Federal Register / Vol. 79, No. 204 / Wednesday, October 22, 2014 / Notices 63101 

1For a definition of ‘‘high-need children with 

disabilities,’’ please see footnote 2. 

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: October 17, 2014. 

Michael K. Yudin, 

Acting Assistant Secretary for Special 

Education and Rehabilitative Services. 

[FR Doc. 2014–25182 Filed 10–21–14; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; 

Personnel Development To Improve 

Services and Results for Children With 

Disabilities—Preparation of Special 

Education, Early Intervention, and 

Related Services Leadership 

Personnel 

AGENCY: Office of Special Education and 

Rehabilitative Services, Department of 

Education. 

ACTION: Notice. 

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) 2015. 

Catalog of Federal Domestic Assistance 

(CFDA) Number: 84.325D. 

DATES: 

Applications Available: October 22, 

2014. 

Deadline for Transmittal of 

Applications: December 12, 2014. 

Deadline for Intergovernmental 

Review: February 10, 2015. 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: The purposes of 

this program are to (1) help address 

State-identified needs for personnel 

preparation in special education, 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. 

Priority: 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 2015 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 preexisting 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. 

There is a well-documented need for 

leadership personnel who are prepared 

at the doctoral and postdoctoral levels 

to fill faculty and leadership positions 

in special education, early intervention, 

and related services (Sindelar & Taylor, 

1988; Smith & Lovett, 1987; Smith, 

Montrosse, Robb, Tyler, & Young, 2011; 

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

West, & Tyler, 2010; Woods & Snyder, 

2009). In the report, Assessing Trends in 

Leadership: Special Education’s 

Capacity to Produce a Highly Qualified 

Workforce, Smith et al. (2011) stated: 

Although the field has faced a 

consistent shortage of faculty, the 

predicted supply/demand imbalance is 

of historic proportions. To meet 

projected demand, the nation’s doctoral 

programs will need to produce over six 

times the current number of SE [special 

education] doctoral graduates. * * * 

Unless abated, this shortage will impair 

the field’s capacity to generate new 

knowledge and produce a sufficient 

number of SE teacher educators who 

can in turn produce enough wellprepared teachers to meet the needs of 

students with disabilities and their 

families. (p. 38) 

Moreover, Smith et al. (2011) report 

that some special education doctoral 

programs anticipate 1⁄2 to 2⁄3 of their 

faculty will retire in the next six years. 

These leaders teach evidence-based 

practices to future special education, 

early intervention, and related services 

professionals who will work in a variety 

of educational settings and provide 

services directly to children and youth 

with disabilities. These leaders 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.1

Priority 

The purpose of the Preparation of 

Special Education, Early Intervention, 

and Related Services Leadership 

Personnel priority is to support preexisting graduate degree programs and 

postdoctoral learning experiences that 

prepare special education, early 

intervention, and related services 

personnel 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: 

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63102 Federal Register / Vol. 79, No. 204 / Wednesday, October 22, 2014 / Notices 

2For purposes of this priority, ‘‘high-need 

children with disabilities’’ refers to children (ages 

birth through 21, 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. 

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 2015. 

Type B programs are designed to 

prepare special education or early 

intervention administrators to work in 

SEAs, LAs, LEAs, EIS programs or 

providers, 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, including those in 

youth correctional facilities, preschool 

coordinators, and early intervention 

coordinators. Type B programs 

culminate in a master’s, education 

specialist, or doctoral degree or provide 

postdoctoral learning opportunities. 

Note: OSEP intends to fund in FY 2015 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.2 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, 

including any results from evaluating 

the impact of those teachers, service 

providers, or administrators on the 

outcomes of children with disabilities; 

the average amount of time it takes for 

program graduates to complete the 

program; the 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 prior to 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, including 

knowledge of technologies designed to 

provide instruction. To address this 

requirement, the applicant must— 

(i) Identify the competencies needed 

by leadership personnel in 

postsecondary instruction, 

administration, policy development, 

professional practice, leadership, or 

research in order to 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, including 

individuals with disabilities; and 

(iii) Describe the approach the 

applicant will use to help all scholars, 

including individuals with disabilities, 

complete the program; and 

(2) The project is designed to promote 

the acquisition of the competencies 

needed by leadership personnel to 

administer programs or provide, or 

prepare others to provide, interventions 

and services that improve outcomes, 

including college- and career-readiness 

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, 

including college- and career-readiness, 

of children with disabilities in a variety 

of settings, including in high-need 

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Federal Register / Vol. 79, No. 204 / Wednesday, October 22, 2014 / Notices 63103 

3For 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. 

4For purposes of this priority, the term ‘‘highpoverty school’’ means a school in which at least 

50 percent of students are eligible for free or 

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 (ESEA). For 

middle and high schools, eligibility may be 

calculated on the basis of comparable data from 

feeder schools. Eligibility as a high-poverty school 

under this definition is determined on the basis of 

the most currently available data (www2.ed.gov/

legislation/FedRegister/other/2010-4/

121510b.html). 

5For purposes of this priority, the 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, FY 2010, FY 2011, or FY 2012 

application 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 

www2.ed.gov/programs/sif/index.html. 

6For purposes of this priority, the 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 ESEA flexibility. 

LEAs,3 high-poverty schools,4 lowperforming schools, including 

persistently lowest-achieving schools,5

priority schools (in the case of States 

that have received the Department’s 

approval of a request for ESEA 

flexibility),6 and early childhood 

programs located within the 

geographical boundaries of a high-need 

LEA; 

(iv) Demonstrate, through a letter of 

support from the partnering agency, 

school, or program, 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 

LEA; or programs serving children 

eligible for services under Part C or Part 

B, section 619 of IDEA located within 

the geographic boundaries of a highneed LEA, that it has agreed to 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; 

(v) Describe how the project will use 

resources, as appropriate, available 

through technical assistance centers, 

which may include centers funded by 

the U.S. Department of Education; and 

(vi) Describe the approach that faculty 

members will use to mentor scholars 

with the goal of helping them acquire 

competencies needed by leadership 

personnel and 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 and 

their impact on the services provided by 

future teachers, service providers, or 

administrators; 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) Demonstrate, in the narrative 

under ‘‘Required Project Assurances,’’ 

or appendices as directed, that the 

following program requirements are 

met. The applicant must— 

(1) Include in 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; 

Note: Applicants for Type B programs 

should provide a syllabus or syllabi for 

current or proposed courses that provide 

instruction on or permit practice with 

research, and the methodological, statistical, 

and practical considerations in the use of 

data on early learning outcomes, student 

achievement, or growth in student 

achievement to evaluate the effectiveness of 

early intervention providers, related services 

providers, teachers, or principals. 

(2) Ensure that the proposed number 

of scholars to be recruited into the 

program can graduate from the program 

by the end of the grant’s project period. 

The described scholar recruitment 

strategies, including recruitment of 

individuals with disabilities, the 

program components and their 

sequence, and proposed budget must be 

consistent with this project requirement; 

(3) Ensure that the project will meet 

the requirements in 34 CFR 304.23, 

particularly those related to informing 

all scholarship recipients of their 

service obligation commitment. Failure 

by a grantee to properly meet these 

requirements is a violation of the grant 

award that may result in sanctions, 

including the grantee being liable for 

returning any misused funds to the 

department. Specifically, the grantee 

must prepare, and ensure that each 

scholarship recipient sign, the following 

two documents: 

(i) A Pre-Scholarship Agreement prior 

to the scholar receiving a scholarship for 

an eligible program (Office of 

Management and Budget (OMB) Control 

Number 1820–0686); and 

(ii) An Exit Certification immediately 

upon the scholar leaving, completing, or 

otherwise exiting that program (OMB 

Control Number 1820–0686); 

(4) Ensure that prior approval from 

the OSEP project officer will be 

obtained before admitting additional 

scholars beyond the number of scholars 

proposed in the application and before 

transferring a scholar to another 

preparation program funded by OSEP; 

(5) Ensure that the project will meet 

the statutory requirements in section 

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

(6) Ensure that at least 65 percent of 

the total requested budget over the five 

years will be used for scholar support; 

(7) 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, 

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63104 Federal Register / Vol. 79, No. 204 / Wednesday, October 22, 2014 / Notices 

unless the work is specifically related to 

the acquisition of scholars’ 

competencies and the requirements for 

completion of their personnel 

preparation program. This prohibition 

on work as a condition of receiving a 

scholarship does not apply to the 

service obligation requirements in 

section 662(h) of IDEA; 

(8) Ensure that the budget includes 

attendance of the project director at a 

three-day project directors’ meeting in 

Washington, DC, to occur during each 

year of the project. The budget may also 

provide for the attendance of scholars at 

the same three-day project directors’ 

meetings in Washington, DC; 

(9) 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 

(10) 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). 

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 from 

www.coe.ufl.edu/copsse/docs/IB-8/1/IB8.pdf. 

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

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

trends in leadership: Special education’s 

capacity to produce a highly qualified 

workforce. Claremont, CA: IRIS@CGU, 

Claremont Graduate University. 

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

(2004). Leadership personnel in special 

education: Can persistent shortages be 

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

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), 32–34. 

Waiver of Proposed Rulemaking: 

Under the Administrative Procedure Act 

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

generally offers interested parties the 

opportunity to comment on proposed 

priorities and requirements. Section 

681(d) of IDEA, however, makes the 

public comment requirements of the 

APA inapplicable to the priority in this 

notice. 

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

1481. 

Applicable Regulations: This notice 

inviting applications (NIA) is being 

published before the Department adopts 

the Uniform Administrative 

Requirements, Cost Principles, and 

Audit Requirements in 2 CFR part 200. 

We expect to publish interim final 

regulations that would adopt those 

requirements before December 26, 2014, 

and make those regulations effective on 

that date. Because grants awarded under 

this NIA will likely be made after we 

adopt the requirements in 2 CFR part 

200, we list as applicable regulations 

both those that are currently effective 

and those that will be effective at the 

time we make the grants. 

The current regulations follow: (a) 

The Education Department General 

Administrative Regulations (EDGAR) in 

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

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

Department debarment and suspension 

regulations in 2 CFR part 3485. (c) The 

regulations for this program in 34 CFR 

part 304. 

At the time we award grants under 

this NIA, the following regulations will 

apply: (a) EDGAR in 34 CFR parts 75, 

77, 79, 81, 82, 84, 86, 97, 98, and 99. (b) 

The Education Department debarment 

and suspension regulations as adopted 

in 2 CFR part 3485 and the Uniform 

Administrative Requirements, Cost 

Principles, and Audit Requirements for 

Federal Awards as adopted in 2 CFR 

part 3474. (c) 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 institutions of higher education 

(IHEs) only. 

II. Award Information 

Type of Award: Discretionary grants. 

Estimated Available Funds: The 

Administration has requested 

$83,700,000 for awards for the 

Personnel Development to Improve 

Services and Results for Children with 

Disabilities program for FY 2015, of 

which we intend to use an estimated 

$3,000,000 for this competition. The 

actual level of funding, if any, depends 

on final congressional action. However, 

we are inviting applications to allow 

enough time to complete the grant 

process if Congress appropriates funds 

for this program. 

Contingent upon the availability of 

funds and the quality of applications, 

we may make additional awards in FY 

2016 from the list of unfunded 

applicants from this competition. 

Estimated Range of Awards: 

$225,000–$250,000 per year. 

Estimated Average Size of Awards: 

$237,500 per year. 

Maximum Award: We will 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: 12. 

Note: The Department is not bound by any 

estimates in this notice. 

Project Period: Up to 60 months. 

III. Eligibility Information 

1. Eligible Applicants: IHEs, private 

nonprofit organizations. 

2. Cost Sharing or Matching: This 

program does not require cost sharing or 

matching. 

3. Other General Requirements: 

(a) Recipients of funding 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 for, and recipient 

of, funding 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 or from the 

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Federal Register / Vol. 79, No. 204 / Wednesday, October 22, 2014 / Notices 63105 

Education Publications Center (ED 

Pubs). 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 program or 

competition as follows: CFDA number 

84.325D. 

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. 

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 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, 

reference citations, and captions, as well 

as all text in charts, tables, figures, 

graphs, and screen shots. 

• Use a font that is 12 point or larger. 

• Use one of the following fonts: 

Times New Roman, Courier, Courier 

New, or Arial. An application submitted 

in any other font (including Times 

Roman or Arial Narrow) will not be 

accepted. 

The page limit and double-spacing 

requirement 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 page limit 

and double-spacing requirement does 

apply to all of Part III, the application 

narrative, including all text in charts, 

tables, figures, graphs, and screen shots. 

We will reject your application if you 

exceed the page limit in the application 

narrative section; or if you apply 

standards other than those specified in 

the application package. 

3. Submission Dates and Times: 

Applications Available: October 22, 

2014. 

Deadline for Transmittal of 

Applications: December 12, 2014. 

Applications for grants under this 

competition must be submitted 

electronically using the Grants.gov 

Apply site (Grants.gov). For information 

(including dates and times) about how 

to submit your application 

electronically, or in paper format by 

mail or hand delivery if you qualify for 

an exception to the electronic 

submission requirement, 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: February 10, 2015. 

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 System for Award 

Management: 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 System for Award 

Management (SAM) (formerly 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 SAM 

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 to two 

business days. 

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 SAM registration process can take 

approximately seven business days, but 

may take upwards of several weeks, 

depending on the completeness and 

accuracy of the data entered into the 

SAM database by an entity. Thus, if you 

think you might want to apply for 

Federal financial assistance under a 

program administered by the 

Department, please allow sufficient time 

to obtain and register your DUNS 

number and TIN. We strongly 

recommend that you register early. 

Note: Once your SAM registration is active, 

you will need to allow 24 to 48 hours for the 

information to be available in Grants.gov and 

before you can submit an application through 

Grants.gov. 

If you are currently registered with 

SAM, 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 registration 

annually. This may take three or more 

business days. 

Information about SAM is available at 

www.SAM.gov. To further assist you 

with obtaining and registering your 

DUNS number and TIN in SAM or 

updating your existing SAM account, 

we have prepared a SAM.gov Tip Sheet, 

which you can find at: http://www2.ed.

gov/fund/grant/apply/sam-faqs.html. 

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/

web/grants/register.html. 

7. Other Submission Requirements: 

Applications for grants under this 

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63106 Federal Register / Vol. 79, No. 204 / Wednesday, October 22, 2014 / Notices 

competition must be submitted 

electronically unless you qualify for an 

exception to this requirement in 

accordance with the instructions in this 

section. 

a. Electronic Submission of 

Applications 

Applications for grants under the 

Preparation of Special Education, Early 

Intervention, and Related Services 

Leadership Personnel competition, 

CFDA number 84.325D, must be 

submitted electronically using 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. 

We will reject your application if you 

submit it in paper format unless, as 

described elsewhere in this section, you 

qualify for one of the exceptions to the 

electronic submission requirement and 

submit, no later than two weeks before 

the application deadline date, a written 

statement to the Department that you 

qualify for one of these exceptions. 

Further information regarding 

calculation of the date that is two weeks 

before the application deadline date is 

provided later in this section under 

Exception to Electronic Submission 

Requirement. 

You may access the electronic grant 

application for the Preparation of 

Special Education, Early Intervention, 

and Related Services Leadership 

Personnel competition at 

www.Grants.gov. You must search for 

the downloadable application package 

for this competition 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: 

• When you enter the Grants.gov site, 

you will find information about 

submitting an application electronically 

through the site, as well as the hours of 

operation. 

• Applications received by Grants.gov 

are date and time stamped. Your 

application must be fully uploaded and 

submitted and must be date and time 

stamped by the Grants.gov system no 

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

time, on the application deadline date. 

Except as otherwise noted in this 

section, we will not accept your 

application if it is received—that is, date 

and time stamped by the Grants.gov 

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

DC time, on the application deadline 

date. We do not consider an application 

that does not comply with the deadline 

requirements. When we retrieve your 

application from Grants.gov, we will 

notify you if we are rejecting your 

application because it was date and time 

stamped by the Grants.gov system after 

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

the application deadline date. 

• The amount of time it can take to 

upload an application will vary 

depending on a variety of factors, 

including the size of the application and 

the speed of your Internet connection. 

Therefore, we strongly recommend that 

you do not wait until the application 

deadline date to begin the submission 

process through Grants.gov. 

• You should review and follow the 

Education Submission Procedures for 

submitting an application through 

Grants.gov that are included in the 

application package for this 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 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 qualify for 

an exception to the electronic 

submission requirement, as described 

elsewhere in this section, and submit 

your application in paper format. 

• You must submit all documents 

electronically, including all information 

you typically provide on the following 

forms: The Application for Federal 

Assistance (SF 424), the Department of 

Education Supplemental Information for 

SF 424, Budget Information—NonConstruction Programs (ED 524), and all 

necessary assurances and certifications. 

• You must upload any narrative 

sections and all other attachments to 

your application as files in a PDF 

(Portable Document) read-only, nonmodifiable 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 4:30:00 p.m., 

Washington, DC time, the following 

business day to enable you to transmit 

your application electronically or by 

hand delivery. You also may mail your 

application by following the mailing 

instructions described elsewhere in this 

notice. 

If you submit an application after 

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

the application deadline date, please 

contact the person listed under FOR

FURTHER INFORMATION CONTACT in 

section VII of this notice and provide an 

explanation of the technical problem 

you experienced with Grants.gov, along 

with the Grants.gov Support Desk Case 

Number. We will accept your 

application if we can confirm that a 

technical problem occurred with the 

Grants.gov system and that that problem 

affected your ability to submit your 

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

Washington, DC time, on the 

application deadline date. The 

Department will contact you after a 

determination is made on whether your 

application will be accepted. 

Note: The extensions to which we refer in 

this section apply only to the unavailability 

of, or technical problems with, the Grants.gov 

system. We will not grant you an extension 

if you failed to fully register to submit your 

application to Grants.gov before the 

application deadline date and time or if the 

technical problem you experienced is 

unrelated to the Grants.gov system. 

Exception to Electronic Submission 

Requirement: You qualify for an 

exception to the electronic submission 

requirement, and may submit your 

application in paper format, if you are 

unable to submit an application through 

the Grants.gov system because— 

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Federal Register / Vol. 79, No. 204 / Wednesday, October 22, 2014 / Notices 63107 

• You do not have access to the 

Internet; or 

• You do not have the capacity to 

upload large documents to the 

Grants.gov system; 

and 

• No later than two weeks before the 

application deadline date (14 calendar 

days or, if the fourteenth calendar day 

before the application deadline date 

falls on a Federal holiday, the next 

business day following the Federal 

holiday), you mail or fax a written 

statement to the Department, explaining 

which of the two grounds for an 

exception prevent you from using the 

Internet to submit your application. 

If you mail your written statement to 

the Department, it must be postmarked 

no later than two weeks before the 

application deadline date. If you fax 

your written statement to the 

Department, we must receive the faxed 

statement no later than two weeks 

before the application deadline date. 

Address and mail or fax your 

statement to: Celia Rosenquist, U.S. 

Department of Education, 400 Maryland 

Avenue SW., Room 4070, Potomac 

Center Plaza (PCP), Washington, DC 

20202–2600. FAX: (202) 245–7617. 

Your paper application must be 

submitted in accordance with the mail 

or hand delivery instructions described 

in this notice. 

b. Submission of Paper Applications by 

Mail 

If you qualify for an exception to the 

electronic submission requirement, you 

may mail (through the U.S. Postal 

Service or a commercial carrier) your 

application to the Department. 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 qualify for an exception to the 

electronic submission requirement, you 

(or a courier service) may deliver your 

paper application to the Department by 

hand. You 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 7039, Potomac Center 

Plaza, Washington, DC 20202–4260. 

The Application Control Center 

accepts hand deliveries daily between 

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

DC time, except Saturdays, Sundays, 

and Federal holidays. 

Note for Mail or Hand Delivery of Paper 

Applications: If you mail or hand deliver 

your application to the Department— 

(1) You must indicate on the envelope 

and—if not provided by the Department—in 

Item 11 of the SF 424 the CFDA number, 

including suffix letter, if any, of the 

competition under which you are submitting 

your application; and 

(2) The Application Control Center will 

mail to you a notification of receipt of your 

grant application. If you do not receive this 

notification within 15 business days from the 

application deadline date, you should call 

the U.S. Department of Education 

Application Control Center at (202) 245– 

6288. 

V. Application Review Information 

1. Selection Criteria: The selection 

criteria for this program are from 34 CFR 

75.210 and are listed in the application 

package. 

2. Review and Selection Process: 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 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. 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 current 

34 CFR 74.14 and 80.12 and, when 

grants are made under this NIA, 2 CFR 

3574.10, 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 34 

CFR parts 74 or 80, as applicable or, 

when grants are awarded, the standards 

in 2 CFR part 200, subpart D; 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); 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. 

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63108 Federal Register / Vol. 79, No. 204 / Wednesday, October 22, 2014 / Notices 

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 Special 

Education Personnel Development 

projects that incorporate evidence-based 

practices into their curriculum; (2) the 

percentage of scholars completing 

Special Education Personnel 

Development-funded programs who are 

knowledgeable and skilled in evidencebased practices for infants, toddlers, 

children, and youth with disabilities; (3) 

the percentage of Special Education 

Personnel Development-funded scholars 

who exit preparation programs prior to 

completion due to poor academic 

performance; (4) the percentage of 

Special Education Personnel 

Development-funded degree/

certification recipients who are working 

in the area(s) for which they were 

prepared upon program completion; (5) 

the percentage of Special Education 

Personnel Development-funded degree/

certification recipients who are working 

in the area(s) for which they were 

prepared upon program completion and 

who are fully qualified under IDEA; (6) 

the percentage of Special Education 

Personnel Development degree/

certification recipients who maintain 

employment in the area(s) for which 

they were prepared for three or more 

years and who are fully qualified under 

IDEA; and (7) the Federal cost per fully 

qualified degree/certification recipient. 

In addition, the Department will be 

gathering information on the following 

outcome measures: (1) The number and 

percentage of degree/certification 

recipients who are employed in highneed schools; (2) the number and 

percentage of degree/certification 

recipients who are employed in a school 

for at least three years; and (3) the 

number and percentage of degree/

certification recipients who are rated as 

effective by their employers. 

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., 

Room 4070, 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: October 17, 2014. 

Michael K. Yudin, 

Acting Assistant Secretary for Special 

Education and Rehabilitative Services. 

[FR Doc. 2014–25188 Filed 10–21–14; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF ENERGY 

Environmental Management SiteSpecific Advisory Board, Northern New 

Mexico; Meeting 

AGENCY: Department of Energy. 

ACTION: Notice of open meeting. 

SUMMARY: This notice announces a 

meeting of the Environmental 

Management Site-Specific Advisory 

Board (EM SSAB), Northern New 

Mexico. The Federal Advisory 

Committee Act (Pub. L. 92–463, 86 Stat. 

770) requires that public notice of this 

meeting be announced in the Federal 

Register. 

DATES: Wednesday, November 19, 2014, 

1 p.m.–5:15 p.m. 

ADDRESSES: Ohkay Conference Center, 

68 New Mexico 291, San Juan Pueblo, 

New Mexico 87566. 

FOR FURTHER INFORMATION CONTACT: 

Menice Santistevan, Northern New 

Mexico Citizens’ Advisory Board 

(NNMCAB), 94 Cities of Gold Road, 

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