Applications for New Awards; Personnel Development To Improve Services and Results for Children With Disabilities-Personnel Preparation in Special Education, Early Intervention, and Related Services, 7429-7438 [2014-02710]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 79, Number 26 (Friday, February 7, 2014)]
[Notices]
[Pages 7429-7438]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 2014-02710]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Personnel Development To Improve 
Services and Results for Children With Disabilities--Personnel 
Preparation in Special Education, Early Intervention, and Related 
Services

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

ACTION: Notice.

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    Overview Information:
    Personnel Development to Improve Services and Results for Children 
with Disabilities--Personnel Preparation in Special Education, Early 
Intervention, and Related Services Notice inviting applications for new 
awards for fiscal year (FY) 2014.

Catalog of Federal Domestic Assistance (CFDA) Number: 84.325K.

    Dates:
    Applications Available: February 7, 2014.
    Deadline for Transmittal of Applications: April 8, 2014.
    Deadline for Intergovernmental Review: June 9, 2014.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purposes of this program are to (1) help 
address State-identified needs for personnel preparation in special 
education, early intervention, related services, and regular education 
to work with children, including infants and toddlers, with 
disabilities; and (2) ensure that those personnel have the necessary 
skills and knowledge, derived from practices that have been determined 
through scientifically based research and experience, to be successful 
in serving those children.
    Priority: In accordance with 34 CFR 75.105(b)(2)(iv), this priority 
is from allowable activities specified in the statute (see sections 662 
and 681 of the Individuals with Disabilities Education Act (IDEA)).
    Absolute Priority: For FY 2014 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

[[Page 7430]]

CFR 75.105(c)(3), we consider only applications that meet this 
priority.
    This priority is:
    Personnel Preparation in Special Education, Early Intervention, and 
Related Services.
    Background:
    The purpose of the Personnel Preparation in Special Education, 
Early Intervention, and Related Services priority is to improve the 
quality and increase the number of personnel who are fully credentialed 
to serve children, including infants and toddlers, with disabilities--
especially in areas of chronic personnel shortage--by supporting 
projects that prepare special education, early intervention, and 
related services personnel at the baccalaureate, master's, and 
specialist levels. State demand for fully credentialed special 
education, early intervention, and related services personnel to serve 
infants, toddlers, and children with disabilities exceeds the available 
supply (Bruder, 2004a; Bruder, 2004b; McLeskey & Billingsley, 2008; 
McLeskey, Tyler, & Flippin, 2004). These shortages of fully 
credentialed personnel can negatively affect the quality of services 
provided to infants, toddlers, and children with disabilities and their 
families (McLeskey et al., 2004).
    Personnel preparation programs that prepare personnel to enter the 
fields of special education, early intervention, and related services 
as fully credentialed personnel who are well qualified, have the 
necessary competencies, and effectively use evidence-based practices to 
improve outcomes for children with disabilities are critical to 
overcome the personnel shortages in these fields. Federal support of 
these personnel preparation programs is needed to increase the supply 
of personnel with the necessary competencies to effectively serve 
infants, toddlers, and children with disabilities and their families, 
and to make sure students with disabilities have access to and meet 
college- and career-ready standards.
    Priority:
    Except as provided for Focus Area D projects, to be eligible under 
this priority, an applicant must propose a project associated with a 
pre-existing baccalaureate, master's, or specialist degree personnel 
preparation program that will prepare and support scholars \1\ to 
complete, within the project period of the grant, a degree, State 
certification, professional license, or State endorsement in special 
education, early intervention, or a related services field. Projects 
also can be associated with personnel preparation programs that (a) 
prepare individuals to be assistants in related services professions 
(e.g., physical therapist assistants, occupational therapist 
assistants) or educational interpreters; or (b) provide an alternate 
route to certification or that support dual certification (special 
education and regular education) for teachers. For purposes of this 
priority, the term ``personnel preparation program'' refers to the 
program with which the applicant's proposed project is associated.
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    \1\ For the purposes of this priority, the term ``scholar'' 
means an individual who is pursuing a degree, license, endorsement, 
or certification related to special education, related services, or 
early intervention services and who receives scholarship assistance 
under section 662 of IDEA (see 34 CFR 304.3(g)).
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    To be considered for funding under the Personnel Preparation in 
Special Education, Early Intervention, and Related Services absolute 
priority, applicants must meet the application requirements contained 
in the priority. All projects funded under this absolute priority also 
must meet the programmatic and administrative requirements specified in 
the priority.
    The requirements of this priority are as follows:
    (a) Demonstrate, in the narrative section of the application under 
``Significance of the Project,'' how the proposed project will--
    (1) Address national, State, or regional shortages of personnel who 
are fully credentialed to serve children with disabilities, ages birth 
through 21, including high-need children with disabilities,\2\ by 
preparing special education, early intervention, or related services 
personnel at the baccalaureate, master's, and specialist levels. To 
address this requirement, the applicant must present--
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    \2\ For the purposes of this priority, ``high-need children with 
disabilities'' refers to children (ages birth through 21, depending 
on the State) who are eligible for services under IDEA, and who may 
be further disadvantaged and at risk of educational failure because 
they: (1) Are living in poverty, (2) are far below grade level, (3) 
are at risk of not graduating with a regular high school diploma on 
time, (4) are homeless, (5) are in foster care, (6) have been 
incarcerated, (7) are English learners, (8) are pregnant or 
parenting teenagers, (9) are new immigrants, (10) are migrant, or 
(11) are not on track to being college- or career-ready by 
graduation.
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    (i) Appropriate and applicable data that demonstrate a national, 
State, or regional need for the personnel the applicant proposes to 
prepare; and
    (ii) Data that demonstrate the effectiveness of the applicant's 
personnel preparation program to date in areas such as: the average 
amount of time it takes program participants to complete the program; 
the percentage of program graduates finding employment related to their 
preparation within one year of graduation; the effectiveness of program 
graduates in providing special education, early intervention, or 
related services, which could include data on the learning and 
developmental outcomes of children with disabilities they serve; or the 
percentage of program graduates who maintain employment for three or 
more years in the area for which they were prepared and who are fully 
qualified under IDEA.

    Note: Data provided in response to this requirement should be no 
older than five years from the start date of the project proposed in 
the application. When reporting percentages, the denominator (e.g., 
total number of students or program graduates) must be provided.

    (2) Increase the number of personnel who demonstrate the 
competencies needed to provide high-quality instruction, evidence-based 
interventions, and services for children with disabilities, ages birth 
through 21, including high-need children with disabilities, that result 
in improvements in learning and developmental outcomes (e.g., academic, 
social, emotional, behavioral), and successful transition to 
postsecondary education and the workforce. To address this requirement, 
the applicant must--
    (i) Identify the competencies \3\ that special education, early 
intervention, or related services personnel need in order to provide 
high-quality services using evidence-based instruction and 
interventions that will lead to improved learning and developmental 
outcomes; ensure access to college- and career-ready standards; lead to 
successful transition to college and career for children with 
disabilities, including high-need children with disabilities; and 
maximize the use of effective technology to deliver instruction, 
interventions, and services; and
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    \3\ For the purposes of this priority, the term ``competencies'' 
means what a person knows and can do: The knowledge, skills and 
dispositions necessary to effectively function in a role (National 
Professional Development Center on Inclusion, 2011). These 
competencies should ensure that personnel are able to use 
challenging national and State content standards, child achievement 
and functional standards, and State assessments, to improve 
instructional practices, services, and learning and developmental 
outcomes (e.g., academic, social, emotional, behavioral); and 
college- and career-readiness of children with disabilities.
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    (ii) Provide the conceptual framework of the personnel preparation 
program, including any empirical support, that will promote the 
acquisition of the identified competencies (see paragraph (a)(2)(i) of 
this priority) needed by

[[Page 7431]]

special education, early intervention, or related services personnel, 
and how these competencies relate to the proposed project.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of Project Services,'' how the proposed project--
    (1) Will recruit and retain high-quality scholars and ensure equal 
access and treatment for eligible project participants who are members 
of groups who have traditionally been underrepresented based on race, 
color, national origin, gender, age, or disability. To meet this 
requirement, the applicant must describe--
    (i) The selection criteria that it will use to identify high-
quality applicants for admission in the proposed project;
    (ii) The recruitment strategies that it will use to attract high-
quality applicants and any specific recruitment strategies targeting 
high-quality applicants from traditionally underrepresented groups, 
including individuals with disabilities; and
    (iii) The approach, including mentoring, monitoring, and 
accommodations, that will be used to support scholars to complete the 
personnel preparation program.
    (2) Reflects current research and evidence-based practices, and is 
designed to prepare scholars in the identified competencies. To address 
this requirement, the applicant must describe how the proposed project 
will--
    (i) Incorporate current research and evidence-based practices that 
improve outcomes (e.g., meeting college- and career-ready standards) 
for children with disabilities (including relevant research citations) 
into the project's required coursework and clinical experiences; and
    (ii) Use current research and evidence-based professional 
development practices for adult learners to instruct scholars.
    (3) Is of sufficient quality, intensity, and duration to prepare 
scholars in the identified competencies. To address this requirement, 
the applicant must describe how--
    (i) The components of the proposed project (e.g., coursework, 
clinical experiences, or internships) will support scholars' 
acquisition and enhancement of the identified competencies;
    (ii) The components of the proposed project (e.g., coursework, 
clinical experiences, or internships) will be integrated to allow 
scholars to use their content knowledge in clinical practice, and how 
scholars will be provided with ongoing guidance and feedback; and
    (iii) The proposed project will provide ongoing induction 
opportunities and support to program graduates.
    (4) Will collaborate with appropriate partners, including--
    (i) High-need LEAs; \4\ high-poverty schools; \5\ low-performing 
schools including persistently lowest-achieving schools; \6\ priority 
schools (in the case of States that have received the U.S. Department 
of Education's (Department) approval of a request for Elementary and 
Secondary Education Act of 1965, as amended (ESEA) flexibility),\7\ or 
publicly funded preschool programs, including Head Start programs and 
programs serving children eligible for services under IDEA Part C and 
Part B Section 619, that are located within the geographic boundaries 
of a high-need LEA. The purpose of these partnerships is to provide 
clinical practice for scholars aimed at developing the identified 
competencies; and
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    \4\ For the purposes of this priority, the term ``high-need 
LEA'' means an LEA (a) that serves not fewer than 10,000 children 
from families with incomes below the poverty line; or (b) for which 
not less than 20 percent of the children served by the LEA are from 
families with incomes below the poverty line.
    \5\ For the purposes of this priority, the term ``high-poverty 
school'' means a school in which at least 50 percent of students are 
eligible for free or reduced-price lunches under the Richard B. 
Russell National School Lunch Act or in which at least 50 percent of 
students are from low-income families as determined using one of the 
criteria specified under section 1113(a)(5) of the Elementary and 
Secondary Education Act of 1965, as amended (ESEA). For middle and 
high schools, eligibility may be calculated on the basis of 
comparable data from feeder schools. Eligibility as a high-poverty 
school under this definition is determined on the basis of the most 
currently available data (www2.ed.gov/legislation/FedRegister/other/2010-4/121510b.html ).
    \6\ For the purposes of this priority, the term ``persistently 
lowest-achieving schools'' means, as determined by the State--
     (a)(1) Any Title I school in improvement, corrective action, or 
restructuring that--
     (i) Is among the lowest-achieving five percent of Title I 
schools in improvement, corrective action, or restructuring or the 
lowest-achieving five Title I schools in improvement, corrective 
action, or restructuring in the State, whichever number of schools 
is greater; or
     (ii) Is a high school that has had a graduation rate as defined 
in 34 CFR 200.19(b) that is less than 60 percent over a number of 
years; and
     (2) Any secondary school that is eligible for, but does not 
receive, Title I funds that--
     (i) Is among the lowest-achieving five percent of secondary 
schools or the lowest-achieving five secondary schools in the State 
that are eligible for, but do not receive, Title I funds, whichever 
number of schools is greater; or
     (ii) Is a high school that has had a graduation rate as defined 
in 34 CFR 200.19(b) that is less than 60 percent over a number of 
years.
     (b) To identify the lowest-achieving schools, a State must take 
into account both--
     (i) The academic achievement of the ``all students'' group in a 
school in terms of proficiency on the State's assessments under 
section 1111(b)(3) of the ESEA in reading/language arts and 
mathematics combined; and
     (ii) The school's lack of progress on those assessments over a 
number of years in the ``all students'' group.
    For the purposes of this priority, the Department considers 
schools that are identified as Tier I or Tier II schools under the 
School Improvement Grants Program (see 75 FR 66363) as part of a 
State's approved FY 2009, FY 2010, FY 2011, or FY 2012 application 
to be persistently lowest-achieving schools. A list of these Tier I 
and Tier II schools can be found on the Department's Web site at 
www2.ed.gov/programs/sif/.
    \7\ For the purposes of this priority, the term ``priority 
school'' means a school that has been identified by the State as a 
priority school pursuant to the State's approved request for ESEA 
flexibility.
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    (ii) Other programs on campus or at partnering universities for the 
purpose of sharing resources, supporting program development and 
delivery, and addressing personnel shortages.
    (5) Will use technology, as appropriate, to promote scholar 
learning, enhance the efficiency of the project, collaborate with 
partners, and facilitate ongoing mentoring and support for scholars.
    (6) Will align with and use resources, as appropriate, available 
through technical assistance centers, which may include centers funded 
by the Department.
    (c) Include, in the narrative section of the application under 
``Quality of Project Evaluation,'' how--
    (1) The proposed project will use comprehensive and appropriate 
methodologies to evaluate the effectiveness of the project, including 
the effectiveness of project processes and outcomes;
    (2) The proposed project will collect and analyze data related to 
specific and measurable goals, objectives, and outcomes of the project. 
To address this requirement, the applicant must describe--
    (i) How scholar competencies and other project processes and 
outcomes will be measured for formative evaluation purposes, including 
proposed instruments, data collection methods, and possible analyses; 
and
    (ii) How data on the quality of services provided by proposed 
project graduates, including data on the learning and developmental 
outcomes (e.g., academic, social, emotional, behavioral, meeting 
college- and career-ready standards) and on growth toward these 
outcomes of the children with disabilities that the project graduates 
serve, will be collected and analyzed;

    Note: Following the completion of the project period, grantees 
are encouraged--but not required--to engage in ongoing data 
collection activities.

    (3) The methods of evaluation will produce quantitative and 
qualitative

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data for objective performance measures that are related to the 
outcomes of the proposed project; and
    (4) The methods of evaluation will provide performance feedback and 
allow for periodic assessment of progress towards meeting the project 
outcomes. To address this requirement, the applicant must describe 
how--
    (i) Findings from the evaluation will be used as a basis for 
improving the proposed project to prepare special education, early 
intervention, or related services personnel to provide high-quality 
interventions and services to improve outcomes of children with 
disabilities; and
    (ii) The proposed project will report evaluation results to the 
Office of Special Education Programs (OSEP) in the annual and final 
performance reports.
    (d) Demonstrate, in the narrative under ``Project Assurances,'' or 
appendices, as applicable, that the following program requirements are 
met. The applicant must--
    (1) Include, in the application as Appendix B, syllabi for all 
required coursework of the proposed project, including syllabi for new 
or proposed courses.
    (2) Ensure that the proposed number of scholars to be recruited 
into the program can graduate from the program by the end of the 
grant's project period. The strategies for recruiting scholars 
(including individuals with disabilities), the program components and 
their sequence, and proposed budget must be consistent with this 
project requirement.
    (3) Ensure that prior approval from the OSEP project officer will 
be obtained before admitting additional scholars beyond the number of 
scholars proposed in the application and before transferring a scholar 
to another OSEP-funded grant;
    (4) Ensure that the project will meet the service obligation 
requirements in 34 CFR part 304, particularly those related to 
informing all scholarship recipients of their service obligation 
commitment. Failure by a grantee to properly meet these requirements 
would be a violation of the grant award that could result in sanctions, 
including the grantee being liable for returning any misused funds to 
the Department. Specifically, the grantee must prepare and ensure that 
each scholarship recipient signs the following two documents:
    (i) A Pre-Scholarship Agreement prior to the scholar receiving a 
scholarship for an eligible program (OMB 1820-0686); and
    (ii) An Exit Certification immediately upon the scholar leaving, 
completing, or otherwise exiting that program (OMB 1820-0686).
    (5) Ensure that the project will meet the statutory requirements in 
section 662(e) through 662(h) of IDEA.
    (6) Ensure that at least 65 percent of the total requested budget 
over the five years will be used for scholar support.
    (7) Ensure that the institution of higher education (IHE) will not 
require scholars to work (e.g., as graduate assistants) as a condition 
of receiving support (e.g., tuition, stipends, books) from the proposed 
project unless the work is specifically required to advance scholars' 
competencies or complete other requirements in their personnel 
preparation program. Please note that this prohibition on work as a 
condition of receiving support does not apply to the service obligation 
requirements in section 662(h) of IDEA.
    (8) Ensure that the budget includes attendance of the project 
director at a three-day project directors' meeting in Washington, DC, 
during each year of the project.
    (9) Ensure that if the proposed project maintains a Web site, 
relevant information and documents are in a format that meets 
government or industry-recognized standards for accessibility.
    (10) Ensure that the project director will submit annual data on 
each scholar who receives grant support. Applicants are encouraged to 
visit the Personnel Development Program Scholar Data Report Web site 
at: https://oseppdp.ed.gov for further information about this data 
collection requirement. Typically, data collection begins in January of 
each year, and grantees are notified by email about the data collection 
period for their grant. This data collection must be submitted 
electronically by the grantee and does not supplant the annual grant 
performance report required of each grantee for continuation funding 
(see 34 CFR 75.590).
    Focus Areas:
    Within this absolute priority, the Secretary intends to support 
projects under the following four focus areas: (A) Preparing Personnel 
To Serve Infants, Toddlers, and Preschool-Age Children With 
Disabilities; (B) Preparing Personnel To Serve School-Age Children With 
Low Incidence Disabilities; (C) Preparing Personnel To Provide Related 
Services to Children, Including Infants and Toddlers, With 
Disabilities; and (D) Preparing Personnel in Minority Institutions of 
Higher Education To Serve Children, Including Infants and Toddlers, 
With Disabilities. Interdisciplinary projects are encouraged to apply 
under Focus Area A, B, C, or D. Interdisciplinary projects are projects 
that deliver core content through coursework and clinical experiences 
shared across disciplines.

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

    Focus Area A: Preparing Personnel To Serve Infants, Toddlers, and 
Preschool-Age Children With Disabilities. OSEP intends to fund nine 
awards under this focus area. For the purpose of Focus Area A, early 
intervention personnel are those who are prepared to provide services 
to infants and toddlers with disabilities ages birth to three, and 
early childhood personnel are those who are prepared to provide 
services to children with disabilities ages three through five (and in 
States where the age range is other than ages three through five, we 
will defer to the State's certification for early childhood). In States 
where certification in early intervention is combined with 
certification in early childhood, applicants may propose a combined 
early intervention and early childhood personnel preparation project 
under this focus area. We encourage interdisciplinary projects under 
this focus area. For purposes of this focus area, interdisciplinary 
projects are projects that deliver core content through coursework and 
clinical experiences shared across disciplines for early intervention 
providers or early childhood special educators, and related services 
personnel to serve infants, toddlers, and preschool-age children with 
disabilities. Projects preparing only related services personnel to 
serve infants, toddlers, and preschool-age children with disabilities 
are not eligible under this focus area (see Focus Area C). Scholars in 
the program should be able to demonstrate the competencies outlined in 
a State's Workforce Knowledge and Competency Framework,\8\ as 
appropriate.
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    \8\ For the purposes of this priority, ``Workforce Knowledge and 
Competency Framework'' is defined by the definitions published in 
the Notice Inviting Applications for New Awards for Fiscal Year 2013 
Race to the Top-Early Learning Challenge (RTT-ELC) (78 FR 53992): A 
set of expectations that describes what Early Childhood Educators 
(including those working with children with disabilities and English 
learners) should know and be able to do. The Workforce Knowledge and 
Competency Framework, at a minimum, (a) is evidence-based; (b) 
incorporates knowledge and application of the State's Early Learning 
and Development Standards, the Comprehensive Assessment Systems, 
child development, health, and culturally and linguistically 
appropriate strategies for working with families; (c) includes 
knowledge of early mathematics and literacy development and 
effective instructional practices to support mathematics and 
literacy development in young children; (d) incorporates effective 
use of data to guide instruction and program improvement; (e) 
includes effective behavior management strategies that promote 
positive social emotional development and reduce challenging 
behaviors; and (f) incorporates feedback from experts at the State's 
postsecondary institutions and other early learning and development 
experts and Early Childhood Educators.

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    Focus Area B: Preparing Personnel To Serve School-Age Children With 
Low Incidence Disabilities. OSEP intends to fund 13 awards under this 
focus area. For the purpose of Focus Area B, personnel who serve 
children with low incidence disabilities are special education 
personnel prepared to serve school-age children with low incidence 
disabilities, including visual impairments, hearing impairments, 
simultaneous visual and hearing impairments, significant intellectual 
disabilities, orthopedic impairments, traumatic brain injury, and 
persistent and severe learning and behavioral problems that need the 
most intensive individualized supports. Programs preparing special 
education personnel to provide services to children with visual 
impairments or blindness that can be appropriately provided in braille 
must prepare those individuals to provide those services in braille, 
including the Unified English Braille Code (UEB). Projects preparing 
educational interpreters are eligible under this focus area. We 
encourage interdisciplinary projects under this focus area. For 
purposes of this focus area, interdisciplinary projects are projects 
that deliver core content through coursework and clinical experiences 
shared across disciplines for low incidence and related services 
personnel to serve school-aged children with low incidence 
disabilities. Projects preparing early intervention or preschool 
personnel are not eligible under this focus area (see Focus Area A).
    Focus Area C: Preparing Personnel To Provide Related Services to 
Children, Including Infants and Toddlers, With Disabilities. OSEP 
intends to fund nine awards under this focus area. Programs preparing 
related services personnel to serve children, including infants and 
toddlers, with disabilities are eligible within Focus Area C. For the 
purpose of this focus area, related services include, but are not 
limited to, psychological services, physical therapy (including therapy 
provided by personnel prepared at the Doctor of Physical Therapy (DPT) 
level), adapted physical education, occupational therapy, therapeutic 
recreation, social work services, counseling services, audiology 
services (including services provided by personnel prepared at the 
Doctor of Audiology (AudD) level), speech and language services, and 
applied behavior analysis services provided by personnel at the Board 
Certified Behavior Specialists level. Preparation programs in States 
where personnel prepared to serve children with speech and language 
impairments are considered to be special educators are eligible under 
this focus area. We encourage interdisciplinary projects under this 
focus area.
    For purposes of this focus area, interdisciplinary projects are 
projects that deliver core content through coursework and clinical 
experiences shared across disciplines for related services personnel 
who serve children, including infants and toddlers, with disabilities. 
Projects preparing educational interpreters are not eligible under this 
focus area (see Focus Area B).
    Focus Area D: Preparing Personnel in Minority Institutions of 
Higher Education To Serve Children, Including Infants and Toddlers, 
With Disabilities. OSEP intends to fund 19 awards under this focus 
area. Programs in minority IHEs are eligible under Focus Area D if they 
prepare one of the following: (a) Personnel to serve infants, toddlers, 
and preschool-age children with disabilities; (b) personnel to serve 
school-age children with low incidence disabilities, including those 
with persistent and severe learning or behavioral problems that need 
the most intensive individualized supports; or (c) personnel to provide 
related services to children, including infants and toddlers, with 
disabilities. Minority IHEs include IHEs with a minority enrollment of 
50 percent or more, which may include Historically Black Colleges and 
Universities, Tribal Colleges, and Predominantly Hispanic Serving 
Colleges and Universities. We encourage interdisciplinary projects 
under this focus area. For purposes of this focus area, 
interdisciplinary projects are projects that deliver core content 
through coursework and clinical experiences shared across disciplines 
for: (a) Early intervention providers or early childhood special 
educators and related services personnel who serve infants, toddlers, 
and preschool-age children with disabilities; (b) low incidence and 
related services personnel who serve school-age children with low 
incidence disabilities; or (c) related services personnel who serve 
children, including infants and toddlers, with disabilities. Programs 
in minority IHEs preparing personnel in Focus Area A, B, or C are 
eligible within Focus Area D. Programs preparing high incidence special 
education personnel are not eligible under this priority.

    Note:  In Focus Area D, OSEP intends to fund in FY 2014 at least 
six high-quality applications from Historically Black Colleges and 
Universities and, as a result, may fund applications out of rank 
order.


    Note:  A project funded under Focus Area D may budget for less 
than the 65 percent required for scholar support if the applicant 
can provide sufficient justification for a designation less than 
this required percentage. Sufficient justification for proposing 
less than 65 percent of the budget for scholar support would include 
support for activities such as program development, program 
expansion, or the addition of a new area of emphasis. Some examples 
of projects that may be eligible to designate less than 65 percent 
of their budget for scholar support include the following:
    (1) A project that is proposing to develop and deliver a newly 
established baccalaureate, master's, and specialist level personnel 
preparation program or add a new area of emphasis may request up to 
a year of funding for program development (e.g., hiring of a new 
faculty member or consultant to assist in course development, 
providing professional development and training for faculty). In the 
initial project year, scholar support would not be required. The 
project must demonstrate that the newly established program or area 
of emphasis is approved and ready for implementation in order to 
receive continuation funds in year two.
    (2) A project that is proposing to expand or enhance an existing 
program may request funding for capacity building (e.g., hiring of a 
clinical practice supervisor, providing professional development and 
training for faculty), or purchasing needed resources (e.g., 
additional teaching supplies or specialized equipment to enhance 
instruction).


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

    References:

Bruder, M.B. (December, 2004a). The National Landscape of Early 
Intervention in Personnel Preparation Standards under Part C of the 
Individuals with Disabilities Education Act (IDEA) (Study I Data 
Report). Farmington, CT: A.J. Pappanikou Center for Excellence in 
Developmental Disabilities. Retrieved from: www.uconnucedd.org/pdfs/projects/per_prep/pp_data_report_study1_partc_11_14_08.pdf.
Bruder, M.B. (December, 2004b). The National Landscape of Early 
Childhood Special Education in Personnel Preparation Standards under 
619 of the Individuals with Disabilities Education Act (IDEA) (Study 
I Data Report). Farmington, CT: A.J. Pappanikou Center for 
Excellence in Developmental Disabilities. Retrieved from:

[[Page 7434]]

www.uconnucedd.org/pdfs/projects/per_prep/pp_data_report_study1_619_11_19_08%20ccs.pdf.
McLeskey, J., & Billingsley, B. (2008). How does the quality and 
stability of the teaching force influence the research-to-practice 
gap? Remedial and Special Education, 29(5), 293-305.
McLeskey, J., Tyler, N., & Flippin, S.S. (2004). The supply and 
demand for special education teachers: A review of research 
regarding the chronic shortage of special education teachers. 
Journal of Special Education, 38(1), 5-21.
National Professional Development Center on Inclusion. (August, 
2011). Competencies for early childhood educators in the context of 
inclusion: Issues and guidance for States. Chapel Hill, NC: The 
University of North Carolina, FPG Child Development Institute, 
Author.

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

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

    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 81, 
82, 84, 86, 97, 98, and 99. (b) The Education Department debarment and 
suspension regulations in 2 CFR part 3485. (c) The regulations for this 
program in 34 CFR part 304.

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


    Note:  The regulations in 34 CFR part 86 apply to IHEs only.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: The Administration has requested 
$85,799,000 for the Personnel Development to Improve Services and 
Results for Children with Disabilities program for FY 2014, of which we 
intend to use an estimated $12,500,000 for this competition. The actual 
level of funding, if any, depends on final congressional action. 
However, we are inviting applications to allow enough time to complete 
the grant process if Congress appropriates funds for this program.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2015 from the list of 
unfunded applicants from this competition.
    Estimated Range of Awards: See chart.
    Estimated Average Size of Awards: See chart.
    Maximum Award: See chart.
    Estimated Number of Awards: See chart.
    Project Period: See chart.

                             Personnel Development To Improve Services and Results for Children With Disabilities (84.325K) Application Notice for Fiscal Year 2014
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
                                                                                                                     Maximum
                                                         Deadline for      Deadline for     Estimated   Estimated     award    Estimated
            CFDA No. and name             Applications  transmittal of  intergovernmental    range of    average     (budget   number of        Project period              Contact person
                                            available    applications         review          awards     size of    period of    awards
                                                                                                          awards   12 months)
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
84.325K Personnel Preparation in Special        2-7-14          4-8-14          6-9-14
 Education, Early Intervention, and
 Related Services.
Focus Area A: Preparing Personnel to      ............  ..............  .................  $225,000-$2   $237,500    $250,000          9  Up to 60 mos.............  Maryann McDermott, 202-245-
 Serve Infants, Toddlers, and Pre-school                                                        50,000                                                                7439,
 Age Children with Disabilities.                                                                                                                                      maryan.mcdermott@ed.gov,
                                                                                                                                                                      PCP, Room 4062.
Focus Area B: Preparing Personnel to      ............  ..............  .................  $225,000-$2    237,500     250,000         13  Up to 60 mos.............  Maryann McDermott, 202-245-
 Serve School-Age Children with Low                                                             50,000                                                                7439,
 Incidence Disabilities.                                                                                                                                              maryan.mcdermott@ed.gov,
                                                                                                                                                                      PCP, Room 4062.
Focus Area C: Preparing Personnel to      ............  ..............  .................  $225,000-$2    237,500     250,000          9  Up to 60 mos.............  Maryann McDermott, 202-245-
 Provide Related Services to Children,                                                          50,000                                                                7439,
 Including Infants and Toddlers, with                                                                                                                                 maryan.mcdermott@ed.gov,
 Disabilities.                                                                                                                                                        PCP, Room 4062.
Focus Area D: Preparing Personnel in      ............  ..............  .................  $225,000-$2    237,500     250,000         19  Up to 60 mos.............  Dawn Ellis, 202-245-6417,
 Minority Institutions of Higher                                                                50,000                                                                dawn.elis@ed.gov, PCP,
 Education to Serve Children, Including                                                                                                                               Room 4092.
 Infants and Toddlers, with Disabilities.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
* We will reject any application that proposes a budget exceeding the maximum award for a single budget period of 12 months. The Assistant Secretary for Special Education and Rehabilitative
  Services may change the maximum amount through a notice published in the Federal Register.


    Note:  The Department is not bound by any estimates in this 
notice.

III. Eligibility Information

    1. Eligible Applicants: IHEs and private nonprofit organizations.
    2. Cost Sharing or Matching: This program does not require cost 
sharing or matching.
    3. Other General Requirements:
    (a) Recipients of funding under this program must make positive 
efforts to

[[Page 7435]]

employ and advance in employment qualified individuals with 
disabilities (see section 606 of IDEA).
    (b) Each applicant for, and recipient of, funding under this 
program must involve individuals with disabilities, or parents of 
individuals with disabilities ages birth through 26, in planning, 
implementing, and evaluating the project (see section 682(a)(1)(A) of 
IDEA).

IV. Application and Submission Information

    1. Address to Request Application Package: You can obtain an 
application package via the Internet or from the Education Publications 
Center (ED Pubs). To obtain a copy via the Internet, use the following 
address: www.ed.gov/fund/grant/apply/grantapps/. To obtain a 
copy from ED Pubs, write, fax, or call the following: ED Pubs, U.S. 
Department of Education, P.O. Box 22207, Alexandria, VA 22304. 
Telephone, toll free: 1-877-433-7827. FAX: (703) 605-6794. If you use a 
telecommunications device for the deaf (TDD) or a text telephone (TTY), 
call, toll free: 1-877-576-7734.
    You can contact ED Pubs at its Web site, also: www.EDPubs.gov or at 
its email address: edpubs@inet.ed.gov.
    If you request an application from ED Pubs, be sure to identify 
this competition as follows: CFDA number 84.325K.
    Individuals with disabilities can obtain a copy of the application 
package in an accessible format (e.g., braille, large print, audiotape, 
or compact disc) by contacting the person or team listed under 
Accessible Format in section VIII of this notice.
    2. Content and Form of Application Submission: Requirements 
concerning the content of an application, together with the forms you 
must submit, are in the application package for this competition.
    Page Limit: The application narrative (Part III of the application) 
is where you, the applicant, address the selection criteria that 
reviewers use to evaluate your application. You must limit Part III to 
no more than 50 pages, using the following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double-space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, reference citations, and captions, as well as 
all text in charts, tables, figures, graphs, and screen shots.
     Use a font that is 12 point or larger.
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial. An application submitted in any other font 
(including Times Roman or Arial Narrow) will not be accepted.
    The page limit and double-spacing requirement does not apply to 
Part I, the cover sheet; Part II, the budget section, including the 
narrative budget justification; Part IV, the assurances and 
certifications; or the two-page abstract (follow the guidance provided 
in the application package for completing the abstract), the table of 
contents, the list of priority requirements, the resumes, the reference 
list, the letters of support, or the appendices. However, the page 
limit and double-spacing requirement does apply to all of Part III, the 
application narrative, including all text in charts, tables, figures, 
graphs, and screen shots.
    We will reject your application if you exceed the page limit in the 
application narrative section; or if you apply standards other than 
those specified in the application package.
    3. Submission Dates and Times:
    Applications Available: February 7, 2014.
    Deadline for Transmittal of Applications: April 8, 2014.
    Applications for grants under this competition must be submitted 
electronically using the Grants.gov Apply site (Grants.gov). For 
information (including dates and times) about how to submit your 
application electronically, or in paper format by mail or hand delivery 
if you qualify for an exception to the electronic submission 
requirement, please refer to section IV. 7. Other Submission 
Requirements of this notice.
    We do not consider an application that does not comply with the 
deadline requirements.
    Individuals with disabilities who need an accommodation or 
auxiliary aid in connection with the application process should contact 
the person listed under FOR FURTHER INFORMATION CONTACT in section VII 
of this notice. If the Department provides an accommodation or 
auxiliary aid to an individual with a disability in connection with the 
application process, the individual's application remains subject to 
all other requirements and limitations in this notice. Deadline for 
Intergovernmental Review: June 9, 2014.
    4. Intergovernmental Review: This program is subject to Executive 
Order 12372 and the regulations in 34 CFR part 79. Information about 
Intergovernmental Review of Federal Programs under Executive Order 
12372 is in the application package for this competition.
    5. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    6. Data Universal Numbering System Number, Taxpayer Identification 
Number, and System for Award Management: To do business with the 
Department of Education, you must--
    a. Have a Data Universal Numbering System (DUNS) number and a 
Taxpayer Identification Number (TIN);
    b. Register both your DUNS number and TIN with the System for Award 
Management (SAM) (formerly the Central Contractor Registry (CCR)), the 
Government's primary registrant database;
    c. Provide your DUNS number and TIN on your application; and
    d. Maintain an active SAM registration with current information 
while your application is under review by the Department and, if you 
are awarded a grant, during the project period.
    You can obtain a DUNS number from Dun and Bradstreet. A DUNS number 
can be created within one to two business days.
    If you are a corporate entity, agency, institution, or 
organization, you can obtain a TIN from the Internal Revenue Service. 
If you are an individual, you can obtain a TIN from the Internal 
Revenue Service or the Social Security Administration. If you need a 
new TIN, please allow 2-5 weeks for your TIN to become active.
    The SAM registration process can take approximately seven business 
days, but may take upwards of several weeks, depending on the 
completeness and accuracy of the data entered into the SAM database by 
an entity. Thus, if you think you might want to apply for Federal 
financial assistance under a program administered by the Department, 
please allow sufficient time to obtain and register your DUNS number 
and TIN. We strongly recommend that you register early.

    Note:  Once your SAM registration is active, you will need to 
allow 24 to 48 hours for the information to be available in 
Grants.gov. and before you can submit an application through 
Grants.gov.

    If you are currently registered with SAM, you may not need to make 
any changes. However, please make certain that the TIN associated with 
your DUNS number is correct. Also note that you will need to update 
your registration annually. This may take three or more business days.
    Information about SAM is available at www.SAM.gov. To further 
assist you

[[Page 7436]]

with obtaining and registering your DUNS number and TIN in SAM or 
updating your existing SAM account, we have prepared a SAM.gov tip 
sheet, which you can find at: https://www2.ed.gov/fund/grant/apply/sam-faqs.html.
    In addition, if you are submitting your application via Grants.gov, 
you must (1) be designated by your organization as an Authorized 
Organization Representative (AOR); and (2) register yourself with 
Grants.gov as an AOR. Details on these steps are outlined at the 
following Grants.gov Web page: www.grants.gov/web/grants/register.html.
    7. Other Submission Requirements: Applications for grants under 
this competition must be submitted electronically unless you qualify 
for an exception to this requirement in accordance with the 
instructions in this section.
    a. Electronic Submission of Applications.
    Applications for grants under the Personnel Preparation in Special 
Education, Early Intervention, and Related Services competition, CFDA 
number 84.325K, must be submitted electronically using the 
Governmentwide Grants.gov Apply site at www.Grants.gov. Through this 
site, you will be able to download a copy of the application package, 
complete it offline, and then upload and submit your application. You 
may not email an electronic copy of a grant application to us.
    We will reject your application if you submit it in paper format 
unless, as described elsewhere in this section, you qualify for one of 
the exceptions to the electronic submission requirement and submit, no 
later than two weeks before the application deadline date, a written 
statement to the Department that you qualify for one of these 
exceptions. Further information regarding calculation of the date that 
is two weeks before the application deadline date is provided later in 
this section under Exception to Electronic Submission Requirement.
    You may access the electronic grant application for the Personnel 
Preparation in Special Education, Early Intervention, and Related 
Services competition at www.Grants.gov. You must search for the 
downloadable application package for this program by the CFDA number. 
Do not include the CFDA number's alpha suffix in your search (e.g., 
search for 84.325, not 84.325K).
    Please note the following:
     When you enter the Grants.gov site, you will find 
information about submitting an application electronically through the 
site, as well as the hours of operation.
     Applications received by Grants.gov are date and time 
stamped. Your application must be fully uploaded and submitted and must 
be date and time stamped by the Grants.gov system no later than 4:30:00 
p.m., Washington, DC time, on the application deadline date. Except as 
otherwise noted in this section, we will not accept your application if 
it is received--that is, date and time stamped by the Grants.gov 
system--after 4:30:00 p.m., Washington, DC time, on the application 
deadline date. We do not consider an application that does not comply 
with the deadline requirements. When we retrieve your application from 
Grants.gov, we will notify you if we are rejecting your application 
because it was date and time stamped by the Grants.gov system after 
4:30:00 p.m., Washington, DC time, on the application deadline date.
     The amount of time it can take to upload an application 
will vary depending on a variety of factors, including the size of the 
application and the speed of your Internet connection. Therefore, we 
strongly recommend that you do not wait until the application deadline 
date to begin the submission process through Grants.gov.
     You should review and follow the Education Submission 
Procedures for submitting an application through Grants.gov that are 
included in the application package for this competition to ensure that 
you submit your application in a timely manner to the Grants.gov 
system. You can also find the Education Submission Procedures 
pertaining to Grants.gov under News and Events on the Department's G5 
system home page at www.G5.gov.
     You will not receive additional point value because you 
submit your application in electronic format, nor will we penalize you 
if you qualify for an exception to the electronic submission 
requirement, as described elsewhere in this section, and 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 upload any narrative sections and all other 
attachments to your application as files in a PDF (Portable Document) 
read-only, non-modifiable format. Do not upload an interactive or 
fillable PDF file. If you upload a file type other than a read-only, 
non-modifiable PDF or submit a password-protected file, we will not 
review that material. Additional, detailed information on how to attach 
files is in the application instructions.
     Your electronic application must comply with any page-
limit requirements described in this notice.
     After you electronically submit your application, you will 
receive from Grants.gov an automatic notification of receipt that 
contains a Grants.gov tracking number. (This notification indicates 
receipt by Grants.gov only, not receipt by the Department.) The 
Department then will retrieve your application from Grants.gov and send 
a second notification to you by email. This second notification 
indicates that the Department has received your application and has 
assigned your application a PR/Award number (an ED-specified 
identifying number unique to your application).
     We may request that you provide us original signatures on 
forms at a later date.
    Application Deadline Date Extension in Case of Technical Issues 
With the Grants.gov System: If you are experiencing problems submitting 
your application through Grants.gov, please contact the Grants.gov 
Support Desk, toll free, at 1-800-518-4726. You must obtain a 
Grants.gov Support Desk Case Number and must keep a record of it.
    If you are prevented from electronically submitting your 
application on the application deadline date because of technical 
problems with the Grants.gov system, we will grant you an extension 
until 4:30:00 p.m., Washington, DC time, the following business day to 
enable you to transmit your application electronically or by hand 
delivery. You also may mail your application by following the mailing 
instructions described elsewhere in this notice.
    If you submit an application after 4:30:00 p.m., Washington, DC 
time, on the application deadline date, please contact the person 
listed under FOR FURTHER INFORMATION CONTACT in section VII of this 
notice and provide an explanation of the technical problem you 
experienced with Grants.gov, along with the Grants.gov Support Desk 
Case Number. We will accept your application if we can confirm that a 
technical problem occurred with the Grants.gov system and that that 
problem affected your ability to submit your application by 4:30:00 
p.m., Washington, DC time, on the application deadline date. The 
Department will contact you after a determination is made on whether 
your application will be accepted.


[[Page 7437]]


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

    Exception to Electronic Submission Requirement: You qualify for an 
exception to the electronic submission requirement, and may submit your 
application in paper format, if you are unable to submit an application 
through the Grants.gov system because--
     You do not have access to the Internet; or
     You do not have the capacity to upload large documents to 
the Grants.gov system; and
     No later than two weeks before the application deadline 
date (14 calendar days or, if the fourteenth calendar day before the 
application deadline date falls on a Federal holiday, the next business 
day following the Federal holiday), you mail or fax a written statement 
to the Department, explaining which of the two grounds for an exception 
prevent you from using the Internet to submit your application.
    If you mail your written statement to the Department, it must be 
postmarked no later than two weeks before the application deadline 
date. If you fax your written statement to the Department, we must 
receive the faxed statement no later than two weeks before the 
application deadline date.
    Address and mail or fax your statement to: Mary Ann McDermott, U.S. 
Department of Education, 400 Maryland Avenue SW., Room 4062, Potomac 
Center Plaza (PCP), Washington, DC 20202-2600. FAX: (202) 245-7617.
    Your paper application must be submitted in accordance with the 
mail or hand delivery instructions described in this notice.
    b. Submission of Paper Applications by Mail.
    If you qualify for an exception to the electronic submission 
requirement, you may mail (through the U.S. Postal Service or a 
commercial carrier) your application to the Department. 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 84.325K), 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 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 qualify for an exception to the electronic submission 
requirement, you (or a courier service) may deliver your paper 
application to the Department by hand. You 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 84.325K), 550 12th Street SW., Room 7041, Potomac Center 
Plaza, Washington, DC 20202-4260.
    The Application Control Center accepts hand deliveries daily 
between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except 
Saturdays, Sundays, and Federal holidays.

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

V. Application Review Information

    1. Selection Criteria: The selection criteria for this 
competitionare from 34 CFR 75.210 and are listed in the application 
package.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
also requires various assurances including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Additional Review and Selection Process Factors: 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 section 682(b) of 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.
    4. Special Conditions: Under 34 CFR 74.14 and 80.12, the Secretary 
may impose special conditions on a grant if the applicant or grantee is 
not financially stable; has a history of unsatisfactory performance; 
has a financial or other management system that does not meet the 
standards in 34 CFR parts 74 or 80, as applicable; has not fulfilled 
the conditions of a prior grant; or is otherwise not responsible.

[[Page 7438]]

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 
Notification (GAN); or we may send you an email containing a link to 
access an electronic version of your 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: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) 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 www.ed.gov/fund/grant/apply/appforms/appforms.html.
    (c) The Secretary may provide a grantee with additional funding for 
data collection analysis and reporting. In this case the Secretary 
establishes a data collection period.
    4. Performance Measures: Under the Government Performance and 
Results Act of 1993 (GPRA), the Department has established a set of 
performance measures, including long-term measures, that are designed 
to yield information on various aspects of the effectiveness and 
quality of the Personnel Development to Improve Services and Results 
for Children with Disabilities Program. These measures include: (1) The 
percentage of Special Education Personnel Development projects that 
incorporate evidence-based practices into their curriculum; (2) the 
percentage of scholars completing Special Education Personnel 
Development-funded programs who are knowledgeable and skilled in 
evidence-based practices for infants, toddlers, children, and youth 
with disabilities; (3) the percentage of Special Education Personnel 
Development-funded scholars who exit preparation programs prior to 
completion due to poor academic performance; (4) the percentage of 
Special Education Personnel Development-funded degree/certification 
recipients who are working in the area(s) for which they were prepared 
upon program completion; (5) the percentage of Special Education 
Personnel Development-funded degree/certification recipients who are 
working in the area(s) for which they were prepared upon program 
completion and who are fully qualified under IDEA; (6) the percentage 
of Special Education Personnel Development degree/certification 
recipients who maintain employment in the area(s) for which they were 
prepared for three or more years and who are fully qualified under 
IDEA; and (7) the Federal cost per fully qualified degree/certification 
recipient.
    In addition, the Department will be gathering information on the 
following outcome measures: (1) The number and percentage of degree/
certification recipients who are employed in high-need schools; (2) the 
number and percentage of degree/certification recipients who are 
employed in a school for at least three years; and (3) the number and 
percentage of degree/certification recipients whose employers are 
satisfied with the performance of the individuals.
    Grantees may be asked to participate in assessing and providing 
information on these aspects of program quality.
    5. Continuation Awards: In making a continuation award, the 
Secretary may consider, under 34 CFR 75.253, the extent to which a 
grantee has made ``substantial progress toward meeting the objectives 
in its approved application.'' This consideration includes the review 
of a grantee's progress in meeting the targets and projected outcomes 
in its approved application, and whether the grantee has expended funds 
in a manner that is consistent with its approved application and 
budget. In making a continuation grant, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Agency Contacts

FOR FURTHER INFORMATION CONTACT:  See chart in the Award Information 
section in this notice for the name, room number, telephone number, and 
email address of the contact person for each Focus Area of this 
competition. You can write to the Focus Area contact person at the 
following address: U.S. Department of Education, 400 Maryland Avenue 
SW., Potomac Center Plaza (PCP), Washington, DC 20202-2600. If you use 
a TDD or a TTY, 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 compact disc) by contacting 
the Grants and Contracts Services Team, U.S. Department of Education, 
400 Maryland Avenue SW., Room 5075, PCP, Washington, DC 20202-2550. 
Telephone: (202) 245-7363. If you use a TDD or a TTY, call the FRS, 
toll free, at 1-800-877-8339.
    Electronic Access to This Document: 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 via the Federal Digital System 
at: www.gpo.gov/fdsys. At this site you can view this document, as well 
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    Dated: February 4, 2014.
Michael K. Yudin,
Acting Assistant Secretary for Special Education and Rehabilitative 
Services.
[FR Doc. 2014-02710 Filed 2-6-14; 8:45 am]
BILLING CODE 4000-01-P