[Federal Register Volume 73, Number 121 (Monday, June 23, 2008)]
[Notices]
[Pages 35376-35385]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: E8-14123]


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DEPARTMENT OF EDUCATION


Office of Special Education and Rehabilitative Services; Overview 
Information; Technical Assistance and Dissemination To Improve Services 
and Results for Children With Disabilities; Notice Inviting 
Applications for New Awards for Fiscal Year (FY) 2008

Catalog of Federal Domestic Assistance (CFDA) Numbers: 84.326L and 
84.326W.

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

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

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purpose of the Technical Assistance and 
Dissemination to Improve Services and Results for Children with 
Disabilities program is to promote academic achievement and improve 
results for children with disabilities by supporting technical 
assistance, model demonstration projects, dissemination of useful 
information, and implementation activities that are supported by 
scientifically based research.
    Priorities: In accordance with 34 CFR 75.105(b)(2)(iv) and (v), 
these priorities are from allowable activities specified in the 
statute, or otherwise authorized in the statute (see sections 663 and 
681(d) of the Individuals with Disabilities Education Act (IDEA)). Each 
of the absolute priorities announced in this notice corresponds to a 
separate competition as follows:

------------------------------------------------------------------------
            Absolute priority                 Competition CFDA  number
------------------------------------------------------------------------
Technical Assistance Center on Outcomes    84.326L
 for Infants, Toddlers, and Preschool
 Children with Disabilities.
National Dropout Center for Students with  84.326W
 Disabilities.
------------------------------------------------------------------------

    Absolute Priorities: For FY 2008 and any subsequent year in which 
we make awards based on the list of unfunded applicants from these 
competitions, these priorities are absolute priorities. Under 34 CFR 
75.105(c)(3), for each competition, we consider only applications that 
meet the absolute priority for that competition.
    The priorities are:

Absolute Priority 1--Technical Assistance Center on Outcomes for 
Infants, Toddlers, and Preschool Children With Disabilities (84.326L).

    Background: The Department's Office of Special Education Programs 
(OSEP) has provided national leadership to support States in their 
development of early childhood outcome systems (i.e., systems to 
collect and use child and family outcome data for accountability and 
program improvement purposes) for the Part C early intervention and 
Part B preschool programs under IDEA. For example, OSEP funded the 
Early Childhood Outcomes Center (ECO Center) in 2003 to promote the 
development and implementation of child and family outcome measures for 
infants, toddlers, and preschool children with disabilities that could 
be used in Federal and State accountability systems. At the Federal and 
State levels, outcome data are needed to monitor and assess the 
efficacy of Part C early intervention and Part B preschool programs. 
(For further information on the work of the ECO Center, go to http://www.the-eco-center.org).
    In the summer of 2005, after considering significant input from the 
ECO Center and from professionals and families in the early 
intervention and early childhood special education fields, OSEP 
announced three functional child outcomes for the Part C early 
intervention and the Part B preschool programs for States to report on 
in their State Performance Plans and Annual Performance Reports (SPPs/
APRs) beginning with the SPPs/APRs due in February 2008. The child 
outcomes for Part C and Part B preschool are as follows: The 
percentages of children receiving services under Part C and Part B 
preschool programs who demonstrate improved (a) positive social-
emotional skills (including social relationships); (b) acquisition and 
use of knowledge and skills (including early language/communication 
and, for preschool, early literacy); and (c) use of appropriate 
behaviors to meet their needs. These outcomes are outlined in the SPP/
APR packages under indicator 3 for the Part C program and indicator 7 
for the Part B program. Additionally, Part C early intervention 
programs must report on three family outcomes. The Part C family 
outcomes are as follows: The percentages of families participating in 
Part C programs who report that early intervention services have helped 
them (a) know their rights; (b) effectively

[[Page 35377]]

communicate their children's needs; and (c) help their children develop 
and learn. These outcomes are outlined in the Part C SPP/APR packages 
under indicator 4. More information on SPPs/APRs is available at: 
http://www.rrfcnetwork.org/content/view/248/358/.
    To date, States have made progress in developing and implementing 
outcome systems for their Part C early intervention and Part B 
preschool programs. However, States continue to need support in 
developing, implementing, and evaluating high quality outcome systems 
that produce valid, reliable, and accurate data. Additional work is 
needed to ensure that stakeholders, including administrators, service 
providers, policymakers, and families, understand the child and family 
outcomes and how to accurately measure these outcomes. Additionally, 
States continue to need support in: (a) Developing quality assurance 
processes to ensure that service providers are trained in collecting 
and reporting child outcome data and verifying the accuracy of that 
data; (b) analyzing and using child and family outcome data for program 
improvement at both the State and local levels; and (c) ensuring that 
the Part C early intervention and Part B preschool outcome systems are 
included in discussions as States plan accountability systems for other 
early care and education programs.
    Priority: The purpose of this priority is to fund a cooperative 
agreement to support the establishment and operation of a Technical 
Assistance Center on Outcomes for Infants, Toddlers, and Preschool 
Children With Disabilities (Center) that will provide national 
leadership to assist States with the implementation of high-quality 
outcome systems for early intervention and preschool special education 
programs.
    To be considered for funding under this absolute priority, 
applicants must meet the application requirements contained in this 
priority. All projects funded under this absolute priority also must 
meet the programmatic and administrative requirements specified in the 
priority.
    Application Requirements. An applicant must include in its 
application--
    (a) A logic model that depicts, at a minimum, the goals, 
activities, outputs, and outcomes of the proposed project. A logic 
model communicates how a project will achieve its outcomes and provides 
a framework for both the formative and summative evaluations of the 
project;

    Note: The following Web site provides more information on logic 
models and lists multiple online resources: http://www.cdc.gov/eval/resources.htm

    (b) A plan to implement the activities described in the Project 
Activities section of this priority;
    (c) A plan, linked to the proposed project's logic model, for a 
formative evaluation of the proposed project's activities. The plan 
must describe how the formative evaluation will use clear performance 
objectives to ensure continuous improvement in the operation of the 
proposed project, including objective measures of progress in 
implementing the project and ensuring the quality of products and 
services;
    (d) A budget for a summative evaluation to be conducted by an 
independent third party with experience in conducting evaluations;
    (e) A budget for attendance at the following:
    (1) A one and one half day kick-off meeting to be held in 
Washington, DC within four weeks after receipt of the award, and an 
annual planning meeting held in Washington, DC with the OSEP Project 
Officer during each subsequent year of the project period.
    (2) A three-day Project Directors' Conference in Washington, DC 
during each year of the project period.
    (3) A four-day Technical Assistance and Dissemination Conference in 
Washington, DC during each year of the project period.
    (4) One two-day trip annually to attend Department briefings, 
Department-sponsored conferences, and other meetings, as requested by 
OSEP; and
    (f) A line item in the proposed budget for an annual set-aside of 
five percent of the grant amount to support emerging needs that are 
consistent with the proposed project's activities, as those needs are 
identified in consultation with OSEP.

    Note: With approval from the OSEP Project Officer, the Center 
must reallocate any remaining funds from this annual set-aside no 
later than the end of the third quarter of each budget period.

    Project Activities. To meet the requirements of this priority, the 
Center, at a minimum, must conduct the following activities:
    Knowledge Development Activities. (a) Identify and document 
evidence-based approaches for measuring functional child outcomes.
    (b) Identify and document evidence-based approaches for measuring 
family outcomes.
    (c) In the first three months of the project period, identify a 
minimum of four States to partner with to develop a high-quality 
outcome system framework. Each partnering State must have commitments 
from its Part C early intervention and Part B preschool programs to 
participate in the activities of the Center. Additionally, the 
partnering States must be diverse with regard to the assessment 
approaches they utilize. Factors for consideration in selecting these 
States could include the demographic and geographic characteristics of 
each State, the history of outcome data collection and analysis in each 
State, and the professional development activities in each State that 
have focused on early childhood outcomes. The Center must obtain 
approval from OSEP on the final selection of partnering States.

    Note: To fulfill the requirements of paragraph (b) of the 
Application Requirements of this priority, applicants must describe 
the methods and criteria for recruiting and selecting States for 
this activity in their application.

    (d) In the first two years of the project period, partner with the 
States identified in paragraph (c) of this section to develop, 
implement, and evaluate a high-quality outcome system framework for 
Part C early intervention and Part B preschool programs. In developing 
this framework, the Center must work with the partner States to 
describe and document the known components of high-quality State and 
local level outcome systems and to identify, describe, and document any 
additional components that make up high-quality State and local level 
outcome systems. The known components must include, but are not limited 
to, valid and reliable assessment approaches, a coordinated data 
system, systematic data reporting mechanisms, comprehensive data 
analysis (including the interpretation and use of data), ongoing 
professional development, and continuous evaluation of the outcome 
systems. Through this work, the Center must develop exemplars, tools, 
and guidance that States (in addition to those partnering with the 
Center) can use to implement the framework for high-quality State and 
local level outcome systems within their unique settings.
    Technical Assistance and Dissemination Activities. (a) Work 
directly with States to increase their capacity to develop and maintain 
high-quality outcome systems. The Center must facilitate the 
development of State consortia or regional technical assistance (TA) 
networks to maximize the number of States the Center reaches. In the 
third, fourth, and fifth years of the

[[Page 35378]]

project period, the Center must provide TA to States on implementing 
the high-quality outcome system framework developed in the first and 
second years of the project period.
    (b) Develop and coordinate a national TA network comprised of a 
cadre of experts that the Center will use to provide TA to States to 
assist them in improving their capacity to collect, report, and use 
outcome data. The topics that this national TA network may focus on in 
their work with States include, but are not limited to, developing 
quality assurance processes, analyzing and using child and family 
outcome data for program improvement purposes, ensuring that the Part C 
early intervention and Part B preschool outcome systems are included in 
discussions as States plan accountability systems for other early care 
and education programs, and assisting States in meeting State and 
Federal outcome data reporting requirements.
    (c) Provide a continuum of general TA and dissemination activities 
(e.g., managing Web sites, listservs, and communities of practice; and 
holding conferences and training institutes) on evidence-based 
practices that promote outcome measurement and data collection to State 
educational agencies (SEAs), local educational agencies (LEAs), State 
Part C lead agencies, local Part C programs, parents of young children 
with disabilities, educators, service providers, members of 
professional organizations and advocacy groups, researchers, and other 
appropriate stakeholders. The Center's general TA must focus on helping 
these stakeholders understand the child and family outcomes and how to 
accurately measure them.
    (d) Maintain a Web site that meets a government or industry-
recognized standard for accessibility and that links to the Web site 
operated by the Technical Assistance Coordination Center (TACC), which 
OSEP intends to fund in FY 2008.
    (e) Prepare and disseminate reports, documents, and other materials 
on child and family outcomes, outcome measurement, data collection and 
utilization, and related topics as requested by OSEP for specific 
audiences including SEAs, LEAs, State Part C lead agencies, local Part 
C programs, parents of young children with disabilities, educators, 
service providers, members of professional organizations and advocacy 
groups, researchers, and other appropriate stakeholders.
    In consultation with the OSEP Project Officer, make selected 
reports, documents, and other materials available for SEAs, LEAs, State 
lead agencies, local Part C programs, parents of young children with 
disabilities, educators, service providers, members of professional 
organizations and advocacy groups, and researchers, and others, as 
appropriate, in both English and Spanish.
    (f) Host an annual early childhood outcomes TA meeting in 
Washington, DC for State-level Part C early intervention and Part B 
preschool staff who are responsible for collecting, reporting, and 
using child and family outcome data.
    Leadership and Coordination Activities. (a) Develop and implement 
strategies for ongoing stakeholder involvement in the work of the 
Center, including SEAs, LEAs, State Part C lead agencies, local Part C 
programs, parents of young children with disabilities, educators, 
service providers, members of professional organizations and advocacy 
groups, researchers, and others as appropriate.
    (b) On an annual basis, compile and share data on States' APRs and 
updated SPPs for IDEA Part B indicator 7 (preschool child outcomes) and 
Part C indicator 3 (child outcomes) and indicator 4 (family outcomes) 
by--
    (1) Reviewing relevant sections of each State's APR and updated SPP 
and summarizing the data on these indicators;
    (2) Developing a summary report for each indicator that includes 
information about States' progress in meeting targets for the 
indicators, as well as any revisions made to States' monitoring and 
data systems, measurement systems, or improvement strategies;
    (3) Providing a summary report for each indicator to OSEP in a 
timely manner and participating in OSEP-requested teleconferences to 
discuss the findings of the summary reports; and
    (4) Providing recommendations to OSEP on the most meaningful and 
useful way to aggregate and analyze the child and family outcome data 
at the national level.
    (More information on Part B indicator 7 and Part C indicators 3 and 
4 is available at: http://www.rrfcnetwork.org/content/view/409/47/)
    (c) Establish and maintain an advisory committee to review the 
activities and outcomes of the Center and provide programmatic support 
and advice throughout the project period. At a minimum, the advisory 
committee must meet on an annual basis in Washington, DC, and include 
representatives from SEAs, LEAs, State Part C lead agencies, and local 
Part C programs; individuals with disabilities; parents of children 
with disabilities, including parents of young children with 
disabilities; educators; service providers; members of professional 
organizations and advocacy groups; researchers; and other appropriate 
stakeholders. The Center must submit the names of proposed members of 
the advisory committee to OSEP for approval within eight weeks after 
receipt of the award.
    (d) Establish and maintain a technical work group (TWG) made up of 
experts in early childhood assessment and accountability, and family 
outcome assessment to ensure that the highest standards of scientific 
rigor are maintained in the Center's work. The Center must convene the 
TWG at least once a year (via teleconference, in person, video 
conference, or other method). The Center must submit the names of 
proposed TWG members to OSEP for approval within eight weeks after 
receipt of the award.
    (e) Communicate and collaborate, on an ongoing basis, with OSEP-
funded projects, including the National Early Childhood Technical 
Assistance Center, Regional Resource Centers, Parent Training and 
Information Centers, the Center for Early Literacy Learning, the 
Technical Assistance Center for Social Emotional Intervention, the 
National Early Childhood Training Enhancement Center, and the Data 
Accountability Center. This collaboration could include the joint 
development of products, the coordination of TA services, and the 
planning and carrying out of TA meetings and events.
    (f) Collaborate and communicate with other national early childhood 
accountability and assessment initiatives.
    (g) Participate in, organize, or facilitate, as appropriate, OSEP 
communities of practice (http://www.tacommunities.org/) that are 
aligned with the Center's objectives in order to support discussions 
and collaboration among key stakeholders.
    (h) Prior to developing any new product, whether paper or 
electronic, submit to the OSEP Project Officer and, as determined in 
consultation with the OSEP Project Officer, the Proposed Product 
Advisory Board at OSEP's TACC for approval, a proposal describing the 
content and purpose of the product.
    (i) Coordinate with the National Dissemination Center for 
Individuals with Disabilities, which OSEP intends to fund in FY 2008, 
to develop an efficient and high quality dissemination strategy that 
reaches broad audiences. The Center must report to the OSEP

[[Page 35379]]

Project Officer the outcomes of these coordination efforts.
    (j) Contribute, on an ongoing basis, updated information on the 
Center's services to OSEP's Technical Assistance and Dissemination 
Matrix (http://matrix.rrfcnetwork.org/), which provides current 
information on Department-funded TA services to a range of 
stakeholders.
    (k) Maintain ongoing communication with the OSEP Project Officer 
through monthly phone conversations and e-mail communication.
    Fourth and Fifth Years of the Project: In deciding whether to 
continue funding the Center for the fourth and fifth years, the 
Secretary will consider the requirements of 34 CFR 75.253(a), and in 
addition--
    (a) The recommendations of a review team consisting of experts 
selected by the Secretary. This review will be conducted during a one-
day intensive meeting in Washington, DC that will be held during the 
last half of the second year of the project period. The Center must 
budget for travel expenses associated with this one-day intensive 
review;
    (b) The timeliness and effectiveness with which all requirements of 
the negotiated cooperative agreement have been or are being met by the 
Center; and
    (c) The quality, relevance, and usefulness of the Center's 
activities and products and the degree to which the Center's activities 
and products have contributed to changed practice and improved outcome 
systems.

Absolute Priority 2--National Dropout Prevention Center for Students 
With Disabilities (84.326W)

    Background: Completing high school is an indicator not only of 
individual student accomplishment but also of a student's potential 
future economic success. Research has shown that students who do not 
complete high school are more likely to experience negative outcomes, 
such as unemployment, underemployment, poverty, and incarceration. 
Nationally, individuals who drop out of high school are 72 percent more 
likely to be unemployed and earn 27 percent less than high school 
graduates (U.S. Department of Labor, 2005).
    Students with disabilities are particularly at risk of dropping out 
of school. Studies estimate that the dropout rate among students with 
disabilities may be almost double that of students without disabilities 
(Capital Publications, 1997; U.S. Department of Education, 2007; U.S. 
Department of Education, 2007b). Students with disabilities who drop 
out of high school have poorer outcomes than their peers with 
disabilities who complete school. The National Longitudinal Transition 
Study-2 (NLTS2) reported that 4 out of 10 youth with disabilities who 
completed high school participated in a postsecondary program; in 
comparison, fewer than 1 out of 10 youth with disabilities who dropped 
out of high school participated in a postsecondary program (Wagner, 
Newman, Cameto, & Levine, 2005).
    Dropout data reported by States indicate that from the 1993-1994 
school year through the 2005-2006 school year the percentage of 
students with disabilities exiting school by dropping out decreased 
from 45 percent to 26 percent (U.S. Department of Education, 2007b). 
While the dropout rate has decreased over time, the rate for the 2005-
2006 school year represents over 104,000 students with disabilities who 
exited school by dropping out (U.S. Department of Education, 2007b).
    This priority builds on OSEP's past investments to decrease the 
dropout rate and increase the school completion rate for eligible 
students with disabilities. OSEP funded the National Dropout Prevention 
Center for Students with Disabilities (NDPC-SD) in 2003 to learn more 
about evidence-based practices in dropout prevention and to support 
State educational agencies (SEAs) in their efforts to assist local 
educational agencies (LEAs) implement these practices. The NDPC-SD 
worked with SEAs to address the dropout prevention, re-entry, and 
school completion issues. (For further information on the work of the 
NDPC-SD, go to http://www.ndpc-sd.org). A new center is needed to 
continue to address these issues, and, in addition, assist SEAs to meet 
State goals in their State Performance Plan (SPP) and Annual 
Performance Report (APR) indicators related to reducing the dropout 
rate and increasing school completion.
    Priority: The purpose of this priority is to fund a cooperative 
agreement to support the establishment and operation of a National 
Dropout Prevention Center for Students with Disabilities (Center) that 
will provide States and LEAs with technical assistance (TA) on 
implementing and evaluating effective comprehensive dropout prevention, 
re-entry, and school completion models and practices for students with 
disabilities; developing and improving data collection systems to track 
students at risk of dropping out; and designing training activities for 
policy makers, administrators, and practitioners that will help them 
support efforts to improve dropout prevention, re-entry, and school 
completion for students with disabilities.
    To be considered for funding under this absolute priority, 
applicants must meet the application requirements contained in this 
priority. The project funded under this absolute priority also must 
meet the programmatic and administrative requirements specified in the 
priority.
    Application Requirements. An applicant must include in its 
application--
    (a) A logic model that depicts, at a minimum, the goals, 
activities, outputs, and outcomes of the proposed project. A logic 
model communicates how a project will achieve its outcomes and provide 
a framework for both the formative and summative evaluations of the 
project;

    Note: The following Web site provides more information on logic 
models and lists multiple online resources: http://www.cdc.gov/eval/resources.htm

    (b) A plan to implement the activities described in the Project 
Activities section of this priority;
    (c) A plan, linked to the proposed project's logic model, for a 
formative evaluation of the proposed project's activities. The plan 
must describe how the formative evaluation will use clear performance 
objectives to ensure continuous improvement in the operation of the 
proposed project, including objective measures of progress in 
implementing the project and ensuring the quality of products and 
services;
    (d) A budget for attendance at the following:
    (1) A one and one half day kick-off meeting to be held in 
Washington, DC within four weeks after receipt of the award, and a one 
day annual planning meeting held in Washington, DC with the OSEP 
Project Officer during each subsequent year of the project period.
    (2) A three-day Project Directors' Conference in Washington, DC 
during each year of the project period.
    (3) A four-day Technical Assistance and Dissemination Conference in 
Washington, DC during each year of the project period.
    (4) Four two-day trips annually to attend Department briefings, 
Department-sponsored conferences, and other meetings as requested by 
OSEP; and
    (e) A line item in the proposed budget for an annual set-aside of 
five percent of the grant amount to support emerging needs that are 
consistent with the proposed project's activities, as those needs are 
identified in consultation with OSEP.


[[Page 35380]]


    Note: With approval from the OSEP Project Officer, the Center 
must reallocate any remaining funds from this annual set-aside no 
later than the end of the third quarter of each budget period.

    Project Activities. To meet the requirements of this priority, the 
Center, at a minimum, must conduct the following activities:
    Knowledge Development Activities. (a) Conduct literature reviews 
and build on previous literature reviews to identify the critical 
components of effective and promising models and practices that have 
been shown to improve outcomes in dropout prevention, re-entry, and 
school completion.
    (b) Collaborate with other technical assistance providers funded by 
the Department and other Federal agencies to identify strategies for 
incorporating dropout prevention, re-entry, and school completion 
models and practices for students with disabilities into broader school 
improvement efforts. For example, the Department's National High School 
Center, in its technical assistance to Regional Comprehensive Centers 
and States, incorporates strategies related to dropout prevention, re-
entry, and school completion for students with disabilities as an 
approach to creating and maintaining excellent high schools. For 
further information on the work of the High School Center, go to http://www.betterhighschools.org.
    Technical Assistance and Dissemination Activities. (a) Provide TA 
to States and LEAs to increase their capacity to design and implement 
effective dropout prevention, re-entry, and school completion models 
and practices. The TA must be focused on helping States and LEAs 
implement the critical components of high quality dropout prevention, 
re-entry, and school completion models and practices identified through 
research and literature reviews.
    (b) Work with States and LEAs to develop training activities for 
policy makers, administrators, and practitioners that will help them 
support effective and promising models and practices to improve dropout 
prevention, re-entry, and school completion for students with 
disabilities.
    (c) Host an annual national forum in Washington, DC for 
researchers, policymakers, administrators, practitioners, and other 
appropriate stakeholders to exchange information on implementing 
evidence-based dropout prevention, re-entry, and school completion 
models and practices; establish interagency networks to support the 
implementation of these models and practices; and develop effective 
data systems that collect and use data for the purpose of identifying 
students with disabilities that are at risk of dropping out.
    (d) Provide a continuum of general TA and dissemination activities 
(e.g., managing Web sites, listservs, and communities of practice; and 
holding conferences and training institutes) on evidence-based 
practices that promote effective dropout prevention, re-entry, and 
school completion.
    (e) Maintain a Web site that meets a government or industry-
recognized standard for accessibility and that links to the Web site 
operated by the Technical Assistance Coordination Center (TACC), which 
OSEP intends to fund in FY 2008.
    (f) Prepare and disseminate reports, documents, and other materials 
on dropout prevention, re-entry, and school completion practices and 
programs, and related topics, as requested by OSEP, for specific 
audiences including families, practitioners, administrators, 
policymakers, and researchers. To reach the widest audience possible, 
dissemination strategies must involve collaboration with other TA 
providers, organizations, and researchers, as well as the National 
Dissemination Center for Individuals with Disabilities (Dissemination 
Center), as described in paragraph (f) in the Leadership and 
Coordination Activities section of this priority. In consultation with 
the OSEP Project Officer, make selected reports, documents, and other 
materials available for families, practitioners, administrators, policy 
makers, and researchers in both English and Spanish.
    (g) Develop materials and guidance for States and provide targeted 
TA related to the performance and compliance indicators on their APRs 
and SPPs, as requested by OSEP.
    Leadership and Coordination Activities. (a) Compile and share data 
on States' APRs and updated SPPs for IDEA Part B indicator 1 
(Graduation) and indicator 2 (Dropout) by--
    (1) Reviewing relevant sections of each State's APR and updated SPP 
and summarizing the data on these indicators;
    (2) Developing a summary report for each indicator that includes 
information about States' progress in meeting targets for the 
indicators, as well as any revisions made to States' monitoring and 
data systems, measurement systems, or improvement strategies; and
    (3) Providing a summary report for each indicator to OSEP in a 
timely manner and participating in OSEP-requested teleconferences to 
discuss the findings of the summary reports.
    (More information on Part B indicator 1 and indicator 2 is 
available at: http://www.rrfcnetwork.org/content/view/409/47/).
    (b) Establish and maintain an advisory committee to review the 
activities and outcomes of the Center and provide programmatic support 
and advice throughout the project period. At a minimum, the advisory 
committee must meet on an annual basis in Washington, DC, and consist 
of family members of children with disabilities, students, policy 
makers, service providers, business and industry representatives, 
researchers, administrators, advocates, and other appropriate 
stakeholders. The Center must submit the names of proposed members of 
the advisory committee to OSEP for approval within eight weeks after 
receipt of the award.
    (c) Communicate and collaborate, on an ongoing basis, with OSEP-
funded projects including the National Secondary Transition Technical 
Assistance Center, the National Postsecondary Outcomes Center, the 
National High School Center, the Regional Resource Centers, and the 
National and Regional Parent Technical Assistance Centers. This 
collaboration could include the joint development of products, the 
coordination of TA services, and the planning and carrying out of TA 
meetings and events.
    (d) Participate in, organize, or facilitate, as appropriate, OSEP 
communities of practice (http://www.tacommunities.org/) that are 
aligned with the Center's objectives as a way to support discussions 
and collaboration among key stakeholders.
    (e) Prior to developing any new product, whether paper or 
electronic, submit to the OSEP Project Officer and, as determined in 
consultation with the OSEP Project Officer, the Proposed Product 
Advisory Board at OSEP's TACC for approval, a proposal describing the 
content and purpose of the product.
    (f) Coordinate with the Dissemination Center, which OSEP intends to 
fund in FY 2008, to develop an efficient and high-quality dissemination 
strategy that reaches broad audiences. The Center must report to the 
OSEP Project Officer the outcomes of these coordination efforts.
    (g) Contribute, on an ongoing basis, updated information on the 
Center's services to OSEP's Technical Assistance and Dissemination 
Matrix (http://matrix.rrfcnetwork.org/), which provides current 
information on Department-funded TA services to a range of 
stakeholders.

[[Page 35381]]

    (h) Conduct a summative evaluation of the Center in collaboration 
with the OSEP-funded Center to Improve Project Performance (CIPP) as 
described in the following paragraphs. This summative evaluation must 
examine the outcomes or impact of the Center's activities in order to 
assess the effectiveness of those activities.

    Note: The major tasks of CIPP would be to guide, coordinate, and 
oversee the summative evaluations conducted by selected Technical 
Assistance, Personnel Development, Parent Training and Information 
Center, and Technology projects that individually receive $500,000 
or more in funding from OSEP annually. The efforts of CIPP are 
expected to enhance individual project evaluations by providing 
expert and unbiased assistance in designing evaluations, conducting 
analyses, and interpreting data.

    To fulfill the requirements of the summative evaluation to be 
conducted under the guidance of CIPP and with the approval of the OSEP 
Project Officer, the Center must--
    (1) Hire or designate, with the approval of the OSEP Project 
Officer, a project liaison staff person with sufficient dedicated time, 
evaluation experience, and knowledge of the Center to work with CIPP on 
the following tasks: (i) Planning for the Center's summative evaluation 
(e.g., selecting evaluation questions, developing a timeline for the 
evaluation, locating sources of relevant data, and refining the logic 
model used for the evaluation), (ii) developing the summative 
evaluation design and instrumentation (e.g., determining quantitative 
or qualitative data collection strategies, selecting respondent 
samples, and pilot testing instruments), (iii) coordinating the 
evaluation timeline with the implementation of the Center's activities, 
(iv) collecting summative data, and (v) writing reports of summative 
evaluation findings;
    (2) Cooperate with CIPP staff in order to accomplish the tasks 
described in paragraph (1) of this section; and
    (3) Dedicate $40,000 of the annual budget request for this project 
to cover the costs of carrying out the tasks described in paragraphs 
(1) and (2) of this section, implementing the Center's formative 
evaluation, and traveling to Washington, DC in the second year of the 
project period for the Center's review for continued funding.
    (i) Maintain ongoing communication with the OSEP Project Officer 
through monthly phone conversations and e-mail communication.
    Fourth and Fifth Years of the Project: In deciding whether to 
continue funding the Center for the fourth and fifth years, the 
Secretary will consider the requirements of 34 CFR 75.253(a), and in 
addition--
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary. This review will be conducted during a one-
day intensive meeting in Washington, DC that will be held during the 
last half of the second year of the project period;
    (b) The timeliness and effectiveness with which all requirements of 
the negotiated cooperative agreement have been or are being met by the 
Center; and
    (c) The quality, relevance, and usefulness of the Center's 
activities and products and the degree to which the Center's activities 
and products have contributed to changed practice in dropout prevention 
and re-entry and school completion rates.

References:

Capital Publications. (1997). Special education dropout rate remains 
stagnant. Special Education Law Reporter, 23(1), 1-2.
U.S. Department of Education, National Center for Educational 
Statistics. (2007). Percentage of high school dropouts among persons 
16 through 24 years old. Digest of Education Statistics. Retrieved 
May 23, 2008 from http://nces.ed.gov/programs/digest/d07/tables/dt07_105.asp
U.S. Department of Education. (2007b). 27th Annual Report to 
Congress on the Implementation of the Individuals with Disabilities 
Education Act. Washington, DC: Author.
U.S. Department of Education. (2007b). Children with Disabilities 
Exiting Special Education, 2005-2006. Washington, DC: Author.
U.S. Department of Labor. (2005). Educational resources: So you're 
thinking of dropping out of school. Downloaded May 5, 2005 from 
http://www.dol.gov/asp/fibre/dropout.htm.
Wagner, M., Newman, L., Cameto, R., & Levine, P. (2005). Changes 
over time in the early postschool outcomes of youth with 
disabilities. A report of findings from the National Longitudinal 
Transition Study (NLTS) and the National Longitudinal Transition 
Study-2 (NLTS2).Menlo Park, CA: SRI International.

    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (APA) (5 U.S.C. 553) the Department generally offers interested 
parties the opportunity to comment on proposed priorities and 
requirements. Section 681(d) of the IDEA, however, makes the public 
comment requirements of the APA inapplicable to the priorities in this 
notice.

    Program Authority: 20 U.S.C. 1463 and 1481.

    Applicable Regulations: The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 
81, 82, 84, 85, 86, 97, 98, and 99.

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


    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education (IHEs) only.

II. Award Information

    Type of Award: Cooperative agreements.
    Estimated Available Funds: $1,500,000. Please refer to the 
``Estimated Available Funds'' column of the chart in this section for 
the estimated dollar amounts for individual competitions.
    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 35382]]



   Individuals With Disabilities Education Act--Technical Assistance and Dissemination To Improve Services and Results for Children With Disabilities--Application Notice for Fiscal Year 2008
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
                                                                                                              Estimated
                                      Applications         Deadline for          Deadline for      Estimated   average     Maximum    Estimated
      CFDA number and name             available          transmittal of      intergovernmental    available   size of     award *    number of     Project period          Contact person
                                                           applications             review           funds      awards    (per year)    awards
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
84.326L--Technical Assistance     June 23, 2008......  July 23, 2008......  September 22, 2008...   $800,000   $800,000   * $800,000          1  Up to 60 months....  Jennifer Tschantz (202)
 Center on Outcomes for Infants,                                                                                                                                       245-7556 Rm 4057.
 Toddlers & Preschool Children
 with Disabilities.
84.326W--National Dropout Center  June 23, 2008......  July 23, 2008......  September 22, 2008...    700,000    700,000    * 700,000          1  Up to 60 months....  Selete Avoke (202) 245-
 for Students with Disabilities.                                                                                                                                       7260 Rm 4121.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
* We will reject any application that proposes a budget exceeding the maximum award for a single budget period of 12 months. The Assistant Secretary for Special Education and Rehabilitative
  Services may change the maximum amount through a notice published in theFederal Register.
The Assistant Secretary may use the priorities in this notice for competitions in FY 2009 and later years.


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

III. Eligibility Information

    1. Eligible Applicants: SEAs; LEAs; public charter schools that are 
LEAs under State law; IHEs; other public agencies; private nonprofit 
organizations; outlying areas; freely associated States; Indian tribes 
or tribal organizations; and for-profit organizations.
    2. Cost Sharing or Matching: This program does not require cost 
sharing or matching.
    3. Other: General Requirements--(a) The projects funded under this 
program must make positive efforts to employ and advance in employment 
qualified individuals with disabilities (see section 606 of IDEA).
    (b) Applicants and grant recipients funded under this program must 
involve individuals with disabilities or parents of individuals with 
disabilities ages birth through 26 in planning, implementing, and 
evaluating the projects (see section 682(a)(1)(A) of IDEA).

IV. Application and Submission Information

    1. Address to Request Application Package: Education Publications 
Center (ED Pubs), P.O. Box 1398, Jessup, MD 20794-1398. Telephone, toll 
free: 1-877-433-7827. FAX: (301) 470-1244. If you use a 
telecommunications device for the deaf (TDD), call, toll free: 1-877-
576-7734.
    You can contact ED Pubs at its Web site, also: http://www.ed.gov/pubs/edpubs.html or at its e-mail address: [email protected].
    If you request an application from ED Pubs, be sure to identify the 
competition to which you want to apply, as follows: CFDA Number 84.326L 
or 84.326W.
    Individuals with disabilities can obtain a copy of the application 
package in an alternative format (e.g., Braille, large print, 
audiotape, or computer diskette) by contacting the person or team 
listed under Alternative Format in section VIII of this notice.
    2. Content and Form of Application Submission: Requirements 
concerning the content of an application, together with the forms you 
must submit, are in the application package for each competition 
announced in this notice.
    Page Limit: The application narrative (Part III of the application) 
is where you, the applicant, address the selection criteria that 
reviewers use to evaluate your application. You must limit Part III to 
the equivalent of no more than 70 pages for each absolute priority, 
using the following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, references, and captions, as well as all text in 
charts, tables, figures, and graphs.
     Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
    The page limit does not apply to Part I, the cover sheet; Part II, 
the budget section, including the narrative budget justification; Part 
IV, the assurances and certifications; or the two-page abstract, the 
resumes, the bibliography, the references, or the letters of support. 
The page limit, however, does apply to the application narrative in 
Part III.
    We will reject your application if you exceed the page limit; or if 
you use other standards and exceed the equivalent of the page limit.
    3. Submission Dates and Times:
    Applications Available: See chart.
    Deadline for Transmittal of Applications: See chart.
    Applications for grants under this program may be submitted 
electronically using the Grants.gov Apply site (Grants.gov), or in 
paper format by mail or hand delivery. For information (including dates 
and times) about how to submit your application electronically, or in 
paper format by mail or hand delivery, please refer to section IV. 6. 
Other Submission Requirements in this notice.
    We do not consider an application that does not comply with the 
deadline requirements.
    Individuals with disabilities who need an accommodation or 
auxiliary aid in connection with the application process should contact 
the person listed under FOR FURTHER INFORMATION CONTACT in section VII 
in this notice. If the Department provides an accommodation or 
auxiliary aid to an individual with a disability in connection with the 
application process, the individual's application remains subject to 
all other requirements and limitations in this notice.
    Deadline for Intergovernmental Review: See chart.
    4. Intergovernmental Review: This program is subject to Executive 
Order 12372 and the regulations in 34 CFR part 79. Information about 
Intergovernmental Review of Federal

[[Page 35383]]

Programs under Executive Order 12372 is in the application package for 
each of the competitions announced in this notice.
    5. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section in this notice.
    6. Other Submission Requirements: Applications for grants under 
this program may be submitted electronically or in paper format by mail 
or hand delivery.
    a. Electronic Submission of Applications.
    To comply with the President's Management Agenda, we are 
participating as a partner in the Governmentwide Grants.gov Apply site. 
The Technical Assistance and Dissemination to Improve Services and 
Results for Children with Disabilities program, CFDA Numbers 84.326L 
and 84.326W, announced in this notice are included in this project. We 
request your participation in Grants.gov.
    If you choose to submit your application electronically, you must 
use the Governmentwide Grants.gov Apply site at http://www.Grants.gov. 
Through this site, you will be able to download a copy of the 
application package, complete it offline, and then upload and submit 
your application. You may not e-mail an electronic copy of a grant 
application to us.
    You may access the electronic grant application for the Technical 
Assistance and Dissemination to Improve Services and Results for 
Children With Disabilities program competitions--CFDA numbers 84.326L 
and 84.326W 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 (e.g., 
search for 84.326, not 84.326L). Please note the following:
     Your participation in Grants.gov is voluntary.
     When you enter the Grants.gov site, you will find 
information about submitting an application electronically through the 
site, as well as the hours of operation.
     Applications received by Grants.gov are date and time 
stamped. Your application must be fully uploaded and submitted and must 
be date and time stamped by the Grants.gov system no later than 4:30:00 
p.m., Washington, DC time, on the application deadline date. Except as 
otherwise noted in this section, we will not accept your application if 
it is received--that is, date and time stamped by the Grants.gov 
system--after 4:30:00 p.m., Washington, DC time, on the application 
deadline date.
    We do not consider an application that does not comply with the 
deadline requirements. When we retrieve your application from 
Grants.gov, we will notify you if we are rejecting your application 
because it was date and time stamped by the Grants.gov system after 
4:30:00 p.m., Washington, DC time, on the application deadline date.
     The amount of time it can take to upload an application 
will vary depending on a variety of factors, including the size of the 
application and the speed of your Internet connection. Therefore, we 
strongly recommend that you do not wait until the application deadline 
date to begin the submission process through Grants.gov.
     You should review and follow the Education Submission 
Procedures for submitting an application through Grants.gov that are 
included in the application package for the competition to which you 
are applying to ensure that you submit your application in a timely 
manner to the Grants.gov system. You can also find the Education 
Submission Procedures pertaining to Grants.gov at http://eGrants.ed.gov/help/GrantsgovSubmissionProcedures.pdf.
     To submit your application via Grants.gov, you must 
complete all steps in the Grants.gov registration process (seehttp://www.grants.gov/applicants/get_registered.jsp). These steps include (1) 
registering your organization, a multi-part process that includes 
registration with the Central Contractor Registry (CCR); (2) 
registering yourself as an Authorized Organization Representative 
(AOR); and (3) getting authorized as an AOR by your organization. 
Details on these steps are outlined in the Grants.gov 3-Step 
Registration Guide (see http://www.grants.gov/section910/Grants.govRegistrationBrochure.pdf). You also must provide on your 
application the same D-U-N-S Number used with this registration. Please 
note that the registration process may take five or more business days 
to complete, and you must have completed all registration steps to 
allow you to submit successfully an application via Grants.gov. In 
addition you will need to update your CCR registration on an annual 
basis. This may take three or more business days to complete.
     You will not receive additional point value because you 
submit your application in electronic format, nor will we penalize you 
if you submit your application in paper format.
     If you submit your application electronically, you must 
submit all documents electronically, including all information you 
typically provide on the following forms: Application for Federal 
Assistance (SF 424), the Department of Education Supplemental 
Information for SF 424, Budget Information--Non-Construction Programs 
(ED 524), and all necessary assurances and certifications. Please note 
that two of these forms--the SF 424 and the Department of Education 
Supplemental Information for SF 424--have replaced the ED 424 
(Application for Federal Education Assistance).
     If you submit your application electronically, you must 
attach any narrative sections of your application as files in a .DOC 
(document), .RTF (rich text), or .PDF (Portable Document) format. If 
you upload a file type other than the three file types specified in 
this paragraph or submit a password-protected file, we will not review 
that material.
     Your electronic application must comply with any page-
limit requirements described in this notice.
     After you electronically submit your application, you will 
receive from Grants.gov an automatic notification of receipt that 
contains a Grants.gov tracking number. (This notification indicates 
receipt by Grants.gov only, not receipt by the Department.) The 
Department then will retrieve your application from Grants.gov and send 
a second notification to you by e-mail. This second notification 
indicates that the Department has received your application and has 
assigned your application a PR/Award number (an ED-specified 
identifying number unique to your application).
     We may request that you provide us original signatures on 
forms at a later date.
    Application Deadline Date Extension in Case of Technical Issues 
with the Grants.gov System: If you are experiencing problems submitting 
your application through Grants.gov, please contact the Grants.gov 
Support Desk, toll free, at 1-800-518-4726. You must obtain a 
Grants.gov Support Desk Case Number and must keep a record of it.
    If you are prevented from electronically submitting your 
application on the application deadline date because of technical 
problems with the Grants.gov system, we will grant you an extension 
until 4:30:00 p.m., Washington, DC, time, the following business day to 
enable you to transmit your application electronically or by hand 
delivery. You also may mail your application by following the mailing 
instructions described elsewhere in this notice.
    If you submit an application after 4:30:00 p.m., Washington, DC, 
time, on

[[Page 35384]]

the application deadline date, please contact the person listed under 
FOR FURTHER INFORMATION CONTACT in section VII in this notice and 
provide an explanation of the technical problem you experienced with 
Grants.gov, along with the Grants.gov Support Desk Case Number. We will 
accept your application if we can confirm that a technical problem 
occurred with the Grants.gov system and that that problem affected your 
ability to submit your application by 4:30:00 p.m., Washington, DC, 
time, on the application deadline date.
    The Department will contact you after a determination is made on 
whether your application will be accepted.

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

    b. Submission of Paper Applications by Mail.
    If you submit your application in paper format by mail (through the 
U.S. Postal Service or a commercial carrier), you must mail the 
original and two copies of your application, on or before the 
application deadline date, to the Department at the applicable 
following address:
    By mail through the U.S. Postal Service: U.S. Department of 
Education, Application Control Center, Attention: (CFDA Number 84.326L 
or 84.326W), 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 84.326L 
or 84.326W),7100 Old Landover Road, Landover, MD 20785-1506.
    Regardless of which address you use, you must show proof of mailing 
consisting of one of the following:
    (1) A legibly dated U.S. Postal Service postmark.
    (2) A legible mail receipt with the date of mailing stamped by the 
U.S. Postal Service.
    (3) A dated shipping label, invoice, or receipt from a commercial 
carrier.
    (4) Any other proof of mailing acceptable to the Secretary of the 
U.S. Department of Education.
    If you mail your application through the U.S. Postal Service, we do 
not accept either of the following as proof of mailing:
    (1) A private metered postmark.
    (2) A mail receipt that is not dated by the U.S. Postal Service.
    If your application is postmarked after the application deadline 
date, we will not consider your application.

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

    c. Submission of Paper Applications by Hand Delivery.
    If you submit your application in paper format by hand delivery, 
you (or a courier service) must deliver the original and two copies of 
your application by hand, on or before the application deadline date, 
to the Department at the following address: U.S. Department of 
Education, Application Control Center, Attention: (CFDA Number 84.326L 
or 84.326W), 550 12th Street, SW., Room 7041, Potomac Center Plaza, 
Washington, DC 20202-4260.
    The Application Control Center accepts hand deliveries daily 
between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except 
Saturdays, Sundays and Federal holidays.

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

V. Application Review Information

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

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award Notice 
(GAN). We may notify you informally, also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section in this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section in this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Reporting: At the end of your project period, you must submit a 
final performance report, including financial information, as directed 
by the Secretary. If you receive a multi-year award, you must submit an 
annual performance report that provides the most current performance 
and financial expenditure information as directed by the Secretary 
under 34 CFR 75.118. The Secretary may also require more frequent 
performance reports under 34 CFR 75.720(c). For specific requirements 
on reporting, please go to http://www.ed.gov/fund/grant/apply/appforms/appforms.html.
    4. Performance Measures: Under the Government Performance and 
Results Act of 1993 (GPRA), the Department has established a set of 
performance measures, including long-term measures, that are designed 
to yield information on various aspects of the effectiveness and 
quality of the Technical Assistance and Dissemination to Improve 
Services and Results for Children with Disabilities program. These 
measures focus on: The extent to which projects provide high-quality 
products and services, the relevance of project products and services 
to

[[Page 35385]]

educational and early intervention policy and practice, and the use of 
products and services to improve educational and early intervention 
policy and practice.
    The grantee will be required to provide information related to 
these measures in annual reports to the Department.
    The grantee also will be required to report information on the 
project's performance in annual reports to the Department (34 CFR 
75.590).

VII. Agency Contact

    For Further Information Contact: See chart in the Award Information 
section of this notice for the individual contact person's name, room 
number and telephone number. You can write to the contact at the 
following address: U.S. Department of Education, 400 Maryland Avenue, 
SW., Potomac Center Plaza (PCP), Washington, DC 20202-2550. If you use 
a TDD, call the Federal Relay Service (FRS), toll-free, at 1-800-877-
8339.

VIII. Other Information

    Alternative Format: Individuals with disabilities can obtain this 
document and a copy of the application package in an alternative format 
(e.g., Braille, large print, audiotape, or computer diskette) by 
contacting the Grants and Contracts Services Team, U.S. Department of 
Education, 400 Maryland Avenue, SW., room 5075, PCP, Washington, DC 
20202-2550. Telephone: (202) 245-7363. If you use a TDD, call the FRS, 
toll free, at 1-800-877-8339.
    Electronic Access to This Document: You can view this document, as 
well as all other documents of this Department published in the Federal 
Register, in text or Adobe Portable Document Format (PDF) on the 
Internet at the following site: http://www.ed.gov/news/fedregister.
    To use PDF you must have Adobe Acrobat Reader, which is available 
free at this site. If you have questions about using PDF, call the U.S. 
Government Printing Office (GPO), toll free, at 1-888-293-6498; or in 
the Washington, DC, area at (202) 512-1530.

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


    Dated: June 16, 2008.
Tracy R. Justesen,
Assistant Secretary for Special Education and Rehabilitative Services.
 [FR Doc. E8-14123 Filed 6-20-08; 8:45 am]
BILLING CODE 4000-01-P