Federal Register / Vol. 76, No. 71 / Wednesday, April 13, 2011 / Notices 20637 

1For an example of standards for administrative 

skills, see the performance-based standards for a 

special education administrator developed by the 

Continued 

technological collection techniques or 

other forms of information technology. 

Dated: April 8, 2011. 

Darrin A. King, 

Director, Information Collection Clearance 

Division, Information Management and 

Privacy Services, Office of Management. 

Office of Postsecondary Education 

Type of Review: Extension. 

Title of Collection: Application for 

Grants under the Predominantly Black 

Institutions Program. 

OMB Control Number: 1840–0797. 

Agency Form Number(s): N/A. 

Frequency of Responses: Annually. 

Affected Public: Not-for-profit 

institutions. 

Total Estimated Number of Annual 

Responses: 40. 

Total Estimated Annual Burden 

Hours: 1,400. 

Abstract: The Predominantly Black 

Institutions (PBI) Program is authorized 

under Title III, Part F of the Higher 

Education Act of 1965, as amended 

(HEA). The PBI Program makes grant 

awards to eligible colleges and 

universities to support the strengthening 

of PBIs to carry out programs in the 

following areas: Science, technology, 

engineering, or mathematics; health 

education; internationalization or 

globalization; teacher preparation; or 

improving the educational outcomes of 

African American males. Grants support 

the establishment or strengthening of 

such programs that are designed to 

increase the institutions capacity to 

prepare students for instruction in the 

above noted fields. Grants are awarded 

competitively. This information 

collection is necessary to comply with 

Title III, Part F of the HEA. 

This information collection is being 

submitted under the Streamlined 

Clearance Process for Discretionary 

Grant Information Collections (1894– 

0001). Therefore, the 30-day public 

comment period notice will be the only 

public comment notice published for 

this information collection. 

Copies of the information collection 

submission for OMB review may be 

accessed from the RegInfo.gov Web site 

at http://www.reginfo.gov/public/do/ 

PRAMain or from the Department’s Web 

site at http://edicsweb.ed.gov, by 

selecting the ‘‘Browse Pending 

Collections’’ link and by clicking on link 

number 4481. When you access the 

information collection, click on 

‘‘Download Attachments ’’ to view. 

Written requests for information should 

be addressed to U.S. Department of 

Education, 400 Maryland Avenue, SW., 

LBJ, Washington, DC 20202–4537. 

Requests may also be electronically 

mailed to the Internet address 

ICDocketMgr@ed.gov or faxed to 202– 

401–0920. Please specify the complete 

title of the information collection and 

OMB Control Number when making 

your request. 

Individuals who use a 

telecommunications device for the deaf 

(TDD) may call the Federal Information 

Relay Service (FIRS) at 1–800–877– 

8339. 

[FR Doc. 2011–8877 Filed 4–12–11; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; 

Personnel Development To Improve 

Services and Results for Children With 

Disabilities 

AGENCY: Office of Special Education and 

Rehabilitative Services, Department of 

Education. 

ACTION: Notice. 

Overview Information: Notice inviting 

applications for new awards for fiscal 

year (FY) 2011. 

Catalog of Federal Domestic 

Assistance (CFDA) Numbers: 84.325D, 

84.325K, and 84.325T. 

Note: This notice invites applications for 

three 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 purposes of 

this program are to (1) help address 

State-identified needs for highly 

qualified personnel—in special 

education, related services, early 

intervention, and regular education—to 

work with children, including infants 

and toddlers, with disabilities; and (2) 

ensure that those personnel have the 

necessary skills and knowledge, derived 

from practices that have been 

determined through scientifically-based 

research and experience, to be 

successful in serving those children. 

Priorities: In accordance with 34 CFR 

75.105(b)(2)(iv), these priorities are from 

allowable activities specified in the 

statute (see sections 662 and 681 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 No. 

Preparation of Special Education, Early Intervention, 

and Related Services Leadership Personnel.

84.325D 

Personnel Preparation in Special Education, Early Intervention, and Related Services.84.325K 

Special Education Preservice 

Program Improvement Grants.

84.325T 

Absolute Priorities: For FY 2011 and 

any subsequent year in which we make 

awards based on the list of unfunded 

applications 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—Preparation of 

Special Education, Early Intervention, 

and Related Services Leadership 

Personnel (84.325D). Background: 

There continues to be a persistent 

need for special education, early 

intervention, and related services 

personnel who are prepared at the 

doctoral and postdoctoral levels to fill 

faculty and research positions (Smith, 

Pion, & Tyler, 2004; Smith, Robb, West 

and Tyler, 2010; Woods & Snyder, 

2009). Further, according to Lashley & 

Boscardin (2003), there is a need for 

personnel who are prepared at the 

graduate level (i.e., masters, education 

specialist, and doctoral degrees, 

depending on State certification 

requirements) to fill special education 

and early intervention administrator 

positions. 

Federal support is needed to increase 

the supply of these personnel and 

ensure that they have the necessary 

knowledge and skills to assume special 

education, early intervention, and 

related services leadership positions in 

universities, State educational agencies 

(SEAs), State lead agencies (State LAs), 

local educational agencies (LEAs), local 

lead agencies (local LAs), schools, or 

programs. Critical competencies for 

special education, early intervention, 

and related services leadership 

personnel vary depending on the type of 

personnel preparation program; 

however, these competencies often 

include teaching skills, administrative 

skills,1 and research skills as well as 

mstockstill on DSKH9S0YB1PROD with NOTICES

20638 Federal Register / Vol. 76, No. 71 / Wednesday, April 13, 2011 / Notices 

Council for Exceptional Children (CEC) at: http:// 

www2.astate.edu/dotAsset/118756.pdf. 

2For purposes of this priority, the term high-need 

LEA means an LEA (a) that serves not fewer than 

10,000 children from families with incomes below 

the poverty line; or (b) for which not less than 20 

percent of the children served by the LEA are from 

families with incomes below the poverty line. 

3For the purposes of this priority, the term highpoverty school means a school in which at least 50 

percent of students are eligible for free or reducedprice lunches under the Richard B. Russell National 

School Lunch Act or in which at least 50 percent 

of students are from low-income families as 

determined using one of the criteria specified under 

section 1113(a)(5) of the Elementary and Secondary 

Education Act of 1965, as amended. For middle and 

high schools, eligibility may be calculated on the 

basis of comparable data from feeder schools. 

Eligibility as a high-poverty school under this 

definition is determined on the basis of the most 

currently available data (http://www2.ed.gov/ 

legislation/FedRegister/other/2010-4/ 

121510b.html). 

4For purposes of this priority, the term 

persistently lowest-achieving schools is defined 

according to the final requirements for School 

Improvement Grants authorized under section 

1003(g) of Title I of the Elementary and Secondary 

Education Act of 1965, as amended (ESEA), which 

were published in the Federal Register on October 

28, 2010 (75 FR 66363). According to Section I.A.3 

of these requirements, the term ‘‘persistently lowestachieving schools’’ means, as determined by the 

State— 

(a)(1) Any Title I school in improvement, 

corrective action, or restructuring that— 

(i) Is among the lowest-achieving five percent of 

Title I schools in improvement, corrective action, or 

restructuring or the lowest-achieving five Title I 

schools in improvement, corrective action, or 

restructuring in the State, whichever number of 

schools is greater; or 

(ii) Is a high school that has had a graduation rate 

as defined in 34 CFR 200.19(b) that is less than 60 

percent over a number of years; and 

(2) Any secondary school that is eligible for, but 

does not receive, Title I funds that— 

(i) Is among the lowest-achieving five percent of 

secondary schools or the lowest-achieving five 

secondary schools in the State that are eligible for, 

but do not receive, Title I funds, whichever number 

of schools is greater; or 

(ii) Is a high school that has had a graduation rate 

as defined in 34 CFR 200.19(b) that is less than 60 

percent over a number of years. 

(b) To identify the lowest-achieving schools, a 

State must take into account both— 

(i) The academic achievement of the ’’all 

students’’ group in a school in terms of proficiency 

on the State’s assessments under section 1111(b)(3) 

of the ESEA in reading/language arts and 

mathematics combined; and 

(ii) The school’s lack of progress on those 

assessments over a number of years in the ‘‘all 

students’’ group. 

current knowledge of effective 

interventions that improve academic 

and functional outcomes for children 

with disabilities, including high-need 

children with disabilities. For the 

purpose of this priority, ‘‘high-need 

children with disabilities’’ refers to 

children (ages birth through twenty-one, 

depending on the State) who are eligible 

for services under IDEA, and who may 

be further disadvantaged and at risk of 

educational failure because they: (1) Are 

living in poverty, (2) are far below grade 

level, (3) are at risk of not graduating 

with a regular high school diploma on 

time, (4) are homeless, (5) are in foster 

care, (6) have been incarcerated, (7) are 

English learners, (8) are pregnant or 

parenting teenagers, (9) are new 

immigrants, (10) are migrant, or (11) are 

not on track to being college- or careerready by graduation. 

Priority: 

The purpose of the Preparation of 

Special Education, Early Intervention, 

and Related Services Leadership 

Personnel priority is to increase the 

quantity of special education, early 

intervention, and related services 

personnel who have been prepared at 

the graduate and advanced graduate 

levels, and who are well-qualified for, 

and can effectively carry out, leadership 

positions in universities, SEAs, State 

LAs, LEAs, local LAs, schools, or 

programs. This priority supports two 

types of programs that prepare 

leadership personnel: 

Type A programs are designed to 

prepare, at the advanced graduate level, 

higher education faculty and researchers 

in early intervention, special education, 

or related services. Type A programs 

culminate in a doctoral degree or 

provide postdoctoral learning 

opportunities. 

Note: Preparation that leads to clinical 

doctoral degrees in related services (e.g., a 

Doctor of Audiology (AuD) degree or Doctor 

of Physical Therapy (DPT) degree) are not 

included as part of this priority. Preparation 

programs that lead to a clinical doctoral 

degree are eligible to apply for funding under 

the Personnel Preparation in Special 

Education, Early Intervention, and Related 

Services priority (CFDA 84.325K) announced 

elsewhere in this notice. 

Type B programs are designed to 

prepare, at the graduate or advanced 

graduate levels, special education or 

early intervention administrators to 

work in SEAs, State LAs, LEAs, local 

LAs, schools, or programs. The 

applicant, based on State certification 

requirements for some positions, can 

determine whether the proposed Type B 

program prepares personnel for one or 

more administrative position(s). Type B 

programs prepare personnel for 

positions such as SEA special education 

administrators, LEA special education 

directors or regional directors, schoolbased special education directors, 

preschool coordinators, and early 

intervention coordinators. Type B 

programs culminate in a master’s, 

education specialist, or doctoral degree. 

The Office of Special Education 

Programs (OSEP) intends to fund in FY 

2011 at least three high-quality 

applications proposing Type B programs 

and may fund these applications out of 

rank order. 

Note: The preparation of school principals 

is not included as part of this priority. 

Note: Applicants must identify the specific 

program type, A or B, for which they are 

applying for funding as part of the 

competition title on the application cover 

sheet (SF form 424, item 15). Applicants may 

not submit the same proposal for more than 

one program type. 

To be considered for funding under 

the Preparation of Special Education, 

Early Intervention, and Related Services 

Leadership Personnel absolute priority, 

both Type A and Type B program 

applicants must meet the application 

requirements contained in the priority. 

All projects funded under the absolute 

priority also must meet the 

programmatic and administrative 

requirements specified in the priority. 

These requirements are as follows: 

(a) Demonstrate, in the narrative 

section of the application, under 

‘‘Quality of Project Services,’’ how— 

(1) The program prepares leadership 

personnel to address the specialized 

needs of high-need children with 

disabilities (as defined in the 

background statement for this absolute 

priority). To address the needs of this 

population, the proposed program 

must— 

(i) Identify the competencies needed 

by leadership personnel to either 

effectively teach others how to 

implement, or directly administer or 

conduct further research on, programs 

or interventions that improve the 

academic or functional outcomes of 

high-need children with disabilities; 

and 

(ii) Prepare leadership personnel to 

apply these competencies in a variety of 

settings, including in high-need LEAs,2

high-poverty schools,3 and lowperforming schools, including 

persistently lowest-achieving schools.4

(2) All relevant coursework for the 

proposed program reflects current 

research and pedagogy, as appropriate, 

on— 

(i) Participation and achievement in 

the general education curriculum and 

improved outcomes for all children with 

disabilities, including high-need 

children with disabilities; 

(ii) The provision of early 

intervention services in natural 

environments to improve outcomes for 

infants and toddlers with disabilities, 

including high-need children with 

disabilities and their families; and 

(iii) The competencies needed to work 

in high-need LEAs, high-poverty 

mstockstill on DSKH9S0YB1PROD with NOTICES

Federal Register / Vol. 76, No. 71 / Wednesday, April 13, 2011 / Notices 20639 

5For purposes of this priority, the term universal 

design for learning has the meaning provided for 

the term under the Higher Education Act of 1965, 

as amended: ‘‘a scientifically valid framework for 

guiding educational practice that—‘‘(A) provides 

flexibility in the ways information is presented, in 

the ways students respond or demonstrate 

knowledge and skills, and in the ways students are 

engaged; and (B) reduces barriers in instruction, 

provides appropriate accommodations, supports, 

and challenges, and maintains high achievement 

expectations for all students, including students 

with disabilities and students who are limited 

English proficient’’ (20 U.S.C. 1003(24)). For 

consistency across U.S. Department of Education 

programs, we use this definition for priorities that 

intend to prepare personnel to teach and work in 

schools and other settings. 

6For the purposes of this priority, the term 

scholar means an individual who is pursuing a 

degree, license, endorsement, or certification 

related to special education, related services, or 

early intervention services and who receives 

scholarship assistance under section 662 of IDEA 

(see 34 CFR 304.3(g)). 

7For purposes of this priority, early learning 

outcomes are defined to include information on 

child development in the areas of physical wellbeing and motor development, social-emotional 

development, language and literacy development, 

and cognition and general knowledge, including 

early numeracy and early scientific development. 

8For the purpose of this priority student 

achievement means—(a) For tested grades and 

subjects: (1) A student’s score on the State’s 

assessments under the ESEA; and, as appropriate, 

(2) other measures of student learning, such as 

those described in paragraph (b) of this definition, 

provided they are rigorous and comparable across 

schools. (b) For non-tested grades and subjects: 

Alternative measures of student learning and 

performance, such as student scores on pre-tests 

and end-of-course tests; student performance on 

English language proficiency assessments; and 

other measures of student achievement that are 

rigorous and comparable across schools (http:// 

www2.ed.gov/legislation/FedRegister/other/2010–4/ 

121510b.html). 

9For the purposes of this priority student growth 

means the change in student achievement (as 

defined in this notice) for an individual student 

between two or more points in time. A State may 

also include other measures that are rigorous and 

comparable across classrooms (http://www2.ed.gov/ 

legislation/FedRegister/other/2010–4/ 

121510b.html). 

schools, low-performing schools, 

including persistently lowest-achieving 

schools, and publically funded 

preschool programs, including Head 

Start programs and early intervention 

programs serving children eligible for 

services under Part C, located within the 

geographic boundaries of a high-need 

LEA. 

(3) The program is designed to 

integrate coursework with practicum 

opportunities (e.g., interning in a 

program or school serving high-need 

children with disabilities) that will 

enhance the competencies of leadership 

personnel to effectively— 

(i) Serve in a variety of positions, 

including positions that involve 

research, personnel preparation, or 

leadership at the university, SEA, State 

LA, LEA, local LA, school, or program 

level; 

(ii) Work in a variety of leadership 

settings, particularly those in high-need 

LEAs with programs and schools 

serving high-need children with 

disabilities; 

(iii) Collaborate and work with regular 

education personnel; 

(iv) Incorporate universal design for 

learning principles 5 into curricula and 

instructional practice; and 

(v) Integrate instructional and 

assistive technologies into the delivery 

of services. 

(4) The proposed leadership program 

ensures that scholars 6 are 

knowledgeable about— 

(i) Applicable laws that affect 

children with disabilities, including 

IDEA, the Elementary and Secondary 

Education Act of 1965, as amended 

(ESEA), and the Head Start Act, as 

appropriate; 

(ii) The requirements for highly 

qualified teachers under IDEA and the 

ESEA; 

(iii) The strategies that foster 

collaboration among personnel serving 

children with disabilities; and 

(iv) The collection, analysis, and use 

of data on early learning outcomes,7

student achievement,8 or student 

growth 9 to improve teaching and 

learning. 

(b) Include, in the narrative section of 

the application under ‘‘Quality of Project 

Evaluation,’’ a clear, effective plan for 

evaluating the outcomes of the proposed 

leadership project. The plan must 

include a description of how the project 

will— 

(1) Incorporate the use of evaluation 

methodologies that demonstrate the 

effectiveness of the proposed program, 

including its effect on the acquisition of 

scholar competencies described in the 

application; and 

(2) Objectively collect, analyze, and 

use these and other formative evaluation 

data to improve the program on an 

ongoing basis. In the application, the 

applicant must clearly describe how the 

project will report these evaluation 

results to OSEP in the grantee’s annual 

and final performance reports. 

(c) Include, in the application 

appendix, all course syllabi, in their 

entirety, for the proposed preparation 

program and a logic model that depicts, 

at a minimum, the goals, activities, 

outputs, and outcomes of the proposed 

project. A logic model communicates 

how a project will achieve its outcomes 

and provides a framework for both the 

formative and summative evaluations of 

the project. 

Note: The following Web sites provide 

more information on logic models: http:// 

www.researchutilization.org/matrix/ 

logicmodel_resource3c.html and 

www.tadnet.org/model_and_performance. 

(d) Include, in an application 

appendix, course syllabi that clearly 

incorporate research-based curriculum 

and pedagogy as required under 

paragraph (a) of this priority, along with 

the syllabi for all research methods, 

evaluation methods, or data analysis 

courses required by the degree program 

and elective research methods, 

evaluation methods, or data analysis 

courses that have been completed by 

more than one student enrolled in the 

program in the last four years. 

(e) Provide, in the application 

narrative, a detailed description of the 

program that includes the sequence of 

courses offered in the program and a 

comprehensive curriculum designed to 

meet program goals and obtain mastery 

in the following professional domains, 

as appropriate— 

(1) Research methodology; 

(2) Personnel preparation; 

(3) Policy or professional practice; or 

(4) Administration practices or 

techniques. 

(f) Demonstrate in the application 

narrative the existence of national, 

State, or regional needs using 

appropriate and applicable data. The 

applicant must provide evidence of the 

need for the leadership personnel they 

are proposing to prepare. 

(g) Certify in the application that the 

applicant intends that all scholars 

recruited into the program will graduate 

from the program by the end of the 

grant’s project period. 

(h) Meet the statutory requirements in 

section 662(e) through 662(h) of IDEA. 

(i) Ensure that at least 65 percent of 

the total requested budget per year will 

be used for scholar support or provide 

justification in the application narrative 

for any designation less than 65 percent. 

Examples of sufficient justification for 

proposing less than 65 percent of the 

budget for scholar support include: 

(1) A project servicing rural areas that 

provides long-distance personnel 

preparation, and requires Web Masters, 

adjunct professors, or mentors to 

operate effectively. 

(2) A project that is expanding or 

adding a new area of emphasis to the 

program and, as a result of this 

expansion, needs additional faculty or 

other resources, such as expert 

consultants, additional teaching 

supplies, or equipment that would 

enhance the program. 

Note: Applicants proposing projects that 

expand or add a new area of emphasis to 

special education, early intervention, or 

related services programs must provide, in 

their applications, data on the need for the 

mstockstill on DSKH9S0YB1PROD with NOTICES

20640 Federal Register / Vol. 76, No. 71 / Wednesday, April 13, 2011 / Notices 

expansion and information on how these 

new areas will be sustained once Federal 

funding ends. 

(j) Certify in the application that the 

institution will not require scholars 

recruited into the program to work as a 

condition of receiving a scholarship 

(e.g., as graduate assistants), unless the 

work is required to complete their 

personnel preparation program. Please 

note that this prohibition on work as a 

condition of receiving a scholarship 

does not apply to the service obligation 

requirements in section 662(h) of IDEA. 

(k) Budget for attendance at a threeday Project Directors’ meeting in 

Washington, DC, during each year of the 

project. 

(l) If the project maintains a Web site, 

include relevant information and 

documents in a format that meets 

government or industry-recognized 

standards for accessibility. 

(m) Submit annual data on each 

scholar who receives grant support. 

Applicants are encouraged to visit the 

Personnel Development Scholar Data 

Report Web site at: http:// 

oseppdp.ed.gov for further information 

about this data collection requirement. 

Typically, data collection begins on or 

around November 1st of each year, and 

grantees are notified by e-mail about the 

data collection period for their grant. 

This data collection must be submitted 

electronically by the grantee and does 

not supplant the annual grant 

performance report required of each 

grantee for continuation funding (see 34 

CFR 75.590). 

Competitive Preference Priorities: 

Within this absolute priority, we give 

competitive preference to applications 

that meet one or more of the following 

priorities. For FY 2011 and any 

subsequent year in which we make 

awards from the list of unfunded 

applicants from this competition, these 

priorities are competitive preference 

priorities. 

Competitive Preference Priority 1: 

Under 34 CFR 75.105(c)(2)(i) we award 

an additional 5 points to an application 

that meets this priority. 

This priority is: 

Applicants for Type A or Type B 

programs that demonstrate an 

established relationship with one or 

more high-need LEAs or publicallyfunded preschool programs, including 

Head Start programs or early 

intervention programs serving children 

eligible for services under Part C of the 

IDEA, located within the geographic 

boundaries of a high-need LEA that will 

provide scholars with a high-quality 

practicum experience in a high-poverty 

school, which may include a 

professional development school, or in 

a publically-funded preschool or early 

intervention program. 

Competitive Preference Priority 2: 

Under 34 CFR 75.105(c)(2)(i) we award 

an additional 5 points to an application 

that meets this priority. 

This priority is: 

Applicants for Type B programs that 

provide a syllabus or syllabi for a new 

or existing course, or series of courses, 

that show(s) that the course or courses 

include or will include: (1) A discussion 

of applicable research and evaluation 

findings on the use of data on early 

learning outcomes, student 

achievement, or student growth in 

evaluating the effectiveness of early 

intervention providers, related services 

providers, teachers, and principals; (2) 

methodological and statistical 

considerations in conducting an 

evaluation of the effectiveness of these 

personnel based on early learning 

outcomes, student achievement, or 

student growth data; and (3) an 

opportunity for scholars to review and 

critique one or more real-world 

applications of evaluating the 

effectiveness of early intervention 

providers, related services providers, 

teachers, and principals. 

Competitive Preference Priority 3: 

Under 34 CFR 75.105(c)(2)(i) we award 

an additional 5 points to an application 

that meets this priority. 

This priority is: 

Applicants for Type A or Type B 

programs that prepare leadership 

personnel who will prepare others to 

work with children, including infants 

and toddlers, who are deaf or hard of 

hearing to teach them listening and 

spoken language skills. 

Note: Five is the maximum amount of 

competitive preference points an applicant 

can receive. Applicants must include in the 

one-page abstract submitted with the 

application a statement indicating which 

competitive preference priorities they have 

addressed. 

References: 

Lashley, C., & Boscardin, M.L. (2003). Special 

education administration at the crossroads: 

Availability, licensure, and preparation of 

special education administrators. 

Gainesville, FL: Center on Personnel 

Studies in Special Education, University of 

Florida. Retrieved February 24, 2010, from 

http://www.coe.ufl.edu/copsse/docs/IB–8/ 

1/IB–8.pdf. 

National Council for Accreditation of 

Teacher Education (2009). What is a 

professional development school? 

Retrieved June 29, 2009, from http:// 

www.ncate.org/public/. 

Smith, D. D., Pion, G. M., & Tyler, N. C. 

(2004). Leadership personnel in special 

education: Can persistent shortages be 

resolved? In A.M. Sorells, H.J., Rieth and 

P. T. Sindelar (Eds.), Critical Issues in 

Special Education: Access, Diversity, and 

Accountability (pp. 258–276). New York: 

Pearson, Allyn & Bacon. 

Smith, D. D., Robb, S. M., West, J., & Tyler, 

N. C. (2010). The changing education 

landscape: How special education 

leadership preparation can make a 

difference for teachers and their students 

with disabilities. Teacher Education and 

Special Education, 33(1), 25–43. 

Wasburn-Moses, L., & Therrien, W.J. (2008). 

The impact of Leadership Personnel Grants 

on the doctoral student population in 

special education. Teacher Education and 

Special Education, 31(2), 1–12. 

Woods, J., & Snyder, P. (2009). 

Interdisciplinary doctoral leadership 

training in early intervention. Infants & 

Young Children, (22)1, 32–4. 

Absolute Priority 2—Personnel 

Preparation in Special Education, Early 

Intervention, and Related Services 

(84.325K). 

Background: State demand for fully 

credentialed early intervention, special 

education, and related services 

personnel to serve infants, toddlers, and 

children with disabilities exceeds the 

available supply (Bruder, 2004a; Bruder 

2004b; McLeskey & Billingsley, 2008; 

and McLeskey, Tyler & Flippin, 2004). 

For example, the existing 65 deaf or 

hard of hearing teacher preparation 

programs, generating teachers at their 

current rate, will not be able to 

adequately address the increasing 

number of students qualifying for such 

services. Personnel shortages can 

negatively impact the quality of services 

provided to infants, toddlers, and 

children with disabilities and their 

families when positions are not filled by 

fully credentialed personnel (McLeskey 

et.al, 2004). 

Personnel preparation programs that 

prepare personnel to enter the fields of 

early intervention, special education, 

and related services with the necessary 

skills and knowledge to implement 

evidence-based practices are critical to 

meet the personnel shortages in the 

field. Federal support of personnel 

preparation programs is needed to 

increase the supply of personnel with 

the necessary skills and knowledge to 

successfully serve infants, toddlers, and 

children with disabilities and their 

families. 

Priority: The purpose of the Personnel 

Preparation in Special Education, Early 

Intervention, and Related Services 

priority is to improve the quality and 

increase the number of personnel who 

are fully credentialed to serve children, 

including infants and toddlers, with 

disabilities—especially in areas of 

chronic personnel shortage—by 

supporting projects that prepare early 

intervention, special education, and 

related services personnel at the 

mstockstill on DSKH9S0YB1PROD with NOTICES

Federal Register / Vol. 76, No. 71 / Wednesday, April 13, 2011 / Notices 20641 

10For the purposes of this priority the term 

scholar means an individual who is pursuing a 

degree, license, endorsement, or certification 

related to special education, related services, or 

early intervention services and who receives 

scholarship assistance under section 662 of IDEA 

(see 34 CFR 304.3(g)). 

11For purposes of this priority, the term universal 

design for learning has the meaning provided for 

the term under the Higher Education Act of 1965, 

as amended: ‘‘a scientifically valid framework for 

guiding educational practice that—‘‘(A) provides 

flexibility in the ways information is presented, in 

the ways students respond or demonstrate 

knowledge and skills, and in the ways students are 

engaged; and (B) reduces barriers in instruction, 

provides appropriate accommodations, supports, 

and challenges, and maintains high achievement 

expectations for all students, including students 

with disabilities and students who are limited 

English proficient.’’ (20 U.S.C. 1003(24)) For 

consistency across U.S. Department of Education 

programs, we use this definition for priorities that 

intend to prepare personnel to teach and work in 

schools and other settings. 

12For purposes of this priority, early learning 

outcomes are defined to include information on 

child development in the areas of physical wellbeing and motor development, social-emotional 

development, language and literacy development, 

and cognition and general knowledge, including 

early numeracy and early scientific development. 

13For the purpose of this priority student 

achievement means—(a) For tested grades and 

subjects: (1) A student’s score on the State’s 

assessments under the ESEA; and, as appropriate, 

(2) other measures of student learning, such as 

those described in paragraph (b) of this definition, 

provided they are rigorous and comparable across 

schools. (b) For non-tested grades and subjects: 

Alternative measures of student learning and 

performance, such as student scores on pre-tests 

and end-of-course tests; student performance on 

English language proficiency assessments; and 

other measures of student achievement that are 

rigorous and comparable across schools (http:// 

www2.ed.gov/legislation/FedRegister/other/2010–4/ 

121510b.html). 

14For the purposes of this priority student growth 

means the change in student achievement (as 

defined in this notice) for an individual student 

between two or more points in time. A State may 

also include other measures that are rigorous and 

comparable across classrooms (http://www2.ed.gov/ 

legislation/FedRegister/other/2010–4/ 

121510b.html). 

15For purposes of this priority, the term highneed LEA means an LEA (a) that serves not fewer 

than 10,000 children from families with incomes 

below the poverty line; or (b) for which not less 

than 20 percent of the children served by the LEA 

are from families with incomes below the poverty 

line. 

16For the purposes of this priority, the term highpoverty school means a school in which at least 50 

percent of students are eligible for free or reducedprice lunches under the Richard B. Russell National 

School Lunch Act or in which at least 50 percent 

of students are from low-income families as 

determined using one of the criteria specified under 

section 1113(a)(5) of the Elementary and Secondary 

Education Act of 1965, as amended. For middle and 

high schools, eligibility may be calculated on the 

basis of comparable data from feeder schools. 

Eligibility as a high-poverty school under this 

definition is determined on the basis of the most 

currently available data (http://www2.ed.gov/ 

legislation/FedRegister/other/2010–4/ 

121510b.html). 

17For purposes of this priority, the term 

persistently lowest-achieving schools is defined 

according to the final requirements for School 

Improvement Grants authorized under section 

1003(g) of Title I of the Elementary and Secondary 

Education Act of 1965, as amended (ESEA), which 

were published in the Federal Register on October 

28, 2010 (75 FR 66363). According to Section I.A.3 

of these requirements, the term ‘‘persistently lowestachieving schools’’ means, as determined by the 

State— 

(a)(1) Any Title I school in improvement, 

corrective action, or restructuring that— 

(i) Is among the lowest-achieving five percent of 

Title I schools 

in improvement, corrective action, or 

restructuring or the lowest-achieving five Title I 

schools in improvement, corrective action, or 

restructuring in the State, whichever number of 

schools is greater; or 

(ii) Is a high school that has had a graduation rate 

as defined in 34 CFR 200.19(b) that is less than 60 

percent over a number of years; and 

(2) Any secondary school that is eligible for, but 

does not receive, Title I funds that— 

(i) Is among the lowest-achieving five percent of 

secondary schools or the lowest-achieving five 

secondary schools in the State that are eligible for, 

but do not receive, Title I funds, whichever number 

of schools is greater; or 

(ii) Is a high school that has had a graduation rate 

as defined in 34 CFR 200.19(b) that is less than 60 

percent over a number of years. 

(b) To identify the lowest-achieving schools, a 

State must take into account both— 

(i) The academic achievement of the ’’all 

students’’ group in a school in terms of proficiency 

on the State’s assessments under section 1111(b)(3) 

of the ESEA in reading/language arts and 

mathematics combined; and 

(ii) The school’s lack of progress on those 

assessments over a number of years in the ‘‘all 

students’’ group. 

associate, baccalaureate, master’s, and 

specialist levels. In order to be eligible 

under this priority, programs must 

prepare and support scholars 10 to 

complete, within the project period of 

the grant, a degree, State certification, 

professional license, or State 

endorsement in early intervention, 

special education, or a related services 

field. Programs preparing scholars to be 

special education paraprofessionals, 

assistants in related services professions 

(e.g., physical therapist assistants, 

occupational therapist assistants), or 

educational interpreters are also eligible 

under this priority. 

Programs that provide an alternate 

route to certification or that support 

dual certification (special education and 

regular education) for teachers are 

eligible as well. 

To be considered for funding under 

the Personnel Preparation in Special 

Education, Early Intervention, and 

Related Services absolute priority, 

applicants must meet the application 

requirements contained in the priority. 

All projects funded under this absolute 

priority also must meet the 

programmatic and administrative 

requirements specified in the priority. 

These requirements are as follows: 

(a) Demonstrate, in the narrative 

section of the application under 

‘‘Quality of Project Services,’’ how— 

(1) Personnel preparation 

requirements and required coursework 

for the proposed program incorporate 

research-based practices that improve 

outcomes for children with disabilities 

(including relevant research citations); 

(2) The program is designed to 

integrate coursework with practicum 

opportunities that will enhance the 

competencies of special education 

personnel to effectively— 

(i) Serve and instruct children with 

disabilities; 

(ii) Collaborate and work with regular 

education personnel; 

(iii) Incorporate universal design for 

learning principles 11 into curricula and 

instructional practice; 

(iv) Integrate instructional and 

assistive technologies into the delivery 

of services; 

(v) Collect, analyze, and use data on 

early learning outcomes,12 student 

achievement,13 or student growth 14 in 

order to improve instructional practices 

and interventions; and 

(vi) Support and work with parents 

and families of children with 

disabilities; 

(3) The program prepares personnel to 

address the specialized needs of highneed children with disabilities. 

Note: For the purpose of this priority, 

‘‘high-need children with disabilities’’ refers 

to children (ages birth through twenty-one, 

depending on the State) who are eligible for 

services under IDEA, and who may be further 

disadvantaged and at risk of educational 

failure because they: (1) Are living in 

poverty, (2) are far below grade level, (3) are 

at risk of not graduating with a regular high 

school diploma on time, (4) are homeless, (5) 

are in foster care, (6) have been incarcerated, 

(7) are English learners, (8) are pregnant or 

parenting teenagers, (9) are new immigrants, 

(10) are migrant, or (11) are not on track to 

being college- or career-ready by graduation. 

The program prepares personnel to 

work with this particular population 

by— 

(i) Identifying the competencies 

needed by early intervention, special 

education, and related services 

personnel to work with high-need 

children with disabilities; 

(ii) Preparing personnel to apply these 

competencies in a variety of settings, 

including in high-need LEAs,15 highpoverty schools,16 low-performing 

schools, including the persistently 

lowest-achieving schools,17 and 

publically-funded preschool programs, 

including Head Start programs and early 

intervention programs serving children 

eligible for services under Part C, 

located within the geographic 

boundaries of a high-need LEA, as 

appropriate. 

mstockstill on DSKH9S0YB1PROD with NOTICES

20642 Federal Register / Vol. 76, No. 71 / Wednesday, April 13, 2011 / Notices 

18For the purposes of this priority, the term 

clinical learning opportunities are a method of 

instruction for students to apply knowledge and 

skills in highly controlled or simulated situations 

to ensure that they possess needed skills and 

competencies prior to entering actual or typical 

environments with children with disabilities. 

(4) The program is designed to 

provide extended clinical learning 

opportunities,18 field experiences, or 

supervised practica (such as an 

additional year), and ongoing highquality mentoring and induction 

opportunities for scholars (as defined in 

34 CFR 304.3(g)); 

(5) The preparation program will— 

(i) Enable scholars to be highly 

qualified, in accordance with section 

602(10) of the Individuals with 

Disabilities Education Act (IDEA) and 

34 CFR 300.18, in the State(s) to be 

served by the applicant; and 

(ii) Ensure that scholars are equipped 

with the knowledge and skills necessary 

to assist children in meeting State 

academic achievement standards; and 

(6) The preparation program provides 

support to scholars through innovative 

strategies that are designed to enhance 

scholar retention and success in the 

program, such as using tutors or 

mentors or providing extended clinical 

learning opportunities or other field 

experiences. 

(b) Include, in the narrative section of 

the application under ‘‘Quality of Project 

Evaluation,’’ a clear, effective plan for 

evaluating project outcomes. This plan 

must include a description of how the 

project will— 

(1) Collect and analyze data on 

scholars’ competencies; 

(2) Collect and analyze data on the 

quality of services provided by program 

graduates, including data on their 

students’ outcomes (e.g., academic, 

social, emotional, behavioral) and 

growth; and 

(3) Use the results and findings from 

this evaluation as a basis for improving 

the program for future scholars. 

Applicants also must clearly describe 

how the project will report these 

evaluation results to OSEP in the 

grantee’s annual and final performance 

reports. 

Note: Under this evaluation requirement, 

grantees are encouraged—but not required— 

to engage in data collection activities after 

the completion of the grant. 

(c) Include, in the application 

appendix, all course syllabi, in their 

entirety, for the proposed preparation 

program and a logic model that depicts, 

at a minimum, the goals, activities, 

outputs, and outcomes of the proposed 

project. A logic model communicates 

how a project will achieve its outcomes 

and provides a framework for both the 

formative and summative evaluations of 

the project. 

Note: The following Web sites provide 

more information on logic models: http:// 

www.researchutilization.org/matrix/ 

logicmodel_resource3c.html and http:// 

www.tadnet.org/model_and_performance. 

(d) Ensure that course syllabi for the 

preparation program incorporate 

research-based curriculum and 

pedagogy as required under paragraph 

(a) of this priority. 

(e) Certify in the application that the 

applicant intends that all scholars 

recruited into the program will graduate 

from the program by the end of the 

grant’s project period. 

(f) Certify in the application that the 

institution will not require scholars 

recruited into the program to work as a 

condition of receiving a scholarship 

(e.g., as graduate assistants), unless the 

work is required to complete their 

preparation program. Please note that 

this prohibition on work as a condition 

of receiving a scholarship does not 

apply to the service obligation 

requirements in section 662(h) of IDEA. 

(g) Meet the statutory requirements 

contained in section 662(e) through 

662(h) of IDEA. 

(h) Ensure that at least 65 percent of 

the total requested budget per year be 

used for scholar support. 

(i) Budget for attendance at a threeday Project Directors’ meeting in 

Washington, DC, during each year of the 

project. 

(j) If the project maintains a Web site, 

include relevant information and 

documents in a form that meets 

government or industry-recognized 

standards for accessibility. 

(k) Submit annual data on each 

scholar who receives grant support. 

Applicants are encouraged to visit the 

Personnel Development Scholar Data 

Report Web site at http:// 

oseppdp.ed.gov for further information 

about this data collection requirement. 

Typically, data collection begins on or 

around November 1st of each year, and 

grantees are notified by e-mail about the 

data collection period for their grant. 

This data collection must be submitted 

electronically by the grantee and does 

not supplant the annual grant 

performance report required of each 

grantee for continuation funding (see 34 

CFR 75.590). 

Focus Areas: Within this absolute 

priority, the Secretary intends to 

support projects under the following 

five focus areas: (A) Preparing Personnel 

to Serve Infants, Toddlers, and 

Preschool-Age Children with 

Disabilities; (B) Preparing Personnel to 

Serve School-Age Children with LowIncidence Disabilities; (C) Preparing 

Personnel to Provide Related Services to 

Children, Including Infants and 

Toddlers, with Disabilities; (D) 

Preparing Personnel in Minority 

Institutions to Serve Children, Including 

Infants and Toddlers, with Disabilities; 

and (E) Preparing Personnel to Provide 

Secondary Transition Services to 

School-Age Children with Disabilities. 

Note: Applicants must identify the specific 

focus area (i.e., A, B, C, D, or E) under which 

they are applying as part of the competition 

title on the application cover sheet (SF form 

424, line 4). Applicants may not submit the 

same proposal under more than one focus 

area. 

Focus Area A: Preparing Personnel to 

Serve Infants, Toddlers, and PreschoolAge Children with Disabilities. OSEP 

intends to fund 9 awards under this 

focus area. For the purpose of Focus 

Area A, early intervention personnel are 

those who are prepared to provide 

services to infants and toddlers with 

disabilities ages birth to three, and early 

childhood personnel are those who are 

prepared to provide services to children 

with disabilities ages three through five 

(in States where the age range is other 

than ages three through five, we will 

defer to the State’s certification for early 

childhood). In States where certification 

in early intervention is combined with 

certification in early childhood, 

applicants may propose a combined 

early intervention and early childhood 

personnel preparation project under this 

focus area. We encourage 

interdisciplinary projects under this 

focus area. For purposes of this focus 

area, interdisciplinary projects are 

projects that implement common core 

content and practicum experiences 

across disciplines for early intervention 

providers or early childhood special 

educators, and related services 

personnel to serve infants, toddlers, and 

preschool-age children with disabilities. 

Projects preparing only related services 

personnel to serve infants, toddlers, and 

preschool-age children with disabilities 

are not eligible under this focus area 

(see Focus Area C). 

Focus Area B: Preparing Personnel to 

Serve School-Age Children with LowIncidence Disabilities. OSEP intends to 

fund 11 awards in this focus area. For 

the purpose of Focus Area B, personnel 

who serve children with low-incidence 

disabilities are special education 

personnel, including paraprofessionals, 

prepared to serve school-age children 

with low-incidence disabilities 

including visual impairments, hearing 

impairments, simultaneous vision and 

hearing impairments, significant 

intellectual disabilities, orthopedic 

mstockstill on DSKH9S0YB1PROD with NOTICES

Federal Register / Vol. 76, No. 71 / Wednesday, April 13, 2011 / Notices 20643 

impairments, autism, and traumatic 

brain injury. Programs preparing special 

education personnel to provide services 

to visually impaired or blind children 

that can be appropriately provided in 

braille must prepare those individuals 

to provide those services in braille. 

Projects preparing educational 

interpreters are eligible under this focus 

area. Projects preparing other related 

services, speech and language, or 

adapted physical education personnel 

are not eligible under this focus area 

(see Focus Area C). Projects preparing 

special education, early intervention, or 

preschool personnel are not eligible 

under this focus area (see Focus Area 

A). 

Focus Area C: Preparing Personnel to 

Provide Related Services to Children, 

Including Infants and Toddlers, with 

Disabilities. OSEP intends to fund 9 

awards in this focus area. Programs 

preparing related services personnel to 

serve children, including infants and 

toddlers, with disabilities are eligible 

within Focus Area C. For the purpose of 

this focus area, related services include, 

but are not limited to, psychological 

services, physical therapy (including 

therapy provided by personnel prepared 

at the Doctor of Physical Therapy (DPT) 

level), adapted physical education, 

occupational therapy, therapeutic 

recreation, social work services, 

counseling services, audiology services 

(including services provided by 

personnel prepared at the Doctor of 

Audiology (DAud) level), and speech 

and language services. Preparation 

programs in States where personnel 

prepared to serve children with speech 

and language impairments are 

considered to be special educators are 

eligible under this focus area. Projects 

preparing educational interpreters are 

not eligible under this focus area (see 

Focus Area B). 

Focus Area D: Preparing Personnel in 

Minority Institutions to Serve Children, 

Including Infants and Toddlers, with 

Disabilities. OSEP intends to fund 10 

awards in this focus area. Programs in 

minority institutions are eligible under 

Focus Area D if they prepare: (a) 

Personnel to serve one or more of the 

following: infants, toddlers, and 

preschool-age children with disabilities; 

(b) personnel to serve school-age 

children with low-incidence 

disabilities; (c) personnel to provide 

related services to children, including 

infants and toddlers, with disabilities; 

or (d) personnel to provide secondary 

transition services to school-age 

children with disabilities. Minority 

institutions include institutions with a 

minority enrollment of 25 percent or 

more, which may include Historically 

Black Colleges and Universities, Tribal 

Colleges, and Predominantly Hispanic 

Serving Colleges and Universities. 

Programs in minority institutions 

preparing personnel in Focus Areas A, 

B, C, and E are eligible within Focus 

Area D. Programs that are preparing 

high-incidence special education 

personnel are not eligible under this 

priority (for the purpose of this priority 

‘‘high-incidence disabilities’’ refers to 

learning disabilities, emotional 

disturbance, or intellectual disabilities). 

However, programs that are preparing 

high-incidence special education 

personnel are eligible under Absolute 

Priority 3 described elsewhere in this 

notice. 

Note: A project funded under Focus Area 

D may budget for less than 65 percent, the 

required percentage, for scholar support if 

the applicant can provide sufficient 

justification for any designation less than this 

required percentage. Sufficient justification 

for proposing less than 65 percent of the 

budget for scholar support would include 

support for activities such as program 

development, program expansion, or the 

addition of a new area of emphasis. Some 

examples of projects that may be eligible to 

designate less than 65 percent of their budget 

for scholar support include the following: 

(1) A project that is proposing to start a 

new program may request up to a year for 

program development and capacity building. 

In the initial project year, no scholar support 

would be required. Instead, a project could 

hire a new faculty member or a consultant to 

assist in program development. 

(2) A project that is proposing to build 

capacity may hire a field supervisor so that 

additional scholars can be prepared. 

(3) A project that is proposing to expand 

or add a new area of emphasis to the program 

may hire additional faculty or obtain other 

resources such as expert consultants, 

additional teaching supplies, or equipment 

that would enhance the program. 

Note: Applicants proposing projects to 

develop, expand, or add a new area of 

emphasis to special education or related 

services programs must provide, in their 

applications, information on how these new 

areas will be sustained once Federal funding 

ends. 

Focus Area E: Preparing Personnel to 

Provide Secondary Transition Services 

to School-Age Children with Disabilities. 

OSEP intends to fund 9 awards in this 

focus area. Programs that offer a 

sequence of career, vocational, or 

secondary transition courses or that 

enable personnel to meet State 

requirements for a credential or 

endorsement in secondary transition 

services for children with disabilities 

are eligible under Focus Area E. Eligible 

applicants must establish partnerships 

with the appropriate personnel in the 

institution’s vocational rehabilitation 

counseling and career and technical 

education programs, if those programs 

are offered at the institution. Funds may 

be used to support faculty from those 

programs for their involvement in the 

activities outlined in this priority. 

Applicants must also provide 

documentation of the partnership in the 

form of a letter from the Dean or 

Department Chair. This letter must 

describe how the faculty from those 

programs will be involved in the 

partnership (e.g., involvement in the 

design and delivery of courses and the 

supervision of scholar practicum 

experiences). 

Competitive Preference Priorities: 

Within this absolute priority, we give 

competitive preference to applications 

that meet one or more of the following 

priorities. For FY 2011 and any 

subsequent year in which we make 

awards from the list of unfunded 

applicants from this competition, these 

priorities are competitive preference 

priorities. 

Competitive Preference Priority 1: 

Under 34 CFR 75.105(c)(2)(i) we award 

an additional 5 points to an application 

that meets this priority. 

Applicants that demonstrate an 

established relationship with one or 

more high-need LEAs (as defined in this 

absolute priority) or publically funded 

preschool programs, including Head 

Start programs or early intervention 

programs serving children who are 

eligible for services under Part C of the 

IDEA, located within the geographic 

boundaries of a high-need LEA that will 

provide scholars with a high-quality 

practicum experience in a high-poverty 

school (as defined in this absolute 

priority), which may include a 

professional development school, or a 

publically funded preschool program or 

early intervention program and provide 

opportunities for research-based 

professional development on strategies 

to better serve high-need children with 

disabilities. 

Competitive Preference Priority 2: 

Under 34 CFR 75.105(c)(2)(i) we award 

an additional 5 points to an application 

that meets this priority. 

This priority is: 

In Focus Area D, applicants that 

document that they are institutions with 

minority enrollment of 50 percent or 

more. 

Competitive Preference Priority 3: 

Under 34 CFR 75.105(c)(2)(i) we award 

an additional 5 points to an application 

that meets this priority. 

This priority is: 

In Focus Areas A, B, C, and D, 

applicants that prepare personnel who 

work with children, including infants 

and toddlers, who are deaf or hard of 

mstockstill on DSKH9S0YB1PROD with NOTICES

20644 Federal Register / Vol. 76, No. 71 / Wednesday, April 13, 2011 / Notices 

19The following Web site provides more 

information on A Blueprint for Reform: The 

Reauthorization of the Elementary and Secondary 

Education Act (ESEA): http://www2.ed.gov/policy/ 

elsec/leg/blueprint/blueprint.pdf. 

20The following link provides more information 

on the Supplemental Priorities for Discretionary 

Grants, published in the Federal Register on 

December 15, 2010 (75 FR 78486): http:// 

edocket.access.gpo.gov/2010/pdf/2010–31189.pdf. 

hearing to teach them listening and 

spoken language skills. 

Note: Five is the maximum amount of 

competitive preference points an applicant 

can receive. Applicants must include in the 

one-page abstract submitted with the 

application, a statement indicating which 

competitive preference priorities they have 

addressed. 

References: 

Bruder, M.B. (December, 2004a). The 

National Landscape of Early Intervention 

in Personnel Preparation Standards under 

Part C of the Individuals with Disabilities 

Education Act (IDEA). A.J. Pappanikou 

Center for Excellence in Developmental 

Disabilities, Farmington, CT. Available at: 

http://www.uconnucedd.org/projects/

per_prep/per_prep_resources.html. 

Bruder, M.B. (December, 2004b). The 

National Landscape of Early Intervention 

and Early Childhood Special Education: 

619 Data Report. A.J. Pappanikou Center 

for Excellence in Developmental 

Disabilities, Farmington, CT. Available at: 

http://www.uconnucedd.org/projects/

per_prep/per_prep_resources.html. 

McLeskey, J. Billingsley, B. (2008). How does 

the quality and stability of the teaching 

force influence the research-to-practice 

gap? Remedial and Special Education, 29 

(5), 293–305. 

McLeskey, J., Tyler, N., & Flippin, S.S. 

(2004). The supply and demand for special 

education teachers: A review of research 

regarding the chronic shortage of special 

education teachers. Journal of Special 

Education, 38 (1), 5–21. 

Absolute Priority 3—Special 

Education Preservice Program 

Improvement Grants (84.325T). 

Background: State educational 

agencies (SEAs), institutions of higher 

education (IHEs), and local educational 

agencies (LEAs) consistently report that 

personnel preparation programs for 

kindergarten through grade 12 (K–12) 

special education teachers should be 

restructured or redesigned so that 

graduates of these programs meet the 

highly qualified teacher (HQT) 

requirements in the Individuals with 

Disabilities Education Act (IDEA). To 

accomplish this goal, personnel 

preparation programs must ensure that 

their graduates who expect to be 

providing instruction in a core academic 

subject are able to meet State special 

education certification or licensure 

requirements, as well as have the 

necessary content knowledge, consistent 

with the HQT requirements in IDEA. 

In A Blueprint for Reform: The 

Reauthorization of the Elementary and 

Secondary Education Act (ESEA) 

(Blueprint),19 the Department notes that 

‘‘[r]esearch shows that top-performing 

teachers can make a dramatic difference 

in the achievement of their students, 

and suggests that the impact of being 

assigned to top-performing teachers year 

after year is enough to significantly 

narrow achievement gaps.’’ Reflecting 

this research, in both the Department’s 

Notice of Final Supplemental 

Priorities 20 and the Blueprint, the 

Department has called for evaluating 

teacher effectiveness using multiple 

measures, including, in significant part, 

the academic growth of a teacher’s 

students. High-quality information on 

teacher effectiveness that is based on 

multiple measures can be used to 

provide feedback to teachers for ongoing improvement and support 

teachers’ access to effective preparation, 

on-going support, recognition, and the 

collaboration opportunities teachers 

need to succeed. 

Priority: The purpose of this priority 

is to support the improvement and 

restructuring (through expansion or 

redesign) of K–12 special education 

teacher preparation programs to ensure 

that program graduates meet the HQT 

requirements in IDEA and effectively 

serve children with high-incidence 

disabilities. For the purposes of this 

priority, the term high-incidence 

disabilities refers to learning disabilities, 

emotional disturbance, or intellectual 

disabilities. In order to be eligible under 

this priority, applicants must currently 

prepare special education personnel (at 

the baccalaureate or master’s level) to 

serve school-age children with highincidence disabilities. 

Note 1: This priority only supports the 

improvement or restructuring of existing 

programs for high-incidence personnel (for 

example, the expansion of a program for 

elementary school teachers to include a 

program for secondary school teachers 

serving children with high-incidence 

disabilities). This priority does not support 

the development of new programs for highincidence personnel. In addition, this 

priority does not support the improvement of 

programs in IHEs that are preparing 

preschool teachers. 

Note 2: No more than one cooperative 

agreement will be awarded under this 

priority per IHE during the five-year project 

period. 

To be considered for funding under 

the Special Education Preservice 

Program Improvement Grants priority, 

applicants must meet the application 

requirements contained in the priority. 

All projects funded under the absolute 

priority also must meet the 

programmatic and administrative 

requirements specified in the priority. 

These requirements are as follows: 

(a) Demonstrate, in the narrative 

section of the application under 

‘‘Quality of Project Services,’’ how— 

(1) The first year of the project period 

will be used for planning an improved 

or restructured K–12 teacher 

preparation program that includes 

induction and mentoring for program 

participants in LEAs. The planning 

activities during the first year must 

include revising the curriculum, 

integrating evidence-based interventions 

that improve outcomes for children with 

high-incidence disabilities into the 

improved or restructured program 

(including providing research citations 

for those evidence-based interventions), 

and utilizing existing high-quality 

training resources on evidence-based 

interventions, such as those developed 

by OSEP-funded Centers (e.g., IDEA ’04 

and Research For Inclusive Settings 

Center for Training Enhancements (see 

http://www.iris.peabody.

vanderbilt.edu); National Center on 

Response to Intervention (see http://

www.rti4success.org)). Applicants must 

describe first-year activities, document 

the specific evidence-based 

interventions to be included in the 

improved or restructured program, and 

include a five-year timeline and 

implementation plan in their 

applications. This plan must describe 

the proposed project activities 

associated with implementation of the 

improved or restructured program. 

Implementation of the plan may not 

begin without approval from OSEP; 

(2) The improved or restructured 

program is designed to integrate 

coursework with practicum 

opportunities that will enhance the 

competencies of beginning special 

education teachers to— 

(i) Collaborate and work with regular 

education teachers and other personnel 

to: 

(A) Provide effective services and 

instruction in academic subjects to 

children with high-incidence 

disabilities in K–12 regular education 

classrooms. 

(B) Address the challenges of serving 

high-need children with disabilities; 

Note: For the purpose of this priority, 

‘‘high-need children with disabilities’’ refers 

to children (ages birth through twenty-one, 

depending on the State) who are eligible for 

services under IDEA, and who may be further 

disadvantaged and at risk of educational 

failure because they: (1) Are living in 

poverty, (2) are far below grade level, (3) are 

at risk of not graduating with a regular high 

school diploma on time, (4) are homeless, (5) 

mstockstill on DSKH9S0YB1PROD with NOTICES

Federal Register / Vol. 76, No. 71 / Wednesday, April 13, 2011 / Notices 20645 

21For purposes of this priority, the term universal 

design for learning under the Higher Education Act 

of 1965, as amended: ‘‘a scientifically valid 

framework for guiding educational practice that— 

‘‘(A) provides flexibility in the ways information is 

presented, in the ways students respond or 

demonstrate knowledge and skills, and in the ways 

students are engaged; and (B) reduces barriers in 

instruction, provides appropriate accommodations, 

supports, and challenges, and maintains high 

achievement expectations for all students, 

including students with disabilities and students 

who are limited English proficient’’ (20 U.S.C. 

1003(24)). For consistency across U.S. Department 

of Education programs, we use this definition for 

priorities that intend to prepare personnel to teach 

and work in schools and other settings. 

22For the purpose of this priority student 

achievement means—(a) For tested grades and 

subjects: (1) A student’s score on the State’s 

assessments under the ESEA; and, as appropriate, 

(2) other measures of student learning, such as 

those described in paragraph (b) of this definition, 

provided they are rigorous and comparable across 

schools. (b) For non-tested grades and subjects: 

Alternative measures of student learning and 

performance, such as student scores on pre-tests 

and end-of-course tests; student performance on 

English language proficiency assessments; and 

other measures of student achievement that are 

rigorous and comparable across schools (http:// 

www2.ed.gov/legislation/FedRegister/other/2010-4/ 

121510b.html). 

23For the purposes of this priority student growth 

means the change in student achievement (as 

defined in this notice) for an individual student 

between two or more points in time. A State may 

also include other measures that are rigorous and 

comparable across classrooms (http://www2.ed.gov/ 

legislation/FedRegister/other/2010-4/ 

121510b.html). 

24For the purposes of this priority, clinical 

learning opportunities are a method of instruction 

for students to apply knowledge and skills in highly 

controlled or simulated situations to ensure that 

they possess needed skills and competencies prior 

to entering actual or typical environments with 

children with disabilities. 

25For purposes of this priority, the term highneed LEA means an LEA (a) that serves not fewer 

than 10,000 children from families with incomes 

below the poverty line; or (b) for which not less 

than 20 percent of the children served by the LEA 

are from families with incomes below the poverty 

line. 

26For purposes of this priority, the term highpoverty school means a school in which at least 50 

percent of students are eligible for free or reducedprice lunches under the Richard B. Russell National 

School Lunch Act or in which at least 50 percent 

of students are from low-income families as 

determined using one of the criteria specified under 

section 1113(a)(5) of the Elementary and Secondary 

Education Act of 1965, as amended. For middle and 

high schools, eligibility may be calculated on the 

basis of comparable data from feeder schools. 

Eligibility as a high-poverty school under this 

definition is determined on the basis of the most 

currently available data (http://www2.ed.gov/ 

legislation/FedRegister/other/2010-4/ 

121510b.html). 

27For purposes of this priority, the term 

persistently lowest-achieving schools is defined 

according to the final requirements for School 

Improvement Grants authorized under section 

1003(g) of Title I of the Elementary and Secondary 

Education Act of 1965, as amended (ESEA), which 

were published in the Federal Register on October 

28, 2010 (75 FR 66363). According to Section I.A.3 

of these requirements, the term ‘‘persistently lowestachieving schools’’ means, as determined by the 

State— 

(a)(1) Any Title I school in improvement, 

corrective action, or restructuring that— 

(i) Is among the lowest-achieving five percent of 

Title I schools in improvement, corrective action, or 

restructuring or the lowest-achieving five Title I 

schools in improvement, corrective action, or 

restructuring in the State, whichever number of 

schools is greater; or 

(ii) Is a high school that has had a graduation rate 

as defined in 34 CFR 200.19(b) that is less than 60 

percent over a number of years; and 

(2) Any secondary school that is eligible for, but 

does not receive, Title I funds that— 

(i) Is among the lowest-achieving five percent of 

secondary schools or the lowest-achieving five 

secondary schools in the State that are eligible for, 

but do not receive, Title I funds, whichever number 

of schools is greater; or 

(ii) Is a high school that has had a graduation rate 

as defined in 34 CFR 200.19(b) that is less than 60 

percent over a number of years. 

(b) To identify the lowest-achieving schools, a 

State must take into account both— 

(i) The academic achievement of the ‘‘all 

students’’ group in a school in terms of proficiency 

on the State’s assessments under section 1111(b)(3) 

of the ESEA in reading/language arts and 

mathematics combined; and 

(ii) The school’s lack of progress on those 

assessments over a number of years in the ‘‘all 

students’’ group. 

28For the purposes of this priority, the term 

scholar means an individual who is pursuing a 

baccalaureate or master’s level degree related to 

special education. 

are in foster care, (6) have been incarcerated, 

(7) are English learners, (8) are pregnant or 

parenting teenagers, (9) are new immigrants, 

(10) are migrant, or (11) are not on track to 

being college- or career-ready by graduation. 

(ii) Incorporate universal design for 

learning principles 21 into curricula and 

instructional practice; 

(iii) Integrate instructional and 

assistive technologies into the delivery 

of services; 

(iv) Collect, analyze, and use data, 

including data on student 

achievement 22 and student growth,23 to 

improve instructional practices and 

interventions; and 

(v) Support and work with parents 

and families of children with 

disabilities; 

(3) The improved or restructured 

program is designed to prepare special 

education teachers to address the 

specialized needs of high-need children 

with disabilities (as defined in this 

absolute priority) with high-incidence 

disabilities by identifying the 

competencies that special education 

teachers need to work effectively with 

this population; 

(4) The improved or restructured 

program is designed to provide 

extended clinical learning 

opportunities,24 field experiences, or 

supervised practica and ongoing highquality mentoring and induction 

opportunities in local schools. 

Applicants also must demonstrate how 

they will utilize high-quality resources 

when designing the program to provide 

extended clinical learning 

opportunities, field experiences, or 

supervised practica (resources on these 

topics are available from the National 

Center to Inform Policy and Practice in 

Special Education Professional 

Development at http://www.ncipp.org); 

(5) The improved or restructured 

program is designed to include fieldbased training opportunities in diverse 

settings including high-need LEAs,25

high-poverty schools,26 and lowperforming schools, including the 

persistently lowest-achieving schools;27

(6) The improved or restructured 

program will— 

(i) Enable scholars 28 to be highly 

qualified, in accordance with section 

602(10) of IDEA and 34 CFR 300.18, in 

the State(s) to be served by the 

applicant; and 

(ii) Ensure that scholars are equipped 

with the knowledge and skills necessary 

to assist children in meeting State 

academic achievement standards; 

(7) The improved or restructured 

program is designed to provide support 

systems (including tutors, mentors, and 

other innovative practices) to enhance 

retention in and successful completion 

of the program; and 

(8) The improved or restructured 

program will be maintained once 

Federal funding ends. 

(b) For programs that will be 

restructured to produce graduates who 

meet the HQT requirements for teachers 

who teach core academic subjects, 

applicants must establish partnerships 

with the appropriate academic 

departments. Funds may be used to 

support faculty from the academic 

departments for their involvement in 

the activities outlined in paragraph 

(a)(4) of this priority. To address this 

requirement, applications must— 

(1) Describe how representatives of 

relevant academic departments with 

expertise in the core academic subjects 

being addressed in the application will 

be involved in the partnership; 

(2) Provide evidence that such 

partnerships will include a permanent 

faculty member from the appropriate 

academic departments, who will be 

involved in developing the overall 

project and designing the curriculum 

used to prepare scholars in the 

particular core academic subject; and 

(3) Provide evidence that permanent 

faculty members from the appropriate 

academic departments participated in 

the design of the program. 

(c) Develop and implement a plan to 

ensure that program faculty have the 

necessary supports, knowledge, and 

skills to implement the new 

mstockstill on DSKH9S0YB1PROD with NOTICES

20646 Federal Register / Vol. 76, No. 71 / Wednesday, April 13, 2011 / Notices 

interventions and curriculum in the 

improved or restructured program. 

(d) Include, in the narrative section of 

the application under ‘‘Quality of Project 

Evaluation,’’ a clear plan for evaluating 

project outcomes. This plan must 

include a description of how the project 

will— 

(1) Measure the extent to which 

evidence-based interventions are 

integrated within the program; 

(2) Collect and analyze data on faculty 

members’ implementation of the 

improved or restructured program; 

(3) Collect and analyze data on 

scholars’ competencies; 

(4) Collect and analyze data on the 

quality of services provided by program 

graduates, including data on their 

students’ outcomes (e.g., academic, 

social, emotional, behavioral) and 

student growth; and 

(5) Use the results and findings from 

this evaluation as a basis for informing 

and validating any proposed changes to 

the improved or restructured program. 

Applicants also must clearly describe 

how the project will report these 

evaluation results to OSEP in the 

grantee’s annual and final performance 

reports. 

Note: Under this evaluation requirement, 

grantees are encouraged—but not required— 

to engage in data collection activities after 

the completion of the grant. 

(e) Include, in the application 

appendix, all course syllabi, in their 

entirety, for the existing teacher 

preparation program and a logic model 

that depicts, at a minimum, the goals, 

activities, outputs, and outcomes of the 

proposed project. A logic model 

communicates how a project will 

achieve its outcomes and provides a 

framework for both the formative and 

summative evaluations of the project. 

Note: The following Web sites provide 

more information on logic models: http:// 

www.researchutilization.org/matrix/ 

logicmodel_resource3c.html and http:// 

www.tadnet.org/model_and_performance. 

(f) Submit to the Department, at the 

end of the first year of the project 

period, revised syllabi for the improved 

teacher preparation program. 

(g) Meet the statutory requirements in 

section 662(e) through 662(f) of IDEA. 

(h) Budget for planning and 

improvement activities, including any 

activities to be performed by 

consultants. This priority does not 

provide financial support for scholars 

during any year of the project. 

(i) Budget for attendance at a threeday Project Directors’ meeting in 

Washington, DC, during each year of the 

project. 

(j) If the project maintains a Web site, 

include relevant information and 

documents in a form that meets 

government or industry-recognized 

standards for accessibility. 

Competitive Preference Priorities: 

Within this absolute priority, we give 

competitive preference to applications 

that address the following priority. For 

FY 2011 and any subsequent year in 

which we make awards from the list of 

unfunded applicants from this 

competition, these priorities are 

competitive preference priorities. 

Competitive Preference Priority 1: 

Under 34 CFR 75.105(c)(2)(i) we award 

an additional 5 points to an application 

that meets this priority. 

This priority is: 

Collaborative Activities with an SEA 

or State Licensing Agency. 

Applicants that document how the 

proposed project will collaborate with 

the SEA or State teacher licensing 

agency on issues of program 

improvement that affect teacher quality 

and effectiveness. For purposes of this 

competitive preference priority, 

documentation must include at least a 

letter from both the Dean and 

Department Chair of the appropriate 

college or department that supports 

high-incidence special education 

teacher preparation and from the 

relevant SEA or State teacher licensing 

agency verifying their intent to 

collaborate to improve teacher quality 

and effectiveness. The letter must 

include examples of the methods to be 

used for collaboration (e.g., establishing 

a statewide consortium of teacher 

preparation programs for program 

improvement, program evaluation 

support, increasing the productivity of 

preparation programs, or other activities 

that would directly support program 

improvement of the project(s) within 

that State). 

Competitive Preference Priority 2: 

Under 34 CFR 75.105(c)(2)(i) we award 

an additional 5 points to an application 

that meets this priority. 

This priority is: 

Competitive Preference Points Based 

on Dual Certification (i.e., highincidence disabilities and regular 

education). 

Applicants with documentation that 

the improved or restructured program 

will prepare graduates to be dually 

certified in high-incidence disabilities 

and regular education. Documentation 

for purposes of this competitive 

preference priority must include a letter 

from both the Dean or Department Chair 

of the appropriate college or department 

that supports high-incidence special 

education teacher preparation and from 

the Dean or Department Chair of the 

appropriate college or department that 

prepares regular education teachers 

verifying their intent to collaborate to 

ensure that the improved or restructured 

program will prepare graduates to be 

dually certified in high-incidence 

disabilities and regular education. The 

letter must include a description of how 

the collaboration between colleges or 

departments will result in program 

graduates who are dually certified in 

both high-incidence disabilities and 

regular education (e.g., collaborate to 

provide clinical learning opportunities, 

field experiences, or supervised practica 

that focus on children both with and 

without high-incidence disabilities; 

collaborate to ensure the SEA or State 

teacher licensing agency will certify 

program graduates in both highincidence disabilities and regular 

education). 

Note: Five is the maximum amount of 

competitive preference points an applicant 

can receive. Applicants must include in the 

project abstract a statement indicating which 

competitive preference priorities they have 

addressed. 

Waiver of Proposed Rulemaking: 

Under the Administrative Procedure Act 

(APA) (5 U.S.C. 553) the Department 

generally offers interested parties the 

opportunity to comment on proposed 

priorities and requirements. Section 

681(d) of IDEA, however, makes the 

public comment requirements of the 

APA inapplicable to the priorities in 

this notice. 

Program Authority: 20 U.S.C. 1462 

and 1481. 

Applicable Regulations: (a) The 

Education Department General 

Administrative Regulations (EDGAR) in 

34 CFR parts 74, 75, 77, 79, 80, 81, 82, 

84, 85, 86, 97, 98, and 99. (b) The 

regulations for this program in 34 CFR 

part 304. 

II. Award Information 

Type of Awards: Discretionary grants 

for competitions CFDA 84.325D and 

84.325K, and cooperative agreements for 

competition CFDA 84.325T. 

Estimated Available Funds: The 

Administration has requested 

$90,653,000 for the Personnel 

Development to Improve Services and 

Results for Children with Disabilities 

program for FY 2011, of which we 

intend to use an estimated $19,500,000 

for the competitions announced in this 

notice. The actual level of funding, if 

any, depends on final congressional 

action. However, we are inviting 

applications to allow enough time to 

complete the grant process if Congress 

appropriates funds for this program. 

Contingent upon the availability of 

funds and the quality of applications, 

we may make additional awards in FY 

mstockstill on DSKH9S0YB1PROD with NOTICES

Federal Register / Vol. 76, No. 71 / Wednesday, April 13, 2011 / Notices 20647 

2012 from the list of unfunded 

applicants from the competition. 

Estimated Range of Awards: See 

chart. 

Estimated Average Size of Awards: 

See chart. 

Maximum Award: See chart. 

Estimated Number of Awards: See 

chart. 

Project Period: See chart. 

PERSONNEL DEVELOPMENT TO IMPROVE SERVICES AND RESULTS FOR CHILDREN WITH DISABILITIES

[Application notice for fiscal year 2011] 

CFDA number and name Applications 

available 

Deadline for 

transmittal of 

applications 

Deadline for 

intergovernmental review 

Estimated 

range of 

awards 

Estimated 

average 

size of 

awards 

Maximum 

award 

(budget 

period of 

12 months) 

Estimated 

number of 

awards 

Project 

period Contact person 

84.325D Preparation of Special Education, Early Intervention, and Related Services Leadership Personnel.April 13, 2011 May 31, 2011 August 11, 

2011.

$225,000– 

250,000 

$237,500 $250,000 18 Up to 60 

mos. 

Patricia Gonzalez (202) 

245–7355 

Rm 4082. 

84.325K Personnel Preparation in Special Education, 

Early Intervention, and Related Services.

April 13, 2011 May 31, 2011 August 11, 

2011.

.................. .................. .................. .................. .................. Maryann 

McDermott 

(202) 245– 

7439 Rm 

4062. 

Focus Area A: Preparing 

Personnel to Serve Infants, Toddlers, and Preschool Age Children with 

Disabilities.

....................... ....................... ....................... 225,000– 

250,000 

237,500 *250,000 9 Up to 60 

mos. 

Focus Area B: Preparing 

Personnel to Serve 

School-Age Children with 

Low-Incidence Disabilities.

....................... ....................... ....................... 225,000– 

250,000 

237,500 *250,000 11 Up to 60 

mos. 

Focus Area C: Preparing 

Personnel to Provide Related Services, Speech 

and Language Services, 

and Adapted Physical 

Education Children, Including Infants and Toddlers, 

with Disabilities.

....................... ....................... ....................... 225,000– 

250,000 

237,500 *250,000 9 Up to 60 

mos. 

Focus Area D: Preparing 

Personnel in Minority Institutions to Serve Children, 

Including Infants and Toddlers, with Disabilities.

....................... ....................... ....................... 225,000– 

250,000 

237,500 *250,000 10 Up to 60 

mos. 

Focus Area E: Preparing 

Personnel to Provide Secondary Transition Services 

to School-Age Children 

with Disabilities.

April 13, 2011 May 31, 2011 August 11, 

2011.

225,000– 

250,000 

237,500 *250,000 9 Up to 60 

mos. 

84.325T Special Education 

Preservice Program Improvement Grants.

....................... ....................... ....................... 275,000– 

300,000 

288,500 *300,000 10 Up to 60 

mos. 

Tina Diamond 

(202) 245– 

6674 Rm 

4094. 

* 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 the FEDERAL REGISTER. 

** For the Special Education Preservice Program Improvement Grants, 84.325T competition. 

Note 1: We will reject any application that 

proposes a budget exceeding the maximum 

award for a single budget period of 12 

months. 

Note 2: No more than one cooperative 

agreement will be awarded under this 

priority per IHE during the five-year project 

period. Programs in minority institutions that 

are preparing special education teachers of 

children with high-incidence disabilities are 

eligible to apply under this priority. For 

purposes of this competition, the term 

‘‘minority institutions’’ include IHEs with a 

minority enrollment of 25 percent or more, 

which may include Historically Black 

Colleges and Universities, Tribal Colleges, 

and Predominantly Hispanic Serving 

Colleges and Universities. 

Note: The Department is not bound by any 

estimates in this notice. 

III. Eligibility Information 

1. Eligible Applicants: Institutions of 

higher education (IHEs). 

Note: For Absolute Priority 3—Special 

Education Preservice Program Improvement 

Grants (84.325T), programs in IHEs that 

propose to prepare preschool teachers are not 

eligible to apply under that competition. 

2. Cost Sharing or Matching: This 

program does not require cost sharing or 

matching. 

3. Other: General Requirements—(a) 

The projects funded under this program 

must make positive efforts to employ 

and advance in employment qualified 

individuals with disabilities (see section 

606 of IDEA). 

(b) Each applicant and grant recipient 

funded under this program must involve 

individuals with disabilities or parents 

of individuals with disabilities ages 

birth through 26 in planning, 

implementing, and evaluating the 

project (see section 682(a)(1)(A) of 

IDEA). 

IV. Application and Submission 

Information 

1. Address to Request Application 

Package: You can obtain an application 

package via the Internet, from the 

Education Publications Center (ED 

Pubs), or from the program office. 

To obtain a copy via the Internet, use 

the following address: http://www.ed.

gov/fund/grant/apply/grantapps/

index.html. 

To obtain a copy from ED Pubs, write, 

fax, or call the following: ED Pubs, U.S. 

mstockstill on DSKH9S0YB1PROD with NOTICES

20648 Federal Register / Vol. 76, No. 71 / Wednesday, April 13, 2011 / Notices 

Department of Education, P.O. Box 

22207, Alexandria, VA 22304. 

Telephone, toll free: 1–877–433–7827. 

FAX: (703) 605–6794. If you use a 

telecommunications device for the deaf 

(TDD), call, toll free: 1–877–576–7734. 

You can contact ED Pubs at its Web 

site, also: http://www.EDPubs.gov or at 

its e-mail address: edpubs@inet.ed.gov. 

If you request an application from ED 

Pubs, be sure to identify the competition 

as follows: CFDA number 84.325D, 

84.325K, or 84.325T. 

To obtain a copy from the program 

office, contact the person listed under 

FOR FURTHER INFORMATION CONTACT in 

section VII of this notice. 

Individuals with disabilities can 

obtain a copy of the application package 

in an accessible format (e.g., braille, 

large print, audiotape, or computer 

diskette) by contacting the person or 

team listed under Accessible Format in 

section VIII of this notice. 

2. Content and Form of Application 

Submission: Requirements concerning 

the content of an application, together 

with the forms you must submit, are in 

the application package for this 

competition. 

Page Limit: The application narrative 

(Part III of the application) is where you, 

the applicant, address the selection 

criteria that reviewers use to evaluate 

your application. You must limit Part III 

to the equivalent of no more than 50 

pages using the following standards: 

• A ‘‘page’’ is 8.5′′ × 11′′, on one side 

only, with 1′′ margins at the top, bottom, 

and both sides. 

• Double space (no more than three 

lines per vertical inch) all text in the 

application narrative, including titles, 

headings, footnotes, quotations, 

references, and captions. 

• Use a font that is either 12 point or 

larger or no smaller than 10 pitch 

(characters per inch). 

• Use one of the following fonts: 

Times New Roman, Courier, Courier 

New, or Arial. An application submitted 

in any other font (including Times 

Roman or Arial Narrow) will not be 

accepted. 

The page limit does not apply to Part 

I, the cover sheet; Part II, the budget 

section, including the narrative budget 

justification; Part IV, the assurances and 

certifications; or the one-page abstract, 

the re ́sume ́s, 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 

exceed the page limit; or if you apply 

other standards and exceed the 

equivalent of the page limit. 

3. Submission Dates and Times: 

Applications Available: 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. 7. Other Submission 

Requirements of this notice. 

We do not consider an application 

that does not comply with the deadline 

requirements. 

Individuals with disabilities who 

need an accommodation or auxiliary aid 

in connection with the application 

process should contact the person listed 

under FOR FURTHER INFORMATION

CONTACT in section VII of this notice. If 

the Department provides an 

accommodation or auxiliary aid to an 

individual with a disability in 

connection with the application 

process, the individual’s application 

remains subject to all other 

requirements and limitations in this 

notice. 

Deadline for Intergovernmental 

Review: See chart. 

4. Intergovernmental Review: This 

program is subject to Executive Order 

12372 and the regulations in 34 CFR 

part 79. Information about 

Intergovernmental Review of Federal 

Programs under Executive Order 12372 

is in the application package for the 

competitions announced in this notice. 

5. Funding Restrictions: We reference 

regulations outlining funding 

restrictions in the Applicable 

Regulations section of this notice. 

6. Data Universal Numbering System 

Number, Taxpayer Identification 

Number, and Central Contractor 

Registry: To do business with the 

Department of Education, you must— 

a. Have a Data Universal Numbering 

System (DUNS) number and a Taxpayer 

Identification Number (TIN); 

b. Register both your DUNS number 

and TIN with the Central Contractor 

Registry (CCR), the Government’s 

primary registrant database; 

c. Provide your DUNS number and 

TIN on your application; and 

d. Maintain an active CCR registration 

with current information while your 

application is under review by the 

Department and, if you are awarded a 

grant, during the project period. 

You can obtain a DUNS number from 

Dun and Bradstreet. A DUNS number 

can be created within one business day. 

If you are a corporate entity, agency, 

institution, or organization, you can 

obtain a TIN from the Internal Revenue 

Service. If you are an individual, you 

can obtain a TIN from the Internal 

Revenue Service or the Social Security 

Administration. If you need a new TIN, 

please allow 2–5 weeks for your TIN to 

become active. 

The CCR registration process may take 

five or more business days to complete. 

If you are currently registered with the 

CCR, you may not need to make any 

changes. However, please make certain 

that the TIN associated with your DUNS 

number is correct. Also note that you 

will need to update your CCR 

registration on an annual basis. This 

may take three or more business days to 

complete. 

In addition, if you are submitting your 

application via Grants.gov, you must (1) 

be designated by your organization as an 

Authorized Organization Representative 

(AOR); and (2) register yourself with 

Grants.gov as an AOR. Details on these 

steps are outlined in the Grants.gov 3- 

Step Registration Guide (see http://

www.grants.gov/section910/Grants.gov

RegistrationBrochure.pdf). 

7. Other Submission Requirements: 

Applications for grants under the 

competitions announced in this notice 

may be submitted electronically or in 

paper format by mail or hand delivery. 

a. Electronic Submission of 

Applications. 

We are participating as a partner in 

the Governmentwide Grants.gov Apply 

site. The Personnel Development to 

Improve Services and Results for 

Children with Disabilities competitions, 

CFDA numbers 84.325D, 84.325K, and 

84.325T, 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 email an electronic copy of a grant 

application to us. 

You may access the electronic grant 

application for the Personnel 

Development to Improve Services and 

Results for Children with Disabilities 

program competitions—CFDA numbers 

84.325D, 84.325K, and 84.325T at 

www.Grants.gov. You must search for 

the downloadable application package 

for this program by the CFDA number. 

Do not include the CFDA number’s 

alpha suffix in your search (e.g., search 

for 84.325, not 84.325D). 

Please note the following: 

• Your participation in Grants.gov is 

voluntary. 

mstockstill on DSKH9S0YB1PROD with NOTICES

Federal Register / Vol. 76, No. 71 / Wednesday, April 13, 2011 / Notices 20649 

• When you enter the Grants.gov site, 

you will find information about 

submitting an application electronically 

through the site, as well as the hours of 

operation. 

• Applications received by Grants.gov 

are date and time stamped. Your 

application must be fully uploaded and 

submitted and must be date and time 

stamped by the Grants.gov system no 

later than 4:30:00 p.m., Washington, DC 

time, on the application deadline date. 

Except as otherwise noted in this 

section, we will not accept your 

application if it is received—that is, date 

and time stamped by the Grants.gov 

system—after 4:30:00 p.m., Washington, 

DC time, on the application deadline 

date. We do not consider an application 

that does not comply with the deadline 

requirements. When we retrieve your 

application from Grants.gov, we will 

notify you if we are rejecting your 

application because it was date and time 

stamped by the Grants.gov system after 

4:30:00 p.m., Washington, DC time, on 

the application deadline date. 

• The amount of time it can take to 

upload an application will vary 

depending on a variety of factors, 

including the size of the application and 

the speed of your Internet connection. 

Therefore, we strongly recommend that 

you do not wait until the application 

deadline date to begin the submission 

process through Grants.gov. 

• You should review and follow the 

Education Submission Procedures for 

submitting an application through 

Grants.gov that are included in the 

application package for this program to 

ensure that you submit your application 

in a timely manner to the Grants.gov 

system. You can also find the Education 

Submission Procedures pertaining to 

Grants.gov under News and Events on 

the Department’s G5 system home page 

at http://www.G5.gov. 

• You will not receive additional 

point value because you submit your 

application in electronic format, nor 

will we penalize you if you submit your 

application in paper format. 

• If you submit your application 

electronically, you must submit all 

documents electronically, including all 

information you typically provide on 

the following forms: The Application for 

Federal Assistance (SF 424), the 

Department of Education Supplemental 

Information for SF 424, Budget 

Information—Non-Construction 

Programs (ED 524), and all necessary 

assurances and certifications. 

• If you submit your application 

electronically, you must attach any 

narrative sections of your application as 

files in a .PDF (Portable Document) 

format only. If you upload a file type 

other than a .PDF or submit a passwordprotected 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 EDspecified identifying number unique to 

your application). 

• We may request that you provide us 

original signatures on forms at a later 

date. 

Application Deadline Date Extension 

in Case of Technical Issues with the 

Grants.gov System: If you are 

experiencing problems submitting your 

application through Grants.gov, please 

contact the Grants.gov Support Desk, 

toll free, at 1–800–518–4726. You must 

obtain a Grants.gov Support Desk Case 

Number and must keep a record of it. 

If you are prevented from 

electronically submitting your 

application on the application deadline 

date because of technical problems with 

the Grants.gov system, we will grant you 

an extension until 4:30:00 p.m., 

Washington, DC time, the following 

business day to enable you to transmit 

your application electronically or by 

hand delivery. You also may mail your 

application by following the mailing 

instructions described elsewhere in this 

notice. 

If you submit an application after 

4:30:00 p.m., Washington, DC time, on 

the application deadline date, please 

contact the person listed under FOR

FURTHER INFORMATION CONTACT in 

section VII of this notice and provide an 

explanation of the technical problem 

you experienced with Grants.gov, along 

with the Grants.gov Support Desk Case 

Number. We will accept your 

application if we can confirm that a 

technical problem occurred with the 

Grants.gov system and that that problem 

affected your ability to submit your 

application by 4:30:00 p.m., 

Washington, DC time, on the 

application deadline date. The 

Department will contact you after a 

determination is made on whether your 

application will be accepted. 

Note: The extensions to which we refer in 

this section apply only to the unavailability 

of, or technical problems with, the Grants.gov 

system. We will not grant you an extension 

if you failed to fully register to submit your 

application to Grants.gov before the 

application deadline date and time or if the 

technical problem you experienced is 

unrelated to the Grants.gov system. 

b. Submission of Paper Applications 

by Mail. 

If you submit your application in 

paper format by mail (through the U.S. 

Postal Service or a commercial carrier), 

you must mail the original and two 

copies of your application, on or before 

the application deadline date, to the 

Department at the following address: 

U.S. Department of Education, 

Application Control Center, 

Attention: (CFDA number 84.325D, 

84.325K, or 84.325T), LBJ Basement 

Level 1, 400 Maryland Avenue, SW., 

Washington, DC 20202–4260. 

You must show proof of mailing 

consisting of one of the following: 

(1) A legibly dated U.S. Postal Service 

postmark. 

(2) A legible mail receipt with the 

date of mailing stamped by the U.S. 

Postal Service. 

(3) A dated shipping label, invoice, or 

receipt from a commercial carrier. 

(4) Any other proof of mailing 

acceptable to the Secretary of the U.S. 

Department of Education. 

If you mail your application through 

the U.S. Postal Service, we do not 

accept either of the following as proof 

of mailing: 

(1) A private metered postmark. 

(2) A mail receipt that is not dated by 

the U.S. Postal Service. 

If your application is postmarked after 

the application deadline date, we will 

not consider your application. 

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 84.325D, 

84.325K, or 84.325T) 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. 

mstockstill on DSKH9S0YB1PROD with NOTICES

20650 Federal Register / Vol. 76, No. 71 / Wednesday, April 13, 2011 / Notices 

Note for Mail or Hand Delivery of Paper 

Applications: If you mail or hand deliver 

your application to the Department— 

(1) You must indicate on the envelope 

and—if not provided by the Department—in 

Item 11 of the SF 424 the CFDA number, 

including suffix letter, if any, of the 

competition under which you are submitting 

your application; and 

(2) The Application Control Center will 

mail to you a notification of receipt of your 

grant application. If you do not receive this 

notification within 15 business days from the 

application deadline date, you should call 

the U.S. Department of Education 

Application Control Center at (202) 245– 

6288. 

V. Application Review Information 

1. Selection Criteria: The selection 

criteria for this program are from 34 CFR 

75.210 and are listed in the application 

package. 

2. Review and Selection Process: (a) 

We remind potential applicants that in 

reviewing applications in any 

discretionary grant competition, the 

Secretary may consider, under 34 CFR 

75.217(d)(3), the past performance of the 

applicant in carrying out a previous 

award, such as the applicant’s use of 

funds, achievement of project 

objectives, and compliance with grant 

conditions. The Secretary may also 

consider whether the applicant failed to 

submit a timely performance report or 

submitted a report of unacceptable 

quality. 

In addition, in making a competitive 

grant award, the Secretary also requires 

various assurances including those 

applicable to Federal civil rights laws 

that prohibit discrimination in programs 

or activities receiving Federal financial 

assistance from the Department of 

Education (34 CFR 100.4, 104.5, 106.4, 

108.8, and 110.23). 

(b) 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. 

3. Special Conditions: Under 34 CFR 

74.14 and 80.12, the Secretary may 

impose special conditions on a grant if 

the applicant or grantee is not 

financially stable; has a history of 

unsatisfactory performance; has a 

financial or other management system 

that does not meet the standards in 34 

CFR parts 74 or 80, as applicable; has 

not fulfilled the conditions of a prior 

grant; or is otherwise not responsible. 

VI. Award Administration Information 

1. Award Notices: If your application 

is successful, we notify your U.S. 

Representative and U.S. Senators and 

send you a Grant Award Notification 

(GAN). We may notify you informally, 

also. 

If your application is not evaluated or 

not selected for funding, we notify you. 

2. Administrative and National Policy 

Requirements: We identify 

administrative and national policy 

requirements in the application package 

and reference these and other 

requirements in the Applicable 

Regulations section of this notice. 

We reference the regulations outlining 

the terms and conditions of an award in 

the Applicable Regulations section of 

this notice and include these and other 

specific conditions in the GAN. The 

GAN also incorporates your approved 

application as part of your binding 

commitments under the grant. 

3. Reporting: (a) If you apply for a 

grant under this competition, you must 

ensure that you have in place the 

necessary processes and systems to 

comply with the reporting requirements 

in 2 CFR part 170 should you receive 

funding under the competition. This 

does not apply if you have an exception 

under 2 CFR 170.110(b). 

(b) At the end of your project period, 

you must submit a final performance 

report, including financial information, 

as directed by the Secretary. If you 

receive a multi-year award, you must 

submit an annual performance report 

that provides the most current 

performance and financial expenditure 

information as directed by the Secretary 

under 34 CFR 75.118. The Secretary 

may also require more frequent 

performance reports under 34 CFR 

75.720(c). For specific requirements on 

reporting, please go to 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 

Personnel Development to Improve 

Services and Results for Children with 

Disabilities Program. These measures 

include: (1) The percentage of projects 

that incorporate scientifically based 

practices into the curriculum; (2) the 

percentage of scholars who exit 

preparation programs prior to 

completion due to poor academic 

performance; (3) the percentage of 

scholars completing the IDEA-funded 

preparation programs who are 

knowledgeable and skilled in 

scientifically based practices for 

children, including infants and toddlers, 

with disabilities; (4) the percentage of 

degree or certification recipients who 

are working in the area(s) for which they 

were prepared upon program 

completion; (5) the percentage of degree 

or certification recipients who are 

working in the area(s) for which they 

were prepared upon program 

completion and are fully qualified 

under IDEA; (6) the percentage of 

program graduates who maintain 

employment for three or more years in 

the area(s) for which they were prepared 

and who are fully qualified under IDEA; 

and (7) the Federal cost per fully 

qualified degree/certification recipient. 

Grantees may be asked to participate 

in assessing and providing information 

on these aspects of program quality. 

5. Continuation Awards: In making a 

continuation award, the Secretary may 

consider, under 34 CFR 75.253, the 

extent to which a grantee has made 

‘‘substantial progress toward meeting the 

objectives in its approved application.’’ 

This consideration includes the review 

of a grantee’s progress in meeting the 

targets and projected outcomes in its 

approved application, and whether the 

grantee has expended funds in a manner 

that is consistent with its approved 

application and budget. In making a 

continuation grant, the Secretary also 

considers whether the grantee is 

operating in compliance with the 

assurances in its approved application, 

including those applicable to Federal 

civil rights laws that prohibit 

discrimination in programs or activities 

receiving Federal financial assistance 

from the Department (34 CFR 100.4, 

104.5, 106.4, 108.8, and 110.23). 

mstockstill on DSKH9S0YB1PROD with NOTICES

Federal Register / Vol. 76, No. 71 / Wednesday, April 13, 2011 / Notices 20651 

VII. Agency Contact 

See chart in the Award Information 

section in this notice for the name, room 

number and telephone number of the 

contact person for each competition. 

You can write to the contact person at 

the following address: U.S. Department 

of Education, 400 Maryland Avenue, 

SW., Potomac Center Plaza (PCP), 

Washington, DC 20202–2600. 

If you use a TDD, call the Federal 

Relay Service (FRS), toll free, at 1–800– 

877–8339. 

VIII. Other Information 

Accessible Format: Individuals with 

disabilities can obtain this document 

and a copy of the application package in 

an accessible format (e.g., braille, large 

print, audiotape, or 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. 

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: April 7, 2011. 

Alexa Posny, 

Assistant Secretary for Special Education and 

Rehabilitative Services. 

[FR Doc. 2011–8745 Filed 4–12–11; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF ENERGY 

[OE Docket No. EA–378] 

Application To Export Electric Energy; 

Cargill Power Markets, LLC 

AGENCY: Office of Electricity Delivery 

and Energy Reliability, DOE. 

ACTION: Notice of application. 

SUMMARY: Cargill Power Markets, LLC 

(CPM) has applied for authority to 

transmit electric energy from the United 

States to Mexico pursuant to section 

202(e) of the Federal Power Act. 

DATES: Comments, protests, or requests 

to intervene must be submitted on or 

before May 13, 2011. 

ADDRESSES: Comments, protests, or 

requests to intervene should be 

addressed to: Christopher Lawrence, 

Office of Electricity Delivery and Energy 

Reliability, Mail Code: OE–20, U.S. 

Department of Energy, 1000 

Independence Avenue, SW., 

Washington, DC 20585–0350. Because 

of delays in handling conventional mail, 

it is recommended that documents be 

transmitted by overnight mail, by 

electronic mail to 

Christopher.Lawrence@hq.doe.gov, or by 

facsimile to 202–586–8008. 

FOR FURTHER INFORMATION CONTACT: 

Christopher Lawrence (Program Office) 

202–586–5260. 

SUPPLEMENTARY INFORMATION: Exports of 

electricity from the United States to a 

foreign country are regulated by the 

Department of Energy (DOE) pursuant to 

sections 301(b) and 402(f) of the 

Department of Energy Organization Act 

(42 U.S.C. 7151(b), 7172(f)) and require 

authorization under section 202(e) of 

the FPA (16 U.S.C. 824a(e)). 

On March 22, 2011, DOE received an 

application from CPM for authority to 

transmit electric energy from the United 

States to Mexico for five years as a 

power marketer using existing 

international transmission facilities. 

CPM does not own any electric 

transmission facilities nor does it hold 

a franchised service area. 

The electric energy that CPM 

proposes to export to Mexico would be 

surplus energy purchased from electric 

utilities, Federal power marketing 

agencies and other entities within the 

United States. The existing international 

transmission facilities to be utilized by 

CPM have previously been authorized 

by Presidential permits issued pursuant 

to Executive Order 10485, as amended, 

and are appropriate for open access 

transmission by third parties. 

Procedural Matters: Any person 

desiring to become a party to these 

proceedings or to be heard by filing 

comments or protests to this application 

should file a petition to intervene, 

comment, or protest at the address 

provided above in accordance with 

§§ 385.211 or 385.214 of the Federal 

Energy Regulatory Commission’s Rules 

of Practice and Procedures (18 CFR 

385.211, 385.214). Fifteen copies of each 

petition and protest should be filed with 

DOE on or before the date listed above. 

Comments on the CPM application to 

export electric energy to Mexico should 

be clearly marked with Docket No. EA– 

378. An additional copy is be filed 

directly with Valerie L. Ege, Compliance 

Manager, Cargill Power Markets, LLC, 

9350 Excelsior Blvd., MS 150, Hopkins, 

MN 55343. A final decision will be 

made on this application after the 

environmental impacts have been 

evaluated pursuant to DOE’s National 

Environmental Policy Act Implementing 

Procedures (10 CFR part 1021) and a 

determination is made by DOE that the 

proposed action will not have an 

adverse impact on the reliability of the 

U.S. electric power supply system. 

Copies of this application will be 

made available, upon request, for public 

inspection and copying at the address 

provided above, by accessing the 

program Web site at http:// 

www.oe.energy.gov/ 

permits_pending.htm, or by e-mailing 

Odessa Hopkins at 

Odessa.hopkins@hq.doe.gov. 

Issued in Washington, DC, on April 7, 

2011. 

Anthony J. Como, 

Director, Permitting and Siting, Office of 

Electricity Delivery and Energy Reliability. 

[FR Doc. 2011–8839 Filed 4–12–11; 8:45 am] 

BILLING CODE 6450–01–P 

DEPARTMENT OF ENERGY 

Environmental Management SiteSpecific Advisory Board Chairs 

AGENCY: Department of Energy. 

ACTION: Notice of cancellation of open 

meeting. 

SUMMARY: On March 28, 2011, in FR 

Doc. 2011–7243, on page 17118, the 

Department of Energy (DOE) published 

a notice of open meeting announcing a 

meeting on April 13–14, 2011 of the 

Environmental Management SiteSpecific Advisory Board Chairs (76 FR 

17118). This notice announces the 

cancellation of this meeting. 

FOR FURTHER INFORMATION CONTACT: 

Catherine Alexander Brennan, 

Designated Federal Officer, U.S. 

Department of Energy, 1000 

Independence Avenue, SW., 

Washington, DC 20585; Phone: (202) 

586–7711. 

Issued at Washington, DC, on April 8, 

2011. 

LaTanya R. Butler, 

Acting Deputy Committee Management 

Officer. 

[FR Doc. 2011–8970 Filed 4–8–11; 4:15 pm] 

BILLING CODE 6450–01–P 

mstockstill on DSKH9S0YB1PROD with NOTICES