[Federal Register Volume 89, Number 17 (Thursday, January 25, 2024)]
[Notices]
[Pages 4924-4931]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-01413]
=======================================================================
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
Applications for New Awards; Personnel Development To Improve
Services and Results for Children With Disabilities Program--Preservice
Program Development Grants at Historically Black Colleges and
Universities, Tribally Controlled Colleges and Universities, and Other
Minority Serving Institutions To Diversify Personnel Serving Children
With Disabilities
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice.
-----------------------------------------------------------------------
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 Program--Preservice Development Grants at Historically
Black Colleges and Universities, Tribally Controlled Colleges and
Universities, and Other Minority Serving Institutions to Diversify
Personnel Serving Children with Disabilities, Assistance Listing Number
84.325X. This notice relates to the approved information collection
under OMB control number 1820-0028.
DATES:
Applications Available: January 25, 2024.
Deadline for Transmittal of Applications: April 4, 2024.
Deadline for Intergovernmental Review: June 3, 2024.
Pre-Application Webinar Information: No later than January 30,
2024, the Office of Special Education Programs and Rehabilitative
Services will post pre-recorded informational webinars designed to
provide technical assistance (TA) to interested applicants. The
webinars may be found at https://www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html.
ADDRESSES: For the addresses for obtaining and submitting an
application, please refer to our Common Instructions for Applicants to
Department of Education Discretionary Grant Programs, published in the
Federal Register on December 7, 2022 (87 FR 75045) and available at
www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs.
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. 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:
Preservice Development Grants at Historically Black Colleges and
Universities, Tribally Controlled Colleges and Universities, and Other
Minority Serving Institutions To Diversify Personnel Serving Children
With Disabilities.
Background:
Special education and related services personnel are at the top of
the critical shortage list in educational systems in nearly every
State, especially in urban areas (U.S. Department of Education, 2023b;
American Speech Language Hearing Association, n.d.; National Coalition
on Personnel Shortages in Special Education and Related Services,
n.d.). In a national survey of Part C State coordinators, 98 percent of
respondents indicated that they had shortages of personnel to work in
their early intervention system (IDEA Infant and Toddler Coordinators
Association, 2021). These shortages impede the ability of children with
disabilities to reach their full potential (Center on Great Teachers
and Leaders, 2023a). Compounding the issue is the critical shortage of
early intervention, special
[[Page 4925]]
education, and related services personnel who are multilingual and
racially, ethnically, and culturally diverse (Center on Great Teachers
and Leaders, 2023a). For example, the Office of Special Education
Program's (OSEP's) Personnel Development Program Data Collection System
data show that graduates of OSEP-supported early intervention and
special education doctoral programs were 78 percent White, 5 percent
Hispanic, 6 percent Black, 6 percent Asian, and 5 percent unreported,
which does not match the demographics of children (U.S. Department of
Education, Office of Special Education Programs (OSEP), 2021).
Enhancing equity within early intervention and special education
systems requires a specific focus on preservice preparation so that the
future workforce has the competencies to support the developmental and
learning needs of children with disabilities, including the increasing
population of children with disabilities who are multilingual and
racially, ethnically, and culturally diverse (Center on Great Teachers
and Leaders, 2023b). Diversifying the workforce can have positive
impacts on all children. All children, and particularly multilingual
children and children from racially and ethnically diverse backgrounds,
with and without disabilities, demonstrate improved academic
achievement and behavioral and social and emotional development when
they receive services from personnel who are multilingual and from
racially, ethnically, and culturally diverse backgrounds (Kunemund et
al., 2020).
Historically Black Colleges and Universities (HBCUs), Tribally
Controlled Colleges and Universities (TCCUs), and other Minority
Serving Institutions (MSIs) have the experience and expertise to
recruit, prepare, and graduate students who are multilingual and
racially, ethnically, and culturally diverse. However, there are
currently a limited number of HBCUs, TCCUs, and other MSIs that operate
the programs required to train the number of students needed to address
the critical shortage. Therefore, there is a need to increase the
number of early intervention, early childhood special education,
special education, and related services programs in HBCUs, TCCUs, and
other MSIs. For example, of all Black teachers nationwide, nearly half
are graduates of HBCUs (U.S. Department of Education, 2023a). Yet, of
the 103 HBCUs, only 27 offer a special education preparation program
(Patterson et al., 2022). There are currently 32 fully accredited TCCUs
(National Indian Education Association, n.d.), with nine offering
bachelor's degrees in early childhood education, eight offering
bachelor's degrees in general education, and only one offering a
bachelor's degree in special education. Additionally, many special
education programs at HBCUs and MSIs focus on high-incidence
disabilities and do not offer degree programs that prepare graduates to
serve children with high-intensity needs, such as sensory disabilities.
As an example, since 2006, OSEP has only awarded two grants to HBCUs to
prepare teachers of students with visual impairments (TVIs) and only
five grants to MSIs to prepare TVIs. Additionally, only one HBCU
currently offers a degree preparing teachers of students who are deaf
or hard of hearing and teachers of students who are DeafBlind.
To address shortages and diversify the workforce in early
intervention, early childhood special education, special education, and
related services personnel, HBCUs, TCCUs, and MSIs need support to
develop associate's, bachelor's, certificate, master's, educational
specialist, and clinical doctoral degree level programs (Escobar et
al., 2021; Murray et al., 2022; Lamb, 2016). To increase the number of
personnel who are fully credentialed and licensed to enter the field to
serve children with disabilities and their families, including
multilingual personnel and personnel from racially and ethnically
diverse backgrounds, this grant competition plans to award grants to
HBCUs, TCCUs, and MSIs to develop new degree and certification programs
in early intervention, early childhood special education, special
education, and related services. This priority aligns with the
Secretary's Supplemental Priority 3--Supporting a Diverse Educator
Workforce and Professional Growth to Strengthen Student Learning,
published in the Federal Register on December 10, 2021 (86 FR 70612).
Priority:
The purpose of this priority is to fund Preservice Development
Grants at HBCUs,\1\ TCCUs,\2\ and MSIs \3\ to Diversify Personnel
Serving Children with Disabilities. OSEP may fund out of rank order
applications from HBCUs and TCCUs to increase the number of funded
applications from these institutions. Projects are expected to achieve,
at a minimum, the following expected outcomes:
---------------------------------------------------------------------------
\1\ For purposes of this priority, ``Historically Black Colleges
and Universities'' means colleges and universities that meet the
criteria set out in 34 CFR 608.2.
\2\ For purposes of this priority, ``Tribally Controlled
Colleges and Universities'' has the meaning ascribed to it in
section 316(b)(3) of the Higher Education Act of 1965 (HEA).
\3\ For purposes of this priority, ``Minority-Serving
Institution'' means an institution that is eligible to receive
assistance under sections 316 through 320 of part A of title III,
under part B of title III, or under title V of the HEA. For purposes
of this priority, the Department will use the FY 2023 Eligibility
Matrix to determine MSI eligibility (see https://www2.ed.gov/about/offices/list/ope/idues/eligibility.html).
---------------------------------------------------------------------------
(a) Increased number of early intervention, early childhood special
education, special education, or related services \4\ personnel who are
multilingual and from racially and ethnically diverse backgrounds, and
who have the competencies to work with infants, toddlers, children and
youth (children) with disabilities and their families within early
intervention, early childhood programs, or school settings;
---------------------------------------------------------------------------
\4\ For the purposes of this priority, ``related services''
includes the following: speech-language pathology and audiology
services; assistive technology services; sign language 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.
---------------------------------------------------------------------------
(b) Increased variety of degrees, including associate degrees,
bachelor's degrees, master's degrees, educational specialist degrees,
and clinical doctorate degrees, and certifications \5\ in early
intervention, early childhood special education, special education, and
related services offered at HBCUs, TCCUs, and MSIs; and
---------------------------------------------------------------------------
\5\ 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 institution of higher education (IHE),
but do not lead to licensure, endorsement, or certification from a
State or national credentialing authority, do not qualify.
---------------------------------------------------------------------------
(c) Increased faculty capacity at HBCUs, TCCUs, and MSIs to design
and deliver programs of study in early intervention, early childhood
special education, special education, and related services.
In addition to these programmatic requirements, to be considered
for funding under this priority, applicants must meet the application
and administrative requirements in this priority, which are:
(a) Demonstrate, in the narrative section of the application under
``Significance,'' how--
(1) The proposed project will address the need in the field to
increase the number of personnel in the proposed
[[Page 4926]]
degree or certification area--including those who are multilingual and
from racially and ethnically diverse backgrounds--who are fully
qualified to serve children with disabilities and their families and
provide equitable, evidence-based,\6\ culturally and linguistically
responsive instruction, interventions, and services, that improve
outcomes for children with disabilities--including children of color
with disabilities and children with disabilities who are multilingual--
and support their full and equitable participation, development, and
learning.
---------------------------------------------------------------------------
\6\ 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).
---------------------------------------------------------------------------
To meet this requirement, the applicant must provide information
demonstrating that it has successfully graduated students from an
education or related services program that is related to the degree or
certification being proposed, including data on the number of students
who have graduated in the last five years disaggregated by race,
national origin, disability status, and primary language(s).
(b) Demonstrate, in the narrative section of the application under
``Quality of project services,'' how the project will--
(1) Develop a plan to create a new associate degree, bachelor's
degree, certification, master's degree, educational specialist degree,
or clinical doctoral degree program in early intervention, early
childhood special education, special education, or related services
during the first 24 months of the project. To address this requirement,
the applicant must describe the approach that will be used to---
(i) Develop a curriculum, including coursework and field or
clinical practicum experiences, and academic requirements for the
proposed degree or certification to prepare early intervention, early
childhood special education, special education, or related services
personnel to provide effective and equitable, evidence-based,
culturally and linguistically responsive instruction, interventions,
and services, that improve outcomes for children with disabilities,
including those who are multilingual and from racially and ethnically
diverse backgrounds. The applicant must describe--
(A) The components of the proposed curriculum such as coursework,
field or practicum experience, and other requirements; and the
anticipated time to complete the degree or certification program;
(B) How it will identify and incorporate current research,
evidence-based practices, and State and national professional
organization personnel standards in the development and delivery of the
curriculum;
(ii) Determine the knowledge and competencies students will acquire
in the proposed program, including knowledge and competencies necessary
to provide effective and equitable, evidence-based, culturally and
linguistically responsive instruction, interventions, and services,
that improve outcomes for children with disabilities, including
children with disabilities who are multilingual and from racially and
ethnically diverse backgrounds;
(iii) Develop partnerships with field placement and clinical
practicum sites to prepare early intervention, early childhood special
education, special education, or related services personnel to provide
effective and equitable, evidence-based, culturally and linguistically
responsive instruction, interventions, and services in inclusive
setting, that improve outcomes for children with disabilities,
including children with disabilities who are multilingual and from
racially and ethnically diverse backgrounds;
(iv) Establish admission and enrollment plans, including setting
first-year enrollment targets and overall steady-state program
enrollment; setting admission requirements and the admissions process;
and developing recruitment and retention plans to attract students,
including those who are multilingual and from racially and ethnically
diverse backgrounds;
(v) Advise and mentor students, including those who are
multilingual and those from racially and ethnically diverse backgrounds
to support their successful completion of the degree or certification
program; and
(vi) Develop the capacity of faculty and staff to develop a new
degree or certification program; and
(2) Have the structures in place to implement the new degree or
certification program by year four of the project. To meet this
requirement, the applicant must describe the proposed approach to--
(i) Ensuring that faculty and staff have the capacity to implement
the new degree or certification program;
(ii) Developing a leadership plan that describes the role of
faculty, including the department chair or director, in implementing
the new degree or certification program, including implementation of
the admissions process, recruitment strategies, degree requirements,
and advising and mentoring; and
(iii) Ensuring the sustainability of the project once Federal
funding ends.
(c) Demonstrate, in the narrative section of the application under
``Quality of the project personnel and quality of management plan,''
how--
(1) The proposed project will encourage applications for employment
from persons who are members of groups that have traditionally been
underrepresented based on race, color, national origin, gender, age, or
disability, as appropriate;
(2) The project director and key project personnel have the
qualifications and experience to carry out the proposed activities and
achieve the project's intended outcomes;
(3) The proposed project will approach identifying a sufficient
number of faculty with active records of content expertise, research,
and teaching experience, including faculty who are multilingual and
from racially and ethnically diverse backgrounds, aligned to the new
degree or certification program;
(4) The project director and other key project personnel will
manage the components of the project;
(5) The time commitments of the project director and other key
project personnel are adequate to meet the objectives of the proposed
project;
(6) The proposed management plan will ensure that the project will
meet the proposed objectives and the degree or certification program
will be of high quality; and
(7) The proposed project will benefit from a diversity of
perspectives, including faculty, community partners, current and
prospective students, families of children with disabilities, and early
intervention, early childhood and school personnel, among others, in
its development and operation.
(d) Demonstrate, in the narrative section of the application under
``Adequacy of resources,'' how--
(1) The applicant and any key partners have adequate resources to
carry out the proposed activities; and
(2) The budget is adequate for meeting the project objectives.
(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
provide--
[[Page 4927]]
(i) Measurable intended project outcomes;
(ii) In Appendix A, the logic model by which the proposed project
will achieve its intended project outcomes that depicts, at minimum,
the goals, activities, outputs, and outcomes;
(iii) In Appendix A, the conceptual framework underlying the new
degree or certification program, project plans and activities,
describing any underlying concepts, assumptions, expectations, beliefs,
or theories, as well as the presumed relationships or linkages among
these variables, and any empirical support for this framework; and
(iv) The evaluation methodologies, data collection methods, and
data analyses that will be used.
(f) In the appendices or narrative under ``Required project
assurances'' the applicant must--
(1) Include in Appendix A, charts, tables, figures, graphs, screen
shots and visuals that provide information directly relating to the
application requirements for the narrative. Appendix A should not be
used for supplementary information. Please note that charts, tables,
figures, graphs, or screen shots, can be single-spaced when placed in
Appendix A;
(2) Include in Appendix B any letters of commitment or support. The
applicant must include a letter of commitment from the dean or designee
of the school or college where the program will be administratively
located affirming support for the proposal. In addition, deans or
designees, chairs, and directors of academic units contributing
courses, faculty effort, funding, space, or other resources for the
proposed program must provide letters of support that confirm these
commitments;
(3) Ensure that if the project maintains a website, it will be of
high quality, with an easy-to-navigate design that meets or exceeds
government or industry-recognized standards for accessibility;
(4) Include in the budget, attendance at a three-day project
directors' conference in Washington, DC, during each year of the
project period. The project must reallocate funds for travel to the
project directors' meeting no later than the end of the third quarter
of each budget period if the meeting is conducted virtually; and
(5) Provide an assurance that the project--
(i) Will submit the curriculum and syllabi for courses in the new
degree or certification program, the admissions plan, the student
recruitment plan, the plan for advising and mentoring students, and the
roles of faculty and staff in the program when requested by OSEP; and
(2) Will participate in collaboration meetings with other grantees
funded under ALN 84.325X and will engage with OSEP-funded TA centers as
appropriate.
Third, Fourth, and Fifth Years of Project
The Secretary may extend a project three years beyond the initial
two years of the project if the grantee is achieving the intended
outcomes of the project. By the end of the second year of the project,
the grantee must have a new degree or certification plan approved by
the university. By the end of the third year of the project, the
grantee must have the infrastructure in place to begin recruiting
students for the program. By the end of the fourth year of the project,
the grantee must admit students and begin delivering the new degree or
certification program. Each applicant must include in its application a
plan and a budget for the full 60-month period. In deciding whether to
extend funding for years three, four, and five of the project, the
Secretary will consider the requirements of 34 CFR 75.253(a) and will
consider the success and timeliness with which the intended outcomes of
the project requirements have been, or are being, met by the project.
References
American Speech Language Hearing Association. (n.d.). Recruiting and
retaining qualified school-based SLPs. www.asha.org/careers/recruitment/schools/.
Center on Great Teachers and Leaders. (2023a). Prioritizing an
integrated approach to educator shortages and workforce diversity,
Part 1: An effective workforce is a diverse workforce. www.air.org/sites/default/files/2023-10/Prioritizing-Integrated-Approach-Educator-Shortages-Workforce-Diversity-Part-1-October-2023-v2.pdf.
Center on Great Teachers and Leaders. (2023b). Prioritizing an
integrated approach to educator shortages and workforce diversity,
Part 2: Innovative Strategies and Examples Across the Talent
Development Continuum. www.air.org/sites/default/files/2023-10/Prioritizing-Integrated-Approach-Educator-Shortages-Workforce-Diversity-Part-2-October-2023-v2.pdf.
Escobar, M., Bell, Z.K., Qazi, M., Kotoye, C.O., & Arcediano, F.
(2021). Faculty time allocation at historically black universities
and its relationship to institutional expectations. Frontiers in
Psychology, 12, 734426. https://doi.org/10.3389/fpsyg.2021.734426.
IDEA Infant and Toddler Coordinators Association. (2021). Tipping
points survey: Demographics, challenges, and opportunities.
www.ideainfanttoddler.org/pdf/2021-Tipping-Points-Survey.pdf.
Kunemund, R., McCullough, S., Williams, C., Miller, C., Sutherland,
K., Conroy, M., & Granger, K. (2020). The mediating role of teacher
self-efficacy in the relation between teacher-child race mismatch
and conflict. Psychology in the Schools, 57(11), 1757-1770. https://doi.org/10.1002/pits.22419.
Lamb, C. (Spring, 2016). Struggle and Success: The state of teacher
education at tribal colleges and universities. Tribal College
Journal of the American Indian Higher Education, 27(3). https://tribalcollegejournal.org/struggle-and-success-the-state-of-teacher-education-at-tribal-colleges-and-universities/.
Murray, L., Njoku, N. & Davis, R. (2022). Greater funding, greater
needs: A report on funding for HBCUs. UNCF. https://cdn.uncf.org/wp-content/uploads/UNCF-Patterson-HBCUs-funding-report_V6.pdf?_ga=2.91635802.1540279182.1698942294-1282596027.1679956576.
National Coalition on Personnel Shortages in Special Education.
(n.d.) About the shortage. https://specialedshortages.org/about-the-shortage/.
National Indian Education Association. (n.d.). Information on Native
Students. www.niea.org/native-education-research.
Patterson, M.S., Wilder, T.L., Tazi, Y., Holman, K., Grace, B.,
Grays. A., Marino, M.T., Carter, R., & Perkins, M. (2022).
Recruitment through Interaction and Strategic Enrollment: RISE
Special Education. Toni Jennings Exceptional Education Institute.
www.tjeei.org/map.
U.S. Department of Education. (2023a). Fact Sheet. www.ed.gov/news/press-releases/fact-sheet-biden-harris-administration-highlights-record-championing-historically-black-colleges-and-universities-hbcus.
U.S. Department of Education. (2023b). Raise the Bar Policy Brief:
Eliminating educator shortages through increased compensation, high-
quality and affordable educator preparation and teacher leadership.
www.ed.gov/raisethebar/eliminating-educator-shortages-compensation-preparation-leadership.
U.S. Department of Education, Office of Special Education Programs.
(2021). Personnel Development Program Data Collection System.
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (APA) (5 U.S.C. 553), the Department generally offers interested
parties the opportunity to comment on proposed priorities. Section
681(d) of IDEA, however, makes the public comment requirements of the
APA inapplicable to the priority in this notice.
Program Authority: 20 U.S.C. 1462 and 1481.
Note: Projects will be awarded and must be operated in a manner
consistent with the nondiscrimination
[[Page 4928]]
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 79 apply to all applicants
except federally recognized Indian Tribes.
Note: The regulations in 34 CFR part 86 apply to IHEs only.
II. Award Information
Type of Award: Cooperative agreement.
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 $2,400,000 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: $125,000-$150,000 per year.
Estimated Average Size of Awards: $137,500 per year.
Maximum Award: We will not make an award exceeding $750,000 per
project for a project period of 60 months.
Note: Applicants must describe, in their applications, the amount
of funding being requested for each 12-month budget period.
Estimated Number of Awards: 16.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: HBCUs, TCCUs, MSIs, and private nonprofit
organizations that have legal authority to enter into grants and
cooperative agreements with the federal government on behalf of an
HBCU, TCCU, or MSI.
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: This competition does not require
cost sharing or matching.
b. Indirect Cost Rate Information: This program uses an
unrestricted indirect cost rate. For more information regarding
training indirect cost rates, see 34 CFR 75.562. For more information
regarding indirect costs, or to obtain a negotiated indirect cost rate,
please see https://www2.ed.gov/about/offices/list/ocfo/intro.html.
c. Administrative Cost Limitation: This program does not include
any program-specific limitation on administrative expenses. All
administrative expenses must be reasonable and necessary and conform to
Cost Principles described in 2 CFR part 200 subpart E of the Uniform
Guidance.
3. Subgrantees: Under 34 CFR 75.708(b) and (c) a grantee under this
competition may award subgrants--to directly carry out project
activities described in its application--to the following types of
entities: IHEs, nonprofit organizations suitable to carry out the
activities proposed in the application, and other public agencies. The
grantee may award subgrants to entities it has identified in an
approved application or that it selects through a competition under
procedures established by the grantee.
4. Other General Requirements:
(a) Recipients of funding under this competition must make positive
efforts to employ and advance in employment qualified individuals with
disabilities (see section 606 of IDEA).
(b) Applicants for, and recipients of, funding must, with respect
to the aspects of their proposed project relating to the absolute
priority, involve individuals with disabilities, or parents of
individuals with disabilities ages birth through 26, in planning,
implementing, and evaluating the project (see section 682(a)(1)(A) of
IDEA).
IV. Application and Submission Information
1. Application Submission Instructions: Applicants are required to
follow the Common Instructions for Applicants to Department of
Education Discretionary Grant Programs, published in the Federal
Register on December 7, 2022 (87 FR 75045) and available at
www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs, which contain requirements and information on how to
submit an application.
2. Intergovernmental Review: This competition is subject to
Executive Order 12372 and the regulations in 34 CFR part 79.
Information about Intergovernmental Review of Federal Programs under
Executive Order 12372 is in the application package for this
competition.
3. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
4. Recommended Page Limit: The application narrative is where you,
the applicant, address the selection criteria that reviewers use to
evaluate your application. We recommend that you (1) limit the
application narrative to no more than 50 pages and (2) use the
following standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double-space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, reference citations, and captions, as well as
all text in charts, tables, figures, graphs, and screen shots.
Use a font that is 12 point or larger.
Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial.
The recommended page limit does not apply to the cover sheet; the
budget section, including the narrative budget justification; the
assurances and certifications; or the abstract (follow the guidance
provided in the application package for completing the abstract), the
table of contents, the list of priority
[[Page 4929]]
requirements, the resumes, the reference list, the letters of support,
or the appendices. However, the recommended page limit does apply to
all of the application narrative, including all text in charts, tables,
figures, graphs, and screen shots.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
are from 34 CFR 75.210 and are listed below:
(a) Significance (10 points).
(1) The Secretary considers the significance of the proposed
project.
(2) In determining the significance of the proposed project, the
Secretary considers the following factors:
(i) The extent to which the proposed project will prepare personnel
for fields in which shortages have been demonstrated; and
(ii) The importance or magnitude of the results or outcomes likely
to be attained by the proposed project, especially improvements in
teaching and student achievement.
(b) Quality of project services (45 points).
(1) The Secretary considers the quality of the services to be
provided by the proposed project.
(2) In determining the quality of the services to be provided by
the proposed project, the Secretary considers the quality and
sufficiency of strategies for ensuring equal access and treatment for
eligible project participants who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factors:
(i) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable;
(ii) The extent to which the services to be provided by the
proposed project reflect up-to-date knowledge from research and
effective practice; and
(iii) The extent to which the training or professional development
services to be provided by the proposed project are of sufficient
quality, intensity, and duration to lead to improvements in practice
among the recipients of those services.
(c) Quality of project personnel and quality of management plan (20
points).
(1) The Secretary considers the quality of the personnel who will
carry out the proposed project and the quality of the management plan
for the proposed project.
(2) In determining the quality of project personnel, the Secretary
considers the extent to which the applicant encourages applications for
employment from persons who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factors:
(i) The qualifications, including relevant training and experience,
of key project personnel;
(ii) The adequacy of the management plan to achieve the objectives
of the proposed project on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks;
(iii) The extent to which the time commitments of the project
director and principal investigator and other key project personnel are
appropriate and adequate to meet the objectives of the proposed
project; and
(iv) The adequacy of mechanisms for ensuring high-quality products
and services from the proposed project.
(d) Adequacy of resources (10 points).
(1) The Secretary considers the adequacy of resources for the
proposed project.
(2) In determining the adequacy of resources for the proposed
project, the Secretary considers the following factors:
(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.
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
[[Page 4930]]
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 or subgrantee that is awarded competitive
grant funds must have a plan to disseminate these public grant
deliverables. This dissemination plan can be developed and submitted
after your application has been reviewed and selected for funding. For
additional information on the open licensing requirements please refer
to 2 CFR 3474.20.
4. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multiyear award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
5. Performance Measures: For the purposes of Department reporting
under 34 CFR 75.110, the Department has established a set of
performance measures, including long-term measures, that are designed
to yield information on various aspects of the effectiveness and
quality of the Personnel Development to Improve Services and Results
for Children with Disabilities program. These measures include (1) the
percentage of preparation programs that incorporate scientifically
based research or evidence-based practices (EBPs) into their curricula;
and (2) the percentage of scholars entering the preparation program who
will be knowledgeable and skilled in EBPs that improve outcomes for
children with disabilities.
The measures apply to projects funded under this competition, and
grantees are required to submit data on these measures as directed by
OSEP.
Grantees will be required to report information on their project's
performance in annual and final performance reports to the Department
(34 CFR 75.590).
The Department will also closely monitor the extent to which the
products and services provided by the project meet needs identified by
stakeholders and may require the project to report on such alignment in
its annual and final performance reports.
6. Continuation Awards: In making a continuation award under 34 CFR
75.253, the Secretary considers, among other things: whether a grantee
has made substantial progress in achieving the goals and objectives of
the project; whether the grantee has expended funds in a manner that is
consistent with its approved application and budget; and, if the
Secretary has established performance measurement requirements, whether
the grantee has made substantial progress in achieving the performance
targets in the grantee's approved application.
In making a continuation award, the Secretary also considers
whether the grantee is operating in compliance with the assurances in
its approved application, including those applicable to Federal civil
rights laws that prohibit discrimination in programs or activities
receiving Federal financial assistance from the Department (34 CFR
100.4, 104.5, 106.4, 108.8, and 110.23).
VII. Other Information
Accessible Format: On request to the program contact person listed
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities
can obtain this document and a copy of the application package in an
accessible format. The Department will provide the requestor with an
accessible format that may include Rich Text Format (RTF) or
[[Page 4931]]
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.
Dant[eacute] Allen,
Commissioner, Rehabilitation Services Administration, Office of Special
Education and Rehabilitative Services.
[FR Doc. 2024-01413 Filed 1-24-24; 8:45 am]
BILLING CODE 4000-01-P