[Federal Register Volume 83, Number 114 (Wednesday, June 13, 2018)]
[Notices]
[Pages 27577-27587]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2018-12718]


-----------------------------------------------------------------------

DEPARTMENT OF EDUCATION


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

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

ACTION: Notice.

-----------------------------------------------------------------------

SUMMARY: The Department of Education (Department) is issuing a notice 
inviting

[[Page 27578]]

applications for new awards for fiscal year (FY) 2018 for 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, Catalog of Federal Domestic 
Assistance (CFDA) number 84.325K.

DATES: 
    Applications Available: June 13, 2018.
    Deadline for Transmittal of Applications: July 30, 2018.
    Deadline for Intergovernmental Review: September 26, 2018.

ADDRESSES: For the addresses for obtaining and submitting an 
application, please refer to our Common Instructions for Applicants to 
Department of Education Discretionary Grant Programs, published in the 
Federal Register on February 12, 2018 (83 FR 6003) and available at 
www.gpo.gov/fdsys/pkg/FR-2018-02-12/pdf/2018-02558.pdf.

FOR FURTHER INFORMATION CONTACT: Maryann McDermott, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 5144, Potomac Center Plaza, 
Washington, DC 20202-5108. Telephone: (202) 245-7439.
    If you use a telecommunications device for the deaf (TDD) or a text 
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purposes of this program are to (1) help 
address State-identified needs for personnel preparation in special 
education, early intervention, related services, and regular education 
to work with children, including infants and toddlers, and youth 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); 20 
U.S.C. 1462 and 1481).
    Absolute Priority: For FY 2018 and any subsequent year in which we 
make awards from the list of unfunded applications from this 
competition, this priority is an absolute priority. Under 34 CFR 
75.105(c)(3), we consider only applications that meet this priority.
    This priority is:
    Interdisciplinary Preparation in Special Education, Early 
Intervention, and Related Services for Personnel Serving Children with 
Disabilities who have High-Intensity Needs.

Background

    The mission of the Office of Special Education and Rehabilitative 
Services (OSERS) is to improve early childhood, educational, and 
employment outcomes and raise expectations for all people with 
disabilities, their families, their communities, and the Nation.
    The purpose of this priority is to increase the number and improve 
the quality of personnel who are fully credentialed to serve children, 
including infants and toddlers, and youth 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 \3\ personnel at the master's degree, educational 
specialist degree, or clinical doctoral degree levels for professional 
practice in a variety of educational settings, including natural 
environments (including the home and community settings in which 
children without disabilities participate), early learning programs, 
classrooms, and school settings. This priority is consistent with the 
Secretary's Supplemental Priority 5--Meeting the Unique Needs of 
Students and Children With Disabilities and/or Those With Unique Gifts 
and Talents; and Supplemental Priority 8--Promoting Effective 
Instruction in Classrooms and Schools, which were published in the 
Federal Register on March 2, 2018 (83 FR 9096).
---------------------------------------------------------------------------

    \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, or significant learning 
disabilities, including dyslexia) or the 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 require personnel to have knowledge and skills in identifying 
and implementing multiple evidence-based interventions).
    \2\ For the purposes of this priority, ``interdisciplinary'' 
refers to preparing scholars from two or more graduate degree 
programs in either (a) special education or early intervention and 
one or more related services through shared coursework, group 
assignments, and coordinated field experiences; or (b) two or more 
related services through shared coursework, group assignments, and 
coordinated field experiences. Different graduate degree programs 
across more than one institution of higher education may partner to 
develop an interdisciplinary project.
    For the purpose of this priority, ``interdisciplinary'' does not 
include: (a) Individual scholars who receive two or more graduate 
degrees; (b) one graduate degree program that prepares scholars with 
different areas of focus; (c) one graduate degree program that 
offers interdisciplinary content but does not prepare scholars from 
two or more degree programs together; and (d) one graduate degree 
program in special education, early intervention, and related 
services partnering with a graduate degree program other than 
special education, early intervention, or related services. Programs 
in which scholars receive only a certificate or endorsement without 
a graduate degree are not eligible.
    \3\ For the purposes of this priority, ``related services'' 
includes the following: Speech-language pathology and audiology 
services; interpreting services; psychological services; applied 
behavior analysis; physical therapy and occupational therapy; 
recreation, including therapeutic recreation; social work services; 
counseling services, including rehabilitation counseling; and 
orientation and mobility services.
---------------------------------------------------------------------------

    State demand for fully credentialed special education, early 
intervention, and related services personnel to serve children, 
including infants and toddlers, and youth with disabilities exceeds the 
available supply, particularly in high-need schools \4\ (Boe, 
deBettencourt, Dewey, Rosenberg, Sindelar, & Leko, 2013). These 
shortages can negatively affect the quality of services provided to 
children, including infants and toddlers, and youth with disabilities 
and their families (Boe et al., 2013). These shortages limit the 
field's capacity in ensuring that children, including infants and 
toddlers, and youth with disabilities have the opportunity to meet 
challenging objectives and receive an individualized education program 
that is both meaningful and appropriately ambitious, which is essential 
for preparing them for the future.
---------------------------------------------------------------------------

    \4\ For the purposes of this priority, ``high-need school'' 
refers to a public elementary or secondary school that is a ``high-
need local educational agency (LEA),'' ``high-poverty,'' or 
``implementing targeted support and improvement plans'' as defined 
in footnotes 8, 9, and 11, respectively.
---------------------------------------------------------------------------

    The need for personnel with the knowledge and skills to serve 
children, including infants and toddlers, and youth with disabilities 
who have high-intensity needs is even greater because specialized or 
advanced preparation is required to collaboratively design and deliver 
evidence-based instruction and intensive individualized intervention(s) 
in natural environments, classrooms, and schools that address the needs 
of these individuals (Boe et al., 2013; Browder, Wood, Thompson, & 
Ribuffo, 2014; McLeskey & Brownell, 2015). Although children, including 
infants and toddlers, and youth with disabilities who have high-
intensity needs may require the combined

[[Page 27579]]

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, 
including infants and toddlers, and youth with disabilities will work 
on interdisciplinary teams with parent(s), general and special 
education teachers, early interventionists, 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, and youth 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 degree, educational 
specialist degree, or clinical doctoral degree levels for professional 
practice in natural environments, early learning programs, classrooms, 
and school settings serving children, including infants and toddlers, 
and youth with disabilities.
    Specifically, an applicant must propose an interdisciplinary 
project supporting scholars \5\ from two or more graduate degree 
programs in either (a) special education or early intervention and one 
or more related services; or (b) two or more related services.
---------------------------------------------------------------------------

    \5\ For the purposes of this priority, ``scholar'' is limited to 
an individual who (a) is pursuing a master's, educational specialist 
degree, or clinical doctoral graduate degree in special education, 
early intervention, or related services (as defined in this notice); 
(b) receives scholarship assistance as authorized under section 662 
of IDEA (34 CFR 304.3(g)); (c) will be eligible for a license, 
endorsement, or certification from a State or national credentialing 
authority following completion of the graduate degree program 
identified in the application; and (d) will be able to be employed 
in a position that serves children with disabilities for either 51 
percent of their time or case load. See https://pdp.ed.gov/OSEP/Home/Regulation for more information.
     Scholars from each graduate degree program participating in the 
proposed interdisciplinary project must receive scholar support and 
be eligible to fulfill service obligation requirements following 
graduate degree program completion. Scholars from each graduate 
degree program participating in this project must complete the 
requirements of their unique graduate degree program and receive 
different graduate degrees. Individuals pursuing degrees in general 
education or early childhood education do not qualify as 
``scholars'' eligible for scholarship assistance.
---------------------------------------------------------------------------

    An interdisciplinary project is a project that delivers core 
content through shared coursework, group assignments, and coordinated 
clinical experiences as part of two or more master's degree, 
educational specialist degree, or clinical doctoral degree programs for 
scholars.
    Not all requirements (e.g., courses and clinical experiences) of 
each participating graduate degree program must be shared across all 
degree programs participating in the interdisciplinary project, but the 
interdisciplinary 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; (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; 
and (c) identify the aspects of each graduate degree program that are 
shared across all participating programs and those that remain unique 
to each.
    Projects may include individuals who are in degree programs (e.g., 
general education, early childhood education, administration) and who 
are cooperating with, but not funded as scholars by, the applicant's 
proposed interdisciplinary project. These individuals may participate 
in 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).
    Personnel preparation programs that prepare individuals to be 
educational interpreters for the deaf at the bachelor's degree level 
can qualify under this priority, and are exempted from (a) the 
interdisciplinary requirement; and (b) the requirement for two or more 
graduate degree programs. All other priority requirements specified for 
graduate programs will apply to the bachelor's program. While 
interdisciplinary projects are not required for educational 
interpreters, they are encouraged.

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.
    Applicants must identify the specific focus area (i.e., A or B) 
under which they are 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. 
This focus area is for interdisciplinary projects that deliver core 
content through shared coursework, group assignments, and coordinated 
clinical experiences for scholars across two or more graduate degree 
programs in either: (a) Early intervention or early childhood special 
education and related services for infants, toddlers, and preschool-age 
children with disabilities who have high-intensity needs; or (b) two or 
more related services to serve infants, toddlers, and preschool-age 
children with disabilities who have high-intensity needs.
    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 
defer to the State's certification for early childhood special 
education). In States where certification in early intervention is 
combined with certification in early childhood special education, 
applicants may propose a combined early intervention and early 
childhood

[[Page 27580]]

special education personnel preparation project under this focus area.

    Note: In Focus Area A, the Office of Special Education Programs 
(OSEP) intends to fund 10 awards. OSEP may fund out of rank order 
high-quality applications from institutions of higher education 
(IHEs) that primarily serve traditionally underrepresented groups 
(Minority-Serving IHEs \6\ and Historically Black Colleges and 
Universities (HBCUs)). These applications must be of high quality 
and should score higher than 84 on a 100-point scale in the 
technical review. In order to be considered under this provision, 
the primary applicant must be a Minority-Serving IHE or HBCU, even 
in cases of a proposed partnership across entities.

    \6\ For the purposes of this priority, ``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.

    Focus Area B: Preparing Personnel to Serve School-Age Children with 
Disabilities who have High-Intensity Needs. This focus area is for 
interdisciplinary projects that deliver core content through shared 
coursework, group assignments, and coordinated clinical experiences to 
scholars across two or more graduate degree programs in either: (a) 
Special education and related services for school-age children with 
disabilities who have high-intensity needs; or (b) two or more related 
services to serve school-age children with disabilities who have high-
---------------------------------------------------------------------------
intensity needs.

    Note: In Focus Area B, OSEP may fund out of rank order high-
quality applications from IHEs that primarily serve traditionally 
underrepresented groups (Minority-Serving IHEs and HBCUs). These 
applications must be of high quality and should score higher than 84 
on a 100-point scale in the technical review. In order to be 
considered under this provision, the primary applicant must be a 
Minority-Serving IHE or HBCU, even in cases of a proposed 
partnership across entities.

    Projects funded under Focus Area A or B may use up to 12 months 
during the first year of the project period and up to $100,000 of 
Federal funds for program planning without enrolling scholars. 
Applicants must provide sufficient justification for requesting program 
planning time and include the intended outcomes of program planning in 
Year 1, and a description of the proposed strategies and activities to 
be supported, such as--
    (1) Outlining or updating 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;
    (2) Building capacity (e.g., hiring of a clinical practice 
supervisor, providing professional development for clinical field 
supervisors, and training for faculty);
    (3) Purchasing needed resources (e.g., additional teaching supplies 
or specialized equipment to enhance instruction); or
    (4) Negotiating agreements with programs or schools to serve as 
sites for coordinated clinical experience needed to support delivery of 
the proposed interdisciplinary project.
    Remaining Year 1 Federal funds up to the maximum award available 
for one budget period of 12 months (i.e., $250,000) may be used for 
scholar support and other grant activities if included in the Year 1 
budget request.

    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.

    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 quality of each special education, early 
intervention, or related services personnel preparation degree 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 success 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 the percentage of 
employers who rate the preparation of scholars who complete their 
degree program as adequate or higher; and
    (ii) If available for the degree programs participating in the 
proposed project, present data on the quality of their 
interdisciplinary approaches to the preparation of special education, 
early intervention, or related services personnel.

    Note: Data on the quality 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) differentiated 
instruction, and (b) intensive 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 \7\ that special education, early 
intervention, or related services personnel need in order to ensure 
delivery of (a) differentiated 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 achievement 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, 
including assistive technology, to deliver instruction, interventions, 
and services;
---------------------------------------------------------------------------

    \7\ For the purposes of this priority, ``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.

---------------------------------------------------------------------------

[[Page 27581]]

    (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 who have high-intensity needs 
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;
    (iv) Identify how scholars will be prepared to develop, implement, 
and evaluate evidence-based instruction and evidence-based 
interventions that improve outcomes for children with disabilities who 
have high-intensity needs in a variety of settings (e.g., natural 
environments; public schools, including charter schools; private 
schools, including parochial schools; and other nonpublic education 
settings, including home education); and
    (v) Provide a conceptual framework for the proposed 
interdisciplinary personnel preparation project, including any 
empirical support for project activities designed to 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 the project--
    (1) Will conduct its planning activities, if up to the first 12 
months of the project period will be used for planning.
    (2) Will recruit and retain high-quality scholars into each of the 
graduate 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 describe--
    (i) Criteria the applicant will use to identify high-quality 
applicants for admission into each of the graduate degree programs 
participating in the project;
    (ii) 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) The approach, including mentoring, monitoring, and 
accommodations, the applicant will use to support scholars to complete 
their respective degree programs.
    (3) Reflects current evidence-based practices, including practices 
in the areas of literacy and numeracy development, assessment, 
behavior, instructional practices, and inclusive strategies, as 
appropriate, and is designed to prepare scholars in the identified 
competencies. To address this requirement, the applicant must describe 
how the project will--
    (i) Incorporate current evidence-based practices (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 graduate degree program 
participating in the project; and (b) the shared coursework, group 
assignments, and coordinated clinical experiences required for the 
interdisciplinary portions of the project; and
    (ii) Use evidence-based professional development practices for 
adult learners to instruct scholars.
    (4) 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 graduate degree 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 graduate degree 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, in collaboration with other team members, 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;
    (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 graduate 
degree program participating in the project.
    (5) Will collaborate with appropriate partners, including--
    (i) High-need schools, which may include high-need LEAs,\8\ high-
poverty schools,\9\ schools identified for comprehensive support and 
improvement,\10\ and schools implementing a targeted support and 
improvement plan \11\ for children with disabilities; early childhood 
and early intervention programs located within the geographic 
boundaries of a high-need LEA; and early childhood and early 
intervention programs located within the geographical boundaries of an 
LEA serving the highest percentage of schools identified for 
comprehensive support and improvement or implementing targeted support 
and improvement plans in the State. The purpose of these partnerships 
is to provide clinical practice for scholars aimed at developing the 
identified competencies as members of interdisciplinary teams; and
---------------------------------------------------------------------------

    \8\ For the purposes or this priority, ``high-need 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 are from families with incomes below the 
poverty line.
    \9\ For the purposes of this priority, ``high-poverty school'' 
means a school in which at least 50 percent of students are from 
low-income families as determined using one of the measures of 
poverty specified under section 1113(a)(5) of the Elementary and 
Secondary Education Act of 1965, as amended. 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.
    \10\ For the purpose of this priority, the term ``school 
identified for comprehensive support and improvement'' means a 
statewide identified category of school that includes (a) not less 
than the lowest performing five percent of all schools in the State 
receiving funds under Title I, Part A of the ESEA; (b) all public 
high schools in the State failing to graduate one third or more of 
their students; and (c) public schools in the State described under 
section 1111(d)(3)(A)(i)(II) of the ESEA.
    \11\ For the purposes of this priority, ``school implementing a 
targeted support and improvement plan'' means a school that has 
developed and is implementing a school-level targeted support and 
improvement plan to improve student outcomes based on the indicators 
in the statewide accountability system as defined in section 
1111(d)(2) of the ESEA.
---------------------------------------------------------------------------

    (ii) Other personnel preparation programs on campus or at 
partnering universities for the purpose of sharing resources, 
supporting program development and delivery, and addressing personnel 
shortages.
    (6) 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.

[[Page 27582]]

    (7) Will ensure that scholars understand how to use technology to 
support student learning and students' use of educational and assistive 
technology; and
    (8) Will align with and use resources, as appropriate, available 
through technical assistance centers, which may include centers funded 
by the Department.

    Note: Use the ``Find a Center'' link at 
www.osepideasthatwork.org for information about OSEP-funded 
technical assistance 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 how--
    (i) 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) It will collect and analyze data on the quality of services 
provided by scholars who complete the graduate degree programs involved 
in this interdisciplinary project and are employed in the field for 
which they were trained, 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.

    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 
in the applicable appendices, that the following program requirements 
are met. The applicant must--
    (1) Provide scholar support for participants from two or more 
graduate degree programs partnering in the proposed interdisciplinary 
personnel preparation project. Consistent with 34 CFR 304.3, each 
scholar should (a) receive support for no less than one academic year, 
and (b) be eligible to fulfill service obligation requirements 
following degree program completion. Funding across degree programs may 
be applied differently.
    (2) Include in Appendix B of the application--
    (i) Course syllabi for all coursework in the major of each degree 
program and all shared courses, group assignments, and coordinated 
clinical experiences required of interdisciplinary project scholars; 
and
    (ii) For new coursework, proposed syllabi; and
    (iii) Table(s) summarizing the program of study for each degree 
program, and clearly delineating the shared coursework, group 
assignments, and coordinated field experiences required of project 
scholars.
    (3) 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.
    (4) 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.
    (5) Ensure that the project will meet all requirements for grantees 
in disbursing scholarships as outlined in 34 CFR 304.23. Failure by a 
grantee to properly meet these requirements would be a violation of the 
grant award that could result in sanctions, including the grantee being 
liable for returning any misused funds to the Department. Specifically, 
before disbursement of scholarship assistance to an individual, a 
grantee must--
    (i) Ensure that the scholar--
    (A) Is a citizen or national of the United States;
    (B) Is a permanent resident of--
    (1) Puerto Rico, the United States Virgin Islands, Guam, American 
Samoa, or the Commonwealth of the Northern Mariana Islands; or
    (2) The Republic of the Marshall Islands, the Federated States of 
Micronesia, or the Republic of Palau during the period in which these 
entities are eligible to receive an award under the Personnel 
Development to Improve Services and Results for Children with 
Disabilities program; or
    (C) Provides evidence from the U.S. Department of Homeland Security 
that the individual is--
    (1) A lawful permanent resident of the United States; or
    (2) In the United States for other than a temporary purpose with 
the intention of becoming a citizen or permanent resident;
    (ii) Limit the cost of attendance portion of the scholarship 
assistance (as discussed in 34 CFR 304.21(a)) to the amount by which 
the individual's cost of attendance at the institution exceeds the 
amount of grant assistance the scholar is to receive for the same 
academic year under title IV of the HEA; and
    (iii) Obtain a Certification of Eligibility for Federal Assistance 
from each scholar, as prescribed in 34 CFR 75.60, 75.61, and 75.62.
    (6) 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).
    (7) Ensure that prior approval from the OSEP project officer will 
be obtained before admitting additional scholars beyond the number of 
scholars

[[Page 27583]]

proposed in the application and before transferring a scholar to 
another OSEP-funded grant.
    (8) Ensure that the project will meet the statutory requirements in 
section 662(e) through (h) of IDEA.
    (9) 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.
    (10) Ensure that the IHE will not require scholars enrolled in the 
program to work (e.g., as graduate assistants) as a condition of 
receiving support (e.g., tuition, stipends) from the proposed project, 
unless the work is specifically related to the acquisition of scholars' 
competencies and the requirements for completion of their personnel 
preparation program. This prohibition on work as a condition of 
receiving support does not apply to the service obligation requirements 
in section 662(h) of IDEA.
    (11) 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.
    (12) 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 promote 
innovative and interdisciplinary service delivery models across 
projects.
    (13) Ensure that if the project maintains a website, relevant 
information and documents are in a format that meets government or 
industry-recognized standards for accessibility.
    (14) Ensure that annual data will be submitted on each scholar who 
receives grant support (OMB Control Number 1820-0686). The primary 
purposes of the data collection are to track the service obligation 
fulfillment of scholars who receive funds from OSEP grants and to 
collect data for program performance measure reporting under the 
Government Performance and Results Act of 1993 (GPRA). Applicants are 
encouraged to visit the Personnel Development Program Data Collection 
System (DCS) website at https://pdp.ed.gov/osep for further information 
about this data collection requirement. Typically, data collection 
begins in January of each year, and grantees are notified by email 
about the data collection period for their grant, although grantees may 
submit data as needed, year round. This data collection must be 
submitted electronically by the grantee and does not supplant the 
annual grant performance report required of each grantee for 
continuation funding (see 34 CFR 75.590). Data collection includes the 
submission of a signed, completed Pre-Scholarship Agreement and Exit 
Certification for each scholar funded under an OSEP grant (see 
paragraph (6) of this section, subparagraphs (i) and (ii)).

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

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

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: The Administration has requested 
$83,541,000 for the Personnel Development to Improve Services and 
Results for Children with Disabilities program for FY 2018, of which we 
intend to use an estimated $10,000,000 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 2019 from the list of 
unfunded applications 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.

[[Page 27584]]



                             Personnel Development To Improve Services and Results for Children With Disabilities (84.325k) Application Notice for Fiscal Year 2018
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
                                                                                                                                Maximum
                                                            Deadline for          Deadline for       Estimated    Estimated    award for    Estimated
        CFDA No. and name              Applications        transmittal of      intergovernmental      range of     average    each budget   number of      Project period       Contact person
                                        available           applications             review            awards      size of     period of      awards
                                                                                                                    awards     12 months
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
84.325K Interdisciplinary          June 13, 2018......  July 30, 2018......  September 26, 2018...  ...........  ...........  ...........  ...........  ...................  Focus Area A or
 Preparation in Special                                                                                                                                                       Minority Serving
 Education, Early Intervention,                                                                                                                                               Institutions:
 and Related Services for                                                                                                                                                    Dawn Ellis, 202-245-
 Personnel Serving Children with                                                                                                                                              6417,
 Disabilities who have High-                                                                                                                                                  [email protected],
 Intensity Needs.                                                                                                                                                             Potomac Center
                                                                                                                                                                              Plaza, Room 5137.
Focus Area A: Preparing Personnel  ...................  ...................  .....................  $200,000-25     $250,000   $250,000 *           10  Up to 60 mos.......  Focus Area B:
 to Serve Infants, Toddlers, and                                                                          0,000                                                              Maryann McDermott,
 Preschool-Age Children with                                                                                                                                                  202-245-7439,
 Disabilities who have High-                                                                                                                                                  maryann.mcdermott@
 Intensity Needs.                                                                                                                                                             ed.gov, Potomac
                                                                                                                                                                              Center Plaza, Room
                                                                                                                                                                              5144, or
Focus Area B: Preparing Personnel  ...................  ...................  .....................  200,000-250      250,000    250,000 *           30  Up to 60 mos.......  Sarah Allen, 202-
 to Serve School-Age Children                                                                              ,000                                                               245-7875,
 with Disabilities who have High-                                                                                                                                             [email protected]
 Intensity Needs.                                                                                                                                                             , Potomac Center
                                                                                                                                                                              Plaza, Room 5144.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
* We will not make an award exceeding $250,000 for a single budget period of 12 months.


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

III. Eligibility Information

    1. Eligible Applicants: IHEs and private nonprofit organizations.
    2. Cost Sharing or Matching: This program does not require cost 
sharing or matching.
    3. Subgrantees: Under 34 CFR 75.708(b) and (c) a grantee under this 
competition may award subgrants--to directly carry out project 
activities described in its application--to the following types of 
entities: IHEs and private nonprofit organizations suitable to carry 
out the activities proposed in the application. The grantee may award 
subgrants to entities it has identified in an approved application.
    4. Other General Requirements: (a) Recipients of funding under this 
competition must make positive efforts to employ and advance in 
employment qualified individuals with disabilities (see section 606 of 
IDEA).
    (b) Applicants for, and recipients of, funding must, with respect 
to the aspects of their proposed project relating to the absolute 
priority, involve individuals with disabilities, or parents of 
individuals with disabilities ages birth through 26, in planning, 
implementing, and evaluating the project (see section 682(a)(1)(A) of 
IDEA).

IV. Application and Submission Information

    1. Application Submission Instructions: For information on how to 
submit an application please refer to our Common Instructions for 
Applicants to Department of Education Discretionary Grant Programs, 
published in the Federal Register on February 12, 2018 (83 FR 6003) and 
available at www.gpo.gov/fdsys/pkg/FR-2018-02-12/pdf/2018-02558.pdf.
    2. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. 
Information about Intergovernmental Review of Federal Programs under 
Executive Order 12372 is in the application package for this 
competition.
    3. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    4. Recommended Page Limit: The application narrative (Part III of 
the application) is where you, the applicant, address the selection 
criteria that reviewers use to evaluate your application. We recommend 
that you (1) limit the application narrative to no more than 50 pages 
and (2) use the following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double-space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, reference citations, and captions, as well as 
all text in charts, tables, figures, graphs, and screen shots.
     Use a font that is 12 point or larger.
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.
    The recommended page limit does not apply to Part I, the cover 
sheet; Part II, the budget section, including the narrative budget 
justification; Part IV, the assurances and certifications; or the 
abstract (follow the guidance provided in the application package for 
completing the abstract), the table of contents, the list of priority 
requirements, the resumes, the reference list, the letters of support, 
or the appendices. However, the recommended page limit does apply to 
all of the application narrative, including all text in charts, tables, 
figures, graphs, and screen shots.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210 and are as follows:
    (a) Significance of the Project (10 points).
    (1) The Secretary considers the significance of the proposed 
project.
    (2) In determining the significance of the proposed project, the 
Secretary considers the following factors:

[[Page 27585]]

    (i) The extent to which the proposed project will prepare personnel 
for fields in which shortages have been demonstrated; and
    (ii) The importance or magnitude of the results or outcomes likely 
to be attained by the proposed project, especially improvements in 
teaching and student achievement.
    (b) Quality of Project Services (45 points).
    (1) The Secretary considers the quality of the services to be 
provided by the proposed project.
    (2) In determining the quality of the services to be provided by 
the proposed project, the Secretary considers the quality and 
sufficiency of strategies for ensuring equal access and treatment for 
eligible project participants who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In determining the quality of the project services, the 
Secretary considers the following factors:
    (i) The extent to which the services to be provided by the proposed 
project reflect up-to-date knowledge from research and effective 
practice;
    (ii) The extent to which the training or professional development 
services to be provided by the proposed project are of sufficient 
quality, intensity, and duration to lead to improvements in practice 
among the recipients of those services;
    (iii) The extent to which the services to be provided by the 
proposed project involve the collaboration of appropriate partners for 
maximizing the effectiveness of project services; and
    (iv) The extent to which the proposed activities constitute a 
coherent, sustained program of training in the field.
    (c) Quality of Project Evaluation (25 points).
    (1) The Secretary considers the quality of the evaluation to be 
conducted of the proposed project.
    (2) In determining the quality of the evaluation, the Secretary 
considers the following factors:
    (i) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project;
    (ii) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measureable;
    (iii) The extent to which the methods of evaluation include the use 
of objective performance measures that are clearly related to the 
intended outcomes of the project and will produce quantitative and 
qualitative data to the extent possible; and
    (iv) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes.
    (d) Quality of Project Personnel, Management Plan, and Resources 
(20 points).
    (1) The Secretary considers the quality of the project personnel, 
management plan, and the adequacy of resources for the proposed 
project.
    (2) In determining the quality of project personnel, the Secretary 
considers the extent to which the applicant encourages applications for 
employment from persons who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The qualifications, including relevant training and experience, 
of key project personnel;
    (ii) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks;
    (iii) The extent to which the time commitments of the project 
director and principal investigator and other key project personnel are 
appropriate and adequate to meet the objectives of the proposed 
project;
    (iv) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization; and
    (v) The extent to which the costs are reasonable in relation to the 
objectives, design, and potential significance of the proposed project.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
requires various assurances, including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Additional Review and Selection Process Factors: In the past, 
the Department has had difficulty finding peer reviewers for certain 
competitions because so many individuals who are eligible to serve as 
peer reviewers have conflicts of interest. The standing panel 
requirements under section 682(b) of IDEA also have placed additional 
constraints on the availability of reviewers. Therefore, the Department 
has determined that for some discretionary grant competitions, 
applications may be separated into two or more groups and ranked and 
selected for funding within specific groups. This procedure will make 
it easier for the Department to find peer reviewers by ensuring that 
greater numbers of individuals who are eligible to serve as reviewers 
for any particular group of applicants will not have conflicts of 
interest. It also will increase the quality, independence, and fairness 
of the review process, while permitting panel members to review 
applications under discretionary grant competitions for which they also 
have submitted applications.
    4. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.205, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
3474.10, the Secretary may impose specific conditions and, in 
appropriate circumstances, high-risk conditions on a grant if the 
applicant or grantee is not financially stable; has a history of 
unsatisfactory performance; has a financial or other management system 
that does not meet the standards in 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.
    5. Integrity and Performance System: If you are selected under this 
competition to receive an award that over the course of the project 
period may exceed the simplified acquisition threshold (currently 
$150,000), under 2 CFR 200.205(a)(2) we must make a judgment about your 
integrity, business ethics, and record of performance under Federal 
awards--that is, the risk posed by you as an applicant--before we make 
an award. In doing so, we must consider any information about you that 
is in the integrity and performance system (currently referred to as 
the Federal Awardee Performance and Integrity Information System 
(FAPIIS)), accessible through the System for

[[Page 27586]]

Award Management. You may review and comment on any information about 
yourself that a Federal agency previously entered and that is currently 
in FAPIIS.
    Please note that, if the total value of your currently active 
grants, cooperative agreements, and procurement contracts from the 
Federal government exceeds $10,000,000, the reporting requirements in 2 
CFR part 200, Appendix XII, require you to report certain integrity 
information to FAPIIS semiannually. Please review the requirements in 2 
CFR part 200, Appendix XII, if this grant plus all the other Federal 
funds you receive exceed $10,000,000.

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN); or we may send you an email containing a link to 
access an electronic version of your GAN. We may notify you informally, 
also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Open Licensing Requirements: Unless an exception applies, if you 
are awarded a grant under this competition, you will be required to 
openly license to the public grant deliverables created in whole, or in 
part, with Department grant funds. When the deliverable consists of 
modifications to pre-existing works, the license extends only to those 
modifications that can be separately identified and only to the extent 
that open licensing is permitted under the terms of any licenses or 
other legal restrictions on the use of pre-existing works. 
Additionally, a grantee or subgrantee that is awarded competitive grant 
funds must have a plan to disseminate these public grant deliverables. 
This dissemination plan can be developed and submitted after your 
application has been reviewed and selected for funding. For additional 
information on the open licensing requirements please refer to 2 CFR 
3474.20.
    4. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multiyear award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    (c) Under 34 CFR 75.250(b), the Secretary may provide a grantee 
with additional funding for data collection analysis and reporting. In 
this case the Secretary establishes a data collection period.
    5. Performance Measures: Under GPRA, the Department has established 
a set of performance measures, including long-term measures, that are 
designed to yield information on the quality of the Personnel 
Development to Improve Services and Results for Children with 
Disabilities program. These measures include: (1) The percentage of 
preparation programs that incorporate scientifically or evidence-based 
practices into their curricula; (2) the percentage of scholars 
completing preparation programs who are knowledgeable and skilled in 
evidence-based practices that improve outcomes for children with 
disabilities; (3) the percentage of scholars who exit preparation 
programs prior to completion due to poor academic performance; (4) the 
percentage of scholars completing preparation programs who are working 
in the area(s) in which they were prepared upon program completion; and 
(5) the Federal cost per scholar who completed the preparation program.
    In addition, the Department will gather information on the 
following outcome measures: (1) The percentage of scholars who 
completed the preparation program and are employed in high-need 
districts; (2) the percentage of scholars who completed the preparation 
program and are employed in the field of special education for at least 
two years; and (3) the percentage of scholars who completed the 
preparation program and who are rated effective by their employers.
    Grantees may be asked to participate in assessing and providing 
information on these aspects of program quality.
    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, the 
performance targets in the grantee's approved application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Other Information

    Accessible Format: Individuals with disabilities can obtain this 
document and a copy of the application package in an accessible format 
(e.g., Braille, large print, audiotape, or compact disc) by contacting 
the Management Support Services Team, U.S. Department of Education, 400 
Maryland Avenue SW, Room 5113, Potomac Center Plaza, Washington, DC 
20202-2500. Telephone: (202) 245-7363. If you use a TDD or a TTY, call 
the FRS, toll free, at 1-800-877-8339.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. You may 
access the official edition of the Federal Register and the Code of 
Federal Regulations via the Federal Digital System at: www.gpo.gov/fdsys. At this site you can view this document, as well as all other 
documents of this Department published in the Federal Register, in text 
or Portable Document Format (PDF). To use PDF you must have Adobe 
Acrobat Reader, which is available free at the site.
    You may also access documents of the Department published in the 
Federal Register by using the article search feature at: 
www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.


[[Page 27587]]


    Dated: June 8, 2018.
Johnny W. Collett,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2018-12718 Filed 6-12-18; 8:45 am]
 BILLING CODE 4000-01-P