Office of Special Education and Rehabilitative Services; Overview Information; Personnel Development To Improve Services and Results for Children With Disabilities; Notice Inviting Applications for New Awards for Fiscal Year (FY) 2009, CFDA Numbers: 84.325D, 84.325K, and 84.325T (OSERS)

FR Doc E8-16544[Federal Register: July 21, 2008 (Volume 73, Number 140)]
[Notices]
[Page 42505-42515]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr21jy08-121]

Download:

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Part IV

Department of Education

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Office of Special Education and Rehabilitative Services; Overview
Information; Personnel Development To Improve Services and Results for
Children With Disabilities; Notice Inviting Applications for New Awards
for Fiscal Year (FY) 2009; Notice

[[Page 42506]]

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DEPARTMENT OF EDUCATION

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

Note: This notice invites applications for three separate
competitions. For key dates, contact person information, and funding
information regarding each of the three competitions, see the chart
in the Award Information section of this notice.

Dates:
Applications Available: See chart.
Deadline for Transmittal of Applications: See chart.
Deadline for Intergovernmental Review: See chart.

Full Text of Announcement

I. Funding Opportunity Description

Purpose of Program: The purposes of this program are to (1) help
address State-identified needs for highly qualified personnel--in
special education, related services, early intervention, and regular
education--to work with infants, toddlers, and children with
disabilities; and (2) ensure that those personnel have the necessary
skills and knowledge, derived from practices that have been determined
through scientifically based research and experience, to be successful
in serving those children.
Priorities: In accordance with 34 CFR 75.105(b)(2)(iv), these
priorities are from allowable activities specified in the statute (see
sections 662 and 681 of the Individuals with Disabilities Education Act
(IDEA)). Each of the absolute priorities announced in this notice
corresponds to a separate competition as follows:

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

Absolute Priorities: For FY 2009 and any subsequent year in which
we make awards based on the list of unfunded applications from these
competitions, these priorities are absolute priorities. Under 34 CFR
75.105(c)(3), for each competition, we consider only applications that
meet the absolute priority for that competition.
The priorities are:

Absolute Priority 1--Preparation of Leadership Personnel (84.325D).

Background: Training of special educators and related services
personnel at the highest levels, including both the doctoral and post-
doctoral levels, is critical to ensure the continued development and
availability of quality services for children with disabilities. Over
the last several decades, research has consistently suggested that
there is a persistent need for special education and related services
personnel who have been trained at the doctoral and post-doctoral
levels (Smith, Pion, & Tyler, 2004; Smith, Pion, Tyler, Sindelar, &
Rosenberg, 2001; Wasburn-Moses & Therrien, in press). Accordingly, the
Department seeks to support programs that provide doctoral, post-
doctoral, and advanced graduate level training that prepares
professionals to work in special education as researchers, teacher
educators, administrators, and direct service providers.
Priority: The Preparation of Leadership Personnel priority supports
projects that train personnel at the preservice doctoral or post-
doctoral level in early intervention, special education, or related
services, and at the advanced graduate level (masters and specialists)
in special education administration/supervision. In order to be
eligible under this priority, programs must provide training and
support for scholars to complete their training within the project
period of the grant. Therefore, only the following types of programs of
study will meet the requirements of this priority:
1. A major in special education, related services, or early
intervention at the doctoral or post-doctoral level; and
2. Training at the advanced graduate level (masters and specialists
programs) in special education administration/supervision.

Note: Training that leads to a Doctor of Audiology (DAud) degree
is not included as part of this priority because training programs
that lead to a DAud degree are eligible to apply for funding under
the Combined Personnel Preparation priority (CFDA 84.325K) announced
elsewhere in this notice.

To be considered for funding under the Preparation of Leadership
Personnel absolute priority, applicants must meet the application
requirements contained in the priority. All projects funded under the
absolute priority also must meet the programmatic and administrative
requirements specified in the priority. The application, programmatic,
and administrative requirements are as follows:
(a) Demonstrate, in the narrative section of the application, under
``Quality of Project Services,'' how--
(1) The program prepares personnel to address the specialized needs
of children with disabilities from diverse cultural and language
backgrounds, including limited English proficient children with
disabilities, by--
(i) Identifying the competencies needed by leadership personnel to
understand and work with culturally and linguistically diverse
populations (the competencies identified should reflect the current
knowledge base); and
(ii) Preparing personnel to use those competencies through early
intervention, special education, and related services training
programs;
(2) All relevant coursework for the proposed program reflects
current research and pedagogy on--
(i) Participation and achievement in the general education
curriculum and improved outcomes for all children with disabilities;
and
(ii) The provision of coordinated services in natural environments
to improve outcomes for infants and toddlers with disabilities and
their families;
(3) The program is designed to integrate coursework with practicum
opportunities that will enhance the competencies of special educators
and related services personnel at the doctoral and post-doctoral levels
to effectively (a) serve in a variety of leadership positions (e.g.,
direct service, research faculty, teacher training, or leadership at
the State or local level) and (b) collaborate and work with regular
education personnel.
(4) For programs that train personnel in early intervention,
special education, or related services, the program ensures that
scholars are knowledgable about: (i) The provisions of the Elementary
and Secondary Education Act of 1965 (ESEA), as amended by the No Child
Left Behind Act of 2001 (NCLB); (ii) the requirements for highly
qualified teachers under IDEA and NCLB; and (iii) strategies to foster
collaboration between regular and special education teachers; and
(5) The proposed training program includes training on developing
and addressing State academic content and achievement standards, if
applicable.
(b) Submit electronically annual data on each scholar who receives
grant support within 60 days after the end of each grant budget year.
Applicants are encouraged to visit the Personnel Prep Data (PPD) Web
site at

[[Page 42507]]

www.osepppd.org for further information about this data collection
requirement. This data collection is in addition to and does not
supplant the annual grant performance report required of each grantee
for continuation funding (see 34 CFR 75.590).
(c) Budget for attendance at a three-day Project Director's meeting
in Washington, DC, during each year of the project.
(d) If the project maintains a Web site, include relevant
information and documents in a format that meets a government or
industry-recognized standard for accessibility.
(e) Include, in the application appendix, all course syllabi for
the proposed training program. Course syllabi must clearly incorporate
research-based curriculum and pedagogy as required under paragraph (a)
of this priority.
(f) Provide, in the application narrative, a detailed description
of the program that includes the sequence of courses offered in the
program and the comprehensive curriculum designed to meet program goals
and obtain mastery in the following required professional domains:
(1) Research methodology.
(2) Personnel preparation.
(3) Policy/advocacy or professional practice.
(g) Include, in the application narrative under ``Quality of
Project Evaluation,'' a clear and effective plan for evaluating the
extent to which graduates of the training program have the knowledge
and competencies necessary to provide research-based instruction and
services that result in improved outcomes for children with
disabilities.
(h) Communicate the results of the evaluation conducted in
accordance with paragraph (g) of this priority to the Office of Special
Education Programs (OSEP) in required annual performance reports for
continuation funding and the project final performance report.
(i) Certify that all scholars will be recruited into the program
with the intention of graduating from the program during the
performance period of the grant.
(j) Certify that the institution will not require scholars
recruited into the program to work as a condition of receiving a
scholarship (e.g., as graduate assistants, unless the work is required
to complete their training program). Please note that this prohibition
on work as a condition of receiving a scholarship does not apply to the
service obligation requirements in section 662(h) of IDEA.
(k) If the program is addressing national or regional needs,
demonstrate in the application narrative the existence of the needs
through appropriate research data.
(l) Ensure that at least 65 percent of the total requested budget
per year will be used for student support or provide justification in
the application narrative for any designation less than 65 percent.
Examples of sufficient justification for proposing less than 65 percent
of the budget for student support might include:
(1) A project servicing rural areas that provides long-distance
training, and requires Web Masters, adjunct professors, or mentors to
operate effectively.
(2) A project that is expanding or adding a new area of emphasis to
the program, and as a result of this expansion, needs additional
faculty or other resources, such as expert consultants, additional
training supplies, or equipment that would enhance the program.

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

(m) Meet the statutory requirements in section 662(e) through
662(h) of IDEA.

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

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

Background: State agencies, university training programs, local
schools, and community-based entities acknowledge the importance of
improving training programs for personnel to serve infants, toddlers,
and children with disabilities (Early, D. M. & Winton, P. J., 2001;
Scheuermann, Webber, Boutot, & Goodwin, 2003). In addition, the
national demand for fully credentialed early intervention, special
education, and related services personnel to serve infants, toddlers,
and children with disabilities exceeds the available supply (McLeskey,
Tyler, & Flippin, 2004). Federal support is needed to improve both the
quality and supply of these personnel.
Priority: The purpose of the Combined Personnel Preparation
priority is to improve the quality, and increase the number, of
personnel who are fully credentialed to serve infants, toddlers, and
children with disabilities--especially in areas of chronic personnel
shortage--by supporting projects that prepare early intervention,
special education, and related services personnel at the associate,
baccalaureate, master's, and specialist levels. In order to be eligible
under this priority, programs must provide training and support for
students to complete, within the project period of the grant, a degree,
State certification, professional license, or State endorsement in
early intervention, special education, or in a related services field.
Programs preparing students to be special education paraprofessionals,
assistants in related services professions (e.g., physical therapist
assistants, occupational therapist assistants), or educational
interpreters are also eligible under this priority.
To be considered for funding under the Combined Personnel
Preparation absolute priority, applicants must meet the application
requirements contained in the priority. All projects funded under the
absolute priority must--
(a) Demonstrate, in the narrative section of the application, under
``Quality of Project Services,'' how--
(1) Training requirements and required coursework for the proposed
training program incorporate research-based practices that improve
outcomes for children with disabilities (including relevant research
citations);
(2) The program is designed to integrate coursework with practicum
opportunities that will enhance the competencies of special education
personnel to effectively (a) serve and instruct children with
disabilities and (b) collaborate and work with regular education
personnel.
(3) The program prepares personnel to address the specialized needs
of children with disabilities from diverse

[[Page 42508]]

cultural and language backgrounds, including limited English proficient
children with disabilities, by--
(i) Identifying the competencies needed by personnel to understand
and work with culturally and linguistically diverse populations (the
competencies identified should reflect the current knowledge base); and
(ii) Preparing personnel to use those competencies through early
intervention, special education, and related services training
programs;
(4) If preparing beginning special educators, the program is
designed to provide extended clinical learning opportunities, \1\ field
experiences, or supervised practica (such as an additional year), and
ongoing high quality mentoring and induction opportunities;
---------------------------------------------------------------------------

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

(5) The program includes field-based training opportunities for
scholars (as defined in 34 CFR 304.3(g)) in diverse settings including
schools and settings in high-poverty communities, rural areas, and
urban areas;
(6) The proposed training program will: (a) Enable scholars to be
highly qualified, in accordance with section 602(10) of IDEA and 34 CFR
300.18, in the State(s) to be served by the applicant; and (b) ensure
that scholars are equipped with the knowledge and skills necessary to
assist children in meeting State academic achievement standards; and
(7) The training program provides student support systems
(including tutors, mentors, and other innovative practices) to enhance
student retention and success in the program.
(b) Include, in the narrative section of the application under
``Quality of Project Evaluation,'' a clear, effective plan for
evaluating the extent to which graduates of the training program have
the knowledge and skills necessary to provide scientifically based or
evidence-based instruction and services that result in improved
outcomes for children with disabilities. Applicants also must clearly
describe, under ``Quality of Project Evaluation,'' how the project will
report these evaluation results to the Office of Special Education
Programs (OSEP) in the grantee's annual performance reports and final
performance report.
(c) Meet the statutory requirements in section 662(e) through
662(h) of IDEA.
(d) Ensure that at least 65 percent of the total requested budget
per year is used for student support.
(e) Budget for attendance at a three-day Project Director's meeting
in Washington, DC, during each year of the project.
(f) If the project maintains a Web site, include relevant
information and documents in a form that meets a government or
industry-recognized standard for accessibility.
(g) Include, in the application appendix, all course syllabi for
the proposed training program. Course syllabi must clearly reflect the
incorporation of research-based curriculum and pedagogy as required
under paragraph (a) of this priority.
(h) Submit electronically annual data on each scholar who receives
grant support within 60 days after the end of each grant budget year.
Applicants are encouraged to visit the Personnel Prep Data (PPD) Web
site at www.osepppd.org for further information about this data
collection requirement. This data collection is in addition to and does
not supplant the annual grant performance report required of each
grantee for continuation funding (see 34 CFR 75.590).

Focus Areas

Within this absolute priority, the Secretary intends to support
projects under the following four focus areas: (a) Training Personnel
to Serve Infants, Toddlers, and Pre-school Age Children with
Disabilities, (b) Training Personnel to Serve School Age Children with
Low Incidence Disabilities, (c) Training Personnel to Provide Related
Services, Speech/Language Services, and Adapted Physical Education to
Infants, Toddlers, and Children with Disabilities, and (d) Training
Personnel in Minority Institutions to Serve Infants, Toddlers, and
Children with Disabilities.

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

Focus Area a: Training Personnel to Serve Infants, Toddlers, and
Pre-school Age Children with Disabilities. For the purpose of this
focus area, early intervention personnel are those who are trained to
provide services to infants and toddlers with disabilities ages birth
through two, and early childhood personnel are those who are trained to
provide services to children with disabilities ages three through five
(in States where the age range is other than ages three through five,
we will defer to the State's certification for early childhood). In
States where certification in early intervention (EI) is combined with
certification in early childhood (EC), applicants may propose a
combined EI/EC training project under this focus area. Projects
training related services, speech/language, or adapted physical
education personnel are not eligible under this focus area (see Focus
Area c).
Focus Area b: Training Personnel to Serve School Age Children with
Low Incidence Disabilities. For the purpose of this focus area, low
incidence personnel are special education personnel, including
paraprofessionals, trained to serve school age children with low
incidence disabilities including visual impairments, hearing
impairments, simultaneous vision and hearing impairments, significant
cognitive impairments (severe mental retardation), orthopedic
impairments, autism, and traumatic brain injury. Programs preparing
special education personnel to provide services to visually impaired or
blind children that can be appropriately provided in Braille must
prepare those individuals to provide those services in Braille.
Projects training educational interpreters are eligible under this
focus area. Projects training other related services, speech/language,
or adapted physical education personnel are not eligible under this
focus area (see Focus Area c). Projects training special education pre-
school personnel are eligible under Focus Area a.
Focus Area c: Training Personnel to Provide Related Services,
Speech/Language Services, and Adapted Physical Education to Infants,
Toddlers, and Children with Disabilities. Programs training related
services, speech/language or adapted physical education personnel to
serve infants, toddlers, or children with disabilities are eligible
within this focus area. For the purpose of this focus area, related
services include, but are not limited to, psychological services,
physical therapy (including therapy provided by personnel trained at
the Doctor of Physical Therapy (DPT) level), occupational therapy,
therapeutic recreation, social work services, counseling services,
audiology services (including services provided by personnel trained at
the Doctor of Audiology (DAud) level), and speech/language services.
Training programs in States where personnel trained to serve children
with speech/language impairments are considered to be special educators
are eligible under this focus area. Projects training educational

[[Page 42509]]

interpreters are not eligible under this focus area, but may apply
under Focus Area b.
Focus Area d: Training Personnel in Minority Institutions to Serve
Infants, Toddlers, and Children with Disabilities. Programs in minority
institutions are eligible under this focus area if they train: (a)
Personnel to serve one or more of the following: infants, toddlers, and
pre-school age children with disabilities; (b) personnel to serve
school age children with low incidence disabilities; or (c) personnel
to provide related services, speech/language, or adapted physical
education to infants, toddlers, and children with disabilities.
Minority institutions include institutions with a minority student
enrollment of 25 percent or more, which may include Historically Black
Colleges and Universities, Tribal Colleges, and Predominantly Hispanic
Serving Colleges and Universities.
Within this focus area, institutions that are recommended for
funding in FY 2009 and that have not received support under the IDEA
Personnel Development Program in FY 2008 will receive 10 competitive
preference points. (Programs in minority institutions training
personnel in Focus Areas a, b, and c are eligible within Focus Area d.
Programs that are training high incidence special education personnel
are not eligible within Focus Area d. However, programs that are
training high incidence special education personnel are eligible under
Absolute Priority 3--Special Education Preservice Program Improvement
Grants, located elsewhere in this notice.)
Under Focus Area d, a project may budget for less than the required
percentage (65 percent) for student support if the applicant can
provide sufficient justification for any designation less than 65
percent. Sufficient justification for proposing less than 65 percent of
the budget for student support would include support for activities
such as program development, program expansion, or the addition of a
new area of emphasis. Some examples include the following:
(1) A project that is starting a new program may request up to a
year for program development and capacity building. In the initial
project year, no student support would be required. Instead, a project
could hire a new faculty member or a consultant to assist in program
development.
(2) A project that is proposing to build capacity may hire a field
supervisor so that additional students can be trained.
(3) A project that is expanding or adding a new area of emphasis to
the program may hire additional faculty or obtain other resources such
as expert consultants, additional training supplies, or equipment that
would enhance the program.

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

Within this absolute priority, we are particularly interested in
applications that address the following invitational priorities.
Invitational Priorities: Under 34 CFR 75.105(c)(1) we do not give
an application that meets these invitational priorities a competitive
or absolute preference over other applications.
These priorities are:
(1) In Focus Areas b and d, the Secretary is particularly
interested in programs that prepare special educators to provide
instruction in core academic content areas (i.e., English/language
arts, mathematics, science, foreign languages, art, history, and
geography) to children with disabilities.
(2) The Secretary is also particularly interested in programs that
provide enhanced support for beginning special educators (see section
662(b)(3) of IDEA).

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

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

Background: State educational agencies, institutions of higher
education (IHEs), and local educational agencies consistently report
that personnel preparation programs for kindergarten through grade 12
(K-12) special education teachers should be restructured or redesigned
so that graduates of these programs meet the highly qualified teacher
(HQT) requirements in the Individuals with Disabilities Education Act
(IDEA). To accomplish this goal, personnel preparation programs must
ensure that their graduates who expect to be providing instruction in a
core academic subject are able to meet State special education
certification or licensure requirements, as well as have the necessary
content knowledge, consistent with the HQT requirements in IDEA.
Federal support can assist in improving the quality of IHE programs
that prepare special education teachers, and help to ensure that these
teachers have the knowledge and skills needed to teach students with
disabilities using evidence-based interventions.
Priority: The purpose of this priority is to improve the quality of
K-12 special education teacher preparation programs and ensure that
program graduates meet the HQT requirements under sections 602(10) of
IDEA, and are well prepared to serve children with high incidence
disabilities. For purposes of this priority, the term ``high incidence
disabilities'' refers to learning disabilities, emotional disturbance,
or mental retardation. In order to be eligible under this priority,
applicants must currently prepare special education personnel (at the
baccalaureate or master's level) to serve school age children with high
incidence disabilities.

Note: This priority only supports the improvement or expansion
of existing programs for high incidence personnel, such as the
expansion of a program for elementary school teachers to include a
program for secondary school teachers serving children with high
incidence disabilities. This priority does not support the
development of new programs for high incidence personnel. In
addition, this priority does not support programs in IHEs that are
preparing preschool teachers.

To be considered for funding under the Special Education Preservice
Program Improvement Grants priority, applicants must meet the
application requirements contained in the priority. All projects funded
under the absolute priority also must meet the programmatic and
administrative requirements specified in the priority. The application,
programmatic, and administrative requirements are as follows:
(a) Demonstrate, in the narrative section of the application under
``Quality of Project Services,'' how--
(1) The first year of the project period will be used for planning
an improved or restructured K-12 teacher preparation program that
includes induction and mentoring components; revising curriculum;
integrating evidence-based interventions that improve outcomes for
children with

[[Page 42510]]

high incidence disabilities into the improved or restructured program
(including providing research citations for those evidence-based
interventions); and coordinating with the National Center to Enhance
the Professional Development of School Personnel on the use of its Web-
based training modules (see http://www.iris.peabody.vanderbilt.edu).
Applicants must describe first-year activities and include a five-year
timeline and implementation plan in their applications. This plan must
describe the proposed project activities associated with implementation
of the improved or restructured program that includes induction and
mentoring components. Implementation of the plan may not begin without
approval from OSEP;
(2) The improved or restructured program is designed to integrate
coursework with practicum opportunities that will enhance the
competencies of beginning special education teachers to collaborate and
work with general education teachers and other personnel to provide
effective services and instruction in academic subjects to children
with high incidence disabilities in K-12 general education classrooms;
(3) The improved or restructured program is designed to prepare
special education teachers to address the specialized needs of children
with high incidence disabilities from diverse cultural and language
backgrounds, including limited English proficient children with
disabilities, by identifying the competencies that special education
teachers need to work effectively with culturally and linguistically
diverse populations;
(4) The improved or restructured program is designed to provide
extended clinical learning opportunities,\2\ field experiences, or
supervised practica and ongoing high quality mentoring and induction
opportunities in local schools. Applicants also must demonstrate how
they will coordinate with the National Center on Policy and Practice in
Special Education in designing the program to provide extended clinical
learning opportunities, field experiences, or supervised practica (see
http://www.coe.ufl.edu/copsse/);
---------------------------------------------------------------------------

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

(5) The improved or restructured program is designed to include
field-based training opportunities in diverse settings including
schools and settings in high-poverty communities and in schools not
making adequate yearly progress (AYP) under NCLB;
(6) The improved or restructured program will: (a) Enable scholars
to be highly qualified, in accordance with section 602(10) of IDEA and
34 CFR 300.18, in the State(s) to be served by the applicant; and (b)
ensure that scholars are equipped with the knowledge and skills
necessary to assist children in meeting State academic achievement
standards;
(7) The improved or restructured program is designed to provide
support systems (including tutors, mentors, and other innovative
practices) to enhance retention in and successful completion of the
program; and
(8) The improved or restructured program will be maintained once
Federal funding ends.
(b) For programs that will be restructured or re-designed to
produce graduates who meet the HQT requirements for teachers who teach
core academic subjects, applicants must establish partnerships with the
appropriate academic departments. Funds may be used to support faculty
from the academic departments for their involvement in the activities
outlined in paragraph (4) of this priority. To address this
requirement, applications must--
(i) Describe how representatives of relevant academic departments
with expertise in the core academic subjects being addressed in the
application will be involved in the partnership;
(ii) Provide evidence that such partnerships will include a
permanent faculty member from the appropriate academic departments, who
will be involved in developing the overall project and designing the
curriculum used to train scholars in the particular core academic
subject;
(iii) Provide evidence that permanent faculty members from the
appropriate academic departments participated in the design of the
program.
(c) Include, in the narrative section of the application under
``Quality of Project Evaluation,'' a clear, effective plan for
evaluating the extent to which graduates of the training program have
the knowledge and skills necessary to provide scientifically based or
evidence-based instruction and services that result in improved
outcomes for children with disabilities. Applicants also must clearly
describe, under ``Quality of Project Evaluation,'' how the project will
report these evaluation results to OSEP in the grantee's annual
performance reports and final performance report.
(d) Meet the statutory requirements in section 662(e) through
662(f) of IDEA.
(e) Budget for planning and improvement activities, including
activities to be performed by consultants. This priority does not
provide financial support for students during any year of the project.
(f) Budget for attendance at a three-day Project Director's meeting
in Washington, DC, during each year of the project.
(g) If the project maintains a Web site, include relevant
information and documents in a form that meets a government or
industry-recognized standard for accessibility.
(h) Include, in the application appendix, all course syllabi for
the existing teacher preparation program. Revised syllabi for the
improved or restructured program must be submitted at the end of the
first year of the project period.
Within this absolute priority, we give competitive preference to
applications that address the following priority.
Competitive Preference Priority: Under 34 CFR 75.105(c)(2)(i), we
award up to an additional 10 points to an application, depending on how
well the application meets this priority.
This priority is: Competitive Preference Points Based on Number of
High Incidence Special Education Teacher Graduates from Program in a
Recent Year.
In order to earn competitive preference points under this priority,
applicants must document the number of K-12 special education teachers
who graduated from a preparation program that prepares personnel (at
the baccalaureate or master's level) to serve school age children with
high incidence disabilities in any recent year, regardless of whether
the graduates received support from a Federal grant. For purposes of
this competitive preference priority, the term ``recent year'' is
defined as any of the past three fiscal years (i.e., FY 2005, FY 2006,
or FY 2007). The table that follows indicates how the competitive
preference points will be awarded. For example, an applicant that
documents 10 graduates (new K-12 high incidence special education
teachers) during a recent year would earn 2 competitive preference
points. An applicant that documents 30 graduates (new K-12 high
incidence special education teachers) during a recent year would earn 6
competitive preference points. An applicant that documents 50 or more
graduates (new K-12 high incidence special education teachers) during a
recent year would earn 10 competitive preference points.

[[Page 42511]]

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

The number of students (i.e., new K-12 high incidence special
education teachers) graduating from the program must be documented in
the application. A letter from the Dean or Department Chair verifying
the number of high incidence graduates in a recent fiscal year would be
adequate documentation for purposes of this competitive preference.
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (APA) (5 U.S.C. 553) the Department generally offers interested
parties the opportunity to comment on proposed priorities and
requirements. Section 681(d) of IDEA, however, makes the public comment
requirements of the APA inapplicable to the priorities in this notice.
Program Authority: 20 U.S.C. 1462 and 1481.
Applicable Regulations: (a) The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80,
81, 82, 84, 85, 86, 97, 98, and 99. (b) The regulations for this
program in 34 CFR part 304.

II. Award Information

Type of Awards: Discretionary grants for competitions CFDA 84.325D
and 84.325K, and cooperative agreements for competition CFDA 84.325T.
Estimated Available Funds: The Administration has requested
$88,152,592 for the Personnel Development to Improve Services and
Results for Children with Disabilities program for FY 2009, of which we
intend to use an estimated $1,450,000 for the competitions announced in
this notice. Please refer to the ``Estimated Range of Awards'' column
of the chart in this section for the estimated dollar amounts for
individual competitions. The actual level of funding, if any, depends
on final congressional action. However, we are inviting applications to
allow enough time to complete the grant process if Congress
appropriates funds for this program.
Contingent upon the availability of funds and the quality of
applications for the competitions announced in this notice, we may make
additional awards in FY 2009 from the lists of unfunded applicants from
individual competitions.
Estimated Range of Awards: See chart.
Estimated Average Size of Awards: See chart.
Maximum Award: See chart.
Estimated Number of Awards: See chart.
Project Period: See chart.

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

[[Page 42512]]

84.325T Special Education July 21, 2008.... September 19, November 18, 2008.. $100,000-$150,000 $125,000 (first $150,000** 21 Up to 60 months. Bonnie Jones
Preservice Program 2008. (first year of year of (first year of (202) 245-7395
Improvement Grants. project). project). project). Rm 4153.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
*We will reject any application that proposes a budget exceeding the maximum award for a single budget period of 12 months. The Assistant Secretary for Special Education and Rehabilitative
Services may change the maximum amount through a notice published in the Federal Register.
**For the Special Education Preservice Program Improvement Grants, 84.325T competition:
Note: We will reject any application that exceeds $500,000 for a five-year project period. We will reject any application that proposes a budget exceeding $150,000 for a single budget period
of 12 months for the first year of the project; we will reject any application that proposes a budget exceeding $100,000 for a single budget period of 12 months over the last four years of
the project. Applicants can choose to have a larger budget during the initial year of the grant up to $150,000, however, if the first year budget is over $100,000 then subsequent years need
to be adjusted so that the total amount of the grant does not exceed $500,000.
Note: No more than one cooperative agreement will be awarded per IHE. Programs in minority institutions that are preparing special education teachers of children with high incidence
disabilities are eligible to apply under this competition. For purposes of this competition, the term ``minority institutions'' include IHEs with a minority student enrollment of 25 percent
or more, which may include Historically Black Colleges and Universities, Tribal Colleges, and Predominantly Hispanic Serving Colleges and Universities.
Note: The Department is not bound by any estimates in this notice.

III. Eligibility Information

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

Note: For Absolute Priority 3--Special Education Preservice
Program Improvement Grants (84.325T), programs in IHEs that are
preparing preschool teachers are not eligible to apply under that
competition.

2. Cost Sharing or Matching: This program does not require cost
sharing or matching.
3. Other: General Requirements-- (a) The projects funded under this
program must make positive efforts to employ and advance in employment
qualified individuals with disabilities (see section 606 of IDEA).
(b) Each applicant and grant recipient funded under this program
must involve individuals with disabilities or parents of individuals
with disabilities ages birth through 26 in planning, implementing, and
evaluating the project (see section 682(a)(1)(A) of IDEA).

IV. Application and Submission Information

1. Address to Request Application Package: Education Publications
Center (ED Pubs), P.O. Box 1398, Jessup, MD 20794-1398. Telephone, toll
free: 1-877-433-7827. FAX: (301) 470-1244. If you use a
telecommunications device for the deaf (TDD), call, toll free: 1-877-
576-7734.
You can contact ED Pubs at its Web site, also:
http://www.ed.gov/pubs/edpubs.html or at its e-mail address: edpubs@inet.ed.gov.
If you request an application from ED Pubs, be sure to identify the
competition to which you want to apply, as follows: CFDA number
84.325D, 84.325K, or 84.325T.
Individuals with disabilities may obtain a copy of the application
package in an alternative format (e.g., Braille, large print,
audiotape, or computer diskette) by contacting the person or team
listed under Alternative Format in section VIII of this notice.
2. Content and Form of Application Submission: Requirements
concerning the content of an application, together with the forms you
must submit, are in the application package for each competition
announced in this notice.
Page Limit: The application narrative (Part III of the application)
is where you, the applicant, address the selection criteria that
reviewers use to evaluate your application. You must limit Part III to
the equivalent of no more than 50 pages for each absolute priority,
using the following standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, references, and captions, as well as all text in
charts, tables, figures, and graphs.
Use a font that is either 12 point or larger or no smaller
than 10 pitch (characters per inch).
The page limit does not apply to Part I, the cover sheet; Part II,
the budget section, including the narrative budget justification; Part
IV, the assurances and certifications; or the two-page abstract, the
resumes, the bibliography, the references, or the letters of support.
However, you must include all of the application narrative in Part III.
We will reject your application if--
You apply these standards and exceed the page limit; or
You apply other standards and exceed the equivalent of the
page limit.
3. Submission Dates and Times:
Applications Available: See chart.
Deadline for Transmittal of Applications: See chart.
Applications for grants under this program may be submitted
electronically using the Grants.gov Apply site (Grants.gov), or in
paper format by mail or hand delivery. For information (including dates
and times) about how to submit your application electronically, or in
paper format by mail or hand delivery, please refer to section IV. 6.
Other Submission Requirements in this notice.
We do not consider an application that does not comply with the
deadline requirements.
Individuals with disabilities who need an accommodation or
auxiliary aid in connection with the application process should contact
the person listed under FOR FURTHER INFORMATION CONTACT in section VII
in this notice. If the Department provides an accommodation or
auxiliary aid to an individual with a disability in connection with the
application process, the individual's application remains subject to
all other requirements and limitations in this notice. Deadline for
Intergovernmental Review: See chart.
4. Intergovernmental Review: This program is subject to Executive
Order 12372 and the regulations in 34 CFR part 79. Information about
Intergovernmental Review of Federal Programs under Executive Order
12372 is in the application package for each of the competitions
announced in this notice.
5. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section in this notice.
6. Other Submission Requirements: Applications for grants under
this

[[Page 42513]]

program may be submitted electronically or in paper format by mail or
hand delivery.
a. Electronic Submission of Applications.
To comply with the President's Management Agenda, we are
participating as a partner in the Governmentwide Grants.gov Apply site.
The Personnel Development to Improve Services and Results for Children
with Disabilities competitions, CFDA numbers 84.325D, 84.325K, and
84.325T, announced in this notice are included in this project. We
request your participation in Grants.gov.
If you choose to submit your application electronically, you must
use the Governmentwide Grants.gov Apply site at http://www.Grants.gov.
Through this site, you will be able to download a copy of the
application package, complete it offline, and then upload and submit
your application. You may not e-mail an electronic copy of a grant
application to us.
You may access the electronic grant application for the Personnel
Development to Improve Services and Results for Children with
Disabilities program competitions--CFDA numbers 84.325D, 84.325K, and
84.325T at http://www.Grants.gov. You must search for the downloadable
application package for the competition to which you are applying by
the CFDA number. Do not include the CFDA number's alpha suffix in your
search (e.g., search for 84.325, not 84.325D).
Please note the following:
Your participation in Grants.gov is voluntary.
When you enter the Grants.gov site, you will find
information about submitting an application electronically through the
site, as well as the hours of operation.
Applications received by Grants.gov are date and time
stamped. Your application must be fully uploaded and submitted and must
be date and time stamped by the Grants.gov system no later than 4:30:00
p.m., Washington, DC time, on the application deadline date. Except as
otherwise noted in this section, we will not accept your application if
it is received--that is, date and time stamped by the Grants.gov
system--after 4:30:00 p.m., Washington, DC time, on the application
deadline date. We do not consider an application that does not comply
with the deadline requirements. When we retrieve your application from
Grants.gov, we will notify you if we are rejecting your application
because it was date and time stamped by the Grants.gov system after
4:30:00 p.m., Washington, DC time, on the application deadline date.
The amount of time it can take to upload an application
will vary depending on a variety of factors, including the size of the
application and the speed of your Internet connection. Therefore, we
strongly recommend that you do not wait until the application deadline
date to begin the submission process through Grants.gov.
You should review and follow the Education Submission
Procedures for submitting an application through Grants.gov that are
included in the application package for the competition to which you
are applying to ensure that you submit your application in a timely
manner to the Grants.gov system. You also can find the Education
Submission Procedures pertaining to Grants.gov at
http://e-Grants.ed.gov/help/GrantsgovSubmissionProcedures.pdf.
To submit your application via Grants.gov, you must
complete all steps in the Grants.gov registration process (see
http://www.grants.gov/applicants/get_registered.jsp). These steps include
(1) registering your organization, a multi-part process that includes
registration with the Central Contractor Registry (CCR); (2)
registering yourself as an Authorized Organization Representative
(AOR); and (3) getting authorized as an AOR by your organization.
Details on these steps are outlined in the Grants.gov 3-Step
Registration Guide (see
http://www.grants.gov/section910/Grants.govRegistrationBrochure.pdf).
You also must provide on your
application the same D-U-N-S Number used with this registration. Please
note that the registration process may take five or more business days
to complete, and you must have completed all registration steps to
allow you to submit successfully an application via Grants.gov. In
addition you will need to update your CCR registration on an annual
basis. This may take three or more business days to complete.
You will not receive additional point value because you
submit your application in electronic format, nor will we penalize you
if you submit your application in paper format.
If you submit your application electronically, you must
submit all documents electronically, including all information you
typically provide on the following forms: Application for Federal
Assistance (SF 424), the Department of Education Supplemental
Information for SF 424, Budget Information--Non-Construction Programs
(ED 524), and all necessary assurances and certifications. Please note
that two of these forms--the SF 424 and the Department of Education
Supplemental Information for SF 424--have replaced the ED 424
(Application for Federal Education Assistance).
If you submit your application electronically, you must
attach any narrative sections of your application as files in a .DOC
(document), .RTF (rich text), or .PDF (Portable Document) format. If
you upload a file type other than the three file types specified in
this paragraph or submit a password-protected file, we will not review
that material.
Your electronic application must comply with any page-
limit requirements described in this notice.
After you electronically submit your application, you will
receive from Grants.gov an automatic notification of receipt that
contains a Grants.gov tracking number. (This notification indicates
receipt by Grants.gov only, not receipt by the Department.) The
Department then will retrieve your application from Grants.gov and send
a second notification to you by e-mail. This second notification
indicates that the Department has received your application and has
assigned your application a PR/Award number (an ED-specified
identifying number unique to your application).
We may request that you provide us original signatures on
forms at a later date.
Application Deadline Date Extension in Case of Technical Issues
with the Grants.gov System: If you are experiencing problems submitting
your application through Grants.gov, please contact the Grants.gov
Support Desk, toll free, at 1-800-518-4726. You must obtain a
Grants.gov Support Desk Case Number and must keep a record of it.
If you are prevented from electronically submitting your
application on the application deadline date because of technical
problems with the Grants.gov system, we will grant you an extension
until 4:30:00 p.m., Washington, DC time, the following business day to
enable you to transmit your application electronically or by hand
delivery. You also may mail your application by following the mailing
instructions described elsewhere in this notice.
If you submit an application after 4:30:00 p.m., Washington, DC
time, on the application deadline date, please contact the person
listed under FOR FURTHER INFORMATION CONTACT in section VII in this
notice and provide an explanation of the technical problem you
experienced with Grants.gov, along with the Grants.gov Support Desk
Case Number. We will accept your application if we can confirm that a
technical problem occurred with the Grants.gov system and that that
problem

[[Page 42514]]

affected your ability to submit your application by 4:30:00 p.m.,
Washington, DC time, on the application deadline date. The Department
will contact you after a determination is made on whether your
application will be accepted.

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

b. Submission of Paper Applications by Mail.
If you submit your application in paper format by mail (through the
U.S. Postal Service or a commercial carrier), you must mail the
original and two copies of your application, on or before the
application deadline date, to the Department at the applicable
following address:
By mail through the U.S. Postal Service: U.S. Department of
Education, Application Control Center Attention: (CFDA Number 84.325D,
84.325K, or 84.325T), 400 Maryland Avenue, SW., Washington, DC 20202-
4260. or
By mail through a commercial carrier: U.S. Department of Education,
Application Control Center--Stop 4260, Attention: (CFDA Number 84.325D,
84.325K, or 84.325T), 7100 Old Landover Road, Landover, MD 20785-1506.
Regardless of which address you use, you must show proof of mailing
consisting of one of the following:
(1) A legibly dated U.S. Postal Service postmark.
(2) A legible mail receipt with the date of mailing stamped by the
U.S. Postal Service.
(3) A dated shipping label, invoice, or receipt from a commercial
carrier.
(4) Any other proof of mailing acceptable to the Secretary of the
U.S. Department of Education.
If you mail your application through the U.S. Postal Service, we do
not accept either of the following as proof of mailing:
(1) A private metered postmark.
(2) A mail receipt that is not dated by the U.S. Postal Service.
If your application is postmarked after the application deadline
date, we will not consider your application.

Note: The U.S. Postal Service does not uniformly provide a dated
postmark. Before relying on this method, you should check with your
local post office.

c. Submission of Paper Applications by Hand Delivery.
If you submit your application in paper format by hand delivery,
you (or a courier service) must deliver the original and two copies of
your application by hand, on or before the application deadline date,
to the Department at the following address:
U.S. Department of Education, Application Control Center,
Attention: (CFDA Number 84.325D, 84.325K, or 84.325T), 550 12th Street,
SW., Room 7041, Potomac Center Plaza, Washington, DC 20202-4260.
The Application Control Center accepts hand deliveries daily
between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except
Saturdays, Sundays and Federal holidays.

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

V. Application Review Information

1. Selection Criteria: The selection criteria for this program are
from 34 CFR 75.210 and are listed in the application packages for each
competition announced in this notice.
2. Peer Review: In the past, the Department has had difficulty
finding peer reviewers for certain competitions, because so many
individuals who are eligible to serve as peer reviewers have conflicts
of interest. The Standing Panel requirements under IDEA also have
placed additional constraints on the availability of reviewers.
Therefore, the Department has determined that, for some discretionary
grant competitions, applications may be separated into two or more
groups and ranked and selected for funding within specific groups. This
procedure will make it easier for the Department to find peer
reviewers, by ensuring that greater numbers of individuals who are
eligible to serve as reviewers for any particular group of applicants
will not have conflicts of interest. It also will increase the quality,
independence, and fairness of the review process, while permitting
panel members to review applications under discretionary grant
competitions for which they also have submitted applications. However,
if the Department decides to select an equal number of applications in
each group for funding, this may result in different cut-off points for
fundable applications in each group.

VI. Award Administration Information

1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award Notice
(GAN). We may notify you informally, also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section in this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section in this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Reporting: At the end of your project period, you must submit a
final performance report, including financial information, as directed
by the Secretary. If you receive a multi-year award, you must submit an
annual performance report that provides the most current performance
and financial expenditure information as directed by the Secretary
under 34 CFR 75.118. The Secretary may also require more frequent
performance reports under 34 CFR 75.720(c). For specific requirements
on reporting, please go to
http://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 projects that incorporate scientifically based or
evidence-based practices; (2) the percentage of scholars who exit
training programs prior to completion due to poor academic performance;
(3) the percentage of degree or certification recipients who are
working in the area(s) for which they were trained upon program
completion; (4) the percentage of degree or certification recipients
who are working in the area(s) for which they were trained upon program
completion and are fully

[[Page 42515]]

qualified under IDEA; (5) the percentage of scholars completing IDEA-
funded training programs who are knowledgeable and skilled in
scientifically based or evidence-based practices for infants, toddlers,
and children with disabilities; (6) the percentage of low incidence
positions that are filled by personnel who are fully qualified under
IDEA; and (7) the percentage of program graduates who maintain
employment for three or more years in the area(s) for which they were
trained.
Grantees may be asked to participate in assessing and providing
information on these aspects of program quality.

VII. Agency Contact

FOR FURTHER INFORMATION CONTACT: See chart in the Award Information
section in this notice for the name, room number and telephone number
of the contact person for each competition. You can write to the
contact person at the following address: U.S. Department of Education,
400 Maryland Avenue, SW., Potomac Center Plaza (PCP), Washington, DC
20202-2600.
If you use a TDD, call the FRS at 1-800-877-8339.

VIII. Other Information

Alternative Format: Individuals with disabilities can obtain this
document and a copy of the application package in an alternative format
(e.g., Braille, large print, audiotape, or computer diskette) 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, call the FRS,
toll-free, at 1-800-877-8339.
Electronic Access to This Document: You can view this document, as
well as all other documents of this Department published in the Federal
Register, in text or Adobe Portable Document Format (PDF) on the
Internet at the following site: 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 14, 2008.
Tracy R. Justesen,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. E8-16544 Filed 7-18-08; 8:45 am]

BILLING CODE 4000-01-P