2016-31838.pdf

95 Federal Register / Vol. 82, No. 1 / Tuesday, January 3, 2017 / Notices

Special Accommodations These meetings are physically accessible to people with disabilities.

Requests for sign language interpretation or other auxiliary aids should be directed to Shannon Gleason at (907) 271–2809 at least 7 working days prior to the meeting date.

Dated: December 28, 2016.

Jeffrey N. Lonergan, Acting Deputy Director, Office of Sustainable Fisheries, National Marine Fisheries Service.

[FR Doc. 2016–31817 Filed 12–30–16; 8:45 am]

BILLING CODE 3510–22–P

DEPARTMENT OF COMMERCE

National Oceanic and Atmospheric Administration

RIN 0648–XF126

North Pacific Fishery Management Council; Public Meeting

AGENCY: National Marine Fisheries Service (NMFS), National Oceanic and Atmospheric Administration (NOAA), Commerce.

ACTION: Notice of public meeting.

SUMMARY: The North Pacific Fishery Management Council (Council) Crab Plan Team (CPT) will meet January 17 through January 19, 2017, in Seattle, WA.

DATES: The meeting will be held on Tuesday, January 17, 2017 through Wednesday, January 18, 2017, from 9 a.m. to 5 p.m., and on Thursday, January 19, 2017, from 9 a.m. to 4 p.m.

ADDRESSES: The meeting will be held at the Mountaineers Program Center, Cascade Room, 7700 Sand Point Way NE., Seattle, WA 98115.

Council address: North Pacific Fishery Management Council, 605 W.

4th Ave., Suite 306, Anchorage, AK 99501–2252; telephone: (907) 271–2809.

FOR FURTHER INFORMATION CONTACT:

Diana Stram, Council staff; telephone:

(907) 271–2809.

SUPPLEMENTARY INFORMATION:

Agenda

Tuesday, January 17, 2017 through Thursday, January 19, 2017

The CPT will review and make recommendations on Norton Sound Red King Crab final assessment OFL/ABC stock prioritization, Aleutian Islands Golden King Crab, model scenarios for final assessment, Tanner Crab modeling, Bristol Bay Red King Crab—GMACs model, Bering Sea Fishery Research Foundation survey issues, dynamic B application and discussion.

The Agenda is subject to change, and the latest version will be posted at http://www.npfmc.org/.

Special Accommodations

These meetings are physically accessible to people with disabilities.

Requests for sign language interpretation or other auxiliary aids should be directed to Shannon Gleason at (907) 271–2809 at least 7 working days prior to the meeting date.

Dated: December 28, 2016.

Jeffrey N. Lonergan, Acting Deputy Director, Office of Sustainable Fisheries, National Marine Fisheries Service.

[FR Doc. 2016–31816 Filed 12–30–16; 8:45 am]

BILLING CODE 3510–22–P

DEPARTMENT OF COMMERCE

National Oceanic and Atmospheric Administration

RIN 0648–XF123

New England Fishery Management Council; Public Meeting

AGENCY: National Marine Fisheries Service (NMFS), National Oceanic and Atmospheric Administration (NOAA), Commerce.

ACTION: Notice; public meeting.

SUMMARY: The New England Fishery Management Council (Council) is scheduling a public meeting of its Ecosystem-Based Fishery Management (EBFM) Committee to consider actions affecting New England fisheries in the exclusive economic zone (EEZ).

Recommendations from this group will be brought to the full Council for formal consideration and action, if appropriate.

DATES: This meeting will be held on Monday, January 23, 2017, at 10 a.m.

ADDRESSES: The meeting will be held at the Sheraton Harborside Hotel, 250 Market Street, Portsmouth, NH 03801;

telephone: (603) 431–2300.

Council address: New England Fishery Management Council, 50 Water Street, Mill 2, Newburyport, MA 01950.

FOR FURTHER INFORMATION CONTACT:

Thomas A. Nies, Executive Director, New England Fishery Management Council; telephone: (978) 465–0492.

SUPPLEMENTARY INFORMATION:

Agenda

The Committee will receive a report on the application of Georges Bank Operating Models, i.e. examples and description of how they could be used to support a Management Strategy Evaluation, from the Ecosystem-Based Fishery Management Plan Development

Team. The committee will also discuss progress toward development of an example Fishery Ecosystem Plan for Georges Bank. Other business will be discussed if time permits.

Special Accommodations

This meeting is physically accessible to people with disabilities. Requests for sign language interpretation or other auxiliary aids should be directed to Thomas A. Nies, Executive Director, at

(978) 465–0492, at least 5 days prior to the meeting date.

Authority: 16 U.S.C. 1801 et seq.

Dated: December 28, 2016.

Jeffrey N. Lonergan, Acting Deputy Director, Office of Sustainable Fisheries, National Marine Fisheries Service.

[FR Doc. 2016–31805 Filed 12–30–16; 8:45 am]

BILLING CODE 3510–22–P

DEPARTMENT OF EDUCATION

Applications for New Awards;

Personnel Development To Improve Services and Results for Children With Disabilities—Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for Personnel Serving Children With Disabilities Who Have High-Intensity Needs

AGENCY: Office of Special Education and Rehabilitative Services, Department of Education.

ACTION: Notice.

Overview Information

Personnel Development To Improve Services and Results for Children With Disabilities—Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for Personnel Serving Children With Disabilities Who Have High-Intensity Needs.

Notice inviting applications for a new award for fiscal year (FY) 2017.

Catalog of Federal Domestic Assistance (CFDA) Number: 84.325K.

DATES:

Applications Available: January 3, 2017.

Deadline for Transmittal of Applications: March 6, 2017.

Deadline for Intergovernmental Review: May 3, 2017.

Full Text of Announcement

I. Funding Opportunity Description

Purpose of Program: The purposes of this program are to (1) help address State-identified needs for personnel preparation in special education, early

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1 For the purposes of this priority, ‘‘high-intensity needs’’ refers to a complex array of disabilities (e.g., multiple disabilities, significant cognitive disabilities, significant physical disabilities, significant sensory disabilities, significant autism, significant emotional disabilities, significant learning disabilities, including dyslexia) or needs of children with these disabilities requiring intensive, individualized intervention(s) (i.e., that are specifically designed to address persistent learning or behavior difficulties, implemented with greater frequency and for an extended duration than is commonly available in a typical classroom or early intervention setting, or which requires personnel to have knowledge and skills in identifying and implementing multiple interventions supported by evidence).

2 For the purposes of this priority, ‘‘interdisciplinary’’ refers to preparing two or more disciplines together through shared coursework, group assignments, and coordinated field experiences.

3 For the purposes of this priority, the term ‘‘high-need school’’ refers to a public elementary or secondary school that is a ‘‘high-poverty’’ or ‘‘low-performing’’ school as defined in footnotes 6 and 7, respectively.

4 For the purposes of this priority, the term ‘‘scholar’’ means an individual who is pursuing a degree, license, endorsement, or certification related to special education, related services, or early intervention services and who receives scholarship assistance under section 662 of IDEA (see 34 CFR 304.3(g)). Individuals pursuing degrees in general education do not qualify as ‘‘scholars’’ eligible for scholarship assistance.

intervention, related services, and regular education to work with children, including infants and toddlers, with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research and experience, to be successful in serving those children.

Priority: In accordance with 34 CFR 75.105(b)(2)(v), this priority is from allowable activities specified in the statute (see sections 662 and 681 of the Individuals with Disabilities Education Act (IDEA)).

Absolute Priority: For FY 2017 and any subsequent year in which we make awards from the list of unfunded applications from this competition, this priority is an absolute priority. Under 34 CFR 75.105(c)(3), we consider only applications that meet this priority.

This priority is: Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for Personnel Serving Children With Disabilities Who Have High-Intensity Needs.

Background: The purpose of this priority is to increase the number and improve the quality of personnel who are fully credentialed to serve children, including infants and toddlers, with disabilities who have high-intensity needs,1 especially in areas of chronic personnel shortage. The priority will fund high-quality interdisciplinary 2 projects that prepare special education, early intervention, and related services personnel at the master’s, specialist, or clinical doctoral levels for professional practice in classrooms and school settings.

State demand for fully credentialed special education, early intervention, and related services personnel to serve infants, toddlers, children, and youth with disabilities exceeds the available supply, particularly in high-need schools 3 (Boe, deBettencourt, Rosenberg, Sindelar, & Leko, 2013).

These shortages can negatively affect the quality of services provided to infants, toddlers, children, and youth with disabilities and their families (Boe et al., 2013).

The need for personnel with the knowledge and skills to serve children with disabilities who have high-intensity needs is even greater because specialized or advanced preparation is required to collaboratively design and support focused instruction and intensive individualized intervention(s) that address the needs of these children (Boe et al., 2013; Browder, Wood, Thompson, & Ribuffo, 2014; McLeskey & Brownell, 2015). Although children with disabilities who have high-intensity needs may require the combined expertise of numerous professionals (including special education, early intervention, and related services providers), it is often difficult for personnel from varied professional backgrounds to work together because they lack shared information, understanding, and experience.

Interdisciplinary approaches to personnel preparation provide scholars with experience working and learning in team environments similar to those in which they are likely to work once employed (Smith, 2010). For example, under the IDEA, personnel serving children with disabilities will work on interdisciplinary teams with parent(s), general and special education teachers, early intervention, and related service providers with the expertise convened to design, implement, and evaluate intervention plans based on the unique learning and developmental needs of each individual child. To enable personnel to provide efficient, high-quality integrated services, personnel preparation programs need to embed content, practices, and clinical experience into preservice training that will match the interdisciplinary team-based approaches in which graduates are likely to work. This priority aims to fund interdisciplinary projects that will provide such preparation.

Priority: The purpose of this priority is to increase the number and improve the quality of personnel who are fully credentialed to serve children, including infants and toddlers, with disabilities who have high-intensity needs—especially in areas of chronic personnel shortage. The priority will fund high-quality interdisciplinary projects that prepare special education, early intervention, and related services personnel at the master’s, specialist, or clinical doctoral levels for professional practice in classrooms and school settings.

An applicant must propose an interdisciplinary project in special education, early intervention, or related services. An interdisciplinary project is a project that delivers core content through shared coursework, group assignments, and coordinated clinical experiences as part of master’s, specialist, or clinical doctoral degree programs for scholars 4 across two or more disciplines and that leads to licensure, endorsement, or certification.

Not all degree-program requirements (e.g., courses, seminars, and clinical experiences) must be shared across disciplines, but the project must: (a) Identify the competencies needed to address the individualized needs of children with disabilities who have high-intensity needs using an interdisciplinary approach to service delivery; and (b) outline how the project will build capacity in those areas through shared coursework, group assignments, and coordinated clinical experiences for scholars supported by the proposed project. Projects may include individuals who are in degree programs (e.g., general education) that are cooperating with, but not funded by, the applicant’s proposed project in the interdisciplinary coursework, group assignments, coordinated field experiences, and other opportunities funded by the project (e.g., speaker series, monthly seminars) if doing so does not diminish the benefit for project-funded scholars (e.g., by reducing funds available for scholar support or limiting opportunities for scholars to participate in project activities).

Note: Personnel preparation programs that prepare individuals to be educational interpreters for the deaf at the bachelor’s degree level can qualify under this priority without an interdisciplinary partner.

Note: The first year of the project period and up to $100,000 of Federal funds may be used for program planning. Planning activities during the first year could include outlining shared coursework, group assignments, or coordinated clinical

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5 For the purposes of this priority, the term ‘‘competencies’’ means what a person knows and can do: The knowledge, skills, and dispositions necessary to effectively function in a role (National Professional Development Center on Inclusion, 2011). These competencies should ensure that personnel are able to use challenging academic standards, child achievement and functional standards, and assessments to improve instructional practices, services, learning and developmental outcomes (e.g., academic, social, emotional, behavioral), and college- and career-readiness of children with disabilities.

experiences designed to: (a) Build the knowledge, skills, and competencies that personnel from each discipline participating in the project will need to work collaboratively with other general and special education teachers, early intervention, and related services providers to design and deliver the focused instruction and intense individualized intervention(s) needed to address the individualized needs of children with disabilities who have high-intensity needs and (b) enhance the competency of beginning practitioners with master’s, specialist, or clinical doctoral degrees in special education, early intervention, or related services to collaborate on interdisciplinary teams.

To be considered for funding under this absolute priority, all program applicants must meet the application requirements contained in the priority.

All projects funded under this absolute priority also must meet the programmatic and administrative requirements specified in the priority.

The requirements of this priority are as follows:

(a) Demonstrate, in the narrative section of the application under ‘‘Significance of the Project,’’ how—

(1) The project addresses national, State, regional, or district shortages of personnel who are fully qualified to serve children with disabilities, ages birth through 21, who have high-intensity needs. To address this requirement, the applicant must—

(i) Present data on the effectiveness of each special education, early intervention, or related services personnel preparation program participating in the project in areas such as: The average amount of time it takes for scholars to complete the program;

the percentage of program graduates who receive a license, endorsement, or certification related to special education, related services, or early intervention services; the percentage of program graduates finding employment related to their preparation after graduation; the effectiveness of program graduates in providing special education, early intervention, or related services, which could include data on the learning and developmental outcomes of children with disabilities they serve; the percentage of program graduates who maintain employment for two or more years in the area for which they were prepared and who are fully qualified under IDEA; and the percentage of graduates and their employers who report that program graduates received adequate preparation to provide high quality special education, early intervention, or related services; and

(ii) If available, present data on the effectiveness of interdisciplinary approaches to the preparation of special education, early intervention, or related services personnel that involve the programs participating in the proposed project.

Note: Data on the effectiveness of a personnel preparation 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., total number of scholars or program graduates) must be provided.

(2) The project will increase the number of personnel who demonstrate the competencies needed to provide (a) focused instruction, and (b) intense individualized intervention(s) in an interdisciplinary team-based approach to address the individualized needs of children with disabilities who have high-intensity needs, ages birth through 21, that result in improvements in learning or developmental outcomes (e.g., academic, social, emotional, behavioral), or successful transition to postsecondary education and the workforce. To address this requirement, the applicant must—

(i) Identify the competencies 5 that special education, early intervention, or related services personnel need in order to ensure delivery of (a) focused instruction, and (b) intense individualized intervention(s) in an interdisciplinary team-based approach that will: Lead to improved learning and developmental outcomes; ensure access to and progress in academic achievement standards or alternate academic achievements standards, as appropriate; lead to successful transition to college and career for children with disabilities, including children with disabilities who have high-intensity needs; and maximize the use of effective technology to deliver instruction, interventions, and services;

(ii) Identify the competencies needed by members of interdisciplinary teams that will result in improved outcomes for children with disabilities who have high-intensity needs;

(iii) Identify the competencies that personnel need to support inclusion of children with disabilities in the least restrictive and natural environments to the maximum extent appropriate by intentionally promoting participation in learning and social activities to foster development, learning, academic achievement, friendships with peers, and sense of belonging; and

(iv) Provide a conceptual framework for the proposed interdisciplinary personnel preparation project, including any empirical support that will promote the acquisition of the identified competencies (see paragraph (a)(2)(i) of the requirements for this priority) needed by special education, early intervention, or related services personnel, and how these competencies relate to the proposed project.

(b) Demonstrate, in the narrative section of the application under ‘‘Quality of Project Services,’’ how—

(1) The project will conduct its planning activities, if the first year of the project period is used for planning.

(2) The project will recruit and retain high-quality scholars into the bachelor’s (if training educational interpreters for the deaf), master’s, specialist, or clinical doctoral degree programs participating in the project and ensure equal access and treatment for eligible project participants who are members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability. To meet this requirement, the applicant must—

(i) Describe criteria the applicant will use to identify high-quality applicants for admission into the degree programs participating in the project;

(ii) Describe the recruitment strategies the applicant will use to attract high-quality applicants and any specific recruitment strategies targeting high-quality applicants from traditionally underrepresented groups, including individuals with disabilities; and

(iii) Describe the approach, including mentoring, monitoring, and accommodations, the applicant will use to support scholars to complete their respective degree programs.

(3) The project reflects current practices supported by evidence and is designed to prepare scholars in the identified competencies. To address this requirement, the applicant must—

(i) Describe how the project will incorporate current practices supported by evidence (including relevant research citations) that improve outcomes for children with disabilities who have high-intensity needs into (a) the required coursework and clinical experiences for each personnel preparation program participating in the project; and (b) the shared coursework, group assignments, and coordinated clinical experiences required for the

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6 For the purposes of this priority, the term ‘‘high-poverty school’’ means a school that is in the highest two quartiles of schools served by a local educational agency, based on the percentage of enrolled students from low-income families as defined in section 1113(a)(5) of the Elementary and Secondary Education Act of 1965, as amended

(ESEA).

7 For the purpose of this priority, the term ‘‘low-performing school’’ means a school receiving assistance through Title I of the ESEA that, at the time of submission of an application under this competition, is (1) identified as a school in need of corrective action or restructuring under section 1116 of the ESEA, as amended by the No Child Left Behind Act of 2001 (NCLB); or (2) identified as a priority or focus school in a State that implemented ESEA flexibility. The inclusion of these schools as ‘‘low-performing schools’’ reflects the fact that the 2016–2017 school year is a year of transition between requirements of the ESEA as amended by NCLB and the ESEA as amended by the Every Student Succeeds Act.

interdisciplinary portions of the project;

and

(ii) Describe how the project will use professional development practices supported by evidence for adult learners to instruct scholars.

(4) The project is of sufficient quality, intensity, and duration to prepare scholars in the identified competencies.

To address this requirement, the applicant must describe how—

(i) The components of (a) each personnel preparation program participating in the project; and (b) the shared coursework, group assignments, and coordinated clinical experiences required for the interdisciplinary portions of the proposed project will support scholars’ acquisition and enhancement of the identified competencies;

(ii) The components of (a) each personnel preparation program participating in the project and (b) the shared coursework, group assignments, and coordinated clinical experiences required for the interdisciplinary portions of the proposed project will be integrated to allow scholars to use their knowledge and skills in designing, implementing, and evaluating practices supported by evidence to address the learning and developmental needs of children with disabilities who have high-intensity needs in collaboration with other team members;

(iii) Scholars will be provided with ongoing guidance and feedback during training; and

(iv) The proposed project will provide ongoing induction opportunities and mentoring support to graduates of each personnel preparation program participating in the project.

(5) The project will collaborate with appropriate partners, including—

(i) High-need schools, which are high-poverty schools,6 low-performing schools,7 or publicly funded preschool programs, including Head Start programs and programs serving children eligible for services under IDEA Part C and Part B, section 619, that are located within the geographic boundaries of a high-need LEA. The purpose of these partnerships is to provide clinical practice for scholars aimed at developing the identified competencies as members of interdisciplinary teams;

and

Note: A State that received ESEA flexibility was not required to identify schools in corrective action or restructuring under section 1116 of the ESEA; rather, the State identified priority and focus schools.

Moreover, with the enactment of the Every Student Succeeds Act (ESSA), no State, beginning in the 2017–2018 school year, will identify schools in corrective action or restructuring under section 1116 of the ESEA or identify schools as priority and focus schools under ESEA flexibility. Therefore, consistent with section 5(e)(2) of the ESSA, the U.S. Department of Education (Department) will allow applicants to consider the following schools as low-performing schools: (1) Elementary and secondary schools identified, at the time of submission of an application under this competition, as in need of corrective action or restructuring under the ESEA, as amended by NCLB; (2) elementary and secondary schools identified, at the time of submission of an application under this competition, as a priority or focus school by a State under ESEA flexibility; and (3) secondary schools (both middle and high schools) in a State that are, at the time of submission of an application under this competition, equally as low-achieving as the Title I schools above and are eligible for, but do not receive, Title I funds.

(ii) Other programs on campus or at partnering universities for the purpose of sharing resources, supporting program development and delivery, and addressing personnel shortages.

(6) The project will use technology, as appropriate, to promote scholar learning and professional practice, enhance the efficiency of the project, collaborate with partners, and facilitate ongoing mentoring and support for scholars.

(7) The project will ensure that scholars understand how to use technology to support student learning;

and

(8) The project will align with and use resources, as appropriate, available through technical assistance centers, which may include centers funded by the Department.

Note: Use our ‘‘Find a Center’’ at www.osepideasthatwork.org for information about the Office of Special Education Programs (OSEP) funded national centers.

(c) Demonstrate, in the narrative section of the application under ‘‘Quality of Project Evaluation,’’ how—

(1) The applicant will use comprehensive and appropriate methodologies to evaluate how well the goals or objectives of the proposed project have been met, including the project processes and outcomes.

(2) The applicant will collect, analyze, and use data related to specific and measurable goals, objectives, and outcomes of the project. To address this requirement, the applicant must describe—

(i) How scholar competencies and other project processes and outcomes will be measured for formative evaluation purposes, including proposed instruments, data collection methods, and possible analyses; and

(ii) How data on the quality of services provided by proposed project graduates, including data on the learning and developmental outcomes (e.g., academic, social, emotional, behavioral, meeting college- and career-ready standards) and on growth toward these outcomes of the children with disabilities who have high-intensity needs that the project graduates serve, will be collected and analyzed.

Note: Following the completion of the project period, grantees are encouraged to engage in ongoing data collection activities.

(3) The methods of evaluation will produce quantitative and qualitative data for objective performance measures that are related to the outcomes of the proposed project.

(4) The methods of evaluation will provide performance feedback and allow for periodic assessment of progress towards meeting the project outcomes. To address this requirement, the applicant must describe how—

(i) Results of the evaluation will be used as a basis for improving the proposed project to prepare special education, early intervention, or related services personnel to provide (a) focused instruction, and (b) intense individualized intervention(s) in an interdisciplinary team-based approach to improve outcomes of children with disabilities who have high-intensity needs; and

(ii) The grantee will report the evaluation results to OSEP in its annual and final performance reports.

(d) Demonstrate, in the narrative under ‘‘Project Assurances,’’ or appendices, as applicable, that the following program requirements are met. The applicant must—

(1) Include, in the application as Appendix B, brief syllabi for required courses, seminars, and field experiences of the degree programs participating in the project, such as—

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(i) Syllabi for shared courses, seminars, and coordinated clinical experiences; and

(ii) Proposed syllabi for new courses.

(2) Ensure that a comprehensive set of completed syllabi, including syllabi created or revised as part of a project planning year, are submitted to OSEP by the end of Year 1 of the grant.

(3) Ensure scholars will not be selected based on race, ethnicity, or national origin. Per the Supreme Court’s decision in Adarand Constructors, Inc.

v. Pena, 515 U.S. 200 (1995), the Department does not allow the selection of individuals on the basis of race, ethnicity, or national origin. For this reason, grantees must ensure that any discussion of the recruitment of scholars based on race, ethnicity, or national origin distinguishes between increasing the pool of applicants and actually selecting scholars.

(4) Ensure that the project will meet all requirements for grantees in disbursing scholarships as outlined in 34 CFR 304.22. Failure by a grantee to properly meet these requirements would be a violation of the grant award that could result in sanctions, including the grantee being liable for returning any misused funds to the Department.

Specifically, before disbursement of scholarship assistance to an individual, a grantee must—

(a) Ensure that the scholar—

(1) Is a citizen or national of the

United States;

(2) Is a permanent resident of—

(i) Puerto Rico, the United States

Virgin Islands, Guam, American Samoa, or the Commonwealth of the Northern Mariana Islands; or

(ii) The Republic of the Marshall Islands, the Federated States of Micronesia, or the Republic of Palau during the period in which these entities are eligible to receive an award under the Personnel Development to Improve Services and Results for Children with Disabilities program; or

(3) Provides evidence from the U.S.

Department of Homeland Security that the individual is—

(i) A lawful permanent resident of the United States; or

(ii) In the United States for other than a temporary purpose with the intention of becoming a citizen or permanent resident;

(b) Limit the cost of attendance portion of the scholarship assistance (as discussed in 34 CFR 304.21(a)) to the amount by which the individual’s cost of attendance at the institution exceeds the amount of grant assistance the scholar is to receive for the same academic year under title IV of the HEA;

and

(c) Obtain a Certification of Eligibility for Federal Assistance from each scholar, as prescribed in 34 CFR 75.60, 75.61, and 75.62.

(5) Ensure that the project will meet all 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 would be a violation of the grant award that could result in sanctions, including the grantee being liable for returning any misused funds to the Department. Specifically, the grantee must prepare, and ensure that each scholarship recipient signs, the following two documents:

(i) A Pre-Scholarship Agreement prior to the scholar receiving a scholarship for an eligible program (Office of Management and Budget (OMB) Control Number 1820–0686); and

(ii) An Exit Certification immediately upon the scholar leaving, completing, or otherwise exiting that program (OMB Control Number 1820–0686).

(6) Ensure that prior approval from the OSEP project officer will be obtained before admitting additional scholars beyond the number of scholars proposed in the application and before transferring a scholar to another OSEP-funded grant.

(7) Ensure that the project will meet the statutory requirements in section 662(e) through 662(h) of IDEA.

(8) Ensure that at least 65 percent of the total requested budget over the five years will be used for scholar support.

Applicants proposing to use Year 1 for program development may budget for less than 65 percent of the total requested budget over the five years for scholar support; instead 65 percent of the total award minus funds allocated for program development will be used to calculate the value of required scholar support.

(9) Ensure that the institution of higher education (IHE) will not require scholars enrolled in the program to work (e.g., as graduate assistants) as a condition of receiving support (e.g., tuition, stipends) from the proposed project, unless the work is specifically related to the acquisition of scholars’ competencies and the requirements for completion of their personnel preparation program. This prohibition on work as a condition of receiving support does not apply to the service obligation requirements in section 662(h) of IDEA.

(10) Ensure that the budget includes attendance of the project director at a three-day project directors’ meeting in Washington, DC, during each year of the project.

(11) Ensure that the project director, key personnel, and scholars will actively participate in the cross-project collaboration, advanced trainings, and cross-site learning opportunities (e.g., webinars, briefings) organized by OSEP.

This partnership will be used to build capacity of participants, increase the impact of funding, and innovative and interdisciplinary service delivery models across projects.

(12) 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.

(13) Ensure that annual data will be submitted on each scholar who receives grant support (OMB Control Number 1820–0686). The primary purposes of the data collection are to track the service obligation fulfillment of scholars who receive funds from OSEP grants and to collect data for program performance measure reporting under the Government Performance and Results Act of 1993 (GPRA). Applicants are encouraged to visit the Personnel Development Program Data Collection System (DCS) Web site at https:// pdp.ed.gov/osep for further information about this data collection requirement.

Typically, data collection begins in January of each year, and grantees are notified by email about the data collection period for their grant, although grantees may submit data as needed, year round. This data collection must be submitted electronically by the grantee and does not supplant the annual grant performance report required of each grantee for continuation funding (see 34 CFR 75.590). Data collection includes the submission of a signed, completed Pre- Scholarship Agreement and Exit Certification for each scholar funded under an OSEP grant (see paragraph (4) of this section, subparagraphs (i) and (ii)).

Focus Areas: Within this absolute priority, the Secretary intends to support interdisciplinary projects under the following two focus areas: (A) Preparing Personnel to Serve Infants, Toddlers, and Preschool-Age Children with Disabilities who have High- Intensity Needs; and (B) Preparing Personnel to Serve School-Age Children with Disabilities who have High- Intensity Needs.

Note: Interdisciplinary projects are encouraged for personnel preparation programs serving educational interpreters, but are not required.

Note: Applicants must identify the specific focus area (i.e., A or B) under which they are

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100 Federal Register / Vol. 82, No. 1 / Tuesday, January 3, 2017 / Notices

8 For the purposes of this priority, the term ‘‘Minority-Serving IHEs’’ refers to IHEs with a minority enrollment of 50 percent or more, which may include Historically Black Colleges and Universities, Tribal Colleges, and Predominantly Hispanic Serving Colleges and Universities.

applying as part of the competition title on the application cover sheet (SF form 424, line 4). Applicants may not submit the same proposal under more than one focus area.

Focus Area A: Preparing Personnel To Serve Infants, Toddlers, and Preschool- Age Children With Disabilities Who Have High-Intensity Needs. OSEP intends to fund nine awards under this focus area. For the purpose of Focus Area A, early intervention personnel are those who are prepared to provide services to infants and toddlers with disabilities ages birth to three, and early childhood personnel are those who are prepared to provide services to children with disabilities ages three through five (and in States where the age range is other than ages three through five, we will defer to the State’s certification for early childhood). In States where certification in early intervention is combined with certification in early childhood, applicants may propose a combined early intervention and early childhood personnel preparation project under this focus area. For purposes of this focus area, interdisciplinary projects are projects that deliver core content through shared coursework, group assignments, and coordinated clinical experiences shared across disciplines for: (a) Early intervention providers or early childhood special educators and related services personnel who serve infants, toddlers, and preschool-age children with disabilities who have high-intensity needs; or (b) projects preparing only related services personnel to serve infants, toddlers, and preschool-age children with disabilities who have high-intensity needs.

Note: In Focus Area A, OSEP intends to fund in FY 2017 at least three high-quality applications from Minority-Serving IHEs,8 including a minimum of one Historically Black College or University (HBCU) and, as a result, may fund applications out of rank order.

Focus Area B: Preparing Personnel To Serve School-Age Children With Disabilities Who Have High-Intensity Needs. OSEP intends to fund 27 awards under this focus area. For the purpose of Focus Area B, personnel who serve children with disabilities who have high-intensity needs are special education teachers or related services providers prepared to serve school-age children with disabilities who have high-intensity needs. For purposes of this focus area, interdisciplinary projects are: (a) Projects that deliver core content through shared coursework, group assignments, and coordinated clinical experiences shared across disciplines for special education teachers and related services personnel who serve school-age children with disabilities who have high-intensity needs; or (b) projects preparing only related services personnel to serve school-age children with disabilities who have high-intensity needs.

Note: In Focus Area B, OSEP intends to fund in FY 2017 at least eight high-quality applications from Minority-Serving IHEs including a minimum of two HBCUs and, as a result, may fund applications out of rank order.

Note: A project funded under Focus Area A or B may budget for less than the 65 percent required for scholar support in Year 1 if the first year of the proposed project will be used for planning new or improved coursework, group assignments, or coordinated clinical experience needed to support interdisciplinary preparation for special education, early intervention, or related services personnel serving children with disabilities who have high-intensity needs, and the applicant can provide sufficient justification for a designation less than this required percentage. Sufficient justification for proposing less than 65 percent of the budget for scholar support in Year 1 would include support for activities, such as—

(1) Program improvement to develop and deliver shared coursework, group assignments, and coordinated clinical experience needed to support interdisciplinary preparation for personnel across two or more master’s, specialist or clinical doctorate degree programs (e.g., hiring of a new faculty member or consultant to assist in course development, providing professional development and training for faculty and clinical supervisors, negotiating agreements with schools to serve as sites for coordinated clinical experience). In the initial project year, scholar support would not be required. The project must demonstrate that the newly established coursework and coordinated clinical experience is approved and ready for implementation in order to receive continuation funds in Year 2.

(2) Building capacity (e.g., hiring of a clinical practice supervisor, providing professional development and training for faculty) or purchasing needed resources (e.g., additional teaching supplies or specialized equipment to enhance instruction).

Note: Applicants proposing projects to develop, expand, or add a new area of emphasis to special education, early intervention, or related services programs must provide, in their applications, information on how these new areas will be sustained once Federal funding ends.

References

Boe, E.E., deBettencourt, L., Dewey, J.F., Rosenberg, M.S., Sindelar, P.T., & Leko, C.D. (2013). Variability in demand for special education teachers: Indicators, explanations, and impacts.

Exceptionality, 21, 103–125.

Browder, D.M., Wood, L., Thompson, J., & Ribuffo, C. (2014). Evidence-based practices for students with severe disabilities (Document No. IC–3).

Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center Web site: http:// ceedar.education.ufl.edu/tool/ innovation-configurations/.

Individuals with Disabilities Education Act, 20 U.S.C. 1400, et seq. (2004).

McLeskey, J., & Brownell, M. (2015). High-leverage practices and teacher preparation in special education (Document No. PR–1). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center Web site: http://ceedar.education.ufl.edu/wp-content/uploads/2016/05/High-Leverage- Practices-and-Teacher-Preparation-in- Special-Education.pdf.

National Professional Development Center on Inclusion. (August, 2011). Competencies for early childhood educators in the context of inclusion: Issues and guidance for States. Chapel Hill, NC: The University of North Carolina, FPG Child Development Institute, Author.

Smith, J. (2010). An interdisciplinary approach to preparing early intervention professionals: A university and community collaborative initiative.

Teacher Education and Special Education, 33(2), 131–142.

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. Section 681(d) of IDEA, however, makes the public comment requirements of the APA inapplicable to the priority in this notice.

Program Authority: 20 U.S.C. 1462 and 1481.

Applicable Regulations: (a) The Education Department General Administrative Regulations (EDGAR) in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 97, 98, and 99. (b) The Office of Management and Budget Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 180, as adopted and amended as regulations of the Department in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR part 200, as adopted and amended as regulations of the Department in 2 CFR part 3474. (d) The regulations for this program in 34 CFR part 304.

Note: The regulations in 34 CFR part 79 apply to all applicants except federally recognized Indian tribes.

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101 Federal Register / Vol. 82, No. 1 / Tuesday, January 3, 2017 / Notices

Note: The regulations in 34 CFR part 86 apply to IHEs only.

II. Award Information Type of Award: Discretionary grants.

Estimated Available Funds: The

Administration has requested $83,700,000 for the Personnel Development to Improve Services and Results for Children with Disabilities program for FY 2017, of which we intend to use an estimated $9,000,000 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

2018 from the list of unfunded applicants from this competition.

Estimated Range of Awards: See chart.

Estimated Average Size of Awards:

See chart.

Maximum Award: See chart.

Estimated Number of Awards: See chart.

Project Period: See chart.

PERSONNEL DEVELOPMENT TO IMPROVE SERVICES AND RESULTS FOR CHILDREN WITH DISABILITIES (84.325K)

APPLICATION NOTICE FOR FISCAL YEAR 2017

CFDA number and name

Applica-tions available

Deadline for trans-mittal of applica-tions

Deadline for intergovern-mental review

Estimated range of awards

Estimated average size of awards

Maximum award for each budget period of 12 months

Estimated number of awards

Project period Contact person

84.325K Interdiscipli-nary Preparation in Special Education, Early Intervention, and Related Serv-ices for Personnel Serving Children with Disabilities who have High-Intensity Needs.

January 3, 2017.

March 6, 2017.

May 3, 2017

Focus Area A: Pre-paring Personnel to Serve Infants, Tod-dlers, and Pre-school-Age Children with Disabilities who have High-Intensity Needs.

.................. .................. ......................... $200,000– $250,000

$250,000 * $250,000 9 Up to 60 mos.

Focus Area A or Mi-nority Serving Insti-tutions: Dawn Ellis, 202–245–6417, dawn.ellis@ed.gov, Potomac Center Plaza, Room 5137.

Focus Area B: Pre-paring Personnel to Serve School-Age Children with Dis-abilities who have High-Intensity Needs.

.................. .................. ......................... $200,000– $250,000

$250,000 * $250,000 27 Up to 60 mos.

Focus Area B:

Maryann McDermott, 202– 245–7439, maryan-n.mcdermott@ ed.gov, Potomac Center Plaza, Room 5144.

or Sarah Allen, 202–

245–7875, sarah.allen@ ed.gov, Potomac Center Plaza, Room 5144.

* We will reject any application that proposes a budget exceeding the maximum award for a single budget period of 12 months.

Note: The Department is not bound by any estimates in this notice.

Evaluation Period: In August 2013, the Department amended the EDGAR to authorize the award of an evaluation period after the end of the approved project period. 34 CFR 75.250 allows for an evaluation period for the sole purpose of data collection, analysis, and reporting. The full text of this regulation is included in the application package.

Under 34 CFR 75.250(b) the Secretary has the authority to make data collection/analysis awards. By the terms of that section, the awards can only go to current grantees, may only be used for data collection, analysis and reporting and do not have to go through a formal competitive process.

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. Eligible Subgrantees: (a) Under 34 CFR 75.708(b) and (c) a grantee may award subgrants—to directly carry out project activities described in its application—to the following types of entities: IHEs and private…