Federal Register / Vol. 74, No. 171 / Friday, September 4, 2009 / Notices 45837 

available. The Web site display and 

navigation will be much more dynamic 

and personalized. 

For the one percent of FAFSA 

applicants who complete the paper 

FAFSA, the Department has simplified 

the application process by grouping like 

questions together; incorporating 

previously supplemental worksheets 

into the application; improving the 

layout of the form; and clearly 

delineating between student and 

parental questions. For those students 

who prefer to submit a paper FAFSA 

but do not have access to a pre-printed 

FAFSA form, the Department has 

created a FASFA PDF that can be 

downloaded from the Internet and 

completed, either on a PC or by hand, 

and mailed to the Department. 

In addition, the Department has 

created numerous on-line and paper 

resources to assist students with the 

FAFSA process. The Web site Student 

Aid on the Web (http:// 

www.studentaid.ed.gov) provides a vast 

array of student-centric information on 

researching colleges, finding 

scholarships, preparing academically, 

and applying for federal student 

assistance. The FAFSA4caster Web site 

(http://www.fafsa4caster.ed.gov) enables 

students to obtain an early estimate of 

their eligibility for federal student aid 

while increasing their knowledge of the 

financial aid process. FAFSA4caster 

users who opt to provide demographic 

information about themselves can later 

‘pre-populate’ a FAFSA, thereby 

shortening the application completion 

time. Working with customers, 

stakeholders, partners and Congress, the 

Department will continue its 

commitment to further streamline the 

experience for FAFSA applicants in the 

future. 

DATES: Interested persons are invited to 

submit comments on or before 

November 3, 2009. 

ADDRESSES: Comments may be 

submitted electronically through e-mail 

to FAFSA.Comments@ed.gov. Requests 

for copies of the proposed information 

collection request may be accessed from 

http://edicsweb.ed.gov by selecting the 

‘‘Browse Pending Collections’’ link and 

by clicking on link number 4120. When 

you access the information collection 

request, 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. In 

addition, interested persons can access 

this information clearance request on 

the Internet: 

(1) Go to IFAP at http://ifap.ed.gov 

(2) Click on ‘‘Processing Resources’’ 

(3) Click on ‘‘FAFSA and SAR 

Materials’’ 

(4) Click on ‘‘2010–2011’’ 

(5) Click on ‘‘Draft FAFSA Form/ 

Instructions’’ 

Please note that the free Adobe 

Acrobat Reader software, version 4.0 or 

greater, is necessary to view this file. 

This software can be downloaded for 

free from Adobe’s Web site: http:// 

www.adobe.com. 

FOR FURTHER INFORMATION CONTACT: 

Individuals who use a 

telecommunications device for the deaf 

(TDD) may call the Federal Information 

Relay Service (FIRS) at 1–800–877–8339 

between 8 a.m. and 8 p.m. Eastern time, 

Monday through Friday. 

SUPPLEMENTARY INFORMATION: The 

Secretary is publishing this request for 

comment under the Provisions of the 

Paperwork Reduction Act of 1995, 44 

U.S.C. 3501 et seq. Under that Act, ED 

must obtain the review and approval of 

the Office of Management and Budget 

(OMB) before it may use a form to 

collect information. However, under 

procedure for obtaining approval from 

OMB, ED must first obtain public 

comment of the proposed form, and to 

obtain that comment, ED must publish 

this notice in the Federal Register. In 

addition to comments requested above, 

to accommodate the requirements of the 

Paperwork Reduction Act, the Secretary 

is interested in receiving comments 

with regard to the following matters: (1) 

Is this collection necessary to the proper 

functions of the Department, (2) will 

this information be processed and used 

in a timely manner, (3) is the estimate 

of burden accurate, (4) how might the 

Department enhance the quality, utility, 

and clarity of the information to be 

collected, and (5) how might the 

Department minimize the burden of this 

collection on the respondents, including 

through the use of information 

technology. 

Dated: August 31, 2009. 

Angela C. Arrington, 

IC Clearance Official, Regulatory Information 

Management Services, Office of Management. 

Federal Student Aid 

Type of Review: Revision. 

Title: Free Application for Federal 

Student Aid (FAFSA). 

Frequency: Annually. 

Affected Public: Individuals or 

Households; Business or other for-profit; 

Not-for-profit. 

Annual Reporting and Recordkeeping 

Hour Burden: 

Responses: 21,696,675. 

Burden Hours: 10,131,696. 

Abstract: Section 483 of the Higher 

Education Act of 1965, as amended 

(HEA), requires the Secretary, in 

cooperation with agencies and 

organizations involved in providing 

student financial assistance, to produce, 

distribute and process free of charge a 

common financial reporting form to be 

used to determine the need and 

eligibility of a student for financial 

assistance under the Title IV, HEA 

Programs. This form is the FAFSA and 

applicants can apply either 

electronically or by paper. In addition, 

Section 483 authorizes the Secretary to 

include on the FAFSA non-financial 

data items that assist States in awarding 

State student financial assistance. 

Requests for copies of the proposed 

FAFSA information collection request 

may be accessed from http:// 

edicsweb.ed.gov, by selecting the 

‘‘Browse Pending Collections’’ link and 

by clicking on link number 4120. 

Written requests for information on the 

proposed FAFSA 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 

ICDocketMgr@ed.gov or faxed to (202) 

401–0920. Please specify the complete 

title of the information collection when 

making your request. Comments 

regarding burden and/or the collection 

activity requirements should be directed 

to the e-mail address 

ICDocketMgr@ed.gov. Individuals who 

use a telecommunications device for the 

deaf (TDD) may call the Federal 

Information Relay Service (FIRS) at 1– 

800–877–8339 between 8 a.m. and 8 

p.m., Eastern time, Monday through 

Friday. 

[FR Doc. E9–21483 Filed 9–3–09; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Office of Special Education and 

Rehabilitative Services; Overview 

Information; Personnel Development 

To Improve Services and Results for 

Children With Disabilities— 

Paraprofessional Preservice Program 

Improvement Grants; Notice Inviting 

Applications for New Awards for Fiscal 

Year (FY) 2010 

Catalog of Federal Domestic 

Assistance (CFDA) Number: 84.325N. 

Dates: 

Applications Available: September 4, 

2009. 

Deadline for Transmittal of 

Applications: November 3, 2009. 

Deadline for Intergovernmental 

Review: January 4, 2010. 


srobinson on DSKHWCL6B1PROD with NOTICES
45838 Federal Register / Vol. 74, No. 171 / Friday, September 4, 2009 / Notices 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: The purposes of 

this program are to (1) Help address 

State-identified needs for highly 

qualified personnel—in special 

education, related services, early 

intervention, and regular education—to 

work with infants, toddlers, and 

children with disabilities; and (2) 

ensure that those personnel have the 

necessary skills and knowledge, derived 

from practices that have been 

determined through scientifically based 

research and experience, to be 

successful in serving those children. 

Priority: In accordance with 34 CFR 

75.105(b)(2)(v), this priority is from 

allowable activities specified in the 

statute (see sections 662 and 681(d) of 

the Individuals with Disabilities 

Education Act (IDEA), 20 U.S.C. 1400 et 

seq.). 

Absolute Priority: For FY 2010 and 

any subsequent year in which we make 

awards from the list of unfunded 

applicants from this competition, this 

priority is an absolute priority. Under 34 

CFR 75.105(c)(3), we consider only 

applications that meet this priority. 

This priority is: 

Personnel Development To Improve 

Services and Results for Children With 

Disabilities—Paraprofessional 

Preservice Program Improvement Grants 

Background: Paraprofessionals 

provide important services to children 

with disabilities ages birth through 21 

and their families. In early intervention 

(EI) programs, preschools, and 

elementary, middle, and high schools, 

paraprofessionals provide instructional 

support, modify instructional materials, 

implement behavioral management 

plans, assist in the implementation of 

postsecondary education transition 

plans, and collect data to monitor 

children’s development and learning 

(Kellegrew, Pacifico-Banta, & Stewart, 

2008; Mikulecky & Baber, 2005; 

Shkodriani, 2003). Kellegrew, PacificoBanta, and Stewart (2008) and 

Shkodriani (2003) note that 

paraprofessionals have become 

increasingly responsible for other 

activities involving children with 

disabilities, such as participating in the 

development of their Individualized 

Family Service Plans and 

Individualized Education Programs; 

providing direct services to children 

and their families, including small 

group instruction and one-on-one 

tutoring; and assisting with classroom 

management. Despite the critical roles 

that paraprofessionals play in the lives 

of children with disabilities, scant 

attention has been paid to ensure that 

early childhood or K through 12 

paraprofessional preservice programs 

adequately prepare paraprofessionals to 

serve this population. 

In a survey of coordinators for the Part 

C infants and toddlers program under 

IDEA, half of the respondents indicated 

that their State had added or created 

new professional categories, particularly 

at the paraprofessional level (Center to 

Inform Personnel Preparation Policy 

and Practice in Early Intervention and 

Preschool Education, 2004a). Many 

States are trying to identify training 

opportunities for paraprofessionals in EI 

or work on strategies to increase the 

quality of preservice programs 

(Kellegrew et al., 2008). Coordinators for 

the Part B section 619 preschool 

program under IDEA also expressed 

concern about the adequacy of training 

of paraprofessionals, particularly to 

work with young children with 

disabilities and their families (Center to 

Inform Personnel Preparation Policy 

and Practice in Early Intervention and 

Preschool Education, 2004b). Although 

national professional organizations (e.g., 

The Division for Early Childhood of the 

Council for Exceptional Children and 

the National Association for the 

Education of Young Children) have 

personnel standards that could be used 

to guide the training of 

paraprofessionals working with young 

children with disabilities and their 

families, many of the certificate or 

associate degree programs that train 

paraprofessionals have yet to reach 

these standards or offer practicum 

experience in working with children 

with disabilities and their families 

(Chang, Early, & Winton, 2005). 

Section 635(a)(9) of Part C of IDEA 

and section 612(a)(14)(B) of Part B of 

IDEA and 34 CFR 300.156(b)(1) of the 

IDEA Part B regulations require States to 

provide assurances that they have 

established paraprofessional 

qualifications that are consistent with 

State-approved or State-recognized 

certification, licensing, registration, or 

other comparable requirements that 

apply to the professional discipline in 

which those personnel are providing 

early intervention, special education, or 

related services. Westat (2002) reported 

that the average paraprofessional works 

in five different classes per week and 

serves 21 students, 15 of whom have 

disabilities; consequently, it is 

important that paraprofessionals are 

trained to meet standards that will 

prepare them to provide effective 

services to all students. According to 

Giangreco (2003), paraprofessionals in 

elementary and secondary special 

education settings are under-trained or 

untrained to work with students with 

disabilities. Improving paraprofessional 

preservice programs will help ensure 

that paraprofessionals are adequately 

trained to meet the requirements under 

IDEA and thus, better prepared to meet 

the needs of children with disabilities. 

The Office of Special Education 

Programs (OSEP) is establishing this 

priority to improve preservice programs 

for paraprofessionals who serve 

children ages birth through five and in 

grades K through 12 by enhancing or 

redesigning curricula to adequately train 

these paraprofessionals to address the 

needs of children with disabilities. 

Priority: The purpose of this priority 

is to provide Federal support to improve 

the quality of existing paraprofessional 

certificate or associate degree programs. 

Institutions receiving support under this 

priority must enhance or redesign the 

program curricula so that 

paraprofessionals are well-prepared to 

work with children with disabilities and 

their families. There are two focus areas 

under this priority. Under focus area A, 

the Secretary intends to support 

improvement grants for EI, early 

childhood special education (ECSE), 

and early childhood education (ECE) 

paraprofessional preservice programs. 

Under focus area B, the Secretary 

intends to support improvement grants 

for K through 12 paraprofessional 

preservice programs. 

Note: Applicants must identify the specific 

focus area, A or B, 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: EI, ECSE, and ECE 

Paraprofessional Preservice Programs 

The programs under focus area A 

include certificate or associate degree 

programs at institutions of higher 

education (IHEs), including community 

colleges, that train EI, ECSE, or ECE 

paraprofessionals to serve children ages 

birth through five. These programs 

under this focus area must enhance or 

redesign their curricula by: (1) 

Incorporating evidence-based and 

competency-based practices and content 

in special education into each course; 

and (2) providing at least one practicum 

experience in a program that serves 

children with disabilities ages birth 

through five and their families. 

Paraprofessional students must obtain 

the knowledge, training, and skills 

necessary to work effectively with 

licensed or certified practitioners to 

provide appropriate services to children 

with disabilities and their families. In 

addition, the programs under this focus 

area must ensure that program graduates 


srobinson on DSKHWCL6B1PROD with NOTICES
Federal Register / Vol. 74, No. 171 / Friday, September 4, 2009 / Notices 45839 

meet the qualifications for 

paraprofessionals that are consistent 

with the State standards in accordance 

with section 635(a)(9) of IDEA or section 

612(a)(14)(B) of IDEA and 34 CFR 

300.156(b) of the IDEA Part B 

regulations, as appropriate, or in States 

that do not have State standards, meet 

appropriate national professional 

organization standards for 

paraprofessionals. 

Focus Area B: K Through 12 

Paraprofessional Preservice Programs 

The programs under focus area B 

include certificate or associate degree 

programs at IHEs, including community 

colleges, that train paraprofessionals to 

serve students in grades K through 12. 

The programs under this focus area 

must enhance or redesign the curricula 

by: (1) Incorporating evidence-based 

and competency-based practices and 

content in special education into each 

course; and (2) providing at least one 

practicum experience in a setting that 

serves children with disabilities in 

grades K through 12 and their families. 

Paraprofessional students must obtain 

the knowledge, training, and skills 

necessary to work effectively with 

licensed or certified K through 12 

practitioners to provide appropriate 

services to children with disabilities 

and their families. In addition, the 

programs under this focus area must 

ensure that program graduates meet the 

qualifications for paraprofessionals that 

are consistent with the State standards 

in accordance with section 612(a)(14)(B) 

of IDEA and 34 CFR 300.156(b) of the 

IDEA Part B regulations or in States that 

do not have State standards, meet the 

paraprofessional standards in 

accordance with section 1119 of the 

Elementary and Secondary Education 

Act of 1965, as amended. 

To be considered for funding under 

the Paraprofessional Preservice Program 

Improvement Grants absolute priority, 

focus area A or B, applicants must meet 

the application requirements contained 

in this priority. All projects funded 

under this absolute priority also must 

meet the programmatic and 

administrative requirements specified in 

the priority. 

Note: The two focus areas under this 

priority only support the improvement of 

existing EI, ECSE, and ECE or K through 12 

paraprofessional preservice programs. This 

priority does not support the development of 

new paraprofessional preservice programs, 

nor does it provide for financial support of 

paraprofessional students during any year of 

the project. Projects training 

paraprofessionals in other related services, 

speech/language or adapted physical 

education are not eligible under these focus 

areas. 

Application Requirements for Focus 

Areas A and B 

An applicant must include in its 

application— 

(a) A plan to implement the activities 

described in the Project Activities 

section of this priority. In this plan, 

applicants must describe first-year 

activities, include a three-year timeline 

and implementation plan, and indicate 

the projected number of graduates; 

(b) A budget that includes attendance 

at a three-day Project Directors’ 

Conference in Washington, DC, during 

each year of the project period; and 

(c) An appendix that includes all 

course syllabi for the existing 

paraprofessional preservice program. 

Project Activities for Focus Areas A and 

B 

To meet the requirements of this 

priority, the project, at a minimum, 

must conduct the following activities: 

(a) Based on the plan described under 

paragraph (a) of the Application 

Requirements, enhance or redesign the 

paraprofessional preservice program’s 

curricula by incorporating evidencebased and competency-based practices 

and content in special education into 

each course and by providing at least 

one practicum experience in a setting 

that serves children with disabilities 

and their families. This work must be 

done in the first year of the project; 

must describe the proposed project 

activities associated with 

implementation of the curricula; and 

may be implemented with the approval 

of the OSEP Project Officer. The 

improved paraprofessional preservice 

program must— 

(1) Be aligned to State standards for 

paraprofessionals, or in States that do 

not have State standards, meet 

appropriate national professional 

organization standards for 

paraprofessionals; and 

(2) Be designed to ensure that 

paraprofessional students receive 

training, and develop knowledge and 

skills, in the following areas: 

(i) Collaborating and working 

effectively with licensed and certified 

professional practitioners, as 

appropriate. 

(ii) Implementing social-emotional 

and behavioral interventions and 

classroom management practices. 

(iii) Implementing instructional 

strategies to support early development 

and learning or academic achievement. 

(iv) Using technology to enhance 

children’s development and access to 

natural learning opportunities or 

participation in the general education 

curriculum. 

(v) Observing and collecting data for 

progress monitoring. 

(vi) Communicating effectively with 

children and families. 

(vii) Assisting in the implementation 

of transition plans and services across 

settings from EI to preschool, preschool 

to elementary school, elementary school 

to secondary school, and secondary 

school to postsecondary education (post 

school) or the workforce, as appropriate. 

(viii) Working with children and 

families from diverse cultural and 

linguistic backgrounds, including 

limited English proficient children with 

disabilities. 

Note: In alignment with the principle 

outlined in the American Recovery and 

Reinvestment Act of 2009 to make 

improvements in teacher effectiveness and in 

the equitable distribution of qualified 

personnel for all children, particularly 

children who are most in need, OSEP 

encourages programs to provide practicum 

experiences in high-poverty and rural 

settings. 

(b) Develop and implement a plan to 

ensure that program faculty have the 

necessary support, knowledge, and 

skills to implement the new content and 

to train paraprofessional students to 

work with children with disabilities. 

(c) Develop and implement a 

management plan for instituting the 

improved paraprofessional preservice 

program developed in the first year. 

(d) Demonstrate how the improved 

program will work with other projects 

funded by OSEP and the Department of 

Education to incorporate existing 

training resources on evidence-based 

practices (e.g., the IRIS Center for 

Faculty Enhancements: http:// 

iris.peabody.vanderbilt.edu and 

CONNECT: The Center to Mobilize 

Early Childhood Knowledge: http:// 

community.fpg.unc.edu/connect). 

(e) Submit the revised curriculum and 

syllabi for courses that are included in 

the improved program to the OSEP 

Project Officer at the end of the first year 

of the project period and make any 

necessary revisions required by the 

OSEP Project Officer. 

(f) Communicate and collaborate with 

the OSEP Project Officer to determine 

how the project will evaluate the 

project’s goals and objectives, including 

the implementation of revised 

coursework, and how the project will 

report the impact to OSEP in annual 

performance reports and final 

performance reports. 

(g) Implement a plan to maintain the 

improved program once Federal funding 

ends. 

(h) If the project maintains a Web site, 

include relevant information about the 

revised program and documents in a 


srobinson on DSKHWCL6B1PROD with NOTICES
45840 Federal Register / Vol. 74, No. 171 / Friday, September 4, 2009 / Notices 

form that meets government or industryrecognized standards for accessibility. 

(i) Maintain ongoing communication 

with the OSEP Project Officer through 

monthly phone conversations or e-mail 

communication and participate in 

monthly grantee community of practice 

teleconferences, as directed by OSEP. 

References: 

Center to Inform Personnel Preparation 

Policy and Practice in Early Intervention 

and Preschool Education. (2004a). Study 

I data report: The national landscape of 

early intervention in personnel 

preparation standards under Part C of 

the Individuals with Disabilities 

Education Act. Farmington, CT: 

University of Connecticut Health Center. 

Available at: http:// 

www.uconnucedd.org/per_prep_center/ 

publications.html. 

Center to Inform Personnel Preparation 

Policy and Practice in Early Intervention 

and Preschool Education. (2004b). Study 

I data report: The national landscape of 

early childhood special education in 

personnel preparation standards under 

619 of the Individuals with Disabilities 

Education Act. Farmington, CT: 

University of Connecticut Health Center. 

Available at: http:// 

www.uconnucedd.org/per_prep_center/ 

publications.html. 

Chang, F., Early., D., & Winton, P. (2005). 

Early childhood teacher preparation in 

special education at 2- and 4- year 

institutions of higher education. Journal 

of Early Intervention, 27(2), 110–124. 

Giangreco, M. (2003). Working with 

paraprofessionals. Educational 

Leadership, 61(2), 50–53. Retrieved April 

9, 2008 from http:// 

www.monarchcenter.org/pdfs/ 

workwithparas_2003.pdf. 

Kellegrew, D.H., Pacifico-Banta, J., & Stewart, 

K. (2008). Training early intervention 

assistants in California’s community 

colleges. (Issues & Answers Report, REL 

2008–No. 060). Washington, DC: U.S. 

Department of Education, Institute of 

Educational Sciences, National Center 

for Education Evaluation and Regional 

Assistance, Regional Educational 

Laboratory West. Available at: http:// 

ies.ed.gov/ncee/edlabs/projects/ 

project.asp?ProjectID=165. 

Mikulecky, M.T. & Baber, A. (2005). ECS 

policy brief: from highly qualified to 

highly competent paraprofessionals: 

How NCLB requirements can catalyze 

effective program and policy 

development guidelines from the ECS 

paraprofessional expert. Retrieved 

January 22, 2008, from http://

www.ecs.org/html/IssueSection.asp?

issueid=195&subissueid=112&ssID=0&s=

Selected+Research+%26+Readings. 

Shkodriani, G. (2003). Training for 

paraprofessionals: The community 

college role. Retrieved January 22, 2008, 

from http://hems.aed.org/docs/

Paraprofessionals.pdf. 

Westat. (2002) Study of personnel needs in 

special education. Retrieved January 23, 

2008 from http://ferdig.coe.ufl.edu/

spense/KeyFindings.doc. 

Waiver of Proposed Rulemaking: 

Under the Administrative Procedure Act 

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

generally offers interested parties the 

opportunity to comment on proposed 

priorities and requirements. Section 

681(d) of IDEA, however, makes the 

public comment requirements of the 

APA inapplicable to the priority in this 

notice. 

Program Authority: 20 U.S.C. 1462 and 

1481. 

Applicable Regulations: The 

Education Department General 

Administrative Regulations (EDGAR) in 

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

84, 85, 86, 97, 98, and 99. 

Note: The regulations in 34 CFR part 79 

apply to all applicants except Federally 

recognized Indian Tribes. 

Note: The regulations in 34 CFR part 86 

apply to IHEs only. 

II. Award Information 

Type of Award: Cooperative 

Agreement. 

Estimated Available Funds: The 

Administration has requested 

$88,152,592 for the Personnel 

Development to Improve Services and 

Results for Children with Disabilities 

program for FY 2010, of which we 

intend to use an estimated $1,500,000 

for the competition 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 

2011 from this competition. 

Estimated Range of Awards: 

$145,000–150,000. 

Estimated Average Size of Awards: 

$150,000. 

Maximum Award: We will reject any 

application that proposes a budget 

exceeding $150,000 for a single budget 

period of 12 months. The Assistant 

Secretary for Special Education and 

Rehabilitative Services may change the 

maximum amount through a notice 

published in the Federal Register. 

Estimated Number of Awards: 10. 

Note: The Department is not bound by any 

estimates in this notice. 

Project Period: Up to 48 months. 

III. Eligibility Information 

1. Eligible Applicants: IHEs (as 

defined in section 101 of the Higher 

Education Act of 1965). 

2. Cost Sharing or Matching: This 

competition does not require cost 

sharing or matching. 

3. Other: General Requirements—(a) 

The projects funded under this 

competition must make positive efforts 

to employ and advance in employment 

qualified individuals with disabilities 

(see section 606 of IDEA). 

(b) Applicants and grant recipients 

funded under this competition must 

involve individuals with disabilities or 

parents of individuals with disabilities 

ages birth through 26 in planning, 

implementing, and evaluating the 

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

IDEA). 

IV. Application and Submission 

Information 

1. Address To Request Application 

Package: Education Publications Center 

(ED Pubs), P.O. Box 1398, Jessup, MD 

20794–1398. Telephone, toll free: 1– 

877–433–7827. Fax: (301) 470–1244. If 

you use a telecommunications device 

for the deaf (TDD), call, toll free: 1–877– 

576–7734. 

You can contact ED Pubs at its Web 

site, also: http://www.ed.gov/pubs/ 

edpubs.html or at its e-mail address: 

edpubs@inet.ed.gov. 

If you request an application package 

from ED Pubs, be sure to identify this 

competition as follows: CFDA number 

84.325N. 

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 the 

application narrative to the equivalent 

of no more than 50 pages, using the 

following standards: 

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

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

and both sides. 

• Double space (no more than three 

lines per vertical inch) all text in the 

application narrative, including titles, 

headings, footnotes, quotations, 

references, and captions, as well as all 

text in charts, tables, figures, and 

graphs. 


srobinson on DSKHWCL6B1PROD with NOTICES
Federal Register / Vol. 74, No. 171 / Friday, September 4, 2009 / Notices 45841 

• Use a font that is either 12 point or 

larger or no smaller than 10 pitch 

(characters per inch). 

The page limit does not apply to Part 

I, the cover sheet; Part II, the budget 

section, including the narrative budget 

justification; Part IV, the assurances and 

certifications; or the one-page abstract, 

the resumes, the bibliography, the 

references, or the letters of support. 

However, the page limit does apply to 

all of the application narrative section 

(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: September 4, 

2009. 

Deadline for Transmittal of 

Applications: November 3, 2009. 

Applications for grants under this 

competition may be submitted 

electronically using the Electronic Grant 

Application System (e-Application) 

accessible through the Department’s eGrants site, or in paper format by mail 

or hand delivery. For information 

(including dates and times) about how 

to submit your application 

electronically, or in paper format by 

mail or hand delivery, please refer to 

section IV. 6. Other Submission 

Requirements 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: January 4, 2010. 

4. Intergovernmental Review: This 

competition is subject to Executive 

Order 12372 and the regulations in 34 

CFR part 79. Information about 

Intergovernmental Review of Federal 

Programs under Executive Order 12372 

is in the application package for this 

competition. 

5. Funding Restrictions: We reference 

regulations outlining funding 

restrictions in the Applicable 

Regulations section of this notice. 

6. Other Submission Requirements: 

Applications for grants under this 

competition may be submitted 

electronically or in paper format by mail 

or hand delivery. 

a. Electronic Submission of 

Applications 

If you choose to submit your 

application to us electronically, you 

must use e-Application, accessible 

through the Department’s e-Grants Web 

site at: http://e-grants.ed.gov. 

While completing your electronic 

application, you will be entering data 

online that will be saved into a 

database. You may not e-mail an 

electronic copy of a grant application to 

us. 

Please note the following: 

• Your participation in e-Application 

is voluntary. 

• You must complete the electronic 

submission of your grant application by 

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

the application deadline date. E– 

Application will not accept an 

application for this competition after 

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

the application deadline date. 

Therefore, we strongly recommend that 

you do not wait until the application 

deadline date to begin the application 

process. 

• The hours of operation of the eGrants Web site are 6:00 a.m. Monday 

until 7:00 p.m. Wednesday; and 6:00 

a.m. Thursday until 8:00 p.m. Sunday, 

Washington, DC time. Please note that, 

because of maintenance, the system is 

unavailable between 8:00 p.m. on 

Sundays and 6:00 a.m. on Mondays, and 

between 7:00 p.m. on Wednesdays and 

6:00 a.m. on Thursdays, Washington, 

DC time. Any modifications to these 

hours are posted on the e-Grants Web 

site. 

• You will not receive additional 

point value because you submit your 

application in electronic format, nor 

will we penalize you if you submit your 

application in paper format. 

• You 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—NonConstruction Programs (ED 524), and all 

necessary assurances and certifications. 

You must attach any narrative sections 

of your application as files in a .DOC 

(document), .RTF (rich text), or .PDF 

(Portable Document) format. If you 

upload a file type other than the three 

file types specified in this paragraph or 

submit a password protected file, we 

will not review that material. 

• Your electronic application must 

comply with any page limit 

requirements described in this notice. 

• Prior to submitting your electronic 

application, you may wish to print a 

copy of it for your records. 

• After you electronically submit 

your application, you will receive an 

automatic acknowledgment that will 

include a PR/Award number (an 

identifying number unique to your 

application). 

• Within three working days after 

submitting your electronic application, 

fax a signed copy of the SF 424 to the 

Application Control Center after 

following these steps: 

(1) Print SF 424 from e-Application. 

(2) The applicant’s Authorizing 

Representative must sign this form. 

(3) Place the PR/Award number in the 

upper right hand corner of the hardcopy signature page of the SF 424. 

(4) Fax the signed SF 424 to the 

Application Control Center at (202) 

245–6272. 

• We may request that you provide us 

original signatures on other forms at a 

later date. 

Application Deadline Date Extension 

in Case of System Unavailability: If you 

are prevented from electronically 

submitting your application on the 

application deadline date because eApplication is unavailable, we will 

grant you an extension of one business 

day to enable you to transmit your 

application electronically, by mail, or by 

hand delivery. We will grant this 

extension if— 

(1) You are a registered user of eApplication and you have initiated an 

electronic application for this 

competition; and 

(2) (a) E-Application is unavailable for 

60 minutes or more between the hours 

of 8:30 a.m. and 3:30 p.m., Washington, 

DC time, on the application deadline 

date; or 

(b) E-Application is unavailable for 

any period of time between 3:30 p.m. 

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

on the application deadline date. 

We must acknowledge and confirm 

these periods of unavailability before 

granting you an extension. To request 

this extension or to confirm our 

acknowledgment of any system 

unavailability, you may contact either 

(1) the person listed elsewhere in this 

notice under FOR FURTHER INFORMATION

CONTACT (see VII. Agency Contact) or (2) 

the e-Grants help desk at 1–888–336– 

8930. If e-Application is unavailable 

due to technical problems with the 

system and, therefore, the application 

deadline is extended, an e-mail will be 

sent to all registered users who have 

initiated an e-Application. 

Extensions referred to in this section 

apply only to the unavailability of eApplication. If e-Application is 


srobinson on DSKHWCL6B1PROD with NOTICES
45842 Federal Register / Vol. 74, No. 171 / Friday, September 4, 2009 / Notices 

available, and, for any reason, you are 

unable to submit your application 

electronically or you do not receive an 

automatic acknowledgment of your 

submission, you may submit your 

application in paper format by mail or 

hand delivery in accordance with the 

instructions in this notice. 

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 84.325N), 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 84.325N), 550 12th 

Street, SW., Room 7041, Potomac Center 

Plaza, Washington, DC 20202–4260. 

The Application Control Center 

accepts hand deliveries daily between 

8:00 a.m. and 4:30:00 p.m., Washington, 

DC time, except Saturdays, Sundays, 

and Federal holidays. 

Note for Mail or Hand Delivery of Paper 

Applications: If you mail or hand deliver 

your application to the Department— 

(1) You must indicate on the envelope 

and—if not provided by the Department—in 

Item 11 of the SF 424 the CFDA number, 

including suffix letter, if any, of the 

competition under which you are submitting 

your application; and 

(2) The Application Control Center will 

mail to you a notification of receipt of your 

grant application. If you do not receive this 

grant 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 competition are from 34 

CFR 75.210 and are listed in the 

application package. 

2. Review and Selection Process: 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 the specific groups. 

This procedure will make it easier for 

the Department to find peer reviewers 

by ensuring that greater numbers of 

individuals who are eligible to serve as 

reviewers for any particular group of 

applicants will not have conflicts of 

interest. It also will increase the quality, 

independence, and fairness of the 

review process while permitting panel 

members to review applications under 

discretionary grant competitions for 

which they also have submitted 

applications. However, if the 

Department decides to select an equal 

number of applications in each group 

for funding, this may result in different 

cut-off points for fundable applications 

in each group. 

VI. Award Administration Information 

1. Award Notices: If your application 

is successful, we notify your U.S. 

Representative and U.S. Senators and 

send you a Grant Award 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: 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 or 

evidence-based practices; (2) the 

percentage of scholars who exit training 

programs prior to completion due to 

poor academic performance; (3) the 

percentage of degree or certification 

recipients who are working in the 

area(s) for which they were trained 

upon program completion; (4) the 

percentage of degree or certification 

recipients who are working in the 

area(s) for which they were trained 

upon program completion and are fully 

qualified under IDEA; (5) the percentage 

of scholars completing IDEA-funded 

training programs who are 

knowledgeable and skilled in 

scientifically based or evidence-based 

practices for children with disabilities; 

and (6) the percentage of program 

graduates who maintain employment for 

three or more years in the area(s) for 

which they were trained. 

Grantees may be asked to participate 

in assessing and providing information 

on these aspects of program quality. 

VII. Agency Contact 

FOR FURTHER INFORMATION CONTACT: 

Shedeh Hajghassemali, U.S. Department 


srobinson on DSKHWCL6B1PROD with NOTICES
Federal Register / Vol. 74, No. 171 / Friday, September 4, 2009 / Notices 45843 

of Education, 400 Maryland Avenue, 

SW., room 4091, Potomac Center Plaza 

(PCP), Washington, DC 20202–2550. 

Telephone: (202) 245–7506. 

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. If you have questions about 

using PDF, call the U.S. Government 

Printing Office (GPO), toll free, at 1– 

888–293–6498; or in the Washington, 

DC, area at (202) 512–1530. 

Note: The official version of this document 

is the document published in the Federal 

Register. Free Internet access to the official 

edition of the Federal Register and the Code 

of Federal Regulations is available on GPO 

Access at: http://www.gpoaccess.gov/nara/ 

index.html. 

Delegation of Authority: The Secretary 

of Education has delegated authority to 

Andrew J. Pepin, Executive 

Administrator for the Office of Special 

Education and Rehabilitative Services to 

perform the functions of the Assistant 

Secretary for Special Education and 

Rehabilitative Services. 

Dated: August 31, 2009. 

Andrew J. Pepin, 

Executive Administrator for Special 

Education and Rehabilitative Services. 

[FR Doc. E9–21436 Filed 9–3–09; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Office of Special Education and 

Rehabilitative Services; List of 

Correspondence 

AGENCY: Department of Education. 

ACTION: List of Correspondence from 

October 1, 2008 through December 31, 

2008. 

SUMMARY: The Secretary is publishing 

the following list pursuant to section 

607(f) of the Individuals with 

Disabilities Education Act (IDEA). 

Under section 607(f) of the IDEA, the 

Secretary is required, on a quarterly 

basis, to publish in the Federal Register 

a list of correspondence from the U.S. 

Department of Education (Department) 

received by individuals during the 

previous quarter that describes the 

interpretations of the Department of the 

IDEA or the regulations that implement 

the IDEA. 

FOR FURTHER INFORMATION CONTACT: 

Laura Duos or Mary Louise Dirrigl. 

Telephone: (202) 245–7468. 

If you use a telecommunications 

device for the deaf (TDD), you can call 

the Federal Relay Service (FRS), toll 

free, at 1–800–877–8339. 

Individuals with disabilities can 

obtain a copy of this notice in an 

accessible format (e.g., braille, large 

print, audiotape, or computer diskette) 

on request to the contact persons listed 

under FOR FURTHER INFORMATION

CONTACT. 

SUPPLEMENTARY INFORMATION: 

The following list identifies 

correspondence from the Department 

issued from October 1, 2008 through 

December 31, 2008. Included on the list 

are those letters that contain 

interpretations of the requirements of 

the IDEA and its implementing 

regulations, as well as letters and other 

documents that the Department believes 

will assist the public in understanding 

the requirements of the law and its 

regulations. The date of and topic 

addressed by each letter are identified, 

and summary information is also 

provided, as appropriate. To protect the 

privacy interests of the individual or 

individuals involved, personally 

identifiable information has been 

redacted, as appropriate. 

Part A—General Provisions 

Section 602—Definitions 

Topic Addressed: Highly Qualified 

Æ Letter dated December 15, 2008 to 

National Association of Private Special 

Education Centers Executive Director 

and CEO Sherry Kolbe, concerning 

requirements for highly qualified 

special education teachers and 

assessments of children with 

disabilities. 

Part B—Assistance for Education of All 

Children With Disabilities 

Section 611—Authorization; Allotment; 

State-Level Activities; Authorization of 

Appropriations 

Topic Addressed: State-Level Activities 

Æ Letter dated December 11, 2008 to 

Louisiana State Department of 

Education Acting Director of Division of 

Educational Improvement and 

Assistance Susan W. Batson, concerning 

the use of funds reserved for State-level 

activities for professional development 

to implement Louisiana’s Positive 

Behavior Supports Initiative. 

Section 613—Local Educational Agency 

Eligibility 

Topic Addressed: Use of Funds 

Æ Letter dated October 31, 2008 to 

Fiscal and Policy Advisor for Rural and 

Sparsely Populated Consortium of 

California James Kennedy, concerning 

the excess cost and supplement-notsupplant requirements in Part B of the 

IDEA that apply to local educational 

agencies (LEAs). 

Topic Addressed: Early Intervening 

Services 

Æ Office of Special Education 

Programs (OSEP) Memorandum 08–09, 

dated July 28, 2008 to Chief State 

School Officers, entitled Coordinated 

Early Intervening Services Under Part B 

of the Individuals with Disabilities 

Education Act. 

Section 614—Evaluations, Eligibility 

Determinations, Individualized 

Education Programs, and Educational 

Placements 

Topic Addressed: Parental Consent 

Æ Letter dated November 17, 2008 to 

Harrisburg, Pennsylvania attorney 

Jeffrey F. Champagne, clarifying the 

parental consent requirements in Part B 

of the IDEA that apply when children 

with disabilities receive special 

education and related services in 

preschool from an intermediate 

educational unit and subsequently 

receive special education and related 

services in kindergarten from a school 

district. 

Section 615—Procedural Safeguards 

Topic Addressed: Due Process 

Complaints 

Æ Letter dated October 30, 2008 to 

Maryland Assistant State 

Superintendent for the Division of 

Special Education/Early Intervention 

Services Carol Ann Baglin, clarifying 

that an LEA may not require a 

confidentiality agreement as a 


srobinson on DSKHWCL6B1PROD with NOTICES