[Federal Register Volume 77, Number 149 (Thursday, August 2, 2012)]
[Notices]
[Pages 46077-46086]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 2012-18906]
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DEPARTMENT OF EDUCATION
Applications for New Awards: Personnel Development To Improve
Services and Results for Children With Disabilities; Center To Support
the Development of Effective Educators To Serve Students With
Disabilities
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice.
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Overview Information
Personnel Development to Improve Services and Results for Children
With Disabilities--Center To Support the Development of Effective
Educators To Serve Students With Disabilities.
Notice inviting applications for new awards for fiscal year (FY)
2012.
Catalog of Federal Domestic Assistance (CFDA) Number: 84.325A.
DATES: Applications Available: August 2, 2012.
Deadline for Transmittal of Applications: September 4, 2012.
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.
Priority: In accordance with 34 CFR 75.105(b)(2)(iv), this priority
is from allowable activities specified in the statute (see sections 662
and 681 of the Individuals With Disabilities Education Act (IDEA)).
Absolute Priority: For FY 2012 and any subsequent year in which we
make awards from the list of unfunded applicants from this competition,
this priority is an absolute priority. Under 34 CFR 75.105(c)(3), we
consider only applications that meet this priority.
This priority is: Center To Support the Development of Effective
Educators To Serve Students With Disabilities.
Background: The purpose of this priority is to fund a cooperative
agreement to support the establishment and operation of a Center to
Support the Development of Effective Educators to Serve Students with
Disabilities (Center). The Center will provide technical assistance
(TA) to: (a) State educational agencies (SEAs) in reviewing and
reforming certification or licensure standards, in collaboration with
institutions of higher education (IHEs), local educational agencies
(LEAs), and non-profit organizations with teacher and leader
preparation programs(non-profit organizations), in order to ensure that
these standards are derived from practices determined through evidence-
based research and that they reflect the knowledge and skills necessary
for teachers and leaders to be effective in serving students with
disabilities in inclusive \1\ classrooms and school settings; (b) IHEs,
LEAs, and non-profit organizations to help them, in collaboration with
SEAs, to restructure and improve teacher and leader preparation
programs \2\ in order to align program requirements with the reformed
certification or licensure standards and ensure that program graduates
have the knowledge and skills necessary to address the diverse needs of
students with disabilities; and (c) SEAs and IHEs, LEAs, and non-profit
organizations that are ready to evaluate and improve special education
teacher preparation programs by using data on outcomes for students
with disabilities in kindergarten through grade 12 (K-12) that are
linked to data on special education teachers. Sources of the linked
data would include, for example, statewide longitudinal data systems,
other sources of objective third-party data, or district teacher
evaluation systems. In 2010, America's schools educated just over 5.8
million students with disabilities, ages 6-21. Nearly 95 percent of
these students spent part or all of their school day in general
education classrooms; and 61 percent spent at least 80 percent of their
school day in general education classrooms (www.IDEAdata.org). As
students with disabilities spend an increasing amount of time in
general education classrooms, all teachers and leaders must have the
knowledge and skills necessary to address their diverse needs.
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\1\ For the purposes of this priority, ``inclusive'' or
``inclusion'' refers to an `` `active commitment to equity for all
students' so as to `maximize the participation of all learners, by
making learning opportunities relevant and high-quality.' '' (NIUSI
Leadscape, 2011).
\2\ These teacher and leader preparation programs include
programs that prepare teachers, school principals, and assistant
principals in general and special education from kindergarten
through grade 12.
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Meeting the diverse needs of students with disabilities in
inclusive classrooms and school settings requires a complex combination
of knowledge and skills, including the use of evidence-based practices
(Blanton, Pugach, & Florian,
[[Page 46078]]
2011; Voltz, Sims, & Nelson, 2010). To address this need, organizations
such as the Council of Chief State School Officers (CCSSO) and the
Council for Exceptional Children (CEC) have developed model standards
of essential knowledge and skills that they believe teachers need in
order to customize learning and be effective in improving student
achievement, including the achievement of students with disabilities.
Furthermore, resource materials prepared by CCSSO's Interstate
Assessment and Support Consortium (InTASC) recommend that SEAs,
professional organizations, and teacher education programs take a
systemic approach to using core teaching standards in developing
policies and programs that prepare, license, support, and evaluate
today's teachers.
Traditionally, SEAs have exerted influence over the operations and
content of teacher and leader preparation programs through
certification or licensure standards. Although the content of teacher
and leader preparation programs is determined in part by an SEA's
requirements for certification or licensure, the content also reflects
the values and views of faculty in colleges of education and relevant
disciplinary departments (e.g., special education, curriculum and
instruction) (Committee on the Study of Teacher Preparation Programs in
the United States, 2010).
Research suggests that aligning the curricula in teacher and leader
preparation programs with State standards that reflect current
knowledge and skills and the use of evidence-based practices will be
more effective than revising standards alone (Augustine et al., 2009).
Therefore, it is crucial that IHEs, LEAs, nonprofits, and SEAs
collaborate to review current teacher and leader certification or
licensure standards to determine if they reflect the knowledge and
skills necessary for teachers and leaders to effectively teach students
with disabilities.
While current literature suggests that cooperation between SEAs and
IHEs, LEAs, and non-profit organizations is key to providing teachers
and leaders with the critical knowledge and skills needed to improve
student achievement (Blanton & Pugach, 2007; Darling-Hammond et al.,
2005), few SEAs and IHEs, LEAs, and non-profit organizations regularly
engage in these cooperative practices (Levine, 2005; Goe, 2009).
In addition to reforming State teacher and leader certification or
licensure standards and integrating these revised standards into
preparation programs, States need to ensure that the knowledge and
skills teachers and leaders develop in preparation programs help to
improve K-12 outcomes for students with disabilities. SEAs and IHEs,
LEAs, and non-profit organizations must be able to evaluate the
performance of all teachers, including special education teachers, by
analyzing and using student outcome data. They must also be able to use
that data to inform the development and reform of preparation programs
that train teachers and leaders.
States are already involved in a number of efforts to use student
outcome data to improve teacher preparation programs. Under the Higher
Education Act of 1965, as amended (HEA), States annually report on the
quality of teacher preparation programs and, using multiple sources of
data, identify low-performing preparation programs. States
participating in the State Fiscal Stabilization Fund program provided
assurances that they would establish longitudinal data systems that
included a teacher identifier system with the ability to match teachers
to students. At this time, 45 States have reported that they have such
a system in place. The remaining five States have until the end of 2013
to meet this requirement. Furthermore, the 12 States that received
grants under Phases 1 and 2 of the Race to the Top (RTT) program have
committed to measuring student growth for particular teachers and
linking those data back to preparation programs. The 32 States and the
District of Columbia (including the 12 RTT States with Phase 1 or Phase
2 awards) that as of July 19, 2012, have received waivers of certain
requirements of the Elementary and Secondary Education Act of 1965, as
amended (ESEA), have similarly committed to using student growth as one
of multiple measures to evaluate the performance of teachers, though
they have not necessarily committed to connecting those data back to
preparation programs. Given these developments, many SEAs are
positioned to begin using K-12 student outcome data to inform
preparation programs (Gansle, Noell, Knox, & Schafer, 2010; Goldhaber &
Liddle, 2011).
OSEP has a history of funding projects that support SEA and IHE
collaboration to improve outcomes for students with disabilities. In
1997, OSEP funded a grant to support the development of licensing
standards for beginning teachers who would be teaching students with
disabilities.\3\ To further this work, in 2002, OSEP funded the Center
for Improving Teacher Quality \4\ to work with States on implementing
the new licensure standards and to create models for improving teacher
preparation, licensure standards, and professional development. From
this work, a model emerged that described the critical role of SEAs and
IHEs, LEAs, and non-profit organizations in redesigning preparation
programs so that general and special education teachers are better
prepared for their roles and responsibilities in classrooms with
respect to students with disabilities (Blanton & Pugach, 2007).
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\3\ The work was completed by the Interstate New Teacher
Assessment and Support Consortium (InTASC), which was comprised of
SEAs and national education organizations dedicated to the reform of
the preparation, licensing, and ongoing professional development of
teachers (see www.ccsso.org/resources/programs/interstate_teacher_assessment_consortium_(intasc).html).
\4\ The following Web site provides more information on the work
of the Center for Improving Teacher Quality: http://aacte.org/Programs/Center-for-Improving-Teacher-Quality-CTQ.
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Finally, OSEP has funded Special Education Preservice Program
Improvement Grants \5\ since 2007 to support the improvement and
restructuring, through expansion or redesign, of K-12 special education
teacher preparation programs to ensure that program graduates meet the
highly qualified teacher requirements in IDEA and effectively serve
students with high-incidence disabilities in inclusive classrooms and
school settings. Many of these projects have incorporated inclusive
practices so that their graduates are qualified to be licensed to teach
both general and special education students. However, this program
focused only on high-incidence disabilities and was limited to
individual IHEs, LEAs, and non-profit organizations.
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\5\ The following Web site provides further information on the
work of these grants: http://ncipp.education.ufl.edu/325T.php.
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In order to build on information and experience obtained through
prior OSEP investments, we propose a priority for a center that will
assist SEAs and IHEs, LEAs, and non-profit organizations to
collaboratively develop State systems that ensure teachers and leaders
have the necessary knowledge and skills, derived from practices that
have been determined through evidence-based research, to be successful
in serving the diverse needs of students with disabilities. We believe
that by funding a center, we can have a broader, more systemic
influence on a larger number of SEAs and IHEs, LEAs, and non-profit
organizations.
Priority: The purpose of this priority is to fund a cooperative
agreement to
[[Page 46079]]
support the establishment and operation of a Center to Support the
Development of Effective Educators to Serve Students with Disabilities
(Center). The Center will provide TA to: (a) SEAs in reviewing and
reforming certification or licensure standards, in collaboration with
IHEs, LEAs, and non-profit organizations that operate teacher and
leader preparation programs (non-profit organizations), in order to
ensure that these standards are derived from practices determined
through evidence-based research and that they reflect the knowledge and
skills necessary for teachers and leaders to be effective in serving
students with disabilities in inclusive classrooms and school settings;
(b) IHEs, LEAs, and non-profit organizations, to help them in
collaboration with SEAs, restructure and improve teacher and leader
preparation programs in order to align them with the reformed
certification or licensure standards, and ensure that program graduates
have the knowledge and skills necessary to address the diverse needs of
students with disabilities; and (c) SEAs and IHEs, LEAs, and non-profit
organizations that are ready to evaluate and improve special education
teacher preparation programs by using data on outcomes for students
with disabilities in kindergarten through grade 12 (K-12) that are
linked to data on special education teachers. Sources of the linked
data would include, for example, statewide longitudinal data systems,
other sources of objective third-party data, or district teacher
evaluation systems.
Application Requirements. An applicant must include in its
application--
(a) A logic model that depicts, at a minimum, the goals,
activities, outputs, and outcomes of the proposed project. A logic
model communicates how a project will achieve its outcomes and provides
a framework for both the formative and summative evaluations of the
project; Note: The following Web sites provide more information on
logic models: www.researchutilization.org/matrix/logicmodel_resource3c.html and www.tadnet.org/model_and_performance.
(b) A plan to implement the activities described in the Project
Activities section of this priority;
(c) A plan, linked to the proposed project's logic model, for a
formative evaluation of the proposed project's activities. The plan
must describe how the formative evaluation will use clear performance
objectives to ensure continuous improvement in the operation of the
proposed project, including objective measures of progress in
implementing the project and ensuring the quality of products and
services;
(d) A budget for a summative evaluation to be conducted by an
independent third party;
(e) A budget for attendance at the following:
(1) A one and one-half day kick-off meeting to be held in
Washington, DC, after receipt of the award, and an annual planning
meeting held in Washington, DC, with the OSEP Project Officer during
each subsequent year of the project period.
Note: Within 30 days of the receipt of the award, a post-award
teleconference must be held between the OSEP Project Officer and the
grantee's Project Director or other authorized representative.
(2) A three-day Project Directors' Conference in Washington, DC,
during each year of the project period.
(3) Three, two-day trips annually to attend Department briefings,
Department-sponsored conferences, and other meetings, as requested by
OSEP; and
(f) A line item in the proposed budget for an annual set-aside of
five percent of the grant amount to support emerging needs that are
consistent with the proposed project's activities, as those needs are
identified in consultation with OSEP.
Note: With approval from the OSEP Project Officer, the Center
must reallocate any remaining funds from this annual set-aside no
later than the end of the third quarter of each budget period.
Project Activities. To meet the requirements of this priority, the
Center, at a minimum, must conduct the following activities:
Knowledge Development Activities
(a) During the first six months of the project, conduct a
comprehensive review of literature and available research to accomplish
two purposes--
(1) To identify policies and practices that will assist SEAs in:
(i) Reviewing and reforming State certification or licensure
standards for teachers and leaders to include current knowledge and
skills, including the use of evidence-based practices, needed to
effectively serve students with disabilities in inclusive classrooms
and school settings;
(ii) Coordinating with IHEs, LEAs, and non-profit organizations to
facilitate the integration of the evidence-based content to meet those
reformed certification or licensure standards within their preparation
programs; and
(iii) Analyzing and using K-12 outcome data (e.g., data from
statewide longitudinal data systems) for students with disabilities to
evaluate and improve the preparation programs of the K-12 students'
teachers and leaders.
(2) To identify effective strategies for achieving institutional
change and reform in IHEs, LEAs, and non-profit organizations. Specific
focus must be placed on strategies for restructuring and improving
teacher or leader preparation programs and strategies for instituting
change in a variety of IHEs (e.g., public, private, large, small, and
diverse). At a minimum, this review must include:
(i) The literature on restructuring and improving the preparation
of teachers and leaders for meeting the diverse needs of students with
disabilities in inclusive classrooms and school settings, and with a
particular focus on relevant coursework and clinical learning
opportunities.
(ii) Information on effective practices from projects funded under
CFDA 84.325T (Special Education Preservice Program Improvement Grants)
in fiscal years 2007-2011 to determine strategies for restructuring and
improving preparation programs. The Center shall review information
available from these projects to identify:
(A) Key strategies used to plan and implement a restructured
preparation program, including the processes used to restructure and
improve curricula, the processes used to restructure and improve
clinical learning opportunities, and strategies used to involve key
personnel from IHEs, LEAs, and non-profit organizations and their role
in program restructuring and improvement;
(B) Examples of how education departments within the IHE have
collaborated with other departments (or LEAs and non-profit
organizations have collaborated with IHEs) to improve teacher
preparation in ``core academic subjects'' as defined in section
9101(11) of the Elementary and Secondary Education Act of 1965, as
amended (ESEA); \6\
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\6\ For the purposes of this priority, the term ``core academic
subjects'' means English, reading or language arts, mathematics,
science, foreign languages, civics and government, economics, arts,
history, and geography.
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(C) Training and coaching strategies to ensure that preparation
program faculty use existing high-quality training resources on
evidence-based practices, such as those developed by the National
Center on Response to Intervention (see www.rti4success.org) and Doing
What Works (see www.dww.ed.gov);
(D) Strategies to integrate into the teacher and leader preparation
program evidence-based practices and extended
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clinical learning opportunities that support teaching and school
leadership in inclusive settings; and
(E) Effective methods for evaluating program outcomes, including
the effect of the implementation of the restructured program on the
quality of services provided by program graduates, as well as effective
methods to collect, analyze, and use data, including outcome data for
K-12 students with disabilities, to improve instructional practices and
interventions for teacher and leader preparation programs.
(b) Using the knowledge gained in the comprehensive review of
literature, develop a model plan that incorporates the key components
and strategies necessary to restructure or redesign teacher and leader
preparation programs so that graduates have the knowledge and skills
necessary to address the diverse needs of students with disabilities in
inclusive classrooms and school settings. The model plan must then be
customized for the unique attributes of an IHE, LEA, or non-profit.
(c) Using the knowledge gained in the comprehensive review of
literature, develop a model needs assessment to identify areas in which
SEAs and IHEs, LEAs, and non-profit organizations require technical
assistance consistent with the purpose of this priority. Areas may
include strategies for incorporating knowledge and skills derived from
evidence-based practices into certification or licensure standards;
capacity of the State to analyze and use student outcome data to
evaluate and improve preparation program; instructional delivery
strategies, including effective strategies for distance education;
course content on evidence-based practices; and support provided to the
teacher and leader candidates (e.g., mentoring and supervision of
clinical learning opportunities).
(d) Using the knowledge gained in the comprehensive review of
literature, recommend policies and practices that can be incorporated
into the Center's TA activities. Clearly articulate the strength (i.e.,
internal validity) and the breadth (i.e., external validity) of the
research supporting the policies and practices described in the report.
(e) Disseminate the findings of the Knowledge Development
Activities described in paragraph (a) of this section.
(f) Make the results of the literature review accessible on the
Internet to interested parties, including stakeholders from SEAs, IHEs,
LEAs, and non-profit organizations.
Technical Assistance and Dissemination (TA&D) Activities
(a) In years one through four, annually identify a minimum of five
SEAs, with at least three cooperating IHEs, LEAs, or non-profit
organizations within each State, to develop and implement plans to
receive intensive TA from the Center. The application must include a
description of both the process and the selection criteria that the
Center proposes to use to identify the SEAs and IHEs, LEAs, and non-
profit organizations that will receive intensive TA. The Center must
obtain approval from OSEP before finalizing the selection criteria and
selecting the SEAs. Factors for consideration in recruiting and
selecting SEAs to receive intensive TA must include, but are not
limited to, an SEA's--
(i) Intent to reform teacher and leader certification or licensure
standards to ensure that the standards address the knowledge and skills
needed to teach students with disabilities in inclusive classrooms and
school settings;
(ii) Procedures for certification or licensure of teachers and
leaders;
(iii) Priorities and initiatives to support improved preparation
programs for teachers and leaders;
(iv) Current capacity and infrastructure for coordinating work with
IHEs, LEAs, and non-profit organizations;
(v) Commitment of its regular and special education leadership to
coordinate efforts to work in partnership with at least three IHEs,
LEAs, or non-profit organizations on their certification or licensure
standards reform process;
(vi) Demonstrated commitment from colleges of education, schools of
education, or other preparation programs located in or operated by at
least three IHEs, LEAs, or non-profit organizations within the State to
restructure and improve their teacher and leader preparation program
and align it with reformed certification or licensure standards so that
teachers and leaders have the knowledge and skills necessary to address
the diverse needs of students with disabilities, especially those in
inclusive classrooms and school settings. The criteria that the Center
may use to determine the IHEs, LEAs, and non-profit organizations to
receive TA include, but are not limited to, factors such as the
composition and size of a university system or program, enrollment, and
type of preparation programs (i.e., teacher or leader); and
(vii) Capacity to use K-12 outcome data for students with
disabilities to improve its special education teacher preparation
programs.
(b) Using the models and plan developed under paragraphs (b) and
(c) in the Knowledge Development Activities section, conduct a needs
assessment with each SEA and IHE, LEA, or non-profit organization that
is to receive TA as described in the Technical Assistance and
Dissemination Activities section of this notice to determine areas
where TA is needed most. Results of the needs assessment must be used
in planning TA to the SEA and designing professional development
training for preparation program faculty at each identified IHE, LEA,
or non-profit.
The following TA&D activities are intended to be carried out
collaboratively with the Center, SEAs, and IHEs, LEAs, and non-profit
organizations; however, for clarification purposes the remainder of
this section is divided into three parts specific to the recipient of
the TA.
SEA TA&D Activities
(a) Identify a core team of SEA personnel responsible for
collaborating with the IHEs, LEAs, and non-profit organizations and the
Center to lead the teacher and leader certification or licensure review
and reform efforts.
(b) Design a TA plan with the core team of SEA personnel that
describes the goals, activities, outputs, and outcomes expected as a
result of the certification or licensure review and reform effort. The
TA plan must include a review and evaluation of current SEA teacher and
leader certification or licensure standards and how the SEA will
collaborate with the IHEs, LEAs, and non-profit organizations on any
reforms to the standards. Reformed teacher and leader certification or
licensure standards must reflect current knowledge and skills derived
from practices that have been determined through evidence-based
research to effectively serve students with disabilities in inclusive
classrooms and school settings.
(c) Develop an evaluation plan that must include a description of
how the Center will work with the SEA core team to--
(1) Measure the extent to which evidence-based practices are
incorporated in the revised certification or licensure standards;
(2) Collect and analyze K-12 outcome data for students with
disabilities linked to the preparation program graduates to inform and
improve preparation programs; and
(3) Use the results from the evaluation to inform and validate
changes to the teacher and leader certification or
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licensure standards made as a result of the reform efforts.
IHE, LEA, or Non-Profit Organization TA&D Activities
(a) Identify a core team of faculty from each preparation program
that will be responsible for collaborating with the core team of SEA
personnel and the Center to build capacity of all teacher and leader
education faculty at their IHE, LEA, or non-profit to implement the
restructured and improved program that is aligned with reformed
certification or licensure standards.
(b) Design a TA plan with the core team of faculty that describes
the goals, activities, outputs, and outcomes expected as a result of
the restructuring and improvement efforts. The TA plan must also
include a clear plan for evaluating each IHE's, LEA's, or non-profit
organization's program outcomes. The evaluation plan must include a
description of how the Center will work with the core team to--
(1) Assess the extent to which evidence-based practices are
integrated within the program;
(2) Collect and analyze data on program faculty members'
implementation of the restructured program;
(3) Collect and analyze data on teachers' and leaders' competencies
prior to their exiting the restructured program;
(4) Collect and analyze K-12 outcome data for students with
disabilities to determine the quality of services provided by program
graduates; and
(5) Use the results from the evaluation to inform and validate
changes to the restructured program.
(c) Provide TA on effective strategies and methods for integrating
evidence-based practices into the curricula of preparation programs.
Activities related to TA with IHEs, LEAs, and non-profit organizations
must be planned and implemented in collaboration with Department-funded
centers that support IHEs, LEAs, and non-profit organizations in the
preparation of effective teachers and leaders.
General TA&D Activities
(a) Provide a continuum of general TA and dissemination activities
(e.g., managing Web sites, listservs, and communities of practice;
holding forums and training institutes), including--
(1) Supporting and maintaining a password-protected, Web-based
system accessible to all SEA and IHE, LEA, or non-profit core team
members for sharing information, documents, presentations, and
resources (e.g., State certification or licensure documents, course
syllabi, lesson plans, and video clips) across the SEAs and IHEs, LEAs,
and non-profit organizations receiving TA. At a minimum, this Web-based
resource must include the following: Contact information for each core
team (both SEA and IHE, LEA, or non-profit organization members); a
description of the SEA's current certification or licensure standards;
a description of the TA plans for reviewing and reforming the SEA's
certification or licensure standards; a description of the IHE's
existing preparation program; and the goals, activities, outputs, and
outcomes expected as a result of the restructuring efforts.
(2) Plan and implement activities, which could include webinars,
meetings, video conferences, and managing Web sites for researchers,
policymakers, administrators, practitioners, and other appropriate
stakeholders, to exchange information on building State systems for
improving educator effectiveness. The focus of these activities must
include reforming State certification or licensure standards,
implementing reformed standards within preparation programs, and using
K-12 outcome data for students with disabilities for continuous
feedback to preparation programs on how well their teachers and leaders
effectively educate students with disabilities in inclusive classrooms
and school settings.
(3) Coordinating with the National Center to Inform Policy and
Practice in Special Education Professional Development (NCIPP) during
the last six months of NCIPP's project period to transfer information,
resources, and TA support materials for the Special Education
Preservice Program Improvement Grants (CFDA 84.325T) from NCIPP's Web
site to the Center's Web site. This coordination will archive and
disseminate knowledge gained from the Special Education Preservice
Program Improvement Grants.
(4) Maintain a Web site that meets government or industry-
recognized standards for accessibility and that links to the Web site
operated by the Technical Assistance Coordination Center (TACC).
(5) Prepare and disseminate reports, briefs, and other materials,
including publications in peer-reviewed journals, related to the
purposes of this priority and related topics as requested by OSEP for
specific audiences, including State licensing agencies, IHEs, LEAs, and
non-profit organizations with teacher and leader preparation programs,
policymakers, and researchers.
(6) Prior to developing any new product (e.g., document, video
clips, Web-based resources, etc.) related to the purposes of this
priority, submit a proposal for the product to the TACC database for
approval from the OSEP Project Officer. The development of new products
should be consistent with the product definition and guidelines posted
on the TACC Web site (www.tadnet.org).
Leadership and Coordination Activities
(a) Develop collaborative partnerships with professional
organizations that promote effective preparation of teachers and
leaders (e.g., the American Association of Colleges of Teacher
Education, CCSSO, CEC, the National Board for Professional Teaching
Standards, the National Association of Elementary School Principals,
the National Association of Secondary School Principals, the Council
for the Accreditation of Educator Preparation, the National Council for
Accreditation of Teacher Education and Teacher Education Accreditation
Council, and the National Association of State Directors of Special
Education). Partnership activities developed under this section must be
coordinated with Department-funded centers that support IHEs, LEAs, and
non-profit organizations in the preparation of effective teachers and
leaders. The Center, in consultation with these partners, must--
(1) Establish and coordinate a network of experts to provide TA to
the SEAs and IHEs, LEAs, and non-profit organizations receiving
intensive TA on the identified areas of need; and
(2) Develop and disseminate tools that are designed to assist SEAs
and IHEs, LEAs, and non-profit organizations to address their
identified needs.
(b) Consult with a group of persons, including representatives from
SEA, IHE, and LEA personnel involved with reforming or implementing
certification or licensure standards; IHE faculty and deans of schools
or colleges of education involved with preparation programs for regular
and special education teachers; individuals with disabilities or
parents of students with disabilities; project directors of OSEP-funded
State Personnel Development Grants; statewide longitudinal data systems
directors and researchers; the partners identified in paragraph (a) of
this section; and Technical Assistance Centers, as appropriate on the
activities and outcomes of the Center and solicit programmatic support
and advice from various representatives in the group, as appropriate.
The Center may convene meetings, whether in person, by phone
[[Page 46082]]
or other means, for this purpose, or may consult with group
participants individually. The Center must identify the members of the
group to OSEP within eight weeks after receipt of the award.
(c) Communicate and collaborate, on an ongoing basis, with other
relevant projects funded by the U.S. Department of Education. This
collaboration could include the joint development of products, the
coordination of TA services, and the planning and carrying out of TA
meetings and events.
(d) Participate in, organize, or facilitate communities of practice
(CoPs) that align with the needs of the Center's target audience. CoPs
should align with the Center's objectives to support discussions and
collaboration among key stakeholders. The following Web site provides
more information on CoPs: www.tadnet.org/communities.
(e) Prior to developing any new product, submit a proposal for the
product to the TACC database for approval from the OSEP Project
Officer. The development of new products should be consistent with the
product definition and guidelines posted on the TACC Web site
(www.tadnet.org).
(f) Contribute, on an ongoing basis, updated information on the
Center's approved and finalized products and services to the TACC
database.
(g) Coordinate with the TACC to develop an efficient and high-
quality dissemination strategy that reaches broad audiences.
(h) Maintain ongoing communication with the OSEP Project Officer,
including reporting on the impact of coordination efforts, through
monthly phone and email communication.
Fourth and Fifth Years of the Project: In deciding whether to
continue funding the Center for the fourth and fifth years, the
Secretary will consider the requirements of 34 CFR 75.253(a), and in
addition--
(a) The recommendation of a review team consisting of experts
selected by the Secretary. This review will be conducted during a one-
day intensive meeting in Washington, DC that will be held during the
last half of the second year of the project period;
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
Center; and
(c) The quality, relevance, and usefulness of the Center's
activities and products, and the degree to which the Center's
activities and products have contributed to changed practice and
improved outcomes for students with disabilities and students at risk
of a disability.
References:
Augustine, C., Gonzalez, G., Ikermoto, G., Russell, J., Zellman, G.,
Constant, L., Armstrong, J., et al. (2009). Improving School
Leadership: The Promise of Cohesive Leadership Systems. Santa
Monica, CA: RAND Corporation. Retrieved from www.rand.org/pubs/monographs/MG885.
Blanton, L., & Pugach, M. (2007). Collaborative programs in general
and special teacher education: An action guide for higher education
and state policymakers. Washington, DC: Council of Chief State
School Officers.
Blanton, L., Pugach, M., & Florian, L. (2011). Preparing General
Education Teachers to Improve Outcomes for Students with
Disabilities. Retrieved from http://aacte.org/pdf/Publications/Reports_Studies/AACTE%20NCLD%20Policy%20Brief%20May%202011.pdf.
Committee on the Study of Teacher Preparation Programs in the United
States; National Research Council (2010). Preparing teachers:
building evidence for sound policy. Washington, DC: The National
Academies Press.
Darling-Hammond, L., Pacheco, A., Michelli, N., LePage, P.,
Hammerness, K., & Youngs, P. (2005). Implementing curriculum renewal
in teacher education: Managing organizational and policy change. In
Preparing teachers for a changing world: What teachers should learn
and be able to do (pp. 442-479). San Francisco, CA: Wiley.
Gansle, K. A., Noell, G. H., Knox, R. M., & Schafer, M. J. (2010).
Value Added Assessment of Teacher Preparation in Louisiana: 2005-
2006 to 2008-2009. Retrieved from http://regents.louisiana.gov/assets/docs/TeacherPreparation/2010VATechnical082610.pdf.
Goe, L. (2009). The Equitable Distribution of Teachers: Strategies
and Results. In Goe, L. (Ed.), America's Opportunity: Teacher
Effectiveness and Equity in K-12 Classrooms (p.78). Retrieved from
www.tqsource.org/publications/2009TQBiennial/2009BiennialReport.pdf.
Goe, L., & Coggshall, J. (2007). The teacher preparation teacher
practices student outcomes relationship in special education:
Missing links and new connections. Washington, DC: National
Comprehensive Center for Teacher Quality.
Goldhaber, D., & Liddle, S. (2011). The Gateway to the Profession:
Assessing Teacher Preparation Programs Based on Student Achievement.
Seattle, WA: Center for Education Data & Research.
Levine, A. (2005). Educating school leaders. Education Schools
Project Washington, DC. Retrieved from www.edschools.org/reports_leaders.htm.
Voltz, P.L., Sims, M.J., & Nelson, B. (2010). Connecting Teachers,
Students, & Standards: Strategies for Success in Diverse and
Inclusive Classrooms. Alexandria, VA: ASCD.
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (APA) (5 U.S.C. 553) the Department generally offers interested
parties the opportunity to comment on proposed priorities and
requirements. Section 681(d) of IDEA, however, makes the public comment
requirements of the APA inapplicable to the priority in this notice.
Program Authority: 20 U.S.C. 1462 and 1481.
Applicable Regulations: (a) The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80,
81, 82, 84, 86, 97, 98, and 99. (b) The Education Department debarment
and suspension regulations in 2 CFR part 3485. (c) The regulations for
this program in 34 CFR part 304.
Note: The regulations in 34 CFR part 79 apply to all applicants
except federally recognized Indian tribes.
Note: The regulations in 34 CFR part 86 apply to institutions
of higher education only.
II. Award Information
Type of Award: Cooperative agreement.
Estimated Available Funds: $5,000,000.
Maximum Awards: We will reject any application that proposes a
budget exceeding $5,000,000 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: 1.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 36 months with the potential for an
additional 24 months based on performance.
Applications must include plans for both the 36-month award and the
24-month extension.
III. Eligibility Information
1. Eligible Applicants: SEAs; LEAs, including public charter
schools that are considered LEAs under State law; IHEs; other public
agencies; private nonprofit organizations; outlying areas; freely
associated States; Indian tribes or tribal organizations; and for-
profit organizations.
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
[[Page 46083]]
individuals with disabilities or parents of individuals with
disabilities ages birth through 26 in planning, implementing, and
evaluating the project (see section 682(a)(1)(A) of IDEA).
IV. Application and Submission Information
1. Address to Request Application Package: You can obtain an
application package via the Internet, from the Education Publications
Center (ED Pubs), or from the program office.
To obtain a copy via the Internet, use the following address:
www.ed.gov/fund/grant/apply/grantapps/index.html.
To obtain a copy from ED Pubs, write, fax, or call the following:
ED Pubs, U.S. Department of Education, P.O. Box 22207, Alexandria, VA
22304. Telephone, toll free: 1-877-433-7827. Fax: (703) 605-6794. If
you use a telecommunications device for the deaf (TDD) or a text
telephone (TTY), call, toll free: 1-877-576-7734.
You can contact ED Pubs at its Web site, also: www.EDPubs.gov or at
its email address: edpubs@inet.ed.gov.
If you request an application from ED Pubs, be sure to identify
this competition as follows: CFDA number 84.325A.
To obtain a copy from the program office, contact the person listed
under FOR FURTHER INFORMATION CONTACT in section VII of this notice.
Individuals with disabilities can obtain a copy of the application
package in an accessible format (e.g., braille, large print, audiotape,
or compact disc) by contacting the person or team listed under
Accessible Format in section VIII of this notice.
2. Content and Form of Application Submission: Requirements
concerning the content of an application, together with the forms you
must submit, are in the application package for this competition. Page
Limit: The application narrative (Part III of the application) is where
you, the applicant, address the selection criteria that reviewers use
to evaluate your application. You must limit Part III to the equivalent
of no more than 50 pages, using the following standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, references, and captions.
Use a font that is either 12 point or larger or no smaller
than 10 pitch (characters per inch).
Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial. An application submitted in any other font
(including Times Roman or Arial Narrow) will not be accepted.
The page limit does not apply to Part I, the cover sheet; Part II,
the budget section, including the narrative budget justification; Part
IV, the assurances and certifications; or the one-page abstract, the
resumes, the bibliography, or the letters of support. However, you must
include all of the application narrative in Part III.
We will reject your application if you exceed the page limit; or if
you apply other standards and exceed the equivalent of the page limit.
3. Submission Dates and Times:
Applications Available: August 2, 2012.
Deadline for Transmittal of Applications: September 4, 2012.
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 in
paper format by mail or hand delivery, please refer to section IV. 7.
Other Submission Requirements of this notice.
We do not consider an application that does not comply with the
deadline requirements.
Individuals with disabilities who need an accommodation or
auxiliary aid in connection with the application process should contact
the person listed under FOR FURTHER INFORMATION CONTACT in section VII
of this notice. If the Department provides an accommodation or
auxiliary aid to an individual with a disability in connection with the
application process, the individual's application remains subject to
all other requirements and limitations in this notice.
4. Intergovernmental Review: This program is subject to Executive
Order 12372 and the regulations in 34 CFR part 79. Information about
Intergovernmental Review of Federal Programs under Executive Order
12372 is in the application package for this program.
5. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
6. Data Universal Numbering System Number, Taxpayer Identification
Number, Central Contractor Registry, and System for Award Management:
To do business with the Department of Education, you must--
a. Have a Data Universal Numbering System (DUNS) number and a
Taxpayer Identification Number (TIN);
b. Register both your DUNS number and TIN with the Central
Contractor Registry (CCR)--and, after July 24, 2012, with the System
for Award Management (SAM), the Government's primary registrant
database;
c. Provide your DUNS number and TIN on your application; and
d. Maintain an active CCR or SAM registration with current
information while your application is under review by the Department
and, if you are awarded a grant, during the project period.
You can obtain a DUNS number from Dun and Bradstreet. A DUNS number
can be created within one business day.
If you are a corporate entity, agency, institution, or
organization, you can obtain a TIN from the Internal Revenue Service.
If you are an individual, you can obtain a TIN from the Internal
Revenue Service or the Social Security Administration. If you need a
new TIN, please allow 2-5 weeks for your TIN to become active.
The CCR or SAM registration process may take five or more business
days to complete. If you are currently registered with the CCR, you may
not need to make any changes. However, please make certain that the TIN
associated with your DUNS number is correct. Also note that you will
need to update your registration annually. This may take three or more
business days to complete. Information about SAM is available at
SAM.gov.
In addition, if you are submitting your application via Grants.gov,
you must (1) be designated by your organization as an Authorized
Organization Representative (AOR); and (2) register yourself with
Grants.gov as an AOR. Details on these steps are outlined at the
following Grants.gov Web page: www.grants.gov/applicants/get_registered.jsp.
7. 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 are participating as a partner in the Governmentwide Grants.gov
Apply site. The Center to Support the Development of Effective
Educators to Serve Students with Disabilities, CFDA number 84.325A, is
included in this project. We request your participation in Grants.gov.
If you choose to submit your application electronically, you must
use
[[Page 46084]]
the Governmentwide Grants.gov Apply site at www.Grants.gov. Through
this site, you will be able to download a copy of the application
package, complete it offline, and then upload and submit your
application. You may not email an electronic copy of a grant
application to us.
You may access the electronic grant application for the Center to
Support the Development of Effective Educators to Serve Students with
Disabilities, CFDA number 84.325A at www.Grants.gov. You must search
for the downloadable application package for this program by the CFDA
number. Do not include the CFDA number's alpha suffix in your search
(e.g., search for 84.325, not 84.325A).
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 this competition to ensure that
you submit your application in a timely manner to the Grants.gov
system. You can also find the Education Submission Procedures
pertaining to Grants.gov under News and Events on the Department's G5
system home page at www.G5.gov.
You will not receive additional point value because you
submit your application in electronic format, nor will we penalize you
if you 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: the Application for Federal
Assistance (SF 424), the Department of Education Supplemental
Information for SF 424, Budget Information--Non-Construction Programs
(ED 524), and all necessary assurances and certifications.
If you submit your application electronically, you must
upload any narrative sections and all other attachments to your
application as files in a PDF (Portable Document) read-only, non-
modifiable format. Do not upload an interactive or fillable PDF file.
If you upload a file type other than a read-only, non-modifiable PDF or
submit a password-protected file, we will not review that material.
Your electronic application must comply with any page-
limit requirements described in this notice.
After you electronically submit your application, you will
receive from Grants.gov an automatic notification of receipt that
contains a Grants.gov tracking number. (This notification indicates
receipt by Grants.gov only, not receipt by the Department.) The
Department then will retrieve your application from Grants.gov and send
a second notification to you by email. This second notification
indicates that the Department has received your application and has
assigned your application a PR/Award number (an ED-specified
identifying number unique to your application).
We may request that you provide us original signatures on
forms at a later date.
Application Deadline Date Extension in Case of Technical Issues
with the Grants.gov System: If you are experiencing problems submitting
your application through Grants.gov, please contact the Grants.gov
Support Desk, toll free, at 1-800-518-4726. You must obtain a
Grants.gov Support Desk Case Number and must keep a record of it.
If you are prevented from electronically submitting your
application on the application deadline date because of technical
problems with the Grants.gov system, we will grant you an extension
until 4:30:00 p.m., Washington, DC time, the following business day to
enable you to transmit your application electronically or by hand
delivery. You also may mail your application by following the mailing
instructions described elsewhere in this notice.
If you submit an application after 4:30:00 p.m., Washington, DC
time, on the application deadline date, please contact the person
listed under FOR FURTHER INFORMATION CONTACT in section VII of this
notice and provide an explanation of the technical problem you
experienced with Grants.gov, along with the Grants.gov Support Desk
Case Number. We will accept your application if we can confirm that a
technical problem occurred with the Grants.gov system and that that
problem affected your ability to submit your application by 4:30:00
p.m., Washington, DC time, on the application deadline date. The
Department will contact you after a determination is made on whether
your application will be accepted.
Note: The extensions to which we refer in this section apply
only to the unavailability of, or technical problems with, the
Grants.gov system. We will not grant you an extension if you failed
to fully register to submit your application to Grants.gov before
the application deadline date and time or if the technical problem
you experienced is unrelated to the Grants.gov system.
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 following address:
U.S. Department of Education, Application Control Center, Attention:
(CFDA Number 84.325A), LBJ Basement Level 1, 400 Maryland Avenue SW.,
Washington, DC 20202-4260.
You must show proof of mailing consisting of one of the following:
(1) A legibly dated U.S. Postal Service postmark.
(2) A legible mail receipt with the date of mailing stamped by the
U.S. Postal Service.
(3) A dated shipping label, invoice, or receipt from a commercial
carrier.
(4) Any other proof of mailing acceptable to the Secretary of the
U.S. Department of Education.
If you mail your application through the U.S. Postal Service, we do
not accept either of the following as proof of mailing:
(1) A private metered postmark.
(2) A mail receipt that is not dated by the U.S. Postal Service.
If your application is postmarked after the application deadline
date, we will not consider your application.
[[Page 46085]]
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
84.325A), 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 package.
2. Review and Selection Process: (a) We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
(b) In addition, in making a competitive grant award, the Secretary
also requires various assurances including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. Additional Review and Selection Process Factors:
In the past, the Department has had difficulty finding peer
reviewers for certain competitions because so many individuals who are
eligible to serve as peer reviewers have conflicts of interest. The
Standing Panel requirements under section 682(b) of IDEA also have
placed additional constraints on the availability of reviewers.
Therefore, the Department has determined that, for some discretionary
grant competitions, applications may be separated into two or more
groups and ranked and selected for funding within specific groups. This
procedure will make it easier for the Department to find peer reviewers
by ensuring that greater numbers of individuals who are eligible to
serve as reviewers for any particular group of applicants will not have
conflicts of interest. It also will increase the quality, independence,
and fairness of the review process, while permitting panel members to
review applications under discretionary grant competitions for which
they also have submitted applications. However, if the Department
decides to select an equal number of applications in each group for
funding, this may result in different cut-off points for fundable
applications in each group.
4. Special Conditions: Under 34 CFR 74.14 and 80.12, the Secretary
may impose special conditions on a grant if the applicant or grantee is
not financially stable; has a history of unsatisfactory performance;
has a financial or other management system that does not meet the
standards in 34 CFR parts 74 or 80, as applicable; has not fulfilled
the conditions of a prior grant; or is otherwise not responsible.
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN). We may notify you informally, also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multi-year award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
4. Performance Measures: Under the Government Performance and
Results Act of 1993 (GPRA), the Department has established a set of
performance measures, including long-term measures, that are designed
to yield information on various aspects of the effectiveness and
quality of the Technical Assistance and Dissemination to Improve
Services and Results for Children with Disabilities program. For
purposes of this priority, the Center will use these measures, which
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. Grantees will be required to report information on their
project's performance in annual reports to the Department (34 CFR
75.590).
VII. Agency Contact
FOR FURTHER INFORMATION CONTACT: Bonnie Jones, U.S. Department of
Education, 400 Maryland Avenue SW., room 4114-1, Potomac Center Plaza
(PCP), Washington, DC 20202-2600. Telephone: (202) 245-7395.
If you use a TDD or a TTY, call the Federal Relay Service (FRS),
toll free, at 1-800-877-8339.
[[Page 46086]]
VIII. Other Information
Accessible Format: Individuals with disabilities can obtain this
document and a copy of the application package in an accessible format
(e.g., braille, large print, audiotape, or compact disc) by contacting
the Grants and Contracts Services Team, U.S. Department of Education,
400 Maryland Avenue SW., room 5075, PCP, Washington, DC 20202-2550.
Telephone: (202) 245-7363. If you use a TDD or a TTY, call the FRS,
toll free, at 1-800-877-8339.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. Free
Internet access to the official edition of the Federal Register and the
Code of Federal Regulations is available via the Federal Digital System
at: www.gpo.gov/fdsys. At this site you can view this document, as well
as all other documents of this Department published in the Federal
Register, in text or Adobe Portable Document Format (PDF). To use PDF
you must have Adobe Acrobat Reader, which is available free at the
site.
You may also access documents of the Department published in the
Federal Register by using the article search feature at:
www.federalregister.gov. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.
Dated: July 30, 2012.
Alexa Posny,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2012-18906 Filed 8-1-12; 8:45 am]
BILLING CODE 4000-01-P