[Federal Register Volume 89, Number 35 (Wednesday, February 21, 2024)]
[Notices]
[Pages 13053-13059]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-03439]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Personnel Development To Improve 
Services and Results for Children With Disabilities Program--Preservice 
Improvement Enhancement Grants To Support Related Service Providers To 
Effectively Serve Children With Disabilities and Their Families

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 Program--Preservice Improvement Enhancement Grants to 
Support Related Service Providers to Effectively Serve Children with 
Disabilities and Their Families, Assistance Listing Number 84.325S. 
This notice relates to the approved information collection under OMB 
control number 1820-0028.

DATES: 
    Applications Available: February 21, 2024.
    Deadline for Transmittal of Applications: May 1, 2024.
    Deadline for Intergovernmental Review: July 1, 2024.
    Pre-Application Webinar Information: No later than February 26, 
2024, the Office of Special Education and Rehabilitative Services will 
post pre-recorded informational webinars designed to provide technical 
assistance to interested applicants. The webinars may be found at 
https://www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html.

ADDRESSES: For the addresses for obtaining and submitting an 
application, please refer to our Common Instructions for Applicants to 
Department of Education Discretionary Grant Programs, published in the 
Federal Register on December 7, 2022 (87 FR 75045) and available at 
www.federalregister.gov/d/2022-26554.

FOR FURTHER INFORMATION CONTACT: Yolanda Lusane, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 4A10, Washington, DC 20202. 
Telephone: (202) 987-0146. 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:

[[Page 13054]]

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purposes of this program are to (1) help 
address State-identified needs for personnel preparation in special 
education, early intervention, related services, and regular education 
to work with children, including infants, toddlers, and youth with 
disabilities; and (2) ensure that those personnel have the necessary 
skills and knowledge, derived from practices that have been determined 
through scientifically based research, to be successful in serving 
those children.
    Priority: This competition includes one absolute priority, which 
includes one competitive preference priority within the absolute 
priority. In accordance with 34 CFR 75.105(b)(2)(v), the absolute 
priority is from allowable activities specified in the statute (see 
sections 662 and 681 of the Individuals with Disabilities Education Act 
(IDEA) (20 U.S.C. 1462 and 1481)).
    Absolute Priority: For FY 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 Improvement Enhancement Grants to Support Related 
Service Providers to Effectively Serve Children with Disabilities and 
Their Families.
    Background:
    The shortages of related services personnel who work in early 
intervention, early childhood, and school-based settings are at 
critical levels, resulting in decreased numbers of personnel with the 
skills and qualifications needed to serve infants, toddlers, children, 
and youth with disabilities (children with disabilities) and their 
families, which may ultimately prevent children with disabilities from 
receiving the services they need to reach their full potential 
(American Speech Language Hearing Association, n.d.; IDEA Infant and 
Toddler Coordinators Association, 2021; National Coalition on Personnel 
Shortages in Special Education and Related Services, n.d.).
    The shortage is impacted by the low number of graduates from 
related services personnel preparation programs choosing to work in 
early intervention and special education systems. Related services 
personnel are generally trained to serve individuals across the 
lifespan and the curriculum, courses, and clinical experiences they 
receive typically are based on a medical model. A medical model focuses 
on diagnosing a condition and providing services to address the 
condition in medical settings such as hospitals and clinics. Related 
services preparation programs vary greatly in the coursework, 
assignments, and clinical experiences that focus on children with 
disabilities and service provision in early intervention, early 
childhood, and school-based settings. As an example, a recent survey of 
pediatric faculty from 80 Doctorate of Physical Therapy programs (an 
earned doctorate and passing a State licensure exam is required to 
practice physical therapy) reported that doctoral students (students) 
engaged in a mean of only 18.8 hours of experiential learning with 
children and 12.2 hours specifically with children who have movement 
limitations or for whom a medical diagnosis or developmental delay 
impacts their participation in daily life (Wynarczuk et al., 2022).
    Additionally, there is significant variation in the extent to which 
students' related services personnel preparation programs introduce 
them to content that develops competencies in providing interventions 
and services to children with disabilities and their families in early 
intervention, early childhood, and school-based settings. For example, 
to effectively work with children with disabilities, related services 
providers need competencies in actively engaging and communicating with 
families; collaborating with educators and other related services 
providers; implementing evidence-based interventions that will support 
children in achieving positive developmental, learning, and academic 
outcomes; supporting children to fully participate in inclusive 
settings; and understanding IDEA requirements. With limited preparation 
in providing services in early intervention, early childhood, and 
school-based settings, related services personnel may lack awareness of 
the type of employment opportunities available in these settings or may 
question whether they have the competencies needed to work with 
children with disabilities, especially those with significant 
disabilities.
    To effectively support children with disabilities in gaining the 
skills needed to access and actively participate in their learning and 
educational environments, under this grant competition, the Department 
plans to award grants to related services personnel preparation 
programs. The grant awards are intended to expand or enhance 
curriculums, courses of study, and clinical experiences to increase the 
competencies of related services personnel to serve children with 
disabilities and their families in early intervention, early childhood, 
and educational settings. This priority also will advance the 
Secretary's Supplemental Priorities 2--Promoting Equity in Student 
Access to Educational Resources and Opportunities and 3--Supporting a 
Diverse Educator Workforce and Professional Growth to Strengthen 
Student Learning. See Secretary's Final Supplemental Priorities and 
Definitions for Discretionary Grants Programs, published in the Federal 
Register on December 10, 2021 (86 FR 70612).
    Priority:
    The purpose of this priority is to fund Preservice Improvement 
Enhancement Grants to Support Related Service Providers to Effectively 
Serve Children with Disabilities and Their Families to achieve, at a 
minimum, the following:
    (a) Increased number of related services providers, including those 
who are multilingual and from racially and ethnically diverse 
backgrounds, equipped with the competencies necessary to deliver 
services to children with disabilities and their families in early 
intervention, early childhood, and school-based settings.
    (b) Increased number of institutions of higher education (IHEs), 
including Historically Black Colleges and Universities (HBCUs),\1\ 
Tribally Controlled Colleges and Universities (TCCUs),\2\ and other 
Minority-Serving Institutions (MSIs),\3\ with related services 
personnel preparation programs \4\ at the associate degree, bachelor's 
degree, master's degree, educational specialist, or clinical doctorate 
degree level that include sufficient coursework, assignments, and 
clinical experiences in early intervention, early childhood, and

[[Page 13055]]

school-based settings to support students in developing competencies to 
serve children with disabilities and their families.
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    \1\ For purposes of this priority, ``Historically Black Colleges 
and Universities'' means colleges and universities that meet the 
criteria set out in 34 CFR 608.2.
    \2\ For purposes of this priority, ``Tribally Controlled 
Colleges and Universities'' has the meaning ascribed to it in 
section 316(b)(3) of the Higher Education Act of 1965 (HEA).
    \3\ For purposes of this priority, ``Minority-Serving 
Institution'' means an institution that is eligible to receive 
assistance under sections 316 through 320 of part A of title III, 
under part B of title III, or under title V of the HEA. For purposes 
of this priority, the Department will use the FY 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, ``related services 
personnel preparation programs'' include those preparing speech-
language pathologists, audiologists, physical therapists, 
occupational therapists, social workers, counselors services, 
including rehabilitation counselors, orientation and mobility 
specialists, and sign language interpreters. See 34 CFR 300.34.
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    (c) Increased capacity of related services faculty to design and 
implement enhanced degree programs at the associate degree, bachelor's 
degree, master's degree, educational specialist, or clinical doctorate 
degree level that prepare related services providers to deliver 
services to children with disabilities and their families in early 
intervention, early childhood, and school-based settings.
    In addition to these programmatic requirements, to be considered 
for funding, applicants must meet the following application and 
administrative requirements in this priority:
    (a) Demonstrate, in the narrative section of the application under 
``Significance,'' how the proposed project will--
    (1) Address the need in the field to increase the number of related 
service providers in the proposed area, including those who are 
multilingual and from racially and ethnically diverse backgrounds, who 
are fully qualified and have the competencies to serve children with 
disabilities and their families in early intervention, early childhood, 
and school-based settings;
    (2) Increase the number of related service providers, including 
those who are multilingual and from racially and ethnically diverse 
backgrounds, with competencies \5\ in the proposed degree area to 
provide effective and equitable, evidence-based,\6\ culturally and 
linguistically responsive interventions and services in early 
intervention, early childhood, and school-based settings; and
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    \5\ 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).
    \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).
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    (3) Increase faculty competencies to design and deliver content 
that will prepare students, including those who are multilingual and 
from racially and ethnically diverse backgrounds, in related services 
personnel preparation programs to serve children with disabilities and 
their families.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of project services,'' how the project will--
    (1) Enhance or redesign a current related services personnel 
preparation degree program to achieve the intended outcomes of the 
proposed project. To address this requirement, the applicant must 
describe the approach that will be used to--
    (i) Develop or modify a curriculum, including courses, assignments, 
and clinical experiences, for the degree program to prepare related 
services personnel to provide effective, equitable, evidence-based, and 
culturally and linguistically responsive instruction, interventions, 
and services in early intervention and school-based settings, that 
improve outcomes for children with disabilities and their families, 
including those who are multilingual and from racially and ethnically 
diverse backgrounds, in early intervention, early childhood, and 
school-based settings. The applicant must describe--
    (A) The components of the proposed or modified curriculum that show 
coursework, clinical experiences, and other requirements, that will 
build the competencies of related services personnel to provide 
services in early intervention, early childhood, and school-based 
settings;
    (B) The approach that will be used to identify and incorporate 
current research, evidence-based practices (EBPs), and State and 
national professional organization personnel standards in the 
development and delivery of the curriculum;
    (C) The knowledge and competencies students will acquire in the 
curriculum, including knowledge and competencies necessary to provide 
effective, equitable, and evidence-based interventions and services in 
early intervention and school-based settings for children with 
disabilities and their families; and
    (D) How coursework and clinical experience will be designed to 
enable students to acquire competencies to actively engage and 
communicate with families; collaborate with educators and other related 
services providers; implement evidence-based interventions that will 
support children's ability to obtain positive developmental, learning, 
and academic outcomes; support children to fully participate in 
inclusive settings; and understand requirements of the IDEA; and
    (ii) Develop partnerships with early intervention, early childhood, 
and school-based sites to prepare related services personnel to provide 
effective, equitable, and evidence-based interventions and services in 
early intervention and school-based settings to improve outcomes for 
children with disabilities and their families; and
    (2) Provide professional development to faculty and staff to 
develop their capacity to develop and deliver courses and the 
curriculum that prepares students to provide services in early 
intervention, early childhood, and school-based settings.
    (c) Demonstrate, in the narrative section of the application under 
``Quality of the project personnel and quality of management plan,'' 
how--
    (1) The proposed project will encourage applications for employment 
from persons who are members of groups that have traditionally been 
underrepresented based on race, color, national origin, gender, age, or 
disability, as appropriate;
    (2) The project director and key project personnel have the 
qualifications and experience to carry out the proposed activities and 
achieve the project's intended outcomes;
    (3) The project director and other key project personnel will 
manage the components of the project;
    (4) The time commitments of the project director and other key 
project personnel are adequate to meet the objectives of the proposed 
project;
    (5) The proposed management plan will ensure that the project will 
meet the proposed objectives and the degree program will be of high 
quality; and
    (6) The proposed project will benefit from a diversity of partner 
perspectives, including faculty, community partners, families of 
children with disabilities, early intervention, and 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 
describe--
    (i) The relevant outcomes to be measured for the project, 
particularly the faculty's and students' acquisition of required 
competencies; and
    (ii) The evaluation methodologies, data collection methods, and 
data analyses that will be used; and
    (2) Collect, analyze, and use data on students in the program to 
inform the proposed project on an ongoing basis.

[[Page 13056]]

    (f) Address the following application requirements and assurances. 
The applicant must--
    (1) Include, in Appendix A, charts, tables, figures, graphs, screen 
shots and visuals that provide information directly relating to the 
application requirements for the narrative. Appendix A should not be 
used for supplementary information. Please note that charts, tables, 
figures, graphs, and screen shots may 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 chair of the 
department where the project will be located affirming support for the 
proposal;
    (3) Provide an assurance that if the project maintains a website, 
it will be of high quality, with an easy-to-navigate design that meets 
or exceeds government and 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' conference no later than the end of the third 
quarter of each budget period if the conference is conducted virtually; 
and
    (5) Provide an assurance that the project will submit the enhanced 
curriculum and syllabi for courses that are included in the related 
services personnel preparation program.
    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 three points to an application 
that meets the competitive preference priority. Applicants must 
indicate in the abstract if the competitive preference priority is 
addressed.
    The competitive preference priority is:
    Applications from HBCUs, TCCUs, and other MSIs, and private 
nonprofit organizations that have legal authority to enter into grants 
and cooperative agreements with the Federal government on behalf of an 
HBUC, TCCU, and other MSI (0 or 3 points).

References

American Speech Language Hearing Association. (n.d.). Recruiting and 
retaining qualified school-based SLPs. www.asha.org/careers/recruitment/schools/.
IDEA Infant and Toddler Coordinators Association. (2021). Tipping 
points survey: Demographics, challenges, and opportunities. 
www.ideainfanttoddler.org/pdf/2021-Tipping-Points-Survey.pdf.
National Coalition on Personnel Shortages in Special Education. 
(n.d.) About the shortage. https://specialedshortages.org/about-the-shortage/.
National Professional Development Center on Inclusion. (Aug. 2011). 
Competencies for early childhood educators in the context of 
inclusion: Issues and guidance for States. The University of North 
Carolina, FPG Child Development Institute. https://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-Competencies-2011_0.pdf.
Wynarczuk, K.D., Gagnon, K., Fiss, A.L.F., Kendall, E., Schreiber, 
J., & Rapport, M.J. (2022). The how and the why of including 
children: Experiential learning in teaching physical therapist 
students. Pediatric Physical Therapy, 34(3), 400-409. https://doi.org/10.1097/PEP.0000000000000920.

    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (APA) (5 U.S.C. 553), the Department generally offers interested 
parties the opportunity to comment on proposed priorities. Section 
681(d) of IDEA, however, makes the public comment requirements of the 
APA inapplicable to the priority in this notice.
    Program Authority: 20 U.S.C. 1462 and 1481.
    Note: Projects will be awarded and must be operated in a manner 
consistent with the nondiscrimination requirements contained in Federal 
civil rights laws.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 
97, 98, and 99. (b) The Office of Management and Budget Guidelines to 
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 
2 CFR part 180, as adopted and amended as regulations of the Department 
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost 
Principles, and Audit Requirements for Federal Awards in 2 CFR part 
200, as adopted and amended as regulations of the Department in 2 CFR 
part 3474. (d) The regulations for this program in 34 CFR part 304.
    Note: The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian Tribes.
    Note: The regulations in 34 CFR part 86 apply to IHEs only.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: 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 $2,000,000 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 to $150,000 per year.
    Estimated Average Size of Awards: $135,000 per year.
    Maximum Award: We will not make an award exceeding $450,000 per 
project for a project period of 36 months.
    Note: Applicants must describe, in their applications, the amount 
of funding being requested for each 12-month budget period.
    Estimated Number of Awards: 13.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 36 months.

III. Eligibility Information

    1. Eligible Applicants: IHEs and private nonprofit organizations 
that have legal authority to enter into grants and cooperative 
agreements with the Federal government on behalf of an IHE.
    Note: Applicants with an active 84.325K, 84.325M, or 84.325R grant 
in the discipline degree program being proposed for enhancement are not 
eligible to apply for this award. For the purpose of this priority, a 
grant is active until the end of the grant's project or funding period, 
including any extensions of those periods that extend the grantee's 
authority to obligate funds.
    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

[[Page 13057]]

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/d/2022-26554, 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 40 pages and (2) use the 
following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double-space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, reference citations, and captions, as well as 
all text in charts, tables, figures, graphs, and screen shots.
     Use a font that is 12 point or larger.
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.
    The recommended page limit does not apply to the cover sheet; the 
budget section, including the narrative budget justification; the 
assurances and certifications; or the abstract (follow the guidance 
provided in the application package for completing the abstract), the 
table of contents, the list of priority requirements, the resumes, the 
reference list, the letters of support, or the appendices. However, the 
recommended page limit does apply to all of the application narrative, 
including all text in charts, tables, figures, graphs, and screen 
shots.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210 and are listed below:
    (a) Significance (10 points).
    (1) The Secretary considers the significance of the proposed 
project.
    (2) In determining the significance of the proposed project, the 
Secretary considers the following factors:
    (i) The extent to which the proposed project will prepare personnel 
for fields in which shortages have been demonstrated; and
    (ii) The importance or magnitude of the results or outcomes likely 
to be attained by the proposed project, especially improvements in 
teaching and student achievement.
    (b) Quality of project services (45 points).
    (1) The Secretary considers the quality of the services to be 
provided by the proposed project.
    (2) In determining the quality of the services to be provided by 
the proposed project, the Secretary considers the quality and 
sufficiency of strategies for ensuring equal access and treatment for 
eligible project participants who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The extent to which the goals, objectives, and outcomes to be 
achieved 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.

[[Page 13058]]

    (d) Adequacy of resources (10 points).
    (1) The Secretary considers the adequacy of resources for the 
proposed project.
    (2) In determining the adequacy of resources for the proposed 
project, the Secretary considers the following factors:
    (1) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization; and
    (2) The extent to which the costs are reasonable in relation to the 
objectives, design, and potential significance of the proposed project.
    (e) Quality of the project evaluation (15 points).
    (1) The Secretary considers the quality of the evaluation to be 
conducted of the proposed project.
    (2) In determining the quality of the evaluation, the Secretary 
considers the following factors:
    (i) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project; and
    (ii) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
requires various assurances, including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Additional Review and Selection Process Factors: In the past, 
the Department has had difficulty finding peer reviewers for certain 
competitions because so many individuals who are eligible to serve as 
peer reviewers have conflicts of interest. The standing panel 
requirements under section 682(b) of IDEA also have placed additional 
constraints on the availability of reviewers. Therefore, the Department 
has determined that for some discretionary grant competitions, 
applications may be separated into two or more groups and ranked and 
selected for funding within specific groups. This procedure will make 
it easier for the Department to find peer reviewers by ensuring that 
greater numbers of individuals who are eligible to serve as reviewers 
for any particular group of applicants will not have conflicts of 
interest. It also will increase the quality, independence, and fairness 
of the review process, while permitting panel members to review 
applications under discretionary grant competitions for which they also 
have submitted applications.
    4. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.206, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
200.208, the Secretary may impose specific conditions, and under 2 CFR 
3474.10, in appropriate circumstances, high-risk conditions on a grant 
if the applicant or grantee is not financially stable; has a history of 
unsatisfactory performance; has a financial or other management system 
that does not meet the standards in 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.
    5. Integrity and Performance System: If you are selected under this 
competition to receive an award that over the course of the project 
period may exceed the simplified acquisition threshold (currently 
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your 
integrity, business ethics, and record of performance under Federal 
awards--that is, the risk posed by you as an applicant--before we make 
an award. In doing so, we must consider any information about you that 
is in the integrity and performance system (currently referred to as 
the Federal Awardee Performance and Integrity Information System 
(FAPIIS)), accessible through the System for Award Management. You may 
review and comment on any information about yourself that a Federal 
agency previously entered and that is currently in FAPIIS.
    Please note that, if the total value of your currently active 
grants, cooperative agreements, and procurement contracts from the 
Federal Government exceeds $10,000,000, the reporting requirements in 2 
CFR part 200, Appendix XII, require you to report certain integrity 
information to FAPIIS semiannually. Please review the requirements in 2 
CFR part 200, Appendix XII, if this grant plus all the other Federal 
funds you receive exceed $10,000,000.
    6. In General: In accordance with the Office of Management and 
Budget's guidance located at 2 CFR part 200, all applicable Federal 
laws, and relevant Executive guidance, the Department will review and 
consider applications for funding pursuant to this notice inviting 
applications in accordance with:
    (a) Selecting recipients most likely to be successful in delivering 
results based on the program objectives through an objective process of 
evaluating Federal award applications (2 CFR 200.205);
    (b) Prohibiting the purchase of certain telecommunication and video 
surveillance services or equipment in alignment with section 889 of the 
National Defense Authorization Act of 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

[[Page 13059]]

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 EBPs into their curricula; and (2) the percentage of 
scholars completing the preparation program who are 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 
the Office of Special Education Programs.
    Grantees will be required to report information on their project's 
performance in annual and final performance reports to the Department 
(34 CFR 75.590).
    The Department will also closely monitor the extent to which the 
products and services provided by the project meet needs identified by 
stakeholders and may require the project to report on such alignment in 
its annual and final performance reports.
    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, whether 
the grantee has made substantial progress in achieving the performance 
targets in the grantee's approved application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Other Information

    Accessible Format: On request to the program contact person listed 
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities 
can obtain this document and a copy of the application package in an 
accessible format. The Department will provide the requestor with an 
accessible format that may include Rich Text Format (RTF) or text 
format (txt), a thumb drive, an MP3 file, braille, large print, 
audiotape, or compact disc, or other accessible format.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. You may 
access the official edition of the Federal Register and the Code of 
Federal Regulations at www.govinfo.gov. At this site you can view this 
document, as well as all other documents of this Department published 
in the Federal Register, in text or Portable Document Format (PDF). To 
use PDF you must have Adobe Acrobat Reader, which is available free at 
the site.
    You may also access documents of the Department published in the 
Federal Register by using the article search feature at 
www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.

Glenna Wright-Gallo,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2024-03439 Filed 2-20-24; 8:45 am]
BILLING CODE 4000-01-P