Office of Special Education and Rehabilitative Services; Overview Information; Personnel Development to Improve Services and Results for Children With Disabilities; Notice Inviting Applications for New Awards for Fiscal Year (FY) 2008, CFDA Numbers 84.325D, 84.325K, 84.325R, and 84.325T [OSERS]

FR Doc E7-23080
[Federal Register: November 27, 2007 (Volume 72, Number 227)]
[Notices]
[Page 66143-66154]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr27no07-67]

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DEPARTMENT OF EDUCATION

Office of Special Education and Rehabilitative Services; Overview
Information; Personnel Development to Improve Services and Results for
Children With Disabilities; Notice Inviting Applications for New Awards
for Fiscal Year (FY) 2008

Catalog of Federal Domestic Assistance (CFDA) Numbers: 84.325D,
84.325K, 84.325R, and 84.325T.

Note: This notice invites applications for four separate
competitions. For key dates, contact person information, and funding
information regarding each of the four competitions, 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 purposes of this program are to (1) help
address State-identified needs for highly qualified personnel--in
special education, related services, early intervention, and regular
education--to work with infants, toddlers and children with
disabilities; and (2) ensure that those personnel have the necessary
skills and knowledge, derived from practices that have been determined
through scientifically based research and experience, to be successful
in serving those children.
Priorities: In accordance with 34 CFR 75.105(b)(2)(iv), these
priorities are from allowable activities specified in the statute (see
sections 662 and 681 of the Individuals with Disabilities Education Act
(IDEA)). Each of the absolute priorities announced in this notice
corresponds to a separate competition as follows:

------------------------------------------------------------------------
Competition
Absolute priority CFDA No.
------------------------------------------------------------------------
Preparation of Leadership Personnel..................... 84.325D
Combined Personnel Preparation.......................... 84.325K
National Outreach and Technical Assistance Center on 84.325R
Discretionary Awards for Minority Institutions.........
Special Education Preservice Training Improvement Grants 84.325T
------------------------------------------------------------------------

Absolute Priorities: For FY 2008 and any subsequent year in which
we make awards based on the list of unfunded applications 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--Preparation of Leadership Personnel (84.325D)

Background
Training of special educators and related services personnel at the
highest levels, including both the doctoral and post-doctoral levels,
is critical to ensure the continued development and availability of
quality services for children with disabilities. Over the last several
decades, research has consistently suggested that there is a persistent
need for additional special education and related services personnel
who have been trained at the doctoral and post-doctoral levels. Such
personnel play a critical role in ensuring the availability of, and
improving the quality of, services for children with disabilities and
their families. Accordingly, the Department seeks to support programs
that provide doctoral, post-doctoral, and advanced graduate level
training that is designed to prepare professionals to work in special
education as researchers, teacher educators, administrators, and direct
service providers.
Priority
The Preparation of Leadership Personnel priority supports and is
limited to projects that train personnel at the preservice doctoral or
post-doctoral level in early intervention, special education or related
services, and at the advanced graduate level (masters and specialists)
in special education administration/supervision. In order to be
eligible under this priority, programs must provide training and
support for scholars to complete their training within the project
period of the grant. Therefore, only the following types of programs of
study will meet the requirements of this priority:
1. A major in special education, related services or early
intervention at the doctoral or post-doctoral level; and
2. Training at the advanced graduate level (masters and specialists
programs) in special education administration/supervision.

Note: Training that leads to a Doctor of Audiology (DAud) degree
is not included as part of this priority because training programs
that lead to a DAud degree are eligible to apply for funding under
the Combined Personnel Preparation priority (CFDA 84.325K) announced
elsewhere in this notice.

To be considered for funding under the Preparation of Leadership
Personnel 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. The application, programmatic,
and administrative requirements are as follows:
(a) Demonstrate, in the narrative section of the application under
``Quality of Project Services,'' how--
(1) The program prepares personnel to address the specialized needs
of children with disabilities from diverse cultural and language
backgrounds, including limited English proficient children with
disabilities, by--
(i) Identifying the competencies needed by leadership personnel to
understand and work with culturally and linguistically diverse
populations (the competencies identified should reflect the current
knowledge base); and
(ii) Preparing personnel to use those competencies through early

[[Page 66144]]

intervention, special education, and related services training
programs;
(2) All relevant coursework for the proposed program reflects
current research and pedagogy on--
(i) Participation and achievement in the general education
curriculum and improved outcomes for all children with disabilities;
and
(ii) The provision of coordinated services in natural environments
to improve outcomes for infants and toddlers with disabilities and
their families;
(3) The program is designed to offer integrated training and
practice opportunities that will enhance the competencies of all
personnel who share responsibility for providing effective services for
children with disabilities;
(4) For programs that train personnel in early intervention,
special education or related services, the program ensures that
scholars are knowledgeable about: (i) The provisions of the No Child
Left Behind Act of 2001 (NCLB); (ii) the IDEA and NCLB requirement that
teachers be highly qualified; and (iii) the need to foster
collaboration between regular and special education teachers; and
(5) The proposed training program includes training on State
academic achievement standards for children, if applicable.
(b) Submit electronically annual data on each scholar who receives
grant support within 60 days after the end of each grant budget year.
Applicants are encouraged to visit the Personnel Prep Data (PPD) Web
site at http://www.osepppd.org for further information about this data

collection requirement. This data collection is in addition to and does
not supplant the annual grant performance report required of each
grantee for continuation funding (see 34 CFR 75.590).
(c) Budget for attendance at a three-day Project Director's meeting
in Washington, DC, during each year of the project.
(d) If the project maintains a Web site, include relevant
information and documents in a format that meets a government or
industry-recognized standard for accessibility.
(e) Include, in the application appendix, all course syllabi for
the proposed training program. Course syllabi must clearly reflect the
incorporation of research-based curriculum and pedagogy as required
under paragraph (a) of this priority.
(f) Provide, in the application narrative, a detailed description
of the program, including the sequence of the courses offered in the
program, that describes the comprehensive curriculum designed to meet
program goals and obtain mastery of the following required professional
domains:
(1) Research methodology.
(2) Personnel preparation.
(3) Policy/advocacy or professional practice.
(g) Include, in the application narrative under ``Quality of
Project Evaluation,'' a clear and effective plan for evaluating the
extent to which graduates of the training program have the knowledge
and competencies necessary to provide research-based instruction and
services that result in improved outcomes for children with
disabilities.
(h) Communicate the results of the evaluation conducted in
accordance with paragraph (g) of this priority to the Office of Special
Education Programs (OSEP) in required annual performance reports for
continuation funding and the project final performance report.
(i) Certify that all scholars will be recruited into the program
with the intention of graduating from the program during the
performance period of the grant.
(j) Certify that the institution will not require scholars
recruited into the program to work as a condition of receiving a
scholarship, e.g., as graduate assistants, unless the work is required
to complete their training program.
(k) If the program is addressing national or regional needs,
demonstrate in the application narrative the existence of the needs
through appropriate research data.
(l) Ensure that at least 65 percent of the total requested budget
per year be used for student support or provide justification in the
application narrative for any designation less than 65 percent.
Examples of sufficient justification for proposing less than 65 percent
of the budget for student support might include:
(1) A project servicing rural areas that provides long distance
training, and that may require Web Masters, adjunct professors, or
mentors to operate effectively.
(2) A project that is expanding or adding a new area of emphasis to
the program, and as a result of this expansion, may need additional
faculty or other resources such as expert consultants, additional
training supplies, or equipment that would enhance the program.

Note: Applicants proposing projects to develop, expand, or add a
new area of emphasis to special education or related services
programs must provide, in their applications, information on how
these new areas will be sustained once Federal funding ends.

(m) Meet the statutory requirements contained in section 662(e)
through 662(h) of IDEA.

Absolute Priority 2--Combined Personnel Preparation (84.325K)

Background
State agencies, university training programs, local schools, and
community-based entities have indicated the importance and difficulty
of improving training programs for personnel to serve infants,
toddlers, and children with disabilities.
The national demand for fully credentialed early intervention,
special education, and related services personnel to serve infants,
toddlers, and children with disabilities exceeds available supply.
Thus, Federal support is required to improve both the quality and
supply of these personnel.
Priority
The purpose of the Combined Personnel Preparation priority is to
improve the quality, and increase the number, of personnel who are
fully credentialed to serve infants, toddlers, and children with
disabilities--especially in areas of chronic personnel shortage--by
supporting projects that prepare early intervention, special education,
and related services personnel at the associate, baccalaureate,
master's, and specialist levels. In order to be eligible under this
priority, programs must provide training and support for students to
complete, within the project period of the grant, a degree, State
certification, professional license, or State endorsement in early
intervention, special education or related services. Programs preparing
students to be special education paraprofessionals, related services
assistants or educational interpreters are also eligible under this
priority.
To be considered for funding under the Combined Personnel
Preparation 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. The application, programmatic,
and administrative requirements are as follows:
(a) Demonstrate, in the narrative section of the application under
``Quality of Project Services'', how--
(1) Training requirements and required coursework for the proposed
training program incorporate research-

[[Page 66145]]

based practices that improve outcomes for children with disabilities
(including relevant research citations);
(2) The program is designed to offer integrated training and
practice opportunities that will enhance the competencies of all
personnel who share responsibility for providing effective services for
children with disabilities;
(3) The program prepares personnel to address the specialized needs
of children with disabilities from diverse cultural and language
backgrounds, including limited English proficient children with
disabilities, by--
(i) Identifying the competencies needed by personnel to understand
and work with culturally and linguistically diverse populations (the
competencies identified should reflect the current knowledge base); and
(ii) Preparing personnel to use those competencies through early
intervention, special education, and related services training
programs;
(4) If preparing beginning special educators, the program is
designed to provide extended clinical learning opportunities, field
experiences, or supervised practica (such as an additional year) and
ongoing high quality mentoring and induction opportunities;
(5) The program includes field-based training opportunities for
scholars (as defined in 34 CFR 304.3(g)) in diverse settings including
schools and settings in high-poverty communities, rural areas, and
urban areas;
(6) The proposed training program will enable scholars to be highly
qualified, in accordance with section 602(10) of IDEA, in the State(s)
to be served by the applicant;
(7) The training program equips scholars with the knowledge and
skills necessary to assist children effectively in achieving State
academic achievement standards; and
(8) The training program provides student support systems
(including tutors, mentors, and other innovative practices) to enhance
student retention and success in the program.
(b) Include, in the narrative section of the application under
``Quality of Project Evaluation,'' a clear, effective plan for
evaluating the extent to which graduates of the training program have
the knowledge and skills necessary to provide scientifically based or
evidence-based instruction and services that result in improved
outcomes for children with disabilities. Applicants also must clearly
describe, under ``Quality of Project Evaluation,'' how the project will
report these evaluation results to the Office of Special Education
Programs (OSEP) in the grantee's annual performance reports and final
performance report.
(c) Meet the statutory requirements contained in section 662(e)
through 662(h) of IDEA.
(d) Ensure that at least 65 percent of the total requested budget
per year be used for student support.
(e) Budget for attendance at a three-day Project Director's meeting
in Washington, DC, during each year of the project.
(f) If the project maintains a Web site, include relevant
information and documents in a form that meets a government or
industry-recognized standard for accessibility.
(g) Include, in the application appendix, all course syllabi for
the proposed training program. Course syllabi must clearly reflect the
incorporation of research-based curriculum and pedagogy as required
under paragraph (a) of this priority.
(h) Submit electronically annual data on each scholar who receives
grant support within 60 days after the end of each grant budget year.
Applicants are encouraged to visit the Personnel Prep Data (PPD) Web
site at http://www.osepppd.org for further information about this data

collection requirement. This data collection is in addition to and does
not supplant the annual grant performance report required of each
grantee for continuation funding (see 34 CFR 75.590).
Focus Areas
Within this absolute priority, the Secretary intends to support
projects under the following four focus areas: (a) Training Personnel
to Serve Infants, Toddlers, and Pre-school Age Children with
Disabilities, (b) Training Personnel to Serve School Age Children with
Low Incidence Disabilities, (c) Training Personnel to Provide Related
Services, Speech/Language Services, and Adapted Physical Education to
Infants, Toddlers, and Children with Disabilities, and (d) Training
Personnel in Minority Institutions to Serve Infants, Toddlers, and
Children with Disabilities.

Note: Applicants must identify the specific focus area (i.e.,
(a), (b), (c), or (d)), under which they are applying as part of the
competition title on the application cover sheet (SF form 424, line
4). Applicants may not submit the same proposal under more than one
focus area.

Focus Area a: Training Personnel To Serve Infants, Toddlers, and
Pre-School Age Children With Disabilities. For the purpose of this
focus area, early intervention personnel are those who are trained to
provide services to infants and toddlers with disabilities ages birth
through two, and early childhood personnel are those who are trained to
provide services to children with disabilities ages three through five
(in States where the age range is other than ages three through five,
we will defer to the State's certification for early childhood). In
States where certification in early intervention (EI) is combined with
certification in early childhood (EC), applicants may propose a
combined EI/EC training project under this focus area. Projects
training related services, speech/language, or adapted physical
education personnel are not eligible under this focus area (see Focus
Area c).
Focus Area b: Training Personnel To Serve School Age Children with
Low Incidence Disabilities. For the purpose of this focus area, low
incidence personnel are special education personnel, including
paraprofessionals, trained to serve school-age children with low
incidence disabilities including visual impairments, hearing
impairments, simultaneous vision and hearing impairments, significant
cognitive impairments (severe mental retardation), orthopedic
impairments, autism, and traumatic brain injury. Programs preparing
special education personnel to provide services to visually impaired or
blind children that can be appropriately provided in Braille must
prepare those individuals to provide those services in Braille.
Projects training educational interpreters are eligible under this
focus area. Projects training other related services, speech/language
or adapted physical education personnel are not eligible under this
focus area (see Focus Area c). Projects training special education pre-
school personnel are eligible under Focus Area a.
Focus Area c: Training Personnel to Provide Related Services,
Speech/Language Services, and Adapted Physical Education to Infants,
Toddlers, and Children with Disabilities. Programs training related
services, speech/language or adapted physical education personnel to
serve infants, toddlers, or children with disabilities are eligible
within this focus area. For the purpose of this focus area, related
services include, but are not limited to, psychological services,
physical therapy (including therapy provided by personnel trained at
the Doctor of Physical Therapy (DPT) level), occupational therapy,
therapeutic recreation, social work services, counseling services,
audiology services (including services provided by personnel trained at
the Doctor of Audiology (DAud) level), and speech/

[[Page 66146]]

language services. Training programs in States where personnel trained
to serve children with speech/language impairments are considered to be
special educators are eligible under this focus area. Projects training
educational interpreters are not eligible under this focus area, but
may apply under Focus Area b.
Focus Area d: Training Personnel in Minority Institutions to Serve
Infants, Toddlers, and Children with Disabilities. Programs in minority
institutions are eligible under this focus area if they train: (a)
Personnel to serve one or more of the following: Infants, toddlers, and
pre-school age children with disabilities; (b) personnel to serve
school age children with low incidence disabilities; or (c) personnel
to provide related services, speech/language or adapted physical
education to infants, toddlers, and children with disabilities.
Minority institutions include institutions with a minority student
enrollment of 25 percent or more, which may include Historically Black
Colleges and Universities, Tribal Colleges, and Predominantly Hispanic
Serving Colleges and Universities.
Within this focus area, institutions that are recommended for
funding in FY 2008 and that have not received support under the IDEA
Personnel Development Program in FY 2007 will receive 10 competitive
preference points. (Programs in minority institutions training
personnel in Focus Areas a, b and c are eligible within Focus Area d.
Programs that are training high incidence special education personnel
are not eligible within Focus Area d. However, programs that are
training high incidence special education personnel are eligible under
Absolute Priority 4 located elsewhere in this notice.)
Under Focus Area d, a project may budget for less than the required
percentage (65 percent) for student support if the applicant can
provide sufficient justification for any designation less than 65
percent. Sufficient justification for proposing less than 65 percent of
the budget for student support would include support for activities
such as program development, program expansion, or the addition of a
new area of emphasis. Some examples include the following:
(1) A project that is starting a new program may request up to a
year for program development and capacity building. In the initial
project year, no student support would be required. Instead, a project
could hire a new faculty member or a consultant to assist in program
development.
(2) A project that is proposing to build capacity may hire a field
supervisor so that additional students can be trained.
(3) A project that is expanding or adding a new area of emphasis to
the program may hire additional faculty or obtain other resources such
as expert consultants, additional training supplies, or equipment that
would enhance the program.

Note: Applicants proposing projects to develop, expand, or to
add a new area of emphasis to special education or related services
programs must provide information, in their applications, on how
these new areas will be sustained once Federal funding ends.

Within this absolute priority, we are particularly interested in
applications that address the following invitational priorities.
Invitational Priorities: Under 34 CFR 75.105(c)(1) we do not give
an application that meets these invitational priorities a competitive
or absolute preference over other applications.
These priorities are:
(1) In Focus Areas b and d, the Secretary is particularly
interested in programs that prepare special educators who provide
instruction in core academic areas to children with disabilities.
(2) The Secretary is also particularly interested in programs that
provide enhanced support for beginning special educators (see section
662(b)(3) of IDEA).

Absolute Priority 3--National Outreach and Technical Assistance Center
on Discretionary Awards for Minority Institutions (84.325R)

Background
Section 681(c)(2) of IDEA requires the Secretary to set aside funds
to support one or both of the following activities: (1) The provision
of outreach and technical assistance to Historically Black Colleges and
Universities (HBCUs) and to institutions of higher education (IHEs)
with minority enrollments of not less than 25 percent to promote their
participation in certain activities under IDEA; or (2) the provision of
support to enable the institutions to assist other institutions and
agencies in improving educational and transitional results for children
with disabilities. Consistent with this requirement, this priority is
aimed at promoting the participation of HBCUs and IHEs with minority
enrollments of not less than 25 percent in discretionary grant
competitions conducted by the Department, pursuant to section 662 of
IDEA (the Personnel Development to Improve Services and Results for
Children with Disabilities program); and building the capacity of such
institutions to prepare personnel to work effectively with children
with disabilities from diverse backgrounds.
The current technical assistance center funded by the Office of
Special Education Programs (OSEP) under section 681(c)(2) of IDEA
provides technical assistance to IHEs in grant writing and disseminates
specific information to aid HBCUs and other minority IHEs in developing
applications for grants, cooperative agreements, and contracts. This
priority shifts the focus of the center that will be funded by OSEP
under section 681(c)(2) of IDEA from that of grant-writing technical
assistance to assistance that will help HBCUs and minority IHEs build
their capacity to prepare personnel to work effectively with children
with disabilities from linguistically and culturally diverse
backgrounds.
Priority
The purpose of the National Outreach and Technical Assistance
Center on Discretionary Awards for Minority Institutions (Center) is to
increase: (a) The participation of HBCUs and other institutions with a
minority student enrollment of at least 25 percent in the Personnel
Development to Improve Services and Results for Children with
Disabilities program competitions authorized under section 662 of IDEA;
and (b) the capacity of these institutions to prepare personnel to work
with children with disabilities from diverse backgrounds.
To be considered for funding under the National Outreach and
Technical Assistance Center on Discretionary Awards for Minority
Institutions absolute priority, each applicant must demonstrate, in its
application, that it will--
(a) Maintain contacts with HBCUs and other minority institutions;
(b) Prepare and disseminate grant-writing technical assistance
materials that will enable HBCUs and other minority IHEs to become
competitive applicants in competitions authorized under section 662 of
IDEA;
(c) Prepare and disseminate Web-based program development
materials, such as: Modules on a variety of research-based pedagogy and
practices that are effective in preparing personnel to provide quality
service to children with disabilities; a State-by-State directory of
resources organized by such topics as State, disability type, personnel
supply and demand, etc.; other materials that include information on
identifying competencies that personnel need to work effectively with

[[Page 66147]]

linguistically and culturally diverse populations and how to increase
those competencies through personnel preparation programs;
(d) Analyze the results of each applicable discretionary grant
competition conducted by the Department under IDEA to determine which
HBCUs and minority IHEs applied and whether they were successful, and
submit this analysis to the Department;
(e) Provide support and guidance to faculty at HBCUs and other
minority IHEs to enhance the capacity of these institutions to design
and implement professional education programs that graduate highly
qualified special educators;
(f) Ensure that all program development and professional education
program enhancements that the Center recommends to HBCUs and minority
IHEs include research-based practices, and appropriate competencies
that personnel need to work effectively with linguistically and
culturally diverse populations to improve outcomes for infants,
toddlers, and children with disabilities;
(g) Develop a plan in the first three months of the project period
that outlines a comprehensive technical assistance approach based on
effective strategies;
(h) Establish, maintain, and meet (at least once a year) with an
Advisory Board that includes individuals with disabilities, members
from underrepresented groups, technical assistance providers, and
university personnel;
(i) Use a third party evaluator, approved by OSEP, that will
conduct a rigorous evaluation of core Center activities, and determine
the overall impact of its work;
(j) Budget for attendance at a three-day Project Directors' meeting
in Washington, DC, the Technical Assistance and Dissemination Project
Directors' meeting, and at least 2 one-day planning meetings with the
OSEP Project Officer and other appropriate staff in Washington, DC;
(k) If the project maintains a Web site, include relevant
information and documents in a form that meets a government or
industry-recognized standard for accessibility; and
(l) Include a line item in the proposed budget for an annual set-
aside of five percent of the grant amount to support emerging needs
that are consistent with the proposed project's activities, as those
needs are identified in consultation with OSEP.

Note: With approval from the OSEP Project Officer, the Center
will reallocate any remaining funds from this annual set-aside no
later than the end of the third quarter of each budget period.

Fourth and Fifth Years of Project: Finally, in deciding whether to
continue funding the Center for the fourth and fifth years, the
Secretary will consider the requirements of 34 CFR 75.253(a), in
addition to the following items:
(a) The recommendation of a review team consisting of experts
selected by the Secretary. This review will be conducted in Washington,
DC during the last half of the project's second year. Projects must
budget for travel expenses associated with this one-day intensive
review.
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
Center.
(c) Evidence of changes in capacity at HBCUs and other
participating institutions.
(d) Evidence of increased participation of HBCUs and IHEs with
minority enrollments of not less than 25 percent in competitions
conducted under section 662 of IDEA.

Absolute Priority 4--Special Education Preservice Training Improvement
Grants (84.325T)

Background
State educational agencies, IHEs, and local educational agencies
consistently report that it is necessary to restructure or redesign
most preparation programs for kindergarten through grade 12 (K-12)
special education teachers to ensure that graduates of these programs
are able to meet the highly qualified teacher (HQT) requirements in the
No Child Left Behind Act of 2001 (NCLB) and the Individuals with
Disabilities Education Act, as amended by the Individuals with
Disabilities Education Improvement Act of 2004 (IDEA). To accomplish
this goal, preparation programs must ensure that their graduates who
expect to be providing instruction in core academic subjects are not
only able to meet State certification or licensure requirements, but
that they also have the necessary content knowledge, consistent with
the HQT requirements in NCLB and IDEA.
Children with disabilities are now expected to meet high standards
for learning in core academic subjects, regardless of classroom
setting. Because this is the case, K-12 special education teacher
preparation programs must address content knowledge, standards,
assessments, and evidence-based practices. Federal support can assist
in improving the quality of IHE programs that prepare special education
teachers, and help to ensure that these teachers have the knowledge and
skills needed to teach students with disabilities using evidence-based
interventions.
Priority
The purpose of this priority is to improve the quality of K-12
special education teacher preparation programs to ensure that program
graduates are able to meet the HQT requirements under sections 602(10)
and 612(a)(14) of IDEA, and are well prepared to serve children with
high incidence disabilities. For purposes of this priority, the term
``high incidence disabilities'' refers to learning disabilities,
emotional disturbance, or mental retardation. In order to be eligible
under this priority, applicants must currently prepare personnel (at
the baccalaureate or master's level) to serve school-age children with
high incidence disabilities.

Note: This priority only supports the improvement or expansion
of existing programs for high incidence personnel, such as the
expansion of an elementary program to include a secondary program in
high incidence. This priority does not support the development of
new programs for high incidence personnel.

To be considered for funding under the Special Education Preservice
Training Improvement Grants 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. The application,
programmatic, and administrative requirements are as follows:
(a) Demonstrate, in the narrative section of the application under
``Quality of Project Services,'' how--
(1) The first year of the project period will be used for planning
an improved or restructured K-12 teacher preparation program that
includes induction and mentoring components; revising curriculum for,
and integrating evidence-based interventions that improve outcomes for
children with high incidence disabilities into, the improved or
restructured program (including providing research citations for those
evidence-based interventions); and coordinating with the National
Center to Enhance the Professional Development of School Personnel on
the use of its web-based training modules (see http://www.iris.peabody.vanderbilt.edu
). Applicants must describe first year

activities and include a five-year timeline and implementation plan in
their applications. This plan must describe the proposed project
activities

[[Page 66148]]

associated with implementation of the improved or restructured program
that includes the induction and mentoring components, and may not be
implemented without the approval of OSEP, if the proposed project is
funded under this competition;
(2) The improved or restructured program is designed to offer
integrated training and practice opportunities that will enhance the
competencies of beginning special education teachers who share
responsibility with general education teachers and other personnel for
providing effective services and instruction in academic subjects to
children with high incidence disabilities in K-12 classrooms;
(3) The improved or restructured program is designed to prepare
special education teachers to address the specialized needs of children
with high incidence disabilities from diverse cultural and language
backgrounds, including limited English proficient children with
disabilities, by identifying the competencies that special education
teachers need to work effectively with culturally and linguistically
diverse populations;
(4) The improved or restructured program is designed to provide
extended clinical learning opportunities, field experiences, or
supervised practica and ongoing high quality mentoring and induction
opportunities in local schools. Applicants also must demonstrate how
they will coordinate with the National Center on Policy and Practice in
Special Education in designing the program to provide extended clinical
learning opportunities, field experiences, or supervised practica;
(5) The improved or restructured program is designed to include
field-based training opportunities in diverse settings including
schools and settings in high-poverty communities and in schools not
making adequate yearly progress (AYP) under NCLB;
(6) Upon completion of the improved or restructured program,
graduates will be able to meet the HQT requirements in accordance with
section 602(10) of IDEA and 34 CFR 300.18; and will be equipped with
the knowledge and skills necessary to assist children in achieving
State academic achievement standards;
(7) The improved or restructured program is designed to provide
support systems (including tutors, mentors, and other innovative
practices) to enhance retention and success in the program; and
(8) The improved or restructured program will be maintained once
Federal funding ends.
(b) For programs that will be restructured or re-designed to
produce graduates who will meet the standards of HQT upon program
completion, particularly as those standards relate to certification in
core academic subjects, applicants will establish partnerships with
appropriate academic departments in schools of arts and sciences. To
address this requirement, applications must also--
(i) Demonstrate how such partnerships will include representation
by academic departments that have expertise in the core academic
subjects being addressed in the application;
(ii) Demonstrate how such partnerships will include a permanent
faculty member, from one or more of the corresponding academic
departments, who will be involved in developing the overall project and
designing the curriculum used to train scholars in core academic
subjects;
(iii) Provide evidence of the extent of participation by permanent
faculty members from the corresponding academic departments; and
(iv) Provide funding to the core academic subject departments
appropriate to the significant involvement outlined in paragraph (4) of
this priority;
(c) Include, in the narrative section of the application under
``Quality of Project Evaluation,'' a clear, effective plan for
evaluating the extent to which graduates of the training program have
the knowledge and skills necessary to provide scientifically based or
evidence-based instruction and services that result in improved
outcomes for children with disabilities. Applicants also must clearly
describe, under ``Quality of Project Evaluation,'' how the project will
report these evaluation results to the OSEP in the grantee's annual
performance reports and final performance report.
(d) Meet the statutory requirements in section 662(e) through
662(f) of IDEA.
(e) Budget for planning and improvement activities, including
activities to be performed by consultants. This priority does not
provide for financial support of scholars during any year of the
project.
(f) Budget for attendance at a three-day Project Director's meeting
in Washington, DC, during each year of the project.
(g) If the project maintains a Web site, include relevant
information and documents in a form that meets a government or
industry-recognized standard for accessibility.
(h) Include, in the application appendix, all course syllabi for
the existing teacher preparation program. Revised syllabi for the
improved or restructured program must be submitted at the end of the
first year of the project period.
Within this absolute priority, we give competitive preference to
applications that address the following priority.
Competitive Preference Priority: Under 34 CFR 75.105(c)(2)(i) we
award up to an additional 10 points to an application, depending on how
well the application meets this priority.
This priority is:

Competitive Preference Points Based on Number of High Incidence Special
Education Teacher Graduates From Program in a Recent Year

In order to earn competitive preference points under this priority,
applicants must document the number of K-12 special education teachers
who have graduated from a preparation program that prepares personnel
(at the baccalaureate or master's level) to serve school-age children
with high incidence disabilities in any recent year, regardless of
whether the graduates received support from a Federal grant. For
purposes of this competitive preference priority, the term ``recent
year'' is defined as any of the past three fiscal years (i.e., FY 2004,
FY 2005, or FY 2006). For example, an applicant that documents 10
graduates (new K-12 high incidence special education teachers) during a
recent year earns 2 competitive preference points. An applicant that
documents 30 graduates (new K-12 high incidence special education
teachers) during a recent year earns 6 competitive preference points.
An applicant that documents 50 or more graduates (new K-12 high
incidence special education teachers) during a recent year earns 10
competitive preference points.

------------------------------------------------------------------------
Number of
Number of students graduating (new K-12 high incidence competitive
special education teachers) from program in a recent preference
year (including non-OSEP funded graduates) points awarded
------------------------------------------------------------------------
8-19.................................................... 2
20-29................................................... 4
30-39................................................... 6
40-49................................................... 8
50+..................................................... 10
------------------------------------------------------------------------

The number of students (i.e., new K-12 high incidence special
education teachers) graduating from the program must be documented in
the application. A letter from the Dean or Department Chair reporting
the number of high incidence graduates in a recent fiscal year is
adequate documentation for purposes of this competitive preference.

[[Page 66149]]

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

Program Authority: 20 U.S.C. 1462 and 1481.

Applicable Regulations: (a) The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80,
81, 82, 84, 85, 86, 97, 98, and 99. (b) The regulations for this
program in 34 CFR part 304.

II. Award Information

Type of Awards: Discretionary grants for competitions CFDA 84.325D,
84.325K, and 84.325R, and one cooperative agreement for competition
CFDA 84.325T.
Estimated Available Funds: The Administration has requested
$89,719,000 for the Personnel Development to Improve Services and
Results for Children with Disabilities program for FY 2008, of which we
intend to use an estimated $2,950,000 for the competitions announced in
this notice. Please refer to the ``Estimated Range of Awards'' column
of the chart in this section for the estimated dollar amounts for
individual competitions. 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 upon the availability of funds and the quality of
applications for the competitions announced in this notice, we may make
additional awards in FY 2009 from the lists of unfunded applicants from
individual competitions.
Estimated Range of Awards: See chart.
Estimated Average Size of Awards: See chart.
Maximum Award: See chart.
Estimated Number of Awards: See chart.
Project Period: See chart.

[[Page 66150]]

Personnel Development to Improve Services and Results for Children With Disabilities Application Notice for Fiscal Year 2008
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Deadline for
Applications transmittal Deadline for Estimated range of Estimated average Estimated
CFDA number and name available of intergovernmental awards size of awards Maximum award number of Project period Contact person
applications review awards
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
84.325D Preparation of 11/27/07 01/04/08 03/04/08 $171,969-$200,000. $196,200.......... $200,000 *........ 25 Up to 60 mos........ Bob Gilmore (202)
Leadership Personnel. 245-7354 Rm 4083.
84.325K Combined Personnel 11/27/07 ............ ................. .................. .................. .................. ......... .................... ..................
Preparation.
Focus Area a: Training Personnel 11/27/07 01/11/08 03/11/08 $150,000-$200,000. $175,000.......... $200,000 *........ 14 Up to 48 mos........ Maryann McDermott
to Serve Infants, Toddlers, and (202) 245-7439 Rm
Pre-school Age Children with 4062.
Disabilities.
Focus Area b: Training Personnel 11/27/07 01/11/08 03/11/08 $150,000-$200,000. $175,000.......... $200,000 *........ 23 Up to 48 mos........ ..................
to Serve School Age Children
with Low Incidence Disabilities.
Focus Area c: Training Personnel 11/27/07 01/11/08 03/11/08 $150,000-$200,000. $175,000.......... $200,000 *........ 14 Up to 48 mos........ ..................
to Provide Related Services,
Speech/Language Services, and
Adapted Physical Education to
Infants, Toddlers, and Children
with Disabilities.
Focus Area d: Training Personnel 11/27/07 01/11/08 03/11/08 $150,000-$200,000. $175,000.......... $200,000 *........ 14 Up to 48 mos........ ..................
in Minority Institutions to
Serve Infants, Toddlers, and
Children with Disabilities.
84.325R National Outreach and 11/27/07 01/11/08 03/11/08 $1,500,000 *...... 1 Up to 60 mos........ Ernest Hairston
Technical Assistance Center on (202) 245-7366 Rm
Discretionary Awards for 4070.
Minority Institutions.
84.325T Special Education 11/27/07 01/18/08 03/18/08 $100,000-$150,000 $125,000 (first $150,000 ** (first 21 Up to 60 mos........ Bonnie Jones (202)
Preservice Training Improvement (first year of year of project). year of project). 245-7395 Rm 4153.
Grants. project).
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
* 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.
** For the Special Education Preservice Training Improvement Grants, 84.325T competition:
Note: We will reject any application that proposes a budget exceeding $150,000 for a single budget period of 12 months for the first year of the project; we will reject any application that
proposes a budget exceeding $100,000 for a single budget period of 12 months over the last four years of the project; and we will reject any application that exceeds $500,000 for the five-
years of the budget period.
Note: No more than one cooperative agreement will be awarded per IHE. Programs in minority institutions that are preparing special education teachers of children with high incidence
disabilities are eligible to apply under this competition. For purposes of this competition, the term ``minority institutions'' include IHEs with a minority student enrollment of 25 percent
or more, which may include Historically Black Colleges and Universities, Tribal Colleges, and Predominantly Hispanic Serving Colleges and Universities.
Note: The Department is not bound by any estimates in this notice.

[[Page 66151]]

III. Eligibility Information

1. Eligible Applicants: Institutions of higher education (IHEs).

Note: For Absolute Priority 4 (Special Education Preservice
Training Improvement Grants, 84.325T), programs in IHEs that are
preparing preschool teachers are not eligible to apply under that
competition.

2. Cost Sharing or Matching: This program does not require cost
sharing or matching.
3. Other: General Requirements--(a) The projects funded under this
program must make positive efforts to employ and advance in employment
qualified individuals with disabilities (see section 606 of IDEA).
(b) Each applicant and grant recipient funded under this program
must involve individuals with disabilities or parents of individuals
with disabilities ages birth through 26 in planning, implementing, and
evaluating the project (see section 682(a)(1)(A) of IDEA).

IV. Application and Submission Information

1. Address to Request Application Package: Education Publications
Center (ED Pubs), P.O. Box 1398, Jessup, MD 20794-1398. Telephone, toll
free: 1-877-433-7827. FAX: (301) 470-1244. 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.ed.gov/pubs/edpubs.html
or at its e-mail address: edpubs@inet.ed.gov.

If you request an application from ED Pubs, be sure to identify the
competition to which you want to apply, as follows: CFDA number
84.325D, 84.325K, 84.325R, or 84.325T.
Individuals with disabilities may obtain a copy of the application
package in an alternative format (e.g., Braille, large print,
audiotape, or computer diskette) by contacting the person or team
listed under Alternative 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
announced in this notice.
Page Limit: The application narrative (Part III of the application)
is where you, the applicant, address the selection criteria that
reviewers use to evaluate your application. You must limit Part III to
the equivalent of no more than 50 pages for each absolute priority,
using the following standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, references, and captions, as well as all text in
charts, tables, figures, and graphs.
Use a font that is either 12 point or larger or no smaller
than 10 pitch (characters per inch).
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 two-page abstract, the
resumes, the bibliography, the references, or the letters of support.
However, you must include all of the application narrative in Part III.
We will reject your application if--
You apply these standards and exceed the page limit; or
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 this program 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. 6.
Other Submission Requirements in 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
in 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 of the competitions
announced in this notice.
5. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section in this notice.
6. Other Submission Requirements: Applications for grants under
this program may be submitted electronically or in paper format by mail
or hand delivery.
a. Electronic Submission of Applications.
To comply with the President's Management Agenda, we are
participating as a partner in the Governmentwide Grants.gov Apply site.
The Personnel Development to Improve Services and Results for Children
with Disabilities competitions, CFDA numbers 84.325D, 84.325K, 84.325R,
and 84.325T, announced in this notice are included in this project. We
request your participation in Grants.gov.
If you choose to submit your application electronically, you must
use the Governmentwide Grants.gov Apply site at http://www.Grants.gov.

Through this site, you will be able to download a copy of the
application package, complete it offline, and then upload and submit
your application. You may not e-mail an electronic copy of a grant
application to us.
You may access the electronic grant application for the Personnel
Development to Improve Services and Results for Children with
Disabilities program competitions--CFDA numbers 84.325D, 84.325K,
84.325R, and 84.325T at http://www.Grants.gov. You must search for the

downloadable application package for this program by the CFDA number.
Do not include the CFDA number's alpha suffix in your search (e.g.,
search for 84.325, not 84.325D).
Please note the following:
Your participation in Grants.gov is voluntary.
When you enter the Grants.gov site, you will find
information about submitting an application electronically through the
site, as well as the hours of operation.
Applications received by Grants.gov are date and time
stamped. Your application must be fully uploaded and submitted and must
be date and time stamped by the Grants.gov system no later than 4:30
p.m., Washington, DC time, on the application deadline date. Except as
otherwise noted in this section, we will not consider your application
if it is date and time stamped by the Grants.gov system later than 4:30
p.m., Washington, DC time, on the application deadline date. When we
retrieve your application from Grants.gov, we will notify you if we are
rejecting your application because it was date and time stamped by the
Grants.gov system after 4:30 p.m.,

[[Page 66152]]

Washington, DC time, on the application deadline date.
The amount of time it can take to upload an application
will vary depending on a variety of factors, including the size of the
application and the speed of your Internet connection. Therefore, we
strongly recommend that you do not wait until the application deadline
date to begin the submission process through Grants.gov.
You should review and follow the Education Submission
Procedures for submitting an application through Grants.gov that are
included in the application package for the competition to which you
are applying to ensure that you submit your application in a timely
manner to the Grants.gov system. You can also find the Education
Submission Procedures pertaining to Grants.gov at
http://e-Grants.ed.gov/help/GrantsgovSubmissionProcedures.pdf.

To submit your application via Grants.gov, you must
complete all steps in the Grants.gov registration process (see
http://www.grants.gov/applicants/get_registered.jsp).
These steps include (1)
registering your organization, a multi-part process that includes
registration with the Central Contractor Registry (CCR); (2)
registering yourself as an Authorized Organization Representative
(AOR); and (3) getting authorized as an AOR by your organization.
Details on these steps are outlined in the Grants.gov 3-Step
Registration Guide (see
http://www.grants.gov/section910/Grants.govRegistrationBrochure.pdf).
You also must provide on your
application the same D-U-N-S Number used with this registration. Please
note that the registration process may take five or more business days
to complete, and you must have completed all registration steps to
allow you to submit successfully an application via Grants.gov. In
addition you will need to update your CCR registration on an annual
basis. This may take three or more business days to complete.
You will not receive additional point value because you
submit your application in electronic format, nor will we penalize you
if you submit your application in paper format.
If you submit your application electronically, you must
submit all documents electronically, including all information you
typically provide on the following forms: Application for Federal
Assistance (SF 424), the Department of Education Supplemental
Information for SF 424, Budget Information--Non-Construction Programs
(ED 524), and all necessary assurances and certifications. Please note
that two of these forms--the SF 424 and the Department of Education
Supplemental Information for SF 424--have replaced the ED 424
(Application for Federal Education Assistance).
If you submit your application electronically, you must
attach any narrative sections of your application as files in a .DOC
(document), .RTF (rich text), or .PDF (Portable Document) format. If
you upload a file type other than the three file types specified in
this paragraph or submit a password-protected file, we will not review
that material.
Your electronic application must comply with any page-
limit requirements described in this notice.
After you electronically submit your application, you will
receive from Grants.gov an automatic notification of receipt that
contains a Grants.gov tracking number. (This notification indicates
receipt by Grants.gov only, not receipt by the Department.) The
Department then will retrieve your application from Grants.gov and send
a second notification to you by e-mail. This second notification
indicates that the Department has received your application and has
assigned your application a PR/Award number (an ED-specified
identifying number unique to your application).
We may request that you provide us original signatures on
forms at a later date.
Application Deadline Date Extension in Case of Technical Issues
With the Grants.gov System: If you are experiencing problems submitting
your application through Grants.gov, please contact the Grants.gov
Support Desk, toll free, at 1-800-518-4726. You must obtain a
Grants.gov Support Desk Case Number and must keep a record of it.
If you are prevented from electronically submitting your
application on the application deadline date because of technical
problems with the Grants.gov system, we will grant you an extension
until 4:30 p.m., Washington, DC time, the following business day to
enable you to transmit your application electronically or by hand
delivery. You also may mail your application by following the mailing
instructions described elsewhere in this notice.
If you submit an application after 4:30 p.m., Washington, DC time,
on the application deadline date, please contact the person listed
under FOR FURTHER INFORMATION CONTACT in section VII in this notice and
provide an explanation of the technical problem you experienced with
Grants.gov, along with the Grants.gov Support Desk Case Number. We will
accept your application if we can confirm that a technical problem
occurred with the Grants.gov system and that that problem affected your
ability to submit your application by 4:30 p.m., Washington, DC time,
on the application deadline date. The Department will contact you after
a determination is made on whether your application will be accepted.

Note: The extensions to which we refer in this section apply
only to the unavailability of, or technical problems with, the
Grants.gov system. We will not grant you an extension if you failed
to fully register to submit your application to Grants.gov before
the application deadline date and time or if the technical problem
you experienced is unrelated to the Grants.gov system.

b. Submission of Paper Applications by Mail.
If you submit your application in paper format by mail (through the
U.S. Postal Service or a commercial carrier), you must mail the
original and two copies of your application, on or before the
application deadline date, to the Department at the applicable
following address:
By mail through the U.S. Postal Service: U.S. Department of
Education, Application Control Center, Attention: (CFDA Number 84.325D,
84.325K, 84.325R, or 84.325T), 400 Maryland Avenue, SW., Washington, DC
20202-4260; or
By mail through a commercial carrier: U.S. Department of Education,
Application Control Center--Stop 4260, Attention: (CFDA Number 84.325D,
84.325K, 84.325R, or 84.325T), 7100 Old Landover Road, Landover, MD
20785-1506.
Regardless of which address you use, you must show proof of mailing
consisting of one of the following:
(1) A legibly dated U.S. Postal Service postmark.
(2) A legible mail receipt with the date of mailing stamped by the
U.S. Postal Service.
(3) A dated shipping label, invoice, or receipt from a commercial
carrier.
(4) Any other proof of mailing acceptable to the Secretary of the
U.S. Department of Education.
If you mail your application through the U.S. Postal Service, we do
not accept either of the following as proof of mailing:
(1) A private metered postmark.
(2) A mail receipt that is not dated by the U.S. Postal Service.
If your application is postmarked after the application deadline
date, we will not consider your application.

Note: The U.S. Postal Service does not uniformly provide a dated
postmark. Before relying on this method, you should check with your
local post office.

[[Page 66153]]

c. Submission of Paper Applications by Hand Delivery.
If you submit your application in paper format by hand delivery,
you (or a courier service) must deliver the original and two copies of
your application by hand, on or before the application deadline date,
to the Department at the following address: U.S. Department of
Education, Application Control Center, Attention: (CFDA Number 84.325D,
84.325K, 84.325R, or 84.325T), 550 12th Street, SW., Room 7041, Potomac
Center Plaza, Washington, DC 20202-4260.
The Application Control Center accepts hand deliveries daily
between 8 a.m. and 4:30 p.m., Washington, DC time, except Saturdays,
Sundays and Federal holidays. Note for Mail or Hand Delivery of Paper
Applications: If you mail or hand deliver your application to the
Department--
(1) You must indicate on the envelope and--if not provided by the
Department--in Item 11 of the SF 424 the CFDA number, including suffix
letter, if any, of the competition under which you are submitting your
application; and
(2) The Application Control Center will mail to you a notification
of receipt of your grant application. If you do not receive this
notification within 15 business days from the application deadline
date, you should call the U.S. Department of Education Application
Control Center at (202) 245-6288.

V. Application Review Information

1. Selection Criteria: The selection criteria for this program are
from 34 CFR 75.210 and are listed in the application packages for each
competition announced in this notice.
2. Peer Review: In the past, the Department has had difficulty
finding peer reviewers for certain competitions, because so many
individuals who are eligible to serve as peer reviewers have conflicts
of interest. The Standing Panel requirements under IDEA also have
placed additional constraints on the availability of reviewers.
Therefore, the Department has determined that, for some discretionary
grant competitions, applications may be separated into two or more
groups and ranked and selected for funding within specific groups. This
procedure will make it easier for the Department to find peer
reviewers, by ensuring that greater numbers of individuals who are
eligible to serve as reviewers for any particular group of applicants
will not have conflicts of interest. It also will increase the quality,
independence, and fairness of the review process, while permitting
panel members to review applications under discretionary grant
competitions for which they also have submitted applications. However,
if the Department decides to select an equal number of applications in
each group for funding, this may result in different cut-off points for
fundable applications in each group.

VI. Award Administration Information

1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award Notice
(GAN). We may notify you informally, also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section in this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section in this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Reporting: At the end of your project period, you must submit a
final performance report, including financial information, as directed
by the Secretary. If you receive a multi-year award, you must submit an
annual performance report that provides the most current performance
and financial expenditure information as directed by the Secretary
under 34 CFR 75.118. The Secretary may also require more frequent
performance reports under 34 CFR 75.720(c). For specific requirements
on reporting, please go to http://www.ed.gov/fund/grant/apply/appforms/appforms.html.

4. Performance Measures: Under the Government Performance and
Results Act of 1993 (GPRA), the Department has established a set of
performance measures, including long-term measures, that are designed
to yield information on various aspects of the effectiveness and
quality of the Personnel Development to Improve Services and Results
for Children with Disabilities program. These measures include:

------------------------------------------------------------------------

------------------------------------------------------------------------
For 84.325D, 84.325K and 84.325T....... (1) The percentage of projects
that incorporate
scientifically based or
evidence-based practices;
(2) The percentage of scholars
who exit training programs
prior to completion due to
poor academic performance;
(3) The percentage of degree or
certification recipients who
are working in the area(s) for
which they were trained upon
program completion;
(4) The percentage of degree or
certification recipients who
are working in the area(s) for
which they were trained upon
program completion and are
fully qualified under IDEA;
(5) The percentage of scholars
completing IDEA-funded
training programs who are
knowledgeable and skilled in
scientifically based or
evidence-based practices for
infants, toddlers, and
children with disabilities;
(6) The percentage of low
incidence positions that are
filled by personnel who are
fully qualified under IDEA;
and
(7) The percentage of program
graduates who maintain
employment for three or more
years in the area(s) for which
they were trained.
84.325R................................ (1) The extent to which
projects provide high quality
products and services;
(2) The relevance of project
products and services to
educational and early
intervention policy and
practice; and
(3) The use of products and
services to improve
educational and early
intervention policy and
practice.
------------------------------------------------------------------------

[[Page 66154]]

Grantees may be asked to participate in assessing and providing
information on these aspects of program quality.

VII. Agency Contact

For Further Information Contact: See chart in the Award Information
section in this notice for the name, room number and telephone number
of the contact person for each competition. You can write to the
contact person at the following address: U.S. Department of Education,
400 Maryland Avenue, SW., Potomac Center Plaza (PCP), Washington, DC
20202-2600.
If you use a TDD, call the FRS at 1-800-877-8339.

VIII. Other Information

Alternative Format: Individuals with disabilities can obtain this
document and a copy of the application package in an alternative format
(e.g., Braille, large print, audiotape, or computer diskette) by
contacting the Grants and Contracts Services Team, U.S. Department of
Education, 400 Maryland Avenue, SW., room 5075, PCP, Washington, DC
20202-2550. Telephone: (202) 245-7363. If you use a TDD, call the FRS,
toll-free, at 1-800-877-8339.
Electronic Access to This Document: You can view this document, as
well as all other documents of this Department published in the Federal
Register, in text or Adobe Portable Document Format (PDF) on the
Internet at the following site: http://www.ed.gov/news/fedregister.

To use PDF you must have Adobe Acrobat Reader, which is available
free at this site. If you have questions about using PDF, call the U.S.
Government Printing Office (GPO), toll free, at 1-888-293-6498; or in
the Washington, DC, area at (202) 512-1530.

Note: The official version of this document is the document
published in the Federal Register. Free Internet access to the
official edition of the Federal Register and the Code of Federal
Regulations is available on GPO Access at:
http://www.gpoaccess.gov/nara/index.html.

Dated: November 21, 2007.
William W. Knudsen,
Deputy Assistant Secretary for Special Education and Rehabilitative
Services.
[FR Doc. E7-23080 Filed 11-26-07; 8:45 am]

BILLING CODE 4000-01-P