2014-29133.pdf

73557 Federal Register / Vol. 79, No. 238 / Thursday, December 11, 2014 / Notices

Office of Sustainable Fisheries, NMFS.

Stock assessment timing, frequency, and relevant species will vary depending on the needs determined by NMFS and SEDAR staff. Currently, other than meetings needed to complete the ongoing smoothhound shark stock assessment, NMFS does not anticipate holding any stock assessment meetings for other Atlantic shark species in 2015.

In 2016, NMFS anticipates starting a stock assessment on Atlantic blacktip sharks. During an assessment year, meetings and meeting logistics will be determined according to the SEDAR Guidelines. All meetings are open for observation by the public.

Dated: December 8, 2014.

Emily H. Menashes, Acting Director, Office of Sustainable Fisheries, National Marine Fisheries Service.

[FR Doc. 2014–29045 Filed 12–10–14; 8:45 am]

BILLING CODE 3510–22–P

DEPARTMENT OF EDUCATION

[Docket No.: ED–2014–ICCD–0159]

Agency Information Collection Activities; Comment Request;

Comprehensive Transition Programs for Students With Intellectual Disabilities Expenditure Report

AGENCY: Federal Student Aid (FSA), Department of Education (ED).

ACTION: Notice.

SUMMARY: In accordance with the Paperwork Reduction Act of 1995 (44 U.S.C. chapter 3501 et seq.), ED is proposing an extension of an existing information collection.

DATES: Interested persons are invited to submit comments on or before February 9, 2015 ADDRESSES: Comments submitted in response to this notice should be submitted electronically through the Federal eRulemaking Portal at http:// www.regulations.gov by selecting Docket ID number ED–2014–ICCD–0159 or via postal mail, commercial delivery, or hand delivery. If the regulations.gov site is not available to the public for any reason, ED will temporarily accept comments at ICDocketMgr@ed.gov.

Please note that comments submitted by fax or email and those submitted after the comment period will not be accepted; ED will ONLY accept comments during the comment period in this mailbox when the regulations.gov site is not available. Written requests for information or comments submitted by postal mail or delivery should be addressed to the Director of the Information Collection Clearance

Division, U.S. Department of Education, 400 Maryland Avenue SW, LBJ, Mailstop L–OM–2–2E319, Room 2E103, Washington, DC 20202.

FOR FURTHER INFORMATION CONTACT: For specific questions related to collection activities, please contact Tammy Gay, 816–268–0432.

SUPPLEMENTARY INFORMATION: The Department of Education (ED), in accordance with the Paperwork Reduction Act of 1995 (PRA) (44 U.S.C.

3506(c)(2)(A)), provides the general public and Federal agencies with an opportunity to comment on proposed, revised, and continuing collections of information. This helps the Department assess the impact of its information collection requirements and minimize the public’s reporting burden. It also helps the public understand the Department’s information collection requirements and provide the requested data in the desired format. ED is soliciting comments on the proposed information collection request (ICR) that is described below. The Department of Education is especially interested in public comment addressing the following issues: (1) Is this collection necessary to the proper functions of the Department; (2) will this information be processed and used in a timely manner;

(3) is the estimate of burden accurate;

(4) how might the Department enhance the quality, utility, and clarity of the information to be collected; and (5) how might the Department minimize the burden of this collection on the respondents, including through the use of information technology. Please note that written comments received in response to this notice will be considered public records.

Title of Collection: Comprehensive Transition Programs for Students with Intellectual Disabilities Expenditure Report.

OMB Control Number: 1845–0113.

Type of Review: An extension of an existing information collection.

Respondents/Affected Public: Private

Sector, State, Local and Tribal Governments.

Total Estimated Number of Annual Responses: 34.

Total Estimated Number of Annual Burden Hours: 68.

Abstract: The Higher Education Opportunity Act, Public Law 110–315, added provisions for the Higher Education Act of 1965, as amended, in section 750 and 766 that enable eligible students with intellectual disabilities to receive Federal Pell Grant, Federal Supplemental Educational Opportunity Grant, and Federal Work Study funds if they are enrolled in an approved program. The Comprehensive Transition Programs (CTP) for Students with Intellectual Disabilities expenditure report is the tool for reporting the use of these specific funds. The data will be used by the Department to monitor program effectiveness and accountability of fund expenditures.

The data is used in conjunction with institutional program reviews to assess the administrative capability and compliance of the applicant.

Dated: December 8, 2014.

Kate Mullan, Acting Director, Information Collection Clearance Division, Privacy, Information and Records Management Services, Office of Management.

[FR Doc. 2014–29044 Filed 12–10–14; 8:45 am]

BILLING CODE 4000–01–P

DEPARTMENT OF EDUCATION

Applications for New Awards; Training and Information for Parents of Children with Disabilities—Parent Training and Information Centers

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

ACTION: Notice.

Overview Information: Training and Information for Parents of Children with Disabilities—Parent Training and Information Centers Notice inviting applications for new awards for fiscal year (FY) 2015.

Catalog of Federal Domestic Assistance (CFDA) Number: 84.328M.

Dates:

Applications Available: December 11, 2014.

Deadline for Transmittal of

Applications: February 9, 2015.

Deadline for Intergovernmental

Review: April 10, 2015.

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.

Priority: This competition has one absolute 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 2015 and any subsequent year for which we make awards from the list of unfunded applicants from this competition, this

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73558 Federal Register / Vol. 79, No. 238 / Thursday, December 11, 2014 / Notices

1 Under section 602(31) of IDEA, the term ‘‘State’’ means each of the 50 States, the District of Columbia, the Commonwealth of Puerto Rico, and each of the outlying areas. Under section 602(22) ‘‘outlying area’’ means the United States Virgin Islands, Guam, American Samoa, and the Commonwealth of the Northern Mariana Islands.

2 As defined in section 611(b)(1)(C) of IDEA.

3 Section 602(23) of IDEA defines ‘‘parent’’ to include natural, adoptive, and foster parents;

guardians; individuals acting in the place of natural or adoptive parents, and individuals assigned to be surrogate parents.

4 The term ‘‘disabilities’’ refers to the full range of disabilities described in section 602(3) of IDEA.

priority is an absolute priority. Under 34 CFR 75.105(c)(3), we consider only applications that meet this priority.

This priority is:

Parent Training and Information

Centers.

Background:

The purpose of this priority is to fund

41 Parent Training and Information Centers (PTIs) designed to meet the information and training needs of parents of infants, toddlers, children, and youth with disabilities, ages birth through 26 (collectively, ‘‘children with disabilities’’), and the information and training needs of youth with disabilities living in the States, regions of the States, or areas served by the centers.

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 PTIs over 35 years ago, it has helped parents set high expectations for their children with disabilities and provided parents with the information and training they need to help their children meet those expectations. The following Web site provides further information on the work of currently funded PTIs:

www.parentcenterhub.org.

PTIs, consistent with section 671(b) of IDEA, have successfully helped families: (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 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, PTIs have helped youth with disabilities have high expectations for themselves, understand their rights and responsibilities, and learn self-advocacy skills. PTIs have been valuable partners to Federal, State, and local agencies, providing expertise on how to better support families and youth with disabilities so that they can effectively and efficiently access IDEA services.

The PTIs to be funded through this priority will build on the strong history of the program by helping youth become effective self-advocates and by providing parents with information, individual assistance, and training to enable them to: (a) ensure that their children are included in general education classrooms and extracurricular activities with their peers; (b) help their children meet developmental and academic goals; (c) help their children meet challenging expectations established for all children, including college- and career-ready academic standards; and (d) prepare their children to achieve positive postsecondary outcomes that lead to lives that are as productive and independent as possible.

Priority:

The Department intends to fund 41 grants to establish and operate 41 PTIs.

Based on the quality of applications received, the Department intends to fund Statewide PTIs in the following States: 1 Alabama, Alaska, Arkansas, Colorado, Connecticut, Georgia, Kansas, Kentucky, Maine, Maryland, Michigan, Montana, Nebraska, Nevada, New Jersey, New Mexico, North Dakota, Ohio, Oregon, Puerto Rico, South Carolina, Utah, Vermont, Virgin Islands, and Wisconsin. In addition, the Department intends to fund multiple PTIs to serve regions within the following States: California, Florida, Illinois, New York, and Texas. Regional PTIs will be better able to provide responsive services to families in the largest, most diverse States. The Department also intends to fund one PTI to serve the following outlying areas and freely associated States 2 in the Pacific:

American Samoa, the Federated States of Micronesia, Guam, the Republic of the Marshall Islands, the Commonwealth of the Northern Mariana Islands, and the Republic of Palau.

At a minimum, the PTIs must: (a) increase parents’ 3 capacity to help their children with disabilities 4 improve their early learning, school-aged, and postsecondary outcomes; and (b) 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. The requirements are as follows:

(a) Demonstrate, in the narrative section of the application under ‘‘Significance of the Project,’’ how the proposed project will, within its State, region of the State, or area served by the center—

(1) Address the needs of parents of children with disabilities for high-quality 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—

(i) Present appropriate information on the needs of parents, including underserved parents, low-income parents, parents with limited English proficiency, parents of incarcerated youth with disabilities, and parents with disabilities;

(ii) Demonstrate knowledge of best practices in providing training and information to a variety of audiences, including underserved parents, low-income parents, parents with limited English proficiency, parents of incarcerated youth with disabilities, and parents with disabilities;

(iii) Demonstrate knowledge of best practices in outreach and family-centered services;

(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 State, the PROMISE initiative; and

(v) Demonstrate knowledge of how to identify and work with appropriate partners in the State, including local providers and lead agencies providing Part C services; State and local educational agencies; State child welfare agencies; disability-specific systems and entities serving families, such as the State’s protection and advocacy system; and other nonprofits serving families in order to improve outcomes; and

(2) Address the needs of youth with disabilities for high-quality services that increase their capacity to be effective self-advocates. To meet this requirement, the applicant must—

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73559 Federal Register / Vol. 79, No. 238 / Thursday, December 11, 2014 / Notices incarcerated youth, youth in foster care, and youth with limited English proficiency;

(ii) Demonstrate knowledge of best practices in providing training and information to youth with disabilities;

(iii) Demonstrate knowledge of current evidence-based education practices and policy initiatives in self-advocacy; and

(iv) Demonstrate knowledge of how to work with appropriate partners serving youth with disabilities, including State and local agencies, other nonprofits, and Independent Living Centers that are providing 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 its State, region of the State, or area served by the centers;

(2) Develop and implement an outreach plan to inform parents of children with disabilities of how they can benefit from the services provided by the PTI, including—

(i) Parents of children who may be inappropriately identified as having a disability;

(ii) Underserved parents, including parents who are underserved based on race or ethnicity;

(iii) Parents with limited English proficiency;

(iv) Low-income parents; and

(v) Parents with disabilities;

(3) Develop and implement an outreach plan to inform youth with disabilities of how they can benefit from the services provided by the PTI;

(4) Provide high-quality 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 communities;

(D) IDEA, Federal IDEA regulations, and State implementation of IDEA, including:

(1) Their rights and responsibilities under IDEA, including procedural safeguards and dispute resolution;

(2) Their role on Individualized Family Service Plan (IFSP) and Individualized Education Program (IEP) Teams and how to effectively participate on IFSP and IEP Teams; and

(3) How services are provided under

IDEA;

(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, secondary school to postsecondary education and workforce options, and re-entry of incarcerated youth to school and the community;

(G) How their children can have access to the general education curriculum, including access to college-and career-ready academic standards and assessments, extracurricular and enrichment opportunities available to all children, and other initiatives to make students college- and career-ready;

(H) How their children can have access to inclusive early learning programs, inclusive general education classrooms and settings, and extracurricular and enrichment opportunities available to all children;

(I) Evidence-based early intervention and education practices that improve early learning, school-aged, and postsecondary outcomes;

(J) School reform efforts to improve student achievement and increase graduation rates; and

(K) 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 children;

(5) Provide high-quality 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 of 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;

(6) Use various methods to deliver services, including in-person and remotely through the use of technology;

(7) Use best practices to provide training and information to adult learners and youth;

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

(9) Network with local, State, and national organizations and agencies, such as protection and advocacy agencies that serve parents and families of children with disabilities, to better support families and children with disabilities 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 the effectiveness of the proposed project by undertaking a formative evaluation and a summative evaluation, 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, including proposed instruments, data collection methods, and analyses; and

(ii) Proposed criteria for determining effectiveness, to include, at a minimum, the effectiveness of strategies used to reach and serve youth with disabilities

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73560 Federal Register / Vol. 79, No. 238 / Thursday, December 11, 2014 / Notices and parents, including underserved parents of children with disabilities;

and

(2) The proposed project will use the evaluation results to examine the effectiveness of 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 administrators in the State, region of the State, or area to be served by the center;

(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 PTI provided information and training, the parents’ and youth’s unique needs, 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 Office of Special Education

Programs (OSEP)-funded Center on Parent Information and Resources (CPIR), Regional Parent Technical Assistance Centers (PTACs), Native American PTAC, Military PTAC, and other TA centers as appropriate, including the PROMISE TA Center (if funded), 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 under ‘‘Required Project Assurances’’ 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.tadnet.org/pages/589.

(2) Include in Appendix A person-loading charts and timelines, as applicable, to illustrate the management plan described in the narrative;

(3) Include in the budget attendance by the project director at one OSEP meeting in Washington DC annually, to be determined by OSEP; and

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.

(4) Maintain a Web site that meets government or industry-recognized standards for accessibility and that includes, at a minimum, a current calendar of upcoming events, free informational publications for families, and links to Webinars or other online multimedia resources.

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: This notice inviting applications (NIA) is being published before the Department adopts the Uniform Administrative Requirements, Cost Principles, and Audit Requirements in 2 CFR part 200.

We expect to publish interim final regulations that would adopt those requirements before December 26, 2014, and make those regulations effective on that date. Because grants awarded under this NIA will likely be made after we adopt the requirements in 2 CFR part 200, we list as applicable regulations both those that are currently effective and those that will be effective at the time we make the grants.

The current regulations follow: (a) The Education Department General Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 81, 82, 84, 97, 98, and 99. (b) The Education Department debarment and suspension regulations in 2 CFR part 3485.

At the time we award grants under this NIA, the following regulations will apply: (a) EDGAR in 34 CFR parts 75, 77, 79, 81, 82, 84, 97, 98, and 99. (b) The Education Department debarment and suspension regulations as adopted in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards as adopted in 2 CFR part 3474.

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

II. Award Information Type of Award: Discretionary grants.

Estimated Available Funds: The

Administration has requested $27,411,000 for the Training and Information for Parents of Children with Disabilities program for FY 2015, of which we intend to use an estimated $14,117,737 for this competition. The actual level of funding, if any, depends on final congressional action. However, we are inviting applications to allow enough time to complete the grant process if Congress appropriates funds for this program.

Contingent on the availability of funds and the quality of applications, we may make additional awards for FY 2016 from the list of unfunded applicants from this competition.

Information concerning funding amounts for individual States for this competition is provided in the ‘‘Maximum Award’’ columns of the table in this section.

Estimated Average Size of Awards:

See table.

Maximum Award: See table.

Estimated Number of Awards: See table.

Project Period: See table.

BILLING CODE 4000–01–P

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Training and Information for Parents of Children with Disabilities -Parent Training and Information Centers Application Notice for Fiscal Year 2015

Estimated Maximum Maximum Maximum Maximum Maximum Estimated Estimated Average Award for Award for Award for Award for Award for Number of Available Size of FY 2015 FY 2016 FY 2017 FY 2018 FY 2019 Awards

CFDA Number Funds (See Awards (See (See Notes (See Notes (See Notes (See Notes (See Notes (See Note Project Page Contact and Name Note 2) Note 2) 1 and 3) 1 and 3) 1 and 3) 1 and 3) 1 and 3) 2) Period Limit Person

84.328M Parent $14,117,737 $344,335 41 Up to I 50 Carmen Training and 60 mos.

I Sanchez

Information (See I (202) 245- Centers (See Note 1) 6595 PCP- Note 3) 4057

Alabama $302,127 $302,127 $302,127 $302,127 $302,127 I I I

Alaska $210,492 .$210,492 $210,492 $210,492 $210,492

I Arkansas $206,907 $206,907 $206,907 $206,907 $206,907

I California

I I

Region 1 I $634,671 $634,671 $634,671 $634,671 $634,671 I I I

I i I

Region 2 I $511,304 $511,304 $511,304 $511,304 $511,304 I I I

Region 3

I $363,507 $363,507 $363,507 $363,507 $363,507

Region 4 $518,129 $518,129 $518,129 $518,129 $518,129

I Region 5

I $207,928 $207,928 $207,928 $207,928 $207,928 I

I Colorado I $292,863 $292,863 $292,863 $292,863 $292,863 I

I I I

Connecticut I $220,813 $220' 813 $220,813 $220,813 $220,813 I I

I I Florida

I Region 1 $222,215 $222,215 $222,215 $222,215 $222,2:5 I

I

I Region 2 $403,526 $403,526 $403,526 $403,526 $403,526 i

I I

Region 3 $367,460 $367,460 $367,460 $367,460 $367,460

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Georgia $625,900 $625,900 $625,900 $625,900 $625,900

I

I Illinois I I Region 1

I $487,384 $487,384 $487,384 $487,384 $487,384 I

I Region 2 $249,925 $249,925 $249,925 $249,925 $249,925 I

I Kansas $233,626 $233,626 $233,626 $233,626 $233,626 I

I

Kentucky $270,469 $270,469 $270,469 $270,469 $270,469 I I

I Maine I $200,000 $200,000 $200,000 $200,000 $200,000 I

I

I Maryland $316,252 $316,252 $3l6,252 $316,252 $316,252

I Michigar: $582,633 $582,633 $582,633 $582,633 $582,633 i

I Montana i $200,000 $200,000 $200,000 $200,000 $200,000 i I Nebraska

I $200,000 $200,000 $200,000 $200,000 $200,000

Nevada i $200,000 $200,000 $200,000 $200,000 $200,000 I

I I New Jersey I $454,835 $454,835 $454,835 $454,835 $454,835

I Kew Mexico I $222,334 $222,334 $222,334 $222,334 $222,334 I

I

I I

New York

I Region 1 $616,044 $616,044 $616,044 $616,044 $616,044

Region 2 $468,417 $468,417 $468,417 $468,417 $468,417

North Dakota I $200,000 $200,000 $200,000 $200,000 $200,000 I I

Ohio I $669,421 $669,421 $669,421 $669,421 $669,421 I i I

Oregon I $226,838 $226,838 $226,838 $226,838 $226,838 I

I I

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Pacific outlying areas and freely $200,000 $200,000 $200,000 $200,000 $200,000 associated States

$217,560 $217,560 $217,560 $217,560 $217,560 I

Puerto Rico I I I so-ctth Carol ina I

$287,490 $287,490 $287,490 $287,490 $287,490 I

Texas I I ! I

Region 1 I

$842,760 $842,760 $842,760 $842,760 $842,760

I Region 2 I $629,569 $629,569 $629,569 $629,569 $629,569

I !

Region 3 I $200,000 $200,000 $200,000 $200,000 $200,000 I I I

Utah I

$200,000 $200,000 $200,000 $200,000 $200,000 i I

Vermont I $200,000 $200,000 $200,000 $200,000 $200,000 I I

Virgin Islands I $103,612 $103,612 $103,612 $103,612 $103,6:2 I ! I

Wisconsin $350,726 $350,726 $350,726 $350,726 $350,726

73564 Federal Register / Vol. 79, No. 238 / Thursday, December 11, 2014 / Notices

Note 1: Consistent with 34 CFR 75.104(b), 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 the Office of 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: Maximum awards for each fiscal year vary due to the consolidation of the PTI competition schedule.

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 Department is making awards to PTIs in five-year cycles for each State, region within a State, or area. For FY 2015, applications for five-year awards will be accepted for the following States:

Alabama, Alaska, Arkansas, Colorado, Connecticut, Georgia, Kansas, Kentucky, Maine, Maryland, Michigan, Montana, Nebraska, Nevada, New Jersey, New Mexico, North Dakota,, Ohio, Oregon, Puerto Rico, South Carolina, Utah, Vermont, the Virgin Islands, and Wisconsin. These projects will be funded for a period up to 60 months.

Applications for five-year awards will also be accepted to serve regions in the following States:

California:

Region 1—Los Angeles and Ventura counties;

Region 2—Imperial, Orange, Riverside, and San Diego counties;

Region 3—Fresno, Inyo, Kern, Kings, Madera, Mariposa, Merced, Mono, San Bernardino, San Luis Obispo, Santa Barbara, Stanislaus, and Tulare counties;

Region 4— Alameda, Contra Costa, Marin, Monterey, Napa, San Benito, San Francisco, San Joaquin, San Mateo, Santa Clara, Santa Cruz, Sonoma, and Solano counties; and

Region 5— Alpine, Amador, Butte, Calaveras, Colusa, Del Norte, El Dorado, Glenn, Humboldt, Lake, Lassen, Mendocino, Modoc, Nevada, Placer, Plumas, Sacramento, Shasta, Sierra, Siskiyou, Sutter, Tehama, Trinity, Tuolumne, Yolo, and Yuba counties.

Florida:

Region 1—Alachua, Baker, Bay, Bradford, Calhoun, Clay, Columbia, Dixie, Duval, Escambia, Flagler, Franklin, Gadsden, Gilchrist, Gulf, Hamilton, Holmes, Jackson, Jefferson, Lafayette, Leon, Levy, Liberty, Madison, Marion, Nassau, Okaloosa, Putnam, Santa Rosa, St. Johns, Suwannee, Taylor, Union, Volusia, Wakulla, Walton, and Washington counties;

Region 2—Brevard, Citrus, DeSoto, Hardee, Hernando, Highlands, Hillsborough, Indian River, Lake, Manatee, Okeechobee, Orange, Osceola, Pasco, Pinellas, Polk, Sarasota, Seminole, St. Lucie, and Sumter counties; and

Region 3—Broward, Charlotte, Collier, Glades, Hendry, Lee, Martin, Miami- Dade, Monroe, and Palm Beach counties.

Illinois:

Region 1—Cook, DuPage, Grundy, Kane, Kendall, Lake, McHenry, and Will counties; and

Region 2—-the rest of the State of Illinois (Adams, Alexander, Bond, Boone, Brown, Bureau, Calhoun, Carroll, Cass, Champaign, Christian, Clark, Clay, Clinton, Coles, Crawford, Cumberland, De Witt, DeKalb, Douglas, Edgar, Edwards, Effingham, Fayette, Ford, Franklin, Fulton, Gallatin, Greene, Hamilton, Hancock, Hardin, Henderson, Henry, Iroquois, Jackson, Jasper, Jefferson, Jersey, Jo Daviess, Johnson, Kankakee, Knox, LaSalle, Lawrence, Lee, Livingston, Logan, Macon, Macoupin, Madison, Marion, Marshall, Mason, Massac, McDonough, McLean, Menard, Mercer, Monroe, Montgomery, Morgan, Moultrie, Ogle, Peoria, Perry, Piatt, Pike, Pope, Pulaski, Putnam, Randolph, Richland, Rock Island, Saline, Sangamon, Schuyler, Scott, Shelby, St. Clair, Stark, Stephenson, Tazewell, Union, Vermilion, Wabash, Warren, Washington, Wayne, White, Whiteside, Williamson, Winnebago, and Woodford counties).

New York:

Region 1—-Bronx, Nassau, New York, Richmond, Kings, Queens, and Suffolk counties; and

Region 2—-the rest of the State of New York (Albany, Allegany, Broome, Cattaraugus, Cayuga, Chautauqua, Chemung, Chenango, Clinton, Columbia, Cortland, Delaware, Dutchess, Erie, Essex, Franklin, Fulton, Genesee, Greene, Hamilton, Herkimer, Jefferson, Lewis, Livingston, Madison, Monroe, Montgomery, Niagara, Oneida, Onondaga, Ontario, Orange, Orleans, Oswego, Otsego, Putnam, Rensselaer, Rockland, St Lawrence, Saratoga, Schenectady, Schoharie, Schuyler, Seneca, Steuben, Sullivan, Tioga, Tompkins, Ulster, Warren, Washington, Wayne, Westchester, Wyoming, and Yates counties).

Texas:

Region 1—-Anderson, Angelina, Archer, Austin, Bastrop, Bell, Blanco, Bosque, Bowie, Brazos, Burleson, Burnet, Caldwell, Camp, Cass, Cherokee, Clay, Collin, Comal, Comanche, Cooke, Coryell, Dallas, Delta, Denton, Ellis, Erath, Falls, Fannin, Fayette, Franklin, Freestone, Gillespie, Gonzales, Grayson, Gregg, Grimes, Guadalupe, Hamilton, Hardin, Harrison, Hays, Henderson, Hill, Hood, Hopkins, Houston, Hunt, Jack, Jasper, Jefferson, Johnson, Kaufman, Kendall, Lamar, Lampasas, Lee, Leon, Limestone, Llano, Madison, Marion, McLennan, Milam, Mills, Montague, Montgomery, Morris, Nacogdoches, Navarro, Newton, Orange, Palo Pinto, Panola, Parker, Polk, Rains, Red River, Robertson, Rockwall, Rusk, Sabine, San Augustine, San Jacinto, Shelby, Smith, Somervell, Tarrant, Throckmorton, Titus, Travis, Trinity, Tyler, Upshur, Van Zandt, Walker, Waller, Washington, Wichita, Williamson, Wise, Wood, and Young counties;

Region 2—-Aransas, Atascosa, Bandera, Bee, Bexar, Brazoria, Brooks, Calhoun, Cameron, Chambers, Colorado, DeWitt, Duval, Fort Bend, Frio, Galveston, Goliad, Harris, Hidalgo, Jackson, Jim Hogg, Jim Wells, Karnes, Kenedy, Kerr, Kleberg, La Salle, Lavaca, Liberty, Live Oak, Matagorda, McMullen, Medina, Nueces, Refugio, San Patricio, Starr, Victoria, Wharton, Willacy, Wilson, and Zapata counties;

and

Region 3—Andrews, Armstrong, Bailey, Baylor, Borden, Brewster, Briscoe, Brown, Callahan, Carson, Castro, Childress, Cochran, Coke, Coleman, Collingsworth, Concho, Cottle, Crane, Crockett, Crosby, Culberson, Dallam, Dawson, Deaf Smith, Dickens, Dimmit, Donley, Eastland, Ector, Edwards, El Paso, Fisher, Floyd, Foard, Gaines, Garza, Glasscock, Gray, Hale, Hall, Hansford, Hardeman, Hartley, Haskell, Hemphill, Hockley, Howard, Hudspeth, Hutchinson, Irion, Jeff Davis, Jones, Kent, Kimble, King, Kinney, Knox, Lamb, Lipscomb, Loving, Lubbock, Lynn, Martin, Mason, Maverick, McCulloch, Menard, Midland, Mitchell, Moore, Motley, Nolan, Ochiltree, Oldham, Parmer, Pecos, Potter, Presidio, Randall, Reagan, Real, Reeves, Roberts, Runnels, San Saba, Schleicher, Scurry, Shackelford, Sherman, Stephens, Sterling, Stonewall, Sutton, Swisher, Taylor, Terrell, Terry, Tom Green, Upton, Uvalde, Val Verde, Ward, Webb, Wheeler, Wilbarger, Winkler, Yoakum, and Zavala counties.

Applications for a five-year award will also be accepted to serve the area in the Pacific comprised of American Samoa, Guam, and the Commonwealth of the Northern Mariana Islands; and the freely associated States of the Federated States of Micronesia, the Republic of the Marshall Islands, and the Republic of Palau.

Estimated Project Awards: Project award amounts are for a single budget

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73565 Federal Register / Vol. 79, No. 238 / Thursday, December 11, 2014 / Notices period of 12 months. To ensure that parents in the most populous States can have timely access to services responsive to their needs, the Department has established regions within these States and has identified corresponding maximum award amounts for each region. Applicants for PTIs to serve the regions within these States must submit a separate application for each of the regions they propose to serve.

The Department took into consideration current funding levels, population distribution, poverty rates, and low-density enrollment when determining the award amounts for grants under this competition. For the States without designated regions listed in the funding table, one award may be made for up to the amounts listed in the table to a qualified applicant for a PTI Center to serve the entire State.

III. Eligibility Information

1. Eligible Applicants: 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. 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 the following: ED Pubs, U.S.

Department of Education, P.O. Box 22207, Alexandria, VA 22304.

Telephone, toll free: 1–877–433–7827.

FAX: (703) 605–6794. If you use a telecommunications device for the deaf (TDD) or a text telephone (TTY), call, toll free: 1–877–576–7734.

You can contact ED Pubs at its Web site, also: www.EDPubs.gov or at its email address: edpubs@inet.ed.gov.

If you request an application from ED Pubs, be sure to identify this competition as follows: CFDA number 84.328M.

To obtain a copy from the program office, contact: Carmen Sanchez, U.S.

Department of Education, 400 Maryland Avenue SW., Room 4057, Potomac Center Plaza (PCP), Washington DC 20202–2600. 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 requirement 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 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 requirement does 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: December 11, 2014.

Deadline for Transmittal of

Applications: February 9, 2015.

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 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: April 10, 2015.

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.

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S http://www.ed.gov/fund/grant/apply/grantapps/index.html http://www.ed.gov/fund/grant/apply/grantapps/index.html mailto:edpubs@inet.ed.gov http://www.EDPubs.gov

73566 Federal Register / Vol. 79, No. 238 / Thursday, December 11, 2014 / Notices

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 (CCR)), 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. 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 2–5 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 entered into the SAM database by an entity. 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, you will need to allow 24 to 48 hours for the information to be available in Grants.gov and before you can 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…