[Federal Register Volume 69, Number 42 (Wednesday, March 3, 2004)]
[Notices]
[Pages 10011-10018]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 04-4722]


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DEPARTMENT OF EDUCATION


Office of Special Education and Rehabilitative Services; Overview 
Information; Personnel Preparation To Improve Services and Results for 
Children With Disabilities; Notice Inviting Applications for New Awards 
for Fiscal Year (FY) 2004

    Catalog of Federal Domestic Assistance (CFDA) Numbers: 84.325A, 
84.325D, 84.325E, and 84.325H.

    Note: This notice includes four priorities, key dates, and 
funding information for each of these competitions.


DATES: For dates regarding the individual priorities, see the chart in 
the Award Information section of this notice.
    Applications Available: See chart.
    Deadline for Transmittal of Applications: See chart.
    Deadline for Intergovernmental Review: See chart.
    Eligible Applicants: Institutions of higher education (IHE).
    Estimated Available Funds: $14,200,796.
    For funding information regarding the individual priorities, see 
the chart in the Award Information section of this notice. In addition, 
the allocation of funds for Absolute Priority 1 is explained in the 
Award Information section of this notice.
    Estimated Range of Awards: See chart.
    Estimated Average Size of Awards: See chart.
    Maximum Awards: See chart.
    Estimated Number of Awards: See chart.
    Project Period: See chart. Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purposes of this program are to (1) help 
address State-identified needs for qualified personnel--in special 
education, related services, early intervention, and regular 
education--to work with children with disabilities; and (2) ensure that 
those personnel have the skills and knowledge--derived from practices 
that have been determined through research and experience to be 
successful--that are needed to serve those children.
    Priorities: In accordance with 34 CFR 75.105(b)(2)(iv), these 
priorities are from allowable activities specified in the statute (see 
sections 661(e)(2) and 673 of the Individuals with Disabilities 
Education Act (IDEA)).
    Absolute Priorities: For FY 2004 these priorities are, except as 
otherwise specified, absolute priorities. Under 34 CFR 75.105(c)(3) we 
consider only applications that meet these absolute priorities.
    The priorities are:

Absolute Priority 1--Preparation of Special Education, Related 
Services, and Early Intervention Personnel To Serve Infants, Toddlers, 
and Children With Low-Incidence Disabilities (84.325A)

    Background: The national demand for special education, related 
services, and early intervention personnel, to serve infants, toddlers, 
and children with low-incidence disabilities exceeds available supply. 
However, because of the relatively small number of personnel needed to 
serve infants, toddlers, and children with low-incidence disabilities 
in each State, institutions of higher education and individual States 
have limited incentive to develop and support programs that train such 
personnel. Moreover, of the programs that do exist, many fail to 
produce graduates with the skills necessary to meet the needs of the 
low-incidence disability population. Thus, Federal support is required 
to increase the supply of personnel who possess the skills and 
experience necessary to serve children with low-incidence disabilities.
    Priority: This priority supports projects that increase the number 
and quality of personnel to serve children with low-incidence 
disabilities by providing preservice preparation of special educators, 
early intervention personnel, and related services personnel at the 
associate, baccalaureate, master's, or specialist level. For the 
purpose of this priority, the term ``low-incidence disability'' means a 
visual or hearing impairment,

[[Page 10012]]

or simultaneous visual and hearing impairments, a significant cognitive 
impairment, or any impairment for which a small number of personnel 
with highly specialized skills and knowledge are needed in order for 
children with that impairment to receive early intervention services or 
a free appropriate public education (IDEA, section 673(b)(3)). Training 
for personnel to serve children with mild-moderate mental retardation, 
specific learning disabilities, speech or language disorders, or 
emotional and behavioral disabilities is addressed under the priority 
for the preparation of personnel to serve children with high-incidence 
disabilities (84.325H), and, therefore, is not supported under this 
priority.
    A preservice program is a program that leads toward a degree, 
certification, professional license, or endorsement (or its 
equivalent), and may include the preparation of currently employed 
personnel who are seeking additional degrees, certifications, 
endorsements, or licenses.
    Applicants may propose to prepare one or more of the following 
types of personnel--
    (a) Early intervention personnel who serve infants and toddlers and 
their families. For the purpose of this priority, all children who 
require early intervention services are considered to have a low-
incidence disability. Early intervention personnel include persons who 
train, or serve as consultants to, service providers and service 
coordinators;
    (b) Special educators, including those who work in the areas of 
early childhood, speech and language, adapted physical education, and 
assistive technology; and paraprofessional personnel who work with 
children with low-incidence disabilities and their families; or
    (c) Related services personnel who provide developmental, 
corrective, and other support services (such as psychological, 
occupational or physical and recreational therapy) to children with 
low-incidence disabilities and their families.
    This priority may support both comprehensive programs and specialty 
components within a broader discipline that prepare personnel for work 
with the low-incidence population. A program that prepares individuals 
to receive a Doctor of Audiology (DAud) degree is eligible for this 
competition because the DAud is an entry-level degree. However, for the 
purpose of this priority, eligible related service providers do not 
include physicians.
    We particularly encourage projects that address the personnel needs 
of more than one State, provide multi-disciplinary training, and 
provide for collaboration among several training institutions and 
between training institutions and public schools. In addition, we 
encourage projects that foster successful coordination between special 
education and regular education professional development programs to 
meet the needs of children with low-incidence disabilities in inclusive 
settings. Each project funded under this absolute priority must--
    (a) Use curricula and pedagogy that are shown to be effective as 
demonstrated through scientifically based research, in order to prepare 
personnel who are able to (1) improve outcomes for students with low-
incidence disabilities, and (2) foster appropriate access to and 
achievement in the general education curricula whenever appropriate;
    (b) Demonstrate how research-based curriculum and pedagogy are 
incorporated into training requirements and reflected in all relevant 
coursework for the proposed training program;
    (c) Offer integrated training and practice opportunities that will 
enhance the collaborative skills of appropriate personnel who share 
responsibility for providing effective services to children with 
disabilities;
    (d) Prepare personnel to address the specialized needs of children 
with low-incidence disabilities from diverse cultural and language 
backgrounds by--
    (1) Determining the competencies needed for personnel to work 
effectively with culturally and linguistically diverse populations; and
    (2) Infusing those competencies into early intervention, special 
education, and related services training programs;
    (e) Develop or improve and implement mutually beneficial 
partnerships between training programs and schools to promote 
continuous improvement in preparation programs and in service delivery;
    (f) If field-based training is provided, include field-based 
training opportunities for students in diverse settings, including 
schools and settings in high-poverty communities;
    (g) If the project prepares personnel to provide services to 
visually impaired or blind children that can be appropriately provided 
in Braille, prepare those individuals to provide those services in 
Braille.
    (h) Provide clear, defensible research-based methods for evaluating 
the extent to which graduates of the training program are prepared to 
provide high-quality services that result in improved outcomes for 
children with disabilities; and communicate the results of this 
evaluation process to the Office of Special Education Programs (OSEP) 
in required annual performance reports and the final performance 
report;
    (i) Describe how the proposed training program is aligned with 
State learning standards for children; and
    (j) Include, in the application Appendix, all course syllabi that 
are relevant to the training program proposed. Course syllabi must 
clearly reflect the incorporation of research-based curriculum and 
pedagogy as required under paragraph (b) of this section of the 
priority.
    To be considered for an award, an applicant must satisfy the 
following requirements in section 673(f)-(i) of IDEA and 34 CFR part 
304--
    (a) Demonstrate, with letters from one or more States that the 
project proposes to serve, that the State or States need personnel in 
the area or areas in which the applicant proposes to provide 
preparation, as identified in the State's comprehensive system of 
personnel development under Part B or C of IDEA;
    (b) Demonstrate that it has engaged in a cooperative effort with 
one or more SEAs or, if appropriate, lead agencies for providing early 
intervention services, to plan, carry out, and monitor the project;
    (c) Provide letters from one or more States stating that they 
intend to accept successful completion of the proposed personnel 
preparation program as meeting State personnel standards for serving 
children with disabilities or serving infants and toddlers with 
disabilities;
    (d) Meet State and professionally recognized standards for the 
preparation of special education, related services, or early 
intervention personnel;
    (e) Ensure that individuals who receive financial assistance under 
the proposed project will meet the service obligation requirements, or 
repay all or part of the cost of that assistance, in accordance with 
section 673(h)(1) of IDEA and 34 CFR part 304. Applicants must describe 
how they will inform scholarship recipients of this service obligation 
requirement; and
    (f) As authorized under section 673(i) of IDEA and 34 CFR 304.20, 
use at least 55 percent of the total requested budget for student 
scholarships.
    Competitive Preference Priority: Within Absolute Priority 1, we 
give competitive preference to applications that address the following 
priority.
    This competitive preference priority is from the program statute 
(section 673(g)(3)(B) of IDEA).
    Under 34 CFR 75.105(c)(2)(i) we award up to 10 points to an 
application,

[[Page 10013]]

depending on the extent to which the application meets this priority.
    This competitive preference priority is:
    We give preference to IHEs based on the extent to which IHEs 
successfully recruit and prepare individuals with disabilities and 
individuals from groups that are underrepresented in the profession for 
which they are preparing individuals. In the case of a new project, the 
applicant must submit a plan with strategies on how it will meet this 
competitive preference.

Absolute Priority 2--Preparation of Leadership Personnel (84.325D)

    This priority supports projects that conduct the following 
preparation activities for leadership personnel:
    (a) Preparing personnel at the doctoral and postdoctoral levels to 
administer, enhance, or to provide special education, related services, 
or early intervention services for children with disabilities; or
    (b) Developing master's and specialist level programs in special 
education administration.

    Note: Training that leads to a Doctor of Audiology (DAud) degree 
is not included as part of this priority because we address it under 
Absolute Priority 1 (84.325A).

    Projects funded under this absolute priority must--
    (a) Prepare personnel to work with culturally and linguistically 
diverse populations by--
    (1) Determining the competencies needed by leadership personnel to 
understand and work with culturally and linguistically diverse 
populations; and
    (2) Infusing those competencies into early intervention, special 
education, and related services training programs.
    (b) Include coursework reflecting current research and pedagogy 
on--
    (1) Participation and achievement in the general education 
curriculum and improved outcomes for children with disabilities; or
    (2) The provision of coordinated services in natural environments 
to improve outcomes for infants and toddlers with disabilities and 
their families.
    (c) Demonstrate how research-based curriculum and pedagogy are 
incorporated into training requirements and reflected in all relevant 
coursework for the proposed training program.
    (d) Offer integrated training and practice opportunities that will 
enhance the collaborative skills of all personnel who share 
responsibility for providing effective services for children with 
disabilities.
    (e) Provide clear, defensible research-based methods for evaluating 
the extent to which graduates of the training program are prepared to 
provide high-quality services that result in improved outcomes for 
children with disabilities. Communicate the results of this evaluation 
process to OSEP in required annual performance reports and the final 
performance report;
    (f) Describe, if appropriate, how the proposed training program is 
aligned with State learning standards for children; and
    (g) Include, in the application Appendix, all course syllabi that 
are relevant to the training program proposed. Course syllabi must 
clearly reflect the incorporation of research-based curriculum and 
pedagogy as required under paragraph (c) of this section of the 
priority.
    To be considered for an award, an applicant must satisfy the 
following requirements contained in section 673(f)-(i) of IDEA and 34 
CFR part 304--
    (a) Demonstrate, with letters from one or more States that the 
project proposes to serve, that each State needs personnel in the area 
or areas in which the applicant proposes to provide preparation, as 
identified in each State's comprehensive system of personnel 
development under Part B or C of IDEA;
    (b) Demonstrate that it has engaged in a cooperative effort with 
one or more SEAs--or, if appropriate, lead agencies for providing early 
intervention services--to plan, carry out, and monitor the project;
    (c) Meet State and professionally recognized standards for the 
preparation of leadership personnel in special education, related 
services, or early intervention fields;
    (d) Ensure that individuals who receive financial assistance under 
the proposed project will meet the service obligation requirements, or 
repay all or part of the cost of that assistance, in accordance with 
section 673(h)(2) of IDEA and the regulations in 34 CFR part 304. 
Applicants must describe how they will inform scholarship recipients of 
this service obligation requirement.
    (e) As authorized under section 673(i) of IDEA and 34 CFR 304.20, 
use at least 65 percent of the total requested budget for student 
scholarships.
    Competitive Preference Priority: Within Absolute Priority 2, we 
give competitive preference to applications that address the following 
priority.
    This competitive preference priority is from the program statute 
(section 673(g)(3)(B) of IDEA).
    Under 34 CFR 75.105(c)(2)(i) we award up to 10 points to an 
application, depending on the extent to which the application meets 
this priority.
    This competitive preference priority is:
    We give preference to IHEs based on the extent to which IHEs 
successfully recruit and prepare individuals with disabilities and 
individuals from groups that are underrepresented in the profession for 
which they are preparing individuals. In the case of a new project, the 
applicant must submit a plan with strategies on how it will meet this 
competitive preference.

Absolute Priority 3--Preparation of Personnel in Minority Institutions 
(84.325E)

    This priority supports awards to IHEs with minority student 
enrollments of at least 25 percent, including Historically Black 
Colleges and Universities, for the purpose of preparing personnel to 
work with children with disabilities.
    This priority supports projects that provide preservice preparation 
of special educators, early intervention personnel, and related 
services personnel at the associate, baccalaureate, master's, 
specialist, doctoral, or post-doctoral level.
    A preservice program is a program that leads toward a degree, 
certification, professional license or endorsement (or its equivalent), 
and may include the preparation of currently employed personnel who are 
seeking additional degrees, certifications, endorsements, or licenses.
    Applicants may propose to prepare one or more of the following 
types of personnel--
    (a) Special educators, including those who work in the areas of 
early childhood, speech and language, adapted physical education, and 
assistive technology; and paraprofessional personnel who work with 
children with disabilities;
    (b) Related services personnel who provide developmental, 
corrective, and other support services (such as psychological, 
occupational or physical and recreational therapy) to children with 
disabilities. Comprehensive programs and specialty components within a 
broader discipline that are designed to prepare personnel for work with 
children with disabilities may be supported. For the purpose of this 
priority, eligible related service providers do not include physicians; 
or
    (c) Early intervention personnel who serve infants and toddlers and 
their families. Early intervention personnel include persons who train, 
or serve as consultants to, service providers and service coordinators.

[[Page 10014]]

Projects funded under this absolute priority must--

    (a) Use curricula and pedagogy that are shown to be effective as 
demonstrated through scientifically-based research, in order to prepare 
personnel who are able to (1) improve outcomes for students with 
disabilities, and (2) foster appropriate access to and achievement in 
the general education curricula as appropriate;
    (b) Demonstrate how research-based curriculum and pedagogy are 
incorporated into training requirements and reflected in all relevant 
coursework for the proposed training program;
    (c) Offer integrated training and practice opportunities that will 
enhance the collaborative skills of appropriate personnel who share 
responsibility for providing effective services to children with 
disabilities;
    (d) Prepare personnel to address the specialized needs of children 
with disabilities from diverse cultural and language backgrounds by--
    (1) Determining the competencies needed for personnel to work 
effectively with culturally and linguistically diverse populations; and
    (2) Infusing those competencies into early intervention, special 
education, and related services training programs;
    (e) Develop or improve and implement mutually beneficial 
partnerships between training programs and schools to promote 
continuous improvement in preparation programs and in service delivery;
    (f) If field-based training is provided, include field-based 
training opportunities for students in diverse settings, including 
schools and settings in high-poverty communities;
    (g) Employ effective strategies for recruiting students from 
culturally and linguistically diverse populations;
    (h) Provide student support systems (including tutors, mentors, and 
other innovative practices) to enhance student retention and success in 
the program;
    (i) Provide clear, defensible research-based methods for evaluating 
the extent to which graduates of the training program are prepared to 
provide high-quality services that result in improved outcomes for 
children with disabilities. Communicate the results of this evaluation 
process to OSEP in required annual performance reports and the final 
performance report;
    (j) Describe how the proposed training program is aligned with 
State learning standards for children; and
    (k) Include, in the application Appendix, all course syllabi that 
are relevant to the training program proposed. Course syllabi must 
clearly reflect the incorporation of research-based curriculum and 
pedagogy as required under paragraph (b) of this section of this 
priority.
    To be considered for an award, an applicant must satisfy the 
following requirements contained in section 673(f) through (i) of IDEA 
and 34 CFR part 304--
    (a) Demonstrate, with letters from one or more States that the 
project proposes to serve, that each State needs personnel in the area 
or areas in which the applicant proposes to provide preparation, as 
identified in the State's comprehensive system of personnel development 
under Part B or C of IDEA;
    (b) Demonstrate that it has engaged in a cooperative effort with 
one or more State educational agencies--or, if appropriate, lead 
agencies for providing early intervention services--to plan, carry out, 
and monitor the project;
    (c) Provide letters from one or more States stating that they 
intend to accept successful completion of the proposed personnel 
preparation program as meeting State personnel standards for serving 
children with disabilities or serving infants and toddlers with 
disabilities;
    (d) Meet State and professionally-recognized standards for the 
preparation of special education, related services, or early 
intervention personnel, if the purpose of the project is to assist 
personnel in obtaining degrees;
    (e) Ensure that individuals who receive financial assistance under 
the proposed project will meet the service obligation requirements, or 
repay all or part of the cost of that assistance, in accordance with 
section 673(h)(1) of IDEA and 34 CFR part 304. Applicants must describe 
how they will inform scholarship recipients of this service obligation 
requirement; and
    (f) As authorized under section 673(i) of IDEA and 34 CFR 304.20, 
use at least 55 percent of the total requested budget for student 
scholarships or provide sufficient justification for any designation 
less than 55 percent for student scholarships.
    Sufficient justification for proposing less than 55 percent of the 
budget for student support would include support for activities such as 
program development, expansion of a program, or the addition of a new 
area of emphasis area. Examples include:
    [sbull] A project that is starting a new program may request up to 
a year for program development and capacity building. In the initial 
project year, no student support would be required. Instead, a project 
could hire a new faculty member or a consultant to assist in program 
development.
    [sbull] A project that is proposing to build capacity may hire a 
field supervisor so that additional students can be trained.
    [sbull] A project that is expanding or adding a new emphasis area 
to the program may initially need additional faculty or other resources 
such as expert consultants, additional training supplies, or equipment 
that would enhance the program.
    Projects that are funded to develop, expand, or to add a new area 
of emphasis to special education or related services programs must 
provide information on how these new areas will be institutionalized 
once Federal funding ends.
    Competitive Preference Priority: Within Absolute Priority 3, we 
give competitive preference to applications that address the following 
priority.
    This competitive preference priority is from the program statute 
(section 673(g)(3)(B) of IDEA).
    Under 34 CFR 75.105(c)(2)(i) we award up to 10 points to an 
application, depending on the extent to which the application meets 
this priority.
    This competitive preference priority is:
    We give preference to IHEs based on the extent to which IHEs 
successfully recruit and prepare individuals with disabilities and 
individuals from groups that are underrepresented in the profession for 
which they are preparing individuals. In the case of a new project, the 
applicant must submit a plan with strategies on how it will meet this 
competitive preference.

Absolute Priority 4--Improving the Preparation of Personnel to Serve 
Children With High-Incidence Disabilities (84.325H)

    Background: State agencies, university training programs, local 
schools, and other community-based agencies and organizations confirm 
the importance and the difficulty of improving training programs for 
personnel to serve children with high-incidence disabilities. 
Localities nationwide are experiencing chronic shortages of such 
personnel.
    Priority: Consistent with section 673(e) of IDEA, the purposes of 
this priority are (1) to develop or improve, and implement, programs 
that provide preservice preparation for special and regular education 
teachers and related services personnel in order to meet the diverse 
needs of children with high-incidence disabilities and (2) to enhance 
the supply of well-trained personnel to serve these children in areas 
of chronic shortage.
    For the purpose of this priority, the term high-incidence 
disability includes

[[Page 10015]]

mild or moderate mental retardation, speech or language impairments, 
emotional disturbance, or specific learning disabilities. Training of 
early intervention personnel is addressed under the priority for the 
preparation of personnel to serve children with low-incidence 
disabilities (84.325A) and, therefore, is not included as part of this 
priority.
    A preservice program is a program that leads toward a degree, 
certification, professional license or endorsement (or its equivalent), 
and may include the preparation of currently employed personnel who are 
seeking additional degrees, certifications, endorsements, or licenses.
    Applicants may propose to prepare one or more of the following 
types of personnel:
    (a) Special educators, including those who work in the areas of 
early childhood, speech and language, adapted physical education, 
assistive technology; and paraprofessional personnel who work with 
children with high-incidence disabilities.
    (b) Related services personnel, who provide developmental, 
corrective, and other support services (such as psychological, 
occupational or physical and recreational therapy) to children with 
high-incidence disabilities. For the purpose of this priority, eligible 
related service providers do not include physicians. Comprehensive 
programs and specialty components within a broader discipline that are 
designed to prepare personnel for work with the high-incidence 
population may be supported.
    Projects funded under this priority must--
    (a) Use curricula and pedagogy that are shown to be effective as 
demonstrated through scientifically-based research in order to prepare 
personnel equipped to improve outcomes for students with disabilities;
    (b) Demonstrate how research-based curriculum and pedagogy are 
incorporated into training requirements and reflected in all relevant 
coursework for the proposed training program;
    (c) Offer integrated training and practice opportunities that will 
enhance the collaborative skills of all personnel who share 
responsibility for providing effective services for children with high-
incidence disabilities;
    (d) Prepare personnel to work with culturally and linguistically 
diverse populations by--
    (1) Determining the competencies needed for personnel to work 
effectively with students with high-incidence disabilities from 
culturally and linguistically diverse backgrounds; and
    (2) Infusing those competencies into special education or related 
services training;
    (e) Develop or improve and implement partnerships that are mutually 
beneficial to grantees and LEAs in order to promote continuous 
improvement of preparation programs;
    (f) Include field-based training opportunities for students in 
diverse settings, including schools and high-poverty communities;
    (g) Provide clear, defensible research-based methods for evaluating 
the extent to which graduates of the training program are prepared to 
provide high-quality services that result in improved outcomes for 
children with disabilities. Communicate the results of this evaluation 
process to OSEP in required annual performance reports and the final 
performance report;
    (h) Describe how the proposed training program is aligned with 
State learning standards for children; and
    (i) Include, in the application Appendix, all course syllabi that 
are relevant to the training program proposed. Course syllabi must 
clearly reflect the incorporation of research based curriculum and 
pedagogy as required under paragraph (b) of this section of the 
priority.
    An applicant must satisfy the following requirements contained in 
section 673(f) through (i) of IDEA and 34 CFR part 304--
    (a) Demonstrate, with letters from one or more States that the 
project proposes to serve, that each State needs personnel in the area 
or areas in which the applicant proposes to provide preparation, as 
identified in the State's comprehensive system of personnel development 
under Part B of IDEA;
    (b) Demonstrate that it has engaged in a cooperative effort with 
one or more SEAs to plan, carry out, and monitor the project;
    (c) Provide letters from one or more States stating that they 
intend to accept successful completion of the proposed personnel 
preparation program as meeting State personnel standards for serving 
children with disabilities;
    (d) Meet State and professionally-recognized standards for the 
preparation of special education and related services personnel;
    (e) Ensure that individuals who receive financial assistance under 
the proposed project will meet the service obligation requirements, or 
repay all or part of the cost of that assistance, in accordance with 
section 673(h)(1) of IDEA and the regulations in 34 CFR part 304. 
Applicants must describe how they will inform scholarship recipients of 
this service obligation requirement; and
    (f) As authorized under section 673(i) of IDEA and 34 CFR 304.20, 
use at least 65 percent of the total requested budget for student 
scholarships.
    Competitive Preference Priority: Within Absolute Priority 4, we 
give competitive preference to applications that address the following 
priority.
    This competitive preference priority is from the program statute 
(section 673(g)(3)(B) of IDEA).
    Under 34 CFR 75.105(c)(2)(i) we award up to 10 points to an 
application, depending on the extent to which the application meets 
this priority.
    This competitive preference priority is:
    We give preference to IHEs based on the extent to which the IHE 
successfully recruits and prepares individuals with disabilities and 
individuals from groups that are underrepresented in the profession for 
which they are preparing individuals. In the case of a new project, the 
applicant must submit a plan with strategies on how it will meet this 
competitive preference.

Waiver of Proposed Rulemaking

    Under the Administrative Procedure Act (5 U.S.C. 553) the 
Department generally offers interested parties the opportunity to 
comment on proposed priorities. However, section 661(e)(2) of IDEA 
makes the public comment requirements inapplicable to the priorities in 
this notice.
    Program Authority: 20 U.S.C. 1461, and 1473.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 
81, 82, 84, 85, 86, 97, 98, and 99; and (b) The regulations for this 
program in 34 CFR part 304.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $14,200,796.
    For funding information regarding the individual priorities, see 
the chart in the Award Information section of this notice. In addition, 
the allocation of funds for Absolute Priority 1 is explained in the 
chart.
    Estimated Range of Awards: See chart.
    Estimated Average Size of Awards: See chart.
    Maximum Awards: See chart.
    Estimated Number of Awards: See chart.
    Project Period: See chart.

[[Page 10016]]



                                                       Individuals With Disabilities Education Act Application Notice for Fiscal Year 2004
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
                                                                                                                                           Estimated
                                                              Deadline for transmittal       Deadline for        Estimated    Estimated     average      Maximum     Estimated
       CFDA number and name          Applications  available       of applications         intergovernmental     available     range of     size of    award  (per   number of   Project  period
                                                                                                review             funds        awards       awards      year)\*\      awards
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
84.325A Preparation of Special      March 4, 2004...........  April 16, 2004..........  June 15, 2004.........   $6,000,000  $200,000-$2     $224,440     $250,000           24  Up to 60
 Education, Related Services, and                                                                                                 50,000                                          months.
 Early Intervention Personnel to
 Serve Infants, Toddlers, and
 Children with Low-Incidence
 Disabilities\**\.
84.325D Preparation of Leadership   March 4, 2004...........  April 9, 2004...........  June 8, 2004..........    3,174,000  171,969-200      196,200      200,000           16  Up to 48
 Personnel.                                                                                                                         ,000                                          months.
84.325E Preparation of Personnel    March 4, 2004...........  April 9, 2004...........  June 8, 2004..........    2,000,000  186,234-200      196,450      200,000           10  Up to 48
 in Minority Institutions.                                                                                                          ,000                                          months.
84.325H Improving the Preparation   March 4, 2004...........  April 5, 2004...........  June 1, 2004..........    3,026,796  163,848-200      196,840      200,000           15  Up to 48
 of Personnel to Serve Children                                                                                                     ,000                                          months.
 with High-Incidence Disabilities.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
\*\ We will reject any application that proposes a budget exceeding the maximum award for a single budget period of 12 months.
Note: The Department of Education is not bound by any estimates in this notice.
\**\ Under this absolute priority, we plan to award approximately:
60 percent of the available funds for projects that support careers in special education, including early childhood educators;
10 percent of the available funds for projects that support careers in educational interpreter services for hearing impaired individuals;
15 percent of the available funds for projects that support careers in related services, other than educational interpreter services; and
15 percent of the available funds for projects that support careers in early intervention.

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 
program must make positive efforts to employ and advance in employment 
qualified individuals with disabilities (see section 606 of IDEA).
    (b) Each applicant and grant recipient funded under this program 
must involve individuals with disabilities or parents of individuals 
with disabilities in planning, implementing, and evaluating the project 
(see section 661(f)(1)(A) of IDEA).
    (c) Applicants funded under this program must submit annual data on 
each scholar who receives grant support. The scholar data will be due 
within 60 days after the end of each grant budget year and will be 
submitted electronically. Applicants are encouraged to visit the 
Personnel Prep Data (PPD) Web site at www.osepppd.org for further 
information.
    (d) Each project funded under this program must budget for a two-
day Project Directors' meeting in Washington, DC, during each year of 
the project.
    (e) In a single application an applicant may address only one 
absolute priority.
    (f) If a project maintains a Web site, it must include relevant 
information and documents in an accessible form.

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: 1-301-470-1244. 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: www.ed.gov/pubs/edpubs.html or you may contact ED Pubs at its e-mail address: 
[email protected].
    If you request an application from ED Pubs, be sure to identify 
each competition by its respective CFDA number as follows: CFDA number 
84.325A, 84.325D, 84.325E, or 84.325H.
    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 Contract 
Services Team listed 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 50 pages for each absolute priority, 
using the following standards:
    [sbull] A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
    [sbull] Double space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, references, and captions, as well as all text in 
charts, tables, figures, and graphs.
    [sbull] Use a font that is either 12-point or larger or no smaller 
than 10 pitch (characters per inch).
    The page limit does not apply to Part I, the cover sheet; Part II, 
the budget section, including the narrative budget justification; Part 
IV, the assurances and certifications; or the one-page abstract, the 
resumes, the bibliography, the references, the letters of support, or 
the appendix. However, you must include all of the application 
narrative in Part III.
    We will reject your application if--
    [sbull] You apply these standards and exceed the page limit; or
    [sbull] You apply other standards and exceed the equivalent of the 
page limit.

[[Page 10017]]

    3. Submission Dates and Times: Applications Available: See chart.
    Deadline for Transmittal of Applications: See chart. The dates and 
times for the transmittal of applications by mail or by hand (including 
a courier service or commercial carrier) are in the application package 
for this program. The application package also specifies the hours of 
operation of the e-Application Web site.
    We do not consider an application that does not comply with the 
deadline requirements.
    Deadline for Intergovernmental Review: See chart.
    4. Intergovernmental Review: This program is subject to Executive 
Order 12372 and the regulations in 34 CFR part 79. Information about 
Intergovernmental Review of Federal Programs under Executive Order 
12372 is in the application package for these competitions.
    5. Funding Restrictions: We reference additional regulations 
outlining funding restrictions in the Applicable Regulations section of 
this notice.
    6. Other Submission Requirements: Instructions and requirements for 
the transmittal of applications by mail or by hand (including a courier 
service or commercial carrier) are in the application package for this 
program.

Application Procedures

    Note: Some of the procedures in these instructions for 
transmitting applications differ from those in the Education 
Department General Administrative Regulations (EDGAR) (34 CFR 
75.102). Under the Administrative Procedure Act (5 U.S.C. 553) the 
Department generally offers interested parties the opportunity to 
comment on proposed regulations. However, these amendments make 
procedural changes only and do not establish new substantive policy. 
Therefore, under 5 U.S.C. 553(b)(A), the Secretary has determined 
that proposed rulemaking is not required.

    Pilot Project for Electronic Submission of Applications:
    We are continuing to expand our pilot project for electronic 
submission of applications to include additional formula grant programs 
and additional discretionary grant competitions. The Personnel 
Preparation To Improve Services and Results for Children with 
Disabilities program--CFDA Numbers 84.325A, D, E, and H is one of the 
programs included in the pilot project. If you are an applicant for a 
grant under the Personnel Preparation To Improve Services and Results 
for Children With Disabilities program, you may submit your application 
to us in either electronic or paper format.
    The pilot project involves the use of the Electronic Grant 
Application System (e-Application). If you use e-Application, you will 
be entering data online while completing your application. You may not 
e-mail an electronic copy of a grant application to us. If you 
participate in this voluntary pilot project by submitting an 
application electronically, the data you enter online will be saved 
into a database. We request your participation in e-Application. We 
shall continue to evaluate its success and solicit suggestions for its 
improvement.
    If you participate in e-Application, please note the following:
    [sbull] Your participation is voluntary.
    [sbull] When you enter the e-Application system, you will find 
information about its hours of operation. We strongly recommend that 
you do not wait until the application deadline date to initiate an e-
Application package.
    [sbull] You will not receive additional point value because you 
submit a grant application in electronic format, nor will we penalize 
you if you submit an application in paper format.
    [sbull] You may submit all documents electronically, including the 
Application for Federal Education Assistance (ED 424), Budget 
Information--Non-Construction Programs (ED 524), and all necessary 
assurances and certifications.
    [sbull] Your e-Application must comply with any page limit 
requirements described in this notice.
    [sbull] After you electronically submit your application, you will 
receive an automatic acknowledgement, which will include a PR/Award 
number (an identifying number unique to your application).
    [sbull] Within three working days of submitting your electronic 
application, fax a signed copy of the Application for Federal Education 
Assistance (ED 424) to the Application Control Center after following 
these steps:
    1. Print ED 424 from e-Application.
    2. The institution's Authorizing Representative must sign this 
form.
    3. Place the PR/Award number in the upper right hand corner of the 
hard copy signature page of the ED 424.
    4. Fax the signed ED 424 to the Application Control Center at 1-
202-260-1349.
    We may request that you give us original signatures on other forms 
at a later date.
    Application Deadline Date Extension in Case of System 
Unavailability: If you elect to participate in the e-Application pilot 
for the Personnel Preparation to Improve Services and Results for 
Children with Disabilities program and you are prevented from 
submitting your application on the application deadline date because 
the e-Application system is unavailable, we will grant you an extension 
of one business day in order to transmit your application 
electronically, by mail or hand delivery. We will grant this extension 
if--
    1. You are a registered user of e-Application, and have initiated 
an e-Application for this competition; and
    2. (a) The e-Application system is unavailable for 60 minutes or 
more between the hours of 8:30 a.m. and 3:30 p.m., Washington, DC, 
time, on the application deadline date; or
    (b) The e-Application system is unavailable for any period of time 
during the last hour of operation (that is, for any period of time 
between 3:30 p.m. and 4:30 p.m., Washington, DC, time) on the 
application deadline date.
    We must acknowledge and confirm these periods of unavailability 
before granting you an extension. To request this extension or to 
confirm our acknowledgement of any system unavailability, you may 
contact either (1) the persons listed elsewhere in this notice under 
For Further Information Contact (see VII. Agency Contact) or (2) the e-
GRANTS help desk at 1-888-336-8930.
    You may access the electronic grant application for the Personnel 
Preparation to Improve Services and Results for Children with 
Disabilities program at http://e-grants.ed.gov.

V. Application Review Information

    Selection Criteria: The selection criteria for these competitions 
are listed in 34 CFR 75.210. The specific selection criteria to be used 
for these competitions will be provided 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 Notice 
(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.

[[Page 10018]]

    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 established a set of performance 
measures that are designed to yield information on the effectiveness of 
the Personnel Preparation program. These measures address: (1) the 
percentage of scholars that complete their program; and (2) the 
percentage of scholars employed upon program completion in the area 
trained.
    If funded, applicants will be asked to collect and report data 
through the Personnel Preparation Data (PPD) Web site at 
www.osepppd.org (see section III.3.(c) of this notice for further 
information on the PPD) and in their required annual performance 
reports. The PPD and annual performance reports are designed, in part, 
to provide an opportunity for grantees to document their success in 
addressing these performance measures.
    Beyond the performance measures previously described, the 
Department is also currently developing measures that will be designed 
to yield information on various aspects of program quality (e.g., the 
extent to which programs support scholars who are highly qualified for 
the position for which they are trained; the extent to which the 
curricula of training programs reflect the current knowledge base on 
effective practices; and the percentage of program completers 
maintaining employment for three or more years in the area(s) for which 
they were trained) for projects funded under this notice. If funded, 
applicants will also be asked to participate in assessing and providing 
information on program quality.

VII. Agency Contact

FOR FURTHER INFORMATION CONTACT: The Grants and Contracts Services 
Team, U.S. Department of Education, 400 Maryland Avenue, SW., room 
3317, Switzer Building, Washington, DC 20202-2550. Telephone: 1-202-
205-8207.
    If you use a telecommunications device for the deaf (TDD), you may 
call the Federal Information Relay Service (FIRS) at 1-800-877-8339.
    Individuals with disabilities may obtain this document in an 
alternative format (e.g., Braille, large print, audiotape, or computer 
diskette) on request to the Grants and Contracts Services Team listed 
in this section.

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: 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 1-202-512-1530.

    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: www.gpoaccess.gov/nara/index.html.


    Dated: February 24, 2004.
Troy R. Justesen,
Acting Deputy Assistant Secretary for Special Education and 
Rehabilitative Services.
[FR Doc. 04-4722 Filed 3-2-04; 8:45 am]
BILLING CODE 4000-01-P