Office of Special Education and Rehabilitative Services; Overview Information; State Personnel Development Grants (SPDG) Program; Notice Inviting Applications for New Awards for Fiscal Year (FY) 2009, 17178-17184 [E9-8522]
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Federal Register / Vol. 74, No. 70 / Tuesday, April 14, 2009 / Notices
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[FR Doc. E9–8502 Filed 4–13–09; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF EDUCATION
Office of Special Education and
Rehabilitative Services; Overview
Information; State Personnel
Development Grants (SPDG) Program;
Notice Inviting Applications for New
Awards for Fiscal Year (FY) 2009
Catalog of Federal Domestic
Assistance (CFDA) Number: 84.323A.
Dates:
Applications Available: April 14,
2009.
Deadline for Transmittal of
Applications: May 29, 2009.
Deadline for Intergovernmental
Review: July 28, 2009.
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purpose of
this program is to assist State
educational agencies (SEAs) in
reforming and improving their systems
for personnel preparation and
professional development in early
intervention, educational, and transition
services in order to improve results for
children with disabilities.
Priority: This priority is from the
notice of final priority for this program,
published in the Federal Register on
June 9, 2006 (71 FR 33578).
Absolute Priority: For FY 2009 and
any subsequent year in which we make
awards from the list of unfunded
applicants from this competition, this
priority is an absolute priority. Under 34
CFR 75.105(c)(3) we consider only
applications that meet this priority.
This Priority is:
Priority:
The Assistant Secretary establishes a
priority to assist SEAs in reforming and
improving their personnel preparation
and professional development systems
for teachers, principals, administrators,
related services personnel,
paraprofessionals, and early
intervention personnel. The intent of
this priority is to improve educational
results for children with disabilities
through the delivery of high quality
instruction and the recruitment, hiring,
and retention of highly qualified special
education teachers.
In order to meet this priority an
applicant must demonstrate that the
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project for which it seeks funding—(1)
Provides professional development
activities that improve the knowledge
and skills of personnel, as defined in
section 651(b) of the Individuals with
Disabilities Education Act (IDEA), in
delivering scientifically based
instruction to meet the needs of, and
improve the performance and
achievement of, infants, toddlers,
preschoolers, and children with
disabilities; (2) Implements practices to
sustain the knowledge and skills of
personnel who have received training in
scientifically based instruction; and (3)
Implements strategies that are effective
in promoting the recruitment, hiring,
and retention of highly qualified special
education teachers in accordance with
section 602(10) and section 612(a)(14) of
IDEA.
Projects Funded Under This Priority
Must Also:
(a) Budget for a three-day Project
Directors’ meeting in Washington, DC
during each year of the project;
(b) Budget $4,000 annually for
support of the State Personnel
Development Grants Program Web site
currently administered by the
University of Oregon (https://
www.signetwork.org); and
(c) If a project receiving assistance
under this program authority maintains
a Web site, include relevant information
and documents in a form that meets a
government or industry-recognized
standard for accessibility.
Statutory Requirements.
State Personnel Development Plan.
An applicant must submit a State
Personnel Development Plan that
identifies and addresses the State and
local needs for personnel preparation
and professional development of
personnel, as well as individuals who
provide direct supplementary aids and
services to children with disabilities,
and that—
(a) Is designed to enable the State to
meet the requirements of section
612(a)(14) and section 635(a)(8) and (9)
of IDEA;
(b) Is based on an assessment of State
and local needs that identifies critical
aspects and areas in need of
improvement related to the preparation,
ongoing training, and professional
development of personnel who serve
infants, toddlers, preschoolers, and
children with disabilities within the
State, including—
(i) Current and anticipated personnel
vacancies and shortages; and
(ii) The number of preservice and
inservice programs;
(c) Is integrated and aligned, to the
maximum extent possible, with State
plans and activities under the
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Elementary and Secondary Education
Act of 1965, as amended (ESEA); the
Rehabilitation Act of 1973, as amended;
and the Higher Education Act of 1965,
as amended (HEA);
(d) Describes a partnership agreement
that is in effect for the period of the
grant, which agreement must specify—
(i) The nature and extent of the
partnership described in accordance
with section 652(b) of IDEA and the
respective roles of each member of the
partnership, including, if applicable, an
individual, entity, or agency other than
the SEA that has the responsibility
under State law for teacher preparation
and certification; and
(ii) How the SEA will work with other
persons and organizations involved in,
and concerned with, the education of
children with disabilities, including the
respective roles of each of the persons
and organizations;
(e) Describes how the strategies and
activities the SEA uses to address
identified professional development and
personnel needs will be coordinated
with activities supported with other
public resources (including funds
provided under Part B and Part C of
IDEA and retained for use at the State
level for personnel and professional
development purposes) and private
resources;
(f) Describes how the SEA will align
its personnel development plan with the
plan and application submitted under
sections 1111 and 2112, respectively, of
the ESEA;
(g) Describes strategies the SEA will
use to address the identified
professional development and
personnel needs and how such
strategies will be implemented,
including—
(i) A description of the programs and
activities that will provide personnel
with the knowledge and skills to meet
the needs of, and improve the
performance and achievement of,
infants, toddlers, preschoolers, and
children with disabilities; and
(ii) How such strategies will be
integrated, to the maximum extent
possible, with other activities supported
by grants funded under section 662 of
IDEA;
(h) Provides an assurance that the
SEA will provide technical assistance to
local educational agencies (LEAs) to
improve the quality of professional
development available to meet the
needs of personnel who serve children
with disabilities;
(i) Provides an assurance that the SEA
will provide technical assistance to
entities that provide services to infants
and toddlers with disabilities to
improve the quality of professional
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development available to meet the
needs of personnel serving those
children;
(j) Describes how the SEA will recruit
and retain highly qualified teachers and
other qualified personnel in geographic
areas of greatest need;
(k) Describes the steps the SEA will
take to ensure that economically
disadvantaged and minority children
are not taught at higher rates by teachers
who are not highly qualified; and
(l) Describes how the SEA will assess,
on a regular basis, the extent to which
the strategies implemented have been
effective in meeting the performance
goals described in section 612(a)(15) of
IDEA.
Partnerships.
Required Partners.
Applicants must establish a
partnership with LEAs and other State
agencies involved in, or concerned with,
the education of children with
disabilities, including—
(a) Not less than one institution of
higher education; and
(b) The State agencies responsible for
administering Part C of IDEA, early
education, child care, and vocational
rehabilitation programs.
Other Partners.
An SEA must work in partnership
with other persons and organizations
involved in, and concerned with, the
education of children with disabilities,
which may include—
(a) The Governor;
(b) Parents of children with
disabilities ages birth through 26;
(c) Parents of nondisabled children
ages birth through 26;
(d) Individuals with disabilities;
(e) Parent training and information
centers or community parent resource
centers funded under sections 671 and
672 of IDEA, respectively;
(f) Community-based and other
nonprofit organizations involved in the
education and employment of
individuals with disabilities;
(g) Personnel as defined in section
651(b) of IDEA;
(h) The State advisory panel
established under Part B of IDEA;
(i) The State interagency coordinating
council established under Part C of
IDEA;
(j) Individuals knowledgeable about
vocational education;
(k) The State agency for higher
education;
(l) Noneducational public agencies
with jurisdiction in the areas of health,
mental health, social services, and
juvenile justice;
(m) Other providers of professional
development who work with infants,
toddlers, preschoolers, and children
with disabilities;
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(n) Other individuals; and
(o) In cases where the SEA is not
responsible for teacher certification, an
individual, entity, or agency responsible
for teacher certification, as defined in
section 652(b)(3) of IDEA.
Use of Funds.
(a) Professional Development
Activities—Consistent with the absolute
priority announced in this notice, each
SEA that receives a SPDG under this
program must use the grant funds to
support activities in accordance with
the State’s Personnel Development Plan,
including one or more of the following:
(1) Carrying out programs that provide
support to both special education and
regular education teachers of children
with disabilities and principals, such as
programs that—
(i) Provide teacher mentoring, team
teaching, reduced class schedules and
case loads, and intensive professional
development;
(ii) Use standards or assessments for
guiding beginning teachers that are
consistent with challenging State
student academic achievement and
functional standards and with the
requirements for professional
development, as defined in section 9101
of the ESEA; and
(iii) Encourage collaborative and
consultative models of providing early
intervention, special education, and
related services.
(2) Encouraging and supporting the
training of special education and regular
education teachers and administrators
to effectively use and integrate
technology—
(i) Into curricula and instruction,
including training to improve the ability
to collect, manage, and analyze data to
improve teaching, decision-making,
school improvement efforts, and
accountability;
(ii) To enhance learning by children
with disabilities; and
(iii) To effectively communicate with
parents.
(3) Providing professional
development activities that—
(i) Improve the knowledge of special
education and regular education
teachers concerning—
(A) The academic and developmental
or functional needs of students with
disabilities; or
(B) Effective instructional strategies,
methods, and skills, and the use of State
academic content standards and student
academic achievement and functional
standards, and State assessments, to
improve teaching practices and student
academic achievement;
(ii) Improve the knowledge of special
education and regular education
teachers and principals and, in
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appropriate cases, paraprofessionals,
concerning effective instructional
practices, that—
(A) Provide training in how to teach
and address the needs of children with
different learning styles and children
who are limited English proficient;
(B) Involve collaborative groups of
teachers, administrators, and, in
appropriate cases, related services
personnel;
(C) Provide training in methods of—
(I) Positive behavioral interventions
and supports to improve student
behavior in the classroom;
(II) Scientifically-based reading
instruction, including early literacy
instruction;
(III) Early and appropriate
interventions to identify and help
children with disabilities;
(IV) Effective instruction for children
with low incidence disabilities;
(V) Successful transitioning to
postsecondary opportunities; and
(VI) Classroom-based techniques to
assist children prior to referral for
special education;
(D) Provide training to enable
personnel to work with and involve
parents in their child’s education,
including parents of low income and
limited English proficient children with
disabilities;
(E) Provide training for special
education personnel and regular
education personnel in planning,
developing, and implementing effective
and appropriate individualized
education programs (IEPs); and
(F) Provide training to meet the needs
of students with significant health,
mobility, or behavioral needs prior to
serving those students;
(iii) Train administrators, principals,
and other relevant school personnel in
conducting effective IEP meetings; and
(iv) Train early intervention,
preschool, and related services
providers, and other relevant school
personnel in conducting effective
individualized family service plan
(IFSP) meetings.
(4) Developing and implementing
initiatives to promote the recruitment
and retention of highly qualified special
education teachers, particularly
initiatives that have proven effective in
recruiting and retaining highly qualified
teachers, including programs that
provide—
(i) Teacher mentoring from exemplary
special education teachers, principals,
or superintendents;
(ii) Induction and support for special
education teachers during their first
three years of employment as teachers;
or
(iii) Incentives, including financial
incentives, to retain special education
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teachers who have a record of success
in helping students with disabilities.
(5) Carrying out programs and
activities that are designed to improve
the quality of personnel who serve
children with disabilities, such as—
(i) Innovative professional
development programs (which may be
provided through partnerships with
institutions of higher education),
including programs that train teachers
and principals to integrate technology
into curricula and instruction to
improve teaching, learning, and
technology literacy and that are
consistent with the definition of
professional development in section
9101 of the ESEA; and
(ii) The development and use of
proven, cost effective strategies for the
implementation of professional
development activities, such as through
the use of technology and distance
learning.
(6) Carrying out programs and
activities that are designed to improve
the quality of early intervention
personnel, including paraprofessionals
and primary referral sources, such as—
(i) Professional development
programs to improve the delivery of
early intervention services;
(ii) Initiatives to promote the
recruitment and retention of early
intervention personnel; and
(iii) Interagency activities to ensure
that early intervention personnel are
adequately prepared and trained.
(b) Other Activities—Consistent with
the absolute priority announced in this
notice, each SEA that receives a SPDG
under this program must use the grant
funds to support activities in
accordance with the State’s Personnel
Development Plan, including one or
more of the following:
(1) Reforming special education and
regular education teacher certification
(including re-certification) or licensing
requirements to ensure that—
(i) Special education and regular
education teachers have—
(A) The training and information
necessary to address the full range of
needs of children with disabilities
across disability categories; and
(B) The necessary subject matter
knowledge and teaching skills in the
academic subjects that the teachers
teach;
(ii) Special education and regular
education teacher certification
(including re-certification) or licensing
requirements are aligned with
challenging State academic content
standards; and
(iii) Special education and regular
education teachers have the subject
matter knowledge and teaching skills,
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including technology literacy, necessary
to help students with disabilities meet
challenging State student academic
achievement and functional standards.
(2) Programs that establish, expand, or
improve alternative routes for State
certification of special education
teachers for highly qualified individuals
with a baccalaureate or master’s degree,
including mid-career professionals from
other occupations, paraprofessionals,
and recent college or university
graduates with records of academic
distinction who demonstrate the
potential to become highly effective
special education teachers.
(3) Teacher advancement initiatives
for special education teachers that
promote professional growth and
emphasize multiple career paths (such
as paths to becoming a career teacher,
mentor teacher, or exemplary teacher)
and pay differentiation.
(4) Developing and implementing
mechanisms to assist LEAs and schools
in effectively recruiting and retaining
highly qualified special education
teachers.
(5) Reforming tenure systems,
implementing teacher testing for subject
matter knowledge, and implementing
teacher testing for State certification or
licensure, consistent with Title II of the
HEA (20 U.S.C. 1021 et seq.).
(6) Funding projects to promote
reciprocity of teacher certification or
licensing between or among States for
special education teachers, except that
no reciprocity agreement developed
under this priority may lead to the
weakening of any State teacher
certification or licensing requirement.
(7) Assisting LEAs to serve children
with disabilities through the
development and use of proven,
innovative strategies to deliver intensive
professional development programs that
are both cost effective and easily
accessible, such as strategies that
involve delivery through the use of
technology, peer networks, and distance
learning.
(8) Developing, or assisting LEAs in
developing, merit-based performance
systems and strategies that provide
differential and bonus pay for special
education teachers.
(9) Supporting activities that ensure
that teachers are able to use challenging
State academic content standards and
student academic achievement and
functional standards, and the results of
State assessments for all children with
disabilities to improve instructional
practices and improve the academic
achievement of children with
disabilities.
(10) When applicable, coordinating
with, and expanding centers established
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under section 2113(c)(18) of the ESEA to
benefit special education teachers.
(c) Contracts and Subgrants—An SEA
that receives a grant under this
program—
(1) Must award contracts or subgrants
to LEAs, institutions of higher
education, parent training and
information centers, or community
parent resource centers, as appropriate,
to carry out the State plan; and
(2) May award contracts and
subgrants to other public and private
entities, including the lead agency
under Part C of IDEA, to carry out the
State plan.
(d) Use of Funds for Professional
Development—An SEA that receives a
grant under this program must use—
(1) Not less than 90 percent of the
funds the SEA receives under the grant
for any fiscal year for the Professional
Development Activities described in
paragraph (a); and
(2) Not more than 10 percent of the
funds the SEA receives under the grant
for any fiscal year for the Other
Activities described in paragraph (b).
(e) Grants to Outlying Areas—Pub. L.
95–134, permitting the consolidation of
grants to the outlying areas, does not
apply to funds received under this
program authority.
Within this absolute priority, we are
particularly interested in applications
that address the following invitational
priorities.
Background:
The Secretary is especially interested
in applications that propose programs of
personnel preparation and professional
development to address the inequitable
distribution of highly qualified special
education teachers between low and
high poverty schools. Teacher quality is
one of the most important factors in
improving student achievement and
eliminating achievement gaps between
our neediest students and their more
advantaged peers. Research shows that
effective teaching is integral to
improving the academic achievement of
students who are at greatest risk of not
meeting high academic standards. It is
critical that children with disabilities
from low-income and minority
backgrounds have the same access to
highly qualified special education
teachers as do children with disabilities
attending low poverty schools. One of
the principal goals of the American
Recovery and Reinvestment Act of 2009
(ARRA), Pub. L. 111–5, is making
improvements in teacher effectiveness
and in the equitable distribution of
qualified teachers for all children,
particularly children who are most in
need. Section 14005(d)(2) of the ARRA
recognizes that States need to make
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significant progress in remedying the
inequitable distribution of highly
qualified teachers between low and high
poverty schools and to ensure that lowincome and minority children are not
taught at higher rates by inexperienced,
unqualified, or out-of-field teachers.
These invitational priorities, which
focus on applications that promote
teacher effectiveness to reduce
inequities in highly qualified special
education teacher distribution between
low and high poverty schools, are
consistent with the absolute priority for
this program to improve results for
children with disabilities through the
delivery of high quality instruction and
the recruitment, retention, and hiring of
highly qualified special education
teachers.
Invitational Priorities: Under 34 CFR
75.105(c)(1) we do not give an
application that meets one of these
invitational priorities a competitive or
absolute preference over other
applications.
These Priorities Are:
(1) Projects that will improve
effectiveness of special education
teachers of children with disabilities
from low-income or minority
backgrounds attending high poverty
schools.
(2) Projects that will address
inequities in the distribution of highly
qualified special education teachers
between low and high poverty schools.
(3) Projects that will work to ensure
that low-income and minority children
with disabilities are not taught at higher
rates than other children by
inexperienced, unqualified, or out-offield teachers.
Program Authority: 20 U.S.C. 1451
through 1455.
Applicable Regulations: (a) EDGAR in
34 CFR parts 74, 75, 77, 79, 80, 81, 82,
84, 85, 97, 98, and 99. (b) The notice of
final priority for this program published
in the Federal Register on June 9, 2006
(71 FR 33578).
Note: The regulations in 34 CFR part 79
apply to all applicants except Federally
recognized Indian tribes.
II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds: We
estimate that $4,965,000 will be
available for new awards for this
program in FY 2009. Contingent upon
the availability of funds and the quality
of applications, we may make additional
awards in FY 2010 from the list of
unfunded applicants from this
competition.
Estimated Range of Awards:
$500,000–$4,000,000 (for the 50 States,
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the District of Columbia, and the
Commonwealth of Puerto Rico). In the
case of an outlying area awards will be
not less than $80,000.
Maximum Award: We will reject any
application that proposes a budget
exceeding $4,000,000 for a single budget
period of 12 months. The Assistant
Secretary for Special Education and
Rehabilitative Services may change the
maximum amount through a notice
published in the Federal Register.
Note: We will set the amount of each
award after considering—
(1) The amount of funds available for
making the grants;
(2) The relative population of the State or
outlying area;
(3) The types of activities proposed by the
State or outlying area;
(4) The alignment of proposed activities
with section 612(a)(14) of IDEA;
(5) The alignment of proposed activities
with State plans and applications submitted
under sections 1111 and 2112, respectively,
of the ESEA; and
(6) The use, as appropriate, of
scientifically-based research and instruction.
Estimated Average Size of Awards:
$993,000, excluding outlying areas.
Estimated Number of Awards: 5.
Note: The Department is not bound by any
estimates in this notice.
Project Period: Not less than one year
and not more than five years.
III. Eligibility Information
1. Eligible Applicants: An SEA of one
of the 50 States, the District of
Columbia, or the Commonwealth of
Puerto Rico or an outlying area (United
States Virgin Islands, Guam, American
Samoa, and the Commonwealth of the
Northern Mariana Islands).
2. Cost Sharing or Matching: This
program does not require cost sharing or
matching.
3. Other: General Requirements—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).
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 this
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competition as follows: CFDA number
84.323A.
Individuals with disabilities can
obtain a copy of the application package
in an accessible format (e.g., braille,
large print, audiotape, or computer
diskette) by contacting the person or
team listed under Accessible Format in
section VIII of this notice.
2. Content and Form of Application
Submission: Requirements concerning
the content of an application, together
with the forms you must submit, are in
the application package for this
program.
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 100
pages, using the following standards:
• A ‘‘;page’’ is 8.5″ x 11″, on one side
only, with 1″ margins at the top, bottom,
and both sides.
• Double space (no more than three
lines per vertical inch) all text in the
application narrative, including titles,
headings, footnotes, quotations,
references, abstracts 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 one-page abstract,
´
´
the resumes, the bibliography, the
references, or the letters of support.
However, the page limit does apply to
the application narrative section.
We will reject your application if you
exceed the page limit or if you apply
other standards and exceed the
equivalent of the page limit.
3. Submission Dates and Times:
Applications Available: April 14,
2009.
Deadline for Transmittal of
Applications: May 29, 2009.
Applications for grants under this
competition may be submitted
electronically using the Electronic Grant
Application System (e-Application)
accessible through the Department’s eGrants system, or in paper format by
mail or hand delivery. For information
(including dates and times) about how
to submit your application
electronically, or by mail or hand
delivery, please refer to section IV.6.
Other Submission Requirements of
this notice.
We do not consider an application
that does not comply with the deadline
requirements.
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Individuals with disabilities who
need an accommodation or auxiliary aid
in connection with the application
process should contact the person listed
under FOR FURTHER INFORMATION
CONTACT in section VII of this notice. If
the Department provides an
accommodation or auxiliary aid to an
individual with a disability in
connection with the application
process, the individual’s application
remains subject to all other
requirements and limitations in this
notice.
Deadline for Intergovernmental
Review: July 28, 2009.
4. Intergovernmental Review: This
program is subject to Executive Order
12372 and the regulations in 34 CFR
part 79. Information about
Intergovernmental Review of Federal
Programs under Executive Order 12372
is in the application package for this
program.
5. Funding Restrictions: We reference
regulations outlining funding
restrictions in the Applicable
Regulations section of 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.
If you choose to submit your
application to us electronically, you
must use e-Application, accessible
through the Department’s e-Grants
portal page at: https://e-grants.ed.gov.
While completing your electronic
application, you will be entering data
online that will be saved into a
database. You may not e-mail an
electronic copy of a grant application to
us.
Please Note the Following:
• Your participation in e-Application
is voluntary.
• You must complete the electronic
submission of your grant application by
4:30:00 p.m., Washington, DC time, on
the application deadline date. The eApplication system will not accept an
application for this competition after
4:30:00 p.m., Washington, DC time, on
the application deadline date.
Therefore, we strongly recommend that
you do not wait until the application
deadline date to begin the application
process.
• The regular hours of operation of
the e-Grants Web site are 6:00 a.m.
Monday until 7:00 p.m. Wednesday;
and 6:00 a.m. Thursday until 8:00 p.m.
Sunday, Washington, DC time. Please
note that, because of maintenance, the
system is unavailable between 8:00 p.m.
on Sundays and 6:00 a.m. on Mondays,
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and between 7:00 p.m. on Wednesdays
and 6:00 a.m. on Thursdays,
Washington, DC time. Any
modifications to these hours are posted
on the e-Grants Web site.
• 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.
• You must submit all documents
electronically, including all information
you typically provide on the following
forms: The Application for Federal
Assistance (SF 424), the Department of
Education Supplemental Information for
SF 424, Budget Information—NonConstruction Programs (ED 524), and all
necessary assurances and certifications.
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.
• Prior to submitting your electronic
application, you may wish to print a
copy of it for your records.
• After you electronically submit
your application, you will receive an
automatic acknowledgment that will
include a PR/Award number (an
identifying number unique to your
application).
• Within three working days after
submitting your electronic application,
fax a signed copy of the SF 424 to the
Application Control Center after
following these steps:
(1) Print SF 424 from e-Application.
(2) The applicant’s Authorizing
Representative must sign this form.
(3) Place the PR/Award number in the
upper right hand corner of the hardcopy signature page of the SF 424.
(4) Fax the signed SF 424 to the
Application Control Center at (202)
245–6272.
• We may request that you provide us
original signatures on other forms at a
later date.
Application Deadline Date Extension
in Case of System Unavailability: If you
are prevented from electronically
submitting your application on the
application deadline date because the eApplication system is unavailable, we
will grant you an extension of one
business day to enable you to transmit
your application electronically, by mail,
or by hand delivery. We will grant this
extension if—
(1) You are a registered user of eApplication and you have initiated an
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electronic application for this
competition; and
(2) (a) The e-Application system is
unavailable for 60 minutes or more
between the hours of 8:30 a.m. and 3:30
p.m., Washington, DC time, on the
application deadline date; or
(b) The e-Application system is
unavailable for any period of time
between 3:30 p.m. and 4:30 p.m.,
Washington, DC time, on the
application deadline date.
We must acknowledge and confirm
these periods of unavailability before
granting you an extension. To request
this extension or to confirm our
acknowledgment of any system
unavailability, you may contact either
(1) the person listed elsewhere in this
notice under FOR FURTHER INFORMATION
CONTACT (see VII. Agency Contact) or (2)
the e-Grants help desk at 1–888–336–
8930. If the e-Application system is
unavailable due to technical problems
with the system and, therefore, the
application deadline is extended, an email will be sent to all registered users
who have initiated an e-Application.
Extensions referred to in this section
apply only to the unavailability of the
Department’s e-Application system. If
the e-Application system is available,
and, for any reason, you are unable to
submit your application electronically
or you do not receive an automatic
acknowledgment of your submission,
you may submit your application in
paper format by mail or hand delivery
in accordance with the instructions in
this notice.
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 following address:
U.S. Department of
Education,Application Control Center,
Attention: (CFDA Number 84.323A), LBJ
Basement Level 1, 400 Maryland
Avenue, SW., Washington, DC 20202–
4260.
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
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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 84.323A), 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 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
package.
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
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16:39 Apr 13, 2009
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Department to find peer reviewers by
ensuring that greater numbers of
individuals who are eligible to serve as
reviewers for any particular group of
applicants will not have conflicts of
interest. It also will increase the quality,
independence, and fairness of the
review process while permitting panel
members to review applications under
discretionary grant competitions for
which they also have submitted
applications. However, if the
Department decides to select an equal
number of applications in each group
for funding, this may result in different
cut-off points for fundable applications
in each group.
VI. Award Administration Information
1. Award Notices: If your application
is successful, we notify your U.S.
Representative and U.S. Senators and
send you a Grant Award Notice (GAN).
We may notify you informally, also.
If your application is not evaluated or
not selected for funding, we notify you.
2. Administrative and National Policy
Requirements: We identify
administrative and national policy
requirements in the application package
and reference these and other
requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining
the terms and conditions of an award in
the Applicable Regulations section of
this notice and include these and other
specific conditions in the GAN. The
GAN also incorporates your approved
application as part of your binding
commitments under the grant.
3. Reporting: At the end of your
project period, you must submit a final
performance report, including financial
information, as directed by the
Secretary. If you receive a multi-year
award, you must submit an annual
performance report that provides the
most current performance and financial
expenditure information as directed by
the Secretary under 34 CFR 75.118. The
Secretary may also require more
frequent performance reports under 34
CFR 75.720(c). For specific
requirements on reporting, please go to
https://www.ed.gov/fund/grant/apply/
appforms/appforms.html.
4. Performance Measures: The goal of
the SPDG Program is to reform and
improve State systems for personnel
preparation and professional
development in early intervention,
educational, and transition services in
order to improve results for children
with disabilities. Under the Government
Performance and Results Act of 1993,
the Department has developed
performance measures to assess the
success of the program in meeting these
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17183
goals. These measures are: (1) The
percent of personnel receiving
professional development through the
SPDG Program based on scientific- or
evidence-based instructional practices;
(2) the percentage of SPDG projects that
have implemented personnel
development/training activities that are
aligned with improvement strategies
identified in their State Performance
Plan; (3) the percentage of professional
development/training activities
provided through the SPDG Program
based on scientific- or evidence-based
instructional/behavioral practices; (4)
the percentage of professional
development/training activities based
on scientific- or evidence-based
instructional/behavioral practices,
provided through the SPDG Program,
that are sustained through ongoing and
comprehensive practices (e.g.,
mentoring, coaching, structured
guidance, modeling, continuous
inquiry, etc.); (5) in States with SPDG
projects that have special education
teacher retention as a goal, the
Statewide percentage of highly qualified
special education teachers in Stateidentified professional disciplines (e.g.,
teachers of children with emotional
disturbance, deafness, etc.), consistent
with sections 602(a)(10) and 612(a)(14)
of IDEA, who remain teaching after the
first three years of employment; (6) the
percentage of SPDG projects that
successfully replicate the use of
scientific- or evidence-based
instructional/behavioral practices in
schools; and (7) the percentage of SPDG
projects whose cost per personnel
receiving professional development on
scientific- or evidence-based practices is
within a specified range.
Each grantee must annually report its
performance on these measures in the
project’s annual performance report to
the Department in accordance with
section 653(d) of IDEA and 34 CFR
75.590.
VII. Agency Contact
For Further Information Contact:
Jennifer Doolittle, U.S. Department of
Education, 400 Maryland Avenue, SW.,
room 4096, Potomac Center Plaza (PCP),
Washington, DC 20202–2550.
Telephone: (202) 245–6673.
If you use a TDD, call the Federal
Relay Service (FRS), toll free, at 1–800–
877–8339.
VIII. Other Information
Accessible Format: Individuals with
disabilities can obtain this document
and a copy of the application package in
an accessible format (e.g., braille, large
print, audiotape, or computer diskette)
by contacting the Grants and Contracts
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Federal Register / Vol. 74, No. 70 / Tuesday, April 14, 2009 / Notices
Services Team, U.S. Department of
Education, 400 Maryland Avenue, SW.,
room 5075, PCP, Washington, DC
20202–2550. Telephone: (202) 245–
7363. If you use a TDD, call the FRS, toll
free, at 1–800–877–8339.
Electronic Access to This Document:
You can view this document, as well as
all other documents of this Department
published in the Federal Register, in
text or Adobe Portable Document
Format (PDF) on the Internet at the
following site: https://www.ed.gov/news/
fedregister.
To use PDF you must have Adobe
Acrobat Reader, which is available free
at this site. If you have questions about
using PDF, call the U.S. Government
Printing Office (GPO), toll free, at 1–
888–293–6498; or in the Washington,
DC, area at (202) 512–1530.
Note: The official version of this document
is the document published in the Federal
Register. Free Internet access to the official
edition of the Federal Register and the Code
of Federal Regulations is available on GPO
Access at: https://www.gpoaccess.gov/nara/
index.html.
Delegation of Authority: The Secretary
of Education has delegated authority to
Andrew J. Pepin, Executive
Administrator for the Office of Special
Education and Rehabilitative Services to
perform the functions of the Assistant
Secretary for Special Education and
Rehabilitative Services.
Dated: April 9, 2009.
Andrew J. Pepin,
Executive Administrator for Special
Education and Rehabilitative Services.
[FR Doc. E9–8522 Filed 4–13–09; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF ENERGY
[OE Docket No. EA–264–B]
Application To Export Electric Energy;
ENMAX Energy Marketing, Inc.
AGENCY: Office of Electricity Delivery
and Energy Reliability, DOE.
ACTION: Notice of application.
SUMMARY: ENMAX Energy Marketing,
Inc. (ENMAX) has applied to renew its
authority to transmit electric energy
from the United States to Canada
pursuant to section 202(e) of the Federal
Power Act.
DATES: Comments, protests, or requests
to intervene must be submitted on or
before May 14, 2009.
ADDRESSES: Comments, protests or
requests to intervene should be
addressed as follows: Office of
Electricity Delivery and Energy
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16:39 Apr 13, 2009
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Reliability, Mail Code: OE–20, U.S.
Department of Energy, 1000
Independence Avenue, SW.,
Washington, DC 20585–0350 (FAX 202–
586–8008).
FOR FURTHER INFORMATION CONTACT:
Ellen Russell (Program Office) 202–586–
9624 or Michael Skinker (Program
Attorney) 202–586–2793.
SUPPLEMENTARY INFORMATION: Exports of
electricity from the United States to a
foreign country are regulated and
require authorization under section
202(e) of the Federal Power Act (FPA)
(16 U.S.C. 824a(e)).
On May 30, 2002, the Department of
Energy (DOE) issued Order No. EA–264
authorizing ENMAX to transmit electric
energy from the United States to Canada
as a power marketer using international
transmission facilities located at the
United States border with Canada. On
May 19, 2004, DOE issued Order No.
EA–264–A which renewed that
authorization for a five-year period.
That Order will expire on May 19, 2009.
On April 7, 2009, ENMAX filed an
application with DOE to renew the
export authority contained in Order No.
EA–264–A for an additional five-year
term.
The electric energy which ENMAX
proposes to export to Canada would be
surplus energy purchased from electric
utilities, Federal power marketing
agencies, and other entities within the
United States.
The construction, operation,
maintenance, and connection of each of
the international transmission facilities
to be utilized by ENMAX has previously
been authorized by a Presidential permit
issued pursuant to Executive Order
10485, as amended.
Procedural Matters: Any person
desiring to become a party to these
proceedings or to be heard by filing
comments or protests to this application
should file a petition to intervene,
comment, or protest at the address
provided above in accordance with
sections 385.211 or 385.214 of the
Federal Energy Regulatory
Commission’s Rules of Practice and
Procedures (18 CFR 385.211, 385.214).
Fifteen copies of each petition and
protest should be filed with DOE on or
before the date listed above.
Comments on the ENMAX application
to export electric energy to Canada
should be clearly marked with Docket
No. EA–264–B. Additional copies are to
be filed directly with Penny Haldane,
Regulatory Affairs Specialist, ENMAX
Corporation, 141–50 Ave SE, Calgary,
AB T2G 4S7. A final decision will be
made on this application after the
environmental impacts have been
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evaluated pursuant to the National
Environmental Policy Act of 1969, and
a determination is made by DOE that the
proposed action will not adversely
impact on the reliability of the U.S.
electric power supply system.
Copies of this application will be
made available, upon request, for public
inspection and copying at the address
provided above, by accessing the
program Web site at https://
www.oe.energy.gov/
permits_pending.htm, or by e-mailing
Odessa Hopkins at
Odessa.Hopkins@hq.doe.gov.
Issued in Washington, DC, on April 8,
2009.
Anthony J. Como,
Director, Permitting and Siting, Office of
Electricity Delivery and Energy Reliability.
[FR Doc. E9–8489 Filed 4–13–09; 8:45 am]
BILLING CODE 6450–01–P
DEPARTMENT OF ENERGY
Federal Energy Regulatory
Commission
[Project No. 13369–000]
Community Hydro, LLC; Notice of
Preliminary Permit Applications
Accepted for Filing and Soliciting
Comment, Motions To Intervene, and
Competing Applications
April 7, 2009.
On February 6, 2009, Community
Hydro, LLC, filed an application,
pursuant to section 4(f) of the Federal
Power Act, proposing to study the
feasibility of the Knightville Dam
Hydroelectric Project, to be located on
the Middle Branch of the Westfield
River, in Hampshire and Hampden
Counties, Massachusetts.
The proposed Knightville Dam
Hydroelectric Project would be located
at: (1) the existing 1,200-foot-long U.S.
Army Corps of Engineers Knightville
Dam; (2) an existing Corps intake and
control works; and (3) an existing 960acre reservoir with 49,000 acre-feet of
storage.
The project would consist of: (1) six
new turbine generating units connected
to the intake with a total installed
capacity of 1.175 megawatts; (2) a new
45-kilovolt 3-phase transmission line
and transformer connected to an
existing above ground distribution
system; and (3) appurtenant facilities.
The Knightville Dam Project would
have an estimated average annual
generation of 3,980 megawatt-hours,
which would be sold to local utilities.
Applicant Contact: Ms. Lori Barg,
Community Hydro, LLC, 113 Bartlett
E:\FR\FM\14APN1.SGM
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]]>Agencies
[Federal Register Volume 74, Number 70 (Tuesday, April 14, 2009)]
[Notices]
[Pages 17178-17184]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: E9-8522]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
Office of Special Education and Rehabilitative Services; Overview
Information; State Personnel Development Grants (SPDG) Program; Notice
Inviting Applications for New Awards for Fiscal Year (FY) 2009
Catalog of Federal Domestic Assistance (CFDA) Number: 84.323A.
Dates:
Applications Available: April 14, 2009.
Deadline for Transmittal of Applications: May 29, 2009.
Deadline for Intergovernmental Review: July 28, 2009.
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purpose of this program is to assist State
educational agencies (SEAs) in reforming and improving their systems
for personnel preparation and professional development in early
intervention, educational, and transition services in order to improve
results for children with disabilities.
Priority: This priority is from the notice of final priority for
this program, published in the Federal Register on June 9, 2006 (71 FR
33578).
Absolute Priority: For FY 2009 and any subsequent year in which we
make awards from the list of unfunded applicants from this competition,
this priority is an absolute priority. Under 34 CFR 75.105(c)(3) we
consider only applications that meet this priority.
This Priority is:
Priority:
The Assistant Secretary establishes a priority to assist SEAs in
reforming and improving their personnel preparation and professional
development systems for teachers, principals, administrators, related
services personnel, paraprofessionals, and early intervention
personnel. The intent of this priority is to improve educational
results for children with disabilities through the delivery of high
quality instruction and the recruitment, hiring, and retention of
highly qualified special education teachers.
In order to meet this priority an applicant must demonstrate that
the project for which it seeks funding--(1) Provides professional
development activities that improve the knowledge and skills of
personnel, as defined in section 651(b) of the Individuals with
Disabilities Education Act (IDEA), in delivering scientifically based
instruction to meet the needs of, and improve the performance and
achievement of, infants, toddlers, preschoolers, and children with
disabilities; (2) Implements practices to sustain the knowledge and
skills of personnel who have received training in scientifically based
instruction; and (3) Implements strategies that are effective in
promoting the recruitment, hiring, and retention of highly qualified
special education teachers in accordance with section 602(10) and
section 612(a)(14) of IDEA.
Projects Funded Under This Priority Must Also:
(a) Budget for a three-day Project Directors' meeting in
Washington, DC during each year of the project;
(b) Budget $4,000 annually for support of the State Personnel
Development Grants Program Web site currently administered by the
University of Oregon (https://www.signetwork.org); and
(c) If a project receiving assistance under this program authority
maintains a Web site, include relevant information and documents in a
form that meets a government or industry-recognized standard for
accessibility.
Statutory Requirements.
State Personnel Development Plan.
An applicant must submit a State Personnel Development Plan that
identifies and addresses the State and local needs for personnel
preparation and professional development of personnel, as well as
individuals who provide direct supplementary aids and services to
children with disabilities, and that--
(a) Is designed to enable the State to meet the requirements of
section 612(a)(14) and section 635(a)(8) and (9) of IDEA;
(b) Is based on an assessment of State and local needs that
identifies critical aspects and areas in need of improvement related to
the preparation, ongoing training, and professional development of
personnel who serve infants, toddlers, preschoolers, and children with
disabilities within the State, including--
(i) Current and anticipated personnel vacancies and shortages; and
(ii) The number of preservice and inservice programs;
(c) Is integrated and aligned, to the maximum extent possible, with
State plans and activities under the Elementary and Secondary Education
Act of 1965, as amended (ESEA); the Rehabilitation Act of 1973, as
amended; and the Higher Education Act of 1965, as amended (HEA);
(d) Describes a partnership agreement that is in effect for the
period of the grant, which agreement must specify--
(i) The nature and extent of the partnership described in
accordance with section 652(b) of IDEA and the respective roles of each
member of the partnership, including, if applicable, an individual,
entity, or agency other than the SEA that has the responsibility under
State law for teacher preparation and certification; and
(ii) How the SEA will work with other persons and organizations
involved in, and concerned with, the education of children with
disabilities, including the respective roles of each of the persons and
organizations;
(e) Describes how the strategies and activities the SEA uses to
address identified professional development and personnel needs will be
coordinated with activities supported with other public resources
(including funds provided under Part B and Part C of IDEA and retained
for use at the State level for personnel and professional development
purposes) and private resources;
(f) Describes how the SEA will align its personnel development plan
with the plan and application submitted under sections 1111 and 2112,
respectively, of the ESEA;
(g) Describes strategies the SEA will use to address the identified
professional development and personnel needs and how such strategies
will be implemented, including--
(i) A description of the programs and activities that will provide
personnel with the knowledge and skills to meet the needs of, and
improve the performance and achievement of, infants, toddlers,
preschoolers, and children with disabilities; and
(ii) How such strategies will be integrated, to the maximum extent
possible, with other activities supported by grants funded under
section 662 of IDEA;
(h) Provides an assurance that the SEA will provide technical
assistance to local educational agencies (LEAs) to improve the quality
of professional development available to meet the needs of personnel
who serve children with disabilities;
(i) Provides an assurance that the SEA will provide technical
assistance to entities that provide services to infants and toddlers
with disabilities to improve the quality of professional
[[Page 17179]]
development available to meet the needs of personnel serving those
children;
(j) Describes how the SEA will recruit and retain highly qualified
teachers and other qualified personnel in geographic areas of greatest
need;
(k) Describes the steps the SEA will take to ensure that
economically disadvantaged and minority children are not taught at
higher rates by teachers who are not highly qualified; and
(l) Describes how the SEA will assess, on a regular basis, the
extent to which the strategies implemented have been effective in
meeting the performance goals described in section 612(a)(15) of IDEA.
Partnerships.
Required Partners.
Applicants must establish a partnership with LEAs and other State
agencies involved in, or concerned with, the education of children with
disabilities, including--
(a) Not less than one institution of higher education; and
(b) The State agencies responsible for administering Part C of
IDEA, early education, child care, and vocational rehabilitation
programs.
Other Partners.
An SEA must work in partnership with other persons and
organizations involved in, and concerned with, the education of
children with disabilities, which may include--
(a) The Governor;
(b) Parents of children with disabilities ages birth through 26;
(c) Parents of nondisabled children ages birth through 26;
(d) Individuals with disabilities;
(e) Parent training and information centers or community parent
resource centers funded under sections 671 and 672 of IDEA,
respectively;
(f) Community-based and other nonprofit organizations involved in
the education and employment of individuals with disabilities;
(g) Personnel as defined in section 651(b) of IDEA;
(h) The State advisory panel established under Part B of IDEA;
(i) The State interagency coordinating council established under
Part C of IDEA;
(j) Individuals knowledgeable about vocational education;
(k) The State agency for higher education;
(l) Noneducational public agencies with jurisdiction in the areas
of health, mental health, social services, and juvenile justice;
(m) Other providers of professional development who work with
infants, toddlers, preschoolers, and children with disabilities;
(n) Other individuals; and
(o) In cases where the SEA is not responsible for teacher
certification, an individual, entity, or agency responsible for teacher
certification, as defined in section 652(b)(3) of IDEA.
Use of Funds.
(a) Professional Development Activities--Consistent with the
absolute priority announced in this notice, each SEA that receives a
SPDG under this program must use the grant funds to support activities
in accordance with the State's Personnel Development Plan, including
one or more of the following:
(1) Carrying out programs that provide support to both special
education and regular education teachers of children with disabilities
and principals, such as programs that--
(i) Provide teacher mentoring, team teaching, reduced class
schedules and case loads, and intensive professional development;
(ii) Use standards or assessments for guiding beginning teachers
that are consistent with challenging State student academic achievement
and functional standards and with the requirements for professional
development, as defined in section 9101 of the ESEA; and
(iii) Encourage collaborative and consultative models of providing
early intervention, special education, and related services.
(2) Encouraging and supporting the training of special education
and regular education teachers and administrators to effectively use
and integrate technology--
(i) Into curricula and instruction, including training to improve
the ability to collect, manage, and analyze data to improve teaching,
decision-making, school improvement efforts, and accountability;
(ii) To enhance learning by children with disabilities; and
(iii) To effectively communicate with parents.
(3) Providing professional development activities that--
(i) Improve the knowledge of special education and regular
education teachers concerning--
(A) The academic and developmental or functional needs of students
with disabilities; or
(B) Effective instructional strategies, methods, and skills, and
the use of State academic content standards and student academic
achievement and functional standards, and State assessments, to improve
teaching practices and student academic achievement;
(ii) Improve the knowledge of special education and regular
education teachers and principals and, in appropriate cases,
paraprofessionals, concerning effective instructional practices, that--
(A) Provide training in how to teach and address the needs of
children with different learning styles and children who are limited
English proficient;
(B) Involve collaborative groups of teachers, administrators, and,
in appropriate cases, related services personnel;
(C) Provide training in methods of--
(I) Positive behavioral interventions and supports to improve
student behavior in the classroom;
(II) Scientifically-based reading instruction, including early
literacy instruction;
(III) Early and appropriate interventions to identify and help
children with disabilities;
(IV) Effective instruction for children with low incidence
disabilities;
(V) Successful transitioning to postsecondary opportunities; and
(VI) Classroom-based techniques to assist children prior to
referral for special education;
(D) Provide training to enable personnel to work with and involve
parents in their child's education, including parents of low income and
limited English proficient children with disabilities;
(E) Provide training for special education personnel and regular
education personnel in planning, developing, and implementing effective
and appropriate individualized education programs (IEPs); and
(F) Provide training to meet the needs of students with significant
health, mobility, or behavioral needs prior to serving those students;
(iii) Train administrators, principals, and other relevant school
personnel in conducting effective IEP meetings; and
(iv) Train early intervention, preschool, and related services
providers, and other relevant school personnel in conducting effective
individualized family service plan (IFSP) meetings.
(4) Developing and implementing initiatives to promote the
recruitment and retention of highly qualified special education
teachers, particularly initiatives that have proven effective in
recruiting and retaining highly qualified teachers, including programs
that provide--
(i) Teacher mentoring from exemplary special education teachers,
principals, or superintendents;
(ii) Induction and support for special education teachers during
their first three years of employment as teachers; or
(iii) Incentives, including financial incentives, to retain special
education
[[Page 17180]]
teachers who have a record of success in helping students with
disabilities.
(5) Carrying out programs and activities that are designed to
improve the quality of personnel who serve children with disabilities,
such as--
(i) Innovative professional development programs (which may be
provided through partnerships with institutions of higher education),
including programs that train teachers and principals to integrate
technology into curricula and instruction to improve teaching,
learning, and technology literacy and that are consistent with the
definition of professional development in section 9101 of the ESEA; and
(ii) The development and use of proven, cost effective strategies
for the implementation of professional development activities, such as
through the use of technology and distance learning.
(6) Carrying out programs and activities that are designed to
improve the quality of early intervention personnel, including
paraprofessionals and primary referral sources, such as--
(i) Professional development programs to improve the delivery of
early intervention services;
(ii) Initiatives to promote the recruitment and retention of early
intervention personnel; and
(iii) Interagency activities to ensure that early intervention
personnel are adequately prepared and trained.
(b) Other Activities--Consistent with the absolute priority
announced in this notice, each SEA that receives a SPDG under this
program must use the grant funds to support activities in accordance
with the State's Personnel Development Plan, including one or more of
the following:
(1) Reforming special education and regular education teacher
certification (including re-certification) or licensing requirements to
ensure that--
(i) Special education and regular education teachers have--
(A) The training and information necessary to address the full
range of needs of children with disabilities across disability
categories; and
(B) The necessary subject matter knowledge and teaching skills in
the academic subjects that the teachers teach;
(ii) Special education and regular education teacher certification
(including re-certification) or licensing requirements are aligned with
challenging State academic content standards; and
(iii) Special education and regular education teachers have the
subject matter knowledge and teaching skills, including technology
literacy, necessary to help students with disabilities meet challenging
State student academic achievement and functional standards.
(2) Programs that establish, expand, or improve alternative routes
for State certification of special education teachers for highly
qualified individuals with a baccalaureate or master's degree,
including mid-career professionals from other occupations,
paraprofessionals, and recent college or university graduates with
records of academic distinction who demonstrate the potential to become
highly effective special education teachers.
(3) Teacher advancement initiatives for special education teachers
that promote professional growth and emphasize multiple career paths
(such as paths to becoming a career teacher, mentor teacher, or
exemplary teacher) and pay differentiation.
(4) Developing and implementing mechanisms to assist LEAs and
schools in effectively recruiting and retaining highly qualified
special education teachers.
(5) Reforming tenure systems, implementing teacher testing for
subject matter knowledge, and implementing teacher testing for State
certification or licensure, consistent with Title II of the HEA (20
U.S.C. 1021 et seq.).
(6) Funding projects to promote reciprocity of teacher
certification or licensing between or among States for special
education teachers, except that no reciprocity agreement developed
under this priority may lead to the weakening of any State teacher
certification or licensing requirement.
(7) Assisting LEAs to serve children with disabilities through the
development and use of proven, innovative strategies to deliver
intensive professional development programs that are both cost
effective and easily accessible, such as strategies that involve
delivery through the use of technology, peer networks, and distance
learning.
(8) Developing, or assisting LEAs in developing, merit-based
performance systems and strategies that provide differential and bonus
pay for special education teachers.
(9) Supporting activities that ensure that teachers are able to use
challenging State academic content standards and student academic
achievement and functional standards, and the results of State
assessments for all children with disabilities to improve instructional
practices and improve the academic achievement of children with
disabilities.
(10) When applicable, coordinating with, and expanding centers
established under section 2113(c)(18) of the ESEA to benefit special
education teachers.
(c) Contracts and Subgrants--An SEA that receives a grant under
this program--
(1) Must award contracts or subgrants to LEAs, institutions of
higher education, parent training and information centers, or community
parent resource centers, as appropriate, to carry out the State plan;
and
(2) May award contracts and subgrants to other public and private
entities, including the lead agency under Part C of IDEA, to carry out
the State plan.
(d) Use of Funds for Professional Development--An SEA that receives
a grant under this program must use--
(1) Not less than 90 percent of the funds the SEA receives under
the grant for any fiscal year for the Professional Development
Activities described in paragraph (a); and
(2) Not more than 10 percent of the funds the SEA receives under
the grant for any fiscal year for the Other Activities described in
paragraph (b).
(e) Grants to Outlying Areas--Pub. L. 95-134, permitting the
consolidation of grants to the outlying areas, does not apply to funds
received under this program authority.
Within this absolute priority, we are particularly interested in
applications that address the following invitational priorities.
Background:
The Secretary is especially interested in applications that propose
programs of personnel preparation and professional development to
address the inequitable distribution of highly qualified special
education teachers between low and high poverty schools. Teacher
quality is one of the most important factors in improving student
achievement and eliminating achievement gaps between our neediest
students and their more advantaged peers. Research shows that effective
teaching is integral to improving the academic achievement of students
who are at greatest risk of not meeting high academic standards. It is
critical that children with disabilities from low-income and minority
backgrounds have the same access to highly qualified special education
teachers as do children with disabilities attending low poverty
schools. One of the principal goals of the American Recovery and
Reinvestment Act of 2009 (ARRA), Pub. L. 111-5, is making improvements
in teacher effectiveness and in the equitable distribution of qualified
teachers for all children, particularly children who are most in need.
Section 14005(d)(2) of the ARRA recognizes that States need to make
[[Page 17181]]
significant progress in remedying the inequitable distribution of
highly qualified teachers between low and high poverty schools and to
ensure that low-income and minority children are not taught at higher
rates by inexperienced, unqualified, or out-of-field teachers.
These invitational priorities, which focus on applications that
promote teacher effectiveness to reduce inequities in highly qualified
special education teacher distribution between low and high poverty
schools, are consistent with the absolute priority for this program to
improve results for children with disabilities through the delivery of
high quality instruction and the recruitment, retention, and hiring of
highly qualified special education teachers.
Invitational Priorities: Under 34 CFR 75.105(c)(1) we do not give
an application that meets one of these invitational priorities a
competitive or absolute preference over other applications.
These Priorities Are:
(1) Projects that will improve effectiveness of special education
teachers of children with disabilities from low-income or minority
backgrounds attending high poverty schools.
(2) Projects that will address inequities in the distribution of
highly qualified special education teachers between low and high
poverty schools.
(3) Projects that will work to ensure that low-income and minority
children with disabilities are not taught at higher rates than other
children by inexperienced, unqualified, or out-of-field teachers.
Program Authority: 20 U.S.C. 1451 through 1455.
Applicable Regulations: (a) EDGAR in 34 CFR parts 74, 75, 77, 79,
80, 81, 82, 84, 85, 97, 98, and 99. (b) The notice of final priority
for this program published in the Federal Register on June 9, 2006 (71
FR 33578).
Note: The regulations in 34 CFR part 79 apply to all applicants
except Federally recognized Indian tribes.
II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds: We estimate that $4,965,000 will be
available for new awards for this program in FY 2009. Contingent upon
the availability of funds and the quality of applications, we may make
additional awards in FY 2010 from the list of unfunded applicants from
this competition.
Estimated Range of Awards: $500,000-$4,000,000 (for the 50 States,
the District of Columbia, and the Commonwealth of Puerto Rico). In the
case of an outlying area awards will be not less than $80,000.
Maximum Award: We will reject any application that proposes a
budget exceeding $4,000,000 for a single budget period of 12 months.
The Assistant Secretary for Special Education and Rehabilitative
Services may change the maximum amount through a notice published in
the Federal Register.
Note: We will set the amount of each award after considering--
(1) The amount of funds available for making the grants;
(2) The relative population of the State or outlying area;
(3) The types of activities proposed by the State or outlying
area;
(4) The alignment of proposed activities with section 612(a)(14)
of IDEA;
(5) The alignment of proposed activities with State plans and
applications submitted under sections 1111 and 2112, respectively,
of the ESEA; and
(6) The use, as appropriate, of scientifically-based research
and instruction.
Estimated Average Size of Awards: $993,000, excluding outlying
areas.
Estimated Number of Awards: 5.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Not less than one year and not more than five
years.
III. Eligibility Information
1. Eligible Applicants: An SEA of one of the 50 States, the
District of Columbia, or the Commonwealth of Puerto Rico or an outlying
area (United States Virgin Islands, Guam, American Samoa, and the
Commonwealth of the Northern Mariana Islands).
2. Cost Sharing or Matching: This program does not require cost
sharing or matching.
3. Other: General Requirements--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).
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
this competition as follows: CFDA number 84.323A.
Individuals with disabilities can obtain a copy of the application
package in an accessible format (e.g., braille, large print, audiotape,
or computer diskette) by contacting the person or team listed under
Accessible Format in section VIII of this notice.
2. Content and Form of Application Submission: Requirements
concerning the content of an application, together with the forms you
must submit, are in the application package for this program.
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 100 pages, using the following
standards:
A ``;page'' is 8.5 x 11, on one side
only, with 1 margins at the top, bottom, and both sides.
Double space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, references, abstracts 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 one-page abstract, the
r[eacute]sum[eacute]s, the bibliography, the references, or the letters
of support. However, the page limit does apply to the application
narrative section.
We will reject your application if you exceed the page limit or if
you apply other standards and exceed the equivalent of the page limit.
3. Submission Dates and Times:
Applications Available: April 14, 2009.
Deadline for Transmittal of Applications: May 29, 2009.
Applications for grants under this competition may be submitted
electronically using the Electronic Grant Application System (e-
Application) accessible through the Department's e-Grants system, or in
paper format by mail or hand delivery. For information (including dates
and times) about how to submit your application electronically, or by
mail or hand delivery, please refer to section IV.6.
Other Submission Requirements of this notice.
We do not consider an application that does not comply with the
deadline requirements.
[[Page 17182]]
Individuals with disabilities who need an accommodation or
auxiliary aid in connection with the application process should contact
the person listed under For Further Information Contact in section VII
of this notice. If the Department provides an accommodation or
auxiliary aid to an individual with a disability in connection with the
application process, the individual's application remains subject to
all other requirements and limitations in this notice.
Deadline for Intergovernmental Review: July 28, 2009.
4. Intergovernmental Review: This program is subject to Executive
Order 12372 and the regulations in 34 CFR part 79. Information about
Intergovernmental Review of Federal Programs under Executive Order
12372 is in the application package for this program.
5. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of 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.
If you choose to submit your application to us electronically, you
must use e-Application, accessible through the Department's e-Grants
portal page at: https://e-grants.ed.gov.
While completing your electronic application, you will be entering
data online that will be saved into a database. You may not e-mail an
electronic copy of a grant application to us.
Please Note the Following:
Your participation in e-Application is voluntary.
You must complete the electronic submission of your grant
application by 4:30:00 p.m., Washington, DC time, on the application
deadline date. The e-Application system will not accept an application
for this competition after 4:30:00 p.m., Washington, DC time, on the
application deadline date. Therefore, we strongly recommend that you do
not wait until the application deadline date to begin the application
process.
The regular hours of operation of the e-Grants Web site
are 6:00 a.m. Monday until 7:00 p.m. Wednesday; and 6:00 a.m. Thursday
until 8:00 p.m. Sunday, Washington, DC time. Please note that, because
of maintenance, the system is unavailable between 8:00 p.m. on Sundays
and 6:00 a.m. on Mondays, and between 7:00 p.m. on Wednesdays and 6:00
a.m. on Thursdays, Washington, DC time. Any modifications to these
hours are posted on the e-Grants Web site.
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.
You must submit all documents electronically, including
all information you typically provide on the following forms: The
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. 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.
Prior to submitting your electronic application, you may
wish to print a copy of it for your records.
After you electronically submit your application, you will
receive an automatic acknowledgment that will include a PR/Award number
(an identifying number unique to your application).
Within three working days after submitting your electronic
application, fax a signed copy of the SF 424 to the Application Control
Center after following these steps:
(1) Print SF 424 from e-Application.
(2) The applicant's Authorizing Representative must sign this form.
(3) Place the PR/Award number in the upper right hand corner of the
hard-copy signature page of the SF 424.
(4) Fax the signed SF 424 to the Application Control Center at
(202) 245-6272.
We may request that you provide us original signatures on
other forms at a later date.
Application Deadline Date Extension in Case of System
Unavailability: If you are prevented from electronically submitting
your application on the application deadline date because the e-
Application system is unavailable, we will grant you an extension of
one business day to enable you to transmit your application
electronically, by mail, or by hand delivery. We will grant this
extension if--
(1) You are a registered user of e-Application and you have
initiated an electronic application for this competition; and
(2) (a) The e-Application system is unavailable for 60 minutes or
more between the hours of 8:30 a.m. and 3:30 p.m., Washington, DC time,
on the application deadline date; or
(b) The e-Application system is unavailable for any period of time
between 3:30 p.m. and 4:30 p.m., Washington, DC time, on the
application deadline date.
We must acknowledge and confirm these periods of unavailability
before granting you an extension. To request this extension or to
confirm our acknowledgment of any system unavailability, you may
contact either (1) the person listed elsewhere in this notice under For
Further Information Contact (see VII. Agency Contact) or (2) the e-
Grants help desk at 1-888-336-8930. If the e-Application system is
unavailable due to technical problems with the system and, therefore,
the application deadline is extended, an e-mail will be sent to all
registered users who have initiated an e-Application.
Extensions referred to in this section apply only to the
unavailability of the Department's e-Application system. If the e-
Application system is available, and, for any reason, you are unable to
submit your application electronically or you do not receive an
automatic acknowledgment of your submission, you may submit your
application in paper format by mail or hand delivery in accordance with
the instructions in this notice.
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 following address: U.S. Department of
Education,Application Control Center, Attention: (CFDA Number 84.323A),
LBJ Basement Level 1, 400 Maryland Avenue, SW., Washington, DC 20202-
4260.
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
[[Page 17183]]
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
84.323A), 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 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 package.
2. Peer Review: In the past, the Department has had difficulty
finding peer reviewers for certain competitions because so many
individuals who are eligible to serve as peer reviewers have conflicts
of interest. The Standing Panel requirements under IDEA also have
placed additional constraints on the availability of reviewers.
Therefore, the Department has determined that, for some discretionary
grant competitions, applications may be separated into two or more
groups and ranked and selected for funding within specific groups. This
procedure will make it easier for the Department to find peer reviewers
by ensuring that greater numbers of individuals who are eligible to
serve as reviewers for any particular group of applicants will not have
conflicts of interest. It also will increase the quality, independence,
and fairness of the review process while permitting panel members to
review applications under discretionary grant competitions for which
they also have submitted applications. However, if the Department
decides to select an equal number of applications in each group for
funding, this may result in different cut-off points for fundable
applications in each group.
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award Notice
(GAN). We may notify you informally, also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Reporting: At the end of your project period, you must submit a
final performance report, including financial information, as directed
by the Secretary. If you receive a multi-year award, you must submit an
annual performance report that provides the most current performance
and financial expenditure information as directed by the Secretary
under 34 CFR 75.118. The Secretary may also require more frequent
performance reports under 34 CFR 75.720(c). For specific requirements
on reporting, please go to https://www.ed.gov/fund/grant/apply/appforms/appforms.html.
4. Performance Measures: The goal of the SPDG Program is to reform
and improve State systems for personnel preparation and professional
development in early intervention, educational, and transition services
in order to improve results for children with disabilities. Under the
Government Performance and Results Act of 1993, the Department has
developed performance measures to assess the success of the program in
meeting these goals. These measures are: (1) The percent of personnel
receiving professional development through the SPDG Program based on
scientific- or evidence-based instructional practices; (2) the
percentage of SPDG projects that have implemented personnel
development/training activities that are aligned with improvement
strategies identified in their State Performance Plan; (3) the
percentage of professional development/training activities provided
through the SPDG Program based on scientific- or evidence-based
instructional/behavioral practices; (4) the percentage of professional
development/training activities based on scientific- or evidence-based
instructional/behavioral practices, provided through the SPDG Program,
that are sustained through ongoing and comprehensive practices (e.g.,
mentoring, coaching, structured guidance, modeling, continuous inquiry,
etc.); (5) in States with SPDG projects that have special education
teacher retention as a goal, the Statewide percentage of highly
qualified special education teachers in State-identified professional
disciplines (e.g., teachers of children with emotional disturbance,
deafness, etc.), consistent with sections 602(a)(10) and 612(a)(14) of
IDEA, who remain teaching after the first three years of employment;
(6) the percentage of SPDG projects that successfully replicate the use
of scientific- or evidence-based instructional/behavioral practices in
schools; and (7) the percentage of SPDG projects whose cost per
personnel receiving professional development on scientific- or
evidence-based practices is within a specified range.
Each grantee must annually report its performance on these measures
in the project's annual performance report to the Department in
accordance with section 653(d) of IDEA and 34 CFR 75.590.
VII. Agency Contact
For Further Information Contact: Jennifer Doolittle, U.S.
Department of Education, 400 Maryland Avenue, SW., room 4096, Potomac
Center Plaza (PCP), Washington, DC 20202-2550. Telephone: (202) 245-
6673.
If you use a TDD, call the Federal Relay Service (FRS), toll free,
at 1-800-877-8339.
VIII. Other Information
Accessible Format: Individuals with disabilities can obtain this
document and a copy of the application package in an accessible format
(e.g., braille, large print, audiotape, or computer diskette) by
contacting the Grants and Contracts
[[Page 17184]]
Services Team, U.S. Department of Education, 400 Maryland Avenue, SW.,
room 5075, PCP, Washington, DC 20202-2550. Telephone: (202) 245-7363.
If you use a TDD, call the FRS, toll free, at 1-800-877-8339.
Electronic Access to This Document: You can view this document, as
well as all other documents of this Department published in the Federal
Register, in text or Adobe Portable Document Format (PDF) on the
Internet at the following site: https://www.ed.gov/news/fedregister.
To use PDF you must have Adobe Acrobat Reader, which is available
free at this site. If you have questions about using PDF, call the U.S.
Government Printing Office (GPO), toll free, at 1-888-293-6498; or in
the Washington, DC, area at (202) 512-1530.
Note: The official version of this document is the document
published in the Federal Register. Free Internet access to the
official edition of the Federal Register and the Code of Federal
Regulations is available on GPO Access at: https://www.gpoaccess.gov/nara/.
Delegation of Authority: The Secretary of Education has delegated
authority to Andrew J. Pepin, Executive Administrator for the Office of
Special Education and Rehabilitative Services to perform the functions
of the Assistant Secretary for Special Education and Rehabilitative
Services.
Dated: April 9, 2009.
Andrew J. Pepin,
Executive Administrator for Special Education and Rehabilitative
Services.
[FR Doc. E9-8522 Filed 4-13-09; 8:45 am]
BILLING CODE 4000-01-P
