[Federal Register Volume 87, Number 20 (Monday, January 31, 2022)]
[Notices]
[Pages 4874-4882]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2022-01878]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Personnel Development to Improve 
Services and Results for Children with Disabilities--Preparation of 
Special Education, Early Intervention, and Related Services Leadership 
Personnel

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

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for new awards for fiscal year (FY) 2022 for 
Personnel Development to Improve Services and Results for Children with 
Disabilities--Preparation of Special Education, Early Intervention, and 
Related Services Leadership Personnel, Assistance Listing Number 
84.325D. This notice relates to the approved information collection 
under OMB control number 1820-0028.

DATES: 
    Applications Available: January 31, 2022.
    Deadline for Transmittal of Applications: April 1, 2022.
    Deadline for Intergovernmental Review: May 31, 2022.
    Pre-Application Webinar Information: No later than February 7, 
2022, the Office of Special Education and Rehabilitative Services 
(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.

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 December 27, 2021 (86 FR 73264) and available at 
www.federalregister.gov/d/2021-27979. Please note that these Common 
Instructions supersede the version published on February 13, 2019, and, 
in part, describe the transition from the requirement to register in 
SAM.gov a Data Universal Numbering System (DUNS) number to the 
implementation of the Unique Entity Identifier (UEI). More information 
on the phase-out of DUNS numbers is available at https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf.

FOR FURTHER INFORMATION CONTACT: Celia Rosenquist, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 5158, Potomac Center Plaza, 
Washington, DC 20202-5076. Telephone: (202) 245-7373. 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, with 
disabilities; and (2) ensure that those personnel have the necessary 
skills and knowledge, derived from practices that have been determined 
through scientifically based research and experience, to be successful 
in serving those children.
    Priorities: This competition includes one absolute priority and one 
competitive preference priority. In accordance with 34 CFR 
75.105(b)(2)(v), the absolute priority and competitive preference 
priority are 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 2022 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:
    Preparation of Special Education, Early Intervention, and Related 
Services Leadership Personnel.

[[Page 4875]]

    Background:
    The purpose of this priority is to support existing doctoral degree 
programs that prepare special education, early intervention, and 
related services personnel who are well-qualified for, and can act 
effectively in, leadership positions as researchers and special 
education/early intervention/related services personnel preparers in 
institutions of higher education (IHEs), or as leaders in State 
educational agencies (SEAs), lead agencies (LAs), local educational 
agencies (LEAs), early intervention services programs (EIS programs), 
or schools.
    There is a well-documented need for special education, early 
intervention, and related services leadership personnel who serve 
critical roles within different settings (Bellamy & Iwaszuk, 2017; 
Castillo et al., 2014; Montrosse & Young, 2012; NCSI, 2018a; NCSI, 
2018b; Robb et al., 2012; Tucker et al., 2020). For example, leadership 
personnel in IHEs teach practices supported by evidence to future 
special education, early intervention, related services, and general 
education professionals. These leaders also conduct research that 
increases knowledge of effective interventions and services for 
children, including infants and toddlers, and youth with disabilities. 
Special education and early intervention administrators who supervise 
and evaluate the implementation of instructional programs to ensure 
that State or local agencies are meeting the needs of children with 
disabilities also perform a critical leadership personnel role. 
Administrators also ensure that schools and programs meet Federal, 
State, and local requirements for special education, early 
intervention, and related services.
    All leadership personnel need to promote high expectations and have 
current knowledge of effective interventions and services that improve 
outcomes for children with disabilities, including high-need children 
with disabilities. This knowledge should be applicable to children 
served in a variety of educational settings (e.g., urban or rural 
public schools, high-need schools or districts) or early childhood and 
early intervention settings (e.g., home, community-based, Early Head 
Start and Head Start, childcare, or preschools). The interventions and 
services must include those that improve early childhood, educational, 
or employment outcomes. Leadership personnel are also essential to 
attracting, preparing, and retaining diverse and qualified individuals 
to the teaching profession and in providing them with practical 
knowledge and resources for their careers in education (Billingsley, 
Bettini, Mathews, & McLeskey, 2020; Brownell, Jones, Sohn, & Stark, 
2020).
    Critical competencies for special education, early intervention, or 
related services leadership personnel vary depending on the type of 
leadership personnel and the requirements of the preparation program 
but can include, for example, skills needed for postsecondary 
instruction, administration and supervision, research, policy 
development or implementation, organizational and system change, 
communication, and the use of technologies to support in-person and 
remote teaching (Boscardin & Lashley, 2018; Bruns et al., 2017). 
Scholars' acquisition of competencies and success in doctoral programs 
include factors such as supportive supervision, experiential learning 
opportunities, access to resources, and developing and enhancing 
professional networks and collaborative learning opportunities 
(Douglas, 2020; Sverdlik, Hall, McAlpine, & Hubbard, 2018). Networks 
are viewed as integral to leadership development and critical to 
addressing complex problems (Cullen-Lester, Maupin, & Lester, 2017; 
Hoppe & Reinelt, 2010).
    Priority:
    The purpose of this priority is to support existing doctoral degree 
programs that prepare special education, early intervention, and 
related services personnel at the doctoral degree level who are well 
qualified for, and can act effectively in, leadership positions as 
researchers and special education/early intervention/related services 
personnel preparers in IHEs, or as leaders in SEAs, LAs, LEAs, or EIS 
programs.
    Note: Partnerships \1\ comprised of two or three IHEs with existing 
doctoral programs that prepare scholars \2\ are included in this 
priority and eligible to apply for funding. For additional information 
regarding group applications, refer to 34 CFR 75.127, 75.128, and 
75.129.
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    \1\ For the purposes of this priority, a partnership is a group 
comprised of two or three IHEs with existing doctoral programs in 
which (a) each IHE enrolls and supports scholars as part of the 
partnership, and (b) the partnership provides joint experiences each 
year for scholars to learn from faculty and scholars at each 
participating IHE that promote the acquisition of leadership 
competencies through coursework, research, internship experiences, 
work-based experiences, or other opportunities as a requirement of 
the project.
    \2\ For the purposes of this priority, ``scholar'' is limited to 
an individual who (a) is pursuing a doctoral degree related to 
special education, early intervention, or related services; (b) 
receives scholarship assistance as authorized under section 662 of 
IDEA (34 CFR 304.3(g)); and (c) will be able to be employed in a 
position that serves children with disabilities for at least 51 
percent of their time or case load. See https://pdp.ed.gov/OSEP/Home/Regulation for more information.
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    This priority will provide support to help address identified needs 
for personnel with the knowledge and skills to establish and meet high 
expectations for each child with a disability. Programs must culminate 
in a doctoral degree (Ph.D. or Ed.D.). Applicants must plan to recruit 
and enroll the proposed number of scholars in the application within 
the first 12 months of the project period or demonstrate that scholars 
enrolled after the first 12 months can complete the program by the end 
of the proposed project period.
    Note: Project periods under this priority may be up to 60 months. 
Projects should be designed to ensure that all proposed scholars 
successfully complete the program within 60 months of the start of the 
project. The Secretary may reduce continuation awards for any project 
in which scholars are not on track to complete the program by the end 
of that period.
    To be considered for funding under this absolute priority, 
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.
    Note: Preparation programs that lead to clinical doctoral degrees 
in related services (e.g., a Doctor of Audiology degree or Doctor of 
Physical Therapy degree) are not included in this priority. These types 
of preparation programs are eligible to apply for funding under the 
Personnel Preparation in Special Education, Early Intervention, and 
Related Services priority (84.325K) that the Office of Special 
Education Programs (OSEP) intends to fund in FY 2022.
    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 the need for leadership personnel to 
promote high expectations and provide, or prepare others to provide, 
effective interventions and services that improve outcomes for children 
with disabilities, including high-need children with disabilities.\3\

[[Page 4876]]

To address this requirement, the applicant must present--
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    \3\ For purposes of this priority, ``high-need children with 
disabilities'' refers to children or students (ages birth through 
21, depending on the State) who are eligible for services under 
IDEA, and who may be at risk of educational failure or otherwise in 
need of special assistance or support because they--(1) are living 
in poverty, (2) are English learners, (3) are academically far below 
grade level, (4) have left school before receiving a regular high 
school diploma, (5) are at risk of not graduating with a regular 
high school diploma on time, (6) are homeless, (7) are in foster 
care, or (8) have been incarcerated.
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    (i) Appropriate and applicable data (e.g., national, State) 
demonstrating the need for the leadership personnel the applicant 
proposes to prepare;
    (ii) Data demonstrating the success of the doctoral program to date 
in producing leadership personnel in special education, early 
intervention, or related services, such as: The professional 
accomplishments of program graduates (e.g., public service, awards, or 
publications) that demonstrate their leadership in special education, 
early intervention, or related services; the average amount of time it 
takes for program graduates to complete the program; the number and the 
percentage of scholars who enroll and who graduate, including the 
number of scholars from underrepresented backgrounds; and the 
percentage of program graduates finding employment related to their 
preparation, including those serving students with disabilities in 
underserved communities (e.g., employed in districts with high rates of 
poverty); and
    Note: Data on the success of a doctoral program should be no more 
than five years old on the start date of the project proposed in the 
application. When reporting percentages, the denominator (i.e., the 
total number of scholars or program graduates) must be provided.
    (2) Scholar competencies to be acquired in the program relate to 
knowledge and skills needed by the leadership personnel the applicant 
proposes to prepare. To address this requirement, the applicant must--
    (i) Identify the competencies needed by leadership personnel to 
provide, or prepare others to provide, effective interventions and 
services, including through distance education, that improve outcomes 
for children with disabilities, including high-need children with 
disabilities; and
    (ii) Provide the conceptual framework of the leadership preparation 
program, including any empirical support, that will promote the 
acquisition of the identified competencies needed by leadership 
personnel.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of project services,'' how--
    (1) The applicant will recruit and retain scholars 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 narrative must describe--
    (i) The selection criteria the applicant will use to identify high-
quality applicants for admission in the program;
    (ii) The recruitment strategies the applicant will use to attract 
high-quality applicants, including specific recruitment strategies 
targeting high-quality applicants from traditionally underrepresented 
groups, including underrepresented individuals of color and individuals 
with disabilities; and
    (iii) The approach the applicant will use to help all scholars, 
including scholars from traditionally underrepresented groups, 
including underrepresented individuals of color and individuals with 
disabilities, complete the program within the proposed project period; 
and
    (2) The project is designed to promote the acquisition of the 
competencies needed by leadership personnel to promote high 
expectations and provide, or prepare others to provide, effective 
interventions and services that improve outcomes for children with 
disabilities, including high-need children with disabilities. To 
address this requirement, the applicant must--
    (i) Describe how the components of the project, such as coursework, 
research requirements, internship experiences, work-based experiences, 
program evaluation or other opportunities provided to scholars, will 
enable the scholars to acquire the competencies needed by leadership 
personnel the applicant proposes to prepare;
    (ii) Describe how the components of the project are integrated in 
order to support the acquisition and enhancement of the identified 
competencies needed by leadership personnel the applicant proposes to 
prepare;
    (iii) If the proposed project is a partnership, describe how the 
components of the project are designed to ensure that scholars have 
opportunities to work with faculty and scholars at each IHE 
participating in the partnership that will promote the competencies 
needed by leaders the project proposes to prepare;
    (iv) Describe how the components of the project prepare scholars to 
promote high expectations and to provide, or prepare others to provide, 
effective evidence-based interventions and services that improve 
outcomes for children with disabilities, including high-need children 
with disabilities, in a variety of educational or early childhood and 
early intervention settings, including in-person and remote settings;
    (v) Demonstrate, through a letter of support from a public or 
private partnering agency, school, or program, that it will provide 
scholars with a high-quality internship experience in a high-need 
LEA,\4\ a high-poverty school,\5\ a school implementing a comprehensive 
support and improvement plan,\6\ a school implementing a targeted 
support and improvement plan \7\ for children with disabilities, an 
SEA, an early childhood and early intervention program located within 
the geographical boundaries of a high-need LEA, or an early childhood 
and early intervention program 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;
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    \4\ 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 served by the LEA are from families with 
incomes below the poverty line.
    \5\ 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 is determined on the basis of the most currently available 
data.
    \6\ For the purposes of this priority, a ``school implementing a 
comprehensive support and improvement plan'' is a school identified 
for comprehensive support and improvement by the State under section 
1111(c)(4)(D) of the ESEA that includes (a) not less than the 
lowest-performing five percent of all schools 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.
    \7\ For the purposes of this priority, a ``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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    (vi) Describe how the project will partner with diverse 
stakeholders, including individuals with disabilities and their 
families and individuals from racially and ethnically diverse 
backgrounds and their families, to inform and support project 
components;
    (vii) Describe how the project will use resources, as appropriate, 
available through technical assistance centers, which may include 
centers funded by the Department;

[[Page 4877]]

    Note: Use the ``Find a Center or Grant'' link at https://osepideasthatwork.org for information about OSEP-funded technical 
assistance centers.
    (viii) Describe the approach that will be used to mentor and 
support scholars, including scholars from traditionally 
underrepresented groups, with the goal of helping them acquire 
competencies needed by leadership personnel and advancing their careers 
in special education, early intervention, or related services;
    (ix) Describe how the components of the project will promote the 
acquisition of scholars' critical leadership skills, including those 
related to communication, networking, and collaboration; and
    (x) Describe how the components of the project will promote the 
acquisition of scholars' knowledge of strategies and approaches in 
attracting, preparing, and retaining future educators, including future 
educators with disabilities and racially and ethnically diverse future 
educators, who will work with and provide services to children with 
disabilities.
    (c) Demonstrate, in the narrative section of the application under 
``Quality of the project evaluation,'' how the applicant will--
    (1) Evaluate how well the goals or objectives of the proposed 
leadership project have been met. The applicant must describe the 
outcomes to be measured for both the project and the scholars, 
particularly the acquisition of scholars' competencies; and the 
evaluation methodologies to be employed, including proposed 
instruments, data collection methods, and possible analyses;
    (2) Collect, analyze, and use data on current scholars and scholars 
who graduate from the program to improve the proposed program on an 
ongoing basis; and
    (3) Report the evaluation results to OSEP in the applicant's annual 
and final performance reports.
    (d) Demonstrate, in the narrative under ``Required Project 
Assurances'' or appendices as directed, that the following program 
requirements are met. The applicant must--
    (1) Include, in Appendix A of the application, the letter of 
support from the public or private partnering agency, school, or 
program that will provide scholars with a high-quality internship 
experience;
    (2) Include in Appendix B of the application--
    (i) Course syllabi for all coursework in the major and any required 
coursework for a minor;
    (ii) Course syllabi for all research methods, evaluation methods, 
or data analysis courses required by the degree program and elective 
research methods, evaluation methods, or data analysis courses that 
have been completed by more than one scholar enrolled in the program in 
the last five years; and
    (iii) For new coursework, proposed syllabi;
    (3) Ensure that the proposed number of scholars will be recruited 
and enrolled into the program within the first 12 months of the project 
period or demonstrate that scholars enrolled after the first 12 months 
can graduate from the program by the end of the proposed project 
period. The described scholar recruitment strategies, the program 
components and their sequence, and proposed budget must be consistent 
with this requirement;
    (4) Ensure that efforts to recruit a diverse range of scholars, 
including diversity of race, ethnicity, or national origin, are 
consistent with applicable law. For instance, grantees may engage in 
focused outreach and recruitment to increase the diversity of the 
applicant pool prior to the selection of scholars;
    (5) Ensure that the project will meet the requirements in 34 CFR 
304.23, particularly those related to (i) informing all scholarship 
recipients of their service obligation commitment; and (ii) disbursing 
scholarships. Failure by a grantee to properly meet these requirements 
is a violation of the grant award that may result in sanctions, 
including the grantee being liable for returning any misused funds to 
the Department;
    (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 preparation program funded by OSEP;
    (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 award over the 
project period (i.e., up to 5 years) will be used for scholar support;
    (9) Ensure that scholar support costs (e.g., tuition, stipends) are 
scholarship assistance and not financial assistance awarded on the 
condition that the scholar working for the grantee (e.g., as graduate 
assistants);
    (10) Ensure that the project will be operated in a manner 
consistent with nondiscrimination requirements contained in the U.S. 
Constitution and Federal civil rights laws;
    (11) Ensure that a revised project budget will be submitted to OSEP 
should the project not be able to recruit and enroll the proposed 
number of scholars that can graduate from the program by the end of the 
project period;
    (12) Ensure that the budget includes attendance by the project 
director at a three-day project directors' meeting in Washington, DC, 
or virtually, during each year of the project. The budget may also 
provide for the attendance of scholars at the same three-day project 
directors' meetings in Washington, DC, or virtually;
    (13) Ensure, for partnership projects, that the project narrative 
addresses how policies, procedures, standards, and fiscal management of 
the partnership will be established;
    (14) 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) supported by OSEP. This network is intended to promote 
opportunities for participants to share resources and generate new 
knowledge by addressing topics of common interest to participants 
across projects including Department priorities and needs in the field;
    (15) Ensure that if the project maintains a website, it will be of 
high quality, with an easy-to-navigate design that meets government or 
industry-recognized standards for accessibility;
    (16) Ensure that annual progress toward meeting project goals is 
posted on the project website;
    (17) Ensure that scholar accomplishments (e.g., public service, 
awards, publications) will be reported in annual and final performance 
reports; and
    (18) 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 34 CFR 
75.110. 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

[[Page 4878]]

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 (d)(5) of this priority).
    Competitive Preference Priority: Within this absolute priority, we 
give competitive preference to applications that address the following 
priority. Under 34 CFR 75.105(c)(2)(i), we award an additional 3 points 
to an application that meets the competitive preference priority. 
Applicants should indicate in the abstract if the competitive 
preference priority is addressed.
    This priority is:
    Competitive Preference Priority--Applications from New Potential 
Grantees (0 or 3 points)
    (a) Under this priority, an applicant must demonstrate that the 
applicant (i.e., the IHE) has not had an active discretionary grant 
under the program from which it seeks funds, including through 
membership in a group application submitted in accordance with 34 CFR 
75.127-75.129, in the last five years before the deadline date for 
submission of applications under the 84.325D program.
    (b) For the purpose of this priority, a grant or contract is active 
until the end of the grant's or contract's project or funding period, 
including any extensions of those periods that extend the grantee's or 
contractor's authority to obligate funds.

References

Bellamy, T., & Iwaszuk, W. (2017, October). Responding to the need 
for new local special education administrators: A case study. CEEDAR 
Center. https://ceedar.education.ufl.edu/wp-content/uploads/2018/02/Case-Study-SPED-10-29-17.pdf.
Billingsley, B., Bettini, E., Mathews, H.M., & McLeskey, J. (2020). 
Improving working conditions to support special educators' 
effectiveness: A call for leadership. Teacher Education and Special 
Education, 43(1), 7-27.
Boscardin, M.L., & Lashley, C.L. (2018). Expanding the leadership 
framework to support socially just special education policy, 
preparation, and standards. In J.B. Crockett, B.S. Billingsley, & 
M.L. Boscardin (Eds.), The handbook of leadership and administration 
for special education. Routledge.
Brownell, M.T., Jones, N.D., Sohn, H., & Stark, K. (2020). Improving 
teaching quality for students with disabilities: Establishing a 
warrant for teacher education practice. Teacher Education and 
Special Education, 43(1), 28-444.
Bruns, D.A., LaRocco, D.J., Sharp, O.L., & Sopko, K.M. (2017). 
Leadership competencies in U.S. early intervention/early childhood 
special education service systems: A national survey. Infants and 
Young Children, 30(4), 304-319.
Castillo, J.M., Curtis, M.J., & Tan, S.Y. (2014). Personnel needs in 
school psychology: A 10-year follow-up study on predicted personnel 
shortages. Psychology in the Schools, 51(8), 832-849.
Cullen-Lester, K.L., Maupin, C.K., & Carter, D.R. (2017). 
Incorporating social networks in leadership development: A 
conceptual model and evaluation of research and practice. The 
Leadership Quarterly, 28(1), 130-152.
Douglas, A.S. (2020). Engaging doctoral students in networking 
opportunities: A relational approach to doctoral study. Teaching in 
Higher Education. https://doi.org/10.1080/13562517.2020.1808611.
Hoppe, B., & Reinelt, C. (2010). Social network analysis and the 
evaluation of leadership networks. The Leadership Quarterly, 21(4), 
600-619.
Montrosse, B.E., & Young, C.J. (2012). Market demand for special 
education faculty. Teacher Education and Special Education, 35(2), 
140-153.
National Center for Systemic Improvement (NCSI). (2018a). Leadership 
turnover: The impact on State special education systems. https://ncsi-library.wested.org/resources/250.
National Center for Systemic Improvement (NCSI). (2018b). Leadership 
turnover: The impact on State early intervention systems. https://ncsi-library.wested.org/resources/200.
Robb, S.M., Smith, D.D., & Montrosse, B.E. (2012). A context of the 
demand for special education faculty: A study of special education 
teacher preparation programs. Teacher Education and Special 
Education, 35(2), 128-139.
Sverdlik, A., Hall, N.C., McAlpine, L., & Hubbard, K. (2018). The 
Ph.D. experience: A review of the factors influencing doctoral 
students' completion, achievement, and well-being. International 
Journal of Doctoral Studies, 13, 361-388.
Tucker, D.A, Compton, M.V., Allen, S.J., Mayo, R., Hooper, C., 
Ogletree, B., Flynn, P. Frazier, A., McMurry, S. (2020). Exploring 
barriers to doctoral education in communication sciences and 
disorders: Insights from practicing professionals. Perspectives of 
the ASHA Special Interest Groups, 1-12. https://doi.org/10.1044/2020_PERSP-20-00019.

    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (APA) (5 U.S.C. 553) the Department generally offers interested 
parties the opportunity to comment on proposed priorities and 
requirements. Section 681(d) of IDEA, however, makes the public comment 
requirements of the APA inapplicable to the priorities in this notice.
    Program Authority: 20 U.S.C. 1462 and 1481.
    Note: Projects will be awarded and must be operated in a manner 
consistent with the nondiscrimination requirements contained in Federal 
civil rights laws.
    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.
    Note: In accordance with 34 CFR 75.200(b)(4), the Department may 
award a cooperative agreement under this program if the Secretary 
determines that substantial involvement between the Department and the 
recipient is necessary to carry out a collaborative project.
    Estimated Available Funds: The Administration has requested 
$250,000,000 for the Personnel Development to Improve Services and 
Results for Children with Disabilities program for FY 2022, of which we 
intend to use no less than $6,250,000 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 2023 from the list of 
unfunded applications from this competition.
    Estimated Range of Awards: $225,000-$250,000 per year for an 
individual IHE; $450,000-$500,000 per year for a two-IHE partnership 
application; and $675,000-$750,000 for a three-IHE partnership 
application.
    Estimated Average Size of Awards: $237,500 per year for an 
individual IHE; $475,000 per year for a two-IHE group application; and 
$712,500 per year for a three-IHE group application.
    Maximum Award: For a single budget period of 12 months, we will not 
make an award exceeding: For an individual IHE, $250,000; for a two-IHE 
group

[[Page 4879]]

application, $500,000; and, for a three-IHE group application, 
$750,000.
    Estimated Number of Awards: Up to 25 awards for individual IHEs. 
However, the total number of awards may change depending on the number 
of group application awards under the absolute priority.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: IHEs and private nonprofit organizations.
    Note: If you are a nonprofit organization, under 34 CFR 75.51, you 
may demonstrate your nonprofit status by providing: (1) Proof that the 
Internal Revenue Service currently recognizes the applicant as an 
organization to which contributions are tax deductible under section 
501(c)(3) of the Internal Revenue Code; (2) a statement from a State 
taxing body or the State attorney general certifying that the 
organization is a nonprofit organization operating within the State and 
that no part of its net earnings may lawfully benefit any private 
shareholder or individual; (3) a certified copy of the applicant's 
certificate of incorporation or similar document if it clearly 
establishes the nonprofit status of the applicant; or (4) any item 
described above if that item applies to a State or national parent 
organization, together with a statement by the State or parent 
organization that the applicant is a local nonprofit affiliate.
    2. a. Cost Sharing or Matching: Cost sharing or matching is not 
required for this competition.
    b. Indirect Cost Rate Information: This program uses a training 
indirect cost rate. This limits indirect cost reimbursement to an 
entity's actual indirect costs, as determined in its negotiated 
indirect cost rate agreement, or eight percent of a modified total 
direct cost base, whichever amount is less. For more information 
regarding training indirect cost rates, see 34 CFR 75.562. For more 
information regarding indirect costs, or to obtain a negotiated 
indirect cost rate, please see www2.ed.gov/about/offices/list/ocfo/intro.html.
    c. Administrative Cost Limitation: This program does not include 
any program-specific limitation on administrative expenses. All 
administrative expenses must be reasonable and necessary and conform to 
Cost Principles described in 2 CFR part 200 subpart E of the Uniform 
Guidance.
    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 December 27, 2021 (86 FR 73264) and available at 
www.federalregister.gov/d/2021-27979, which contain requirements and 
information on how to submit an application. Please note that these 
Common Instructions supersede the version published on February 13, 
2019, and, in part, describe the transition from the requirement to 
register in SAM.gov a DUNS number to the implementation of the UEI. 
More information on the phase-out of DUNS numbers is available at 
https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.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 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 the cover sheet; the 
budget section, including the narrative budget justification; 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;
    (ii) The importance or magnitude of the results or outcomes likely 
to be attained by the proposed project; and
    (iii) The extent to which there is a conceptual framework 
underlying the proposed research or demonstration activities and the 
quality of that framework.
    (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 addition, the Secretary considers the following factors:

[[Page 4880]]

    (i) 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;
    (ii) The extent to which the proposed activities constitute a 
coherent, sustained program of training in the field; and
    (iii) The extent to which the services to be provided by the 
proposed project reflect up-to-date knowledge from research and 
effective practice.
    (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:
    (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 measurable;
    (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 
timely guidance for quality assurance.
    (d) Quality of the management plan and adequacy of resources (20 
points).
    (1) The Secretary considers the quality of the management plan and 
the adequacy of resources for the proposed project.
    (2) In determining the quality of the management plan and the 
adequacy of resources, 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 budget is adequate to support 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 
200.206, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
200.208, the Secretary may impose specific conditions, and under 2 CFR 
3474.10, 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 200.206(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.
    6. In General: In accordance with the Office of Management and 
Budget's guidance located at 2 CFR part 200, all applicable Federal 
laws, and relevant Executive guidance, the Department will review and 
consider applications for funding pursuant to this notice inviting 
applications in accordance with--
    (a) Selecting recipients most likely to be successful in delivering 
results based on the program objectives through an objective process of 
evaluating Federal award applications (2 CFR 200.205);
    (b) Prohibiting the purchase of certain telecommunication and video 
surveillance services or equipment in alignment with section 889 of the 
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR 
200.216);
    (c) Providing a preference, to the extent permitted by law, to 
maximize use of goods, products, and materials produced in the United 
States (2 CFR 200.322); and
    (d) Terminating agreements in whole or in part to the greatest 
extent authorized by law if an award no longer

[[Page 4881]]

effectuates the program goals or agency priorities (2 CFR 200.340).

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 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.
    5. Performance Measures: For the purpose of Department reporting 
under 34 CFR 75.110, 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 \8\ practices into their 
curricula; (2) the percentage of scholars completing preparation 
programs who are knowledgeable and skilled in evidence-based practices 
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; (5) the Federal cost per scholar who completed 
the preparation program; (6) the percentage of scholars who completed 
the preparation program and are employed in high-need districts; and 
(7) the percentage of scholars who completed the preparation program 
and who are rated effective by their employers.
---------------------------------------------------------------------------

    \8\ For the purposes of this performance measure, ``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.
---------------------------------------------------------------------------

    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 the field of 
special education for at least two years; (2) the number and percentage 
of scholars proposed by the grantee in their application that were 
actually enrolled and making satisfactory academic progress in the 
current academic year; and (3) the number and percentage of enrolled 
scholars who are on track to complete the training program by the end 
of the project's original grant period.
    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: On request to the program contact person listed 
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities 
can obtain this document and a copy of the application package in an 
accessible format. The Department will provide the requestor with an 
accessible format that may include Rich Text Format (RTF) or text 
format (txt), a thumb drive, an MP3 file, braille, large print, 
audiotape, or compact disc, or other accessible format.
    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

[[Page 4882]]

your search to documents published by the Department.

Katherine Neas,
Deputy Assistant Secretary. Delegated the authority to perform the 
functions and duties of the Assistant Secretary for the Office of 
Special Education and Rehabilitative Services.
[FR Doc. 2022-01878 Filed 1-28-22; 8:45 am]
BILLING CODE 4000-01-P