[Federal Register Volume 88, Number 234 (Thursday, December 7, 2023)]
[Notices]
[Pages 85272-85281]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-26855]


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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) 2024 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: December 7, 2023.
    Deadline for Transmittal of Applications: February 20, 2024.
    Deadline for Intergovernmental Review: April 22, 2024.
    Pre-Application Webinar Information: No later than December 12, 
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

[[Page 85273]]

www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs.

FOR FURTHER INFORMATION CONTACT: Tracie Dickson, U.S. Department of 
Education, 400 Maryland Avenue SW, room 4A10, Washington, DC 20202. 
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 2024 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), Tribally Controlled Colleges and 
Universities (TCCUs), and other Minority Serving Institutions (MSIs) 
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.
    Over time, the population of children receiving services under the 
IDEA is 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).
    While 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 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 specifically 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 Programs (OSEP) 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 demonstrate 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 and 
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

[[Page 85274]]

HBCUs,\1\ TCCUs,\2\ and other MSIs \3\ that prepare scholars \4\ in 
special education, early intervention, and related services \5\ at the 
bachelor's degree, certification,\6\ 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 \7\ 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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    \1\ For purposes of this priority, ``Historically Black Colleges 
and Universities'' means colleges and universities that meet the 
criteria 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 HEA of 1965.
    \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 2023 Eligibility 
Matrix to determine MSI eligibility (see https://www2.ed.gov/about/offices/list/ope/idues/eligibility.html).
    \4\ 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.
    \5\ For the purposes of this priority, ``related services'' 
includes the following: speech-language pathology and audiology 
services; assistive technology services; interpreting services; 
intervener services; psychological services; applied behavior 
analysis; physical therapy and occupational therapy; recreation, 
including therapeutic recreation; artistic and cultural services, 
including music, art, dance and movement therapy; social work 
services; counseling services, including rehabilitation counseling; 
and orientation and mobility services.
    \6\ For the purposes of this priority, ``certification'' refers 
to programs of study for individuals with bachelor's, master's, 
educational specialist, or clinical doctoral degrees that lead to 
licensure, endorsement, or certification from a State or national 
credentialing authority following completion of the degree program 
that qualifies graduates to teach or provide services to children 
with disabilities. Programs of study that lead to a certificate of 
completion awarded from an HBCU, TCCU, or MSI, but do not lead to 
licensure, endorsement, or certification from a State or national 
credentialing authority, do not qualify.
    \7\ 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 by the 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.
    Note: Applicants under this priority may not submit the same 
proposal under Preparation of Related Services Personnel Serving 
Children with Disabilities who have High-Intensity Needs, ALN 84.325R. 
Applicants may submit substantively different proposals under ALN 
84.325M and ALN 84.325R. OSEP may fund applications out of rank order 
based on funding decisions across ALN 84.325M and ALN 84.325R in FY 
2024 to ensure that similar personnel preparation projects are not 
funded within the same institution of higher education (IHE) across the 
ALN 84.325M and ALN 84.325R competitions.

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 both Focus Area A and B. However, applicants 
may submit substantively different proposals for Focus Areas A and B. 
OSEP may fund out of rank order applications from HBCUs and TCCUs to 
increase the number of funded applications from these institutions. 
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 focus area is for projects that prepare early intervention, 
early childhood 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. Programs preparing 
early intervention special educators and early childhood special 
educators must prepare graduates to meet State and national 
professional organization standards for early intervention special 
educators and early childhood special educators such as the Division of 
Early Childhood (DEC) Initial Practice-Based Professional Preparation 
Standards for Early Intervention/Early Childhood Special Education 
(DEC, 2020). 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. Programs 
that prepare general early childhood educators are not eligible under 
this competition regardless of whether a degree in early childhood 
education complies with the State's certification requirements for 
early intervention special educators or early childhood special 
educators.
    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.

[[Page 85275]]

Focus Areas A and B

    Applicants may, but are not required to, use up to the first 12 
months of the project period and up to $100,000 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 project 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, which may include developing 
memorandums of understandings or other formal agreements, 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),\8\ high-
poverty schools,\9\ schools identified for comprehensive support and 
improvement,\10\ and schools implementing a targeted support and 
improvement plan \11\ 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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    \8\ 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.
    \9\ 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.
    \10\ 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.
    \11\ 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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    In addition to requesting up to $100,000 for planning, additional 
Federal funds may also be requested for scholar support and other grant 
activities occurring in year one of the project.
    Note: Applicants proposing projects to develop, expand, or add a 
new area of emphasis within the curriculum of 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 the 60 months.
    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 effective and 
equitable, evidence-based, and culturally and linguistically responsive 
instruction, interventions, and services that improve outcomes, 
including literacy and math outcomes, for children with disabilities;
    (2) The proposed project will increase the number of personnel with 
competencies \12\ in the proposed preparation focus area to provide 
effective and equitable, evidence-based, and culturally and 
linguistically responsive instruction, interventions, and services, 
including through distance education, 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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    \12\ 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) The applicant has successfully graduated students from its 
program, including students who are from racially and ethnically 
diverse backgrounds, students who are multilingual, and students with 
disabilities, by 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 elects to use up to the first 12 months of the project period 
and up to $100,000 awarded in the first budget period for planning;
    (2) The project will recruit and retain scholars to participate in 
the project. To meet this requirement, the applicant must describe--

[[Page 85276]]

    (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 scholars from 
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, and culturally and linguistically 
responsive instruction, interventions, and services 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. 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, and culturally and 
linguistically responsive instruction, interventions, and services that 
improve outcomes for children with disabilities, including literacy and 
math outcomes, including children of color and children who are 
multilingual, in a variety of early childhood and early intervention 
settings or educational 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 parents 
with disabilities; 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 (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; 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--
    (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 supported by the 
project, including data disaggregated by race, national origin, primary 
language(s), and disability status, 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

[[Page 85277]]

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 or early intervention program located within the geographical 
boundaries of a high-need LEA, or an early childhood or 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 with disabilities 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) 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 60 months) 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 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 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 (e.g., the IHE) has not had an active discretionary grant 
under the ALN 84.325M, 84.325R, or ALN 84.325K in the last five years 
before the deadline date for submission of applications under this 
program (ALN 84.325M).
    (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://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.
Division of Early Childhood of the Council for Exceptional Children. 
(2020). The early interventionist/early childhood special educator 
standards. www.dec-sped.org/ei-ecse-standards.
Gardner, M., Melnick, H., Meloy, B., & Barajas, J. (2019). Promising 
models for preparing a diverse, high-quality early childhood 
workforce. Learning Policy Institute. https://
learningpolicyinstitute.org/product/

[[Page 85278]]

preparing-diverse-high-quality-early-childhood-workforce-report.
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: The Administration has requested 
$250,000,000 for the Personnel Development to Improve Services and 
Results for Children with Disabilities program for FY 2024, of which we 
intend to use an estimated $7,250,000 for this competition. The actual 
level of funding, if any, depends on final congressional action. 
However, we are inviting applications to allow enough time to complete 
the grant process if Congress appropriates funds for this program.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2025 from the list of 
unfunded applications from this competition.
    Estimated Range of Awards: $1,150,000-$1,250,000.
    Estimated Average Size of Awards: $1,200,000.
    Maximum Award: We will not make an award exceeding $1,250,000 per 
project for a project period of 60 months or an award that exceeds 
$350,000 for any single budget period.
    Note: Applicants must describe, in their applications, the amount 
of funding being requested for each 12-month budget period.
    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 associated with HBCUs, TCCUs, and MSIs.
    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).

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,

[[Page 85279]]

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.
    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 limit the application 
narrative to no more than 40 pages and 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.
    (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 
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).

[[Page 85280]]

    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 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

[[Page 85281]]

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 featureat 
www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.

Glenna Wright-Gallo,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2023-26855 Filed 12-6-23; 8:45 am]
BILLING CODE 4000-01-P