32644 Federal Register / Vol. 83, No. 135 / Friday, July 13, 2018 / Notices 

5. Public Scoping Meetings: Public 

scoping meeting(s) will be held at 

various locations within the Project 

Area during approximately July or 

August of 2018 to present information to 

the public and to receive comments 

from the public. The date(s), time(s), 

and location(s) of the scoping meeting(s) 

will be publicly announced in advance 

by USACE on the Project website at: 

http://www.mvk.usace.army.mil/ 

MRLSEIS/, and in any other forms 

deemed appropriate once those dates, 

times, and locations are determined by 

USACE. Notices of the public scoping 

meetings will also be sent by USACE 

through email distribution lists, posted 

on the Project website, and mailed to 

public libraries, government agencies, 

and interested groups and individuals. 

Scoping meeting dates and locations 

will also be advertised in local 

newspapers. Interested parties unable to 

attend the scoping meetings can access 

additional information on SEIS II at: 

http://www.mvk.usace.army.mil/ 

MRLSEIS/. 

6. Potentially Significant Issues. SEIS 

II will analyze the reasonably 

foreseeable impacts on the human and 

natural environment resulting from the 

Proposed Action. The scoping, public 

involvement, and interagency 

coordination processes will help 

identify and define the range of 

potential significant issues that will be 

considered. Important resources and 

issues evaluated in SEIS II could 

include, but are not limited to, the 

direct, indirect, and cumulative effects 

on aquatic resources; bottomland 

hardwoods; wetlands; waterfowl; 

wildlife resources; water quality; 

cultural resources; geology and soils 

including agricultural land and prime 

and unique farmland; hydrology and 

hydraulics; air quality; threatened and 

endangered species and their critical 

habitat; socioeconomics; environmental 

justice; recreation; and cumulative 

effects of related projects along the 

MRL. USACE will also consider issues 

identified and comments made 

throughout scoping, public 

involvement, and interagency 

coordination. USACE expects to better 

define the issues of concern and the 

methods that will be used to evaluate 

those issues through the scoping 

process. 

7. Availability. The current SEIS II 

development schedule anticipates the 

release of the draft of SEIS II by USACE 

for public review and comment in 2020. 

After it is published, USACE will hold 

public comment meetings to present the 

results of studies and identification of a 

recommended plan, to receive 

comments, and to address questions 

concerning the draft SEIS II. 

Dated: June 27, 2018. 

Michael C. Derosier, 

Colonel, U.S. Army, Commander and District 

Engineer. 

[FR Doc. 2018–14972 Filed 7–12–18; 8:45 am] 

BILLING CODE 3720–58–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; 

Personnel Development To Improve 

Services and Results for Children With 

Disabilities—Associate Degree 

Preservice Program Improvement 

Grants To Support Personnel Working 

With Young Children With Disabilities 

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—Associate Degree 

Preservice Program Improvement Grants 

to Support Personnel Working with 

Young Children with Disabilities, 

Catalog of Federal Domestic Assistance 

(CFDA) number 84.325N. 

DATES: 

Applications Available: July 13, 2018. 

Deadline for Transmittal of 

Applications: August 13, 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: Julia 

Martin Eile, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 5175, Potomac Center Plaza, 

Washington, DC 20202–5076. 

Telephone: (202) 245–7431. Email: 

Julia.Martin.Eile@ed.gov. 

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 in 

special education, early 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: In accordance with 34 CFR 

75.105(b)(2)(v), the absolute and 

competitive preference priorities are 

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: For FY 2018 and 

any subsequent year in which we make 

awards from the list of unfunded 

applications 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: 

Associate Degree Preservice Program 

Improvement Grants To Support 

Personnel Working With Young 

Children With Disabilities 

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 priority is to fund 

eight Associate Degree Preservice 

Improvement Grants and improve the 

quality of existing associate degree 

programs so that associate degree-level 

personnel are well prepared to work 

with infants, toddlers, preschool, and 

early elementary school children ages 

birth through 8 (young children) with 

disabilities and their families in 

inclusive early childhood programs and 

elementary schools. Associate degreelevel personnel play critical roles in the 

development and learning of all young 

children, including young children with 

disabilities, as child care providers, 

preschool teachers, assistant teachers, 

and paraprofessionals. In these roles, 

associate degree-level personnel can use 

evidence-based (as defined in this 

notice) practices (EBPs) to meaningfully 

include young children with disabilities 

in early childhood programs and 

classrooms, individualize interventions 

and accommodations, collect data to 

monitor progress, and collaborate with 

other professionals. In elementary 

schools, paraprofessionals are often 


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responsible for providing direct services 

to children, such as small group 

instruction, one-on-one tutoring, and 

assisting with classroom management. 

Studies have shown, however, that 

associate degree programs do not 

adequately prepare personnel to work 

with young children with disabilities 

(Chang, Early, & Winton, 2005; 

Giangreco, 2010; Maxwell, Lim, & Early, 

2006). This priority is consistent with 

two of the priorities from the Secretary’s 

Final Supplemental Priorities and 

Definitions for Discretionary Grant 

Programs, which were published in the 

Federal Register on March 2, 2018 (83 

FR 9096): Priority 5—Meeting the 

Unique Needs of Students and Children 

with Disabilities and/or Those with 

Unique Gifts and Talents; and Priority 

8—Promoting Effective Instruction in 

Classrooms and Schools. 

The Office of Special Education 

Programs (OSEP) began to address the 

need for more qualified associate 

degree-level personnel in FYs 2010 and 

2011 by funding projects to enhance and 

redesign community college programs. 

A number of those grantees were fouryear institutions that partnered with 

community colleges and successfully 

redesigned their associate degree 

programs. They did this by 

incorporating content on serving 

children with disabilities and their 

families into courses and practicum 

experiences to increase the 

competencies of associate degree-level 

personel to work with children with 

disabilities and their families (Catlett, 

Maude, & Nollsch, 2014; Catlett, Maude, 

& Skinner, 2016). 

OSEP will build on this work by 

funding four-year insitutions of higher 

education (IHEs) to partner with a 

minimum of three community colleges 

to enhance and redesign their associate 

degree programs to better prepare 

associate degree students to meet the 

needs of young children with 

disabilities and their families. 

Priority: 

The purpose of this priority is to fund 

eight Associate Degree Preservice 

Program Improvement Grants to 

Support Personnel Working with Young 

Children with Disabilities to achieve, at 

a minimum, the following expected 

outcomes: 

(a) Redesigned curricula and 

increased faculty knowledge and 

capacity to deliver new content in the 

curricula that better prepares associate 

degree students to work with young 

children with disabilities and their 

families and support their meaningful 

participation, development, and 

learning in early childhood programs 

and elementary schools; 

(b) Increased competencies of 

associate degree students to work with 

young children with disabilities and 

their families and support their 

meaningful participation, development, 

and learning in early childhood 

programs and elementary schools; 

(c) Increased numbers of associate 

degree-level personnel who have the 

competencies to work with young 

children with disabilies and their 

families and support their meaningful 

partication, development, and learning 

in early childhood programs and 

elementary schools; and 

(d) Refinement and verification of a 

model to effectively enhance and 

redesign associate degree programs to 

prepare associate degree-level personnel 

to work with young children with 

disabilities and their families through 

partnerships with four-year IHEs. 

In addition to these programmatic 

requirements, to be considered for 

funding under this priority, applicants 

must meet the application and 

administrative requirements in this 

priority, which are: 

(a) Demonstrate, in the narrative 

section of the application under 

‘‘Significance,’’ how the proposed 

project will— 

(1) Address the need in the field for 

associate degree-level personnel with 

the competencies to serve young 

children with disabilities and their 

families and support their meaningful 

participation, development, and 

learning in early childhood programs 

and elementary schools. To meet this 

requirement, the applicant must— 

(i) Present applicable national and 

State data demonstrating the need to 

improve the competencies of associate 

degree-level personnel to serve young 

children with disabilities and their 

families and support their meaningful 

participation, development, and 

learning in early childhood programs 

and elementary schools; 

(ii) Demonstrate knowledge of the 

competencies that associate degree-level 

personnel need to effectively serve 

young children with disabilities and 

their families and support their 

meaningful participation, development, 

and learning in early childhood 

programs and elementary schools; and 

(iii) Demonstrate knowledge of 

current educational issues and policy 

initiatives relating to the preparation of 

a competent early childhood workforce, 

especially associate degree-level 

personnel; 

(2) Address the need for faculty to 

have the competencies to deliver 

content that will prepare associate 

degree students to serve young children 

with disabilities and their families and 

support their meaningful participation, 

development, and learning in early 

childhood programs and elementary 

schools. To meet this requirement, the 

applicant must— 

(i) Present applicable national or State 

data demonstrating the need to improve 

preservice preparation at the associate 

degree-level to prepare students to serve 

young children with disabilities and 

their families; and 

(ii) Present information about the 

current capacity of faculty preparing 

associate degree students to align the 

curriculm to State and national 

professional organization personnel 

standards, integrate content on serving 

young children with disabilities and 

their families, and design the 

curriculum utilizing adult learning 

principles. 

(b) Demonstrate, in the narrative 

section of the application under 

‘‘Quality of project services,’’ how the 

proposed project will— 

(1) Ensure equal access and treatment 

for members of groups that have 

traditionally been underrepresented 

based on race, color, national origin, 

gender, age, or disability; 

(2) Achieve its goals, objectives, and 

intended outcomes. To meet this 

requirement, the applicant must 

provide— 

(i) Measurable intended project 

outcomes; and 

(ii) In Appendix A, the logic model 

(as defined in this notice) by which the 

proposed project will achieve its 

intended outcomes that depicts, at a 

minimum, the goals, activities, outputs, 

and intended outcomes of the proposed 

project; 

(3) Use a conceptual framework (and 

provide a copy in Appendix A) to 

develop project plans and activities, 

describing any underlying concepts, 

assumptions, expectations, beliefs, or 

theories, as well as the presumed 

relationships or linkages among these 

variables, and any empirical support for 

this framework; 

Note: The following websites provide more 

information on logic models and conceptual 

frameworks: www.osepideasthatwork.org/ 

logicModel and www.osepideasthatwork.org/ 

resources-grantees/program-areas/ta-ta/tadproject-logic-model-and-conceptualframework. 

(4) Be based on current research and 

make use of EBPs. To meet this 

requirement, the applicant must 

describe— 

(i) The current research on adult 

learning principles that will inform the 

proposed project; and 

(ii) How the proposed project will 

incorporate current research and EBPs 


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in the development and delivery of 

curriculum enhancement and redesign; 

(5) Develop or refine a process to 

effectively enhance and redesign 

associate degree programs to achieve the 

intended outcomes of the proposed 

project. To address this requirement, the 

applicant must describe— 

(i) How it proposes to develop 

partnerships with a minimum of three 

community colleges in the State to 

enhance and revise the associate degree 

curricula within these community 

colleges to prepare early intervention, 

early childhood special education, and 

early childhood education personnel to 

serve children ages birth through age 8 

with disabilities. (In States where the 

age range for certification of early 

childhood personnel is other than birth 

through age 8 (e.g., birth through age 3, 

birth through age 5, ages 3 through 5), 

we defer to the age range in such State’s 

certification); and 

(ii) Its proposed approach to partner 

with community colleges to enhance or 

redesign the associate degree programs’ 

curricula by incorporating EBPs into 

courses and by providing at least one 

practicum experience in a setting that 

serves young children with disabilities 

and their families. The applicant must 

describe how the improved associate 

degree program will be— 

(A) Aligned to State standards for 

associate degree-level personnel, or in 

States that do not have State standards, 

meet appropriate national professional 

organization standards for associate 

degree-level professions; and 

(B) Designed to ensure that associate 

degree students receive training and 

develop competencies in the following 

areas: 

(1) Collaborating and working 

effectively with other practicioners; 

(2) Implementing instructional and 

intervention practices, such as the 

Division for Early Childhood 

Recommended Practices, the Council for 

Exceptional Children High-Leverage 

Practices in Special Education, or 

similar best practice recommendations; 

(3) Supporting young children with 

disabilities’ literacy and science, 

technology, engineering and 

mathematics (STEM) development by 

implementing EBPs and supporting 

families to understand their young 

children’s literacy and STEM 

development; 

(4) Supporting young children with 

disabilities’ social, emotional, and 

behavioral development and 

implementing positive behavioral 

interventions and supports; 

(5) Using technology to enhance 

children’s development and access to 

natural learning opportunities or 

participation in early childhood 

programs; 

(6) Observing and collecting data for 

progress monitoring; 

(7) Engaging and commuicating 

effectively with families; 

(8) Assisting in the implementation of 

transition plans and services across 

settings from early intervention to 

preschool and preschool to elementary 

school; and 

(9) Working with children and 

families from diverse cultural and 

linguistic backgrounds, including dual 

language learners with disabilities; 

(iii) Its proposed approach to ensure 

that faculty in the community colleges 

have the necessary support, knowledge, 

skills, and competiences to enhance or 

redesign their associate degree program 

and implement the new content to 

prepare associate degree students to 

work with young children with 

disabilities and their families; and 

(iv) Its proposed approach to using 

resources developed by other projects 

funded by the Department of Education 

and the Department of Health and 

Human Services when partnering with 

community colleges to redesign or 

enhance their associate degree 

programs. 

(c) Demonstrate, in the narrative 

section of the application under 

‘‘Quality of the project evaluation,’’ 

how— 

(1) The applicant will use 

comprehensive and appropriate 

methodologies to evaluate how well the 

goals or objectives of the proposed 

project have been met, including the 

project processes and outcomes; 

(2) The applicant will collect, analyze, 

and use data related to specific and 

measureable goals, objectives, and 

outcomes of the project. To address this 

requirement, the applicant must 

describe— 

(i) How student competencies and 

other project processes and outcomes 

will be measured for formative 

purposes, including proposed 

instruments, data collection methods, 

and possible analysis; 

(ii) How data on faculty competencies 

will be collected and analyzed; and 

(iii) How data on the quality of the 

process used to enhance and redesign 

the associate degree program will be 

collected and analyzed; 

(3) The methods of evaluation will 

produce quantitative and qualitative 

data for objective performance 

measurement that are related to the 

outcomes of the proposed project; 

(4) The methods of evaluation will 

provide performance feedback and 

allow for periodic assessment of 

progress towards meeting the project 

outcomes. To address this requirement, 

the applicant must describe how— 

(i) Results of the evaluation will be 

used as a basis for improving the 

proposed project to prepare associate 

degree-level personnel to provide 

evidence-based services to young 

children with disablities and their 

families; 

(ii) Results of the evaluation will be 

used to refine the process for enhancing 

and redesigning associate degree 

programs; and 

(iii) The grantee will report the 

evaluation results to OSEP in its annual 

and final performance reports. 

(d) Demonstrate, in the narrative 

section of the application under 

‘‘Adequacy of resources and quality of 

project personnel,’’ how— 

(1) The proposed project will 

encourage applications for employment 

from persons who are members of 

groups that have traditionally been 

underrepresented based on race, color, 

national origin, gender, age, or 

disability, as appropriate; 

(2) The proposed key project 

personnel, consultants, and 

subcontractors have the qualifications 

and experience to carry out the 

proposed activities and achieve the 

project’s intended outcomes; 

(3) The applicant and any key 

partners have adequate resources to 

carry out the proposed activities; and 

(4) The proposed costs are reasonable 

in relation to the anticipated results and 

benefits. 

(e) Demonstrate, in the narrative 

section of the application under 

‘‘Quality of the management plan,’’ 

how— 

(1) The proposed management plan 

will ensure that the project’s intended 

outcomes will be achieved on time and 

within budget. To address this 

requirement, the applicant must 

describe— 

(i) Clearly defined responsibilities for 

key project personnel, consultants, and 

subcontractors, as applicable; and 

(ii) Timelines and milestones for 

accomplishing the project tasks; 

(2) Key project personnel and any 

consultants and subcontractors will be 

allocated and how these allocations are 

appropriate and adequate to achieve the 

project’s intended outcomes; 

(3) The proposed management plan 

will ensure that the project’s products 

and services are of high quality, 

relevant, and useful to recipients; and 

(4) The proposed project will benefit 

from a diversity of perspectives, 

including those of families, educators, 

faculty, doctoral-level students, 

technical assistance and professional 

development providers, researchers, and 


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policy makers, among others, in its 

development and operation. 

(f) Address the following application 

requirements. The applicant must— 

(1) Include, in Appendix A, 

personnel-loading charts and timelines, 

as applicable, to illustrate the 

management plan described in the 

narrative; 

(2) If the project maintains a website, 

include relevant information about the 

revised program and documents in a 

form that meets government or industry 

recognized standards of accessibility; 

(3) Include, in the budget, attendance 

at a two and one-half day project 

directors’ conference in Washington, 

DC, during each year of the project 

period; and 

(4) Provide an assurance that the 

project will submit the revised 

curriculum and syllabi for courses that 

are included in the improved associate 

degree programs to the OSEP project 

officer with the submission of the 

annual performance report during each 

year of the grant and make any 

necessary revisions required by OSEP. 

Competitive Preference Priority: 

Within this absolute priority, we give 

competitive preference to applications 

that meet the following priority. Under 

34 CFR 75.105(c)(2)(i) we award up to 

an additional five points to an 

application that meets this priority. 

This priority is: 

Applicants that partner with one or 

multiple local or State entities, such as 

schools (including early childhood 

programs), local educational agencies 

(LEAs) or State educational agencies 

(SEAs), State lead agencies, businesses, 

or not-for-profit organizations, to help 

meet the goals of the project. 

Note: The Department is particularly 

interested in partnerships that are designed 

to identify and address local needs for 

personnel in special education, early 

intervention, related services, and regular 

education to work with children, including 

infants and toddlers, with disabilities; and 

partnerships designed to guarantee postgraduation employment opportunities for 

personnel who successfully complete a 

relevant training program with an associate 

degree from any partner community college. 

References 

Catlett, C., Maude, S.P., & Nollsch, M. (2014). 

Young Exceptional Children 

Monography, No. 16. 

Catlett, C., Maude, S.P., & Skinner, M. (2016, 

October). The blueprint process for 

enhancing early childhood preservice 

programs and courses. Unpublished 

manuscript. 

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, 110–124. 

Giangreco, M.F. (2010). One-to-one 

paraprofessionals for students with 

disabilities in inclusive classrooms: Is 

conventional wisdom wrong? 

Intellectual & Developmental 

Disabilities, 48(1), 1–13. 

Maxwell, K.L., Lim, C–I., & Early, D.M. 

(2006). Early childhood teacher 

preparation programs in the United 

States: National report. Chapel Hill: 

University of North Carolina, FPG Child 

Development Institute. 

Definitions 

The following definitions are from 34 

CFR 77.1: 

Demonstrates a rationale means a key 

project component included in the 

project’s logic model is informed by 

research or evaluation findings that 

suggest the project component is likely 

to improve relevant outcomes. 

Evidence-based means the proposed 

project component is supported by one 

or more of strong evidence, moderate 

evidence, promising evidence, or 

evidence that demonstrates a rationale. 

Experimental study means a study 

that is designed to compare outcomes 

between two groups of individuals 

(such as students) that are otherwise 

equivalent except for their assignment 

to either a treatment group receiving a 

project component or a control group 

that does not. Randomized controlled 

trials, regression discontinuity design 

studies, and single-case design studies 

are the specific types of experimental 

studies that, depending on their design 

and implementation (e.g., sample 

attrition in randomized controlled trials 

and regression discontinuity design 

studies), can meet What Works 

Clearinghouse (WWC) standards 

without reservations as described in the 

WWC Handbook: 

(i) A randomized controlled trial 

employs random assignment of, for 

example, students, teachers, classrooms, 

or schools to receive the project 

component being evaluated (the 

treatment group) or not to receive the 

project component (the control group). 

(ii) A regression discontinuity design 

study assigns the project component 

being evaluated using a measured 

variable (e.g., assigning students reading 

below a cutoff score to tutoring or 

developmental education classes) and 

controls for that variable in the analysis 

of outcomes. 

(iii) A single-case design study uses 

observations of a single case (e.g., a 

student eligible for a behavioral 

intervention) over time in the absence 

and presence of a controlled treatment 

manipulation to determine whether the 

outcome is systematically related to the 

treatment. 

Logic model (also referred to as a 

theory of action) means a framework 

that identifies key project components 

of the proposed project (i.e., the active 

‘‘ingredients’’ that are hypothesized to 

be critical to achieving the relevant 

outcomes) and describes the theoretical 

and operational relationships among the 

key project components and relevant 

outcomes. 

Moderate evidence means that there is 

evidence of effectiveness of a key 

project component in improving a 

relevant outcome for a sample that 

overlaps with the populations or 

settings proposed to receive that 

component, based on a relevant finding 

from one of the following: 

(i) A practice guide prepared by the 

WWC using version 2.1 or 3.0 of the 

WWC Handbook reporting a ‘‘strong 

evidence base’’ or ‘‘moderate evidence 

base’’ for the corresponding practice 

guide recommendation; 

(ii) An intervention report prepared 

by the WWC using version 2.1 or 3.0 of 

the WWC Handbook reporting a 

‘‘positive effect’’ or ‘‘potentially positive 

effect’’ on a relevant outcome based on 

a ‘‘medium to large’’ extent of evidence, 

with no reporting of a ‘‘negative effect’’ 

or ‘‘potentially negative effect’’ on a 

relevant outcome; or 

(iii) A single experimental study or 

quasi-experimental design study 

reviewed and reported by the WWC 

using version 2.1 or 3.0 of the WWC 

Handbook, or otherwise assessed by the 

Department using version 3.0 of the 

WWC Handbook, as appropriate, and 

that— 

(A) Meets WWC standards with or 

without reservations; 

(B) Includes at least one statistically 

significant and positive (i.e., favorable) 

effect on a relevant outcome; 

(C) Includes no overriding statistically 

significant and negative effects on 

relevant outcomes reported in the study 

or in a corresponding WWC 

intervention report prepared under 

version 2.1 or 3.0 of the WWC 

Handbook; and 

(D) Is based on a sample from more 

than one site (e.g., State, county, city, 

school district, or postsecondary 

campus) and includes at least 350 

students or other individuals across 

sites. Multiple studies of the same 

project component that each meet 

requirements in paragraphs (iii)(A), (B), 

and (C) of this definition may together 

satisfy this requirement. 

Project component means an activity, 

strategy, intervention, process, product, 

practice, or policy included in a project. 

Evidence may pertain to an individual 

project component or to a combination 

of project components (e.g., training 


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teachers on instructional practices for 

English learners and follow-on coaching 

for these teachers). 

Promising evidence means that there 

is evidence of the effectiveness of a key 

project component in improving a 

relevant outcome, based on a relevant 

finding from one of the following: 

(i) A practice guide prepared by WWC 

reporting a ‘‘strong evidence base’’ or 

‘‘moderate evidence base’’ for the 

corresponding practice guide 

recommendation; 

(ii) An intervention report prepared 

by the WWC reporting a ‘‘positive 

effect’’ or ‘‘potentially positive effect’’ 

on a relevant outcome with no reporting 

of a ‘‘negative effect’’ or ‘‘potentially 

negative effect’’ on a relevant outcome; 

or 

(iii) A single study assessed by the 

Department, as appropriate, that— 

(A) Is an experimental study, a quasiexperimental design study, or a welldesigned and well-implemented 

correlational study with statistical 

controls for selection bias (e.g., a study 

using regression methods to account for 

differences between a treatment group 

and a comparison group); and 

(B) Includes at least one statistically 

significant and positive (i.e., favorable) 

effect on a relevant outcome. 

Quasi-experimental design study 

means a study using a design that 

attempts to approximate an 

experimental study by identifying a 

comparison group that is similar to the 

treatment group in important respects. 

This type of study, depending on design 

and implementation (e.g., establishment 

of baseline equivalence of the groups 

being compared), can meet WWC 

standards with reservations, but cannot 

meet WWC standards without 

reservations, as described in the WWC 

Handbook. 

Relevant outcome means the student 

outcome(s) or other outcome(s) the key 

project component is designed to 

improve, consistent with the specific 

goals of the program. 

Strong evidence means that there is 

evidence of the effectiveness of a key 

project component in improving a 

relevant outcome for a sample that 

overlaps with the populations and 

settings proposed to receive that 

component, based on a relevant finding 

from one of the following: 

(i) A practice guide prepared by the 

WWC using version 2.1 or 3.0 of the 

WWC Handbook reporting a ‘‘strong 

evidence base’’ for the corresponding 

practice guide recommendation; 

(ii) An intervention report prepared 

by the WWC using version 2.1 or 3.0 of 

the WWC Handbook reporting a 

‘‘positive effect’’ on a relevant outcome 

based on a ‘‘medium to large’’ extent of 

evidence, with no reporting of a 

‘‘negative effect’’ or ‘‘potentially 

negative effect’’ on a relevant outcome; 

or 

(iii) A single experimental study 

reviewed and reported by the WWC 

using version 2.1 or 3.0 of the WWC 

Handbook, or otherwise assessed by the 

Department using version 3.0 of the 

WWC Handbook, as appropriate, and 

that— 

(A) Meets WWC standards without 

reservations; 

(B) Includes at least one statistically 

significant and positive (i.e., favorable) 

effect on a relevant outcome; 

(C) Includes no overriding statistically 

significant and negative effects on 

relevant outcomes reported in the study 

or in a corresponding WWC 

intervention report prepared under 

version 2.1 or 3.0 of the WWC 

Handbook; and 

(D) Is based on a sample from more 

than one site (e.g., State, county, city, 

school district, or postsecondary 

campus) and includes at least 350 

students or other individuals across 

sites. Multiple studies of the same 

project component that each meet 

requirements in paragraphs (iii)(A), (B), 

and (C) of this definition may together 

satisfy this requirement. 

What Works Clearinghouse Handbook 

(WWC Handbook) means the standards 

and procedures set forth in the WWC 

Procedures and Standards Handbook, 

Version 3.0 or Version 2.1 (incorporated 

by reference, see 34 CFR 77.2). Study 

findings eligible for review under WWC 

standards can meet WWC standards 

without reservations, meet WWC 

standards with reservations, or not meet 

WWC standards. WWC practice guides 

and intervention reports include 

findings from systematic reviews of 

evidence as described in the Handbook 

documentation. 

Waiver of Proposed Rulemaking: 

Under the Administrative Procedure Act 

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

generally offers interested parties the 

opportunity to comment on proposed 

priorities and requirements. Section 

681(d) of IDEA, however, makes the 

public comment requirements of the 

APA inapplicable to the priorities in 

this notice. 

Program Authority: 20 U.S.C. 1462 

and 1481. 

Applicable Regulations: (a) The 

Education Department General 

Administrative Regulations 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 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: Discretionary grants. 

Estimated Available Funds: 

$1,200,000. 

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: 

$145,000–$150,000. 

Maximum Awards: We will not make 

an award exceeding $150,000 for a 

single budget period of 12 months. 

Estimated Number of Awards: 8. 

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; nonprofit 

and for-profit organizations engaged in 

the preparation of early childhood 

personnel. 

2. Cost Sharing or Matching: This 

program does not require cost sharing or 

matching. 

3. Subgrantees: Under 34 CFR 

75.708(b) and (c) a grantee may award 

subgrants—to directly carry out project 

activities described in its application— 

to the following types of entities: SEAs; 

LEAs, including charter schools that are 

considered LEAs under State law; IHEs; 

other public agencies; private nonprofit 

organizations; freely associated States 

and outlying areas; Indian Tribes or 

Tribal organizations; and for-profit 

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 under this competition must 


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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. However, under 34 CFR 

79.8(a), we waive intergovernmental 

review in order to make awards by the 

end of FY 2018. 

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 70 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 either 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 (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 specific gaps 

or weaknesses in services, 

infrastructure, or opporutnities have 

been identified and will be addressed by 

the proposed project, including the 

nature and magnitude of those gaps or 

weaknesses; and 

(ii) The importance or magnitude of 

the results or outcomes likely to be 

attained by the proposed project, 

especially improvements in teaching 

and student achievement. 

(b) Quality of project services (35 

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 goals, 

objectives, and outcomes to be achieved 

by the proposed project are clearly 

specified and measurable; 

(ii) The extent to which the services 

to be provided by the proposed project 

reflect up-to-date knowledge from 

research and effective practice; 

(iii) 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; 

(iv) The extent to which the services 

to be provided by the proposed project 

involve the collaboration of appropriate 

partners for maximizing the 

effectiveness of project services; and 

(v) The extent to which the proposed 

activities constitute a coherent, 

sustained program of training in the 

field. 

(c) Quality of the project evaluation 

(20 points). 

(1) The Secretary considers the 

quality of the evaluation to be 

conducted by 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 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 

(iii) The extent to which the methods 

of evaluation will provide performance 

feedback and permit periodic 

assessment of progress toward achieving 

intended outcomes. 

(d) Adequacy of resources and quality 

of project personnel (15 points). 

(1) The Secretary considers the 

adequacy of resources and quality of 

project personnel for the proposed 

project. 

(2) In determining the quality of 

project personnel, the Secretary 

considers the extent to which the 

applicant encourages applications for 

employment from persons 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 one or more of the following 

factors: 

(i) The qualifications, including 

relevant training and experience, of key 

project personnel; 

(ii) The adequacy of support, 

including facilities, equipment, 

supplies, and other resources, from the 

applicant organization or the lead 

applicant organization; and 

(iii) The extent to which the costs are 

reasonable in relation to the objectives, 

design, and potential significance of the 

proposed project. 

(e) Quality of the management plan 

(20 points). 

(1) The Secretary considers the 

quality of the management plan for the 

proposed project. 

(2) In determining the quality of the 

management plan for the proposed 

project, the Secretary considers the 

following factors: 

(i) 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; 

(ii) The extent to which the time 

commitments of the project director and 


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principal investigator and other key 

project personnel are appropriate and 

adequate to meet the objectives of the 

proposed project; 

(iii) The adequacy of mechanisms for 

ensuring high-quality products and 

services from the proposed project; and 

(iv) How the applicant will ensure 

that a diversity of perspectives are 

brought to bear in the operation of the 

proposed project, including those of 

parents, teachers, the business 

community, a variety of disciplinary 

and professional fields, recipients or 

beneficiaries of services, or others, as 

appropriate. 

2. Review and Selection Process: (a) 

We remind potential applicants that in 

reviewing applications in any 

discretionary grant competition, the 

Secretary may consider, under 34 CFR 

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

applicant in carrying out a previous 

award, such as the applicant’s use of 

funds, achievement of project 

objectives, and compliance with grant 

conditions. The Secretary may also 

consider whether the applicant failed to 

submit a timely performance report or 

submitted a report of unacceptable 

quality. 

(b) In addition, in making a 

competitive grant award, the Secretary 

also requires various assurances, 

including those applicable to Federal 

civil rights laws that prohibit 

discrimination in programs or activities 

receiving Federal financial assistance 

from the Department of Education (34 

CFR 100.4, 104.5, 106.4, 108.8, and 

110.23). 

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. 

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 the 

Government Performance and Results 

Act of 1993, the Department has 

established a set of performance 

measures, including long-term 

measures, that are designed to yield 

information on various aspects of the 


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effectiveness and 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 in their curricula; (2) the 

percentage of scholars completing 

Personnel Preparation funded training 

programs who are knowledgeable and 

skilled in evidence-based practices for 

children with disabilities; (3) the 

percentage of scholars who exit training 

programs prior to completion due to 

poor academic performance; (4) the 

percentage of degree/certification 

recipients who are working in the 

area(s) for which they are trained 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: July 10, 2018. 

Johnny W. Collett, 

Assistant Secretary for Special Education and 

Rehabilitative Services. 

[FR Doc. 2018–15055 Filed 7–12–18; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; 

Technical Assistance and 

Dissemination To Improve Services 

and Results for Children With 

Disabilities—Model Demonstration 

Projects To Improve Academic 

Outcomes of Students With Intellectual 

Disabilities in Elementary and Middle 

School 

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 a new award for fiscal year (FY) 2018 

for Technical Assistance and 

Dissemination to Improve Services and 

Results for Children with Disabilities— 

Model Demonstration Projects to 

Improve Academic Outcomes of 

Students with Intellectual Disabilities in 

Elementary and Middle School, Catalog 

of Federal Domestic Assistance (CFDA) 

number 84.326M. 

DATES: 

Applications Available: July 13, 2018. 

Deadline for Transmittal of 

Applications: August 13, 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: 

Kristen Rhoads, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 5142, Potomac Center Plaza, 

Washington, DC 20202–5108. 

Telephone: (202) 245–6715. Email: 

Kristen.Rhoads@ed.gov. 

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 purpose of 

the Technical Assistance and 

Dissemination to Improve Services and 

Results for Children with Disabilities 

program is to promote academic 

achievement and to improve results for 

children with disabilities by providing 

technical assistance (TA), supporting 

model demonstration projects, 

disseminating useful information, and 

implementing activities that are 

supported by scientifically based 

research. 

Priorities: This notice includes one 

absolute priority. In accordance with 34 

CFR 75.105(b)(2)(v), the absolute 

priority, and the competitive preference 

priority within this absolute priority, are 

from allowable activities specified in 

the statute or otherwise authorized in 

the statute (see sections 663 and 681(d) 

of the Individuals with Disabilities 

Education Act (IDEA); 20 U.S.C. 1463, 

1481(d)). 

Absolute Priority: For FY 2018 and 

any subsequent year in which we make 

awards from the list of unfunded 

applications 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: 

Model Demonstration Projects to 

Improve Academic Outcomes of 

Students with Intellectual Disabilities in 

Elementary and Middle School. 

Background: The mission of the 

Office of Special Education and 

Rehabilitative Services (OSERS) is to 

improve early childhood, educational, 


sradovich on DSK3GMQ082PROD with NOTICES