[Federal Register Volume 88, Number 88 (Monday, May 8, 2023)]
[Notices]
[Pages 29650-29658]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-09688]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Personnel Development To Improve
Services and Results for Children With Disabilities--Preparation of
Special Education, Early Intervention, and Related Services Leadership
Personnel
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice.
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SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for new awards for fiscal year (FY) 2023 for
Personnel Development to Improve Services and Results for Children with
Disabilities--Preparation of Special Education, Early Intervention, and
Related Services Leadership Personnel, Assistance Listing Number
84.325D. This notice relates to the approved information collection
under OMB control number 1820-0028.
DATES:
Applications Available: May 8, 2023.
Deadline for Transmittal of Applications: July 7, 2023.
Deadline for Intergovernmental Review: September 5, 2023.
Pre-Application Webinar Information: No later than May 15, 2023,
the Office of Special Education and Rehabilitative Services (OSERS)
will post pre-recorded informational webinars designed to provide
technical assistance to interested applicants. The webinars may be
found at www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html.
ADDRESSES: For the addresses for obtaining and submitting an
application, please refer to our Common Instructions for Applicants to
Department of Education Discretionary Grant Programs, published in the
Federal Register on December 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: Celia Rosenquist, U.S. Department of
Education, 400 Maryland Avenue SW, Room 5076, Potomac Center Plaza,
Washington, DC 20202-5076. Telephone: 202-245-7373. 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
Purposes of Program: The purposes of this program are to (1) help
address State-identified needs for personnel preparation in special
education, early intervention, related services, and regular education
to work with children, including infants and toddlers, with
disabilities; and (2) ensure that those personnel have the necessary
skills and knowledge, derived from practices that have been determined
through scientifically based research and experience, to be successful
in serving those children.
Priority: This competition includes one absolute priority and,
within that absolute priority, two competitive preference priorities.
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:
Preparation of Special Education, Early Intervention, and Related
Services Leadership Personnel.
Background:
The Department is committed to promoting equity for children with
disabilities to access educational resources and opportunities. The
Department also places a high priority on increasing the number of
leadership personnel, including increasing the number of multilingual
leadership personnel and leadership personnel from racially and
ethnically diverse backgrounds, who provide, or prepare
[[Page 29651]]
others to provide, services to children with disabilities. To support
these goals, under this absolute priority, the Department will fund
projects that support doctoral degree programs to prepare and increase
the number of personnel who are well qualified for, and can act
effectively in, leadership positions as researchers and special
education/early intervention/related services personnel preparers in
institutions of higher education (IHEs), or as leaders in State
educational agencies (SEAs), lead agencies (LAs) under Part C of IDEA,
local educational agencies (LEAs), early intervention services programs
(EIS programs), or schools, including increasing the number of
multilingual leadership personnel and leadership personnel from
racially and ethnically diverse backgrounds at the doctoral level in
special education, early intervention, and related services.
There is a well-documented need for special education, early
intervention, and related services leadership personnel who serve
critical roles within different settings (Bellamy & Iwaszuk, 2017;
Castillo et al., 2014; Montrosse & Young, 2012; NCSI, 2018a; NCSI,
2018b; Robb et al., 2012; Tucker et al., 2020). For example, leadership
personnel in IHEs teach practices supported by research to future
special education, early intervention, related services, and general
education professionals. These leaders also conduct research that
increases knowledge of effective interventions and services for
children, including infants and toddlers, and youth with disabilities.
Another example of a critical leadership role includes special
education and early intervention administrators who supervise and
evaluate the implementation of instructional programs to ensure that
State or local agencies are meeting the needs of children with
disabilities. Administrators also ensure that schools and programs meet
Federal, State, and local requirements for special education, early
intervention, and related services.
The need to increase the number of multilingual leadership
personnel and leadership personnel from racially and ethnically diverse
backgrounds has been recognized due to the significant benefits for
both personnel and the children they serve (e.g., Carver-Thomas, 2018;
deBettencourt et al., 2016). For example, special education programs at
IHEs benefit from multilingual faculty and faculty from racially and
ethnically diverse backgrounds who bring different perspectives,
experiences, and contexts to the program and its curriculum, which, in
turn, benefits the individuals enrolled in the program and the children
with disabilities those individuals will ultimately serve (e.g.,
deBettencourt, et al., 2016; Maggin et al., 2021). A multilingual
faculty and faculty from racially and ethnically diverse backgrounds
also brings different perspectives, experiences, and contexts to
research, which is critical to promoting innovative advances in
knowledge and practice (e.g., Hofstra et al., 2020), including advances
in knowledge of effective culturally and linguistically responsive
instruction and interventions and services that improve outcomes for
children with disabilities. Special education and early intervention
administrators have a critical role in increasing the number of
multilingual personnel and personnel from racially and ethnically
diverse backgrounds who support children with disabilities through
policies, initiatives, and promoting an inclusive culture in early
intervention and school settings (e.g., Carver-Thomas, 2018; Steiner et
al., 2022) as well as retaining personnel. Administrators also ensure
that schools and programs implement culturally and linguistically
responsive instructional programs to ensure that State or local
agencies are meeting the needs of children with disabilities (Bellamy
et al., 2014).
Leadership personnel can have significant influence in preparing
and supporting personnel, policy, and research. All leadership
personnel need to promote high expectations and have current knowledge
of effective culturally and linguistically responsive instruction,
interventions, and services that improve outcomes for children with
disabilities. Critical competencies for special education, early
intervention, and related services leadership personnel vary depending
on the type of leadership personnel and the requirements of the
preparation program, but can include, for example, skills needed for
postsecondary instruction, administration and supervision, interpreting
and applying research, policy development and implementation,
organizational and systems change, communication, collaboration, and
the use of technologies to support in-person and distance education
(Boscardin & Lashley, 2018; Bruns et al., 2017). Scholars' acquisition
of competencies and success in doctoral programs depends on factors
such as supportive supervision, experiential learning opportunities,
access to resources, and developing and enhancing professional networks
and collaborative learning opportunities (Douglas, 2020; Sverdlik et
al., 2018). Networks, in particular, are integral to leadership
development and critical to addressing complex problems (Cullen-Lester
et al., 2017; Hoppe & Reinelt, 2010).
Priority:
The purpose of this priority is to support doctoral degree programs
to prepare and increase the number of personnel who are well-qualified
for, and can act effectively in, leadership positions as researchers
and special education/early intervention/related services personnel
preparers in IHEs, or as leaders in SEAs, LAs under Part C of IDEA,
LEAs, or EIS programs, including increasing the number of multilingual
leadership personnel and leadership personnel from racially and
ethnically diverse backgrounds at the doctoral level in special
education, early intervention, and related services. Proposed projects
must be designed to prepare graduates to be well-qualified for, and act
effectively in, leadership positions as researchers and special
education/early intervention/related services personnel preparers in
IHEs, or as leaders in SEAs, LAs, LEAs, or EIS programs. Projects must
support a program that culminates in a doctoral degree (Ph.D. or
Ed.D.).
Note: Eligible applicants include partnerships \1\ that are
comprised of two or three IHEs with doctoral programs that prepare
scholars \2\ and otherwise meet the eligibility requirements. For
additional information regarding group applications, refer to 34 CFR
75.127, 75.128, and 75.129.
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\1\ For the purposes of this priority, a ``partnership'' is a
group comprised of two or three IHEs with doctoral programs in which
(a) each IHE enrolls and supports scholars as part of the
partnership, and (b) the partnership provides joint experiences each
year for scholars to learn from faculty and scholars at each
participating IHE that promote the acquisition of leadership
competencies through coursework, research, internship experiences,
work-based experiences, or other opportunities as a requirement of
the project.
\2\ For the purposes of this priority, ``scholar'' is limited to
an individual who (a) is pursuing a doctoral degree related to
special education, early intervention, or related services; (b)
receives scholarship assistance as authorized under section 662 of
IDEA (34 CFR 304.3(g)); and (c) will be able to be employed in a
position that serves children with disabilities for at least 51
percent of their time or case load. See https://pdp.ed.gov/OSEP/Home/Regulation for more information.
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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 scholars
[[Page 29652]]
are not on track to complete the program by the end of that period.
To be considered for funding under this absolute priority,
applicants must meet the application requirements contained in the
priority. All projects funded under this absolute priority also must
meet the programmatic and administrative requirements specified in the
priority.
Note: Preparation programs that lead to clinical doctoral degrees
in related services (e.g., a Doctor of Audiology degree or Doctor of
Physical Therapy degree) are not included in this priority. These types
of preparation programs are eligible to apply for funding under the
Preparation of Early Intervention and Special Education Personnel
Serving Children with Disabilities who have High-Intensity Needs
(84.325K), Preparation of Related Services Personnel Serving Children
with Disabilities who have High-Intensity Needs priority (84.325R), or
the 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 priority (84.325M) that the Office of
Special Education Programs (OSEP) intends to fund in FY 2023.
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 would increase the number of leadership
personnel who are well qualified to advance practice, policy, or
research in the project's preparation focus area and how it will
provide, or prepare others to provide, effective culturally and
linguistically responsive instruction, interventions, and services that
improve outcomes for children with disabilities;
(2) The doctoral program to date has been successful (including
program data, if available) in producing leadership personnel.
Applicants should include data for the number of students who have
completed the doctoral program disaggregated by race, national origin
and primary language(s), and disability status; the types of leadership
positions that recent program graduates are employed in related to
their preparation; the professional accomplishments of program
graduates that demonstrate their leadership in special education, early
intervention, or related services (e.g., public service, awards,
publications); and the percentage of program graduates finding
employment related to their preparation serving students with
disabilities in underserved communities if applicable (e.g., employed
in districts with high rates of poverty); and
Note: Data on the success of a doctoral program should be no more
than 5 years old on the start date of the project proposed in the
application. When reporting percentages, the denominator (i.e., the
total number of scholars or program graduates) must be provided.
(3) Scholar competencies to be acquired in the program relate to
knowledge and skills needed by the leadership personnel in the
project's proposed preparation focus area to provide, or prepare others
to provide, effective culturally and linguistically responsive
instruction, interventions, and services, including through distance
education, that improve outcomes for children with disabilities.
(b) Demonstrate, in the narrative section of the application under
``Quality of project services,'' how--
(1) The applicant will recruit and retain scholars participating in
the project. To meet this requirement, the narrative must describe--
(i) The selection criteria the applicant will use to identify
doctoral applicants for admission to the program;
(ii) The recruitment strategies the project will use to attract
doctoral applicants, including from groups that are underrepresented in
the field, including applicants with disabilities, multilingual
applicants, and applicants from racially and ethnically diverse
backgrounds, to ensure a diverse pool of applicants; and
Note: Applicants should engage in focused outreach and recruitment
to increase the number of doctoral applicants from groups that are
underrepresented in the field, including applicants with disabilities,
multilingual applicants, and applicants from racially and ethnically
diverse backgrounds, but the scholar 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 in completing the program and preparing them for careers in
special education, early intervention, or related services; and
(2) The project is designed to promote the acquisition of the
competencies needed by leadership personnel in the project's proposed
preparation focus area to provide, or prepare others to provide,
effective culturally and linguistically responsive instruction,
interventions, and services that improve outcomes for children with
disabilities. To address this requirement, the applicant must--
(i) Describe how the proposed project components, such as
coursework, research, internship experiences, work-based experiences,
program evaluation, and other opportunities provided to scholars, and
sequence of the components will enable the scholars to acquire the
competencies needed by leadership personnel;
Note: Applicants that propose partnership projects must describe
how the project components and sequence of the components are designed
to ensure that scholars have opportunities to acquire the competencies
needed by leadership personnel through engaging and collaborating with
faculty and scholars at each IHE participating in the partnership.
(ii) Describe how the proposed project components will prepare
scholars to provide, or prepare others to provide, culturally and
linguistically responsive effective instruction, interventions, and
services that improve outcomes for children with disabilities, in a
variety of educational or early childhood and early intervention
settings, including in-person and remote settings;
(iii) Describe how the proposed project will engage partners,
including multilingual individuals, individuals and families from
racially and ethnically diverse backgrounds, public or private entities
(e.g., organizations, centers, agencies, schools, programs) that
provide services to multilingual children with disabilities and their
families, and public or private entities that provide services to
children of color with disabilities and their families, to inform
project components; and
(iv) Describe how the proposed project components will promote the
acquisition of scholars' knowledge of strategies and approaches in
attracting, preparing, and retaining future personnel with
disabilities, multilingual personnel and personnel from racially and
ethnically diverse backgrounds, who will work with, and provide
effective culturally and linguistically responsive instruction,
interventions, and services to, children with disabilities and their
families.
(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;
[[Page 29653]]
(2) The project director and other key project personnel will
manage the components of the project;
(3) The time commitments of the project director and other key
project personnel are adequate to meet the objectives of the proposed
project; and
(4) For proposed partnership projects, the project will establish
policies, procedures, standards, and fiscal management of the
partnership.
(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, childcare) will be
disseminated and how the project will support scholars accessing 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, and social emotional needs with
the goal of supporting them to complete the program; and
(3) The budget is adequate for meeting the project objectives and
mitigating financial burden to scholars while 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 the scholar's
financial needs, including a consideration of all costs associated with
the attendance, even if that means enrolling fewer scholars as part of
the proposed project. 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 childcare; 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 and professional development. 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
leadership project have been met. The applicant must describe the
outcomes to be measured for both the project and the scholars,
particularly the acquisition of scholars' competencies, and the
evaluation methodologies to be employed, data collection methods, and
possible analyses; and
(2) Collect, analyze, and use data on scholars 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 clinic experience in a high-need LEA,\3\ a high-poverty
school,\4\ a school implementing a comprehensive support and
improvement plan,\5\ a school implementing a targeted support and
improvement plan \6\ for children with disabilities, an SEA, an early
childhood and early intervention program located within the
geographical boundaries of a high-need LEA, or an early childhood and
early intervention program located within the geographical boundaries
of an LEA serving the highest percentage of schools identified for
comprehensive support and improvement or implementing targeted support
and improvement plans in the State;
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\3\ 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.
\4\ 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.
\5\ 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.
\6\ 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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(2) Include in Appendix B of the application--
(i) A table that includes the project's required coursework that
provides the title, description, and learning goals; and
(ii) Four exemplars of course syllabi in research methods,
evaluation methods, or data analysis courses required by the degree
program;
Note: Partnership projects should include two course syllabi from
each participating IHE.
(3) Include in the application budget attendance by the project
director at a 3-day project directors' meeting in Washington, DC,
during each year of the project. The budget may also provide for the
attendance of scholars at the same 3-day project directors' meetings in
Washington, DC; 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 the U.S. Constitution and
Federal civil rights laws;
(iv) All the syllabi for the project's required coursework will be
provided if requested by 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 childcare; and an
allowance for room and board) will not be conditioned on the scholar
working
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for the grantee (e.g., personnel at the IHE);
(vii) The project director, key personnel, and scholars will
actively participate in the cross-project collaboration, advanced
trainings, and cross-site learning opportunities (e.g., webinars,
briefings) supported by OSEP. This network is intended to promote
opportunities for participants to share resources and generate new
knowledge by addressing topics of common interest to participants
across projects including Department priorities and needs in the field;
(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) 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 Priorities: Within this absolute priority,
we give competitive preference to applications that address the
following 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 competitive preference priorities are addressed, and which
competitive preference priorities are being addressed.
These priorities are:
Competitive Preference Priority 1--Applications from New Potential
Grantees (0 or 3 points).
(a) Under this priority, an applicant must demonstrate that the
applicant (i.e., the IHE) has not had an active discretionary grant
under the program from which it seeks funds, including through
membership in a group application submitted in accordance with 34 CFR
75.127-75.129, in the last 5 years before the deadline date for
submission of applications under the 84.325D program.
(b) For the purposes 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.
Competitive Preference Priority 2--Partnership Applications that
Include Minority-Serving Institutions (MSIs) (0 or 3 points).
(a) Under this priority, a partnership application that includes
one or more IHEs that meet the definition of an MSI.\7\
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\7\ For purposes of this priority, ``Minority-Serving
Institution (MSI)'' 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 Higher Education
Act of 1965, as amended. For purposes of this priority, the
Department will use the FY 2022 Eligibility Matrix to determine MSI
eligibility (see www2.ed.gov/about/offices/list/ope/idues/eligibility.html).
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(b) For purposes of this priority, the Department will use the FY
2022 Eligibility Matrix to determine MSI eligibility.
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National Center for Systemic Improvement (NCSI). (2018b). Leadership
turnover: The impact on State early intervention systems. https://ncsi-library.wested.org/resources/200.
Robb, S.M., Smith, D.D., & Montrosse, B.E. (2012). A context of the
demand for special education faculty: A study of special education
teacher preparation programs. Teacher Education and Special
Education, 35(2), 128-139.
Steiner, E.D., Greer, L., Berdie, L., Schwartz, H.L., Woo, A., Doan,
S., Lawrence, R.A., Wolfe, R.L., & Gittens, A.D. (2022).
Prioritizing strategies to racially diversify the K-12 teacher
workforce: Findings from the state of the American teacher and state
of the American principal surveys. RAND Corporation. www.rand.org/pubs/research_reports/RRA1108-6.html.
Sverdlik, A., Hall, N.C., McAlpine, L., & Hubbard, K. (2018). The
Ph.D. experience: A review of the factors influencing doctoral
students' completion, achievement, and well-being. International
Journal of Doctoral Studies, 13, 361-388.
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Tucker, D.A, Compton, M.V., Allen, S.J., Mayo, R., Hooper, C.,
Ogletree, B., Flynn, P., Frazier, A., McMurry, S. (2020). Exploring
barriers to doctoral education in communication sciences and
disorders: Insights from practicing professionals. Perspectives of
the ASHA Special Interest Groups, 1-12. https://doi.org/10.1044/2020_PERSP-20-00019.
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (APA) (5 U.S.C. 553) the Department generally offers interested
parties the opportunity to comment on proposed priorities. 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: $9,750,000.
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: $225,000-$250,000 per year for an
individual IHE; $450,000-$500,000 per year for a two-IHE partnership
application; and $675,000-$750,000 for a three-IHE partnership
application.
Estimated Average Size of Awards: $237,500 per year for an
individual IHE; $475,000 per year for a two-IHE group application; and
$712,500 per year for a three-IHE group application.
Maximum Award: For a single budget period of 12 months, we will not
make an award exceeding: for an individual IHE, $250,000; for a two-IHE
group application, $500,000; and for a three-IHE group application,
$750,000.
Estimated Number of Awards: Up to 39 awards for individual IHEs.
However, the total number of awards may change depending on the number
of group application awards under the absolute priority.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: IHEs and private nonprofit organizations.
Note: If you are a nonprofit organization, under 34 CFR 75.51, you
may demonstrate your nonprofit status by providing: (1) proof that the
Internal Revenue Service currently recognizes the applicant as an
organization to which contributions are tax deductible under section
501(c)(3) of the Internal Revenue Code; (2) a statement from a State
taxing body or the State attorney general certifying that the
organization is a nonprofit organization operating within the State and
that no part of its net earnings may lawfully benefit any private
shareholder or individual; (3) a certified copy of the applicant's
certificate of incorporation or similar document if it clearly
establishes the nonprofit status of the applicant; or (4) any item
described above if that item applies to a State or national parent
organization, together with a statement by the State or parent
organization that the applicant is a local nonprofit affiliate.
2.a. Cost Sharing or Matching: Cost sharing or matching is not
required for this competition.
b. Indirect Cost Rate Information: This program uses a training
indirect cost rate. This limits indirect cost reimbursement to an
entity's actual indirect costs, as determined in its negotiated
indirect cost rate agreement, or eight percent of a modified total
direct cost base, whichever amount is less. For more information
regarding training indirect cost rates, see 34 CFR 75.562. For more
information regarding indirect costs, or to obtain a negotiated
indirect cost rate, please see www2.ed.gov/about/offices/list/ocfo/intro.html.
c. Administrative Cost Limitation: This program does not include
any program-specific limitation on administrative expenses. All
administrative expenses must be reasonable and necessary and conform to
Cost Principles described in 2 CFR part 200 subpart E of the Uniform
Guidance.
3. Subgrantees: Under 34 CFR 75.708(b) and (c) a grantee under this
competition may award subgrants--to directly carry out project
activities described in its application--to the following types of
entities: IHEs and private nonprofit organizations. 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).
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 775045) 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
[[Page 29656]]
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 (35 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 (20 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
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.
[[Page 29657]]
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 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 evidence-based practices (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; (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: (1) the number and percentage of scholars
proposed by the grantee in their application that were actually
enrolled and making satisfactory academic progress in the
[[Page 29658]]
current academic year; (2) 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 (3) 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, 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. 2023-09688 Filed 5-5-23; 8:45 am]
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