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) 2009., 42506-42515 [E8-16544]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 73, Number 140 (Monday, July 21, 2008)]
[Notices]
[Pages 42506-42515]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: E8-16544]



[[Page 42505]]

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Part IV





Department of Education





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 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) 2009; Notice

Federal Register / Vol. 73, No. 140 / Monday, July 21, 2008 / 
Notices

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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) 2009.

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

    Note: This notice invites applications for three separate 
competitions. For key dates, contact person information, and funding 
information regarding each of the three 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:

------------------------------------------------------------------------
            Absolute priority                 Competition CFDA number
------------------------------------------------------------------------
Preparation of Leadership Personnel......  84.325D
Combined Personnel Preparation...........  84.325K
Special Education Preservice Program       84.325T
 Improvement Grants.
------------------------------------------------------------------------

    Absolute Priorities: For FY 2009 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 special education and related services 
personnel who have been trained at the doctoral and post-doctoral 
levels (Smith, Pion, & Tyler, 2004; Smith, Pion, Tyler, Sindelar, & 
Rosenberg, 2001; Wasburn-Moses & Therrien, in press). Accordingly, the 
Department seeks to support programs that provide doctoral, post-
doctoral, and advanced graduate level training that prepares 
professionals to work in special education as researchers, teacher 
educators, administrators, and direct service providers.
    Priority: The Preparation of Leadership Personnel priority supports 
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 
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 integrate coursework with practicum 
opportunities that will enhance the competencies of special educators 
and related services personnel at the doctoral and post-doctoral levels 
to effectively (a) serve in a variety of leadership positions (e.g., 
direct service, research faculty, teacher training, or leadership at 
the State or local level) and (b) collaborate and work with regular 
education personnel.
    (4) For programs that train personnel in early intervention, 
special education, or related services, the program ensures that 
scholars are knowledgable about: (i) The provisions of the Elementary 
and Secondary Education Act of 1965 (ESEA), as amended by the No Child 
Left Behind Act of 2001 (NCLB); (ii) the requirements for highly 
qualified teachers under IDEA and NCLB; and (iii) strategies to foster 
collaboration between regular and special education teachers; and
    (5) The proposed training program includes training on developing 
and addressing State academic content and achievement standards, 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

[[Page 42507]]

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 incorporate 
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 that includes the sequence of courses offered in the 
program and the comprehensive curriculum designed to meet program goals 
and obtain mastery in 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). Please note that this prohibition 
on work as a condition of receiving a scholarship does not apply to the 
service obligation requirements in section 662(h) of IDEA.
    (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 will 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 requires 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, needs 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 in section 662(e) through 
662(h) of IDEA.

Smith, D.D., Pion, G.M., Tyler, N.C. (2004). Leadership personnel in 
special education: Can persistent shortage be resolved? In A. McCray 
Sorrells, H.J. Rieth, & P.T. Sindelar (Eds.), Critical Issues in 
Special Education: Access, Diversity, and Accountability (pp. 258-276). 
New York: Pearson Allyn and Bacon.
Smith, D.S., Pion, G., Tyler, N.C., Sindelar, P., & Rosenberg, M. 
(2001). The study of special education leadership personnel: With 
particular attention to the professoriate. Vanderbilt University, 
Nashville, TN, University of Florida at Gainesville, Gainesville, FL, 
and Johns Hopkins University, Baltimore, MD. Retrieved March 23, 2008, 
from https://hecse.org/pdf/SPED_Leadership_Study.pdf
Wasburn-Moses, L., & Therrien, W.J. (in press). The impact of 
Leadership Personnel Grants on the doctoral student population in 
special education. Teacher Education in Special Education.

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

    Background: State agencies, university training programs, local 
schools, and community-based entities acknowledge the importance of 
improving training programs for personnel to serve infants, toddlers, 
and children with disabilities (Early, D. M. & Winton, P. J., 2001; 
Scheuermann, Webber, Boutot, & Goodwin, 2003). In addition, the 
national demand for fully credentialed early intervention, special 
education, and related services personnel to serve infants, toddlers, 
and children with disabilities exceeds the available supply (McLeskey, 
Tyler, & Flippin, 2004). Federal support is needed 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 in a related services field. 
Programs preparing students to be special education paraprofessionals, 
assistants in related services professions (e.g., physical therapist 
assistants, occupational therapist 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 must--
    (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-based practices that improve 
outcomes for children with disabilities (including relevant research 
citations);
    (2) The program is designed to integrate coursework with practicum 
opportunities that will enhance the competencies of special education 
personnel to effectively (a) serve and instruct children with 
disabilities and (b) collaborate and work with regular education 
personnel.
    (3) The program prepares personnel to address the specialized needs 
of children with disabilities from diverse

[[Page 42508]]

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, \1\ field 
experiences, or supervised practica (such as an additional year), and 
ongoing high quality mentoring and induction opportunities;
---------------------------------------------------------------------------

    \1\ Clinical learning opportunities are a method of instruction 
for students to apply knowledge and skills in highly controlled or 
simulated situations to ensure that they possess needed skills and 
competencies prior to entering actual or typical environments with 
children with disabilities.
---------------------------------------------------------------------------

    (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: (a) Enable scholars to be 
highly qualified, in accordance with section 602(10) of IDEA and 34 CFR 
300.18, in the State(s) to be served by the applicant; and (b) ensure 
that scholars are equipped with the knowledge and skills necessary to 
assist children in meeting State academic achievement standards; and
    (7) 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 in section 662(e) through 
662(h) of IDEA.
    (d) Ensure that at least 65 percent of the total requested budget 
per year is 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/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

[[Page 42509]]

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 2009 and that have not received support under the IDEA 
Personnel Development Program in FY 2008 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 3--Special Education Preservice Program Improvement 
Grants, 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 to provide 
instruction in core academic content areas (i.e., English/language 
arts, mathematics, science, foreign languages, art, history, and 
geography) 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).

Early, D.M. & Winton, P.J. (2001). Preparing the workforce: Early 
childhood teacher preparation at 2- and 4-year institutions of higher 
education. Early Childhood Research Quarterly, 16(3), 285-306.
McLeskey, J., Tyler, N., & Flippin, S.S. (2004). The supply and demand 
for special education teachers: A review of research regarding the 
chronic shortage of special education teachers. The Journal of Special 
Education, 38(1), 5-21.
Scheuermann, B., Webber, J., Boutot, E.A., Goodwin, M. (2003). Problems 
with Personnel Preparation in Autism Spectrum Disorders. Focus on 
Autism & Other Developmental Disabilities, 18(3).

Absolute Priority 3--Special Education Preservice Program Improvement 
Grants (84.325T).

    Background: State educational agencies, institutions of higher 
education (IHEs), and local educational agencies consistently report 
that personnel preparation programs for kindergarten through grade 12 
(K-12) special education teachers should be restructured or redesigned 
so that graduates of these programs meet the highly qualified teacher 
(HQT) requirements in the Individuals with Disabilities Education Act 
(IDEA). To accomplish this goal, personnel preparation programs must 
ensure that their graduates who expect to be providing instruction in a 
core academic subject are able to meet State special education 
certification or licensure requirements, as well as have the necessary 
content knowledge, consistent with the HQT requirements in IDEA.
    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 and ensure that 
program graduates meet the HQT requirements under sections 602(10) 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 special education 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 a program for elementary school teachers to include a 
program for secondary school teachers serving children with high 
incidence disabilities. This priority does not support the 
development of new programs for high incidence personnel. In 
addition, this priority does not support programs in IHEs that are 
preparing preschool teachers.

    To be considered for funding under the Special Education Preservice 
Program 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; 
integrating evidence-based interventions that improve outcomes for 
children with

[[Page 42510]]

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 associated with implementation 
of the improved or restructured program that includes induction and 
mentoring components. Implementation of the plan may not begin without 
approval from OSEP;
    (2) The improved or restructured program is designed to integrate 
coursework with practicum opportunities that will enhance the 
competencies of beginning special education teachers to collaborate and 
work with general education teachers and other personnel to provide 
effective services and instruction in academic subjects to children 
with high incidence disabilities in K-12 general education 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,\2\ 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 (see 
https://www.coe.ufl.edu/copsse/);
---------------------------------------------------------------------------

    \2\ Clinical learning opportunities are a method of instructions 
for students to apply knowledge and skills in highly controlled or 
simulated situations to ensure that they possess needed skills and 
competencies prior to entering actual or typical environments with 
children with disabilities.
---------------------------------------------------------------------------

    (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) The improved or restructured program will: (a) Enable scholars 
to be highly qualified, in accordance with section 602(10) of IDEA and 
34 CFR 300.18, in the State(s) to be served by the applicant; and (b) 
ensure that scholars are equipped with the knowledge and skills 
necessary to assist children in meeting 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 in and successful completion of 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 meet the HQT requirements for teachers who teach 
core academic subjects, applicants must establish partnerships with the 
appropriate academic departments. Funds may be used to support faculty 
from the academic departments for their involvement in the activities 
outlined in paragraph (4) of this priority. To address this 
requirement, applications must--
    (i) Describe how representatives of relevant academic departments 
with expertise in the core academic subjects being addressed in the 
application will be involved in the partnership;
    (ii) Provide evidence that such partnerships will include a 
permanent faculty member from the appropriate academic departments, who 
will be involved in developing the overall project and designing the 
curriculum used to train scholars in the particular core academic 
subject;
    (iii) Provide evidence that permanent faculty members from the 
appropriate academic departments participated in the design of the 
program.
    (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 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 financial support for students 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 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 2005, FY 2006, 
or FY 2007). The table that follows indicates how the competitive 
preference points will be awarded. For example, an applicant that 
documents 10 graduates (new K-12 high incidence special education 
teachers) during a recent year would earn 2 competitive preference 
points. An applicant that documents 30 graduates (new K-12 high 
incidence special education teachers) during a recent year would earn 6 
competitive preference points. An applicant that documents 50 or more 
graduates (new K-12 high incidence special education teachers) during a 
recent year would earn 10 competitive preference points.

[[Page 42511]]



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

    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 verifying 
the number of high incidence graduates in a recent fiscal year would be 
adequate documentation for purposes of this competitive preference.
    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 
and 84.325K, and cooperative agreements for competition CFDA 84.325T.
    Estimated Available Funds: The Administration has requested 
$88,152,592 for the Personnel Development to Improve Services and 
Results for Children with Disabilities program for FY 2009, of which we 
intend to use an estimated $1,450,000 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.

                                  Personnel Development To Improve Services and Results for Children With Disabilities Application Notice for Fiscal Year 2009
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
                                                      Deadline for        Deadline for                            Estimated                        Estimated
     CFDA number and name          Applications      transmittal of    intergovernmental    Estimated range    average size of    Maximum award    number of   Project  period   Contact  person
                                    available         applications           review            of awards           awards                           awards
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
84.325D Preparation of          July 21, 2008....  September 2, 2008  October 29, 2008...  $175,000-$200,000  $200,000........  $200,000*.......          25  Up to 48 months.  Bob Gilmore
 Leadership Personnel.                                                                                                                                                           (202) 245-7354
                                                                                                                                                                                 Rm 4083.
84.325K Combined Personnel      July 21, 2008....  September 9, 2008  November 10, 2008..  .................  ................  ................  ..........  ................  ................
 Preparation.
Focus Area a: Training          .................  .................  ...................  $150,000-$200,000  $175,000........  $200,000*.......          14  Up to 48 months.  Maryann
 Personnel to Serve Infants,                                                                                                                                                     McDermott (202)
 Toddlers, and Pre-school Age                                                                                                                                                    245-7439 Rm
 Children with Disabilities.                                                                                                                                                     4062.
Focus Area b: Training          .................  .................  ...................  $150,000-$200,000  $175,000........  $200,000*.......          23  Up to 48 months.  ................
 Personnel to Serve School Age
 Children with Low Incidence
 Disabilities.
Focus Area c: Training          .................  .................  ...................  $150,000-$200,000  $175,000........  $200,000*.......          14  Up to 48 months.  ................
 Personnel to Provide Related
 Services, Speech/Language
 Services, and Adapted
 Physical Education to
 Infants, Toddlers, and
 Children with Disabilities.
Focus Area d: Training          .................  .................  ...................  $150,000-$200,000  $175,000........  $200,000*.......          14  Up to 48 months.  ................
 Personnel in Minority
 Institutions to Serve
 Infants, Toddlers, and
 Children with Disabilities.

[[Page 42512]]

 
84.325T Special Education       July 21, 2008....  September 19,      November 18, 2008..  $100,000-$150,000  $125,000 (first   $150,000**                21  Up to 60 months.  Bonnie Jones
 Preservice Program                                 2008.                                   (first year of     year of           (first year of                                  (202) 245-7395
 Improvement Grants.                                                                        project).          project).         project).                                       Rm 4153.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
*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 Program Improvement Grants, 84.325T competition:
Note: We will reject any application that exceeds $500,000 for a five-year project period. 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. Applicants can choose to have a larger budget during the initial year of the grant up to $150,000, however, if the first year budget is over $100,000 then subsequent years need
  to be adjusted so that the total amount of the grant does not exceed $500,000.
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.

III. Eligibility Information

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

    Note: For Absolute Priority 3--Special Education Preservice 
Program 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, 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

[[Page 42513]]

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, 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, and 
84.325T at https://www.Grants.gov. You must search for the downloadable 
application package for the competition to which you are applying 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 4:30:00 
p.m., Washington, DC time, on the application deadline date. Except as 
otherwise noted in this section, we will not accept your application if 
it is received--that is, date and time stamped by the Grants.gov 
system--after 4:30:00 p.m., Washington, DC time, on the application 
deadline date. We do not consider an application that does not comply 
with the deadline requirements. When we retrieve your application from 
Grants.gov, we will notify you if we are rejecting your application 
because it was date and time stamped by the Grants.gov system after 
4:30:00 p.m., Washington, DC time, on the application deadline date.
     The amount of time it can take to upload an application 
will vary depending on a variety of factors, including the size of the 
application and the speed of your Internet connection. Therefore, we 
strongly recommend that you do not wait until the application deadline 
date to begin the submission process through Grants.gov.
     You should review and follow the Education Submission 
Procedures for submitting an application through Grants.gov that are 
included in the application package for the competition to which you 
are applying to ensure that you submit your application in a timely 
manner to the Grants.gov system. You also can 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 4:30:00 p.m., Washington, DC time, the following business day to 
enable you to transmit your application electronically or by hand 
delivery. You also may mail your application by following the mailing 
instructions described elsewhere in this notice.
    If you submit an application after 4:30:00 p.m., Washington, DC 
time, on 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

[[Page 42514]]

affected your ability to submit your application by 4:30:00 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, 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, 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.

    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, 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 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except 
Saturdays, Sundays and Federal holidays.

    Note for Mail or Hand Delivery of Paper Applications: If you 
mail or hand deliver your application to the Department--
    (1) You must indicate on the envelope and--if not provided by 
the Department--in Item 11 of the SF 424 the CFDA number, including 
suffix letter, if any, of the competition under which you are 
submitting your application; and
    (2) The Application Control Center will mail to you a 
notification of receipt of your grant application. If you do not 
receive this notification within 15 business days from the 
application deadline date, you should call the U.S. Department of 
Education Application Control Center at (202) 245-6288.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this program are 
from 34 CFR 75.210 and are listed in the application 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-