27570 Federal Register / Vol. 83, No. 114 / Wednesday, June 13, 2018 / Notices 

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. Open Licensing Requirements: 

Unless an exception applies, if you are 

awarded a grant under this competition, 

you will be required to openly license 

to the public grant deliverables created 

in whole, or in part, with Department 

grant funds. When the deliverable 

consists of modifications to pre-existing 

works, the license extends only to those 

modifications that can be separately 

identified and only to the extent that 

open licensing is permitted under the 

terms of any licenses or other legal 

restrictions on the use of pre-existing 

works. Additionally, a grantee or 

subgrantee that is awarded competitive 

grant funds must have a plan to 

disseminate these public grant 

deliverables. This dissemination plan 

can be developed and submitted after 

your application has been reviewed and 

selected for funding. For additional 

information on the open licensing 

requirements please refer to 2 CFR 

3474.20. 

4. 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 multiyear 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 www.ed.gov/ 

fund/grant/apply/appforms/ 

appforms.html. 

(c) Under 34 CFR 75.250(b), the 

Secretary may provide a grantee with 

additional funding for data collection 

analysis and reporting. In this case the 

Secretary establishes a data collection 

period. 

5. Performance Measures: We have 

established one performance measure 

for the FSCS program: The percentage 

and number of individuals targeted for 

services and who receive services 

during each year of the project period. 

6. Continuation Awards: In making a 

continuation award under 34 CFR 

75.253, the Secretary considers, among 

other things: Whether a grantee has 

made substantial progress in achieving 

the goals and objectives of the project; 

whether the grantee has expended funds 

in a manner that is consistent with its 

approved application and budget; and, 

if the Secretary has established 

performance measurement 

requirements, the performance targets in 

the grantee’s approved application. 

In making a continuation award, 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). 

VII. 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 compact disc) on 

request to the program contact person 

listed under FOR FURTHER INFORMATION

CONTACT. 

Electronic Access to This Document: 

The official version of this document is 

the document published in the Federal 

Register. You may access the official 

edition of the Federal Register and the 

Code of Federal Regulations via the 

Federal Digital System at: www.gpo.gov/ 

fdsys. At this site you can view this 

document, as well as all other 

documents of this Department 

published in the Federal Register, in 

text or Portable Document Format 

(PDF). To use PDF you must have 

Adobe Acrobat Reader, which is 

available free at the site. 

You may also access documents of the 

Department published in the Federal 

Register by using the article search 

feature at: www.federalregister.gov. 

Specifically, through the advanced 

search feature at this site, you can limit 

your search to documents published by 

the Department. 

Dated: June 8, 2018. 

James C. Blew, 

Acting Assistant Deputy Secretary for 

Innovation and Improvement. 

[FR Doc. 2018–12701 Filed 6–12–18; 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—Preparation of Special 

Education, Early Intervention, and 

Related Services Leadership 

Personnel 

AGENCY: Office of Special Education and 

Rehabilitative Services, Department of 

Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

is issuing a notice inviting applications 

for new awards for fiscal year (FY) 2018 

for Personnel Development to Improve 

Services and Results for Children with 

Disabilities—Preparation of Special 

Education, Early Intervention, and 

Related Services Leadership Personnel, 

Catalog of Federal Domestic Assistance 

(CFDA) number 84.325D. 

DATES: 

Applications Available: June 13, 2018. 

Deadline for Transmittal of 

Applications: July 30, 2018. 

Deadline for Intergovernmental 

Review: September 26, 2018. 

ADDRESSES: For the addresses for 

obtaining and submitting an 

application, please refer to our Common 

Instructions for Applicants to 

Department of Education Discretionary 

Grant Programs, published in the 

Federal Register on February 12, 2018 

(83 FR 6003) and available at 

www.gpo.gov/fdsys/pkg/FR-2018-02-12/ 

pdf/2018-02558.pdf. 

FOR FURTHER INFORMATION CONTACT: 

Celia Rosenquist, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 5146, Potomac Center Plaza, 

Washington, DC 20202–5076. 

Telephone: (202) 245–7373. 

If you use a telecommunications 

device for the deaf (TDD) or a text 

telephone (TTY), call the Federal Relay 

Service (FRS), toll free, at 1–800–877– 

8339. 

SUPPLEMENTARY INFORMATION: 

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 personnel 

preparation in special education, early 


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intervention, related services, 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: This competition includes 

two absolute priorities and one 

competitive preference priority. In 

accordance with 34 CFR 75.105(b)(2)(v), 

Absolute Priority 1 is from allowable 

activities specified in the statute (see 

sections 662 and 681 of the Individuals 

with Disabilities Education Act (IDEA); 

20 U.S.C. 1462 and 1481). Absolute 

Priority 2 and the competitive 

preference priority are from the 

Secretary’s Final Supplemental 

Priorities and Definitions for 

Discretionary Grant Programs, 

published in the Federal Register on 

March 2, 2018 (83 FR 9096) 

(Supplemental Priorities). 

Absolute Priorities: For FY 2018 and 

any subsequent year in which we make 

awards from the list of unfunded 

applications from this competition, 

these priorities are absolute priorities. 

Under 34 CFR 75.105(c)(3), we consider 

only applications that meet these 

priorities. 

These priorities are: 

Absolute Priority 1—Preparation of 

Special Education, Early Intervention, 

and Related Services Leadership 

Personnel 

Background 

The mission of the Office of Special 

Education and Rehabilitative Services 

(OSERS) is to improve early childhood, 

educational, and employment outcomes 

and raise expectations for all people 

with disabilities, their families, their 

communities, and the Nation. 

The purpose of this Preparation of 

Special Education, Early Intervention, 

and Related Services Leadership 

Personnel competition is to support 

existing doctoral degree programs that 

prepare special education, early 

intervention, and related services 

personnel who are well-qualified for, 

and can act effectively in, leadership 

positions as researchers and preparers of 

special education, early intervention, 

and related services personnel in 

institutions of higher education (IHEs), 

or as leaders in national organizations, 

State educational agencies (SEAs), lead 

agencies (LAs), local educational 

agencies (LEAs), early intervention 

services programs (EIS programs), or 

schools. Absolute Priority 1 is 

consistent with the Supplemental 

Priorities, specifically, Supplemental 

Priority 5—Meeting the Unique Needs 

of Students and Children With 

Disabilities and/or Those with Unique 

Gifts and Talents; and Supplemental 

Priority 8—Promoting Effective 

Instruction in Classrooms and Schools. 

There is a well-documented need for 

leadership personnel to fill faculty and 

leadership positions in special 

education, early intervention, and 

related services (Castillo, Curtis, & Tan, 

2014; deBettencourt, Hoover, Rude, & 

Taylor, 2016; Montrosse & Young, 2012; 

Robb, Smith, & Montrosse, 2012; Smith, 

Montrosse, Robb, Tyler, & Young, 2011; 

Smith, Robb, West, & Tyler, 2010; 

Woods & Snyder, 2009). These leaders 

conduct research to increase the 

knowledge of effective interventions 

and services for children, including 

infants and toddlers, and youth with 

disabilities. These leaders also teach 

practices supported by evidence to 

future special education, early 

intervention, related services, and 

regular education professionals who 

will work in a variety of educational 

settings and provide services directly to 

these children (Robb et al., 2012; Smith 

et al., 2010; West & Hardman, 2012). 

Shortages in these leadership positions 

limit the field’s capacity to generate new 

knowledge of effective interventions 

and to prepare future professionals to 

improve outcomes for children with 

disabilities (Smith et al., 2011). In 

addition, leadership shortages limit the 

field’s capacity to ensure that children, 

including infants and toddlers, and 

youth with disabilities have the 

opportunity to meet challenging 

objectives and receive an educational 

program that is both meaningful and 

appropriately ambitious, which is 

essential for preparing them for future 

success. 

Shortages of leadership personnel at 

State and local agencies to fill special 

education and early intervention 

administrator positions have also been 

noted (Billingsley, Crockett, & Kamman, 

2014). These administrators supervise 

and evaluate the implementation of 

instructional programs supported by 

evidence to make sure that State or local 

agencies are meeting the needs of 

children with disabilities. 

Administrators also ensure that schools 

and programs meet Federal, State, and 

local requirements for special 

education, early intervention, and 

related services (Lashley & Boscardin, 

2003). 

Federal support can increase the 

supply of personnel who have the 

necessary knowledge and skills to 

assume leadership positions in special 

education, early intervention, and 

related services as researchers and 

preparers of special education, early 

intervention, related services, and 

regular education personnel in IHEs, or 

as leaders in national organizations, 

SEAs, LAs, LEAs, EIS programs, or 

schools. Critical competencies for 

special education, early intervention, 

and related services personnel vary 

depending on the type of leadership 

personnel and the requirements of the 

preparation program but can include, 

for example, skills needed for 

postsecondary instruction, 

administration, policy development, 

professional practice, leadership, or 

research. However, all leadership 

personnel need to have current 

knowledge of effective interventions 

and services that improve outcomes for 

children with disabilities, including 

high-need children with disabilities. 

This knowledge should be applicable to 

children served in a variety of 

educational settings (e.g., public 

schools, including charter schools, or 

private schools) or early childhood and 

early intervention settings (e.g., home, 

community-based, Early Head Start and 

Head Start, child care, or public and 

private preschools), and the 

interventions and services must include 

those that promote literacy 

development, literacy skills, or other 

skills critical for college and today’s 

careers. 

Priority 

The purpose of this priority is to 

support existing doctoral degree 

programs that prepare special 

education, early intervention, and 

related services personnel at the 

doctoral degree level who are well 

qualified for, and can act effectively in, 

leadership positions as researchers and 

preparers of special education, early 

intervention, related services, and 

regular education personnel in IHEs, or 

as leaders in national organizations, 

SEAs, LAs, LEAs, or EIS programs. This 

priority supports two types of programs: 

Type A programs are designed to 

prepare special education, early 

intervention, and related services 

personnel as researchers and preparers 

of personnel in IHEs. Type A programs 

culminate in a doctoral degree. 

Note: Preparation programs that lead to 

clinical doctoral degrees in related services 

(e.g., a Doctor of Audiology degree or Doctor 

of Physical Therapy degree) are not included 

in this priority. These types of preparation 

programs are eligible to apply for funding 

under the Personnel Preparation in Special 

Education, Early Intervention, and Related 

Services priority (CFDA 84.325K) that the 


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1For purposes of this priority, ‘‘high-need 

children with disabilities’’ refers to children or 

students (ages birth through 21, depending on the 

State) who are eligible for services under IDEA, and 

who may be at risk of educational failure or 

otherwise in need of special assistance or support 

because they: (1) Are living in poverty, (2) are 

English learners, (3) are academically far below 

grade level, (4) have left school before receiving a 

regular high school diploma, (5) are at risk of not 

graduating with a regular high school diploma on 

time, (6) are homeless, (7) are in foster care, or (8) 

have been incarcerated. 

Office of Special Education Programs (OSEP) 

intends to fund in FY 2018. 

Type B programs are designed to 

prepare special education or early 

intervention administrators to work as 

leaders in national organizations, SEAs, 

LAs, LEAs, or EIS programs. Type B 

programs prepare personnel for 

positions such as SEA special education 

administrators, LEA or regional special 

education directors, school-based 

special education directors, preschool 

coordinators, and early intervention 

coordinators. Type B programs 

culminate in a doctoral degree. 

Note: OSEP intends to fund in FY 2018 at 

least seven high-quality applications 

proposing Type B programs and may fund 

applications out of rank order. These 

applications must be of high quality and 

should score higher than 84 on a 100-point 

scale, exclusive of competitive preference 

points, in the technical review. 

Note: The preparation of school principals 

is not included in this priority. 

Note: Applicants must identify the specific 

program type, A or B, for which they are 

applying for funding as part of the abstract. 

Applicants may not submit the same 

proposal for more than one program type. 

To be considered for funding under 

this absolute priority, program 

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. 

The requirements of this priority are 

as follows: 

(a) Demonstrate, in the narrative 

section of the application under 

‘‘Significance of the Project,’’ how— 

(1) The project addresses the need for 

leadership personnel to provide, 

prepare others to provide, or supervise 

the provision of effective interventions 

and services that improve outcomes for 

children with disabilities, including 

high-need children with disabilities.1

These interventions should be 

applicable to children served in a 

variety of educational settings (e.g., 

public schools, including charter 

schools, or private schools) or early 

childhood and early intervention 

settings (e.g., home, community-based, 

Early Head Start and Head Start, child 

care, or public and private preschools), 

and the interventions and services must 

include those that promote literacy 

development, literacy skills, or other 

skills critical for college and today’s 

careers. To address this requirement, the 

applicant must present— 

(i) Appropriate and applicable data 

(e.g., national, State) demonstrating the 

need for the leadership personnel the 

applicant proposes to prepare; and 

(ii) Data demonstrating the success of 

the doctoral program to date in 

producing leaders in special education, 

early intervention, or related services 

such as: The professional 

accomplishments of program graduates 

(e.g., public service, honors, or peerreviewed publications (for Type A 

programs)) that demonstrate their 

leadership in special education, early 

intervention, or related services; the 

success of program graduates as 

educators of teachers, service providers, 

or administrators, including any results 

from evaluating the impact of those 

teachers, service providers, or 

administrators, on the outcomes of 

children with disabilities; the average 

amount of time it takes for program 

graduates to complete the program; The 

number of program graduates; and the 

percentage of program graduates finding 

employment directly related to their 

preparation. 

Note: Data on the success of a doctoral 

program should be no older than five years 

prior to the start date of the project proposed 

in the application. When reporting 

percentages, the denominator (i.e., the total 

number of scholars or program graduates) 

must be provided. 

(2) Scholar competencies to be 

acquired in the program relate to 

knowledge and skills needed by the 

leadership personnel the applicant 

proposes to prepare, including 

knowledge of technologies designed to 

provide instruction. To address this 

requirement, the applicant must— 

(i) Identify the competencies needed 

by leadership personnel in 

postsecondary instruction, 

administration, policy development, 

professional practice, leadership, or 

research in order to provide, prepare 

others to provide, or supervise the 

provision of effective interventions and 

services that improve outcomes for 

children with disabilities, including 

high-need children with disabilities; 

and 

(ii) Provide the conceptual framework 

of the leadership preparation program, 

including any empirical support, that 

will promote the acquisition of the 

identified competencies needed by 

leadership personnel, including 

knowledge of technologies designed to 

provide instruction, and, where 

applicable, how these competencies 

relate to the project’s specialized 

preparation area. 

(b) Demonstrate, in the narrative 

section of the application under 

‘‘Quality of the Project Services,’’ how— 

(1) The applicant will recruit and 

support high-quality scholars. The 

narrative must describe— 

(i) The selection criteria the applicant 

will use to identify high-quality 

applicants for admission in the program; 

(ii) The recruitment strategies the 

applicant will use to attract high-quality 

applicants and any specific recruitment 

strategies targeting high-quality 

applicants from groups that are 

underrepresented in the teaching 

profession, including individuals with 

disabilities; and 

(iii) The approach the applicant will 

use to help all scholars, including 

individuals with disabilities, complete 

the program; and 

(2) The project is designed to promote 

the acquisition of the competencies 

needed by leadership personnel to 

provide, prepare others to provide, or 

supervise the provision of effective 

interventions and services that improve 

outcomes for children with disabilities, 

including high-need children with 

disabilities. These interventions should 

be applicable to children served in a 

variety of educational settings (e.g., 

public schools, including charter 

schools, or private schools) or early 

childhood and early intervention 

settings (e.g., home, community-based, 

Early Head Start and Head Start, child 

care, or public and private preschools), 

and the interventions and services must 

include those that promote literacy 

development, literacy skills, or other 

skills critical for college and today’s 

careers. To address this requirement, the 

applicant must— 

(i) Describe how the components of 

the project, such as coursework, 

internship experiences, research 

requirements, and other opportunities 

provided to scholars to analyze data, 

critique research and methodologies, 

and practice newly acquired knowledge 

and skills, will enable the scholars to 

acquire the competencies needed by 

leadership personnel for postsecondary 

instruction, administration, policy 

development, professional practice, 

leadership, or research in special 

education, early intervention, or related 

services; 

(ii) Describe how the components of 

the project are integrated in order to 

support the acquisition and 

enhancement of the identified 


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2For the 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. 

3For the purposes of this priority, ‘‘high-poverty 

school’’ means a school in which at least 50 percent 

of students are from low-income families as 

determined using one of the measures of poverty 

specified under section 1113(a)(5) of the Elementary 

and Secondary Education Act of 1965, as amended 

(ESEA). For middle and high schools, eligibility 

may be calculated on the basis of comparable data 

from feeder schools. Eligibility as a high-poverty 

school is determined on the basis of the most 

currently available data. 

4For the purposes of this priority, the term 

‘‘school identified for comprehensive support and 

improvement’’ means a statewide identified 

category of school that includes (a) not less than the 

lowest-performing five percent of all schools 

receiving funds under this part in the State; (b) all 

public high schools in the State failing to graduate 

one-third or more of their students; (c) public 

schools in the State described under section 

1111(d)(3)(A)(i)(II) of the ESEA; and (d) at the 

discretion of the State, additional statewide 

categories of schools as defined in section 

1111(c)(4)(D)(i) of the ESEA. 

5For the purposes of this priority, the term 

‘‘schools implementing targeted support and 

improvement plans’’ means a school that has 

developed and is implementing a school-level 

targeted support and improvement plan to improve 

student outcomes based on the indicators in the 

statewide accountability system as defined in 

section 1111(d)(2) of the ESEA. 

competencies needed by leadership 

personnel in special education, early 

intervention, or related services, 

including knowledge of technologies 

designed to provide instruction; 

(iii) Describe how the components of 

the project prepare scholars to provide, 

prepare others to provide, or supervise 

the provision of effective interventions 

and services that improve outcomes for 

children with disabilities, including 

high-need children with disabilities, in 

a variety of educational or early 

childhood and early intervention 

settings; 

(iv) Demonstrate, through a letter of 

support from a partnering agency, 

school, or program, that it will provide 

scholars with a high-quality internship 

experience in a high-need LEA; 2 a highpoverty school; 3 a school identified for 

comprehensive support and 

improvement; 4 a school implementing a 

targeted support and improvement 

plan 5 for children with disabilities; an 

early childhood and early intervention 

program located within the geographical 

boundaries of a high-need LEA; or an 

early childhood and early intervention 

program located within the geographical 

boundaries of an LEA serving the 

highest percentage of schools identified 

for comprehensive support and 

improvement or implementing targeted 

support and improvement plans in the 

State; 

(v) Describe how the project will use 

resources, as appropriate, available 

through technical assistance centers, 

which may include centers funded by 

the Department; 

(vi) Describe the approach that faculty 

members will use to mentor scholars 

with the goal of helping them acquire 

competencies needed by leadership 

personnel and advancing their careers 

in special education, early intervention, 

or related services; and 

(vii) Describe how the components of 

the project, mentoring, and other project 

opportunities will promote the 

acquisition of scholars’ critical 

leadership skills, including 

communication, networking, and 

collaboration. 

(c) Demonstrate, in the narrative 

section of the application under 

‘‘Quality of the Project Evaluation,’’ how 

the applicant will— 

(1) Evaluate how well the goals or 

objectives of the proposed leadership 

project have been met. The applicant 

must describe the outcomes to be 

measured for both the project and the 

scholars, particularly the acquisition of 

scholars’ competencies and their impact 

on the services provided by future 

teachers, service providers, or 

administrators; and the evaluation 

methodologies to be employed, 

including proposed instruments, data 

collection methods, and possible 

analyses; 

(2) Collect, analyze, and use data on 

current scholars and scholars who 

graduate from the program to improve 

the proposed program on an ongoing 

basis; and 

(3) Report the evaluation results to 

OSEP in the applicant’s annual and 

final performance reports. 

(d) Demonstrate, in the narrative 

under ‘‘Required Project Assurances’’ or 

appendices as directed, that the 

following program requirements are 

met. The applicant must— 

(1) Include in appendix B to the 

application— 

(i) Course syllabi for all coursework in 

the major and any required coursework 

for a minor; 

(ii) Course 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 scholar enrolled in the 

program in the last five years; and 

(iii) For new coursework, proposed 

syllabi; 

(2) Ensure that the proposed number 

of scholars to be recruited into the 

program can graduate from the program 

by the end of the grant’s project period. 

The described scholar recruitment 

strategies, including recruitment of 

individuals with disabilities, the 

program components and their 

sequence, and proposed budget must be 

consistent with this project requirement; 

(3) Ensure scholars will not be 

selected based on race or national 

origin/ethnicity. Per the Supreme 

Court’s decision in Adarand 

Constructors, Inc. v. Pena, 515 U.S. 200 

(1995), the Department does not allow 

the selection of individuals on the basis 

of race or national origin/ethnicity. For 

this reason, grantees must ensure that 

any discussion of the recruitment of 

scholars based on race or national 

origin/ethnicity distinguishes between 

increasing the pool of applicants and 

actually selecting scholars; 

(4) Ensure that the project will meet 

all requirements for grantees in 

disbursing scholarships as outlined in 

34 CFR 304.23. Failure by a grantee to 

properly meet these requirements would 

be a violation of the grant award that 

could result in sanctions, including the 

grantee being liable for returning any 

misused funds to the Department. 

Specifically, before disbursement of 

scholarship assistance to an individual, 

a grantee must— 

(i) Ensure that the scholar— 

(A) Is a citizen or national of the 

United States; 

(B) Is a permanent resident of— 

(1) Puerto Rico, the United States 

Virgin Islands, Guam, American Samoa, 

or the Commonwealth of the Northern 

Mariana Islands; or 

(2) The Republic of the Marshall 

Islands, the Federated States of 

Micronesia, or the Republic of Palau 

during the period in which these 

entities are eligible to receive an award 

under the Personnel Development to 

Improve Services and Results for 

Children with Disabilities program; or 

(C) Provides evidence from the U.S. 

Department of Homeland Security that 

the individual is— 

(1) A lawful permanent resident of the 

United States; or 

(2) In the United States for other than 

a temporary purpose with the intention 

of becoming a citizen or permanent 

resident; 

(ii) Limit the cost of attendance 

portion of the scholarship assistance (as 

discussed in 34 CFR 304.21(a)) to the 

amount by which the individual’s cost 

of attendance at the institution exceeds 

the amount of grant assistance the 

scholar is to receive for the same 

academic year under title IV of the HEA; 

and 


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6For the purposes of this priority, matching 

support can be either cash or in-kind donations. 

According to 2 CFR 200.306, a cash expenditure or 

outlay of cash with respect to the matching budget 

by the grantee is considered a cash contribution. 

Certain cash contributions that the organization 

normally considers an indirect cost should not be 

counted as a direct cost for the purposes of meeting 

matching support. According to 2 CFR 200.434, 

third-party in-kind contributions are services or 

property (e.g., land, buildings, equipment, 

materials, supplies), that are contributed by a nonFederal third-party at no charge to the grantee. 

(iii) Obtain a Certification of 

Eligibility for Federal Assistance from 

each scholar, as prescribed in 34 CFR 

75.60, 75.61, and 75.62. 

(5) Ensure that the project will meet 

the requirements in 34 CFR 304.23, 

particularly those related to informing 

all scholarship recipients of their 

service obligation commitment. Failure 

by a grantee to properly meet these 

requirements is a violation of the grant 

award that may result in sanctions, 

including the grantee being liable for 

returning any misused funds to the 

Department. Specifically, the grantee 

must prepare, and ensure that each 

scholarship recipient signs, the 

following two documents: 

(i) A Pre-Scholarship Agreement prior 

to the scholar receiving a scholarship for 

an eligible program (Office of 

Management and Budget (OMB) Control 

Number 1820–0686); and 

(ii) An Exit Certification immediately 

upon the scholar leaving, completing, or 

otherwise exiting that program (OMB 

Control Number 1820–0686); 

(6) Ensure that prior approval from 

the OSEP project officer will be 

obtained before admitting additional 

scholars beyond the number of scholars 

proposed in the application and before 

transferring a scholar to another 

preparation program funded by OSEP; 

(7) Ensure that the project will meet 

the statutory requirements in section 

662(e) through (h) of IDEA; 

(8) Ensure that at least 65 percent of 

the total requested budget over the five 

years will be used for scholar support; 

(9) Ensure that the IHE will not 

require scholars enrolled in the program 

to work (e.g., as graduate assistants) as 

a condition of receiving support (e.g., 

tuition, stipends) from the proposed 

project, unless the work is specifically 

related to the acquisition of scholars’ 

competencies and the requirements for 

completion of their personnel 

preparation program. This prohibition 

on work as a condition of receiving 

support does not apply to the service 

obligation requirements in section 

662(h) of IDEA; 

(10) Ensure that the budget includes 

attendance of the project director at a 

three-day project directors’ meeting in 

Washington, DC, during each year of the 

project. The budget may also provide for 

the attendance of scholars at the same 

three-day project directors’ meetings in 

Washington, DC; 

(11) Ensure that the project director, 

key personnel, and scholars will 

actively participate in the cross-project 

collaboration, advanced trainings, and 

cross-site learning opportunities (e.g., 

webinars, briefings) supported by OSEP. 

This network is intended to promote 

opportunities for participants to share 

resources and generate new knowledge 

by addressing topics of common interest 

to participants across projects including 

Department priorities and needs in the 

field; 

(12) Ensure that if the project 

maintains a website, that it will be of 

high quality, with an easy-to-navigate 

design, that meets government or 

industry-recognized standards for 

accessibility; 

(13) Ensure that scholar 

accomplishments (e.g., publications, 

awards) will be reported in annual and 

final performance reports; and 

(14) Ensure that annual data will be 

submitted on each scholar who receives 

grant support (OMB Control Number 

1820–0686). The primary purposes of 

the data collection are to track the 

service obligation fulfillment of scholars 

who receive funds from OSEP grants 

and to collect data for program 

performance measure reporting under 

the Government Performance and 

Results Act of 1993 (GPRA). Applicants 

are encouraged to visit the Personnel 

Development Program Data Collection 

System (DCS) website at https://

pdp.ed.gov/osep for further information 

about this data collection requirement. 

Typically, data collection begins in 

January of each year, and grantees are 

notified by email about the data 

collection period for their grant, 

although grantees may submit data as 

needed, year round. 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). Data collection includes the 

submission of a signed, completed PreScholarship Agreement and Exit 

Certification for each scholar funded 

under an OSEP grant (see paragraph (4) 

of this section, subparagraphs (i) and 

(ii)). 

Absolute Priority 2—Promoting 

Innovation and Efficiency, Streamlining 

Education With an Increased Focus on 

Improving Student Outcomes, and 

Providing Increased Value to Students 

and Taxpayers 

Background 

The Department seeks to encourage 

grantees to leverage sources of support 

that may exist for their activities, 

beyond what is provided by the 

Department. Therefore, we have 

included an absolute priority for 

matching support through non-Federal 

contributions, either in cash or in-kind 

donations. Although the cash or in-kind 

resources to be contributed must be at 

least 10 percent of the total grant award, 

we encourage a higher percentage 

through the competitive preference 

priority included within this absolute 

priority. 

Applicants must address this absolute 

priority, and the competitive preference 

priority, if applicable, in the budget 

information (ED Form 524, Section B) 

and budget narrative. The applicant 

must propose the amount of cash or inkind resources to be contributed for 

each year of the grant. 

Priority 

Projects that are designed to 

demonstrate matching support 6 for the 

proposed project at 10 percent of the 

total amount of the grant. 

Competitive Preference Priority: 

Within this absolute priority, we give 

competitive preference to applications 

that address the following priority. 

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

an additional one point to an 

application that meets paragraph (i) of 

the competitive preference priority and 

an additional two points to an 

application that meets paragraph (ii) of 

the competitive preference priority. 

This priority is: 

Projects that are designed to 

demonstrate matching support for the 

proposed projects: 

(i) 50 percent of the total amount of 

the grant (1 point); or 

(ii) 100 percent of the total amount of 

the grant (2 points). 

References 

Billingsley, B. S., Crockett, J., & Kamman, M. 

L. (2014). 

Recruiting and retaining teachers and 

administrators in special education. In P. 

T. Sindelar, E. D. McCray, M. T. 

Brownell, & B. Lignugaris/Kraft (Eds.), 

Handbook of research on special 

education teacher preparation (pp. 94– 

112). New York, NY: Routledge. 

Castillo, J. M., Curtis, M. J., & Tan, S. Y. 

(2014). Personnel needs in school 

psychology: A 10-year follow-up study 

on predicted personnel shortages. 

Psychology in the Schools, 51, 832–849. 

deBettencourt, L. U., Hoover, J. J., Rude, H. 

A., & Taylor, S. S. (2016). Preparing 

special education higher education 

faculty: The influence of contemporary 

education issues and policy 


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recommendations. Teacher Education 

and Special Education, 39, 121–133. 

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 from www.coe.ufl.edu/copsse/ 

docs/IB-8/1/IB-8.pdf. 

Montrosse, B. E., & Young, C. J. (2012). 

Market demand for special education 

faculty. Teacher Education and Special 

Education, 35, 140–153. 

Robb, S. M., Smith, D. D., & Montrosse, B. E. 

(2012). A context of the demand for 

special education faculty: A study of 

special education teacher preparation 

programs. Teacher Education and 

Special Education, 35, 128–139. 

Smith, D. D., Montrosse, B. E., Robb, S. M., 

Tyler, N. C., & Young, C. (2011). 

Assessing trends in leadership: Special 

education’s capacity to produce a highly 

qualified workforce. Claremont, CA: 

IRIS@CGU, Claremont Graduate 

University. 

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, 25–43. 

West, J. E., & Hardman, H. L. (2012). Averting 

current and future special education 

faculty shortages: Policy implications 

and recommendations. Teacher 

Education and Special Education, 35, 

154–160. 

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

Interdisciplinary doctoral leadership 

training in early intervention. Infants & 

Young Children, 22(1), 32–34. 

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: (a) The 

Education Department General 

Administrative Regulations in 34 CFR 

parts 75, 77, 79, 81, 82, 84, 86, 97, 98, 

and 99. (b) The Office of Management 

and Budget Guidelines to Agencies on 

Governmentwide Debarment and 

Suspension (Nonprocurement) in 2 CFR 

part 180, as adopted and amended as 

regulations of the Department in 2 CFR 

part 3485. (c) The Uniform 

Administrative Requirements, Cost 

Principles, and Audit Requirements for 

Federal Awards in 2 CFR part 200, as 

adopted and amended as regulations of 

the Department in 2 CFR part 3474. (d) 

The regulations for this program in 34 

CFR part 304. 

Note: The regulations in 34 CFR part 86 

apply to IHEs only. 

II. Award Information 

Type of Award: Discretionary grants. 

Estimated Available Funds: 

$4,250,000. 

Contingent upon the availability of 

funds and the quality of applications, 

we may make additional awards in FY 

2019 from the list of unfunded 

applications from this competition. 

Estimated Range of Awards: 

$225,000–$250,000 per year. 

Estimated Average Size of Awards: 

$237,500 per year. 

Maximum Award: We will not make 

an award exceeding $250,000 for a 

single budget period of 12 months. 

Estimated Number of Awards: 17. 

Note: The Department is not bound by any 

estimates in this notice. 

Project Period: Up to 60 months. 

III. Eligibility Information 

1. Eligible Applicants: IHEs, private 

nonprofit organizations. 

2. Cost Sharing or Matching: Cost 

sharing or matching is required for this 

competition. See Absolute Priority 2. 

3. Subgrantees: Under 34 CFR 

75.708(b) and (c) a grantee under this 

competition may award subgrants—to 

directly carry out project activities 

described in its application—to the 

following types of entities: IHEs and 

private nonprofit organizations suitable 

to carry out the activities proposed in 

the application. The grantee may award 

subgrants to entities it has identified in 

an approved application. 

4. Other General Requirements: (a) 

Recipients of funding under this 

competition must make positive efforts 

to employ and advance in employment 

qualified individuals with disabilities 

(see section 606 of IDEA). 

(b) Applicants for, and recipients of, 

funding must, with respect to the 

aspects of their proposed project 

relating to the absolute priority, 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. Application Submission 

Instructions: For information on how to 

submit an application please refer to our 

Common Instructions for Applicants to 

Department of Education Discretionary 

Grant Programs, published in the 

Federal Register on February 12, 2018 

(83 FR 6003) and available at 

www.gpo.gov/fdsys/pkg/FR-2018-02-12/ 

pdf/2018-02558.pdf. 

2. 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. 

3. Funding Restrictions: We reference 

regulations outlining funding 

restrictions in the Applicable 

Regulations section of this notice. 

4. Recommended 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. We recommend that you (1) 

limit the application narrative to no 

more than 50 pages and (2) use 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, 

reference citations, and captions, as well 

as all text in charts, tables, figures, 

graphs, and screen shots. 

• Use a font that is 12 point or larger. 

• Use one of the following fonts: 

Times New Roman, Courier, Courier 

New, or Arial. 

The recommended 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 

abstract (follow the guidance provided 

in the application package for 

completing the abstract), the table of 

contents, the list of priority 

requirements, the resumes, the reference 

list, the letters of support, or the 

appendices. However, the 

recommended page limit does apply to 

all of the application narrative, 

including all text in charts, tables, 

figures, graphs, and screen shots. 

V. Application Review Information 

1. Selection Criteria: The selection 

criteria for this competition are from 34 

CFR 75.210 and are as follows: 

(a) Significance of the Project (10 

points). 

(1) The Secretary considers the 

significance of the proposed project. 

(2) In determining the significance of 

the proposed project, the Secretary 

considers the following factors: 

(i) The extent to which the proposed 

project will prepare personnel for fields 


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in which shortages have been 

demonstrated; 

(ii) The importance or magnitude of 

the results or outcomes likely to be 

attained by the proposed project; and 

(iii) The extent to which there is a 

conceptual framework underlying the 

proposed research or demonstration 

activities and the quality of that 

framework. 

(b) Quality of Project Services (45 

points). 

(1) The Secretary considers the 

quality of the services to be provided by 

the proposed project. 

(2) In determining the quality of the 

services to be provided by the proposed 

project, the Secretary considers the 

quality and sufficiency of strategies for 

ensuring equal access and treatment for 

eligible project participants who are 

members of groups that have 

traditionally been underrepresented 

based on race, color, national origin, 

gender, age, or disability. 

(3) In addition, the Secretary 

considers the following factors: 

(i) The extent to which the training or 

professional development services to be 

provided by the proposed project are of 

sufficient quality, intensity, and 

duration to lead to improvements in 

practice among the recipients of those 

services; 

(ii) The extent to which the proposed 

activities constitute a coherent, 

sustained program of training in the 

field; and 

(iii) The extent to which the services 

to be provided by the proposed project 

reflect up-to-date knowledge from 

research and effective practice. 

(c) Quality of Project Evaluation (25 

points). 

(1) The Secretary considers the 

quality of the evaluation to be 

conducted of the proposed project. 

(2) In determining the quality of the 

evaluation, the Secretary considers the 

following factors: 

(i) The extent to which the methods 

of evaluation are thorough, feasible, and 

appropriate to the goals, objectives, and 

outcomes of the proposed project; 

(ii) The extent to which the goals, 

objectives, and outcomes to be achieved 

by the proposed project are clearly 

specified and measurable; 

(iii) The extent to which the methods 

of evaluation include the use of 

objective performance measures that are 

clearly related to the intended outcomes 

of the project and will produce 

quantitative and qualitative data to the 

extent possible; and 

(iv) The extent to which the methods 

of evaluation will provide timely 

guidance for quality assurance. 

(d) Quality of Management Plan and 

Resources (20 points). 

(1) The Secretary considers the 

quality of the management plan and the 

adequacy of resources for the proposed 

project. 

(2) In determining the quality of the 

management plan and the adequacy of 

resources, the Secretary considers the 

following factors: 

(i) The qualifications, including 

relevant training and experience, of key 

project personnel; 

(ii) The adequacy of the management 

plan to achieve the objectives of the 

proposed project on time and within 

budget, including clearly defined 

responsibilities, timelines, and 

milestones for accomplishing project 

tasks; 

(iii) The extent to which the time 

commitments of the project director and 

principal investigator and other key 

project personnel are appropriate and 

adequate to meet the objectives of the 

proposed project; 

(iv) The adequacy of support, 

including facilities, equipment, 

supplies, and other resources, from the 

applicant organization or the lead 

applicant organization; and 

(v) The extent to which the budget is 

adequate to support the proposed 

project. 

2. Review and Selection Process: 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 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). 

3. Additional Review and Selection 

Process Factors: 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 section 682(b) of 

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. 

4. Risk Assessment and Specific 

Conditions: Consistent with 2 CFR 

200.205, before awarding grants under 

this competition the Department 

conducts a review of the risks posed by 

applicants. Under 2 CFR 3474.10, the 

Secretary may impose specific 

conditions and, in appropriate 

circumstances, high-risk 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 2 

CFR part 200, subpart D; has not 

fulfilled the conditions of a prior grant; 

or is otherwise not responsible. 

5. Integrity and Performance System: 

If you are selected under this 

competition to receive an award that 

over the course of the project period 

may exceed the simplified acquisition 

threshold (currently $150,000), under 2 

CFR 200.205(a)(2) we must make a 

judgment about your integrity, business 

ethics, and record of performance under 

Federal awards—that is, the risk posed 

by you as an applicant—before we make 

an award. In doing so, we must consider 

any information about you that is in the 

integrity and performance system 

(currently referred to as the Federal 

Awardee Performance and Integrity 

Information System (FAPIIS)), 

accessible through the System for 

Award Management. You may review 

and comment on any information about 

yourself that a Federal agency 

previously entered and that is currently 

in FAPIIS. 

Please note that, if the total value of 

your currently active grants, cooperative 

agreements, and procurement contracts 

from the Federal Government exceeds 

$10,000,000, the reporting requirements 

in 2 CFR part 200, Appendix XII, 

require you to report certain integrity 

information to FAPIIS semiannually. 

Please review the requirements in 2 CFR 

part 200, Appendix XII, if this grant 

plus all the other Federal funds you 

receive exceed $10,000,000. 


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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); or we may send you an email 

containing a link to access an electronic 

version of your 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. Open Licensing Requirements: 

Unless an exception applies, if you are 

awarded a grant under this competition, 

you will be required to openly license 

to the public grant deliverables created 

in whole, or in part, with Department 

grant funds. When the deliverable 

consists of modifications to pre-existing 

works, the license extends only to those 

modifications that can be separately 

identified and only to the extent that 

open licensing is permitted under the 

terms of any licenses or other legal 

restrictions on the use of pre-existing 

works. Additionally, a grantee or 

subgrantee that is awarded competitive 

grant funds must have a plan to 

disseminate these public grant 

deliverables. This dissemination plan 

can be developed and submitted after 

your application has been reviewed and 

selected for funding. For additional 

information on the open licensing 

requirements please refer to 2 CFR 

3474.20. 

4. 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 multiyear 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 www.ed.gov/ 

fund/grant/apply/appforms/ 

appforms.html. 

5. Performance Measures: Under 

GPRA, the Department has established a 

set of performance measures, including 

long-term measures, that are designed to 

yield information on the quality of the 

Personnel Development to Improve 

Services and Results for Children with 

Disabilities program. These measures 

include: (1) The percentage of 

preparation programs that incorporate 

scientifically or evidence-based 

practices into their curricula; (2) the 

percentage of scholars completing 

preparation programs who are 

knowledgeable and skilled in evidencebased practices for children with 

disabilities; (3) the percentage of 

scholars who exit preparation programs 

prior to completion due to poor 

academic performance; (4) the 

percentage of scholars completing 

preparation programs who are working 

in the area(s) in which they were 

prepared upon program completion; and 

(5) the Federal cost per scholar who 

completed the preparation program. 

In addition, the Department will 

gather information on the following 

outcome measures: (1) The percentage 

of scholars who completed the 

preparation program and are employed 

in high-need districts; (2) the percentage 

of scholars who completed the 

preparation program and are employed 

in the field of special education for at 

least two years; and (3) the percentage 

of scholars who completed the 

preparation program and who are rated 

effective by their employers. 

Grantees may be asked to participate 

in assessing and providing information 

on these aspects of program quality. 

6. Continuation Awards: In making a 

continuation award under 34 CFR 

75.253, the Secretary considers, among 

other things: Whether a grantee has 

made substantial progress in achieving 

the goals and objectives of the project; 

whether the grantee has expended funds 

in a manner that is consistent with its 

approved application and budget; and, 

if the Secretary has established 

performance measurement 

requirements, the performance targets in 

the grantee’s approved application. 

In making a continuation award, 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). 

VII. 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 compact disc) by 

contacting the Management Support 

Services Team, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 5113, Potomac Center Plaza, 

Washington, DC 20202–2500. 

Telephone: (202) 245–7363. If you use a 

TDD or a TTY, call the FRS, toll free, at 

1–800–877–8339. 

Electronic Access to This Document: 

The official version of this document is 

the document published in the Federal 

Register. You may access the official 

edition of the Federal Register and the 

Code of Federal Regulations via the 

Federal Digital System at: www.gpo.gov/ 

fdsys. At this site you can view this 

document, as well as all other 

documents of this Department 

published in the Federal Register, in 

text or Portable Document Format 

(PDF). To use PDF you must have 

Adobe Acrobat Reader, which is 

available free at the site. 

You may also access documents of the 

Department published in the Federal 

Register by using the article search 

feature at: www.federalregister.gov. 

Specifically, through the advanced 

search feature at this site, you can limit 

your search to documents published by 

the Department. 

Dated: June 8, 2018. 

Johnny W. Collett, 

Assistant Secretary for Special Education and 

Rehabilitative Services. 

[FR Doc. 2018–12717 Filed 6–12–18; 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—Interdisciplinary 

Preparation in Special Education, Early 

Intervention, and Related Services for 

Personnel Serving Children With 

Disabilities Who Have High-Intensity 

Needs 

AGENCY: Office of Special Education and 

Rehabilitative Services, Department of 

Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

(Department) is issuing a notice inviting 


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