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, 66143-66154 [E7-23080]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 72, Number 227 (Tuesday, November 27, 2007)]
[Notices]
[Pages 66143-66154]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: E7-23080]


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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 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 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 https://
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: https://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 https://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 https://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 https://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 https://
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 https://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