[Federal Register Volume 88, Number 87 (Friday, May 5, 2023)]
[Notices]
[Pages 29111-29119]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-09615]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Personnel Development To Improve
Services and Results for Children With Disabilities--Personnel
Preparation of Special Education, Early Intervention, and Related
Services Personnel at Historically Black Colleges and Universities,
Tribally Controlled Colleges and Universities, and Other Minority
Serving Institutions
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--Personnel Preparation of Special Education, Early
Intervention, and Related Services Personnel at Historically Black
Colleges and Universities, Tribally Controlled Colleges and
Universities, and Other Minority Serving Institutions, Assistance
Listing Number (ALN) 84.325M. This notice relates to the approved
information collection under OMB control number 1820-0028.
DATES:
Applications Available: May 5, 2023.
Deadline for Transmittal of Applications: July 14, 2023.
Deadline for Intergovernmental Review: September 12, 2023.
Pre-Application Webinar Information: No later than May 10, 2023,
the Office of Special Education and Rehabilitative Services will post
details on pre-recorded informational webinars designed to provide
technical assistance to interested applicants. Links to 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 version published on December 27, 2021.
FOR FURTHER INFORMATION CONTACT: Tracie Dickson, U.S. Department of
Education, 400 Maryland Avenue SW, Room 5013, Potomac Center Plaza,
Washington, DC 20202-5076. Telephone: 202-245-7844. 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 and,
within that absolute priority, one competitive preference 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:
Personnel Preparation of Special Education, Early Intervention, and
Related Services Personnel at Historically Black Colleges and
Universities, Tribally Controlled Colleges and Universities, and other
Minority Serving Institutions.
Background:
The purpose of this priority is to prepare scholars who are fully
credentialed to serve children, including infants, toddlers, and youth,
with disabilities (children with disabilities). The Department is
committed to promoting equity for children with disabilities in
accessing educational resources and opportunities. The Department also
places a high priority on increasing the number of personnel, including
increasing personnel from racially and ethnically diverse backgrounds
and personnel who are multilingual, who provide services to children
with disabilities. To support these goals, under this absolute
priority, the Department will fund projects within Historically Black
Colleges and Universities (HBCUs),\1\ Tribally Controlled Colleges and
Universities (TCCUs),\2\ and other Minority Serving Institutions (MSIs)
\3\ that prepare special education, early intervention, and related
services personnel at the bachelor's degree, certification, master's
degree, educational specialist degree, or clinical doctoral degree
levels to serve in a variety of settings, including natural
environments (the home and community settings in which children with
and without disabilities participate), early learning programs, child
care, classrooms, schools, and distance learning.
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\1\ 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.
\2\ 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 (HEA).
\3\ 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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Over time, the population of children receiving services under the
IDEA are increasingly racially and ethnically diverse. In 2021,
approximately 50 percent of infants and toddlers with disabilities,
ages birth through two, were children of color; approximately 49
percent of preschool children with disabilities, ages three through
five (not in kindergarten), were from racially and ethnically diverse
backgrounds; while approximately 54 percent of students with
disabilities, ages five (in kindergarten) through 21, were from
racially and ethnically diverse backgrounds (U.S. Department of
Education, 2022a).
Despite the fact that children of color make up approximately 54
percent of public school enrollment (National Center for Education
Statistics, 2022), and greater than 50 percent of children receiving
early intervention and special education services, results from the
2020-2021 National Teacher and
[[Page 29112]]
Principal Survey (U.S. Department of Education, 2022b) show that about
80 percent of all public K-12 school teachers were non-Hispanic White.
Moreover, the demographics of personnel entering the early
intervention and special education fields are not aligned with the
demographics of the children and families served under IDEA, though
IDEA specfically authorizes grants to recruit and prepare personnel,
especially from groups that are underrepresented in the teaching
profession. The U.S. Department of Education Office of Special
Education Program's (OSEP's) Personnel Development Program Data
Collection System data reveals that scholars supported under this
program are predominantly White. Specifically, the race/ethnicity of
scholars obtaining a graduate degree to serve children with
disabilities in FY 2020 was 65.8 percent White, 14.5 percent Hispanic,
11.5 percent Black, 3.9 percent Asian, 0.7 percent American Indian or
Alaska Native, 1.4 percent Native Hawaiian or Other Pacific Islander,
and 2.2 percent Two or More Races. Similarly, data from related
services professional organizations reveal that the majority of those
enrolled in related service personnel preparation programs are White
(American Occupational Therapy Association, 2022; American Speech-
Language Hearing Association, 2021; Data USA, 2022).
The data demonstrates that there is insufficient ethnic and racial
diversity among special education, early intervention, and related
service personnel (Ondrasek et al., 2020; Carver-Thomas, 2018; Sutcher
et al., 2016). This lack of diversity is of concern, as research
indicates that increasing the racial, ethnic, and linguistic diversity
of personnel can have positive impacts on all children. Children of
color and children who are multilingual, with and without disabilities,
demonstrate improved academic achievement and behavioral and social-
emotional development when they are taught by teachers who are from
racially and ethnically diverse backgrounds and multilingual teachers
(Bryan, 2021; Carver-Thomas, 2018, April). States and policymakers are
also highlighting the need to address the lack of racial and ethnic
diversity of those working in early intervention and special education
and are recognizing the need to develop career pathways and
comprehensive strategies to recruit, prepare, develop, and retain
educators from racially and ethnically diverse backgrounds (Carver-
Thomas, 2018; Colorado Department of Higher Education, 2022; Gardner et
al., 2019).
Priority:
The purpose of this priority is to prepare and increase the number
of personnel, including personnel from racially and ethnically diverse
backgrounds and personnel who are multilingual, who are fully
credentialed to serve children with disabilities. Under this absolute
priority, the Department will fund projects within HBCUs,\4\ TCCUs,\5\
and other MSIs \6\ that prepare scholars \7\ in special education,
early intervention, and related services \8\ at the bachelor's degree,
certification,\9\ master's degree, educational specialist degree, or
clinical doctoral degree levels to serve in a variety of settings,
including natural environments (the home and community settings in
which children with and without disabilities participate), early
learning programs, child care, classrooms, schools, and distance
learning. This priority will provide support to help address identified
needs for personnel, including personnel from racially and ethnically
diverse backgrounds and personnel who are multilingual with the
knowledge and skills to promote high expectations and provide effective
evidence-based \10\ interventions and services that improve outcomes
for children with disabilities, including children of color with
disabilities and children with disabilities who are multilingual.
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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 HEA of 1965.
\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).
\7\ For the purposes of this priority, ``scholar'' is limited to
an individual who: (a) is pursuing a bachelor's, certification,
master's, educational specialist degree, or clinical doctoral degree
in special education, early intervention, or related services (as
defined in this notice); (b) receives scholarship assistance as
authorized under section 662 of IDEA (34 CFR 304.3(g)); (c) will be
eligible for a license, endorsement, or certification from a State
or national credentialing authority following completion of the
degree program identified in the application; and (d) will be able
to be employed in a position that serves children with disabilities
for a minimum of 51 percent of their time or case load. Individuals
pursuing degrees in general education or early childhood education
do not qualify as ``scholars'' eligible for scholarship assistance.
\8\ For the purposes of this priority, ``related services''
includes the following: speech-language pathology and audiology
services; interpreting services; psychological services; applied
behavior analysis; physical therapy and occupational therapy;
recreation, including therapeutic recreation; social work services;
counseling services, including rehabilitation counseling; and
orientation and mobility services.
\9\ For the purposes of this priority, ``certification'' refers
to programs of study that lead to State licensure, endorsement, or
certification that qualifies graduates to teach or provide services
to children with disabilities. Programs of study that lead to a
certificate of completion from an HBCU, TCCU, or MSI, but do not
lead to State licensure, endorsement, or certification, do not
qualify.
\10\ For the purposes of this priority, ``evidence-based''
means, at a minimum, evidence that demonstrates a rationale (as
defined in 34 CFR 77.1), where a key project component (as defined
in 34 CFR 77.1) included in the project's logic model (as defined in
34 CFR 77.1) is informed by research or evaluation findings that
suggest the project component is likely to improve relevant outcomes
(as defined in 34 CFR 77.1).
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Note: Projects may include individuals who are not funded as
scholars, but are in degree programs (e.g., general education, early
childhood education, administration) that are cooperating with the
grantee's project. These individuals may participate in the coursework,
assignments, field or clinical experiences, and other opportunities
required of scholars' program of study (e.g., speaker series, monthly
seminars) if doing so does not diminish the benefit for project-funded
scholars (e.g., by reducing funds available for scholar support or
limiting opportunities for scholars to participate in project
activities).
Note: Personnel preparation degree programs that prepare all
scholars to be dually certified can qualify under this priority.
Focus Areas:
Within this absolute priority, the Secretary intends to support
projects under the following two focus areas: (A) Preparing Personnel
to Serve Infants, Toddlers, and Preschool-Age Children with
Disabilities; and (B) Preparing Personnel to Serve School-Age Children
with Disabilities.
Applicants must identify the specific focus area (i.e., A or B)
under which they are applying as part of the competition title on the
application cover sheet (SF 424, line 12). Applicants may not submit
the same proposal under more than one focus area. Applicants may submit
proposals under both focus areas so long as they are different
proposals. OSEP may fund out of rank order applications from HBCUs and
TCCUs. OSEP may also fund applications out of rank order to ensure that
projects are funded in both Focus Area A and Focus Area B.
Focus Area A: Preparing Personnel to Serve Infants, Toddlers, and
Preschool-Age Children with Disabilities. This
[[Page 29113]]
focus area is for projects that prepare early intervention, special
education, and related services personnel, including scholars from
racially and ethnically diverse backgrounds and scholars who are
multilingual, to provide services to infants, toddlers, and preschool
children with disabilities. In States where certification in early
intervention is combined with certification in early childhood special
education, applicants may propose a combined early intervention and
early childhood special education personnel preparation project under
this focus area. In States where the certification age range is other
than birth through five, applicants must propose a preparation project
that complies with the State's certification requirements for early
intervention and early childhood special education personnel.
Focus Area B: Preparing Personnel to Serve School-Age Children with
Disabilities. This focus area is for projects that prepare special
education and related services personnel, including personnel from
racially and ethnically diverse backgrounds and personnel who are
multilingual, to work with school-age children with disabilities.
Focus Areas A and B:
Applicants may, but are not required to, use up to the first 12
months of the performance period and up to $100,000 of funds awarded in
the first budget period for planning, including enhancing an existing
program, without enrolling scholars. If an applicant chooses to use the
first year for program planning then the applicant must provide
sufficient justification for requesting program planning time and
include the goals, objectives, key personnel and collaborators, and
intended outcomes of program planning in year one, a description of the
proposed strategies and activities to be supported, and a timeline for
the work. The proposed strategies may include activities such as--
(1) Updating coursework, course outcomes, scholar competencies,
assignments, or extensive and coordinated field or clinical experiences
needed to support preparation for special education, early
intervention, or related services scholars, including scholars from
racially and ethnically diverse backgrounds, scholars who are
multilingual, and scholars with disabilities serving children with
disabilities, including children of color with disabilities and
children with disabilities who are multilingual;
(2) Building the capacity (e.g., hiring a field supervisor,
providing professional development for faculty and field supervisors)
of the program to prepare scholars, including scholars from racially
and ethnically diverse backgrounds, scholars who are multilingual, and
scholars with disabilities, to serve children with disabilities and
their families, including children and families of color and who are
multilingual;
(3) Purchasing needed resources (e.g., additional teaching
supplies, technology-based resources, or other specialized equipment to
enhance instruction); or
(4) Establishing relationships with early intervention and early
childhood programs or schools, to serve as sites for field or clinical
experiences needed to support the project. These sites may include
high-need local educational agencies (LEAs),\11\ high-poverty
schools,\12\ schools identified for comprehensive support and
improvement,\13\ and schools implementing a targeted support and
improvement plan \14\ for children with disabilities; early childhood
and early intervention programs located within the geographic
boundaries of a high-need LEA; and early childhood and early
intervention programs located within the geographical boundaries of an
LEA serving the highest percentage of schools identified for
comprehensive support and improvement or implementing targeted support
and improvement plans in the State.
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\11\ For the purposes of this priority, ``high-need LEA'' means
an LEA (a) that serves not fewer than 10,000 children from families
with incomes below the poverty line; or (b) for which not less than
20 percent of the children are from families with incomes below the
poverty line.
\12\ 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 in section 1113(a)(5) of the Elementary and
Secondary Education Act of 1965, as amended (ESEA). For middle and
high schools, eligibility may be calculated on the basis of
comparable data from feeder schools. Eligibility as a high-poverty
school under this definition is determined on the basis of the most
currently available data.
\13\ For the purposes of this priority, ``school implementing a
comprehensive support and improvement plan'' means a school
identified for comprehensive support and improvement by a State
under section 1111(c)(4)(D) of the ESEA that includes (a) not less
than the lowest performing 5 percent of all schools in the State
receiving funds under title I, part A of the ESEA; (b) all public
high schools in the State failing to graduate one third or more of
their students; and (c) public schools in the State described in
section 1111(d)(3)(A)(i)(II) of the ESEA.
\14\ For the purposes of this priority, ``school implementing a
targeted support and improvement plan'' means a school identified
for targeted support and improvement by a State that has developed
and is implementing a school-level targeted support and improvement
plan to improve student outcomes based on the indicators in the
statewide accountability system as defined in section 1111(d)(2) of
the ESEA.
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Additional Federal funds may be requested for scholar support and
other grant activities occurring in year one of the project, provided
that the total request for year one does not exceed the maximum award
available for one budget period of 12 months (i.e., $250,000).
Note: Applicants proposing projects to develop, expand, or add a
new area of emphasis to early intervention, special education, or
related services programs must provide, in their applications,
information on how these new areas will be sustained once Federal
funding ends.
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 from the start of
the project. The Secretary may reduce continuation awards for any
project in which scholar recruitment is not on track or 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.
To meet the requirements of this priority, an applicant must--
(a) Demonstrate, in the narrative section of the application under
``Significance'' how--
(1) The proposed project will address the need in the proposed
preparation focus area to increase the number of personnel, including
increasing the number from racially and ethnically diverse backgrounds,
the number of personnel who are multilingual, and the number of
personnel with disabilities, who are prepared to provide culturally and
linguistically responsive effective and equitable instruction,
interventions, and services that improve outcomes for children with
disabilities;
(2) The proposed project will increase the number of personnel with
competencies \15\ in the proposed preparation focus area to provide
effective and equitable evidence-based culturally and linguistically
responsive instruction, interventions, and services, including through
distance education,
[[Page 29114]]
that improve outcomes, including literacy and math outcomes, for
children with disabilities, including children of color with
disabilities and children with disabilities who are multilingual; and
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\15\ 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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(3) That the applicant has successfully graduated students in its
program, including students who are from racially and ethnically
diverse backgrounds, students who are multilingual, and students with
disabilities, including data disaggregated by race, national origin and
primary language(s), and disability status; and the number of students
who have graduated in the last five years.
(b) Demonstrate, in the narrative section of the application under
``Quality of project services,'' how--
(1) The project will conduct its planning activities, if the
applicant will use any of the allowable first 12 months of the project
period for planning;
(2) The project will recruit and retain scholars to participate in
the project. To meet this requirement, the applicant must describe--
(i) The selection criteria the project will use to identify program
applicants for admission into the program;
(ii) The specific recruitment strategies the project will use to
attract a diverse pool of applicants, including from groups that are
underrepresented in the field, including applicants from racially and
ethnically diverse backgrounds, applicants who are multilingual, and
applicants with disabilities; and
Note: Applicants should engage in focused outreach and recruitment
to increase the number of applicants from groups that are traditionally
underrepresented in the field, including applicants from racially and
ethnically diverse backgrounds, applicants who are multilingual, and
applicants with disabilities, but the selection criteria the applicant
intends to use must ensure equal access and treatment of all applicants
seeking admission to the program, and must be consistent with
applicable law, including Federal civil rights laws.
(iii) The approach that will be used to mentor and support all
scholars, including any specific approaches to supporting groups that
are underrepresented in the field, including scholars from racially and
ethnically diverse backgrounds, scholars who are multilingual, and
scholars with disabilities, with the goal of helping them complete the
program within the project period and preparing them for careers in
special education, early intervention, or related services;
(3) The project will promote the acquisition of competencies needed
by special education, early intervention, or related services personnel
in the project's proposed preparation focus area to provide effective
and equitable evidence-based culturally and linguistically responsive
instruction, interventions, and services that improve outcomes for
children with disabilities, including children of color with
disabilities and children with disabilities who are multilingual. To
address this requirement, the applicant must--
(i) Describe how the proposed components, such as coursework; field
or clinical experiences in early intervention, early childhood, or
school settings; work-based experiences; or other opportunities
provided to scholars, and sequence of the components will enable the
scholars to acquire the competencies needed by applicable personnel to
serve children with disabilities, including children of color and
children who are multilingual in a school or early intervention
setting;
(ii) Describe how the proposed project will reflect current
evidence-based practices (EBPs) to prepare scholars to provide
effective and equitable evidence-based culturally and linguistically
responsive instruction, interventions, and services that improve
outcomes for children with disabilities, including children of color
and children who are multilingual, in a variety of educational or early
childhood and early intervention settings, including in-person and
distance learning;
(iii) Describe the pedagogical practices that will be used to
ensure that the program is inclusive regarding race, ethnicity,
culture, language, and disability status so that scholars are prepared
to create inclusive, supportive, equitable, unbiased, and identity-safe
learning environments for children with disabilities; and
(iv) Describe how the project will engage various partners,
including families of color, families who are multilingual, and family
caregivers with disabilities; and public or private partnering
agencies, schools, or programs, including those that serve racially and
ethnically diverse populations, multilingual populations, and children
with disabilities; and centers or organizations that provide services
to children with disabilities, including children of color with
disabilities and children with disabilities who are multilingual, to
inform and support project components.
(c) Demonstrate, in the narrative section of the application under
``Quality of the project personnel and management plan,'' how--
(1) The project director and other key project personnel are
qualified to prepare scholars in the project's preparation focus area;
(2) The project director and other key project personnel will
manage the components of the project; and
(3) The time commitments of the project director and other key
project personnel are adequate to meet the objectives of the proposed
project.
(d) Demonstrate, in the narrative section of the application under
``Adequacy of resources,'' how--
(1) Information regarding the types of accommodations and resources
available to fully support scholars' well-being and a work-life balance
(e.g., university and community mental health supports, counseling
services, health resources, housing resources, child care) will be
disseminated and how the project will support scholars to access those
accommodations and resources on a timely basis, if needed, while the
scholar is in the program;
(2) The types of accommodations and resources provided to support
scholars' well-being and a work-life balance will be individualized
based on scholars' cultural, academic, social emotional, and
disability-related needs with the goals of supporting them to complete
the program; and
(3) The budget is adequate for meeting the project objectives and
mitigating financial burden to scholars in completing the program of
study.
Note: Scholar support does not need to be uniform for all scholars
and should be customized for individual scholars based on scholars'
financial needs, including consideration of all costs associated with
the cost of attendance, even if that means enrolling fewer scholars.
Scholar support can include support for cost of attendance (i.e.,
tuition and fees; university student health insurance; an allowance for
books, materials, and supplies; an allowance for miscellaneous personal
expenses; an allowance for dependent care, such as child care; and an
allowance for room and board), travel in conjunction with training
assignments, including conference registration, and stipends to support
scholars' completion of the program. Projections for scholar support
should consider tuition increases and cost of living increases over the
project period.
(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--
[[Page 29115]]
(i) The relevant outcomes to be measured for both the project and
the scholars, particularly the acquisition of scholars' competencies;
and
(ii) The evaluation methodologies, data collection methods, and
data analyses that will be used; and
(2) Collect and analyze data on all scholars, including data
disaggregated by race, national origin and primary language(s), and
disability status, supported by the project to inform the proposed
project on an ongoing basis.
(f) Demonstrate, in the appendices or narrative under ``Required
project assurances'' as directed, that the following requirements are
met. The applicant must--
(1) Include, in appendix A of the application--
(i) 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, and
screen shots can be single-spaced when placed in appendix A; and
(ii) A letter of support from a public or private partnering
agency, school, or program, that states it will provide scholars with a
field or clinical experience in a high-need LEA, a high-poverty school,
a school implementing a comprehensive support and improvement plan, a
school implementing a targeted support and improvement plan for
children with disabilities, a State educational agency, 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;
(2) Include in appendix B of the application--
(i) A table that lists the project's required coursework and
includes the course title, brief description, learning goals, and
relevant State or national professional organization personnel
standards for each course; and
(ii) Four exemplars of course syllabi required by the degree
program that reflect EBPs across the areas of assessment; social,
emotional, and behavioral development and learning; inclusive
practices; instructional strategies; and literacy if appropriate, and
consider the unique needs of children of color with disabilities and
children who are multilingual;
(3) Include in the application budget attendance by the project
director at a three-day project directors' meeting in Washington, DC,
during each year of the project; and
(4) Provide an assurance that--
(i) The project will meet the requirements in 34 CFR 304.23,
particularly those related to (A) informing all scholarship recipients
of their service obligation commitment; and (B) disbursing
scholarships. Failure by a grantee to properly meet these requirements
is a violation of the grant award that may result in the grantee being
liable for returning any misused funds to the Department;
(ii) The project will meet the statutory requirements in section
662(e) through (h) of IDEA;
(iii) The project will be operated in a manner consistent with
nondiscrimination requirements contained in Federal civil rights laws;
(iv) An assurance that all the syllabi for the project's required
coursework will be provided at the request of OSEP;
(v) At least 65 percent of the total award over the project period
(i.e., up to 5 years) will be used for scholar support;
(vi) Scholar support provided by the project (e.g., tuition and
fees; university student health insurance; an allowance for books,
materials, and supplies; an allowance for miscellaneous personal
expenses; an allowance for dependent care, such as child care; an
allowance for room and board) is not conditioned on scholars working
for the grantee (e.g., personnel at the institution of higher education
(IHE));
(vii) The project director, key personnel, and scholars will
actively participate in learning opportunities (e.g., webinars,
briefings) supported by OSEP. This is intended to promote opportunities
for participants to understand reporting requirements, share resources,
and generate new ideas by discussing topics of common interest to
participants across projects including Department priorities and needs
in the field;
(viii) The project website, if applicable, will be of high quality,
with an easy-to-navigate design that meets government or industry-
recognized standards for accessibility;
(ix) Scholar accomplishments (e.g., public service, awards,
publications, conference presentations) will be reported in annual and
final performance reports; and
(x) 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. 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 (f)(4)(i)of this priority).
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.
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.
The competitive preference priority is:
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 ALN 84.325K \16\ program, 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 this program (ALN 84.325M).
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\16\ 84.325M is a new special education, early intervention, and
related services personnel preparation program for HBCUs, TCCUs, and
MSIs. HBCUs, TCCUs, and MSIs were, and continue to be, eligible
applicants under 84.325K.
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(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:
American Occupational Therapy Association. (2022). 2019 salary
workforce survey methods. www.aota.org/Education-Careers/Advance-Career/Salary-Workforce-Survey.aspx.
American Speech-Language Hearing Association. (2021). Communication
sciences and disorders (CSD) education survey national aggregate
data report: 2020-2021 academic year. www.asha.org/siteassets/surveys/csd-education-survey-national-aggregate-data-report.pdf.
Bryan, N. (2021, May 26). Black male teachers and gender equity in
early childhood education. Oxford Research Encyclopedia of
Education. https://
[[Page 29116]]
doi.org/10.1093/acrefore/9780190264093.013.1565.
Carver-Thomas, D. (2018, April). Diversifying the teaching
profession through high-retention pathways [Research brief].
Learning Policy Institute. https://learningpolicyinstitute.org/media/164/download?inline&file=Diversifying_Teaching_Profession_BRIEF.pdf.
Carver-Thomas, D. (2018). Diversifying the teaching profession: How
to recruit and retain teachers of color. Learning Policy Institute.
https://learningpolicyinstitute.org/product/diversifying-teaching-profession-report.
Colorado Department of Higher Education. (2022). Diversifying the
educator workforce: Disrupting inequities. https://highered.colorado.gov/Publications/Reports/teachereducation/2022/2022_Diversifying_the_Workforce_FINAL.pdf.
Data USA. (2022) Data USA: Physical Therapists. https://datausa.io/profile/soc/physical-therapists#demographics.
Gardner, M., Melnick, H., Meloy, B., & Barajas, J. (2019). Promising
models for preparing a diverse, high-quality early childhood
workforce. Learning Policy Institute.
National Center for Education Statistics. (2022). Racial/Ethnic
Enrollment in Public Schools. Condition of Education. U.S.
Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator/cge.
National Professional Development Center on Inclusion. (August,
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.
Ondrasek, N., Carver-Thomas, D., Scott, C., & Darling-Hammond, L.
(2020). California's special education teacher shortage (policy
brief). Policy Analysis for California Education.
Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A
coming crisis in teaching? Teacher supply, demand, and shortages in
the U.S. Learning Policy Institute.
U.S. Department of Education. (2022a). EDFacts Data Warehouse:
``IDEA Section 618 Part B Child Count and Educational Environments
Collection'' and ``IDEA Section 618 Part C Child Count and Settings
Collection,'' 2020-21. https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html.
U.S. Department of Education. (2022b). Characteristics of 2020-21
Public and Private K-12 School Teachers in the United States:
Results From the National Teacher and Principal Survey. https://nces.ed.gov/pubs2022/2022113.pdf.
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 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.
Estimated Available Funds: $7,250,000.
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: $200,000-$250,000 per year.
Estimated Average Size of Awards: $225,000 per year.
Maximum Award: We will not make an award exceeding $250,000 for a
single budget period of 12 months.
Estimated Number of Awards: 29.
Project Period: Up to 60 months.
Note: The Department is not bound by any estimates in this notice.
III. Eligibility Information
1. Eligible Applicants: HBCUs, TCCUs, MSIs, 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: 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, consistent with 34 CFR
75.708(b)(2).
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 projects 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).
[[Page 29117]]
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; (2) limit the whole
application to no more than 100 pages; and (3) 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; 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 services to be provided by the proposed
project reflect up-to-date knowledge from research and effective
practice;
(ii) The extent to which the training or professional development
services to be provided by the proposed project are of sufficient
quality, intensity, and duration to lead to improvements in practice
among the recipients of those services;
(iii) The extent to which the services to be provided by the
proposed project involve the collaboration of appropriate partners for
maximizing the effectiveness of project services; and
(iv) The extent to which the proposed activities constitute a
coherent, sustained program of training in the field.
(c) Quality of project personnel and quality of the management plan
(20 points).
(1) The Secretary considers the quality of the project personnel
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; and
(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
(d) Adequacy of resources (10 points).
(1) The Secretary considers the adequacy of resources of the
proposed project.
(2) In determining the adequacy of resources of the proposed
project, the Secretary considers the following factors:
(i) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the applicant organization or the
lead applicant organization; and
(ii) 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
[[Page 29118]]
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 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 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.
(c) Under 34 CFR 75.250(b), the Secretary may provide a grantee
with additional funding for data collection analysis and reporting. In
this case the Secretary establishes a data collection period.
5. Performance Measures: For the purposes of Department reporting
under 34 CFR 75.110, the Department has established a set of
performance
[[Page 29119]]
measures, including long-term measures, that are designed to yield
information on various aspects of the effectiveness and quality of the
Personnel Development to Improve Services and Results for Children with
Disabilities program. These measures include: (1) the percentage of
preparation programs that incorporate scientifically or evidence-based
practices into their curricula; (2) the percentage of scholars
completing the preparation program who are knowledgeable and skilled in
evidence-based practices 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; (4) the
percentage of scholars completing the preparation program 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.
In addition, the Department will gather information on the
following outcome measures: the number and percentage of scholars
proposed by the grantee in its application that were actually enrolled
and making satisfactory academic progress in the current academic year;
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; and the percentage of scholars who completed the
preparation program and are employed in the field of special education
for at least two years.
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 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. 2023-09615 Filed 5-4-23; 8:45 am]
BILLING CODE 4000-01-P