Applications for New Awards; Personnel Development to Improve Services and Results for Children With Disabilities-Leadership Consortia in Sensory Disabilities and Disabilities Associated With Intensive Service Needs, 22114-22122 [2014-08965]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 79, Number 76 (Monday, April 21, 2014)]
[Notices]
[Pages 22114-22122]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 2014-08965]



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DEPARTMENT OF EDUCATION


Applications for New Awards; Personnel Development to Improve 
Services and Results for Children With Disabilities--Leadership 
Consortia in Sensory Disabilities and Disabilities Associated With 
Intensive Service Needs

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--Leadership Consortia in Sensory Disabilities and 
Disabilities Associated with Intensive Service Needs

    Notice inviting applications for new awards for fiscal year (FY) 
2014.

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


DATES: Applications Available: April 21, 2014.
    Deadline for Transmittal of Applications: June 5, 2014.
    Deadline for Intergovernmental Review: August 4, 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 highly qualified personnel in 
special education, related services, early intervention, 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.
    Priorities: This competition has one absolute priority with two 
focus areas. In accordance with 34 CFR 75.105(b)(2)(v), the absolute 
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 CFR 75.105(c)(3), we 
consider only applications that meet this priority.
    This priority is:

Personnel Development to Improve Services and Results for Children With 
Disabilities--Leadership Consortia in Sensory Disabilities and 
Disabilities Associated with Intensive Service Needs

Background

    Over the last two decades, the need for leadership personnel who 
are prepared at the doctoral level to fill faculty positions in special 
education, early intervention, and related services has increased 
(Sindelar & Taylor, 1988; Smith & Lovett, 1987; Smith, Pion, & Tyler, 
2004; Smith, Robb, West, & Tyler, 2010; Woods & Snyder, 2009). The need 
is even greater for faculty focusing on sensory disabilities or 
disabilities associated with intensive service needs. In many cases, 
the difficulty of recruiting doctoral-level faculty to fill vacant 
positions, combined with the high cost to universities of maintaining 
highly specialized programs, often put even long-standing programs at 
risk of being closed (Dilka, Haydon, & Mertens, 2007; Evans, Elliot, 
Hood, Driggs, Mori, & Johnson, 2005; Huebner, Merk-Adam, Stryker, & 
Wolfe, 2004; Johnson, 2003). Faculty members in these programs are 
responsible for teacher and service provider preparation as well as 
conducting research on best practices. These faculty shortages will 
reduce the supply of effective teachers and service providers for this 
high-need group of infants, toddlers, children, and youth with 
disabilities while also restricting the evidence base on best practices 
for supporting these populations.
    Doctoral-level personnel are also needed to serve in administrative 
positions in State educational agencies (SEAs), local educational 
agencies (LEAs), lead agencies (LAs), and early intervention services 
programs (EIS programs), where they supervise and evaluate the 
implementation of evidence-based interventions and instructional 
programs to make sure that State or local agencies are meeting the 
needs of children with disabilities. A shortage of doctoral-level 
personnel preparing service providers, conducting research on best 
practices, and serving as administrators at the State and local level 
can negatively affect the provision of services to children with 
sensory impairments and intensive service needs.
    Few university programs include specialized training in sensory 
disabilities and few have training programs to address students with 
disabilities with intensive service needs. Those universities that have 
these programs often have only one faculty position because of 
shortages of highly skilled doctoral-level personnel and the high cost 
of maintaining these programs. Single-faculty programs are limited in 
the number of scholars they can prepare and mentor, and they are 
limited in the range of the academic curriculum and the diversity of 
opportunities available to scholars. The scarcity of specialized 
training programs in turn limits the opportunity for scholars to pursue 
doctoral degrees in these high-need areas. Often, these programs only 
admit a small number of scholars each year due to faculty constraints.
    The Office of Special Education Programs (OSEP) has funded 
leadership preparation consortia in sensory disabilities (blind and 
visually impaired, deaf-blind, and deaf and hard of hearing) since 
2004. The academic and career outcomes of consortium scholars are 
exceptional. The national median time to complete a doctorate in 
education is 11.7 years, while median time to completion for consortium 
scholars is 3.1 years (U.S. Department of Education, Institute of 
Education Sciences, National Center for Education Statistics, 2013). 
Nationally, reported rates of attrition vary from 40-70 percent for 
doctoral programs in education (Washburn-Moses, 2008), compared to the 
consortia rate of 6 percent. Further, all consortium scholars were 
immediately employed in leadership positions following completion of 
their degrees. Additional information about the consortia, the 
scholars, and program outcomes is located at the following Web sites: 
www.salus.edu/nclvi/ and www.salus.edu/nlcsd/.
    The purpose of this priority is to support two leadership training 
consortia to prepare doctoral-level leaders in special education, early 
intervention, and related services. Each university consortium will 
prepare doctoral-level leaders with highly specialized skills, 
knowledge, and expertise in sensory disabilities or students with 
disabilities with intensive service needs, respectively. The consortia 
will prepare leaders who can act effectively in leadership positions in 
universities, SEAs, LEAs, LAs, EIS programs, or schools.

Priority

    The purpose of the Leadership Consortia in Sensory Disabilities and 
Disabilities Associated with Intensive Service Needs \1\ priority is to 
increase

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the number of highly skilled doctoral leaders by funding two 
cooperative agreements to support two leadership training consortia to 
prepare doctoral-level leaders in special education, early 
intervention, and related services in two focus areas.
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    \1\ For the purpose of this absolute priority ``intensive 
service needs'' or ``intensive, specialized service areas,'' refer 
to cases where infants, toddlers, preschoolers and children have a 
complex array of disabilities (e.g., multiple disabilities, 
significant physical disabilities) or require intensive 
interventions (i.e., that are specifically designed to address 
persistent learning or behavior difficulties, implemented with 
greater frequency and for an extended duration than is commonly 
offered in a typical classroom or early intervention setting, or 
which require early interventionists and educators to have knowledge 
and skills in implementing multiple evidence-based interventions).
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    To be considered for funding under the Leadership Consortia in 
Sensory Disabilities and Disabilities Associated with Intensive Service 
Needs absolute priority, all program applicants must meet the 
application requirements contained in the priority. All projects funded 
under the absolute priority also must meet the programmatic and 
administrative requirements specified in the priority.
    The requirements of this priority are as follows:
    (a) Demonstrate, in the narrative section of the application under 
``Significance of the Project,'' how--
    (1) The project addresses national needs for leadership personnel 
to administer programs or to provide, or prepare others to provide, 
interventions and services that improve outcomes of children with 
disabilities, ages birth through 21. To address this requirement, the 
applicant must--
    (i) Present appropriate and applicable data demonstrating a 
national need for the leadership personnel the applicant proposes to 
prepare or, in cases where national data are not available, State or 
regional data demonstrating the need; and
    (ii) Present data on the potential effectiveness of the proposed 
project in addressing the identified need for well-trained leadership 
personnel. These data could include the average amount of time it takes 
for program graduates to complete the program, the percentage of 
program graduates finding employment directly related to their 
preparation, and the professional accomplishments of program graduates 
(e.g., public service, honors, student outcome data, or publications) 
that demonstrate their leadership in special education, early 
intervention, or related services;
    (2) Scholar competencies will be acquired through the completion of 
a scholar's university program of study where each is enrolled. 
Proposed consortia must also ensure that all scholars enrolled in the 
Consortium program participate in and complete, in addition to the 
scholar's university program of study, a unique Consortium curriculum 
designed to supplement and enhance each individual Consortium 
university's program of study by providing academic and professional 
opportunities and instruction that will relate to knowledge and skills 
needed by the leadership personnel the Consortium proposes to prepare, 
including knowledge of technologies designed to provide instruction. To 
address this requirement, the applicant must--
    (i) Identify the competencies needed by leadership personnel in 
postsecondary instruction, administration, policy development, 
professional practice, leadership, or research in order to administer 
programs or provide, or prepare others to provide, interventions and 
services that improve outcomes of children with disabilities, ages 
birth through 21; and
    (ii) Provide the conceptual framework of the Consortium model of 
leadership preparation, including any empirical evidence of 
effectiveness, that will promote the acquisition of the identified 
competencies needed by leadership personnel and, where applicable, how 
these competencies relate to the competencies required in the specific 
areas of specialization and the competency requirements embedded in the 
Consortium curriculum.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of the Project Services,'' how--
    (1) The project will recruit and support a minimum of 28 high-
quality scholars. The Consortium may only recruit individuals with no 
current or previous enrollment in a doctoral training program in 
special education or a related service area. Consortium scholars must 
be first-time enrollees in a doctoral training program in special 
education or related service areas. The narrative must--
    (i) Describe the selection criteria the applicant will use to 
identify high-quality applicants for admission in the program;
    (ii) Describe the recruitment strategies the applicant will use to 
attract high-quality applicants and any specific recruitment strategies 
targeting high-quality applicants from traditionally underrepresented 
groups, including persons with disabilities; and
    (iii) Describe the approach the applicant will use to help scholars 
complete the program.
    (2) The project is designed to promote the acquisition of the 
competencies needed by leadership personnel to administer programs or 
provide, or prepare others to provide, interventions and services that 
improve outcomes of children with disabilities. To address this 
requirement, the applicant must--
    (i) Describe how the components of the project, such as: (A) The 
Consortium curriculum; (B) internship or practicum experiences; (C) 
research requirements; (D) opportunities provided to scholars to 
analyze data; (E) opportunities provided to scholars to critique 
research and research methodologies; and (F) opportunities provided to 
scholars to practice newly acquired knowledge and skills, will enable 
the scholars to acquire the competencies needed by leadership personnel 
for postsecondary instruction, administration, policy development, 
professional practice, leadership, or research in special education, 
early intervention, or related services;
    (ii) Describe how the components of the Consortium curriculum are 
integrated within and across the individual university program 
curricula in order to support the acquisition and enhancement of the 
identified competencies needed by leadership personnel in special 
education, early intervention, or related services;
    (iii) Describe how the components of the Consortium prepare 
scholars to administer programs or provide, or prepare others to 
provide, interventions and services that improve outcomes, including 
college- and career-readiness, of children with disabilities in a 
variety of settings;
    (iv) Describe the approach that faculty members will use to mentor 
scholars with the goal of helping them acquire competencies needed by 
leadership personnel and promote career goals in special education, 
early intervention, or related services;
    (v) Describe how the project is designed to ensure that scholars 
have opportunities to work with faculty and scholars from other 
universities within the Consortium on research and analytical projects 
in order to support the acquisition of the competencies identified in 
paragraph (a)(2)(i); and
    (vi) Describe how the project will align with and use resources, as 
appropriate, available through technical assistance centers, which may 
include centers funded by the Department.
    (3) The project will establish and maintain an advisory committee. 
The advisory committee must--
    (i) Consist of no fewer than five members, at least three of whom 
should be representatives of organizations or associations representing 
the interests of persons with disabilities (specifically the disability 
areas addressed by the project) and at least one of whom should be a 
representative of an SEA,

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LEA, or LA. Advisory committee members should be identified no later 
than six weeks from the award date;
    (ii) Meet no less than twice per year during the project period 
with the project director and relevant project staff;
    (iii) Provide feedback to project staff on the development and 
implementation of project curriculum and on the progress of the project 
toward meeting project goals; and
    (iv) Assist in providing opportunities and mentorship for the 
scholars that will enhance their understanding of disability and 
provide them with experiences beyond the university setting.
    (4) The project will establish and maintain a Web site containing 
relevant information and documents relating to the academic work, 
publications, presentations, and degree completion and employment 
status of scholars, and information about the universities and faculty 
participating in the project.
    (c) Include, in the narrative section of the application under 
``Significance of the Project,'' a logic model that depicts, at a 
minimum, the goals, activities, outputs, and outcomes of the proposed 
project. A logic model communicates how a project will achieve its 
outcomes and provides a framework for both the formative and summative 
evaluations of the project;

    Note:  The following Web sites provide more information on logic 
models: www.researchutilization.org/matrix/logicmodel_resource3c.html and www.tadnet.org/pages/589.

    (d) In the narrative section of the application under ``Quality of 
the Project Evaluation,'' include an evaluation plan as described in 
the following paragraphs. The evaluation plan must describe: Measures 
of progress in implementation and measures of outcomes or results of 
the project's activities in order to assess the effectiveness of those 
activities.
    In designing the evaluation, the project must--
    (1) Designate, with the approval of the OSEP project officer, a 
project liaison staff person with sufficient dedicated time, experience 
in evaluation, and knowledge of the project to work in collaboration 
with the Center to Improve Project Performance (CIPP),\2\ the project 
director, and the OSEP project officer on the following tasks:
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    \2\ The major tasks of CIPP are to guide, coordinate, and 
oversee the design of formative evaluations for every large 
discretionary investment (i.e., those awarded $500,000 or more per 
year and required to participate in the 3 + 2 process) in OSEP's 
Technical Assistance and Dissemination; Personnel Development; 
Parent Training and Information Centers; and Educational Technology, 
Media, and Materials programs. The efforts of CIPP are expected to 
enhance individual project evaluation plans by providing expert and 
unbiased technical assistance in designing the evaluations with due 
consideration of the project's budget. CIPP does not function as a 
third-party evaluator.
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    (i) Revise, as needed, the logic model submitted in the grant 
application to provide for a more comprehensive measurement of 
implementation and outcomes and to reflect any changes or 
clarifications to the model discussed at the kick-off meeting;
    (ii) Refine the evaluation design and instrumentation proposed in 
the grant application consistent with the logic model (e.g., preparing 
evaluation questions about significant program processes and outcomes, 
developing quantitative or qualitative data collections that permit 
both the collection of progress data, including fidelity of 
implementation, as appropriate, and the assessment of effectiveness, 
selecting respondent samples if appropriate, designing instruments or 
identifying data sources, and identifying analytic strategies); and
    (iii) Revise, as needed, the evaluation plan submitted in the grant 
application such that it clearly--
    (A) Specifies the measures and associated instruments or sources 
for data appropriate to the evaluation questions, suggests analytic 
strategies for those data, provides a timeline for conducting the 
evaluation, and includes staff assignments for completion of the plan;
    (B) Delineates the data expected to be available by the end of the 
second project year for use during the project's review for continued 
funding described under the heading Fourth and Fifth Years of the 
Project; and
    (C) Can be used to assist the project director and the OSEP project 
officer, with the assistance of CIPP, as needed, to specify the 
performance measures to be addressed in the project's Annual 
Performance Report;
    (2) Cooperate with CIPP staff in order to accomplish the tasks 
described in paragraph (1) of this section; and
    (3) Dedicate sufficient funds in each budget year to cover the 
costs of carrying out the tasks described in paragraphs (1) and (2) of 
this section and implementing the evaluation plan.
    (e) Demonstrate, in the narrative under ``Required Project 
Assurances'' or appendices, as directed, that the following program 
requirements are met. The applicant must--
    (1) Ensure that all scholars recruited into the Consortium can 
graduate from the program by the end of the grant's project period. The 
described scholar recruitment strategies, the program components and 
their sequence, and proposed budget must be consistent with this 
project requirement;
    (2) Ensure that the project will meet the requirements in 34 CFR 
304.23, 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 
sign, 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);
    (3) Ensure that the project will meet the statutory requirements in 
section 662(e) through 662(h) of IDEA;
    (4) Ensure that at least 65 percent of the total requested annual 
budget will be used for scholar support or provide justification in the 
application narrative for any designation less than 65 percent;
    (5) Ensure that scholars work (e.g., as graduate assistants) no 
more than 20 hours per week while receiving scholarship support, and 
that, if they work, the work is specifically related to the acquisition 
of scholars' competencies and the requirements for their doctoral 
programs. Please note that nothing in this provision prohibits a 
scholar from meeting the service obligation requirements under section 
662(h) of IDEA;
    (6) Ensure that scholars are full-time, reside in close proximity 
to the university, and remain active in their degree programs until 
completion of their degrees or until grant funding ends;
    (7) 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. The budget should also provide for the 
attendance of scholars at the three-day project directors' meeting in 
Washington, DC, during at least one year of the project period;
    (8) Ensure that the budget includes two in-person meetings for 
project scholars and faculty each year of the project. One meeting per 
year must be scheduled in Washington, DC. One meeting per year may be 
scheduled to coincide with a professional conference or meeting but 
must include designated

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time for a meeting of project scholars and faculty; and
    (9) Ensure that data will be submitted annually about 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).

Fourth and Fifth Years of the Project

    In deciding whether to continue funding the project for the fourth 
and fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a), as well as--
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary. This review will be conducted during a one-
day intensive meeting that will be held during the last half of the 
second year of the project period;
    (b) The timeliness and effectiveness with which all requirements of 
the negotiated cooperative agreement have been or are being met by the 
project; and
    (c) The quality, relevance, and usefulness of the project's 
products and services and the extent to which the project's products 
and services are aligned with the project's objectives and likely to 
result in the project achieving its intended outcomes.

Focus Areas

    Within this absolute priority, the Secretary intends to support two 
cooperative agreements, one under Focus Area A and one under Focus Area 
B.
    Focus Area A: Sensory Disabilities. In addition to the application 
requirements listed above, applicants submitting applications under 
Focus Area A must address the following requirements in the application 
narrative:
    (a) Establish a Consortium comprised of institutions of higher 
education (IHEs) with existing programs that prepare scholars to work 
as doctoral leaders in the following sensory disability areas: Visual 
impairment and blindness, deaf-blindness, and deafness and hard of 
hearing;
    (b) Include at least two IHEs with programs preparing scholars in 
each of the three areas of sensory disabilities listed in paragraph 
(a); and
    (c) Include a letter of commitment from each proposed Consortium 
member stating the IHE's desire to be part of the proposed Consortium. 
OSEP will approve the Consortium members within six weeks after making 
the award; and
    (d) Establish policies, procedures, standards, and guidelines for 
the work of the Consortium in the following areas: (1) Recruitment and 
selection of students who will be supported by the Consortium; (2) 
distribution of tuition and stipends among participating students; (3) 
measurement and reporting of student progress; (4) contingency planning 
in case of Consortium faculty losses; and (5) governance of the 
Consortium. The Consortium must submit these proposed policies, 
procedures, standards, and guidelines to the OSEP project officer for 
approval prior to their implementation.
    Focus Area B: Disabilities Associated with Intensive Service Needs. 
The Secretary is interested in increasing the number of high-quality 
training programs in disability areas associated with intensive service 
needs by pairing new applicants with programs in these high-need areas 
with more experienced applicants in order to aid new applicants in 
expanding and improving their training programs and to increase the 
competitiveness of any future applications under the Department's 
leadership program (CFDA 84.325D). Under the consortium model, new 
applicants and their scholars should benefit from the experience of 
working collaboratively with applicants and their faculty members who 
have more experience with developing and writing applications, program 
improvement, program implementation, grants administration, and grants 
implementation. Given the results of the 2004 consortium, and the 
preliminary results of the 2009 consortium, we anticipate that 
university faculty and scholars in both new and more experienced 
university programs will continue to benefit from the experiences after 
the consortium project has ended.
    In addition to the application requirements listed above, 
applicants submitting applications under Focus Area B must address the 
following requirements in the application narrative:
    (a) Establish a Consortium comprised of IHEs that prepare scholars 
to work as doctoral leaders in special education, early intervention, 
and related services with students or children with disabilities who 
have high needs and require intensive intervention services. Programs 
in sensory disabilities are not included in this focus area;
    (b) Include at least three IHEs that have received funding under at 
least one grant award under CFDA 84.325D since fiscal year (FY) 2004 in 
the specific high-need area under which the Consortium plans to prepare 
scholars;
    (c) Include at least three doctoral preparation programs that have 
not received funding under CFDA 84.325D since FY 2004 in the specific 
high-need area under which the IHEs propose to prepare scholars;
    (d) Include a letter of commitment from each proposed consortium 
member stating the IHE's desire to be part of the proposed Consortium. 
OSEP will approve the Consortium members within six weeks after making 
the award; and
    (e) Establish policies, procedures, standards, and guidelines for 
the work of the Consortium in the following areas: (1) Recruitment and 
selection of students who will be supported by the Consortium; (2) 
distribution of tuition and stipends among participating students; (3) 
measurement and reporting of student progress; (4) contingency planning 
in case of Consortium faculty losses; and (5) governance of the 
Consortium. The Consortium must submit these proposed policies, 
procedures, standards, and guidelines to the OSEP project officer for 
approval prior to their implementation.

    Note:  Applicants must identify the specific focus area, Focus 
Area A or Focus Area B, under which they are applying for funding as 
part of the competition title on the application cover sheet (SF 
form 424, item 15). Programs in sensory disabilities may not submit 
an application or be included as a participating university program 
in an application under Focus Area B. Applicants may not submit the 
same proposal for more than one focus area. The Secretary will not 
consider either application if an applicant applies under both focus 
areas.


    Note: For additional information regarding group applications, 
refer to 34 CFR 75.127, 75.128, and 75.129.

References

Dilka, K., Haydon, D., & Mertens, D.M. (2007). Program faculty 
demographics of deaf and hard of hearing teacher preparation 
programs. Paper presented at the Association of College Educators--
Deaf & Hard of Hearing.
Evans, S., Eliot, M., Hood, J., Driggs, M., Mori, A., and Johnson, 
T. (2005, Fall). Assessing the special education faculty shortage: 
The crisis in California--A statewide study of the professoriate. 
Teachers and Teacher Education Research: A Publication of the 
California Council on Teacher Education, 32, 7-21.

[[Page 22118]]

Huebner, M.K., Merk-Adam, B., Stryker, D., & Wolfe, K.E. (2004). The 
national agenda for the education of children and youths with visual 
impairments, including those with multiple disabilities--revised. 
New York: American Foundation for the Blind.
Johnson, H.A. (2003). U.S. deaf education teacher preparation 
programs: A look at the present and a vision for the future (COPSSE 
Document No. IB-9). Gainesville, FL: University of Florida, Center 
of Personnel Studies in Special Education.
Sindelar, P.T., & Taylor, C. (1988). Supply and demand for doctoral 
personnel in special education and communication disorders. Teacher 
Education and Special Education, 11, 162-167.
Smith, D.D., & Lovett, D. (1987). The supply and demand of special 
education faculty members: Will the supply meet the demand? Teacher 
Education and Special Education, 11, 162-167.
Smith, D.D., Pion, G.M., & Tyler, N.C. (2004). Leadership personnel 
in special education: Can persistent shortages be resolved? In A.M. 
Sorells, H.J., Rieth & P.T. Sindelar (Eds.), Critical Issues in 
Special Education: Access, Diversity, and Accountability (pp. 258-
276). New York: Pearson, Allyn, & Bacon.
Smith, D.D., Robb, S.M., West, J., & Tyler, N.C. (2010). The 
changing education landscape: How special education leadership 
preparation can make a difference for teachers and their students 
with disabilities. Teacher Education and Special Education, 33(1), 
25-43.
U.S. Department of Education, Institute of Education Sciences, 
National Center for Education Statistics. (2013). Table 324.80. 
Statistical profile of persons receiving doctor's degrees, by field 
of study and selected characteristics: 2009-10 and 2010-11. In U.S. 
Department of Education, Institute of Education Sciences, National 
Center for Education Statistics (Ed.), Digest of Education 
Statistics (2013 ed.). Retrieved from https://nces.ed.gov/programs/digest/d13/tables/dt13_324.80.asp.
Wasburn-Moses, L. (2008). Satisfaction among current doctoral 
students in special education. Remedial and Special Education, 
29(5), 259-268.
Woods, J., & Snyder, P. (2009). Interdisciplinary doctoral 
leadership training in early intervention. Infants & Young Children, 
22(1), 32-34.

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

    Program Authority:  20 U.S.C. 1462 and 1481.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 
81, 82, 84, 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: Cooperative agreements.
    Estimated Available Funds: $3,000,000.
    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: $1,250,000-$1,500,000 per year.
    Estimated Average Size of Awards: $1,275,000 per year.
    Maximum Award: We will reject any application that proposes a 
budget exceeding $1,500,000 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.
    Estimated Number of Awards: One award per Focus Area.

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

    Project Period: Up to 36 months with an optional additional 24 
months based on performance. Applications must include plans for both 
the 36-month award and the 24-month extension.

III. Eligibility Information

    1. Eligible Applicants: IHEs, 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 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 84.325H.
    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 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

[[Page 22119]]

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: April 21, 2014.
    Deadline for Transmittal of Applications: June 5, 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: August 4, 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 program.
    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 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 Leadership Consortia in Sensory 
Disabilities and Disabilities Associated with Intensive Service Needs 
competition, CFDA number 84.325H, 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 Leadership 
Consortia in Sensory Disabilities and Disabilities Associated with 
Intensive Service Needs competition at www.Grants.gov. You must search 
for the downloadable application package for this competition by the 
CFDA number. Do not include the CFDA number's alpha suffix in your 
search (e.g., search for 84.325, not 84.325H).
    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

[[Page 22120]]

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.

    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: Glinda Hill, U.S. 
Department of Education, 400 Maryland Avenue SW., Room 4063, 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 84.325H), 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:

[[Page 22121]]

    (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 84.325H), 550 12th Street SW., Room 7039, Potomac Center 
Plaza, Washington, DC 20202-4260.
    The Application Control Center accepts hand deliveries daily 
between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except 
Saturdays, Sundays, and Federal holidays.

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

V. Application Review Information

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

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.
    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

[[Page 22122]]

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 Contact

FOR FURTHER INFORMATION CONTACT: Glinda Hill, U.S. Department of 
Education, 400 Maryland Avenue SW., Room 4063, PCP, Washington, DC 
20202-2600. Telephone: (202) 245-7376.
    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 
as all other documents of this Department published in the Federal 
Register, in text or Adobe Portable Document Format (PDF). To use PDF 
you must have Adobe Acrobat Reader, which is available free at the 
site.
    You may also access documents of the Department published in the 
Federal Register by using the article search feature at: 
www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.

    Dated: April 14, 2014.
Michael K. Yudin,
Acting Assistant Secretary for Special Education and Rehabilitative 
Services.
[FR Doc. 2014-08965 Filed 4-18-14; 8:45 am]
BILLING CODE 4000-01-P