[Federal Register Volume 84, Number 101 (Friday, May 24, 2019)]
[Notices]
[Pages 24108-24117]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2019-10903]
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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.
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SUMMARY: 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. As such, the Department of Education (Department) is issuing a
notice inviting applications for new awards for fiscal year (FY) 2019
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. This notice relates to the
approved information collection under OMB control number 1820-0028.
DATES:
Applications Available: May 24, 2019.
Deadline for Transmittal of Applications: July 8, 2019.
Pre-Application Webinar Information: No later than May 29, 2019,
OSERS will post pre-recorded informational webinars designed to provide
technical assistance to interested applicants. The webinars may be
found at www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html.
Pre-Application Q & A Blog: No later than May 29, 2019, OSERS will
open a blog where interested applicants may post questions about the
application requirements for this competition and where OSERS will post
answers to the questions received. OSERS will not respond to questions
unrelated to the application requirements for this competition. The
blog may be found at www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html and will remain open until June 12, 2019. After the blog
closes, applicants should direct questions to the person listed under
FOR FURTHER INFORMATION CONTACT.
Deadline for Intergovernmental Review: September 6, 2019.
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 13, 2019 (84 FR 3768), and available at
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.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. Email:
[email protected].
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, to be successful in serving
those children.
Priorities: This competition includes one absolute priority. In
accordance with 34 CFR 75.105(b)(2)(v), this absolute priority is from
allowable activities specified in sections 662 and 681 of the
Individuals with Disabilities Education Act (IDEA) (20 U.S.C. 1462 and
1481).
Absolute Priority: For FY 2019 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,
[[Page 24109]]
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, and youth with
disabilities who have high-intensity needs,\1\ especially in areas of
chronic personnel shortage. It 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 education settings, including natural
environments (the home and community settings in which children with
and without disabilities participate), early learning programs,
classrooms, and school settings. The competition will also prepare
personnel who have the knowledge and skills to support each child with
a disability in meeting high expectations and to partner with other
providers, families, and administrators in meaningful and effective
collaborations.
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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, 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; or (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.
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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 ability to ensure that each child has 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.
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\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,''
``implementing a comprehensive support and improvement plan,'' or
``implementing a targeted support and improvement plan'' as defined
in footnotes 8, 9, 10, and 11, respectively.
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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 \5\ 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 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.
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\5\ For the purposes of this priority, ``evidence-based'' means,
at a minimum, evidence that demonstrates a rationale (as defined in
34 CFR 77.1), where a key project component included in the
project's logic model is informed by research or evaluation findings
that suggest the project component is likely to improve relevant
outcomes.
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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). That is, when providing early intervention or special education
services under the IDEA, personnel serving children, including infants
and toddlers, and youth with disabilities work on interdisciplinary
teams with parents, general and special education teachers, early
interventionists, and related service providers with the expertise to
design, implement, and evaluate instruction, intervention plans,
individualized family service plans, and individualized education
programs 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 field experience into preservice training
that are aligned with 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 \6\ from two or more
[[Page 24110]]
graduate degree programs in either (a) special education or early
intervention and one or more related services; or (b) two or more
related services.
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\6\ 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.
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An interdisciplinary project is a project that delivers core
content through shared coursework, group assignments, and coordinated
field 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 field 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
promote high expectations and 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 field experiences for scholars
supported by the proposed project; and (c) identify the aspects of each
graduate degree program that are shared across all participating degree
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 the shared coursework, group assignments, coordinated field
experiences, and other opportunities required of scholars and 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 degree programs that prepare all scholars to
be dually certified can qualify under this priority by partnering with
at least one additional graduate degree program in related services.
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
field 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 special education personnel preparation project under this
focus area.
Note: In Focus Area A, OSEP intends to fund approximately 10
awards. OSEP may fund out of rank order high-quality applications from
Historically Black Colleges and Universities (HBCUs).\7\
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\7\ For the purposes of this priority, ``Historically Black
College or University'' is as defined under section 322 of the
Higher Education Act of 1965, as amended.
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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 field 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 intends to fund approximately 30
awards. OSEP may fund out of rank order high-quality applications from
HBCUs.
Focus Areas A and B: Applicants may use up to the first 12 months
of the performance period and up to $100,000 of the first budget period
for planning without enrolling scholars. Applicants must clearly
provide sufficient justification for requesting program planning time
and include the goals, objectives, and intended outcomes of program
planning in Year 1, a description of the proposed strategies and
activities to be supported, and a timeline for the work; such as--
(1) Outlining or updating coursework, group assignments, or
coordinated field 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 field supervisor,
providing professional development for 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 field 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.,
[[Page 24111]]
$250,000) may be requested 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.
To meet the requirements of this priority an applicant must--
(a) Demonstrate, in the narrative section of the application under
``Significance,'' 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 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 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--
(i) Promote high-expectations;
(ii) Differentiate instruction;
(iii) Provide intensive individualized instruction and
intervention(s); and
(iv) Collaborate with diverse stakeholders using 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--
(A) Identify the competencies \8\ that special education, early
intervention, or related services personnel need to--
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\8\ 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.
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(1) Promote high expectations;
(2) Differentiate instruction;
(3) Provide intensive individualized instruction and
intervention(s); and
(4) Collaborate with parents, families, and diverse stakeholders
using 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;
(B) Identify the competencies needed by members of
interdisciplinary teams to promote high expectations and improve early
childhood, educational, and employment outcomes for children with
disabilities who have high-intensity needs;
(C) 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 high expectations and
participation in learning and social activities to foster development,
learning, academic achievement, friendships with peers, and sense of
belonging;
(D) 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
(E) 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) 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;
[[Page 24112]]
(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 field experiences for each graduate degree program
participating in the project; and (b) the shared coursework, group
assignments, and coordinated field 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 field 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 field 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 engage in meaningful and effective collaboration with
appropriate partners representing diverse stakeholders, including--
(i) High-need schools, which may include high-need local
educational agencies(LEAs),\9\ high-poverty schools,\10\ schools
identified for comprehensive support and improvement,\11\ and schools
implementing a targeted support and improvement plan \12\ 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 field practice for scholars
aimed at developing the identified competencies as members of
interdisciplinary teams; and
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\9\ For the purposes of 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.
\10\ 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 (ESEA). For middle and
high schools, eligibility may be calculated on the basis of
comparable data from feeder schools. Eligibility as a high-poverty
school under this definition is determined on the basis of the most
currently available data.
\11\ For the purposes of this priority, ``school implementing a
comprehensive support and improvement plan'' means a school
identified for comprehensive support and improvement by a State
under section 1111(c)(4)(D) of the ESEA that includes (a) not less
than the lowest performing 5 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.
\12\ For the purposes of this priority, ``school implementing a
targeted support and improvement plan'' means a school identified
for targeted support and improvement by a State 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.
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(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;
(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 https://osepideasthatwork.org for information about OSEP-funded technical
assistance centers.
(c) Demonstrate, in the narrative section of the application under
``Quality of the project evaluation,'' how--
(1) The applicant will use comprehensive and appropriate
methodologies to evaluate how well the goals or objectives of the
proposed project have been met, including the project processes and
outcomes;
(2) The applicant will collect, analyze, and use data related to
specific and 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; and
(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) intensive individualized intervention(s) in an
[[Page 24113]]
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 304.30, each
scholar must (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) Table(s) that summarize the required program of study for each
degree program and that clearly delineate the shared coursework, group
assignments, and coordinated field experiences required of all project
scholars to support interdisciplinary practice;
(ii) Course syllabi for all coursework in the major of each degree
program and all shared courses, group assignments, and coordinated
field experiences required of project scholars; and
(iii) Learning outcomes for proposed coursework;
(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 in 34 CFR
304.23, particularly those related to (a) informing all scholarship
recipients of their service obligation commitment; and (b) disbursing
scholar support. 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;
(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 (h) of IDEA;
(8) Ensure that at least 65 percent of the total budget over the
project period (i.e., up to 5 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 5 years
for scholar support; such applicants must ensure that 65 percent of the
total award minus funds allocated for program development will be used
for 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 or 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 project will be operated in a manner
consistent with nondiscrimination requirements contained in the U.S.
Constitution and the Federal civil rights laws;
(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, as
appropriate, 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; and
(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 (5) of this section).
Competitive Preference Priorities: Within this absolute priority,
we give competitive preference to applications that address the
following priorities.
In accordance with 34 CFR 75.105(b)(2)(v), these competitive
preference priorities are from allowable activities specified in
sections 662 and 681 of the IDEA (20 U.S.C. 1462 and 1481).
Under 34 CFR 75.105(c)(2)(i), we award up to an additional 5 points
to an application, depending on how well the application meets
Competitive Preference Priority 1, and an additional 5 points to an
application that meets Competitive Preference Priority 2. Applicants
should indicate in the abstract which, if any, competitive preference
priorities are addressed. These priorities are:
Competitive Preference Priority 1 (0 to 5 points).
Applicants that demonstrate matching support \13\ for the proposed
project at:
---------------------------------------------------------------------------
\13\ For the purposes of this priority, matching support can be
either cash or in-kind donations. According to 2 CFR 200.306, a cash
expenditure or an outlay of cash with respect to the matching budget
by the grantee is considered a cash contribution. Certain cash
contributions that the organization normally considers an indirect
cost should not be counted as a direct cost for the purposes of
meeting matching support. According to 2 CFR 200.434, third-party
in-kind contributions are services or property (e.g., land,
buildings, equipment, materials, supplies) that are contributed by a
non-Federal third-party at no charge to the grantee.
---------------------------------------------------------------------------
[[Page 24114]]
(i) 10 percent of the total amount of the grant (1 point);
(ii) 20 percent of the total amount of the grant (2 points);
(iii) 30 percent of the total amount of the grant (3 points);
(iv) 40 percent of the total amount of the grant (4 points); or
(v) 50 percent of the total amount of the grant (5 points).
Note: Under 34 CFR 75.562, educational training grants under this
program have an 8 percent limit on indirect costs. The difference
between an applicant's negotiated indirect cost rate (e.g., 40 percent)
and the 8 percent limit cannot be used to meet any portion of the
competitive preference priority.
Note: Applicants must address this competitive preference priority,
if applicable, in the budget information (ED Form 524, Section B) and
the budget narrative. The applicant must propose the amount of cash or
in-kind resources to be contributed for each year of the grant.
Competitive Preference Priority 2 (0 or 5 points).
Projects proposed by applicants that have not had an active grant
award under the 84.325K program at any point in the preceding 5 fiscal
years (i.e., FY 2014-FY 2018).
Note: If an applicant has previously received a grant under the
84.325K program, the performance period for that grant must have ended
on or before September 30, 2013 in order to receive points under this
priority.
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: $10,000,000.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in FY 2020 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.
Personnel Development To Improve Services and Results for Children With Disabilities (84.325K) Application Notice for Fiscal Year 2019
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Estimated Maximum award
Applications Deadline for Deadline for Estimated range of average for each Estimated
CFDA No. and name available transmittal of intergovern- awards size of budget period number of Project period Contact person
applications mental review awards of 12 months awards
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
84.325K Interdisciplinary May 24, 2019....... July 8, 2019...... September 6, 2019.
Preparation in Special
Education, Early Intervention,
and Related Services for
Personnel Serving Children with
Disabilities who have High-
Intensity Needs.
Focus Area A: Preparing ................... .................. .................. $200,000-$250,000 $225,000 * $250,000 10 Up to 60 mos...... Focus Area A: Dawn
Personnel to Serve Infants, Ellis, 202-245-
Toddlers, and Preschool-Age 6417,
Children with Disabilities who [email protected]
have High-Intensity Needs. , Potomac Center
Plaza, Room 5137.
Focus Area B: Preparing ................... .................. .................. 200,000-$250,000 225,000 * 250,000 30 Up to 60 mos...... Focus Area B:
Personnel to Serve School-Age Maryann
Children with Disabilities who McDermott, 202-
have High-Intensity Needs. 245-7439,
maryann.mcdermott
@ed.gov, Potomac
Center Plaza,
Room 5144.
[[Page 24115]]
Focus Area A or B
HBCU applicants:
Dawn Ellis, 202-
245-6417,
[email protected]
, Potomac Center
Plaza, Room 5137.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
* 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: Cost sharing or matching is not
required for this competition.
3. Subgrantees: A grantee under this competition may not award
subgrants to entities to directly carry out project activities
described in its application. Under 34 CFR 75.708(e), a grantee may
contract for supplies, equipment, and other services in accordance with
2 CFR part 200.
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: Applicants are required to
follow the Common Instructions for Applicants to Department of
Education Discretionary Grant Programs, published in the Federal
Register on February 13, 2019 (84 FR 3768), and available at
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf, which
contain requirements and information on how to submit an application.
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 (10 points).
(1) The Secretary considers the significance of the proposed
project.
(2) In determining the significance of the proposed project, the
Secretary considers the following factors:
(i) The extent to which 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 the 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:
[[Page 24116]]
(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, quality of the management plan,
and adequacy of resources (20 points).
(1) The Secretary considers the quality of the project personnel,
the quality of the 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
(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
$250,000), under 2 CFR 200.205(a)(2) we must make a judgment about your
integrity, business ethics, and record of performance under Federal
awards--that is, the risk posed by you as an applicant--before we make
an award. In doing so, we must consider any information about you that
is in the integrity and performance system (currently referred to as
the Federal Awardee Performance and Integrity Information System
(FAPIIS)), accessible through the System for Award Management. You may
review and comment on any information about yourself that a Federal
agency previously entered and that is currently in FAPIIS.
Please note that, if the total value of your currently active
grants, cooperative agreements, and procurement contracts from the
Federal government exceeds $10,000,000, the reporting requirements in 2
CFR part 200, Appendix XII, require you to report certain integrity
information to FAPIIS semiannually. Please review the requirements in 2
CFR part 200, Appendix XII, if this grant plus all the other Federal
funds you receive exceed $10,000,000.
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN); or we may send you an email containing a link to
access an electronic version of your GAN. We may notify you informally,
also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Open Licensing Requirements: Unless an exception applies, if you
are awarded a grant under this competition, you will be required to
openly license to the public grant deliverables created in whole, or in
part, with Department grant funds. When the deliverable consists of
modifications to pre-existing works, the license extends only to those
modifications that can be separately identified and only to the extent
that open licensing is permitted under the
[[Page 24117]]
terms of any licenses or other legal restrictions on the use of pre-
existing works. Additionally, a grantee 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 various aspects of the effectiveness
and quality of the Personnel Development to Improve Services and
Results for Children with Disabilities program. These measures include:
(1) The percentage of 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 5074A, 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 at www.govinfo.gov. 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.
Johnny W. Collett,
Assistant Secretary for Special, Education and Rehabilitative Services.
[FR Doc. 2019-10903 Filed 5-23-19; 8:45 am]
BILLING CODE 4000-01-P