[Federal Register Volume 89, Number 54 (Tuesday, March 19, 2024)]
[Notices]
[Pages 19572-19580]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-05767]
[[Page 19572]]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Personnel Development To Improve
Services and Results for Children With Disabilities--National Center on
Historically Black Colleges and Universities, Tribally Controlled
Colleges and Universities, and Other Minority Serving Institutions To
Diversify the Workforce Serving Children With Disabilities
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 the
National Center on Historically Black Colleges and Universities
(HBCUs), Tribally Controlled Colleges and Universities (TCCUs), and
Other Minority Serving Institutions (MSIs) to Diversify the Workforce
Serving Children with Disabilities, Assistance Listing Number (ALN)
84.325B. This notice relates to the approved information collection
under OMB control number 1820-0028.
DATES:
Applications Available: March 19, 2024.
Deadline for Transmittal of Applications: May 15, 2024.
Deadline for Intergovernmental Review: July 29, 2024.
Pre-Application Webinar Information: No later than March 25, 2024,
the Office of Special Education and Rehabilitative Services will post
details on pre-recorded informational webinars designed to provide
technical assistance (TA) to interested applicants. Links to the
webinars may be found at https://www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html.
ADDRESSES: For the addresses for obtaining and submitting an
application, please refer to our Common Instructions for Applicants to
Department of Education Discretionary Grant Programs, published in the
Federal Register on December 7, 2022 (87 FR 75045) and available at
www.federalregister.gov/d/2022-26554.
FOR FURTHER INFORMATION CONTACT: Tracie Dickson, U.S. Department of
Education, 400 Maryland Avenue SW, Room 4A10, Washington, DC 20202.
Telephone: (202) 987-0145. 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
knowledge, skills, and competencies 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), this 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:
National Center on Historically Black Colleges and Universities,
Tribally Controlled Colleges and Universities, and Other Minority
Serving Institutions to Diversify the Workforce Serving Children with
Disabilities.
Background:
Through its Raise the Bar initiative, the Department is focused on
improving learning opportunities and conditions by working to eliminate
the shortage of personnel in early intervention, early childhood
special education, special education, and related services while
building a higher education system that is inclusive and diverse,
thereby preparing our Nation for global competitiveness (U.S.
Department of Education, 2022; U.S. Department of Education, 2023b).
Diversity is inherently valuable, and we are stronger as a Nation when
people of varied backgrounds, experiences, and perspectives work and
learn together. Diversity and inclusion also foster innovation and help
to prepare everyone for an interconnected world. All children benefit
from a diverse educator workforce, including children with and without
disabilities, who are multilingual and from racially and ethnically
diverse backgrounds. Furthermore, all children demonstrate improved
academic achievement, social and emotional development, and behavior
when they are taught by multilingual teachers and teachers from
racially and ethnically diverse backgrounds (Carver-Thomas, 2018; U.S.
Department of Education, n.d.; U.S. Department of Health and Human
Services and U.S. Department of Education, 2016).
The population of children receiving services under IDEA is
increasingly racially and ethnically diverse (U.S. Department of
Education, 2020). Although children from racially and ethnically
diverse backgrounds make up greater than 50 percent of children
receiving early intervention and special education services (U.S.
Department of Education, 2023a), the demographics of personnel entering
the early intervention and special education fields are not reflective
of the demographics of the children and families served under IDEA.
Data from the Office of Special Education Programs' (OSEP's) Personnel
Development Program Data Collection System reveals that scholars
supported under the personnel preparation program are predominantly
White. Specifically, the race/ethnicity of scholars obtaining a
graduate degree to serve children with disabilities in FY 2020 was 65.8
percent White, 14.5 percent Hispanic, 11.5 percent Black, 3.9 percent
Asian, 0.7 percent American Indian or Alaska Native, 1.4 percent Native
Hawaiian or other Pacific Islander, and 2.2 percent two or more races
(U.S. Department of Education, 2021).
IDEA \1\ recognizes the need to diversify the workforce and support
multilingual scholars and scholars from racially and ethnically diverse
backgrounds in obtaining degrees in early intervention, early childhood
special education, special education, and related services. HBCUs,
TCCUs, and MSIs are uniquely positioned to recruit, prepare, and
graduate personnel who have the necessary knowledge, skills, and
competencies to provide effective and equitable evidence-based,
culturally, and linguistically responsive instruction, interventions,
and services. For example, HBCUs play a critical role in producing
teachers of color in the United States. Specifically, nearly half of
Black teachers nationwide are graduates of an HBCU (U.S. Department
[[Page 19573]]
of Education, 2023c). More importantly, HBCUs, TCCUs, and other MSIs
have the experience and expertise to recruit, prepare, and graduate
scholars who are multilingual and from racially and ethnically diverse
backgrounds with the necessary knowledge, skills, and competencies to
serve children with disabilities and who can also serve as models for
predominantly White institutions and other institutions on increasing
the diversity of the scholars that they prepare.
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\1\ Section 681(c)(2) of IDEA requires the Secretary to set
aside funds to support one or both of the following activities: (1)
the provision of outreach and TA to Historically Black Colleges and
Universities and to institutions of higher education (IHEs) with
high levels of minority enrollment to promote their participation in
certain activities under IDEA; or (2) the provision of support to
enable such institutions to assist other institutions and agencies
in improving educational and transitional results for children with
disabilities.
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While HBCUs, TCCUs, and other MSIs are more likely to graduate
scholars who are multilingual and from racially and ethnically diverse
backgrounds, there are currently a limited number that receive OSEP
funding to prepare personnel to work in early intervention, early
childhood special education, special education, and related services.
Therefore, there is a need to build capacity at HBCUs, TCCUs, and other
MSIs to access and successfully implement Federal grants to improve or
develop high-quality degree or certification programs of study, and to
prepare scholars to work in early intervention and special education
fields. However, during listening sessions held by OSEP, faculty at
HBCUs, TCCUs, and other MSIs identified barriers to accessing funding
for personnel preparation, such as a lack of knowledge about funding
opportunities, faculty workload, and lack of existing institutional
infrastructure and support. Supporting HBCUs, TCCUs, and other MSIs to
improve or develop high-quality degree or certification programs of
study, and to receive and successfully implement Federal personnel
preparation grants, would increase the number of multilingual and
racially and ethnically diverse personnel with the necessary knowledge,
skills, and competencies to serve children with disabilities in early
intervention, early childhood special education, special education, and
related services. This priority is consistent with the Secretary's
Supplemental Priority related to supporting a diverse educator
workforce and professional growth to strengthen student learning. See
Secretary's Final Supplemental Priorities and Definitions for
Discretionary Grants Programs, 86 FR 70612 (December 10, 2021)
(Supplemental Priorities) (Priority 3).
Priority:
The purpose of this priority is to fund a cooperative agreement to
establish and operate a National Technical Assistance Center to
Diversify the Workforce Serving Children with Disabilities (Center) by
supporting HBCUs,\2\ TCCUs,\3\ and other MSIs \4\ that offer high-
quality degree \5\ or certification \6\ programs in early intervention,
early childhood special education, special education, or related
services.\7\ The Center must achieve, at a minimum, the following
expected outcomes:
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\2\ 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.
\3\ 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).
\4\ 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).
\5\ For purposes of this priority ``degree'' refers to programs
of study that lead to bachelor's, master's, educational specialist,
or clinical doctoral degrees.
\6\ For the purposes of this priority, ``certification'' refers
to programs of study for individuals with bachelor's, master's,
educational specialist, or clinical doctoral degrees that lead to
licensure, endorsement, or certification from a State or national
credentialing authority following completion of the degree program
that qualifies graduates to teach or provide services to children
with disabilities.
\7\ 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.
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(a) Improve the capacity of HBCUs, TCCUs, and MSIs to improve or
develop high-quality degree programs that integrate effective,
equitable, evidence-based,\8\ and culturally and linguistically
responsive instruction, interventions, and services in inclusive
settings to prepare early intervention, early childhood special
education, special education, and related services personnel with the
competencies necessary to provide services to children with
disabilities, including those who are multilingual and those from
racially and ethnically diverse backgrounds;
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\8\ 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 included in the
project's logic model is informed by research or evaluation findings
that suggest the project component is likely to improve relevant
outcomes.
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(b) Increase the numbers of HBCUs, TCCUs, and other MSIs that are
aware of, apply for, and successfully receive and implement Federal
grants to prepare early intervention, early childhood special
education, special education, and related services personnel to serve
children with disabilities, including those who are multilingual and
from racially and ethnically diverse backgrounds; and
(c) Increase collaboration, networking, and mentorship among
faculty at HBCUs, TCCUs, and other MSIs to increase their capacity to
improve or develop high-quality degree programs, and receive and
implement Federal grants to prepare early intervention, special
education, and related services personnel to serve children with
disabilities, including those who are multilingual and from racially
and ethnically diverse backgrounds.
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) In the narrative section of the application under
``Significance''--
(1) Describe how the proposed project will address current and
emerging needs to increase the number of high-quality preservice
preparation programs at HBCUs, TCCUs, and other MSIs that prepare early
intervention, early childhood special education, special education, and
related services personnel to ensure that the special education and
early intervention workforce is prepared to serve children with
disabilities, including those who are multilingual and from racially
and ethnically diverse backgrounds;
(2) Demonstrate knowledge about the current capacity of faculty in
HBCUs, TCCUs, and other MSIs to apply for, evaluate, and manage Federal
personnel preparation discretionary grant projects to prepare scholars
in early intervention, special education, and related services; and
(3) Present applicable data and demonstrate knowledge of the
current research on the need for early intervention, early childhood
special education, special education, and related services preservice
programs of study at HBCUs, TCCUs, and other MSIs to prepare personnel
to deliver equitable interventions and services for children with
disabilities, including those who are multilingual and from racially
and ethnically diverse backgrounds.
(b) Demonstrate, in the narrative section of the application under
``Quality of project services,'' how the proposed project will--
(1) Ensure equal access and treatment for members of groups that
have traditionally been underrepresented based on race, color, national
origin, gender, age, or disability. To meet this
[[Page 19574]]
requirement, the applicant must describe how it will--
(i) Identify the needs of the intended recipients for TA and
information; and
(ii) Ensure that services and products meet the needs of the
intended recipients of the project's services;
(2) Achieve its goals, objectives, and intended outcomes. To meet
this requirement, the applicant must provide--
(i) Measurable intended project outcomes; and
(ii) In appendix A, the logic model (as defined in 34 CFR 77.1) by
which the proposed project will achieve its intended outcomes that
depicts, at a minimum, the goals, activities, outputs, and intended
outcomes of the proposed project;
(3) Use a conceptual framework (and provide a copy in appendix A)
to develop 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;
Note: The following websites provide more information on logic
models and conceptual frameworks: https://osepideasthatwork.org/sites/default/files/2021-12/ConceptualFramework_Updated.pdf and
www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework.
(4) Be based on current research and make use of evidence-based
practices. To meet this requirement, the applicant must describe--
(i) The current research on improving or developing high-quality
programs of study in early intervention, early childhood special
education, special education, and related services to include
effective, equitable, evidence-based, and culturally and linguistically
responsive instruction, interventions, and services in inclusive
settings to prepare scholars to serve children with disabilities,
including those who are multilingual and from racially and ethnically
diverse backgrounds;
(ii) The current research and theoretical constructs that support
the development and implementation of faculty communities of practice;
(iii) The current research about adult learning principles and
implementation science that will inform the proposed TA; and
(iv) How the proposed project will incorporate current research and
practices in the development and delivery of its products and services;
(5) Develop products and provide services that are of high quality
and sufficient intensity and duration to achieve the intended outcomes
of the proposed project. To address this requirement, the applicant
must describe--
(i) How it proposes to identify or develop the knowledge base on--
(A) Improving and developing high-quality programs to include
effective and equitable, evidence-based, culturally, and linguistically
responsive instruction, interventions, and services in inclusive
settings necessary to prepare scholars who are multilingual and
racially, ethnically, and culturally diverse to serve children with
disabilities, including those who are multilingual and from racially
and ethnically diverse backgrounds; and
(B) Building the capacity of faculty to access Federal grant
funding to support the long-standing resource needs of HBCUs, TCCUs,
and MSIs to prepare early intervention, early childhood special
education, special education, and related services personnel to serve
children with disabilities, including those who are multilingual and
from racially and ethnically diverse backgrounds;
(ii) The proposed approach to universal, general TA,\9\ which must
describe--
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\9\ ``Universal, general TA'' means TA and information provided
to independent users through their own initiative, resulting in
minimal interaction with TA project staff and including one-time,
invited or offered conference presentations by TA project staff.
This category of TA also includes information or products, such as
newsletters, guidebooks, or research syntheses, downloaded from the
TA project's website by independent users. Brief communications by
TA center staff with recipients, either by telephone or email, are
also considered universal, general TA.
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(A) The intended recipients, including the type and number of
recipients, that will receive the products and services;
(B) The products and services that the project proposes to make
available;
(C) The development and maintenance of a high-quality website, with
an easy-to-navigate design, that meets or exceeds government- or
industry-recognized standards for accessibility; and
(D) The expected reach and impact of universal, general TA;
(iii) The proposed approach to targeted, specialized TA,\10\ which
must describe--
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\10\ ``Targeted, specialized TA'' means TA services based on
needs common to multiple recipients and not extensively
individualized. A relationship is established between the TA
recipient and one or more TA project staff. This category of TA
includes one-time, labor-intensive events, such as facilitating
strategic planning or hosting regional or national conferences. It
can also include episodic, less labor-intensive events that extend
over a period of time, such as facilitating a series of conference
calls on single or multiple topics that are designed around the
needs of the recipients. Facilitating communities of practice can
also be considered targeted, specialized TA.
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(A) The intended recipients, including the type and number of
recipients, that will receive the products and services;
(B) The products and services that the project proposes to make
available;
(C) The proposed approach to measure the readiness of potential TA
recipients to work with the project, including, at a minimum, an
assessment of potential recipients' current infrastructure, available
resources, and ability to build capacity of faculty;
(D) The proposed approach to provide TA to grants funded under
``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 (ALN 84.325X)'' and ``Personnel Preparation of
Special Education, Early Intervention, and Related Services Personnel
at Historically Black Colleges and Universities, Tribally Controlled
Colleges and Universities, and Other Minority Serving Institutions (ALN
84.325M)''; and
(E) The expected reach and impact of targeted, specialized TA; and
(iv) The proposed approach to intensive, sustained TA,\11\ which
must describe--
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\11\ ``Intensive, sustained TA'' means TA services often
provided on-site and requiring a stable, ongoing relationship
between the TA project staff and the TA recipient. ``TA services''
are defined as negotiated series of activities designed to reach a
valued outcome. This category of TA should result in changes to
policy, program, practice, or operations that support increased
recipient capacity or improved outcomes at one or more systems
levels.
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(A) The intended recipients, including the type and number of
recipients from a variety of settings and geographic distribution, that
will receive the products and services designed to impact;
(B) The proposed approach to measure the readiness of recipients of
the products and services; and
(C) The expected impact of intensive, sustained TA;
(6) Develop products and implement services that maximize
efficiency. To address this requirement, the applicant must describe--
(i) How the proposed project will use technology to achieve the
intended project outcomes;
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(ii) With whom the proposed project will collaborate and the
intended outcomes of this collaboration; and
(iii) How the proposed project will use non-project resources to
achieve the intended project outcomes;
(7) How the project will systematically disseminate information,
products, and services to varied intended audiences. To address this
requirement the applicant must describe--
(i) The variety of dissemination strategies the project will use
throughout the five years of the project to promote awareness and use
of its products and services;
(ii) How the project will tailor dissemination strategies across
all planned levels of TA to ensure that products and services reach
intended recipients, and how those recipients can access and use those
products and services;
(iii) How the project's dissemination plan is connected to the
proposed outcomes of the project; and
(iv) How the project will evaluate and remediate all digital
products and external communications to ensure they meet or exceed
government and industry-recognized standards for accessibility.
(c) In the narrative section of the application under ``Quality of
the project evaluation,'' include an evaluation plan for the project as
described in the following paragraphs. The evaluation plan must
describe measures of progress in implementation, including the criteria
for determining the extent to which the project's products and services
have met the goals for reaching its target population; measures of
intended outcomes or results of the project's activities in order to
evaluate those activities; and how well the goals or objectives of the
proposed project, as described in its logic model, have been met.
The applicant must provide an assurance that, in designing the
evaluation plan, it will--
(1) Designate, with the approval of the OSEP project officer, a
project liaison with sufficient dedicated time, experience in
evaluation, and knowledge of the project to work in collaboration with
the Center to Improve Program and Project Performance (CIPP),\12\ the
project director, and the OSEP project officer on the following tasks:
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\12\ The major tasks of CIPP are to guide, coordinate, and
oversee the design of formative evaluations for every large
discretionary investment (i.e., those awarded $500,000 or more per
year and required to participate in the 3+2 process) in OSEP's
Technical Assistance and Dissemination; Personnel Development;
Parent Training and Information Centers; and Educational Technology,
Media, and Materials programs. The efforts of CIPP are expected to
enhance individual project evaluation plans by providing expert and
unbiased TA in designing the evaluations with due consideration of
the project's budget. CIPP does not function as a third-party
evaluator.
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(i) Revise the logic model submitted in the application, as needed,
to provide for a more comprehensive measurement of implementation and
outcomes and to reflect any changes or clarifications to the model
discussed at the kick-off meeting;
(ii) Refine the evaluation design and instrumentation proposed in
the application consistent with the revised logic model and using the
most rigorous design suitable (e.g., prepare evaluation questions about
significant program processes and outcomes; develop quantitative or
qualitative data collections that permit both the collection of
progress data, including fidelity of implementation, as appropriate,
and the assessment of project outcomes; and identify analytic
strategies); and
(iii) Revise, as needed, the evaluation plan submitted in the
application such that it clearly--
(A) Specifies the evaluation questions, measures, and associated
instruments or sources for data appropriate to answer these questions,
suggests analytic strategies for those data, provides a timeline for
conducting the evaluation, and includes staff assignments for
completing the evaluation activities;
(B) Delineates the data expected to be available by the end of the
second project year for use during the project's evaluation (3+2
review) for continued funding described under the heading Fourth and
Fifth Years of the Project; and
(C) Assists the project director and the OSEP project officer, with
the assistance of CIPP, as needed, in specifying the project
performance measures to be addressed in the project's annual
performance report;
(2) Dedicate sufficient staff time and other resources during the
first six months of the project to collaborate with CIPP staff,
including regular meetings (e.g., weekly, biweekly, or monthly) with
CIPP and the OSEP project officer, in order to accomplish the tasks
described in paragraph (C)(1) of this section; and
(3) Dedicate sufficient funds in each budget year to cover the
costs of carrying out the tasks described in paragraphs (C)(1) and (2)
of this section and revising and implementing the evaluation plan.
Applicants must include funds dedicated for this activity in the budget
and budget narrative.
(d) Demonstrate, in the narrative section of the application under
``Adequacy of resources and quality of project personnel,'' 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 proposed key project personnel, consultants, and
subcontractors have the qualifications and experience to carry out the
proposed activities and achieve the project's intended outcomes;
(3) The applicant and any key partners have adequate resources to
carry out the proposed activities; and
(4) The proposed project will have processes, resources, and funds
in place to provide equitable access for project staff, contractors,
and partners, who require digital accessibility accommodations; \13\
and
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\13\ For information about digital accessibility and
accessibility standards from Section 508 of the Rehabilitation Act,
visit https://osepideasthatwork.org/resources-grantees/508-resources.
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(5) The proposed costs are reasonable in relation to the
anticipated results and benefits.
(e) Demonstrate, in the narrative section of the application under
``Quality of the management plan,'' how--
(1) The proposed management plan will ensure that the project's
intended outcomes will be achieved on time and within budget. To
address this requirement, the applicant must describe--
(i) Clearly defined responsibilities for key project personnel,
consultants, and subcontractors, as applicable; and
(ii) Timelines and milestones for accomplishing the project tasks;
(2) Key project personnel and any consultants and subcontractors
will be allocated and how these allocations are appropriate and
adequate to achieve the project's intended outcomes;
(3) The proposed management plan will ensure that the products and
services provided are of high quality, relevant, and useful to
recipients; and
(4) The proposed project will benefit from a diversity of
perspectives, including those of faculty and graduates from HBCUs,
TCCUs, and other MSIs; families; educators; TA providers; researchers;
and policy makers, among others, in its development and operation.
[[Page 19576]]
(f) Address the following application requirements. The applicant
must--
(1) Include, in appendix A, personnel-loading charts and timelines,
as applicable, to illustrate the management plan described in the
narrative;
(2) Include, in the budget, attendance at the following:
(i) A one and one-half day kick-off meeting in Washington, DC,
after receipt of the award, and an annual planning meeting in
Washington, DC, with the OSEP project officer and other relevant staff
during each subsequent year of the project period.
Note: Within 30 days of receipt of the award, a post-award
teleconference must be held between the OSEP project officer and the
grantee's project director or other authorized representative;
(ii) 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;
(iii) Three annual two-day trips to attend Department briefings,
Department-sponsored conferences, and other meetings, as requested by
OSEP. The project must reallocate funds for travel to the meetings no
later than the end of the third quarter of each budget period if the
meetings are conducted virtually; and
(iv) A one-day virtual intensive 3+2 review meeting during the
second year of the project period;
(3) Include, in the budget, a line item for an annual set-aside of
5 percent of the grant amount to support emerging needs that are
consistent with the proposed project's intended outcomes, as those
needs are identified in consultation with, and approved by, the OSEP
project officer. With approval from the OSEP project officer, the
project must reallocate any remaining funds from this annual set-aside
no later than the end of the third quarter of each budget period;
(4) Engage doctoral scholars or post-doctoral fellows, including
those who are multilingual and racially, ethnically, and culturally
diverse, in the implementation of the project to increase the number of
future leaders in the field who are knowledgeable about early
intervention, special education, and related services personnel
preparation, academic program development and implementation, OSEP
discretionary grant funding, and delivering equity-focused professional
development and TA;
(5) Maintain a high-quality website;
(6) Ensure that annual project progress toward meeting project
goals is posted on the project website; and
(7) Include, in appendix A, an assurance to assist OSEP with the
transfer of pertinent resources and products and to maintain the
continuity of services to HBCUs, TCCUs, and other MSIs during the
transition to a new award at the end of this award period, as
appropriate.
Fourth and Fifth Years of the Project:
In deciding whether to continue funding the project for the fourth
and fifth years, the Secretary will consider the requirements of 34 CFR
75.253(a), including--
(a) The recommendations of a 3+2 review team consisting of experts
knowledgeable about early intervention, special education, and related
services personnel preparation, academic program development and
implementation, OSEP discretionary grant funding, and delivering
equity-focused professional development and TA. This review will be
conducted during a one-day intensive meeting that will be held during
the last half of the second year of the project period;
(b) The timeliness with which, and how well, the requirements of
the negotiated cooperative agreement have been or are being met by the
project; and
(c) The quality, relevance, and usefulness of the project's
products and services and the extent to which the project's products
and services are aligned with the project's objectives and likely to
result in the project achieving its intended outcomes.
Under 34 CFR 75.253, the Secretary may reduce continuation awards
or discontinue awards in any year of the project period for excessive
carryover balances or a failure to make substantial progress. The
Department intends to closely monitor unobligated balances and
substantial progress under this program and may reduce or discontinue
funding accordingly.
References:
Carver-Thomas, D. (2018). Diversifying the teaching profession: How to
recruit and retain teachers of color. Learning Policy Institute.
https://doi.org/10.54300/559.310.
U.S. Department of Education. (n.d.). Diversifying the teacher
workforce: Research and strategies. https://ies.ed.gov/ncee/edlabs/regions/midwest/pdf/infographics/teacher-diversity-508.pdf.
U.S. Department of Education. (2020). EDFacts Data Warehouse: ``IDEA
Part B Child Count and Educational Environments Collection'' and ``IDEA
Part C Child Count and Settings Collection,'' 2019-20. https://www2.ed.gov/programs/osepidea/618-data/collection-documentation/data-documentation-files/part-b/child-count-and-educational-environment/idea-partb-childcountandedenvironment-2019-20.pdf and https://www2.ed.gov/programs/osepidea/618-data/collection-documentation/data-documentation-files/part-c/child-count-and-settings/idea-partc-childcountandsettings-2019-20.pdf.
U.S. Department of Education. (2022). Agency Equity Plan related to
Executive Order 13985. https://www2.ed.gov/documents/equity/2022-equity-plan.pdf.
U.S. Department of Education. (2023a). Students with disabilities.
https://nces.ed.gov/programs/coe/pdf/2023/cgg_508.pdf.
U.S. Department of Education. (2023b). Raise the Bar: Lead the World.
www.ed.gov/raisethebar.
U.S. Department of Education. (2023c). 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, Office of Special Education Programs.
(2021). Personnel Development Program Data Collection System.
U.S. Department of Health and Human Services and the U.S. Department of
Education. (2016). Policy statement on supporting the development of
children who are dual language learners in early childhood programs.
https://www2.ed.gov/about/inits/ed/earlylearning/files/dll-policy-statement-2016.pdf.
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (APA) (5 U.S.C. 553) the Department generally offers interested
parties the opportunity to comment on proposed priorities. Section
681(d) of IDEA, however, makes the public comment requirements of the
APA inapplicable to the priority in this notice.
Program Authority: 20 U.S.C. 1462 and 1481.
Note: Project 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
[[Page 19577]]
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.
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 $1,500,000 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.
Maximum Award: We will not make an award exceeding $1,500,000 for a
single budget period of 12 months.
Estimated Number of Awards: 1.
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
indirect costs, or to obtain a negotiated indirect cost rate, please
see www2.ed.gov/about/offices/list/ocfo/intro.html.
c. Administrative Cost Limitation: This program does not include
any program-specific limitation on administrative expenses. All
administrative expenses must be reasonable and necessary and conform to
Cost Principles described in 2 CFR part 200 subpart E of the Uniform
Guidance.
3. Subgrantees: Under 34 CFR 75.708(b) and (c), a grantee under
this competition may award subgrants--to directly carry out project
activities described in its application--to the following types of
entities: IHEs, nonprofit organizations suitable to carry out the
activities proposed in the application, and public agencies. The
grantee may award subgrants to entities it has identified in an
approved application or that it selects through a competition under
procedures established by the grantee, consistent with 34 CFR
75.708(b)(2).
4. Other General Requirements:
a. Recipients of funding under this competition must make positive
efforts to employ and advance in employment qualified individuals with
disabilities (see section 606 of IDEA).
b. Applicants for, and recipients of, funding must, with respect to
the aspects of their proposed 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 70 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 specific gaps or weaknesses in services,
infrastructure, or opportunities have been identified and will be
addressed by
[[Page 19578]]
the proposed project, including the nature and magnitude of those gaps
or weaknesses.
(ii) The importance or magnitude of the results or outcomes likely
to be attained by the proposed project.
(b) Quality of project services (35 points).
(1) The Secretary considers the quality of the services to be
provided by the proposed project.
(2) In determining the quality of the services to be provided by
the proposed project, the Secretary considers the quality and
sufficiency of strategies for ensuring equal access and treatment for
eligible project participants who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factors:
(i) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(ii) The extent to which there is a conceptual framework underlying
the proposed research or demonstration activities and the quality of
that framework.
(iii) The extent to which the services to be provided by the
proposed project reflect up-to-date knowledge from research and
effective practice.
(iv) 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.
(v) The extent to which the TA services to be provided by the
proposed project involve the use of efficient strategies, including the
use of technology, as appropriate, and the leveraging of non-project
resources.
(c) Quality of the project evaluation (20 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.
(ii) The extent to which the methods of evaluation provide for
examining the effectiveness of project implementation strategies.
(iii) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes.
(iv) The extent to which the methods of evaluation include the use
of objective performance measures that are clearly related to the
intended outcomes of the project and will produce quantitative and
qualitative data to the extent possible.
(d) Adequacy of resources and quality of project personnel (15
points).
(1) The Secretary considers the adequacy of resources for the
proposed project and the quality of the personnel who will carry out
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 qualifications, including relevant training and
experience, of project consultants or subcontractors.
(iii) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the applicant organization or the
lead applicant organization.
(iv) The extent to which the budget is adequate to support the
proposed project.
(e) Quality of the management plan (20 points).
(1) The Secretary considers the quality of the management plan for
the proposed project.
(2) In determining the quality of the management plan for the
proposed project, the Secretary considers the following factors:
(i) 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.
(ii) 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.
(iii) The adequacy of mechanisms for ensuring high-quality products
and services from the proposed project.
(iv) How the applicant will ensure that a diversity of perspectives
are brought to bear in the operation of the proposed project, including
those of parents, teachers, the business community, a variety of
disciplinary and professional fields, recipients or beneficiaries of
services, or others, as appropriate.
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
[[Page 19579]]
in 2 CFR part 200, subpart D; has not fulfilled the conditions of a
prior grant; or is otherwise not responsible.
5. Integrity and Performance System: If you are selected under this
competition to receive an award that over the course of the project
period may exceed the simplified acquisition threshold (currently
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your
integrity, business ethics, and record of performance under Federal
awards--that is, the risk posed by you as an applicant--before we make
an award. In doing so, we must consider any information about you that
is in the integrity and performance system (currently referred to as
the Federal Awardee Performance and Integrity Information System
(FAPIIS)), accessible through the System for Award Management. You may
review and comment on any information about yourself that a Federal
agency previously entered and that is currently in FAPIIS.
Please note that, if the total value of your currently active
grants, cooperative agreements, and procurement contracts from the
Federal Government exceeds $10,000,000, the reporting requirements in 2
CFR part 200, appendix XII, require you to report certain integrity
information to FAPIIS semiannually. Please review the requirements in 2
CFR part 200, appendix XII, if this grant plus all the other Federal
funds you receive exceed $10,000,000.
6. In General: In accordance with the Office of Management and
Budget's guidance located at 2 CFR part 200, all applicable Federal
laws, and relevant Executive guidance, the Department will review and
consider applications for funding pursuant to this notice inviting
applications in accordance with:
(a) Selecting recipients most likely to be successful in delivering
results based on the program objectives through an objective process of
evaluating Federal award applications (2 CFR 200.205);
(b) Prohibiting the purchase of certain telecommunication and video
surveillance services or equipment in alignment with section 889 of the
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR
200.216);
(c) Providing a preference, to the extent permitted by law, to
maximize use of goods, products, and materials produced in the United
States (2 CFR 200.322); and
(d) Terminating agreements in whole or in part to the greatest
extent authorized by law if an award no longer effectuates the program
goals or agency priorities (2 CFR 200.340).
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN); or we may send you an email containing a link to
access an electronic version of your GAN. We may notify you informally,
also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Open Licensing Requirements: Unless an exception applies, if you
are awarded a grant under this competition, you will be required to
openly license to the public grant deliverables created in whole, or in
part, with Department grant funds. When the deliverable consists of
modifications to pre-existing works, the license extends only to those
modifications that can be separately identified and only to the extent
that open licensing is permitted under the terms of any licenses or
other legal restrictions on the use of pre-existing works.
Additionally, a grantee that is awarded competitive grant funds must
have a plan to disseminate these public grant deliverables. This
dissemination plan can be developed and submitted after your
application has been reviewed and selected for funding. For additional
information on the open licensing requirements please refer to 2 CFR
3474.20.
4. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multiyear award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
5. Performance Measures: For the purpose of Department reporting
under 34 CFR 75.110, we have 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 Technical
Assistance and Dissemination to Improve Services and Results for
Children with Disabilities program. These measures are:
Program Performance Measure #1: The percentage of
Technical Assistance and Dissemination products and services deemed to
be of high quality by an independent review panel of experts qualified
to review the substantive content of the products and services.
Program Performance Measure #2: The percentage of Special
Education Technical Assistance and Dissemination products and services
deemed by an independent review panel of qualified experts to be of
high relevance to educational and early intervention policy or
practice.
Program Performance Measure #3: The percentage of all
Special Education Technical Assistance and Dissemination products and
services deemed by an independent review panel of qualified experts to
be useful in improving educational or early intervention policy or
practice.
Program Performance Measure #4: The cost efficiency of the
Technical Assistance and Dissemination Program includes the percentage
of milestones achieved in the current annual performance report period
and the percentage of funds spent during the current fiscal year.
Long-term Program Performance Measure: The percentage of
States receiving Special Education Technical Assistance and
Dissemination services regarding scientifically or evidence-based
practices for infants, toddlers, children, and youth with disabilities
that successfully promote the implementation of those practices in
school districts and service agencies.
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).
[[Page 19580]]
The Department will also closely monitor the extent to which the
products and services provided by the Center meet needs identified by
stakeholders and may require the Center to report on such alignment in
their 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. 2024-05767 Filed 3-18-24; 8:45 am]
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