FR Doc 04-15840
[Federal Register: July 13, 2004 (Volume 69, Number 133)]
[Notices]
[Page 42044-42049]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr13jy04-51]
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DEPARTMENT OF EDUCATION
Office of Special Education and Rehabilitative Services; Overview
Information; Special Education--Research and Innovation To Improve
Services and Results for Children With Disabilities--Reading
Interventions for Students With Mental Retardation; Notice Inviting
Applications for New Awards for Fiscal Year (FY) 2004
Catalog of Federal Domestic Assistance (CFDA) Number: 84.324K.
Dates: Applications Available: July 14, 2004.
Deadline for Transmittal of Applications: August 30, 2004.
Eligible Applicants: State educational agencies (SEAs); local
educational agencies (LEAs); institutions of higher education (IHEs);
other public agencies; nonprofit private organizations; outlying areas;
freely associated States; and Indian tribes or tribal organizations.
Estimated Available Funds: $4,800,000.
Estimated Average Size of Awards: $600,000.
Maximum Award: We will reject any application from a single entity
that proposes a budget exceeding $600,000 for a single budget period of
12 months. However, we will consider proposals up to $1,000,000 per
year if the proposal is from multiple institutions, or any other group
of eligible parties that meet the requirements of 34 CFR 75.127 to
75.129, and permits assembling of larger samples that address the
priority described elsewhere in this notice. 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: 8.
Note: Given a sufficient number of approved high quality
applications, the Department intends to fund at least one project
addressing students with mild to moderate mental retardation, at
least one project addressing students with moderate to
[[Page 42045]]
severe mental retardation, and at least one project addressing the
full continuum of mild to severe mental retardation.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 60 months.
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purpose of this program is to produce, and
advance the use of, knowledge to improve the results of education and
early intervention for infants, toddlers, and children with
disabilities.
Priority: In accordance with 34 CFR 75.105(b)(2)(iv), this priority
is from allowable activities specified in the statute (see sections
661(e)(2) and 672 of IDEA).
Absolute Priority: For FY 2004 this priority is an absolute
priority. Under 34 CFR 75.105(c)(3) we consider only applications that
meet this priority.
This priority is:
Reading Interventions for Students with Mental Retardation.
Background: This priority addresses the development and evaluation
of scientifically based reading interventions for students with mental
retardation. This population includes students with a range of
intellectual disabilities on a continuum from mild to severe mental
retardation. This priority stems from the recognition that there is a
lack of adequate scientifically based research on interventions that
will accelerate development of reading skills in students with mental
retardation. In addition, the extent to which progress in reading
interventions generalizes to performance on content-based assessments
such as those permitted in State accountability assessments is not
established. Finally, there are questions specific to students with
mental retardation that involve whether improvement in reading skills
impacts functional skills, adaptive behavior, and school/community
integration or whether improvement of reading skills in a classroom or
curricular contexts is generalized to other settings and applications.
One promising approach to research on reading instruction for
students with mental retardation may be derived from research on
interventions with established efficacy for students with intellectual
levels in the average range. The critical question is the extent to
which such interventions are effective with students who function at
intellectual levels associated with mental retardation. Although many
initial reading intervention studies excluded students with
intellectual levels below the average range, more recent interventions
have included many students participating in regular education classes.
The range of intellectual levels, largely on verbal measures, typically
includes a small number of children with scores more than two standard
deviations below the mean as well as students at the cusp of decisions
concerning the presence of mild to moderate mental retardation. Many of
these students would have been categorized as students with mental
retardation in the past and are now often identified in the learning
disability category. Irrespective of the category, little empirical
evidence exists showing that scores on measures of intelligence are
strongly related to responses to these interventions. In addition, this
evidence largely involves the use of word recognition measures as
outcomes. The extent to which such gains generalize to the other
important domains of reading, especially fluency and comprehension, is
not known, especially in lower performing students. Moreover, the
findings of these studies are rarely linked to State content standards
as exemplified by general assessments or alternate assessments based on
grade level achievement standards or alternate achievement standards.
A second promising approach is derived from studies utilizing
approaches based on the functional analysis of behavior involving, for
example, stimulus control methods, direct teaching of functional
skills, and other promising approaches. It is recognized that such
interventions have involved direct teaching of academic content or the
use of functional skills that may improve access to the general
curriculum. Also, it is important to link research on interventions to
State content standards as exemplified by general assessments or
alternate assessments based on grade-level achievement standards or
alternate achievement standards.
Comparisons of the relative efficacy of these two approaches are
encouraged, especially in relation to improved reading abilities,
adequate yearly progress, access to and progress in the general
education curriculum and transfer to adaptive behavior and school/
community integration, including daily routines. It is especially
important for these types of interventions to clearly specify the
target behavior, timeframe for progress, prompting system, reward
system, requirements for fading and transfer, and other components of
the intervention. Generalization beyond the target behavior into
components clearly representative of word recognition, fluency, and
comprehension is critical. Although whole group instruction and
cooperative learning activities within an inclusive environment do show
evidence of efficacy, students with intellectual disabilities typically
require systematic and often individualized instruction.
Although these two approaches are readily apparent in the existing
literature, other well-justified approaches may be proposed that
represent combinations of principles from these two approaches or some
other approach to instruction.
Priority: This priority is for research on the development and
evaluation of reading interventions involving one or both of two target
groups addressing (1) students with performance levels in the range of
mild to moderate mental retardation; and (2) students with performance
levels in the range of moderate to severe mental retardation. It is
anticipated that in order to address the first target group, currently
existing reading interventions with evidence of efficacy will be
evaluated and, if necessary, adapted for students. Please note that the
sample may include children who perform somewhat above levels
associated with mild mental retardation, especially given the nature of
the error of measurement associated with such categorical designations.
However, including children who obtain intelligence test scores within
one standard deviation of the mean is not encouraged. To address the
second target group, interventions specifically designed for
individuals in the range of moderate to severe mental retardation may
need to be developed and implemented.
Applicants are allowed some startup time to organize the research,
but should explain the rationale for the time period they begin data
collection and budget appropriately for the startup period. Within a
month of receiving the award, grantees will be required to meet in
Washington, DC to develop common procedures that will permit linking of
the funded studies. This linking may require agreement on a set of
common identification measures for children and outcome measures
collected by all projects that will help evaluate findings across
studies and generalize findings.
In addition to the following specific requirements, all
applications must (i) provide a compelling rationale addressing the
theoretical foundation of the research and its link to reading,
relevant prior empirical evidence supporting the proposed project, and
the practical importance of the proposed project; (ii) include clear,
concise
[[Page 42046]]
hypotheses or research questions; (iii) present a clear description of
the sample or study participants, including justification for exclusion
and inclusion criteria and, where groups or conditions are involved,
strategies for assigning participants to groups; (iv) provide clear
descriptions and a rationale for all data collection procedures and
measures to be used; and (v) present a detailed data analysis plan that
justifies and explains the selected analytic strategy, shows clearly
how the measures and analyses relate to the hypotheses or research
questions, and indicates how the results will be interpreted.
Quantitative studies should include a power analysis to provide some
assurance that the sample is of sufficient size. Innovation is
encouraged provided the rationale is clearly outlined, there is some
evidence suggesting that the approach has promise, and the study design
permits a rigorous evaluation of the approach.
In addition, proposals must:
(a) Address the conceptual basis and critical elements of the
reading interventions, particularly in terms of the components of
reading that are addressed. It is recommended that the components be
consistent with reports that address the empirical evidence supporting
the nature of proficient reading, such as the National Reading Panel,
the National Research Council's Preventing Reading Difficulties in
Young Children, and the Rand Reading Comprehension reports.
(b) Address the duration of the interventions. Students with mental
retardation may require longer periods of intervention in order to
respond. Applicants must provide a rationale for: (1) The duration of
the interventions, (2) how the interventions with evidence of efficacy
need to be modified, and (3) if applicable, the manipulation of
duration and intensity of the intervention as a component of the
research. Some evidence from studies not specifically targeting
children with mental retardation suggests that students with severe
reading problems respond to interventions on highly targeted reading
skills over short periods of time (e.g., eight weeks) when the
intervention is delivered with high intensity (e.g., two hours per
day). However, longer term interventions may be needed to promote
transfer, generalization, and improved access to and progress in the
general education curriculum. These are empirical questions that could
be the focus of a sequence of studies conducted under this application.
(c) Clearly define the populations of interest so that results can
be replicated and questions concerning factors related to response to
intervention can be addressed. The etiologies of children with mental
retardation are diverse and often occur in association with a variety
of genetic and environmental factors as well as with other
disabilities, such as autism and pervasive developmental disorders. No
subdivision of the children with mental retardation is intended for the
purposes of this competition. Applicants are encouraged to assemble
diverse samples, so long as etiological factors, co-morbidities, and
indices of mild to severe mental retardation are carefully documented
as possible variables in explaining variations in response to reading
interventions. Defining the population may include providing data on
the intellectual and adaptive behavior levels of the students as
formally assessed.
(d) Evaluate multiple reading outcomes through the use of reliable
and valid assessment instruments that establish whether gains
generalize to domains involving word recognition, fluency, and
comprehension. To the extent practicable, such assessments should
include both norm referenced and criterion-referenced assessments, the
latter related to established benchmarks, such as State content
standards and alternate achievement standards as they are developed. A
strong theoretical basis for selecting and measuring outcomes is
important.
(e) Propose follow-up evaluation intervals of sufficient length to
evaluate the maintenance and generalization of gains in different
reading skills. Although the specification of the follow-up intervals
may depend on the nature of the intervention, it is important to
carefully address maintenance and generalization in terms of
sufficiently long follow-up intervals and the impact on word
recognition, fluency, comprehension, and improved access to and
progress in the general education curriculum. Several years of follow-
up may be important depending on the nature of the intervention and the
goals of the research; however, only a maximum of five years of funding
is available through this competition. For some smaller scale projects,
where the goal is simply to determine the efficacy of an existing
intervention in the sample of interest, long-term follow-up may not be
essential. Larger projects utilizing more established interventions
will need longer follow-ups, especially if the goal is to link the
intervention to mastery of State content standards or alternate
achievement standards. These interventions could occur across one or
more school years as a sequence of interventions addressing different
components of the reading process.
(f) Specifically evaluate the extent to which gains in reading
skills are associated with (1) progress in the general education
curriculum, and (2) changes in functional skills (including language
and communication), and adaptive behavior (including level of
independent function and integration into the general education
classroom and, if applicable, community).
(g) Summarize and build upon the empirical evidence on the efficacy
of an intervention for the population of interest.
(h) Utilize experimental designs appropriate for questions
involving efficacy. In particular, the Department encourages designs
involving random assignment to intervention and appropriate comparison
groups, but recognizes that other designs may be appropriate, such as
the use of multiple baseline designs for students with severe cognitive
disabilities. Even in the latter instance, the use of comparison
subjects randomly assigned at some point not to receive the
intervention should be considered. When appropriate, the sample size
should be large enough to indicate adequate power for detecting small
to moderate effects of the intervention, to permit generalization to
other contexts, and to permit examination of factors that predict
response to intervention. Applicants proposing to use other approaches,
such as quasi-experiments with matched groups and statistical controls,
should carefully justify their approach in terms of the ability to make
causal inferences, and provide a compelling rationale for why random
assignment is not practical or appropriate. Observational, survey, or
qualitative methodologies are encouraged as a complement to
experimental methodologies to assist in the identification of factors
that may explain the effectiveness or ineffectiveness of the
intervention. Mediating and moderating variables that are measured in
the intervention condition that are also likely to affect outcomes in
the comparison condition should be measured in the comparison condition
(e.g., student time-on-task, teacher experience/time in position).
(i) Provide detailed descriptions of data analysis procedures. For
quantitative data, specific statistical procedures should be cited. For
qualitative data, the specific methods used to index, summarize, and
interpret data should be delineated. In addition, documentation of the
resources required to implement the program and a cost analysis must be
part of the study.
(j) Provide information documenting the credentials and level of
preparation
[[Page 42047]]
required to deliver the intervention (e.g., certified teacher,
paraprofessional) and the nature and extent of professional
development, coaching, and monitoring required in order to implement
the intervention effectively. In addition, other components found to be
effective in previous studies, including team planning, positive
behavior supports, parental involvement, administrative leadership, and
related factors should be considered and documented.
(k) Provide information about and a rationale concerning the
education setting and environment in which the intervention is
effective (e.g., regular education inclusion classroom, regular
education classroom with pull-out support, self-contained classroom,
community setting). The size of the instructional group is an important
consideration, especially given the emerging evidence that small group
instruction is as effective as 1:1 instruction in the reading area.
(l) Include in the research designs components that permit the
identification and assessment of factors impacting the fidelity of
implementation and quality of instruction (if applicable) through
quantitative and qualitative approaches and specifically address
relations of fidelity and quality of implementation and outcomes.
(m) Provide methods and rationale that permit systematic, empirical
evaluation of factors that predict differential response to
intervention. Qualitative analyses of these types of process variables
are entirely appropriate, particularly as they relate to the context
and environment in which the intervention is differentially successful,
so long as qualitative methods are not proposed for questions of
efficacy.
(n) Provide a plan for potentially sustaining the intervention and
scaling it to other settings. Scaling is not required, but the
potential for scaling should be considered.
(o) Address the use of technology, including augmentative and
alternative communication (AAC) devices, and other forms of assistive
technology, if appropriate, especially for students with moderate to
severe mental retardation or with severe oral language disorders. If
such devices are used, the link with enhanced reading must be
demonstrated. Interventions that involve the use of computers are also
appropriate.
(p) Budget for a two-day Project Directors' meeting in Washington,
DC during each year of the project.
(q) If the project has a Web site, include relevant information and
documents in an accessible form.
Waiver of Proposed Rulemaking
Under the Administrative Procedure Act (5 U.S.C. 553) the
Department generally offers interested parties the opportunity to
comment on proposed priorities. However, section 661(e)(2) of the IDEA
makes the public comment requirements inapplicable to the priority in
this notice.
Program Authority: 20 U.S.C. 1461 and 1472.
Applicable Regulations: The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 80, 81,
82, 84, 85, 86, 97, 98, and 99.
Note: The regulations in 34 CFR part 86 apply to IHEs only.
II. Award Information
Type of Award: Cooperative agreement.
Estimated Available Funds: $4,800,000.
Estimated Average Size of Awards: $600,000.
Maximum Award: We will reject any application that proposes a
budget exceeding $600,000 for a single budget period of 12 months.
However, we will consider proposals up to $1,000,000 per year if the
proposal is from multiple institutions, or any other group of eligible
parties that meet the requirements of 34 CFR 75.127 to 75.129, and
permits assembling of larger samples that address this initiative. 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: 8.
Note: Given a sufficient number of approved high quality
applications, the Department intends to fund at least one project
addressing students with mild to moderate mental retardation, at
least one project addressing students with moderate to severe mental
retardation, and at least one project addressing the full continuum
of mild to severe mental retardation.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: SEAs; LEAs; IHEs; other public agencies;
nonprofit private organizations; outlying areas; freely associated
States; and Indian tribes or tribal organizations.
2. Cost Sharing or Matching: This competition does not involve cost
sharing or matching.
3. Other: General Requirements--(a) The projects funded under this
notice must make positive efforts to employ and advance in employment
qualified individuals with disabilities (see section 606 of IDEA).
(b) Applicants and grant recipients funded under this notice must
involve individuals with disabilities or parents of individuals with
disabilities in planning, implementing, and evaluating the projects
(see section 661(f)(1)(A) of IDEA).
IV. Application and Submission Information
1. Address to Request Application Package: Education Publications
Center (ED Pubs), P.O. Box 1398, Jessup, MD 20794-1398. Telephone (toll
free): 1-877-433-7827. Fax: (301) 470-1244. If you use a
telecommunications device for the deaf (TDD), you may call (toll free):
1-877-576-7734.
You may also contact ED Pubs at its Web site: http://www.ed.gov/pubs/edpubs.html
or you may contact ED Pubs at its e-mail address: edpubs@inet.ed.gov.
If you request an application from ED Pubs, be sure to identify
this competition as follows: CFDA Number 84.324K.
Individuals with disabilities may obtain a copy of the application
package in an alternative format (e.g., Braille, large print,
audiotape, or computer diskette) by contacting the person listed under
FOR FURTHER INFORMATION CONTACT in section VII 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
the equivalent of no more than 70 pages using the following standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, references, and captions, as well as all text in
charts, tables, figures, and graphs.
Use a font that is either 12 point or larger or no smaller
than 10 pitch (characters per inch).
[[Page 42048]]
The page limit does not apply to Part I, the cover sheet; Part II,
the budget section, including the narrative budget justification; Part
IV, the assurances and certifications; or the one-page abstract, the
resumes, the bibliography, the references, the letters of support, or
the appendix. However, you must include all of the application
narrative in Part III.
We will reject your application if--
You apply these standards and exceed the page limit; or
You apply other standards and exceed the equivalent of the
page limit.
3. Submission Dates and Times:
Applications Available: July 14, 2004.
Deadline for Transmittal of Applications: August 30, 2004.
The dates and times for the transmittal of applications by mail or
by hand (including a courier service or commercial carrier) are in the
application package for this competition. The application package also
specifies the hours of operation of the e-Application Web site.
We do not consider an application that does not comply with the
deadline requirements.
4. Intergovernmental Review: This program is not subject to
Executive Order 12372 and the regulations in 34 CFR part 79.
5. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
6. Other Submission Requirements: Instructions and requirements for
the transmittal of applications by mail or by hand (including a courier
service or commercial carrier) are in the application package for this
competition.
Application Procedures:
Note: Some of the procedures in these instructions for
transmitting applications differ from those in EDGAR 34 CFR 75.102).
Under the Administrative Procedure Act (5 U.S.C. 553) the Department
generally offers interested parties the opportunity to comment on
proposed regulations. However, these amendments make procedural
changes only and do not establish new substantive policy. Therefore,
under 5 U.S.C. 553(b)(A), the Secretary has determined that proposed
rulemaking is not required.
Pilot Project for Electronic Submission of Applications: We are
continuing to expand our pilot project for electronic submission of
applications to include additional formula grant programs and
additional discretionary grant competitions. Special Education--
Research and Innovation to Improve Services and Results for Children
with Disabilities Program--Reading Interventions for Students with
Mental Retardation--CFDA Number 84.324K is one of the competitions
included in this project. If you are an applicant under the Special
Education--Research and Innovation to Improve Services and Results for
Children with Disabilities Program--Reading Interventions for Students
with Mental Retardation, you may submit your application to us in
either electronic or paper format.
The pilot project involves the use of the Electronic Grant
Application System (e-Application). If you use e-Application, you will
be entering data online while completing your application. You may not
e-mail an electronic copy of a grant application to us. If you
participate in this voluntary pilot project by submitting an
application electronically, the data you enter online will be saved
into a database. We request your participation in e-Application. We
shall continue to evaluate its success and solicit suggestions for its
improvement.
If you participate in e-Application, please note the following:
Your participation is voluntary.
When you enter the e-Application system, you will find
information about its hours of operation. We strongly recommend that
you do not wait until the application deadline date to initiate an e-
Application package.
You will not receive additional point value because you
submit a grant application in electronic format, nor will we penalize
you if you submit an application in paper format.
You may submit all documents electronically, including the
Application for Federal Education Assistance (ED 424), Budget
Information--Non-Construction Programs (ED 524), and all necessary
assurances and certifications.
Your e-Application must comply with any page limit
requirements described in this notice.
After you electronically submit your application, you will
receive an automatic acknowledgement, which will include a PR/Award
number (an identifying number unique to your application).
Within three working days after submitting your electronic
application, fax a signed copy of the Application for Federal Education
Assistance (ED 424) to the Application Control Center after following
these steps:
1. Print ED 424 from e-Application.
2. The institution's Authorizing Representative must sign this
form.
3. Place the PR/Award number in the upper right hand corner of the
hard copy signature page of the ED 424.
4. Fax the signed ED 424 to the Application Control Center at (202)
245-6272.
We may request that you give us original signatures on
other forms at a later date.
Application Deadline Date Extension in Case of System
Unavailability: If you elect to participate in the e-Application pilot
for the Special Education--Research and Innovation to Improve Services
and Results for Children with Disabilities Program--Reading
Interventions for Students with Mental Retardation competition and you
are prevented from submitting your application on the application
deadline date because the e-Application system is unavailable, we will
grant you an extension of one business day in order to transmit your
application electronically, by mail, or by hand delivery. We will grant
this extension if--
1. You are a registered user of e-Application, and you have
initiated an e-Application for this competition; and
2. (a) The e-Application system is unavailable for 60 minutes or
more between the hours of 8:30 a.m. and 3:30 p.m., Washington, DC time,
on the application deadline date; or
(b) The e-Application system is unavailable for any period of time
during the last hour of operation (that is, for any period of time
between 3:30 p.m. and 4:30 p.m., Washington, DC time) on the
application deadline date.
We must acknowledge and confirm these periods of unavailability
before granting you an extension. To request this extension or to
confirm our acknowledgement of any system unavailability, you may
contact either (1) the person listed elsewhere in this notice under FOR
FURTHER INFORMATION CONTACT (see VII. Agency Contact) or (2) the e-
GRANTS help desk at 1-888-336-8930.
You may access the electronic grant application for the Special
Education--Research and Innovation to Improve Services and Results for
Children with Disabilities Program--Reading Interventions for Students
with Mental Retardation at: http://www.grants.gov.
V. Application Review Information
Selection Criteria: The selection criteria for this competition are
listed in 34 CFR 75.210 of EDGAR. The specific selection criteria to be
used for this competition are in the application package.
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and
[[Page 42049]]
send you a Grant Award Notification (GAN). We may also notify you
informally.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Reporting: At the end of your project period, you must submit a
final performance report, including financial information, as directed
by the Secretary. If you receive a multi-year award, you must submit an
annual performance report that provides the most current performance
and financial expenditure information as specified by the Secretary in
34 CFR 75.118.
4. Performance Measures: Under the Government Performance and
Results Act (GPRA), the Department is currently developing indicators
and measures that will yield information on various aspects of the
quality of the Research and Innovation to Improve Services and Results
for Children with Disabilities program. Included in these indicators
and measures will be those that assess the quality and relevance of
newly funded research projects. Two indicators will address the quality
of new projects. First, an external panel of eminent senior scientists
will review the quality of a randomly selected sample of newly funded
research applications, and the percentage of new projects that are
deemed to be of high quality will be determined. Second, because much
of the Department's work focuses on questions of effectiveness, newly
funded applications will be evaluated to identify those that address
causal questions and then to determine what percentage of those
projects use randomized field trials to answer the causal questions. To
evaluate the relevance of newly funded research projects, a panel of
experienced education practitioners and administrators will review
descriptions of a randomly selected sample of newly funded projects and
rate the degree to which the projects are relevant to practice.
Other indicators and measures are still under development in areas
such as the quality of project products and long-term impact. Data on
these measures will be collected from the projects funded under this
notice. Grantees will also be required to report information on their
projects' performance in annual reports to the Department (EDGAR, 34
CFR 75.590).
We will notify grantees of the performance measures once they are
developed.
VII. Agency Contact
For Further Information Contact: Kristen Lauer, U.S. Department of
Education, 400 Maryland Avenue, SW., room 4077, Potomac Center Plaza,
Washington, DC 20202-2550. Telephone: (202) 245-7412.
If you use a telecommunications device for the deaf (TDD), you may
call the Federal Information Relay Service (FIRS) at 1-800-877-8339.
Individuals with disabilities may obtain this document in an
alternative format (e.g., Braille, large print, audiotape, or computer
diskette) on request by contacting the following office: The Grants and
Contracts Services Team, U.S. Department of Education, 400 Maryland
Avenue, SW., Potomac Center Plaza, Washington, DC 20202-2550.
Telephone: 1-202-205-8207.
VIII. Other Information
Electronic Access to This Document: You may view this document, as
well as all other documents of this Department published in the Federal
Register, in text or Adobe Portable Document Format (PDF) on the
Internet at the following site: http://www.ed.gov/news/fedregister.
To use PDF you must have Adobe Acrobat Reader, which is available
free at this site. If you have questions about using PDF, call the U.S.
Government Printing Office (GPO), toll free, at 1-888-293-6498; or in
the Washington, DC, area at (202) 512-1530.
Note: The official version of this document is the document
published in the Federal Register. Free Internet access to the
official edition of the Federal Register and the Code of Federal
Regulations is available on GPO Access at: http://www.gpoaccess.gov/nara/index.html
.
Dated: July 8, 2004.
Troy R. Justesen,
Acting Deputy Assistant Secretary for Special Education and
Rehabilitative Services.
[FR Doc. 04-15840 Filed 7-12-04; 8:45 am]
BILLING CODE 4000-01-P