[Federal Register Volume 71, Number 227 (Monday, November 27, 2006)]
[Notices]
[Pages 68571-68577]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: E6-20022]


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DEPARTMENT OF EDUCATION


Office of Special Education and Rehabilitative Services; Overview 
Information

State Personnel Development Grants Program

Notice inviting applications for new awards for fiscal year (FY) 2006 
(to be awarded in FY 2007)

Catalog of Federal Domestic Assistance (CFDA) Number: 84.323A.

    Dates: Applications Available: November 27, 2006.
    Deadline for Transmittal of Applications: May 29, 2007.
    Deadline for Intergovernmental Review: May 29, 2007.
    Eligible Applicants: A State educational agency (SEA) of one of the 
50 States, the District of Columbia, or the Commonwealth of Puerto Rico 
or an outlying area (United States Virgin Islands, Guam, American 
Samoa, and the Commonwealth of the Northern Mariana Islands). Current 
State Program Improvement Grant grantees with multi-year awards who 
wish to apply for a grant under the State Personnel Development Grants 
Program may do so, subject to section 651(e) of the Individuals with 
Disabilities Education Act (IDEA), which prohibits a State requesting a 
continuation award under the State Improvement Grant Program, as in 
effect prior to December 3, 2004, from receiving any other award under 
this program authority for that fiscal year.
    Estimated Available Funds: $28,600,000.
    Estimated Range of Awards: In the case of the 50 States, the 
District of Columbia, and the Commonwealth of Puerto Rico, award 
amounts will be not less than $500,000, nor more than $4,000,000. In 
the case of an outlying area, awards will be not less than $80,000.


    Note: Consistent with 34 CFR Sec.  75.104(b) of the Education 
Department General Administrative Regulations (EDGAR), we will 
reject, without consideration or evaluation, any application that 
proposes a project funding level for any fiscal year that exceeds 
the stated maximum award amount of $4,000,000 for that fiscal year.


    We will set the amount of each grant after considering--
    (1) The amount of funds available for making grants;
    (2) The relative population of the State or outlying area;
    (3) The types of activities proposed by the State or outlying area;
    (4) The alignment of proposed activities with section 612(a)(14) of 
IDEA;
    (5) The alignment of proposed activities with State plans and 
applications submitted under sections 1111 and 2112, respectively, of 
the Elementary and Secondary Education Act of 1965, as amended (ESEA); 
and
    (6) The use, as appropriate, of scientifically-based research and 
instruction.
    Estimated Average Size of Awards: $1,020,000, excluding outlying 
areas.
    Estimated Number of Awards: 28.

    Note: The Department is not bound by any estimates in this 
notice.

    Project Period: Not less than one year and not more than five 
years.

[[Page 68572]]

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purpose of this program is to assist SEAs 
in reforming and improving their systems for personnel preparation and 
professional development in early intervention, educational, and 
transition services in order to improve results for children with 
disabilities.
    Priorities: In accordance with 34 CFR 75.105(b)(2)(v) this priority 
is from the notice of final priority for this program published in the 
Federal Register on June 9, 2006 (71 FR 33578).
    Absolute Priority: For FY 2006 this priority is an absolute 
priority. Under 34 CFR Sec.  75.105(c)(3), we consider only 
applications that meet this priority.
    Priority: The Assistant Secretary establishes a priority to assist 
SEAs in reforming and improving their personnel preparation and 
professional development systems for teachers, principals, 
administrators, related services personnel, paraprofessionals, and 
early intervention personnel. The intent of this priority is to improve 
educational results for children with disabilities through the delivery 
of high quality instruction and the recruitment, hiring, and retention 
of highly qualified special education teachers.
    In order to meet this priority an applicant must demonstrate that 
the project for which it seeks funding--
    (1) Provides professional development activities that improve the 
knowledge and skills of personnel as defined in section 651(b) of IDEA 
in delivering scientifically-based instruction to meet the needs of, 
and improve the performance and achievement of infants, toddlers, 
preschoolers, and children with disabilities; (2) Implements practices 
to sustain the knowledge and skills of personnel who have received 
training in scientifically-based instruction; and (3) Implements 
strategies that are effective in promoting the recruitment, hiring, and 
retention of highly qualified special education teachers in accordance 
with section 602(10) and section 612(a)(14) of IDEA.
    Projects funded under this priority must also:
    (a) Budget for a three-day Project Directors' meeting in 
Washington, DC during each year of the project;
    (b) Budget $4,000 annually for support of the State Personnel 
Development Grants Program Web site currently administered by the 
University of Oregon (http://www.signetwork.org); and
    (c) If a project receiving assistance under this program authority 
maintains a Web site, include relevant information and documents in a 
form that meets a government or industry-recognized standard for 
accessibility.

Statutory Requirements

State Personnel Development Plan
    Applicants must submit a State Personnel Development Plan that 
identifies and addresses the State and local needs for personnel 
preparation and professional development of personnel, as well as 
individuals who provide direct supplementary aids and services to 
children with disabilities, and that--
    (a) Is designed to enable the State to meet the requirements of 
section 612(a)(14) and section 635(a) (8) and (9) of IDEA;
    (b) Is based on an assessment of State and local needs that 
identifies critical aspects and areas in need of improvement related to 
the preparation, ongoing training, and professional development of 
personnel who serve infants, toddlers, preschoolers, and children with 
disabilities within the State, including--
    (i) Current and anticipated personnel vacancies and shortages; and
    (ii) The number of preservice and inservice programs; and
    (c) Is integrated and aligned, to the maximum extent possible, with 
State plans and activities under the ESEA, the Rehabilitation Act of 
1973, as amended, and the Higher Education Act of 1965, as amended 
(HEA);
    (d) Describes a partnership agreement that is in effect for the 
period of the grant, which agreement shall specify--
    (i) The nature and extent of the partnership described in 
accordance with section 652(b) of IDEA and the respective roles of each 
member of the partnership, including, if applicable, an individual, 
entity, or agency other than the SEA that has the responsibility under 
State law for teacher preparation and certification; and
    (ii) How the SEA will work with other persons and organizations 
involved in, and concerned with, the education of children with 
disabilities, including the respective roles of each of the persons and 
organizations;
    (e) Describes how the strategies and activities the SEA uses to 
address identified professional development and personnel needs will be 
coordinated with activities supported with other public resources 
(including funds provided under Part B and Part C of IDEA and retained 
for use at the State level for personnel and professional development 
purposes) and private resources;
    (f) Describes how the SEA will align its personnel development plan 
with the plan and application submitted under sections 1111 and 2112, 
respectively, of the ESEA;
    (g) Describes those strategies the SEA will use to address the 
identified professional development and personnel needs and how such 
strategies will be implemented, including--
    (i) A description of the programs and activities that will provide 
personnel with the knowledge and skills to meet the needs of, and 
improve the performance and achievement of, infants, toddlers, 
preschoolers, and children with disabilities; and
    (ii) How such strategies will be integrated, to the maximum extent 
possible, with other activities supported by grants funded under 
section 662 of IDEA;
    (h) Provides an assurance that the SEA will provide technical 
assistance to local educational agencies (LEAs) to improve the quality 
of professional development available to meet the needs of personnel 
who serve children with disabilities;
    (i) Provides an assurance that the SEA will provide technical 
assistance to entities that provide services to infants and toddlers 
with disabilities to improve the quality of professional development 
available to meet the needs of personnel serving those children;
    (j) Describes how the SEA will recruit and retain highly qualified 
teachers and other qualified personnel in geographic areas of greatest 
need;
    (k) Describes the steps the SEA will take to ensure that 
economically disadvantaged and minority children are not taught at 
higher rates by teachers who are not highly qualified; and
    (l) Describes how the SEA will assess, on a regular basis, the 
extent to which the strategies implemented have been effective in 
meeting the performance goals described in section 612(a)(15) of IDEA.

Partnerships

Required Partners
    Applicants shall establish a partnership with LEAs and other State 
agencies involved in, or concerned with, the education of children with 
disabilities, including--
    (a) Not less than one institution of higher education; and
    (b) The State agencies responsible for administering Part C of 
IDEA, early education, child care, and vocational rehabilitation 
programs.
Other Partners
    An SEA shall work in partnership with other persons and 
organizations

[[Page 68573]]

involved in, and concerned with, the education of children with 
disabilities, which may include--
    (a) The Governor;
    (b) Parents of children with disabilities ages birth through 26;
    (c) Parents of nondisabled children ages birth through 26;
    (d) Individuals with disabilities;
    (e) Parent training and information centers or community parent 
resource centers funded under sections 671 and 672 of IDEA, 
respectively;
    (f) Community-based and other nonprofit organizations involved in 
the education and employment of individuals with disabilities;
    (g) Personnel as defined in section 651(b) of IDEA;
    (h) The State advisory panel established under Part B of IDEA;
    (i) The State interagency coordinating council established under 
Part C of IDEA;
    (j) Individuals knowledgeable about vocational education;
    (k) The State agency for higher education;
    (l) Noneducational public agencies with jurisdiction in the areas 
of health, mental health, social services, and juvenile justice;
    (m) Other providers of professional development who work with 
infants, toddlers, preschoolers, and children with disabilities;
    (n) Other individuals; and
    (o) In cases where the SEA is not responsible for teacher 
certification, an individual, entity, or agency responsible for teacher 
certification as defined in section 652(b)(3) of IDEA.

Use of funds

    (a) Professional Development Activities--Consistent with this 
priority, each SEA that receives a State Personnel Development Grant 
under this program shall use the grant funds to support activities in 
accordance with the State's Personnel Development Plan, including one 
or more of the following:
    (1) Carrying out programs that provide support to both special 
education and regular education teachers of children with disabilities 
and principals, such as programs that--
    (i) Provide teacher mentoring, team teaching, reduced class 
schedules and case loads, and intensive professional development;
    (ii) Use standards or assessments for guiding beginning teachers 
that are consistent with challenging State student academic achievement 
and functional standards and with the requirements for professional 
development, as defined in section 9101 of the ESEA; and
    (iii) Encourage collaborative and consultative models of providing 
early intervention, special education, and related services.
    (2) Encouraging and supporting the training of special education 
and regular education teachers and administrators to effectively use 
and integrate technology--
    (i) Into curricula and instruction, including training to improve 
the ability to collect, manage, and analyze data to improve teaching, 
decision-making, school improvement efforts, and accountability;
    (ii) To enhance learning by children with disabilities; and
    (iii) To effectively communicate with parents.
    (3) Providing professional development activities that--
    (i) Improve the knowledge of special education and regular 
education teachers concerning--
    (A) The academic and developmental or functional needs of students 
with disabilities; or
    (B) Effective instructional strategies, methods, and skills, and 
the use of State academic content standards and student academic 
achievement and functional standards, and State assessments, to improve 
teaching practices and student academic achievement;
    (ii) Improve the knowledge of special education and regular 
education teachers and principals and, in appropriate cases, 
paraprofessionals, concerning effective instructional practices, that--
    (A) Provide training in how to teach and address the needs of 
children with different learning styles and children who are limited 
English proficient;
    (B) Involve collaborative groups of teachers, administrators, and, 
in appropriate cases, related services personnel;
    (C) Provide training in methods of--
    (I) Positive behavioral interventions and supports to improve 
student behavior in the classroom;
    (II) Scientifically-based reading instruction, including early 
literacy instruction;
    (III) Early and appropriate interventions to identify and help 
children with disabilities;
    (IV) Effective instruction for children with low incidence 
disabilities;
    (V) Successful transitioning to postsecondary opportunities; and
    (VI) Classroom-based techniques to assist children prior to 
referral for special education;
    (D) Provide training to enable personnel to work with and involve 
parents in their child's education, including parents of low income and 
limited English proficient children with disabilities;
    (E) Provide training for special education personnel and regular 
education personnel in planning, developing, and implementing effective 
and appropriate individualized education programs (IEPs); and
    (F) Provide training to meet the needs of students with significant 
health, mobility, or behavioral needs prior to serving those students;
    (iii) Train administrators, principals, and other relevant school 
personnel in conducting effective IEP meetings; and
    (iv) Train early intervention, preschool, and related services 
providers, and other relevant school personnel, in conducting effective 
individualized family service plan (IFSP) meetings.
    (4) Developing and implementing initiatives to promote the 
recruitment and retention of highly qualified special education 
teachers, particularly initiatives that have been proven effective in 
recruiting and retaining highly qualified teachers, including programs 
that provide--
    (i) Teacher mentoring from exemplary special education teachers, 
principals, or superintendents;
    (ii) Induction and support for special education teachers during 
their first three years of employment as teachers; or
    (iii) Incentives, including financial incentives, to retain special 
education teachers who have a record of success in helping students 
with disabilities.
    (5) Carrying out programs and activities that are designed to 
improve the quality of personnel who serve children with disabilities, 
such as--
    (i) Innovative professional development programs (which may be 
provided through partnerships that include institutions of higher 
education), including programs that train teachers and principals to 
integrate technology into curricula and instruction to improve 
teaching, learning, and technology literacy, which professional 
development shall be consistent with the definition of professional 
development in section 9101 of the ESEA; and
    (ii) The development and use of proven, cost effective strategies 
for the implementation of professional development activities, such as 
through the use of technology and distance learning.
    (6) Carrying out programs and activities that are designed to 
improve the quality of early intervention personnel, including 
paraprofessionals and primary referral sources, such as--

[[Page 68574]]

    (i) Professional development programs to improve the delivery of 
early intervention services;
    (ii) Initiatives to promote the recruitment and retention of early 
intervention personnel; and
    (iii) Interagency activities to ensure that early intervention 
personnel are adequately prepared and trained.
    (b) Other Activities--Consistent with this priority, each SEA that 
receives a State Personnel Development Grant under this program shall 
use the grant funds to support activities in accordance with the 
State's Personnel Development Plan, including one or more of the 
following:
    (1) Reforming special education and regular education teacher 
certification (including recertification) or licensing requirements to 
ensure that--
    (i) Special education and regular education teachers have--
    (A) The training and information necessary to address the full 
range of needs of children with disabilities across disability 
categories; and
    (B) The necessary subject matter knowledge and teaching skills in 
the academic subjects that the teachers teach;
    (ii) Special education and regular education teacher certification 
(including recertification) or licensing requirements are aligned with 
challenging State academic content standards; and
    (iii) Special education and regular education teachers have the 
subject matter knowledge and teaching skills, including technology 
literacy, necessary to help students with disabilities meet challenging 
State student academic achievement and functional standards.
    (2) Programs that establish, expand, or improve alternative routes 
for State certification of special education teachers for highly 
qualified individuals with a baccalaureate or master's degree, 
including mid-career professionals from other occupations, 
paraprofessionals, and recent college or university graduates with 
records of academic distinction who demonstrate the potential to become 
highly effective special education teachers.
    (3) Teacher advancement initiatives for special education teachers 
that promote professional growth and emphasize multiple career paths 
(such as paths to becoming a career teacher, mentor teacher, or 
exemplary teacher) and pay differentiation.
    (4) Developing and implementing mechanisms to assist LEAs and 
schools in effectively recruiting and retaining highly qualified 
special education teachers.
    (5) Reforming tenure systems, implementing teacher testing for 
subject matter knowledge, and implementing teacher testing for State 
certification or licensing, consistent with Title II of the HEA.
    (6) Funding projects to promote reciprocity of teacher 
certification or licensing between or among States for special 
education teachers, except that no reciprocity agreement developed 
under this priority may lead to the weakening of any State teacher 
certification or licensing requirement.
    (7) Assisting LEAs to serve children with disabilities through the 
development and use of proven, innovative strategies to deliver 
intensive professional development programs that are both cost 
effective and easily accessible, such as strategies that involve 
delivery through the use of technology, peer networks, and distance 
learning.
    (8) Developing, or assisting LEAs in developing, merit based 
performance systems, and strategies that provide differential and bonus 
pay for special education teachers.
    (9) Supporting activities that ensure that teachers are able to use 
challenging State academic content standards and student academic 
achievement and functional standards, and State assessments for all 
children with disabilities, to improve instructional practices and 
improve the academic achievement of children with disabilities.
    (10) When applicable, coordinating with, and expanding centers 
established under, section 2113(c)(18) of the ESEA to benefit special 
education teachers.
    (c) Contracts and Subgrants--An SEA that receives a grant under 
this program--
    (1) Shall award contracts or subgrants to LEAs, institutions of 
higher education, parent training and information centers, or community 
parent resource centers, as appropriate, to carry out the State plan; 
and
    (2) May award contracts and subgrants to other public and private 
entities, including the lead agency under Part C of IDEA, to carry out 
the State plan.
    (d) Use of Funds for Professional Development--An SEA that receives 
a grant under this program shall use--
    (1) Not less than 90 percent of the funds the SEA receives under 
the grant for any fiscal year for the Professional Development 
Activities described in paragraph (a); and
    (2) Not more than 10 percent of the funds the SEA receives under 
the grant for any fiscal year for the Other Activities described in 
paragraph (b).
    (e) Grants to Outlying Areas--Public Law 95-134, permitting the 
consolidation of grants to the outlying areas, shall not apply to funds 
received under this program authority.

    Program Authority: 20 U.S.C. 1451 through 1455.

    Applicable Regulations: (a) EDGAR in 34 CFR parts 74, 75, 77, 79, 
80, 81, 82, 84, 85, 97, 98, and 99. (b) The notice of final priority 
for this program published in the Federal Register on June 9, 2006 (71 
FR 33578).


    Note: The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian tribes.


    II. Award Information
    Type of Award: Discretionary grants.
    Estimated Available Funds: $28,600,000.
    Estimated Range of Awards: In the case of the 50 States, the 
District of Columbia, and the Commonwealth of Puerto Rico, award 
amounts will be not less than $500,000, nor more than $4,000,000. In 
the case of an outlying area awards will be not less than $80,000.


    Note: Consistent with 34 CFR Sec.  75.104(b) of EDGAR, we will 
reject, without consideration or evaluation, any application that 
proposes a project funding level for any fiscal year that exceeds 
the stated maximum award amount of $4,000,000 for that fiscal year.


    We will set the amount of each grant after considering--
    (1) The amount of funds available for making the grants;
    (2) The relative population of the State or outlying area;
    (3) The types of activities proposed by the State or outlying area;
    (4) The alignment of proposed activities with section 612(a)(14) of 
IDEA;
    (5) The alignment of proposed activities with State plans and 
applications submitted under sections 1111 and 2112, respectively, of 
the ESEA; and
    (6) The use, as appropriate, of scientifically-based research and 
instruction.
    Estimated Average Size of Awards: $1,020,000, excluding outlying 
areas.
    Estimated Number of Awards: 28.


    Note: The Department is not bound by any estimates in this 
notice.


    Project Period: Not less than one year and not more than five 
years.

III. Eligibility Information

    1. Eligible Applicants: An SEA of one of the 50 States, the 
District of Columbia, or the Commonwealth of Puerto Rico or an outlying 
area (United

[[Page 68575]]

States Virgin Islands, Guam, American Samoa, and the Commonwealth of 
the Northern Mariana Islands). Current State Program Improvement Grant 
grantees with multi-year awards who wish to apply for a grant under the 
State Personnel Development Grants Program may do so, subject to 
section 651(e) of IDEA, which prohibits a State requesting a 
continuation award under the State Improvement Grant Program, as in 
effect prior to December 3, 2004, from receiving any other award under 
this program authority for that fiscal year.
    2. Cost Sharing or Matching: This competition does not involve cost 
sharing or matching.
    3. Other: General Requirements--The projects funded under this 
competition must make positive efforts to employ and advance in 
employment qualified individuals with disabilities (see section 606 of 
IDEA).

IV. Application and Submission Information

    1. Address to Request Application Package: Education Publications 
Center (ED Pubs), P.O. Box 1398, Jessup, MD 20794-1398. Telephone (toll 
free): 1-877-433-7827. FAX: (301) 470-1244. If you use a 
telecommunications device for the deaf (TDD), you may call (toll free): 
1-877-576-7734.
    You may also contact ED Pubs at its Web site: 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 
this competition as follows: CFDA Number 84.323A.
    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 program contact 
person listed under For Further Information Contact in section VII of 
this notice.
    2. Content and Form of Application Submission: Requirements 
concerning the content of an application, together with the forms you 
must submit, are in the application package for this competition. Page 
Limit: The application narrative (Part III of the application) is where 
you, the applicant, address the selection criteria that reviewers use 
to evaluate your application. You must limit Part III to the equivalent 
of no more than 100 pages, using the following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, references, and captions, as well as all text in 
charts, tables, figures, and graphs.
     Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
    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, or the letters of support. 
However, you must include all of the application narrative in Part III.
    We will reject your application if--
     You apply these standards and exceed the page limit; or
     You apply other standards and exceed the equivalent of the 
page limit.
    3. Submission Dates and Times:
    Applications Available: November 27, 2006. Deadline for Transmittal 
of Applications: March 27, 2007.
    Applications for grants under this competition may be submitted 
electronically using the Grants.gov Apply site (Grants.gov), or in 
paper format by mail or hand delivery. For information (including dates 
and times) about how to submit your application electronically, or by 
mail or hand delivery, please refer to section IV. 6. Other Submission 
Requirements in this notice.
    We do not consider an application that does not comply with the 
deadline requirements.
    Deadline for Intergovernmental Review: May 29, 2007.
    4. Intergovernmental Review: This program is subject to Executive 
Order 12372 and the regulations in 34 CFR part 79. Information about 
Intergovernmental Review of Federal Programs under Executive Order 
12372 is in the application package for this competition.
    5. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    6. Other Submission Requirements: Applications for grants under 
this competition may be submitted electronically or in paper format by 
mail or hand delivery.
    a. Electronic Submission of Applications.
    We have been accepting applications electronically through the 
Department's e-Application system since FY 2000. In order to expand on 
those efforts and comply with the President's Management Agenda, we are 
continuing to participate as a partner in the new governmentwide 
Grants.gov Apply site in FY 2007. The State Personnel Development 
Grants Program--CFDA Number 84.323A is one of the competitions included 
in this project. We request your participation in Grants.gov.
    If you choose to submit your application electronically, you must 
use the Grants.gov Apply site at http://www.Grants.gov. Through this 
site, you will be able to download a copy of the application package, 
complete it offline, and then upload and submit your application. You 
may not e-mail an electronic copy of a grant application to us.
    You may access the electronic grant application for the State 
Personnel Development Grants Program--CFDA Number 84.323A at: http://
www.grants.gov. You must search for the downloadable application 
package for this program by the CFDA number. Do not include the CFDA 
number's alpha suffix in your search.
    Please note the following:
     Your participation in Grants.gov is voluntary.
     When you enter the Grants.gov site, you will find 
information about submitting an application electronically through the 
site, as well as the hours of operation.
     Applications received by Grants.gov are time and date 
stamped. Your application must be fully uploaded and submitted, and 
must be date/time stamped by the Grants.gov system no later than 4:30 
p.m., Washington, DC time, on the application deadline date. Except as 
otherwise noted in this section, we will not consider your application 
if it is date/time stamped by the Grants.gov system later than 4:30 
p.m., Washington, DC time, on the application deadline date. When we 
retrieve your application from Grants.gov, we will notify you if we are 
rejecting your application because it was date/time stamped by the 
Grants.gov system after 4:30 p.m., Washington, DC time, on the 
application deadline date.
     The amount of time it can take to upload an application 
will vary depending on a variety of factors including the size of the 
application and the speed of your Internet connection. Therefore, we 
strongly recommend that you do not wait until the application deadline 
date to begin the application process through Grants.gov.
     You should review and follow the Education Submission 
Procedures for submitting an application through Grants.gov that are 
included in the application package for this competition

[[Page 68576]]

to ensure that you submit your application in a timely manner to the 
Grants.gov system. You can also find the Education Submission 
Procedures pertaining to Grants.gov at http://e-Grants.ed.gov/help/GrantsgovSubmissionProcedures.pdf.
     To submit your application via Grants.gov, you must 
complete all of the steps in the Grants.gov registration process (see 
http://www.grants.gov/applicants/get_registered.jsp). These steps 
include (1) registering your organization, (2) registering yourself as 
an Authorized Organization Representative (AOR), and (3) getting 
authorized as an AOR by your organization. Details on these steps are 
outlined in the Grants.gov 3-Step Registration Guide (see http://www.grants.gov/section910/Grants.govRegistrationBrochure.pdf). You also 
must provide on your application the same D-U-N-S Number used with this 
registration. Please note that the registration process may take five 
or more business days to complete, and you must have completed all 
registration steps to allow you to successfully submit an application 
via Grants.gov.
     You will not receive additional point value because you 
submit your application in electronic format, nor will we penalize you 
if you submit your application in paper format.
     You may submit all documents electronically, including all 
information typically included on the following forms: Application for 
Federal Assistance (SF 424), the Department of Education Supplemental 
Information for SF 424, Budget Information--Non-Construction Programs 
(ED 524), and all necessary assurances and certifications. Please note 
that two of these forms--the SF 424 and the Department of Education 
Supplemental Information for SF 424--have replaced the ED 424 
(Application for Federal Education Assistance). If you choose to submit 
your application electronically, you must attach any narrative sections 
of your application as files in a .DOC (document), .RTF (rich text), or 
.PDF (Portable Document) format. If you upload a file type other than 
the three file types specified above or submit a password protected 
file, we will not review that material.
     Your electronic application must comply with any page 
limit requirements described in this notice.
     After you electronically submit your application, you will 
receive an automatic acknowledgment from Grants.gov that contains a 
Grants.gov tracking number. The Department will retrieve your 
application from Grants.gov and send you a second confirmation by e-
mail that will include a PR/Award number (an ED-specified identifying 
number unique to your application).
     We may request that you provide us original signatures on 
forms at a later date. Application Deadline Date Extension in Case of 
System Unavailability
    If you are prevented from electronically submitting your 
application on the application deadline date because of technical 
problems with the Grants.gov system, we will grant you an extension 
until 4:30 p.m., Washington, DC time, the following business day to 
enable you to transmit your application electronically, or by hand 
delivery. You also may mail your application by following the mailing 
instructions as described elsewhere in this notice. If you submit an 
application after 4:30 p.m., Washington, DC time, on the deadline date, 
please contact the person listed elsewhere in this notice under For 
Further Information Contact, and provide an explanation of the 
technical problem you experienced with Grants.gov, along with the 
Grants.gov Support Desk Case Number (if available). We will accept your 
application if we can confirm that a technical problem occurred with 
the Grants.gov system and that that problem affected your ability to 
submit your application by 4:30 p.m., Washington, DC time, on the 
application deadline date. The Department will contact you after a 
determination is made on whether your application will be accepted.


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


    b. Submission of Paper Applications by Mail.
    If you submit your application in paper format by mail (through the 
U.S. Postal Service or a commercial carrier), you must mail the 
original and two copies of your application, on or before the 
application deadline date, to the Department at the applicable 
following address:
    By mail through the U.S. Postal Service: U.S. Department of 
Education, Application Control Center, Attention: (CFDA Number 
84.323A), 400 Maryland Avenue, SW., Washington, DC 20202-4260. or
    By mail through a commercial carrier: U.S. Department of Education, 
Application Control Center--Stop 4260, Attention: (CFDA Number 
84.323A), 7100 Old Landover Road, Landover, MD 20785-1506.
    Regardless of which address you use, you must show proof of mailing 
consisting of one of the following:
    (1) A legibly dated U.S. Postal Service postmark,
    (2) A legible mail receipt with the date of mailing stamped by the 
U.S. Postal Service,
    (3) A dated shipping label, invoice, or receipt from a commercial 
carrier, or
    (4) Any other proof of mailing acceptable to the Secretary of the 
U.S. Department of Education.
    If you mail your application through the U.S. Postal Service, we do 
not accept either of the following as proof of mailing:
    (1) A private metered postmark, or
    (2) A mail receipt that is not dated by the U.S. Postal Service.
    If your application is postmarked after the application deadline 
date, we will not consider your application.


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


    c. Submission of Paper Applications by Hand Delivery.
    If you submit your application in paper format by hand delivery, 
you (or a courier service) must deliver the original and two copies of 
your application by hand, on or before the application deadline date, 
to the Department at the following address: U.S. Department of 
Education, Application Control Center, Attention: (CFDA Number 
84.323A), 550 12th Street, SW., Room 7041, Potomac Center Plaza, 
Washington, DC 20202-4260.
    The Application Control Center accepts hand deliveries daily 
between 8 a.m. and 4:30 p.m., Washington, DC time, except Saturdays, 
Sundays and Federal holidays.


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



[[Page 68577]]



V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210 and are listed in the application package.
    2. Treating A Priority As Two Separate Competitions: In the past, 
there have been problems in finding peer reviewers without conflicts of 
interest for competitions in which many entities throughout the country 
submit applications. The Standing Panel requirements under IDEA also 
have placed additional constraints on the availability of reviewers. 
Therefore, the Department has determined that, for some discretionary 
competitions, applications may be separated into two or more groups and 
ranked and selected for funding within the specific group. This 
procedure will ensure the availability of a much larger group of 
reviewers without conflicts of interest. It also will increase the 
quality, independence and fairness of the review process and permit 
panel members to review applications under discretionary competitions 
for which they have also submitted applications. However, if the 
Department decides to select for funding an equal number of 
applications in each group, this may result in different cut-off points 
for fundable applications in each group.

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN). We may also notify you informally.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Reporting: At the end of your project period, you must submit a 
final performance report, including financial information, as directed 
by the Secretary. If you receive a multi-year award, you must submit an 
annual performance report that provides the most current performance 
and financial expenditure information as specified by the Secretary in 
34 CFR 75.118.
    4. Performance Measures: The goal of the State Personnel 
Development Grants (SPDG) Program is to reform and improve State 
systems for personnel preparation and professional development in early 
intervention, educational, and transition services in order to improve 
results for children with disabilities. Under the Government 
Performance and Results Act (GPRA), the Department has developed 
performance measures to assess the success of the program in meeting 
these goals. These measures are: (1) The percent of personnel receiving 
professional development through the SPDG program based on scientific- 
or evidence-based instructional practices; (2) the percentage of SPDG 
projects that have implemented personnel development/training 
activities that are aligned with improvement strategies identified in 
their State Performance Plan (SPP); (3) the percentage of professional 
development/training activities provided through the SPDG program based 
on scientific- or evidence-based instructional/behavioral practices; 
(4) the percentage of professional development/training activities 
based on scientific- or evidence-based instructional/behavioral 
practices, provided through the SPDG program, that are sustained 
through ongoing and comprehensive practices (e.g., mentoring, coaching, 
structured guidance, modeling, continuous inquiry, etc.); and (5) in 
States with SPDG projects that have special education teacher retention 
as a goal, the Statewide percentage of highly qualified special 
education teachers in State-identified professional disciplines (e.g., 
teachers of children with emotional disturbance, deafness, etc.) 
consistent with sections 602(a)(10) and 612(a)(14) of IDEA, who remain 
teaching after the first three years of employment.
    Each grantee must annually report its performance on these measures 
in the project's annual performance report to the Department in 
accordance with section 653(d) of IDEA and 34 CFR 75.590.

VII. Agency Contact

    For Further Information Contact: Larry Wexler, U.S. Department of 
Education, 400 Maryland Avenue, SW., room 4019, Potomac Center Plaza, 
Washington, DC 20202-2550. Telephone: (202) 245-7571.
    If you use a telecommunications device for the deaf (TDD), you may 
call the Federal Relay Service (FRS) at 1-800-877-8339.
    Individuals with disabilities may obtain this document in an 
alternative format (e.g., Braille, large print, audiotape, or computer 
diskette) on request by contacting the following office: The Grants and 
Contracts Services Team, U.S. Department of Education, 400 Maryland 
Avenue, SW., Potomac Center Plaza, Washington, DC 20202-2550. 
Telephone: (202) 245-7363.

VIII. Other Information

    Electronic Access to This Document: You may view this document, as 
well as all other documents of this Department published in the Federal 
Register, in text or Adobe Portable Document Format (PDF) on the 
Internet at the following site: www.ed.gov/news/fedregister.
    To use PDF you must have Adobe Acrobat Reader, which is available 
free at this site. If you have questions about using PDF, call the U.S. 
Government Printing Office (GPO), toll free, at 1-888-293-6498; or in 
the Washington, DC, area at (202) 512-1530.


    Note: The official version of this document is the document 
published in the Federal Register. Free Internet access to the 
official edition of the Federal Register and the Code of Federal 
Regulations is available on GPO Access at: www.gpoaccess.gov/nara/index.html.


    Dated: November 20, 2006.
John H. Hager,
Assistant Secretary for Special Education and Rehabilitative Services.
 [FR Doc. E6-20022 Filed 11-24-06; 8:45 am]
BILLING CODE 4000-01-P