern-mental review

Estimated available funds (see Note 2)

Estimated average size of awards

(see Note 2)

Maximum award

(see Note 1)

Estimated number of awards (see Note

2)

Project period

Page limit

Contact person

84.328C Community Parent Re-source Centers.

March 1, 2011.

April 15, 2011.

June 14, 2011.

$1,000,000 $100,000 $100,000 10 Up to 60 mos..

50 Lisa Gorove

(202) 245–

PCP–4060

84.328M Par-ent Training and Infor-mation Centers.

March 1, 2011.

April 15, 2011.

June 14, 2011.

5,384,325 283,386 ................ 19 Up to 48 mos.

(see Note 3).

70 Carmen Sanchez (202) 245–

PCP–

Alabama ....... .................. .................. .................. .................... ................ 291,281 Alaska ........... .................. .................. .................. .................... ................ 263,115 Colorado ....... .................. .................. .................. .................... ................ 279,445 Florida

Region 1 .................. .................. .................. .................... ................ 169,645 Region 2 .................. .................. .................. .................... ................ 491,973 Region 3 .................. .................. .................. .................... ................ 330,801

Kentucky ....... .................. .................. .................. .................... ................ 258,607 Maine ............ .................. .................. .................. .................... ................ 188,545 Maryland ....... .................. .................. .................. .................... ................ 319,295 Nebraska ...... .................. .................. .................. .................... ................ 224,894 Nevada ......... .................. .................. .................. .................... ................ 205,054 New York

Region 1 .................. .................. .................. .................... ................ 632,439 Region 2 .................. .................. .................. .................... ................ 524,874

North Dakota .................. .................. .................. .................... ................ 204,947 Puerto Rico ... .................. .................. .................. .................... ................ 271,950 Vermont ........ .................. .................. .................. .................... ................ 189,052 Wisconsin ..... .................. .................. .................. .................... ................ 438,408 Outlying

Areas.

American Samoa.

.................. .................. .................. .................... ................ 50,000

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11223 Federal Register / Vol. 76, No. 40 / Tuesday, March 1, 2011 / Notices

INDIVIDUALS WITH DISABILITIES EDUCATION ACT TRAINING AND INFORMATION FOR PARENTS OF CHILDREN WITH DISABILITIES PROGRAM APPLICATION NOTICE FOR FISCAL YEAR 2011—Continued

CFDA No.

and name

Applica-tions avail-able

Deadline for trans-mittal of applica-tions

Deadline for inter-govern-mental review

Estimated available funds (see Note 2)

Estimated average size of awards

(see Note 2)

Maximum award

(see Note 1)

Estimated number of awards (see Note

2)

Project period

Page limit

Contact person

Common-wealth of the North-ern Mari-anas.

.................. .................. .................. .................... ................ 50,000

Note 1: We will reject any application that proposes a budget exceeding the maximum award for a single budget period of 12 months. The Assistant Secretary for Special Education and Rehabilitative Services may change the maximum amount through a notice published in the Federal Register.

Note 2: The Department is not bound by any estimates in this notice.

Note 3: For the Parent Training and Information Centers, CFDA Number 84.328M competition: Project Period: In order to allocate resources equitably, create a unified system of service delivery, and provide the broadest coverage for the parents and families in every State, the Assistant Secretary is making awards to PTIs in four-year cycles for each State. In FY 2011, applications for 4-year awards will be accepted for the following States: Alabama, Arizona, Colorado, Florida, Kentucky, Maine, Maryland, Nebraska Nevada, New York, North Dakota, Vermont, and Wisconsin, as well as the Commonwealth of Puerto Rico.

Awards also may be made to eligible applicants in American Samoa and the Commonwealth of the Northern Mariana Islands. These projects will be funded for a period up to 48 months.

Estimated Project Awards: Project award amounts are for a single budget period of 12 months. To ensure maximum coverage for this competition, the Assistant Secretary has adopted regional designations established within Florida and New York and has identified corresponding maximum award amounts for each region. Florida and New York applicants must complete a separate application for each region.

The Assistant Secretary took into consideration current funding levels, population distribution, poverty rates, and low-density enrollment when determining the award amounts for grants under this competition. In the following States, one award may be made for up to the amounts listed in the chart to a qualified applicant for a PTI Center to serve the entire State or Commonwealth of Puerto Rico.

Alabama ................................... $291,281 Alaska ....................................... 263,115 Colorado ................................... 279,445 Kentucky .................................. 258,607 Maine ....................................... 188,545 Maryland .................................. 319,295 Nebraska ................................... 224,894 Nevada. .................................... 205,054 North Dakota ............................ 204,947 Puerto Rico .............................. 271,950 Vermont ................................... 189,052 Wisconsin ................................ 438,408

In Florida one award up to the amount listed will be made to a qualified applicant for a PTI Center to serve each identified region. A list of the counties that are included in each region also follows.

Region 1 (Alachua, Baker, Bay, Bradford, Calhoun, Columbia, Dixie, Escambia, Franklin, Gadsden, Gilchrist Gulf, Hamilton, Holmes, Jackson, Jefferson, Lafayette, Leon, Liberty, Madison, Okaloosa, Santa Rosa, Suwannee, Taylor, Union, Wakulla, Walton, and Washington Counties) $169,645.

Region 2 (Brevard, Charlotte, Citrus, Clay, DeSoto, Duval, Flagler, Hardee, Hernando, Highlands, Hillsborough, Indian River, Lake, Levy, Manatee, Marion, Nassau, Okeechobee, Orange, Osceola, Pasco, Pinellas, Polk, Putnam, Sarasota, Seminole, St. Johns, St. Lucie, Sumpter, and Volusia Counties) $491,973.

Region 3 (Broward, Collier, Glades Hendry, Lee, Martin, Miami-Dade, Monroe, and Palm Beach Counties) $330,801.

In New York, up to three awards will be made to qualified applicants for a PTI Center to serve Region 1 (the 5 Boroughs of New York City) and one award will be made to a qualified applicant for a PTI Center to serve Region 2 (the remainder of the State, including Nassau and Suffolk Counties on Long Island) in the following amounts:

Region 1—$632,439.

Region 2—$524,874.

One award up to the amount listed may be made to a qualified applicant from the outlying areas as follows:

American Samoa ..................... $50,000 Commonwealth of the North-ern Mariana Islands ............. $50,000

Consistent with 34 CFR 75.104(b), we will reject any application that proposes a project funding level for any year that exceeds the stated maximum award amount for that year.

III. Eligibility Information

1. Eligible Applicants:

Absolute priority Eligible applicants

Community Parent Resource Centers (84.328C).

Local parent organi-zations.

Parent Training and Information Centers (84.328M).

Parent organizations.

Note: Under section 672(a)(2) of IDEA, a ‘‘local parent organization’’ is a parent organization (as that term is defined in section 671(a)(2) of IDEA) that—

(a) Has a board of directors, the majority of whom are parents of children with disabilities ages birth through 26 from the community to be served.

(b) Has as its mission serving parents of children with disabilities from that community who (1) are ages birth through 26, and (2) have the full range of disabilities as defined in section 602(3) of IDEA.

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;

(ii) Individuals with disabilities; and

(iii) The parent and professional members of which are broadly

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11224 Federal Register / Vol. 76, No. 40 / Tuesday, March 1, 2011 / Notices 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. Other: General Requirements—(a) The projects funded under this program must make positive efforts to employ and advance in employment qualified individuals with disabilities (see section 606 of IDEA).

(b) Applicants and grant recipients funded under this program must involve individuals with disabilities or parents of individuals with disabilities ages birth through 26 in planning, implementing, and evaluating the projects (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: http:// www.ed.gov/fund/grant/apply/ grantapps/index.html. To obtain a copy from ED Pubs, write, fax, or call the following: ED Pubs, U.S. Department of Education, P.O. Box 22207, Alexandria, VA 22304. Telephone, toll free: 1–877– 433–7827. FAX: (703) 605–6794. If you use a telecommunications device for the deaf (TDD), call, toll free: 1–877–576– 7734.

You can contact ED Pubs at its Web site, also: http://www.EDPubs.gov or at its e-mail address: edpubs@inet.ed.gov.

If you request an application package from ED Pubs, be sure to identify the competition to which you want to apply, as follows: CFDA Number 84.328C or 84.328M.

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 computer diskette) 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 each competition.

Page Limit: The application narrative (Part III of the application) is where you, the applicant, address the selection criteria that reviewers use to evaluate your application. You must limit Part III to the equivalent of no more than the number of pages listed under ‘‘Page Limit’’ for that competition in the chart under II. Award Information, using the following standards:

• A ‘‘page’’ is 8.5″ × 11″, on one side only, with 1″ margins at the top, bottom, and both sides.

• Double space (no more than three lines per vertical inch) all text in the application narrative, including titles, headings, footnotes, quotations, references, and captions.

• Use a font that is either 12 point or larger or no smaller than 10 pitch (characters per inch).

• Use one of the following fonts:

Times New Roman, Courier, Courier New, or Arial. An application submitted in any other font (including Times Roman or Arial Narrow) will not be accepted.

The page limit does not apply to Part I, the cover sheet; Part II, the budget section, including the narrative budget justification; Part IV, the assurances and certifications; or the one-page abstract, the resumes, the bibliography, the references, or the letters of support.

However, the page limit does apply to all of the application narrative section (Part III).

We will reject your application if you exceed the page limit; or if you apply other standards and exceed the equivalent of the page limit.

3. Submission Dates and Times:

Applications Available: See chart.

Deadline for Transmittal of

Applications: See chart.

Applications for grants under each competition may be submitted electronically using the Grants.gov Apply site (Grants.gov), or in paper format by mail or hand delivery. For information (including dates and times) about how to submit your application electronically, or in paper format by mail or hand delivery, please refer to section IV. 7. Other Submission Requirements of this notice.

We do not consider an application that does not comply with the deadline requirements.

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: See chart.

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 each 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 Central Contractor Registry: To do business with the Department of Education, you must—

a. Have a Data Universal Numbering System (DUNS) number and a Taxpayer Identification Number (TIN);

b. Register both your DUNS number and TIN with the Central Contractor Registry (CCR), the Government’s primary registrant database;

c. Provide your DUNS number and TIN on your application; and

d. Maintain an active CCR registration with current information while your application is under review by the Department and, if you are awarded a grant, during the project period.

You can obtain a DUNS number from Dun and Bradstreet. A DUNS number can be created within one business day.

If you are a corporate entity, agency, institution, or organization, you can obtain a TIN from the Internal Revenue Service. If you are an individual, you can obtain a TIN from the Internal Revenue Service or the Social Security Administration. If you need a new TIN, please allow 2–5 weeks for your TIN to become active.

The CCR registration process may take five or more business days to complete.

If you are currently registered with the CCR, you may not need to make any changes. However, please make certain that the TIN associated with your DUNS number is correct. Also note that you will need to update your CCR registration on an annual basis. This may take three or more business days to complete.

In addition, if you are submitting your application via Grants.gov, you must (1) be designated by your organization as an Authorized Organization Representative (AOR); and (2) register yourself with Grants.gov as an AOR. Details on these steps are outlined in the Grants.gov 3–

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