[Federal Register Volume 88, Number 36 (Thursday, February 23, 2023)]
[Notices]
[Pages 11414-11420]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-03707]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Personnel Development To Improve
Services and Results for Children With Disabilities Program--Associate
Degree Preservice Program Improvement Grants To Support Personnel
Working With Young Children With Disabilities
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) 2023 for
Personnel Development to Improve Services and Results for Children with
Disabilities Program--Associate Degree Preservice Program Improvement
Grants to Support Personnel Working with Young Children with
Disabilities, Assistance Listing Number 84.325N. This notice relates to
the approved information collection under OMB control number 1820-0028.
DATES:
Applications Available: February 23, 2023.
Deadline for Transmittal of Applications: April 24, 2023.
Deadline for Intergovernmental Review: June 23, 2023.
Pre-Application Webinar Information: No later than February 28,
2023, OSERS will post pre-recorded informational webinars designed to
provide technical assistance to interested applicants. The webinars may
be found at https://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 7, 2022 (87 FR 75045) and available at
www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs. Please note that these Common Instructions supersede
the
[[Page 11415]]
version published on December 27, 2021.
FOR FURTHER INFORMATION CONTACT: Julia Martin Eile, U.S. Department of
Education, 400 Maryland Avenue SW, Room 5076 Potomac Center Plaza,
Washington, DC 20202-5076. Telephone: (202) 245-7431. Email:
[email protected].
If you are deaf, hard of hearing, or have a speech disability and
wish to access telecommunications relay services, please dial 7-1-1.
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, 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.
Priority: This competition includes one absolute priority, which
includes two competitive preference priorities within the absolute
priority. In accordance with 34 CFR 75.105(b)(2)(v), the absolute
priority is from allowable activities specified in the statute (see
sections 662 and 681 of the Individuals with Disabilities Education Act
(IDEA) (20 U.S.C. 1462 and 1481)).
Absolute Priority: For FY 2023 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:
Associate Degree Preservice Program Improvement Grants to Support
Personnel Working with Young Children with Disabilities.
Background:
Creating and maintaining inclusive and equitable early childhood
systems requires that all young children, including infants, toddlers,
and preschool children (young children) with disabilities and their
families, have equitable access to early childhood opportunities and
resources. This is particularly important for racially, ethnically, and
culturally diverse populations of young children with disabilities and
their families, including those who are multilingual. Qualified and
competent personnel are vital to support high-quality inclusion and
equitable participation in early childhood programs. Early childhood
program personnel with associate degrees play critical roles in
supporting inclusive and equitable early childhood programs for young
children with disabilities, including those within diverse populations,
as child care providers, preschool teachers, assistant teachers, and
paraprofessionals.
To effectively support full and equitable participation of young
children in these programs, early childhood program personnel with
associate degrees need competencies \1\ in these roles in order to
individualize instruction and accommodations to support the children's
development and learning; implement culturally responsive practices in
the learning environment; promote children's social, emotional, and
behavioral development; collect data to monitor progress; communicate
effectively with families; and collaborate with other professionals.
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\1\ 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).
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Preservice preparation provides a foundation to support the
acquisition of specialized competencies needed to deliver effective and
equitable practices that support high-quality inclusion for all young
children with disabilities, including those who are multilingual and
from racially, ethnically, and culturally diverse populations.
Studies have shown, however, that many associate degree programs do
not adequately prepare personnel to provide supports and evidence-based
practices (EBPs) to serve young children with disabilities and their
families in inclusive early childhood programs (Catlett et al., 2014;
Catlett et al., 2016; Chang et al., 2005; Maxwell et al., 2006).
Programs of study are also not consistently equity-based (National
Center on Early Childhood Development, Teaching, and Learning, 2018).
Pedagogical practices in early childhood personnel preparation programs
and professional development programs that are inclusive with regard to
race, ethnicity, culture, language, and disability status would support
personnel in being better prepared to create inclusive, supportive,
equitable, unbiased, and identity-safe learning environments for
children.
Ensuring that associate degree students have access to high-quality
preparation programs is key to creating and maintaining inclusive and
equitable early childhood programs. High-quality preparation programs
provide associate degree-seeking students with the foundational
competencies to provide equitable and effective supports and
instruction to young children with disabilities, including those who
are multilingual and from racially, ethnically, and culturally diverse
populations. High-quality preparation programs also can provide an on-
ramp to further educational attainment and facilitate articulation
agreements \2\ with 4-year programs, where core competencies align with
course objectives in bachelor's degree programs. The early intervention
and early childhood special education field has a workforce crisis
because of shortages of personnel, particularly shortages of
multilingual personnel and limited racial, ethnic, and cultural
diversity within available personnel (Early Childhood Technical
Assistance Center and the National Association of State Directors of
Special Education, 2021; IDEA Infant and Toddler Coordinators
Association, 2022). While Black and Hispanic students enroll in higher
numbers in community colleges (Hanson, 2022), Black and Hispanic adults
are less likely than White adults to have a college degree (National
Education Statistics, 2022; Mora, 2022). Supporting career pathways
from associate degrees to bachelor's degrees is critical for developing
a diverse workforce that has the competencies to promote positive and
equitable outcomes for young children with disabilities and their
families in inclusive early childhood programs.
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\2\ An articulation agreement document is a formal commitment
between two colleges or universities that lays out a transfer plan
for coursework and credits to ensure students have a clear pathway
to the next step in their education.
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This priority also will advance the Secretary's Supplemental
Priority related to supporting a diverse educator workforce and
professional growth to strengthen student learning. See Secretary's
Final Supplemental Priorities and Definitions for Discretionary Grants
Programs, 86 FR 70612 (Dec. 10, 2021) (Supplemental Priorities)
(Priority 3).
Priority:
The purpose of this priority is to fund Associate Degree Preservice
Improvement Grants to Support Personnel Working with Young Children
with Disabilities to achieve, at a minimum, the following expected
outcomes:
(a) Increased capacity of community college faculty to design and
deliver curriculum content that prepares associate degree students to
work with young children with disabilities and
[[Page 11416]]
their families, including those who are multilingual and from racially,
ethnically, and culturally diverse populations, and support their full
and equitable participation, development, and learning in early
childhood programs.
(b) Increased number of early childhood program personnel with
associate degrees who have the competencies to work with young children
with disabilities and their families, including those who are
multilingual and from racially, ethnically, and culturally diverse
populations, and support their full and equitable participation,
development, and learning in early childhood programs.
(c) Increased collaboration between 4-year institutions of higher
education (IHEs) and community colleges to support articulation
agreements and career pathways in early intervention and early
childhood special education, to increase the number of associate degree
graduates who enter bachelor's degree programs.
In addition to these programmatic requirements, to be considered
for funding under this priority, applicants must meet the application
and administrative requirements in this priority, which are:
(a) Demonstrate, in the narrative section of the application under
``Significance,'' how the proposed project will--
(1) Address the need in the field for early childhood program
personnel with associate degrees who have the competencies to serve
young children with disabilities and their families, including those
who are multilingual and from racially, ethnically, and culturally
diverse populations, and support their full and equitable
participation, development, and learning in early childhood programs;
and
(2) Address the need for community college faculty to have the
capacity to design and deliver content that will prepare associate
degree students to serve young children with disabilities and their
families, including those who are multilingual and from racially,
ethnically, and culturally diverse populations, and support their full
and equitable participation, development, and learning in early
childhood programs.
(b) Demonstrate, in the narrative section of the application under
``Quality of project services,'' how the proposed project will--
(1) Develop or refine a process to effectively enhance and redesign
associate degree programs to achieve the intended outcomes of the
proposed project. To address this requirement, the applicant must
describe--
(i) How it proposes to develop partnerships with a minimum of three
community colleges to enhance and revise the associate degree curricula
within these community colleges to prepare early intervention, early
childhood special education, and early childhood education personnel to
equitably serve children ages birth through five with disabilities and
their families, including those who are multilingual and from racially,
ethnically, and culturally diverse populations. (In States where the
age range for certification of early childhood personnel is other than
birth through age 5 (e.g., birth through age 3, birth through age 5,
ages 3 through 5), we defer to the age range in such State's
certification); and
Note: If an applicant has been awarded an Associate Degree
Preservice Program Improvement Grant to Support Personnel Working with
Young Children with Disabilities (Assistance Listing Number 84.325N)
grant previously, the applicant may not partner with the same community
colleges and must propose different community college partners, to
expand the number of community colleges with enhanced programs of
study.
(ii) Its proposed approach to partner with community colleges to
enhance or redesign the associate degree programs' curricula by
incorporating evidence-based practices \3\ into courses and by
providing at least one practicum experience in a setting that serves
young children with disabilities and their families, including young
children and families who are multilingual and from racially,
ethnically, and culturally diverse populations. The applicant must
describe--
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\3\ For the purposes of this priority, ``evidence-based'' means
the proposed project component is supported by one or more of strong
evidence, moderate evidence, promising evidence, or evidence that
demonstrates a rationale (34 CFR 77.1).
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(A) The approach the proposed project will use to identify and
incorporate current research and EBPs in the development and delivery
of the curriculum enhancement and redesign;
(B) The knowledge and competencies students will acquire in the
enhanced curriculum; and
(C) How coursework and practicum experiences will enable the
students to acquire competencies to: support young children with
disabilities, including children who are multilingual and from
racially, ethnically, and culturally diverse populations, with their
development and learning; implement culturally and linguistically
responsive instruction and intervention practices; work collaboratively
with other practitioners; engage and communicate effectively with
families; and support children's full and equitable participation in
inclusive early childhood programs;
(2) Provide professional development to faculty in the community
colleges to develop their capacity to enhance or redesign their
associate degree program and implement the new content to prepare
associate degree students to work with young children with disabilities
and their families, including those who are multilingual and from
racially, ethnically, and culturally diverse populations; and
(3) Partner with community colleges to support the development of
joint articulation agreements to create career pathways for associate
degree students in early intervention and early childhood special
education.
(c) Demonstrate, in the narrative section of the application under
``Quality of the project personnel and quality of management plan,''
how--
(1) The proposed project will encourage 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, as appropriate;
(2) The project director and key project personnel have the
qualifications and experience to carry out the proposed activities and
achieve the project's intended outcomes;
(3) The project director and other key project personnel will
manage the components of the project;
(4) The time commitments of the project director and other key
project personnel are adequate to meet the objectives of the proposed
project;
(5) The proposed management plan will ensure that the products and
services provided are of high quality, relevant, and useful to
recipients; and
(6) The proposed project will benefit from a diversity of
perspectives, including students in the program, families of young
children in early childhood programs, early childhood educators,
faculty, and community partners, among others, in its development and
operation.
(d) Demonstrate, in the narrative section of the application under
``Adequacy of resources,'' how--
(1) The applicant and any key partners have adequate resources to
carry out the proposed activities; and
(2) The budget is adequate for meeting the project objectives.
[[Page 11417]]
(e) 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
project have been met. To meet this requirement the applicant must
describe--
(i) The relevant outcomes to be measured for the project,
particularly the acquisition of faculty and scholars' competencies; and
(ii) The evaluation methodologies, data collection methods, and
data analyses that will be used; and
(2) Collect, analyze, and use disaggregated data on scholars
supported by the project to inform the proposed project on an ongoing
basis.
(f) Address the following application requirements and assurances.
The applicant must--
(1) Include, in appendix A, charts, tables, figures, graphs, screen
shots and visuals that provide information directly relating to the
application requirements for the narrative. Appendix A should not be
used for supplementary information. Please note that charts, tables,
figures, graphs, or screen shots, can be single-spaced when placed in
appendix A;
(2) Include in appendix B any letters of commitment obtained from
partner community colleges. Any letters of commitment should include
information on the racial and ethnic demographics of students who
attend the community college;
(3) 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;
(4) Include, in the budget, attendance at a two- and one-half day
project directors' conference in Washington, DC, or virtually, during
each year of the project period; and
Note: The project must reallocate unused travel funds no later than
the end of the third quarter of each budget period if the two- and one-
half day project director's conference is conducted virtually.
(5) Provide an assurance that the project will submit the revised
curriculum and syllabi for courses that are included in the enhanced
associate degree programs if requested by the Office of Special
Education Programs (OSEP).
Competitive Preference Priorities: Within this absolute priority,
we give competitive preference to applications that address the
following two priorities. Under 34 CFR 75.105(c)(2)(i), we award an
additional 3 points to an application that meets Competitive Preference
Priority 1 and an additional 3 points to an application that meets
Competitive Preference Priority 2. Applicants should indicate in the
abstract if one or both competitive preference priorities are
addressed.
The priorities are:
Competitive Preference Priority 1--Applications from Historically
Black Colleges and Universities (HBCUs),4 Tribally
Controlled Colleges and Universities (TCUs),5 and other
Minority Serving Institutions (MSIs) 6 (0 or 3 points).
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\4\ For purposes of this priority, ``Historically Black Colleges
and Universities'' means colleges and universities that meet the
criteria set out in 34 CFR 608.2.
\5\ For purposes of this priority, ``Tribally Controlled
Colleges and Universities'' has the meaning ascribed to it in
section 316(b)(3) of the Higher Education Act of 1965, as amended
(HEA).
\6\ For purposes of this priority, ``Minority-Serving
Institution'' means an institution that is eligible to receive
assistance under sections 316 through 320 of part A of title III,
under part B of title III, or under title V of the HEA. For purposes
of this priority, the Department will use the FY 2022 Eligibility
Matrix to determine MSI eligibility (see https://www2.ed.gov/about/offices/list/ope/idues/eligibility.html).
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Competitive Preference Priority 2--Partnership with HBCU Community
Colleges, TCU Community Colleges, or other MSI Community Colleges (0 or
3 points).
Under Competitive Preference Priority 2, an applicant must have a
letter of commitment that demonstrates at least one of its community
college partners is an HBCU community college, TCU community college,
or other MSI community college.
References:
Catlett, C., Maude, S.P., Nollsch, M., & Simon, S. (2014). From all
to each and every: Preparing professionals to support children of
diverse abilities. In K. Pretti-Frontczak, J. Grisham-Brown, & L.
Sullivan (Eds.), Blending practices for all children (pp. 111-124).
Young Exceptional Children Monograph Series No. 16. Division for
Early Childhood. https://fpg.unc.edu/sites/fpg.unc.edu/files/resources/presentations-and-webinars/Catlett%2C%20Maude%2C%20Nollsch%2C%20%26%20Simon%20-%20YEC%20%281%29_0.pdf.
Catlett, C., Maude, S.P., & Skinner, M. (Oct. 2016). The blueprint
process for enhancing early childhood preservice programs and
courses [Unpublished manuscript]. https://fpg.unc.edu/publications/blueprint-process-enhancing-early-childhood-preservice-programs-and-courses.
Chang, F., Early, D., & Winton, P. (2005). Early childhood teacher
preparation in special education at 2- and 4-year institutions of
higher education. Journal of Early Intervention, 27, 110-12.
Early Childhood Technical Assistance Center and the National
Association of State Directors of Special Education. (Feb. 10,
2021). Presentation to the Office of Special Education Programs
[Unpublished report]. U.S. Department of Education, Office of
Special Education Programs.
Hanson, Melanie. (July 26, 2022). College Enrollment & Student
Demographic Statistics. Education Data Initiative. https://educationdata.org/college-enrollment-statistics.
IDEA Infant and Toddlers Coordinators Association. (2022). 2022
tipping points survey: Demographics, challenges, and opportunities.
IDEA Infant and Toddlers Coordinators Association.
Maxwell, K.L., Lim, C-I., & Early, D.M. (2006). Early childhood
teacher preparation programs in the United States: National report.
University of North Carolina, FPG Child Development Institute.
Mora, L. (2022). Hispanic enrollment reaches new high at four-year
colleges in the U.S., but affordability remains an obstacle. Pew
Research Center. www.pewresearch.org/fact-tank/2022/10/07/hispanic-enrollment-reaches-new-high-at-four-year-colleges-in-the-u-s-but-affordability-remains-an-obstacle/.
National Center for Education Statistics. (2022). College Enrollment
Rates. Condition of Education. U.S. Department of Education,
Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator/cpb.
National Center on Early Childhood Development, Teaching, and
Learning. (2018). Workforce development: Higher education and
preservice professional preparation. https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/workforce-development-higher-education.pdf.
National Professional Development Center on Inclusion. (Aug. 2011).
Competencies for early childhood educators in the context of
inclusion: Issues and guidance for States. The University of North
Carolina, FPG Child Development Institute.
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.
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
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Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part
180, as adopted and amended as regulations of the Department in 2 CFR
part 3485. (c) The Uniform Administrative Requirements, Cost
Principles, and Audit Requirements for Federal Awards in 2 CFR part
200, as adopted and amended as regulations of the Department in 2 CFR
part 3474. (d) The regulations for this program in 34 CFR part 304.
Note: The regulations in 34 CFR part 79 apply to all applicants
except federally recognized Indian Tribes.
Note: The regulations in 34 CFR part 86 apply to IHEs only.
II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds: $2,000,000.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in FY 2024 from the list of
unfunded applications from this competition.
Estimated Range of Awards: $190,000-$200,000.
Estimated Average Size of Awards: $195,000.
Maximum Award: We will not make an award exceeding $200,000 for a
single budget period of 12 months.
Estimated Number of Awards: 10.
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.
2. a. Cost Sharing or Matching: This competition does not require
cost sharing or matching.
b. Indirect Cost Rate Information: This program uses a training
indirect cost rate of 8 percent. 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 https://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: Under 34 CFR 75.708(b) and (c) a grantee under this
competition may award subgrants--to directly carry out project
activities described in its application--to the following types of
entities: IHEs, nonprofit organizations suitable to carry out the
activities proposed in the application, and other public agencies. The
grantee may award subgrants to entities it has identified in an
approved application or that it selects through a competition under
procedures established by the grantee.
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 7, 2022 (87 FR 75045) and available at
www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs, which contain requirements and information on how to
submit an application. Please note that these Common Instructions
supersede the version published on December 27, 2021.
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 40 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 listed below:
(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 addition, the Secretary considers the following factors:
(i) The extent to which the goals, objectives, and outcomes to be
achieved
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by the proposed project are clearly specified and measurable;
(ii) The extent to which the services to be provided by the
proposed project reflect up-to-date knowledge from research and
effective practice; and
(iii) 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.
(c) Quality of project personnel and quality of management plan (20
points).
(1) The Secretary considers the quality of the personnel who will
carry out the proposed project and the quality of the management plan
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; and
(iv) The adequacy of mechanisms for ensuring high-quality products
and services from the proposed project.
(d) Adequacy of resources (10 points).
(1) The Secretary considers the adequacy of resources for the
proposed project.
(2) In determining the adequacy of resources for the proposed
project, the Secretary considers the following factors:
(1) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the applicant organization or the
lead applicant organization; and
(2) The extent to which the costs are reasonable in relation to the
objectives, design, and potential significance of the proposed project.
(e) Quality of the project evaluation (15 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; and
(ii) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes.
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
[[Page 11420]]
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 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 purposes 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 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
based research or EBPs into their curricula; (2) the percentage of
scholars completing the preparation program who are knowledgeable and
skilled in EBPs that improve outcomes for children with disabilities;
(3) the percentage of scholars who exit the preparation program prior
to completion due to poor academic performance; and (4) the percentage
of scholars completing the preparation program who are working in the
area(s) in which they were prepared upon program completion.
The measures apply to projects funded under this competition, and
grantees are required to submit data on these measures as directed by
OSEP.
Grantees will be required to report information on their project's
performance in annual and final performance reports to the Department
(34 CFR 75.590).
The Department will also closely monitor the extent to which the
products and services provided by the project meet needs identified by
stakeholders and may require the project to report on such alignment in
its annual and final performance reports.
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, whether
the grantee has made substantial progress in achieving 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 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. 2023-03707 Filed 2-22-23; 8:45 am]
BILLING CODE 4000-01-P