FR Doc E6-3012
[Federal Register: March 2, 2006 (Volume 71, Number 41)]
[Notices]
[Page 10658-10663]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr02mr06-39]
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DEPARTMENT OF EDUCATION
Office of Special Education and Rehabilitative Services; Overview
Information; Technical Assistance and Dissemination To Improve Services
and Results for Children With Disabilities--Model Demonstration Centers
on Implementing Tertiary Level Behavioral Interventions Within a
School-Wide Model for Children Who Are Not Responsive to Universal and
Secondary Level Interventions; Notice Inviting Applications for New
Awards for Fiscal Year (FY) 2006
Catalog of Federal Domestic Assistance (CFDA) Number: 84.326M.
Dates: Applications Available: March 2, 2006.
Deadline for Transmittal of Applications: April 17, 2006.
Deadline for Intergovernmental Review: June 16, 2006.
Eligible Applicants: Institutions of higher education (IHEs).
Estimated Available Funds: $1,200,000.
Estimated Average Size of Award: $400,000.
Maximum Award: We will reject any application that proposes a
budget exceeding $400,000 for a single budget period of 12 months. The
Assistant Secretary for Special Education and Rehabilitative Services
may change the maximum amount through a notice published in the Federal
Register.
Estimated Number of Awards: 3.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 48 months.
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: This program promotes academic achievement and
improves results for children with disabilities by supporting technical
assistance, model demonstration projects, dissemination of useful
information, and implementation activities that are supported by
scientifically based research.
Priority: In accordance with 34 CFR 75.105(b)(2)(v), this priority
is from allowable activities specified in the statute (see sections 663
and 681(d) of the Individuals with Disabilities Education Act (IDEA)).
Absolute Priority: For FY 2006 this priority is an absolute
priority. Under 34 CFR 75.105(c)(3), we consider only applications that
meet this priority.
This priority is: Model Demonstration Centers on Implementing
Tertiary Level Behavioral Interventions within a School-Wide Model for
Children who are Not Responsive to Universal and Secondary Level
Interventions.
Background
During the last several years, increased attention and an emerging
research base have focused on a response to intervention model that
identifies and addresses the needs of children who do not respond
sufficiently to high quality class-wide academic instruction and
remedial evidence-based interventions. This response to intervention
model, while gaining attention with respect to students experiencing
academic challenges, is also applicable to students experiencing
behavioral challenges. Despite high quality class-wide behavioral
strategies and remedial interventions, some children with behavioral
challenges fail to make sufficient progress and require more
individualized and intensive supports to be successful in their
educational program.
The school setting is one of the most important settings for
behavioral prevention and intervention programs and has been described
as the ideal setting for these programs due to compulsory attendance
and sustained contact with youth during the early years of development
(Loeber & Farrington, 1998, Walker and Shinn, 2002). School-wide
behavioral programs have received increased attention since the 1997
amendments to IDEA introduced the concept of ``positive behavioral
interventions and supports.'' The three-tiered prevention model,
originally adapted from mental health literature, has emerged as the
prevailing model for school-wide implementation of behavioral
prevention and intervention programs. Components of the model include:
(1) Universal interventions for all students; (2) secondary
interventions for smaller groups of students who may require some
additional remedial interventions in order to be successful in their
educational program; and (3) tertiary
[[Page 10659]]
level interventions for those students who, despite a high quality
universal program and subsequent evidence-based secondary
interventions, fail to make substantial progress without the
implementation of individualized, intensive interventions. Assessment
of progress throughout the multi-level tiers of support is based on a
student's response to interventions.
Currently, approximately one percent of all children who receive
services under IDEA are children with emotional disturbances (ED).
Students with ED are identified later than students with other
disabilities, with the earliest identifications generally occurring at
age nine (National Longitudinal Transition Study of Youth II). With
evidence documenting the reduced effects of interventions that are
implemented after antisocial and aggressive behaviors have persisted,
early intervention is critical to mitigate and possibly reverse these
negative behavioral trajectories (Webster-Stratton & Hammond, 1997 and
Campbell, 1995). Young children who demonstrate significant,
intractable, behavioral challenges and who do not respond sufficiently
to universal or secondary interventions will need comprehensive
tertiary level interventions to prevent extremely bleak outcomes both
for the individual and society as a whole (Sprague, et al., 2001).
In the 1987 National Longitudinal Transition Study of Youth,
students with ED had the poorest outcomes of all students with
disabilities. Unfortunately, these outcomes persisted in a follow-up
study conducted ten years later (SRI, 2004). Negative outcomes
included: Poor grades, dropping out, arrest, teenage pregnancy, and
unemployment. Students with ED, in spite of their average to above
average intelligence, are significantly more likely than students
without ED to experience academic problems. These academic problems may
become more significant for children who do not respond to universal
efforts and secondary interventions and, due to their behavior
problems, these children are frequently removed from instructional
environments. For these students with intractable behavioral
challenges, tertiary level interventions are critical to enable them to
participate in the educational system.
Tertiary interventions are designed to focus on the needs of
individuals who exhibit patterns of significant problem behavior that
is dangerous or highly disruptive, impedes learning, or results in
social or educational exclusion. Tertiary interventions are most
effective when they are nested within a multi-tiered school-wide model.
The goal of tertiary interventions is to diminish problem behavior and
to increase the student's adaptive skills, access to instruction, and
opportunities for an enhanced quality of life. Due to the complexity
and intensity of behaviors targeted for intervention at this level and
based on the individualized nature of the interventions implemented, a
functional behavior assessment (FBA) is a necessary tool to assist
educators in determining the most appropriate interventions designed to
meet the student's specific needs.
An FBA is an evidence-based method of assessment that uses direct
observation to develop hypothesis statements for behavior support plans
and uses a comprehensive approach to identify antecedents and
consequences that will help control problem behavior and to develop
appropriate interventions (Horner, 1994). It provides data regarding
the student's behavior and potential intervention strategies and
assists educators in focusing on modifications that can be made to the
environment to effect change in the student (Crone, Horner, & Hawken,
2004). Behavioral interventions based on FBAs are also three times more
likely than those not based on FBAs to be effective in reducing problem
behaviors and encouraging more appropriate behaviors (Carr, Turnbull,
et al., 2001). Implementation of interventions that are effective in
reducing problem behaviors likely will increase the student's exposure
to instructional environments and result in improved achievement and
more positive life outcomes.
Priority
The purpose of this priority is to support three (3) centers, each
of which is to develop a behavioral model that incorporates scientific
evidence-based, tertiary level interventions within a school-wide
behavior model for students in elementary and middle school, in regular
and special education classrooms. Each Center's model must apply and
test research findings in typical settings where children with
disabilities receive services to determine the services' usefulness,
effectiveness, and general applicability to these typical settings. To
meet this priority, a Center must design and implement a model that:
(1) Targets the group of children who have not been responsive to
universal behavioral strategies or secondary evidence-based
interventions that have been shown to be effective based on scientific
research and who require intensive and individualized behavioral
interventions at the tertiary level; (2) is based on evidence-based
practices, strategies, and interventions; (3) includes a process for
the collection, analysis, and use of data for decision making; and (4)
includes a professional development strategy. A Center's model must
have the same critical components across different school levels but
these components may be implemented slightly differently based on the
age of the students.
Each Center must establish its model in at least three sites. A
site must consist of, at a minimum, one elementary school and one
middle school, and may include a pre-school or high school setting.
In order to be considered for funding under this priority, an IHE
must demonstrate that the key staff responsible for implementing the
model have expertise in the full continuum of school-wide behavioral
interventions--universal, secondary, and tertiary--which may be
demonstrated by having refereed publications on this topic or federally
supported grants addressing this area. Key staff must also have
demonstrated success implementing behavioral interventions and models
in typical settings. In addition, the IHE must establish a partnership
with a local educational agency (LEA) to facilitate the implementation
of the model in school settings and increase the likelihood that school
personnel will develop sufficient expertise in order to sustain the
model after project completion.
Each Center must coordinate with the Model Demonstration
Coordination Center (MDCC), a separate center funded by the
Department's Office of Special Education Programs (OSEP) that is
responsible for coordinating implementation and analyzing data to
determine the effectiveness of the tertiary level intervention models.
In 2005, OSEP awarded funds, through a contract, for the establishment
of the MDCC. The MDCC is developing a data coordination plan and cross
site data collection instruments, and will generate common evaluation
questions, synthesize and analyze data collection, monitor fidelity of
implementation, ensure reliability of data, and foster dissemination of
information.
The start date for the projects funded under this competition is
expected to be January 1, 2007. A meeting of all Centers funded under
this priority as well as the MDCC will be held one month after the
awards are made. The purpose of this meeting is to review and, as
necessary, modify proposals and discuss collaboration among the Centers
and the MDCC.
An applicant must describe, in its application--
[[Page 10660]]
(a) The sites where the model will be implemented and the methods
used to recruit and select sites, including documentation of the
implementation and fidelity of evidence-based universal and secondary
practices and interventions and a reliable, effective process for
determining which students have not responded to universal and
secondary interventions and therefore require tertiary level
interventions;
(b) The proposed model and the supporting evidence for the model as
a whole or for the critical components that are included within the
model; and
(c) The knowledge, experience, and capabilities of the key staff
who will be responsible for the implementation of tertiary level
interventions and the model.
To meet the requirements of this priority, each Center, at a
minimum, must--
(1) Implement a model and a data collection plan that includes: a
selection or screening procedure for children who are not responsive to
universal or secondary level interventions, a method for linking
interventions to problem behaviors, a detailed description of critical
elements of the model, a process for collecting, evaluating and
formulating decisions based on individual student and systems (i.e.,
class, school, district) data, and a description of the system
variables required to implement and sustain the model;
(2) Provide and document initial and continuing professional
development to administrators, regular educators, and special educators
on the use of tertiary level interventions nested within a school-wide
behavior model;
(3) Collect data related to the fidelity of the implementation of
the model and describe the methods of fidelity evaluation, as well as
how these methods relate to continuing professional development and
feedback provided to teachers and administrators;
(4) Identify methods for effectively increasing communication and
collaboration among parents, community agencies, and school/Center
staff;
(5) Collaborate with the other Centers funded under this
competition and the MDCC in order to determine a plan for evaluating
the impact of these models on children's behavior and academic progress
and outcomes;
(6) Develop regular communication with OSEP's National Center on
Positive Behavioral Supports and OSEP's other funded centers, as
appropriate, to share information regarding topics such as successful
strategies and less successful approaches for implementing behavioral
interventions in schools;
(7) Develop strategies for the dissemination of implementation
information, if the model proves to be successful, to specific
audiences, including teachers, families, administrators, policymakers,
and researchers. These dissemination strategies must involve
collaboration with other technical assistance providers including
parent centers funded by OSEP, organizations, and researchers;
(8) Prior to developing any new product, whether paper or
electronic, submit for approval a proposal describing the content and
purpose of the product to the Project Officer to be designated by OSEP
and the document review board of OSEP's Dissemination Center;
(9) Budget for the Center's project director to attend a three-day
Project Directors' meeting in Washington, DC during each year of the
project; and
(10) If a Web site is maintained, format the information and
documents on the Web site in a manner that meets a government or
industry-recognized standard for accessibility.
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 a proposed priority. However,
section 681(d) of IDEA makes the public comment requirements under the
APA inapplicable to the priority in this notice.
Program Authority: 20 U.S.C. 1463 and 1481(d).
Applicable Regulations: 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.
Note: The regulations in 34 CFR part 79 apply to all applicants
except federally recognized Indian tribes.
II. Award Information
Type of Award: Cooperative agreement.
Estimated Available Funds: $1,200,000.
Estimated Average Size of Award: $400,000.
Maximum Award: We will reject any application that proposes a
budget exceeding $400,000 for a single budget period of 12 months. The
Assistant Secretary for Special Education and Rehabilitative Services
may change the maximum amount through a notice published in the Federal
Register.
Estimated Number of Awards: 3.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 48 months.
III. Eligibility Information
1. Eligible Applicants: IHEs.
2. Cost Sharing or Matching: This competition does not involve cost
sharing or matching.
3. Other: General Requirements--(a) The projects funded under this
competition 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 competition
must involve individuals with disabilities or parents of individuals
with disabilities ages birth through 26 in planning, implementing, and
evaluating the projects (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), 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 84.326M.
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 Grants and Contracts
Services Team 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
[[Page 10661]]
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; the one-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: March 2,
2006.
Deadline for Transmittal of Applications: April 17, 2006.
Applications for grants under this competition 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 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.
Deadline for Intergovernmental Review: June 16, 2006.
4. Intergovernmental Review: This program is subject to Executive
Order 12372 and the regulations in 34 CFR part 79. Information about
Intergovernmental Review of Federal Programs under Executive Order
12372 is in the application package for this competition.
5. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
6. Other Submission Requirements: Applications for grants under
this competition may be submitted electronically or in paper format by
mail or hand delivery.
a. Electronic Submission of Applications. We have been accepting
applications electronically through the Department's e-Application
system since FY 2000. In order to expand on those efforts and comply
with the President's Management Agenda, we are continuing to
participate as a partner in the new government wide Grants.gov Apply
site in FY 2006. The Model Demonstration Centers on Implementing
Tertiary Level Behavioral Interventions within a School-Wide Model for
Children who are Not Responsive to Universal and Secondary Level
Interventions--CFDA Number 84.326M is one of the competitions included
in this project. We request your participation in Grants.gov.
If you choose to submit your application electronically, you must
use the 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 Model
Demonstration Centers on Implementing Tertiary Level Behavioral
Interventions within a School-Wide Model for Children who are Not
Responsive to Universal and Secondary Level Interventions at:
http://www.grants.gov.
You must search for the downloadable application
package for this program by the CFDA number. Do not include the CFDA
number's alpha suffix in your search.
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 time and date
stamped. Your application must be fully uploaded and submitted, and
must be date/time stamped by the Grants.gov system no later than 4:30
p.m., Washington, DC time, on the application deadline date. Except as
otherwise noted in this section, we will not consider your application
if it is date/time stamped by the Grants.gov system later than 4:30
p.m., Washington, DC time, on the application deadline date. When we
retrieve your application from Grants.gov, we will notify you if we are
rejecting your application because it was date/time stamped by the
Grants.gov system after 4:30 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 application process through Grants.gov.
You should review and follow the Education Submission
Procedures for submitting an application through Grants.gov that are
included in the application package for this competition to ensure that
you submit your application in a timely manner to the Grants.gov
system. You can also find the Education Submission Procedures
pertaining to Grants.gov at http://e-Grants.ed.gov/help/Grantsgov
Submission Procedures.pdf.
To submit your application via Grants.gov, you must
complete all of the steps in the Grants.gov registration process (see
http://www.Grants.gov/ GetStarted). These steps include (1) registering
your organization, (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/assets/GrantsgovCoBrandBrochure8X11.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 successfully submit an application via Grants.gov.
You will not receive additional point value because you
submit your application in electronic format, nor will we penalize you
if you submit your application in paper format.
You may submit all documents electronically, including all
information typically included on the Application for Federal Education
Assistance (ED 424), Budget Information--Non-Construction Programs (ED
524), and all necessary assurances and certifications. If you choose to
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 above 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 an automatic acknowledgment from Grants.gov that contains a
Grants.gov tracking number. The Department will retrieve your
application from Grants.gov and send you a second confirmation by e-
mail that will include a PR/Award number (an ED-specified
[[Page 10662]]
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 System Unavailability
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 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 as described elsewhere in this notice. If you submit an
application after 4:30 p.m., Washington, DC time, on the deadline date,
please contact the person listed elsewhere in this notice under FOR
FURTHER INFORMATION CONTACT, and provide an explanation of the
technical problem you experienced with Grants.gov, along with the
Grants.gov Support Desk Case Number (if available). We will accept your
application if we can confirm that a technical problem occurred with
the Grants.gov system and that that problem affected your ability to
submit your application by 4:30 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: Extensions referred to 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 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
84.326M), 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
84.326M), 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, or
(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, or
(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 84.326M), 550 12th Street, SW.,
Room 7041, Potomac Center Plaza, Washington, DC 20202-4260.
The Application Control Center accepts hand deliveries daily
between 8 a.m. and 4:30 p.m., Washington, DC time, except Saturdays,
Sundays and Federal holidays.
Note for Mail or Hand Delivery of Paper Applications: If you mail
or hand deliver your application to the Department:
(1) You must indicate on the envelope and--if not provided by the
Department--in Item 4 of ED 424 the CFDA number--and suffix letter, if
any--of the competition under which you are submitting your
application.
(2) The Application Control Center will mail a grant application
receipt acknowledgment to you. If you do not receive the grant
application receipt acknowledgment 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
Selection Criteria: The selection criteria for this competition are
from 34 CFR 75.210 and are listed 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 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 has developed measures that will
yield information on various aspects of the Technical Assistance and
Dissemination to Improve Services and Results for Children with
Disabilities program. These measures focus on: The extent to which
projects provide high quality products and services, the relevance of
project products and services to educational and early intervention
policy and practice, and the use of products and services to improve
educational and early intervention policy and practice.
We will notify grantees if they will be required to provide any
information related to these measures.
Grantees will also be required to report information on their
projects' performance in annual reports to the Department (34 CFR
75.590).
VII. Agency Contact
For Further Information Contact: Renee Bradley, U.S. Department of
[[Page 10663]]
Education, 400 Maryland Avenue, SW., room 4105, Potomac Center Plaza,
Washington, DC 20202-2550. Telephone: (202) 245-7277.
If you use a telecommunications device for the deaf (TDD), you may
call the Federal Relay Service (FRS) 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: (202) 245-7363.
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: February 27, 2006.
John H. Hager,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. E6-3012 Filed 3-1-06; 8:45 am]
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