Federal Register / Vol. 77, No. 56 / Thursday, March 22, 2012 / Notices 16819 

FOR FURTHER INFORMATION CONTACT: Mr. 

Leroy Jones, Jr., Department of the 

Army, Privacy Office, U.S. Army 

Records Management and 

Declassification Agency, 7701 Telegraph 

Road, Casey Building, Suite 144, 

Alexandria, VA 22315–3827 or by 

phone at 703–428–6185. 

SUPPLEMENTARY INFORMATION: The 

‘‘Reason’’ paragraph for the deletion of 

A0600–8–104b AHRC, Official Military 

Personnel Record (August 18, 2004, 69 

FR 51271) should have identified the 

Privacy Act Systems of Records Notice 

that now covers these active records. 

These records are active and covered 

under A0600–8–104 AHRC, Military 

Personnel Records Jacket Files (MPRJ) 

(January 6, 2004, 69 FR 790). 

Correction 

In the notice (FR Doc. 2012–5516) 

published on March 7, 2012 (77 FR 

13571–13573), on page 13572, in the 

third column, for SORN A0600–8–104b 

AHRC, revise the ‘‘Reason’’ paragraph to 

read as follows: 

Reason: 

These records are active and covered 

under system of records notice A0600– 

8–104 AHRC, Military Personnel 

Records Jacket Files (MPRJ) (January 6, 

2004, 69 FR 790). Records are 

transferred to the National Personnel 

Records Center when the NARA 

retention has been met. 

Dated: March 19, 2012. 

Aaron Siegel, 

Alternate OSD Federal Register Liaison 

Officer, Department of Defense. 

[FR Doc. 2012–6884 Filed 3–21–12; 8:45 am] 

BILLING CODE 5001–06–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. 

Overview Information 

Personnel Development To Improve 

Services and Results for Children With 

Disabilities—Preparation of Special 

Education, Early Intervention, and 

Related Services Leadership Personnel 

Notice inviting applications for new 

awards for fiscal year (FY) 2012. 

Catalog of Federal Domestic Assistance 

(CFDA) Number: 84.325D. 

DATES:

Applications Available: March 22, 

2012. 

Deadline for Transmittal of 

Applications: May 7, 2012. 

Deadline for Intergovernmental 

Review: July 5, 2012. 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: The purposes of 

this program are to (1) help address 

State-identified needs for highly 

qualified personnel in special 

education, related services, early 

intervention, and regular education to 

work with children, including infants 

and toddlers, with disabilities; and (2) 

ensure that those personnel have the 

necessary skills and knowledge, derived 

from practices that have been 

determined through scientifically based 

research and experience, to be 

successful in serving those children. 

Priorities: In accordance with 34 CFR 

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

allowable activities specified in the 

statute (see sections 662 and 681 of the 

Individuals with Disabilities Education 

Act (IDEA)). 

Absolute Priority: For FY 2012 and 

any subsequent year in which we make 

awards from the list of unfunded 

applicants from this competition, this 

priority is an absolute priority. Under 34 

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

applications that meet this priority. 

This priority is: 

Preparation of Special Education, Early 

Intervention, and Related Services 

Leadership Personnel 

Background 

The purpose of the Preparation of 

Special Education, Early Intervention, 

and Related Services Leadership 

Personnel priority is to support 

programs that prepare special 

education, early intervention, and 

related services personnel at the 

graduate level who are well-qualified 

for, and can act effectively in, 

leadership positions in universities, 

State educational agencies (SEAs), lead 

agencies (LAs), local educational 

agencies (LEAs), early intervention 

services programs (EIS programs), or 

schools. 

Over the last two decades, there has 

been a need for leadership personnel 

who are prepared at the doctoral and 

postdoctoral levels to fill faculty 

positions in special education, early 

intervention, and related services 

(Sindelar & Taylor, 1988; Smith & 

Lovett, 1987; Smith, Pion, & Tyler, 2004; 

Smith, Robb, West and Tyler, 2010; 

Woods & Snyder, 2009). These leaders 

teach evidence-based practices to 

special education, early intervention, 

and related services professionals who 

work in a variety of educational settings 

and provide services directly to children 

and youth with disabilities. They also 

conduct research to increase the 

knowledge of effective interventions 

and services for these children (Smith et 

al., 2010). 

State and local agencies also need 

leadership personnel who are prepared 

at the graduate level (i.e., master’s, 

education specialist, and doctoral 

degrees, depending on State 

certification requirements) to fill special 

education and early intervention 

administrator positions. These 

administrators supervise and evaluate 

the implementation of evidence-based 

instructional programs 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 in universities, SEAs, 

LAs, LEAs, EIS programs, or schools. 

Critical competencies for special 

education, early intervention, and 

related services personnel vary 

depending on the type of 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. 

Priority 

The purpose of the Preparation of 

Special Education, Early Intervention, 

and Related Services Leadership 

Personnel priority is to support 

programs that prepare special 

education, early intervention, and 

related services personnel at the 

graduate level who are well-qualified 

for, and can act effectively in, 

leadership positions in universities, 

SEAs, LAs, LEAs, EIS programs, or 

schools. This priority supports two 

types of programs: 


tkelley on DSK3SPTVN1PROD with NOTICES
16820 Federal Register / Vol. 77, No. 56 / Thursday, March 22, 2012 / Notices 

1For the purpose of this priority, ‘‘high-need 

children with disabilities’’ refers to children (ages 

birth through twenty-one, depending on the State) 

who are eligible for services under IDEA, and who 

may be further disadvantaged and at risk of 

educational failure because they: (1) Are living in 

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

of not graduating with a regular high school 

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

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

learners, (8) are pregnant or parenting teenagers, (9) 

are new immigrants, (10) are migrant, or (11) are not 

on track to being college- or career-ready by 

graduation. 

2For 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 purposes of this priority, the term ‘‘highpoverty school’’ means a school in which at least 

50 percent of students are eligible for free or 

Type A programs are designed to 

prepare special education, early 

intervention, or related services 

personnel to serve as higher education 

faculty. Type A programs culminate in 

a doctoral degree or provide 

postdoctoral learning opportunities. 

Note: Preparation programs that lead to 

clinical doctoral degrees in related services 

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

Doctor of Physical Therapy (DPT) degree) are 

not included 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 Office of Special Education Programs 

(OSEP) intends to fund in FY 2012. 

Type B programs are designed to 

prepare special education or early 

intervention administrators to work in 

SEAs, LAs, LEAs, EIS programs, or 

schools. 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 master’s, 

education specialist, or doctoral degree. 

Note: OSEP intends to fund in FY 2012 at 

least three high-quality applications 

proposing Type B programs and may fund 

applications out of rank order. 

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 

competition title on the application cover 

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

not submit the same proposal for more than 

one program type. 

To be considered for funding under 

the Preparation of Special Education, 

Early Intervention, and Related Services 

Leadership Personnel absolute priority, 

all program applicants must meet the 

application requirements contained in 

the priority. All projects funded under 

the absolute priority also must meet the 

programmatic and administrative 

requirements specified in the priority. 

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 national, 

State, or regional needs for leadership 

personnel to administer programs or 

provide, or prepare others to provide, 

interventions and services that improve 

outcomes of children with disabilities, 

ages birth through 21, including highneed children with disabilities.1 To 

address this requirement, the applicant 

must— 

(i) Present appropriate and applicable 

national, State, or regional data 

demonstrating the need for the 

leadership personnel the applicant 

proposes to prepare; and 

(ii) Present data on the effectiveness 

of the graduate program to date in areas 

such as: the effectiveness of program 

graduates as educators of teachers, 

service providers, or administrators; the 

average amount of time it takes for 

program graduates to complete the 

program; the percentage of program 

graduates finding employment directly 

related to their preparation; and the 

professional accomplishments of 

program graduates (e.g., public service, 

honors, or publications) that 

demonstrate their leadership in special 

education, early intervention, or related 

services; and 

Note: Data on the effectiveness of a 

graduate program should be no older than 

five years from the start date of the project 

proposed in the application. When reporting 

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

number of students) 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. 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 administer 

programs or provide, or prepare others 

to provide, interventions and services 

that improve outcomes of children with 

disabilities, ages birth through 21, 

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 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 project will recruit and 

support high-quality scholars. The 

narrative must— 

(i) Describe the selection criteria the 

applicant will use to identify highquality applicants for admission in the 

program; 

(ii) Describe the recruitment strategies 

the applicant will use to attract highquality applicants and any specific 

recruitment strategies targeting highquality applicants from traditionally 

underrepresented groups; and 

(iii) Describe the approach the 

applicant will use to help scholars 

complete the program; and 

(2) The project is designed to promote 

the acquisition of the competencies 

needed by leadership personnel to 

administer programs or provide, or 

prepare others to provide, interventions 

and services that improve outcomes of 

children with disabilities. To address 

this requirement, the applicant must— 

(i) Describe how the components of 

the project, such as coursework, 

internship or practicum 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 

competencies needed by leadership 

personnel in special education, early 

intervention, or related services; 

(iii) Describe how the components of 

the project prepare scholars to 

administer programs or provide, or 

prepare others to provide, interventions 

and services that improve outcomes of 

children with disabilities in a variety of 

settings, including in high-need LEAs,2

high-poverty schools,3 low-performing 


tkelley on DSK3SPTVN1PROD with NOTICES
Federal Register / Vol. 77, No. 56 / Thursday, March 22, 2012 / Notices 16821 

reduced-price lunches under the Richard B. Russell 

National School Lunch Act or in which at least 50 

percent of students are from low-income families as 

determined using one of the criteria specified under 

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

Education Act of 1965, as amended. For middle and 

high schools, eligibility may be calculated on the 

basis of comparable data from feeder schools. 

Eligibility as a high-poverty school under this 

definition is determined on the basis of the most 

currently available data (www2.ed.gov/legislation/ 

FedRegister/other/2010-4/121510b.html). 

4The term ‘‘persistently lowest-achieving 

schools’’ means, as determined by the State— 

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

corrective action, or restructuring that— 

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

Title I schools in improvement, corrective action, or 

restructuring or the lowest-achieving five Title I 

schools in improvement, corrective action, or 

restructuring in the State, whichever number of 

schools is greater; or 

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

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

percent over a number of years; and 

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

does not receive, Title I funds that— 

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

secondary schools or the lowest-achieving five 

secondary schools in the State that are eligible for, 

but do not receive, Title I funds, whichever number 

of schools is greater; or 

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

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

percent over a number of years. 

(b) To identify the persistently lowest-achieving 

schools, a State must take into account both— 

(i) The academic achievement of the ’’all 

students’’ group in a school in terms of proficiency 

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

of the ESEA in reading/language arts and 

mathematics combined; and 

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

assessments over a number of years in the ‘‘all 

students’’ group. 

For the purposes of this priority, the Department 

considers schools that are identified as Tier I or Tier 

II schools under the School Improvement Grants 

Program (see 75 FR 66363) as part of a State’s 

approved FY 2009 or FY 2010 applications to be 

persistently lowest-achieving schools. A list of 

these Tier I and Tier II schools can be found on the 

Department’s Web site at http://www2.ed.gov/ 

programs/sif/index.html. 

5The term ‘‘priority school’’ means a school that 

has been identified by the State as a priority school 

pursuant to the State’s approved request for 

Elementary and Secondary Education Act (ESEA) 

flexibility. 

schools, including persistently lowestachieving schools,4 priority schools (in 

the case of States that have received the 

Department’s approval of a request for 

ESEA flexibility),5 and early childhood 

programs located within the 

geographical boundaries of a high-need 

LEA; and 

(iv) Describe the approach that faculty 

members will use to mentor scholars 

with the goal of helping them acquire 

competencies needed by leadership 

personnel and promote career goals in 

special education, early intervention, or 

related services. 

(c) Demonstrate, in the narrative 

section of the application, under 

‘‘Quality of the Project Evaluation,’’ 

how— 

(1) The applicant will evaluate the 

effectiveness of the proposed leadership 

project. The applicant must describe the 

outcomes to be measured for both the 

project and the scholars, particularly the 

acquisition of scholar competencies; the 

evaluation methodologies to be 

employed, including proposed 

instruments, data collection methods, 

and possible analyses; and the proposed 

standards or targets for determining 

effectiveness; 

(2) The applicant will collect and use 

data on current scholars and scholars 

who graduate from the program to 

improve the proposed program on an 

ongoing basis; and 

(3) The grantee will report the 

evaluation results to OSEP in its annual 

and final performance reports. 

(d) Include, in the narrative under 

‘‘Required Project Assurances,’’ or 

appendices as directed, that the 

following program requirements are 

met. The applicant must— 

(1) Include in the application 

appendix— 

(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 student enrolled in the 

program in the last five years; and 

(iii) For new coursework, proposed 

syllabi; 

(2) Ensure that all scholars recruited 

into the program can graduate from the 

program by the end of the grant’s project 

period. The described scholar 

recruitment strategies, the program 

components and their sequence, and 

proposed budget must be consistent 

with this project requirement; 

(3) Ensure that the project will meet 

the statutory requirements in section 

662(e) through 662(h) of IDEA; 

(4) Ensure that at least 65 percent of 

the total requested annual budget will 

be used for scholar support or provide 

justification in the application narrative 

for any designation less than 65 percent. 

Examples of sufficient justification for 

proposing less than 65 percent of the 

budget for scholar support include— 

(i) A project servicing rural areas that 

provides long-distance coursework, and 

requires information technology 

personnel, adjunct professors, or sitebased mentors to operate effectively; 

and 

(ii) A project that expands or adds a 

new area of emphasis to special 

education, early intervention, or related 

services, and includes data on the need 

for the expansion and information on 

how these expanded or new areas will 

be sustained once Federal funding ends. 

(5) Ensure that the institution will not 

require scholars enrolled in the program 

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

a condition of receiving a scholarship, 

unless the work is specifically related to 

the acquisition of scholars’ 

competencies and the requirements for 

completion of their personnel 

preparation program. Please note that 

this prohibition on work as a condition 

of receiving a scholarship does not 

apply to the service obligation 

requirements in section 662(h) of IDEA; 

(6) 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 threeday Project Directors’ meeting in 

Washington, DC; 

(7) Ensure that if the project maintains 

a Web site, relevant information and 

documents are in a format that meets 

government or industry-recognized 

standards for accessibility; and 

(8) Ensure that annual data will be 

submitted on each scholar who receives 

grant support. Applicants are 

encouraged to visit the Personnel 

Development Program Scholar Data 

Report Web site at: http:// 

oseppdp.ed.gov 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. This 

data collection must be submitted 

electronically by the grantee and does 

not supplant the annual grant 

performance report required of each 

grantee for continuation funding (see 34 

CFR 75.590). 

Competitive Preference Priorities: 

Within this absolute priority, we give 

competitive preference to applications 

that meet one or more of the following 

priorities. For FY 2012 and any 

subsequent year in which we make 

awards from the list of unfunded 

applicants from this competition, these 

priorities are competitive preference 

priorities. 

Competitive Preference Priority 1: 

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

5 points to an application that meets 

this priority. 

This priority is: 

Applicants for Type A or Type B 

programs that demonstrate, through a 

letter of support, a relationship with one 

or more high-need LEAs; publicly 

funded preschool programs, including 

Head Start programs, located within the 

geographic boundaries of a high-need 


tkelley on DSK3SPTVN1PROD with NOTICES
16822 Federal Register / Vol. 77, No. 56 / Thursday, March 22, 2012 / Notices 

LEA; or programs serving children 

eligible for services under Part C or Part 

B, section 619 of the IDEA located 

within the geographic boundaries of a 

high-need LEA that will provide 

scholars with a high-quality internship 

or practicum experience in a school in 

a high-need LEA, publicly funded 

preschool, or early intervention 

program. 

The applicant must describe in the 

narrative the high-quality internship or 

practicum experiences that will be 

provided to scholars. The applicant 

must include with its application a 

letter of support from the partnering 

agency, school, or program that: (a) 

Indicates agreement to be a site for the 

proposed internship or practicum 

experiences; and (b) confirms a 

previously established partnership 

between the applicant and partnering 

agency, school, or program. 

Competitive Preference Priority 2: 

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

5 points to an application that meets 

this priority. 

This priority is: 

Applicants for Type B programs that 

provide a syllabus or syllabi for a new 

or existing course, or series of courses, 

that show(s) that the course or courses 

include or will include: (1) A discussion 

of applicable research and evaluation 

findings on the use of data on early 

learning outcomes, student 

achievement, or growth in student 

achievement in evaluating the 

effectiveness of early intervention 

providers, related services providers, 

teachers, or principals; (2) 

methodological and statistical 

considerations in conducting an 

evaluation of the effectiveness of these 

personnel using data on early learning 

outcomes, student achievement, or 

growth in student achievement; and (3) 

an opportunity for scholars to review, 

critique, and, as appropriate, participate 

in one or more evaluations of the 

effectiveness of early intervention 

providers, related services providers, 

teachers, or principals. 

Note: Five is the maximum amount of 

competitive preference points an applicant 

can receive for meeting one or both of the 

competitive preference priorities. Applicants 

must include in the one-page abstract 

submitted with the application a statement 

indicating which competitive preference 

priorities they have addressed. 

References 

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

education administration at the crossroads: 

Availability, licensure, and preparation of 

special education administrators. 

Gainesville, FL: Center on Personnel 

Studies in Special Education, University of 

Florida. Retrieved February 24, 2010, from 

www.coe.ufl.edu/copsse/docs/IB–8/1/IB– 

8.pdf. 

National Council for Accreditation of 

Teacher Education. (2009). What is a 

professional development school? 

Retrieved June 29, 2009, from http:// 

www.ncate.org/public/. 

Sindelar, P.T., & Taylor, C. (1988). Supply 

and demand for doctoral personnel in 

special education and communication 

disorders. Teacher Education and Special 

Education, 11, 162–167. 

Smith, D.D., & Lovett, D. (1987). The supply 

and demand of special education faculty 

members? Will the supply meet the 

demand. Teacher Education and Special 

Education, 11, 162–167. 

Smith, D.D., Pion, G.M., & Tyler, N.C. (2004). 

Leadership personnel in special education: 

Can persistent shortages be resolved? In 

A.M. Sorells, H.J., Rieth and P.T. Sindelar 

(Eds.), Critical Issues in Special Education: 

Access, Diversity, and Accountability (pp. 

258–276). New York: Pearson, Allyn & 

Bacon. 

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

N.C. (2010). The changing education 

landscape: How special education 

leadership preparation can make a 

difference for teachers and their students 

with disabilities. Teacher Education and 

Special Education, 33(1), 25–43. 

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

Interdisciplinary doctoral leadership 

training in early intervention. Infants & 

Young Children, 22(1), 32–4. 

Waiver of Proposed Rulemaking: 

Under the Administrative Procedure Act 

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

generally offers interested parties the 

opportunity to comment on proposed 

priorities and requirements. Section 

681(d) of IDEA, however, makes the 

public comment requirements of the 

APA inapplicable to the priorities in 

this notice. 

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

1481. 

Applicable Regulations: (a) The 

Education Department General 

Administrative Regulations (EDGAR) in 

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

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

regulations for this program in 34 CFR 

part 304. 

II. Award Information 

Type of Award: Discretionary grants. 

Estimated Available Funds: 

$3,250,000. Contingent upon the 

availability of funds and the quality of 

applications, we may make additional 

awards in FY 2013 from the list of 

unfunded applicants from this 

competition. 

Estimated Range of Awards: 

$225,000–$250,000. 

Estimated Average Size of Awards: 

$237,500. 

Maximum Award: We will reject any 

application that proposes a budget 

exceeding $250,000 for a single budget 

period of 12 months. The Assistant 

Secretary for Special Education and 

Rehabilitative Services may change the 

maximum amount through a notice 

published in the Federal Register. 

Estimated Number of Awards: 13. 

Note: The Department is not bound by any 

estimates in this notice. 

Project Period: Up to 60 months. 

III. Eligibility Information 

1. Eligible Applicants: Institutions of 

higher education (IHEs). 

2. Cost Sharing or Matching: This 

program does not require cost sharing or 

matching. 

3. Other: General Requirements—(a) 

The projects funded under this program 

must make positive efforts to employ 

and advance in employment qualified 

individuals with disabilities (see section 

606 of IDEA). 

(b) Each applicant and grant recipient 

funded under this program must involve 

individuals with disabilities or parents 

of individuals with disabilities ages 

birth through 26 in planning, 

implementing, and evaluating the 

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

IDEA). 

IV. Application and Submission 

Information 

1. Address to Request Application 

Package: You can obtain an application 

package via the Internet, from the 

Education Publications Center (ED 

Pubs), or from the program office. 

To obtain a copy via the Internet, use 

the following address: www.ed.gov/ 

fund/grant/apply/grantapps/index.html. 

To obtain a copy from ED Pubs, write, 

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

Department of Education, P.O. Box 

22207, Alexandria, VA 22304. 

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

FAX: (703) 605–6794. If you use a 

telecommunications device for the deaf 

(TDD) or a text telephone (TTY), call, 

toll free: 1–877–576–7734. 

You can contact ED Pubs at its Web 

site, also: www.EDPubs.gov or at its 

email address: edpubs@inet.ed.gov. 

If you request an application from ED 

Pubs, be sure to identify this 

competition as follows: CFDA number 

84.325D. 

To obtain a copy from the program 

office, contact the person listed under 

FOR FURTHER INFORMATION CONTACT in 

section VII of this notice. 

Individuals with disabilities can 

obtain a copy of the application package 

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

large print, audiotape, or compact disc) 

by contacting the person or team listed 

under Accessible Format in section VIII 

of this notice. 


tkelley on DSK3SPTVN1PROD with NOTICES
Federal Register / Vol. 77, No. 56 / Thursday, March 22, 2012 / Notices 16823 

2. Content and Form of Application 

Submission: Requirements concerning 

the content of an application, together 

with the forms you must submit, are in 

the application package for this 

competition. Page Limit: The 

application narrative (Part III of the 

application) is where you, the applicant, 

address the selection criteria that 

reviewers use to evaluate your 

application. You must limit Part III to 

the equivalent of no more than 50 pages, 

using the following standards: 

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

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

and both sides. 

• Double space (no more than three 

lines per vertical inch) all text in the 

application narrative, including titles, 

headings, footnotes, quotations, 

references, and captions. 

• Use a font that is either 12 point or 

larger or no smaller than 10 pitch 

(characters per inch). 

• Use one of the following fonts: 

Times New Roman, Courier, Courier 

New, or Arial. An application submitted 

in any other font (including Times 

Roman or Arial Narrow) will not be 

accepted. 

The page limit does not apply to Part 

I, the cover sheet; Part II, the budget 

section, including the narrative budget 

justification; Part IV, the assurances and 

certifications; or the one-page abstract, 

the resumes, the bibliography, the 

references, or the letters of support. 

However, you must include all of the 

application narrative in Part III. 

We will reject your application if you 

exceed the page limit; or if you apply 

other standards and exceed the 

equivalent of the page limit. 

3. Submission Dates and Times: 

Applications Available: March 22, 

2012. 

Deadline for Transmittal of 

Applications: May 7, 2012. 

Applications for grants under this 

competition may be submitted 

electronically using the Grants.gov 

Apply site (Grants.gov), or in paper 

format by mail or hand delivery. For 

information (including dates and times) 

about how to submit your application 

electronically, or in paper format by 

mail or hand delivery, please refer to 

section IV. 7. Other Submission 

Requirements of this notice. 

We do not consider an application 

that does not comply with the deadline 

requirements. 

Individuals with disabilities who 

need an accommodation or auxiliary aid 

in connection with the application 

process should contact the person listed 

under FOR FURTHER INFORMATION

CONTACT in section VII of this notice. If 

the Department provides an 

accommodation or auxiliary aid to an 

individual with a disability in 

connection with the application 

process, the individual’s application 

remains subject to all other 

requirements and limitations in this 

notice. Deadline for Intergovernmental 

Review: July 5, 2012. 

4. Intergovernmental Review: This 

program is subject to Executive Order 

12372 and the regulations in 34 CFR 

part 79. Information about 

Intergovernmental Review of Federal 

Programs under Executive Order 12372 

is in the application package for this 

program. 

5. Funding Restrictions: We reference 

regulations outlining funding 

restrictions in the Applicable 

Regulations section of this notice. 

6. Data Universal Numbering System 

Number, Taxpayer Identification 

Number, and Central Contractor 

Registry: To do business with the 

Department of Education, you must— 

a. Have a Data Universal Numbering 

System (DUNS) number and a Taxpayer 

Identification Number (TIN); 

b. Register both your DUNS number 

and TIN with the Central Contractor 

Registry (CCR), the Government’s 

primary registrant database; 

c. Provide your DUNS number and 

TIN on your application; and 

d. Maintain an active CCR registration 

with current information while your 

application is under review by the 

Department and, if you are awarded a 

grant, during the project period. 

You can obtain a DUNS number from 

Dun and Bradstreet. A DUNS number 

can be created within one business day. 

If you are a corporate entity, agency, 

institution, or organization, you can 

obtain a TIN from the Internal Revenue 

Service. If you are an individual, you 

can obtain a TIN from the Internal 

Revenue Service or the Social Security 

Administration. If you need a new TIN, 

please allow 2–5 weeks for your TIN to 

become active. 

The CCR registration process may take 

five or more business days to complete. 

If you are currently registered with the 

CCR, you may not need to make any 

changes. However, please make certain 

that the TIN associated with your DUNS 

number is correct. Also note that you 

will need to update your CCR 

registration on an annual basis. This 

may take three or more business days to 

complete. 

In addition, if you are submitting your 

application via Grants.gov, you must 

(1) be designated by your organization 

as an Authorized Organization 

Representative (AOR); and (2) register 

yourself with Grants.gov as an AOR. 

Details on these steps are outlined at the 

following Grants.gov Web page: 

www.grants.gov/applicants/ 

get_registered.jsp. 

7. Other Submission Requirements: 

Applications for grants under this 

competition may be submitted 

electronically or in paper format by mail 

or hand delivery. 

a. Electronic Submission of 

Applications 

We are participating as a partner in 

the Governmentwide Grants.gov Apply 

site. The Preparation of Special 

Education, Early Intervention, and 

Related Services Leadership Personnel, 

CFDA number 84.325D, is included in 

this project. We request your 

participation in Grants.gov. 

If you choose to submit your 

application electronically, you must use 

the Governmentwide Grants.gov Apply 

site at www.Grants.gov. Through this 

site, you will be able to download a 

copy of the application package, 

complete it offline, and then upload and 

submit your application. You may not 

email an electronic copy of a grant 

application to us. 

You may access the electronic grant 

application for the Preparation of 

Special Education, Early Intervention, 

and Related Services Leadership 

Personnel, CFDA number 84.325D at 

www.Grants.gov. You must search for 

the downloadable application package 

for this program by the CFDA number. 

Do not include the CFDA number’s 

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

for 84.325, not 84.325D). 

Please note the following: 

• Your participation in Grants.gov is 

voluntary. 

• When you enter the Grants.gov site, 

you will find information about 

submitting an application electronically 

through the site, as well as the hours of 

operation. 

• Applications received by Grants.gov 

are date and time stamped. Your 

application must be fully uploaded and 

submitted and must be date and time 

stamped by the Grants.gov system no 

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

time, on the application deadline date. 

Except as otherwise noted in this 

section, we will not accept your 

application if it is received—that is, date 

and time stamped by the Grants.gov 

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

DC time, on the application deadline 

date. We do not consider an application 

that does not comply with the deadline 

requirements. When we retrieve your 

application from Grants.gov, we will 

notify you if we are rejecting your 

application because it was date and time 

stamped by the Grants.gov system after 


tkelley on DSK3SPTVN1PROD with NOTICES
16824 Federal Register / Vol. 77, No. 56 / Thursday, March 22, 2012 / Notices 

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

the application deadline date. 

• The amount of time it can take to 

upload an application will vary 

depending on a variety of factors, 

including the size of the application and 

the speed of your Internet connection. 

Therefore, we strongly recommend that 

you do not wait until the application 

deadline date to begin the submission 

process through Grants.gov. 

• You should review and follow the 

Education Submission Procedures for 

submitting an application through 

Grants.gov that are included in the 

application package for this competition 

to ensure that you submit your 

application in a timely manner to the 

Grants.gov system. You can also find the 

Education Submission Procedures 

pertaining to Grants.gov under News 

and Events on the Department’s G5 

system home page at http://www.G5.gov. 

• You will not receive additional 

point value because you submit your 

application in electronic format, nor 

will we penalize you if you submit your 

application in paper format. 

• If you submit your application 

electronically, you must upload all 

documents electronically, including all 

information you typically provide on 

the following forms: the Application for 

Federal Assistance (SF 424), the 

Department of Education Supplemental 

Information for SF 424, Budget 

Information—Non-Construction 

Programs (ED 524), and all necessary 

assurances and certifications. 

• If you submit your application 

electronically, you must upload any 

narrative sections and all other 

attachments to your application as files 

in a PDF (Portable Document) read only, 

non-modifiable format. Do not upload 

an interactive or fillable PDF file. If you 

upload a file type other than a readonly, non-modifiable PDF or submit a 

password-protected file, we will not 

review that material. Additional, 

detailed information on how to attach 

files is in the application instructions. 

• Your electronic application must 

comply with any page-limit 

requirements described in this notice. 

• After you electronically submit 

your application, you will receive from 

Grants.gov an automatic notification of 

receipt that contains a Grants.gov 

tracking number. (This notification 

indicates receipt by Grants.gov only, not 

receipt by the Department.) The 

Department then will retrieve your 

application from Grants.gov and send a 

second notification to you by email. 

This second notification indicates that 

the Department has received your 

application and has assigned your 

application a PR/Award number (an EDspecified identifying number unique to 

your application). 

• We may request that you provide us 

original signatures on forms at a later 

date. 

Application Deadline Date Extension 

in Case of Technical Issues with the 

Grants.gov System: If you are 

experiencing problems submitting your 

application through Grants.gov, please 

contact the Grants.gov Support Desk, 

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

obtain a Grants.gov Support Desk Case 

Number and must keep a record of it. 

If you are prevented from 

electronically submitting your 

application on the application deadline 

date because of technical problems with 

the Grants.gov system, we will grant you 

an extension until 4:30 p.m., 

Washington, DC time, the following 

business day to enable you to transmit 

your application electronically or by 

hand delivery. You also may mail your 

application by following the mailing 

instructions described elsewhere in this 

notice. 

If you submit an application after 4:30 

p.m., Washington, DC time, on the 

application deadline date, please 

contact the person listed under FOR

FURTHER INFORMATION CONTACT in 

section VII of this notice and provide an 

explanation of the technical problem 

you experienced with Grants.gov, along 

with the Grants.gov Support Desk Case 

Number. We will accept your 

application if we can confirm that a 

technical problem occurred with the 

Grants.gov system and that that problem 

affected your ability to submit your 

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

DC time, on the application deadline 

date. The Department will contact you 

after a determination is made on 

whether your application will be 

accepted. 

Note: The extensions to which we refer in 

this section apply only to the unavailability 

of, or technical problems with, the Grants.gov 

system. We will not grant you an extension 

if you failed to fully register to submit your 

application to Grants.gov before the 

application deadline date and time or if the 

technical problem you experienced is 

unrelated to the Grants.gov system. 

b. Submission of Paper Applications by 

Mail 

If you submit your application in 

paper format by mail (through the U.S. 

Postal Service or a commercial carrier), 

you must mail the original and two 

copies of your application, on or before 

the application deadline date, to the 

Department at the following address: 

U.S. Department of Education, 

Application Control Center, 

Attention: (CFDA Number 84.325D), 

LBJ Basement Level 1, 400 Maryland 

Avenue SW., Washington, DC 20202– 

4260. 

You must show proof of mailing 

consisting of one of the following: 

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

postmark. 

(2) A legible mail receipt with the 

date of mailing stamped by the U.S. 

Postal Service. 

(3) A dated shipping label, invoice, or 

receipt from a commercial carrier. 

(4) Any other proof of mailing 

acceptable to the Secretary of the U.S. 

Department of Education. 

If you mail your application through 

the U.S. Postal Service, we do not 

accept either of the following as proof 

of mailing: 

(1) A private metered postmark. 

(2) A mail receipt that is not dated by 

the U.S. Postal Service. 

If your application is postmarked after 

the application deadline date, we will 

not consider your application. 

Note: The U.S. Postal Service does not 

uniformly provide a dated postmark. Before 

relying on this method, you should check 

with your local post office. 

c. Submission of Paper Applications by 

Hand Delivery 

If you submit your application in 

paper format by hand delivery, you (or 

a courier service) must deliver the 

original and two copies of your 

application by hand, on or before the 

application deadline date, to the 

Department at the following address: 

U.S. Department of Education, 

Application Control Center, 

Attention: (CFDA Number 84.325D), 

550 12th Street, SW., Room 7041, 

Potomac Center Plaza, Washington, 

DC 20202–4260. 

The Application Control Center 

accepts hand deliveries daily between 8 

a.m. and 4:30 p.m., Washington, DC 

time, except Saturdays, Sundays, and 

Federal holidays. 

Note for Mail or Hand Delivery of Paper 

Applications: If you mail or hand deliver 

your application to the Department— 

(1) You must indicate on the envelope 

and—if not provided by the Department—in 

Item 11 of the SF 424 the CFDA number, 

including suffix letter, if any, of the 

competition under which you are submitting 

your application; and 

(2) The Application Control Center will 

mail to you a notification of receipt of your 

grant application. If you do not receive this 

notification within 15 business days from the 

application deadline date, you should call 

the U.S. Department of Education 

Application Control Center at (202) 245– 

6288. 


tkelley on DSK3SPTVN1PROD with NOTICES
Federal Register / Vol. 77, No. 56 / Thursday, March 22, 2012 / Notices 16825 

V. Application Review Information 

1. Selection Criteria: The selection 

criteria for this program are from 34 CFR 

75.210 and are listed in the application 

package. 

2. Review and Selection Process: We 

remind potential applicants that in 

reviewing applications in any 

discretionary grant competition, the 

Secretary may consider, under 34 CFR 

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

applicant in carrying out a previous 

award, such as the applicant’s use of 

funds, achievement of project 

objectives, and compliance with grant 

conditions. The Secretary may also 

consider whether the applicant failed to 

submit a timely performance report or 

submitted a report of unacceptable 

quality. 

In addition, in making a competitive 

grant award, the Secretary also requires 

various assurances including those 

applicable to Federal civil rights laws 

that prohibit discrimination in programs 

or activities receiving Federal financial 

assistance from the Department of 

Education (34 CFR 100.4, 104.5, 106.4, 

108.8, and 110.23). 

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 

IDEA also have placed additional 

constraints on the availability of 

reviewers. Therefore, the Department 

has determined that for some 

discretionary grant competitions, 

applications may be separated into two 

or more groups and ranked and selected 

for funding within specific groups. This 

procedure will make it easier for the 

Department to find peer reviewers by 

ensuring that greater numbers of 

individuals who are eligible to serve as 

reviewers for any particular group of 

applicants will not have conflicts of 

interest. It also will increase the quality, 

independence, and fairness of the 

review process, while permitting panel 

members to review applications under 

discretionary grant competitions for 

which they also have submitted 

applications. However, if the 

Department decides to select an equal 

number of applications in each group 

for funding, this may result in different 

cut-off points for fundable applications 

in each group. 

4. Special Conditions: Under 34 CFR 

74.14 and 80.12, the Secretary may 

impose special conditions on a grant if 

the applicant or grantee is not 

financially stable; has a history of 

unsatisfactory performance; has a 

financial or other management system 

that does not meet the standards in 34 

CFR parts 74 or 80, as applicable; has 

not fulfilled the conditions of a prior 

grant; or is otherwise not responsible. 

VI. Award Administration Information 

1. Award Notices: If your application 

is successful, we notify your U.S. 

Representative and U.S. Senators and 

send you a Grant Award Notification 

(GAN). We may notify you informally, 

also. 

If your application is not evaluated or 

not selected for funding, we notify you. 

2. Administrative and National Policy 

Requirements: We identify 

administrative and national policy 

requirements in the application package 

and reference these and other 

requirements in the Applicable 

Regulations section of this notice. 

We reference the regulations outlining 

the terms and conditions of an award in 

the Applicable Regulations section of 

this notice and include these and other 

specific conditions in the GAN. The 

GAN also incorporates your approved 

application as part of your binding 

commitments under the grant. 

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

grant under this competition, you must 

ensure that you have in place the 

necessary processes and systems to 

comply with the reporting requirements 

in 2 CFR part 170 should you receive 

funding under the competition. This 

does not apply if you have an exception 

under 2 CFR 170.110(b). 

(b) At the end of your project period, 

you must submit a final performance 

report, including financial information, 

as directed by the Secretary. If you 

receive a multi-year award, you must 

submit an annual performance report 

that provides the most current 

performance and financial expenditure 

information as directed by the Secretary 

under 34 CFR 75.118. The Secretary 

may also require more frequent 

performance reports under 34 CFR 

75.720(c). For specific requirements on 

reporting, please go to www.ed.gov/

fund/grant/apply/appforms/

appforms.html. 

4. Performance Measures: Under the 

Government Performance and Results 

Act of 1993 (GPRA), the Department has 

established a set of performance 

measures, including long-term 

measures, that are designed to yield 

information on various aspects of the 

effectiveness and quality of the 

Personnel Development to Improve 

Services and Results for Children with 

Disabilities Program. These measures 

include: (1) The percentage of projects 

that incorporate evidence-based 

practices into the curriculum; (2) the 

percentage of scholars completing 

Personnel Development to Improve 

Services and Results for Children with 

Disabilities-funded programs who are 

knowledgeable and skilled in evidencebased practices for children, including 

infants and toddlers, with disabilities; 

(3) the percentage of Personnel 

Development to Improve Services and 

Results for Children with Disabilitiesfunded scholars who exit preparation 

programs prior to completion due to 

poor academic performance; (4) the 

percentage of Personnel Development to 

Improve Services and Results for 

Children with Disabilities-funded 

degree/certification recipients who are 

working in the area(s) in which they 

were prepared upon program 

completion; (5) the percentage of 

Personnel Development to Improve 

Services and Results for Children with 

Disabilities-funded degree/certification 

recipients who are working in the 

area(s) for which they were prepared 

upon program completion and are fully 

qualified under IDEA; (6) the percentage 

of Personnel Development to Improve 

Services and Results for Children with 

Disabilities degree/certification 

recipients who maintain employment 

for three or more years in the area(s) for 

which they were prepared and who are 

fully qualified under IDEA; and (7) the 

Federal cost per fully qualified degree/ 

certification recipient. 

Grantees may be asked to participate 

in assessing and providing information 

on these aspects of program quality. 

5. Continuation Awards: In making a 

continuation award, the Secretary may 

consider, under 34 CFR 75.253, the 

extent to which a grantee has made 

‘‘substantial progress toward meeting 

the objectives in its approved 

application.’’ This consideration 

includes the review of a grantee’s 

progress in meeting the targets and 

projected outcomes in its approved 

application, and whether the grantee 

has expended funds in a manner that is 

consistent with its approved application 

and budget. In making a continuation 

grant, the Secretary also considers 

whether the grantee is operating in 

compliance with the assurances in its 

approved application, including those 

applicable to Federal civil rights laws 

that prohibit discrimination in programs 

or activities receiving Federal financial 

assistance from the Department (34 CFR 

100.4, 104.5, 106.4, 108.8, and 110.23). 

VII. Agency Contact 

FOR FURTHER INFORMATION CONTACT: 

Celia Rosenquist, U.S. Department of 

Education, 400 Maryland Avenue SW., 


tkelley on DSK3SPTVN1PROD with NOTICES
16826 Federal Register / Vol. 77, No. 56 / Thursday, March 22, 2012 / Notices 

Room 4055, Potomac Center Plaza 

(PCP), Washington, DC 20202–2600. 

Telephone: (202) 245–7373. 

If you use a TDD or a TTY, call the 

Federal Relay Service (FRS), toll free, at 

1–800–877–8339. 

VIII. Other Information 

Accessible Format: Individuals with 

disabilities can obtain this document 

and a copy of the application package in 

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

print, audiotape, or compact disc) by 

contacting the Grants and Contracts 

Services Team, U.S. Department of 

Education, 400 Maryland Avenue SW., 

Room 5075, PCP, Washington, DC 

20202–2550. Telephone: (202) 245– 

7363. If you use a TDD 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. Free Internet access to the 

official edition of the Federal Register 

and the Code of Federal Regulations is 

available 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 Adobe 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: March 19, 2012. 

Alexa Posny, 

Assistant Secretary for Special Education and 

Rehabilitative Services. 

[FR Doc. 2012–6945 Filed 3–21–12; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF ENERGY 

International Energy Agency Meetings 

AGENCY: Department of Energy, DoE. 

ACTION: Notice of meetings. 

SUMMARY: The Industry Advisory Board 

(IAB) to the International Energy 

Agency (IEA) will meet on March 28 

and 29, 2012, at the headquarters of the 

IEA in Paris, France in connection with 

a joint meeting of the IEA’s Standing 

Group on Emergency Questions (SEQ) 

and the IEA’s Standing Group on the Oil 

Market (SOM) on March 28; and in 

connection with a meeting of the SEQ 

on March 29. 

DATES: March 28–29, 2012. 

ADDRESSES: 9, rue de la Fe ́de ́ration, 

Paris, France. 

FOR FURTHER INFORMATION CONTACT: 

Diana D. Clark, Assistant General for 

International and National Security 

Programs, Department of Energy, 1000 

Independence Avenue SW., 

Washington, DC 20585, 202–586–3417. 

SUPPLEMENTARY INFORMATION: In 

accordance with section 252(c)(1)(A)(i) 

of the Energy Policy and Conservation 

Act (42 U.S.C. 6272(c)(1)(A)(i)) (EPCA), 

the following notice of meetings is 

provided: 

Meetings of the Industry Advisory 

Board (IAB) to the International Energy 

Agency (IEA) will be held at the 

headquarters of the IEA, 9, rue de la 

Fe ́de ́ration, Paris, France, on March 28, 

2012, beginning at 9:30 a.m., and 

continuing on March 29 at 9 a.m. The 

purpose of this notice is to permit 

attendance by representatives of U.S. 

company members of the IAB at a joint 

meeting of the IEA’s Standing Group on 

Emergency Questions (SEQ) and the 

IEA’s Standing Group on the Oil Market 

(SOM) which is scheduled to be held at 

the headquarters of the IEA on March 28 

commencing at 9:30 a.m.; and a meeting 

of the SEQ, which is scheduled to be 

held at the headquarters of the IEA on 

March 29 commencing at 9 a.m. The 

IAB will also hold a preparatory 

meeting among company 

representatives at the same location at 

8:30 a.m. on March 28. The agenda for 

this preparatory meeting is to review the 

agendas for the joint SEQ/SOM meeting 

on March 28 and the SEQ meeting on 

March 29. 

The agenda of the joint session of the 

SEQ and the SOM on March 28 is under 

the control of the SEQ and the SOM. It 

is expected that the SEQ and the SOM 

will adopt the following agenda: 

1. Adoption of the Agenda 

2. Approval of the Summary Record of the 

November 2011 Joint Session 

3. Reports on Recent Oil Market and Policy 

Developments in IEA Countries 

4. The Program of Work 

—Priority Setting Exercise 2013–2014 

—Potential Project Work for Voluntary 

Contributions Support 

5. The Current Oil Market Situation 

6. Update on the Gas Market; Focus on LNG 

Trading 

7. Reports on Recent IEA–IEF–OPEC 

Cooperation 

—Workship on Physical and Financial 

Markets (Vienna, November 2011) 

—Symposium on Energy Outlooks (Riyadh, 

January 2012) 

—13th IEF, Kuwait, March 2012 

8. Progress on Voluntary ContributionsFunded Report: European Refinery 

Rationalization 

—Impact on Product Supplies 

—Impact on Stockholding 

9. Other Business 

—Tentative Schedule of Upcoming 

Meetings: 

June 26–28, 2012 

October 17–18, 2012 

November 27–29, 2012 (ERE6) 

10. Workshop: The Financialization of Oil 

Markets 

The agenda of the SEQ meeting on 

March 29 is under the control of the 

SEQ. It is expected that the SEQ will 

adopt the following agenda: 

1. Introductory Remarks by Director of 

Energy Markets and Security 

2. Adoption of the Agenda 

3. Approval of the Summary Record of the 

134th Meeting 

4. Status of Compliance with IEP 

Stockholding Commitments 

5. Emergency Response Review Program 

—Schedule of Emergency Response 

Reviews 

—Emergency Response Review of France 

—Emergency Response Review of 

Switzerland 

—Emergency Response Review of The 

Netherlands 

—Questionnaire Response of Finland 

—Questionnaire Response of Germany 

—Questionnaire Response of Sweden 

6. Emergency Response Exercises 

—Preparations for ERE6 

7. Emergency Response Measures 

—Costs and Benefits of Stockholding 

(Progress Report) 

8. Policy and Other Developments in Member 

Countries 

—Mid-Term Emergency Response Review 

of Belgium 

—Mid-Term Emergency Response Review 

of Portugal 

—Oral Reports by Administrations 

9. Report from the Industry Advisory Board 

10. Review of Libya Collective Action 

—Report on Governing Board Discussion 

—Emergency Questionnaire QuE 

11. Activities with International 

Organizations and Non-Member 

Countries 

—ASEAN (APSA) 

—Chile 

—China 

—Estonia 

—India 

—Indonesia 

—Thailand 

12. Documents for Information 

—Emergency Reserve Situation of IEA 

Member Countries on October 1, 2011 

—Emergency Reserve Situation of IEA 

Member Countries on January 1, 2012 

—Base Period Final Consumption: 4Q 

2010–3Q 2011 

—Base Period Final Consumption: 1Q 

2011–4Q 2011 

—Updated Emergency Contacts List 

13. Other Business 

—Tentative Schedule of Next Meetings: 

—June 26–28, 2012 

—October 17–18, 2012 

—November 27–29, 2012 (ERE6) 

As provided in section 252(c)(1)(A)(ii) 

of the Energy Policy and Conservation 


tkelley on DSK3SPTVN1PROD with NOTICES