[Federal Register Volume 89, Number 131 (Tuesday, July 9, 2024)]
[Notices]
[Pages 56356-56367]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-15044]


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DEPARTMENT OF EDUCATION


Applications for New Awards; State Personnel Development Grants

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 
State Personnel Development Grants (SPDG) program.

DATES: 
    Applications Available: July 9, 2024.
    Deadline for Transmittal of Applications: August 23, 2024.
    Pre-Application Webinar Information: No later than July 15, 2024, 
the Office of Special Education and Rehabilitative Services will post 
pre-recorded informational webinars designed to provide technical 
assistance (TA) to interested applicants. The webinars may be found at 
https://www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html.
    Note: For new potential grantees unfamiliar with grantmaking at the 
Department, please consult our ``Getting Started with Discretionary 
Grant Applications'' web page at https://www2.ed.gov/fund/grant/about/discretionary/index.html.

ADDRESSES: For the addresses for obtaining and submitting an 
application, please refer to our Common Instructions for Applicants to 
Department of Education Discretionary Grant Programs, published in the 
Federal Register on December 7, 2022 (87 FR 75045) and available at 
www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs.

FOR FURTHER INFORMATION CONTACT: Jennifer Coffey, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 4A220, Washington, DC 20202. 
Telephone: (202) 987-0150. 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 purpose of the SPDG program is to assist 
State educational agencies (SEAs) in reforming and improving their 
systems for personnel preparation and professional development in early 
intervention, educational, and transition services to improve results 
for children with disabilities.
    Assistance Listing Number: 84.323A.
    OMB Control Number: 1820-0028.
    Background: ``Raise the Bar: Lead the World'' (RTB) is the 
Department's call to action to transform prekindergarten through 
postsecondary learning and unite around what truly works by promoting 
academic excellence, boldly improving learning conditions, and 
preparing our Nation's students for global competitiveness (www.ed.gov/raisethebar/). A well-prepared and supported and sustainable educator 
workforce available to educate and support all children and youth, 
including children and youth with disabilities, is essential to this 
call to action. This competition is designed to support the 
Department's RTB goals. Specifically, the priorities for this 
competition are designed to support projects that--
     Mitigate the barriers to improved educational 
opportunities and outcomes and functional results for children with 
disabilities by increasing the number of well-qualified, fully 
certified special education teachers, including paraprofessionals;
     Increase collaborative and effective instruction and 
services for children with disabilities;
     Expand the ability of principals to serve as instructional 
leaders who create an equity-based, cooperative, and inclusive 
environment; and
     Provide pre-service and in-service personnel with the 
knowledge, attitudes, skills, and aspiration to engage effectively with 
families.
    The SPDG program, as a pre-service and in-service professional 
development program, is uniquely positioned to support the Department's 
RTB goals by helping to ensure that children with disabilities have 
access to well-qualified educators and by growing the number of 
teachers and administrators who can use data to develop and implement 
standards-based individualized education programs (IEPs) and provide 
effective instruction in inclusive environments. The priorities 
specified in this notice are designed to support pathways and 
professional development for personnel to improve outcomes for children 
with disabilities. For more on the Department's work to eliminate 
educator shortages, see www.ed.gov/raisethebar/educators.
    This competition also includes four competitive preference 
priorities. Applicants may address up to two. With respect to 
Competitive Preference Priority 1, we note that Competitive Preference 
Priority 1 encourages applications that provide pathways for becoming 
fully certified special education teachers that are affordable and 
provide for robust preservice classroom experience. By reducing the 
cost of earning a license and offering flexible scheduling, teacher 
residency, Grow Your Own (GYO), and registered teacher apprenticeships 
programs are designed to bring more people into the profession. These 
programs may open doors to the profession for those who may otherwise 
face barriers to entrance, including multilingual, racially, and 
ethnically diverse individuals, individuals who have disabilities, and 
paraprofessionals who may already have decades of classroom experience, 
but for numerous reasons, including cost, could not pursue a teaching 
degree or a high-quality pathway into the profession that includes 
significant clinical experience.
    Research shows that high-quality residency models can expand the 
pool of well-prepared applicants entering the teaching profession, 
increase the diversity of the workforce and bring a wide range of 
experiences into the classroom to support students. A 2014 
implementation study published by the Institute of Education Sciences 
shows that residents are more likely than nonresidents to report 
feeling prepared to enter the classroom and that after program 
completion, more than 90 percent of residents stayed in their school 
district for three years (Silva et al., 2014).
    When aligned to high-quality, evidence-based practices for 
education preparation, such as those drafted by the Pathways Alliance 
(www.thepathwaysalliance.org/reports)

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and approved by the Department of Labor, registered teacher 
apprenticeship programs have the potential to be an effective, high-
quality ``earn and learn'' model that allow candidates to earn their 
teaching credential while earning a salary by combining coursework with 
structured, paid on-the-job learning experiences with a mentor teacher 
(Pathways Alliance, 2023). Registered teacher apprenticeship programs 
for K-12 teachers can be used to establish, scale, and build on 
existing high-quality pathways into teaching that emphasize classroom-
based experience, such as teacher residencies and GYO.
    GYO is an approach to developing a pipeline of educator candidates 
to meet specific workforce needs that seeks to eliminate any barriers 
that may prevent local candidates from entering or remaining in the 
field. GYO programs are distinguished from other pipelines by whom they 
target, focusing on recruitment of high school students, career 
changers, paraprofessionals, non-teaching-school faculty, and community 
members (Espinoza et al., 2018). Offering financial aid (e.g., loan 
forgiveness, grants, and scholarships) to candidates completing GYO 
programs, targeting communication to specific populations, and 
establishing systems for candidates to receive continuous coaching and 
mentoring from entrance into the GYO program through early service can 
all aid in the success of these programs (Carver-Thomas, 2018; 
Professional Educator Standards Board, 2018; Texas Comprehensive 
Center, 2018). GYO programs can help address shortages in high-need 
areas and subjects, such as in rural schools and in special education 
(Jessen et al., 2020); it can also result in improved recruitment and 
retention of teachers of color (Gist et al., 2019).
    Priorities: This notice contains three absolute priorities and four 
competitive preference priorities. In accordance with 34 CFR 
75.105(b)(1), Absolute Priority 1 is from the notice of final 
priorities and definitions (NFP) published in the Federal Register on 
August 2, 2012 (77 FR 45944) (2012 NFP); and Absolute Priority 3 and 
the four competitive preference priorities are from the NFP for this 
program published elsewhere in this issue of the Federal Register (2024 
NFP). In accordance with 34 CFR 75.105(b)(2)(iv), Absolute Priority 2 
is from sections 651 through 655 of the Individuals with Disabilities 
Education Act (IDEA), as amended by the Every Student Succeeds Act 
(ESSA).
    Absolute Priorities: For FY 2024 and any subsequent year in which 
we make awards from the list of unfunded applications from this 
competition, these priorities are absolute priorities. Under 34 CFR 
75.105(c)(3), we consider only applications that meet Absolute 
Priorities 1, 2, and 3 (i.e., an applicant must address all three 
absolute priorities in their application).
    These priorities are:
    Absolute Priority 1: Effective and Efficient Delivery of 
Professional Development.
    The Department establishes a priority to assist SEAs in reforming 
and improving their systems for personnel (as that term is defined in 
section 651(b) of IDEA) preparation and professional development of 
individuals providing early intervention, educational, and transition 
services in order to improve results for children with disabilities.
    In order to meet this priority an applicant must demonstrate in the 
SPDG State Plan it submits as part of its application under section 
653(a)(2) of IDEA that its proposed project will--
    (1) Use evidence-based (as defined in this notice) professional 
development practices that will increase implementation of evidence-
based practices and result in improved outcomes for children with 
disabilities;
    (2) Provide ongoing assistance to personnel receiving SPDG-
supported professional development that supports the implementation of 
evidence-based practices with fidelity (as defined in this notice); and
    (3) Use technology to more efficiently and effectively provide 
ongoing professional development to personnel, including to personnel 
in rural areas and to other populations, such as personnel in urban or 
high-need local educational agencies (LEAs) (as defined in this 
notice).
    Absolute Priority 2: State Personnel Development Grants.
    Statutory Requirements. To meet this priority, an applicant must 
meet the following statutory requirements:
    1. State Personnel Development Plan.
    An applicant must submit a State Personnel Development Plan that 
identifies and addresses the State and local needs for the personnel 
preparation and professional development of personnel, as well as 
individuals who provide direct supplementary aids and services to 
children with disabilities, and that--
    (a) Is designed to enable the State to meet the requirements of 
section 612(a)(14) of IDEA, as amended by the ESSA, and section 
635(a)(8) and (9) of IDEA;
    (b) Is based on an assessment of State and local needs that 
identifies critical aspects and areas in need of improvement related to 
the preparation, ongoing training, and professional development of 
personnel who serve infants, toddlers, preschoolers, and children with 
disabilities within the State, including--
    (1) Current and anticipated personnel vacancies and shortages; and
    (2) The number of preservice and in-service programs;
    (c) Is integrated and aligned, to the maximum extent possible, with 
State plans and activities under the Elementary and Secondary Education 
Act of 1965, as amended (ESEA); the Rehabilitation Act of 1973, as 
amended; and the Higher Education Act of 1965, as amended (HEA);
    (d) Describes a partnership agreement that is in effect for the 
period of the grant, which agreement must specify--
    (1) The nature and extent of the partnership described in section 
652(b) of IDEA and the respective roles of each member of the 
partnership, including, if applicable, an individual, entity, or agency 
other than the SEA that has the responsibility under State law for 
teacher preparation and certification; and
    (2) How the SEA will work with other persons and organizations 
involved in, and concerned with, the education of children with 
disabilities, including the respective roles of each of the persons and 
organizations;
    (e) Describes how the strategies and activities the SEA uses to 
address identified professional development and personnel needs will be 
coordinated with activities supported with other public resources 
(including funds provided under Part B and Part C of IDEA and retained 
for use at the State level for personnel and professional development 
purposes) and private resources;
    (f) Describes how the SEA will align its personnel development plan 
with the plan and application submitted under sections 1111 and 
2101(d), respectively, of the ESEA;
    (g) Describes strategies the SEA will use to address the identified 
professional development and personnel needs and how such strategies 
will be implemented, including--
    (1) A description of the programs and activities that will provide 
personnel with the knowledge and skills to meet the needs of, and 
improve the performance and achievement of, infants, toddlers, 
preschoolers, and children with disabilities; and
    (2) How such strategies will be integrated, to the maximum extent 
possible, with other activities supported by grants funded under 
section 662 of IDEA, as amended by the ESSA;

[[Page 56358]]

    (h) Provides an assurance that the SEA will provide TA to LEAs to 
improve the quality of professional development available to meet the 
needs of personnel who serve children with disabilities;
    (i) Provides an assurance that the SEA will provide TA to entities 
that provide services to infants and toddlers with disabilities to 
improve the quality of professional development available to meet the 
needs of personnel serving such children;
    (j) Describes how the SEA will recruit and retain teachers who meet 
the qualifications described in section 612(a)(14)(C) of IDEA, as 
amended by the ESSA, and other qualified personnel in geographic areas 
of greatest need;
    (k) Describes the steps the SEA will take to ensure that poor and 
minority children are not taught at higher rates by teachers who do not 
meet the qualifications described in section 612(a)(14)(C) of IDEA, as 
amended by the ESSA; and
    (l) Describes how the SEA will assess, on a regular basis, the 
extent to which the strategies implemented have been effective in 
meeting the performance goals described in section 612(a)(15) of IDEA, 
as amended by the ESSA.
    2. Partnerships.
    (a) Required Partners.
    Applicants must establish a partnership with LEAs and other State 
agencies involved in, or concerned with, the education of children with 
disabilities, including--
    (1) Not less than one institution of higher education (IHE);
    (2) The State agencies responsible for administering Part C of 
IDEA, early education, childcare, and vocational rehabilitation 
programs; and
    (3) In accordance with section 652(b)(3) of IDEA, if State law 
assigns responsibility for teacher preparation and certification to an 
individual, entity, or agency other than the SEA, such individual, 
entity, or agency. The SEA must ensure that any activities it carries 
out under this program that are within such partner's jurisdiction 
(which may include activities described in section 654(b) of IDEA) are 
carried out by that partner.
    (b) Other Partners.
    An SEA must work in partnership with other persons and 
organizations involved in, and concerned with, the education of 
children with disabilities, which may include--
    (1) The Governor;
    (2) Parents of children with disabilities ages birth through 26;
    (3) Parents of nondisabled children ages birth through 26;
    (4) Individuals with disabilities;
    (5) Parent training and information centers or community parent 
resource centers funded under sections 671 and 672 of IDEA, 
respectively;
    (6) Community based and other nonprofit organizations involved in 
the education and employment of individuals with disabilities;
    (7) Personnel as defined in section 651(b) of IDEA;
    (8) The State advisory panel established under Part B of IDEA;
    (9) The State interagency coordinating council established under 
Part C of IDEA;
    (10) Individuals knowledgeable about vocational education;
    (11) The State agency for higher education;
    (12) Public agencies with jurisdiction in the areas of health, 
mental health, social services, and juvenile justice;
    (13) Other providers of professional development that work with 
infants, toddlers, preschoolers, and children with disabilities; and
    (14) Other individuals.
    3. Use of Funds.
    (a) Professional Development Activities--Each SEA that receives a 
grant under this program must use the grant funds to support activities 
in accordance with the State's Personnel Development Plan, including 
one or more of the following:
    (1) Carrying out programs that provide support to both special 
education and regular education teachers of children with disabilities 
and principals, such as programs that--
    (i) Provide teacher mentoring, team teaching, reduced class 
schedules and caseloads, and intensive professional development;
    (ii) Use standards or assessments for guiding beginning teachers 
that are consistent with challenging State academic achievement 
standards and with the requirements for professional development, as 
defined in section 8101 of the ESEA; and
    (iii) Encourage collaborative and consultative models of providing 
early intervention, special education, and related services.
    (2) Encouraging and supporting the training of special education 
and regular education teachers and administrators to effectively use 
and integrate technology--
    (i) Into curricula and instruction, including training to improve 
the ability to collect, manage, and analyze data to improve teaching, 
decision making, school improvement efforts, and accountability;
    (ii) To enhance learning by children with disabilities; and
    (iii) To effectively communicate with parents.
    (3) Providing professional development activities that--
    (i) Improve the knowledge of special education and regular 
education teachers concerning--
    (A) The academic and developmental or functional needs of students 
with disabilities; or
    (B) Effective instructional strategies, methods, and skills, and 
the use of State academic content standards and student academic 
achievement and functional standards, and State assessments, to improve 
teaching practices and student academic achievement;
    (ii) Improve the knowledge of special education and regular 
education teachers and principals and, in appropriate cases, 
paraprofessionals, concerning effective instructional practices, and 
that--
    (A) Provide training in how to teach and address the needs of 
children with different learning styles and children who are limited 
English proficient;
    (B) Involve collaborative groups of teachers, administrators, and, 
in appropriate cases, related services personnel;
    (C) Provide training in methods of--
    (1) Positive behavioral interventions and supports to improve 
student behavior in the classroom;
    (2) Scientifically based reading instruction, including early 
literacy instruction;
    (3) Early and appropriate interventions to identify and help 
children with disabilities;
    (4) Effective instruction for children with low-incidence 
disabilities;
    (5) Successful transitioning to postsecondary opportunities; and
    (6) Using classroom-based techniques to assist children prior to 
referral for special education;
    (D) Provide training to enable personnel to work with and involve 
parents in their child's education, including parents of low income and 
limited English proficient children with disabilities;
    (E) Provide training for special education personnel and regular 
education personnel in planning, developing, and implementing effective 
and appropriate individualized education programs (IEPs); and
    (F) Provide training to meet the needs of students with significant 
health, mobility, or behavioral needs prior to serving those students;
    (iii) Train administrators, principals, and other relevant school 
personnel in conducting effective IEP meetings; and
    (iv) Train early intervention, preschool, and related services 
providers, and other relevant school personnel in conducting effective

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individualized family service plan (IFSP) meetings.
    (4) Developing and implementing initiatives to promote the 
recruitment and retention of special education teachers who meet the 
qualifications described in section 612(a)(14)(C) of IDEA, as amended 
by the ESSA, particularly initiatives that have proven effective in 
recruiting and retaining teachers, including programs that provide--
    (i) Teacher mentoring from exemplary special education teachers, 
principals, or superintendents;
    (ii) Induction and support for special education teachers during 
their first three years of employment as teachers; or
    (iii) Incentives, including financial incentives, to retain special 
education teachers who have a record of success in helping students 
with disabilities.
    (5) Carrying out programs and activities that are designed to 
improve the quality of personnel who serve children with disabilities, 
such as--
    (i) Innovative professional development programs (which may be 
provided through partnerships that include IHEs), including programs 
that train teachers and principals to integrate technology into 
curricula and instruction to improve teaching, learning, and technology 
literacy, which must be consistent with the definition of professional 
development in section 8101 of the ESEA; and
    (ii) The development and use of proven, cost effective strategies 
for the implementation of professional development activities, such as 
through the use of technology and distance learning.
    (6) Carrying out programs and activities that are designed to 
improve the quality of early intervention personnel, including 
paraprofessionals and primary referral sources, such as--
    (i) Professional development programs to improve the delivery of 
early intervention services;
    (ii) Initiatives to promote the recruitment and retention of early 
intervention personnel; and
    (iii) Interagency activities to ensure that early intervention 
personnel are adequately prepared and trained.
    (b) Other Activities--Each SEA that receives a grant under this 
program must use the grant funds to support activities in accordance 
with the State's Personnel Development Plan, including one or more of 
the following:
    (1) Reforming special education and regular education teacher 
certification (including recertification) or licensing requirements to 
ensure that--
    (i) Special education and regular education teachers have--
    (A) The training and information necessary to address the full 
range of needs of children with disabilities across disability 
categories; and
    (B) The necessary subject matter knowledge and teaching skills in 
the academic subjects that the teachers teach;
    (ii) Special education and regular education teacher certification 
(including recertification) or licensing requirements are aligned with 
challenging State academic content standards; and
    (iii) Special education and regular education teachers have the 
subject matter knowledge and teaching skills, including technology 
literacy, necessary to help students with disabilities meet challenging 
State student academic achievement and functional standards.
    (2) Programs that establish, expand, or improve alternative routes 
for State certification of special education teachers for individuals 
with a baccalaureate or master's degree who meet the qualifications 
described in section 612(a)(14)(C) of IDEA, as amended by the ESSA, 
including mid-career professionals from other occupations, 
paraprofessionals, and recent college or university graduates with 
records of academic distinction who demonstrate the potential to become 
highly effective special education teachers.
    (3) Teacher advancement initiatives for special education teachers 
that promote professional growth and emphasize multiple career paths 
(such as paths to becoming a career teacher, mentor teacher, or 
exemplary teacher) and pay differentiation.
    (4) Developing and implementing mechanisms to assist LEAs and 
schools in effectively recruiting and retaining special education 
teachers who meet the qualifications described in section 612(a)(14)(C) 
of IDEA, as amended by the ESSA.
    (5) Reforming tenure systems, implementing teacher testing for 
subject matter knowledge, and implementing teacher testing for State 
certification or licensure, consistent with title II of the HEA (20 
U.S.C. 1021 et seq.).
    (6) Funding projects to promote reciprocity of teacher 
certification or licensing between or among States for special 
education teachers, except that no reciprocity agreement developed 
under this absolute priority or developed using funds awarded under the 
SPDG competition may lead to the weakening of any State teacher 
certification or licensing requirement.
    (7) Assisting LEAs to serve children with disabilities through the 
development and use of proven, innovative strategies to deliver 
intensive professional development programs that are both cost 
effective and easily accessible, such as strategies that involve 
delivery through the use of technology, peer networks, and distance 
learning.
    (8) Developing, or assisting LEAs in developing, merit-based 
performance systems and strategies that provide differential and bonus 
pay for special education teachers.
    (9) Supporting activities that ensure that teachers are able to use 
challenging State academic content standards and student academic 
achievement and functional standards, and State assessments for all 
children with disabilities, to improve instructional practices and 
improve the academic achievement of children with disabilities.
    (10) When applicable, coordinating with, and expanding centers 
established under section 2113(c)(18) of the ESEA, as amended by the No 
Child Left Behind Act of 2002, to benefit special education teachers.
    (c) Contracts and Subgrants--An SEA that receives a grant under 
this program--
    (1) Must award contracts or subgrants to LEAs, IHEs, parent 
training and information centers, or community parent resource centers, 
as appropriate, to carry out the State Personnel Development Plan; and
    (2) May award contracts and subgrants to other public and private 
entities, including the State lead agency (LA) (as defined in this 
notice) under Part C of IDEA, to carry out the State Personnel 
Development Plan.
    (d) Use of Funds for Professional Development--An SEA that receives 
a grant under this program must use--
    (1) Not less than 90 percent of the funds the SEA receives under 
the grant for any fiscal year for the Professional Development 
Activities described in paragraph (a); and
    (2) Not more than 10 percent of the funds the SEA receives under 
the grant for any fiscal year for the Other Activities described in 
paragraph (b).
    Absolute Priority 3: Improving Engagement between Schools and 
Families.
    Projects designed to develop the capacity of administrators and 
educators to develop systems and use strategies that build trust and 
engagement with families, while further strengthening the role families 
play in their child's development and learning. Projects must--

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    (a) Provide training and coaching to assist administrators to--
    (1) Develop and implement policies and programs that recognize 
families' funds of knowledge, connect family engagement to student 
learning, and create welcoming, inviting cultures; and
    (2) Create systems that support staff and families in meaningful 
engagement (i.e., Leading by Convening and the Dual-Capacity Framework. 
For more information visit www.dualcapcity.org and www.ncsi.wested.org/resources/leading-by-convening);
    (b) Provide training and coaching to assist educators and early 
intervention providers to--
    (1) Build their knowledge, attitudes, beliefs, aspirations, and 
behaviors about effective strategies to engage families in their 
child's learning;
    (2) Work with families to make collaborative, data-based decisions 
in the development and implementation of the child's IEP; and
    (3) Provide information and resources to families that enable them 
to support their children's learning and behavior at home; and
    (c) Provide training and coaching to families so they can--
    (1) Meaningfully participate in the development and implementation 
of their child's IEP;
    (2) Participate in data-based decision making related to their 
child's education; and
    (3) Further their child's learning at home.
    In their applications, States must describe how their projects will 
meet these program requirements. In addition to these requirements, to 
be considered for funding under this priority, applicants must meet the 
application and administrative requirements under Common Requirements.
    Competitive Preference Priorities: For FY 2024 and any subsequent 
year in which we make awards from the list of unfunded applications 
from this competition, these four priorities are competitive preference 
priorities. Under 34 CFR 75.105(c)(2)(i), we award additional points to 
an application that meets up to two of these competitive preference 
priorities. An applicant is not required to address any of the 
competitive preference priorities. If an applicant addresses the 
competitive preference priorities, the applicant must indicate which 
one or two competitive preference priorities they are responding to in 
the application. We award up to an additional 5 points to an 
application, depending on how well the application meets Competitive 
Preference Priority 1. For Competitive Preference Priorities 2, 3, and 
4, we award up to an additional 2 points to an application, depending 
on how well the application meets the competitive preference priority.
    Competitive Preference Priority 1: Providing Career Pathways for 
Those Interested in Becoming Fully Certified Special Education 
Teachers, Including Paraprofessionals, Through Residency, Grow Your Own 
(GYO), and Registered Apprenticeships Programs (up to 5 points).
    Projects designed to increase the number of fully certified special 
education teachers by establishing a new, or enhancing an existing, 
teacher residency, GYO, or registered teacher apprenticeship program 
that minimizes or eliminates the cost of certification for special 
education teacher candidates and provides opportunities for candidates 
to be paid, including being provided with a stipend (which, for 
programs that include paid experience for the duration of the 
certification program, can be met through paragraph (i), below), to 
cover the time spent gaining classroom experience during their 
certification program.
    A project implementing a new or enhanced teacher residency, GYO, or 
registered teacher apprenticeship program must--
    (a) Use data-driven strategies and evidence-based approaches to 
increase recruitment, successful completion, and retention of the 
special education teachers supported by the project;
    (b) Provide standards for participants to enter into and complete 
the program;
    (c) Be aligned to evidence-based practices for effective educator 
preparation;
    (d) Have little to no financial burden for program participants, or 
provide for loan forgiveness, grants, or scholarship programs;
    (e) Provide opportunities for candidates to be paid, including 
being provided with a stipend, to cover time spent in clinical 
experience during their certification program;
    (f) Develop a plan to monitor program quality;
    (g) Require completion of a bachelor's degree either before 
entering or as a result of the teacher residency, GYO, or teacher 
apprenticeship program;
    (h) Result in the satisfaction of all requirements for full State 
teacher licensure or certification, excluding emergency, temporary, 
provisional, or other sub-standard licensure or certification;
    (i) Provide increasing levels of responsibility for the resident/
GYO participant/apprentice during at least one year of paid on-the-job 
learning/clinical experience, during which a mentor teacher is the 
teacher of record; and
    (j) Develop a plan to ensure the program has funding after the end 
of the project period.
    In their applications, States must describe how their projects will 
meet these program requirements. In addition to these requirements, to 
be considered for funding under this priority, applicants must address 
the application and administrative requirements under Common 
Requirements.
    Competitive Preference Priority 2: Supporting Emergency Certified 
Special Education Teachers to Become Fully Certified (up to 2 points).
    Projects designed to increase the number of fully certified special 
education teachers by implementing plans that address the emergency 
certification needs of personnel who work with children with 
disabilities. The plans must--
    (a) Identify the barriers and challenges to full certification that 
are experienced by special education personnel on emergency 
certifications;
    (b) Include evidence-based strategies to address those barriers and 
challenges and assist special education personnel on emergency 
certifications to obtain full certification, consistent with State-
approved or State-recognized requirements, within three years;
    (c) Include training and coaching on, at a minimum--
    (1) The skills needed to collaboratively develop, implement, and 
monitor standards-based IEPs;
    (2) High-leverage and evidence-based instructional and classroom 
management practices; and
    (3) The provision of wrap-around services (e.g., social, emotional, 
and mental health supports), special education services, and other 
supports for children with disabilities; and
    (d) Provide participating special education personnel on emergency 
certifications with opportunities to apply the evidence-based skills 
and practices described in paragraph (c) in the classroom.
    In their applications, States must describe how their projects will 
meet these program requirements. In addition to these requirements, to 
be considered for funding under this priority, applicants must meet the 
application and administrative requirements under Common Requirements.
    Competitive Preference Priority 3: Person-Centered IEPs that 
Support Instructional Progress (up to 2 points).
    Projects designed to provide pre-service and in-service training to 
school and district personnel, including IEP team members (e.g., 
special education

[[Page 56361]]

and general education teachers, related service personnel who work with 
children with disabilities) and administrators, to improve their skills 
in developing and implementing person-centered IEPs that support 
instructional progress and improve functional outcomes \1\ for children 
with disabilities. Projects must--
---------------------------------------------------------------------------

    \1\ An IEP that supports instructional progress is an IEP that 
focuses on the academic, vocational, developmental, and social needs 
of the child and allows the child to benefit from instruction.
---------------------------------------------------------------------------

    (a) Provide training and coaching to administrators and IEP team 
members to increase their ability to develop, implement, and monitor 
person-centered IEPs that support instructional progress so that they 
can--
    (1) Use appropriate data to determine the child's instructional and 
functional strengths and needs;
    (2) Increase the child's learning time and opportunities with 
general education peers, as appropriate, based on research;
    (3) Choose and use evidence-based practices for core instruction; 
and
    (4) Supplement core instruction with special education services.
    In their applications, States must describe how their projects will 
meet these program requirements. In addition to these requirements, to 
be considered for funding under this priority, applicants must meet the 
application and administrative requirements under Common Requirements.
    Competitive Preference Priority 4: Principals as Instructional 
Leaders Who Support Collaborative Service Provision (up to 2 points).
    Projects designed to provide professional development to improve 
the instructional leadership provided by principals and other school 
leaders, district leaders, and teacher leaders to promote educational 
equity for children with disabilities. Projects must provide training 
and coaching to assist administrators to--
    (a) Create and support equitable school schedules and other 
operations that enable collaborative services from general and special 
education staff;
    (b) Support schoolwide inclusionary practices within a multi-tiered 
systems of support (MTSS) framework;
    (c) Support evidence-based professional development for their staff 
related to--
    (1) Effective content instruction;
    (2) Data for decision-making and continuous progress monitoring;
    (3) IEP development and implementation; and
    (4) Wrap-around services;
    (d) Actively engage families and school communities to identify and 
address concerns regarding, and barriers to, accessibility, equity, and 
inclusiveness, using frameworks such as universal design; and
    (e) Provide administrators structured learning opportunities, such 
as through a cohort model, mentoring, one-on-one coaching, networking 
to build a professional community, and applied learning opportunities, 
such as problem-solving related to the needs of individual children.
    In their applications, States must describe how their projects will 
meet these program requirements. In addition to these requirements, to 
be considered for funding under this priority, applicants must meet the 
application and administrative requirements under Common Requirements.
    Common Requirements:
    In addition to the requirements contained in these priorities, to 
be considered for funding, applicants must meet the following 
application and administrative requirements:
    (a) Demonstrate, in the narrative section of the application under 
``Significance,'' how the proposed project will--
    (1) Align with and integrate other State initiatives and programs, 
as well as district and local improvement plans, to leverage existing 
professional development and data systems;
    (2) Develop and implement plans to sustain the grant program after 
the grant funding has ended; and
    (3) Integrate family engagement into all project efforts by 
supporting capacity building for personnel and families.
    (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 requirement, the 
applicant must describe how it will--
    (i) Develop the knowledge and ability of personnel to be culturally 
responsive and engage children and families with a strengths-based 
approach;
    (ii) Engage students, families, and community members to assess the 
appropriateness and impact of the intervention, program, or strategies; 
and
    (iii) Review program procedures and resources to ensure a diversity 
of perspectives are brought into the project; and
    (2) Achieve the project's goals and objectives. To meet this 
requirement, the applicant must provide--
    (i) Either a logic model or theory of action (to be provided in 
appendix A), which demonstrates how the proposed project will achieve 
intended measurable outcomes;
    (ii) A description of proposed in-State and national partners that 
the project will work with to achieve the goals and objectives of the 
grant and how the impact of these partnerships will be measured; and
    (iii) A description of how the project will be based on current 
research and make use of evidence-based practices. To meet this 
requirement, the applicant must describe--
    (A) The current research base for the chosen interventions;
    (B) The evidence-based model or practices to be used in the 
project's professional development activities; and
    (C) How implementation science will be used to support full and 
sustained use of evidence-based practices and result in sustained 
systems of implementation support.
    (c) In the narrative section of the application under ``Quality of 
the project evaluation,'' include an evaluation plan for the project 
developed in consultation with and implemented by a third-party \2\ 
evaluator. The evaluation plan must--
---------------------------------------------------------------------------

    \2\ A ``third-party'' evaluator is an independent and impartial 
program evaluator who is contracted by the grantee to conduct an 
objective evaluation of the project. This evaluator must not have 
participated in the development or implementation of any project 
activities, except for the evaluation activities, nor have any 
financial interest in the outcome of the evaluation.
---------------------------------------------------------------------------

    (1) Articulate formative and summative evaluation questions, 
including important process and outcome evaluation questions. These 
questions should be related to the project's proposed logic model or 
theory of action required under paragraph (b)(2)(i) of these 
requirements;
    (2) Describe how progress in and fidelity of implementation, as 
well as project outcomes, will be measured to answer the evaluation 
questions. Specify the measures and associated instruments or sources 
for data appropriate to the evaluation questions. Include information 
regarding reliability and validity of measures where appropriate;
    (3) Describe strategies for analyzing data and how data collected 
as part of this plan will be used to inform and improve service 
delivery over the course of the project and to refine the proposed 
logic model or theory of action and evaluation plan, including 
subsequent data collection;
    (4) Provide a timeline for conducting the evaluation and include 
staff assignments for completing the plan. The timeline must indicate 
that the data

[[Page 56362]]

will be available annually for the annual performance report to the 
Department; and
    (5) Dedicate sufficient funds in each budget year to cover the 
costs of developing or refining the evaluation plan in consultation 
with a third-party evaluator, as well as the costs associated with the 
implementation of the evaluation plan by the third-party evaluator.
    (d) Demonstrate, in the narrative section of the application under 
``Adequacy of resources,'' 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 costs are reasonable in relation to the 
anticipated results and benefits and funds will be spent in a way that 
increases their efficiency and cost-effectiveness, including by 
reducing waste or achieving better outcomes.
    (e) Demonstrate, in the narrative section of the application under 
``Quality of the management plan,'' how 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--
    (1) Clearly defined responsibilities for key project personnel, 
consultants, and subcontractors, as applicable;
    (2) Timelines and milestones for accomplishing the project tasks;
    (3) How key project personnel and any consultants and 
subcontractors will be allocated to the project and how these 
allocations are appropriate and adequate to achieve the project's 
intended outcomes; and
    (4) How the proposed project will benefit from a diversity of 
perspectives, including those of families, educators, TA providers, 
researchers, and policy makers, among others, in its development and 
operation.
    (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) Provide an assurance that any project website will include 
relevant information and documents in a form that meets a government or 
industry-recognized standard for accessibility;
    (3) Include, in the budget, attendance at the following:
    (i) An annual one and one-half day SPDG National Meeting in the 
Washington, DC area during each year of the project period; and
    (ii) A three-day project directors' conference in Washington, DC, 
during each year of the project period, provided that, if the 
conference is conducted virtually, the project must reallocate unused 
travel funds no later than the end of the third quarter of each budget 
period; and
    (4) Budget $6,000 annually for support of the SPDG program network 
and website currently administered by the University of Oregon 
(www.signetwork.org).
    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, a failure to make substantial progress, or has not 
maintained financial and administrative management systems that meet 
requirements in 2 CFR 200.302, Financial management, and Sec.  200.303, 
Internal controls. 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://learningpolicyinstitute.org/sites/default/files/product-files/Diversifying_Teaching_Profession_REPORT_0.pdf.
Espinoza, D., Saunders, R., Kini, T., & Darling-Hammond, L. (2018). 
Taking the long view: State efforts to solve teacher shortages by 
strengthening the profession. Learning Policy Institute. https://learningpolicyinstitute.org/product/long-view-report.
Gist, C.D., Bianco, M., & Lynn, M. (2019). Examining grow your own 
programs across the teacher development continuum: Mining research 
on teachers of color and nontraditional educator pipelines. Journal 
of Teacher Education, 70(1), 13-25. https://doi.org/10.1177/0022487118787504.
Jessen, S., Fairman, J., Fallona, C., & Johnson, A. (2020). Consider 
``Grow-Your-Own'' (GYO) models by examining existing teacher 
preparation programs in Maine. Maine Education Policy Research 
Institute. 121. https://digitalcommons.library.umaine.edu/mepri/121.
Pathways Alliance. (2023). National guidelines for apprenticeship 
standards for K-12 teacher apprenticeships. 
www.thepathwaysalliance.org/reports.
Professional Educator Standards Board. (2016). Grow your own 
teachers report: Enhancing educator pathways to address teacher 
shortage and increase diversity. www.pesb.wa.gov/resources-and-reports/reports/grow-your-own-teachers-report/.
Silva, T., McKie, A., Knechtel, V., Gleason, P., & Makowsky, L. 
(2014). Teaching residency programs: A multisite look at a new model 
to prepare teachers for high-need schools (NCEE 2015-4002). National 
Center for Education Evaluation and Regional Assistance, Institute 
of Education Sciences, U.S. Department of Education.
Texas Comprehensive Center. (2018). Grow your own teachers 
initiatives resources. American Institutes for Research. https://compcenternetwork.org/resources/resource/4290/grow-your-own-teachers-initiatives-resources.

    Definitions: For FY 2024 and any subsequent year in which we make 
awards from the list of unfunded applications from this competition, 
the following definitions apply to this competition. We provide the 
source of the definitions in parentheses.
    Demonstrates a rationale means 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. (34 CFR 77.1)
    Evidence-based means, for purposes of Absolute Priority 1, 
practices for which there is strong evidence or moderate evidence of 
effectiveness (2012 NFP); and for purposes of the competitive 
preference priorities, the proposed project component is supported by 
one or more of strong evidence, moderate evidence, promising evidence, 
or evidence that demonstrates a rationale (34 CFR 77.1).
    Experimental study means a study that is designed to compare 
outcomes between two groups of individuals (such as students) that are 
otherwise equivalent except for their assignment to either a treatment 
group receiving a project component or a control group that does not. 
Randomized controlled trials, regression discontinuity design studies, 
and single-case design studies are the specific types of experimental 
studies that, depending on their design and implementation (e.g., 
sample attrition in randomized controlled trials and regression 
discontinuity design studies), can meet What Works Clearinghouse (WWC) 
standards without reservations as described in the WWC Handbooks:
    (i) A randomized controlled trial employs random assignment of, for 
example, students, teachers, classrooms, or schools to receive the 
project

[[Page 56363]]

component being evaluated (the treatment group) or not to receive the 
project component (the control group).
    (ii) A regression discontinuity design study assigns the project 
component being evaluated using a measured variable (e.g., assigning 
students reading below a cutoff score to tutoring or developmental 
education classes) and controls for that variable in the analysis of 
outcomes.
    (iii) A single-case design study uses observations of a single case 
(e.g., a student eligible for a behavioral intervention) over time in 
the absence and presence of a controlled treatment manipulation to 
determine whether the outcome is systematically related to the 
treatment. (34 CFR 77.1)
    Fidelity means the delivery of instruction in the way in which it 
was designed to be delivered. (2012 NFP)
    High-need LEA means, in accordance with section 2102(3) of the 
ESEA, an LEA--
    (a) That serves not fewer than 10,000 children from families with 
incomes below the poverty line (as that term is defined in section 
8101(41) of the ESEA), or for which not less than 20 percent of the 
children served by the LEA are from families with incomes below the 
poverty line; and
    (b) For which there is (1) a high percentage of teachers not 
teaching in the academic subjects or grade levels that the teachers 
were trained to teach, or (2) a high percentage of teachers with 
emergency, provisional, or temporary certification or licensing. (2012 
NFP)
    Lead agency means the agency designated by the State's Governor 
under section 635(a)(10) of IDEA and 34 CFR 303.120 that receives funds 
under section 643 of IDEA to administer the State's responsibilities 
under part C of IDEA. (34 CFR 303.22)
    Local educational agency (LEA) means a public board of education or 
other public authority legally constituted within a State for either 
administrative control or direction of, or to perform a service 
function for, public elementary schools or secondary schools in a city, 
county, township, school district, or other political subdivision of a 
State, or for such combination of school districts or counties as are 
recognized in a State as an administrative agency for its public 
elementary schools or secondary schools. (Section 602(19) of IDEA (20 
U.S.C. 1401(19)))
    Logic model (also referred to as a theory of action) means a 
framework that identifies key project components of the proposed 
project (i.e., the active ``ingredients'' that are hypothesized to be 
critical to achieving the relevant outcomes) and describes the 
theoretical and operational relationships among the key project 
components and relevant outcomes. (34 CFR 77.1)
    Moderate evidence means that there is evidence of effectiveness of 
a key project component in improving a relevant outcome for a sample 
that overlaps with the populations or settings proposed to receive that 
component, based on a relevant finding from one of the following:
    (i) A practice guide prepared by the WWC using version 2.1, 3.0, 
4.0, or 4.1 of the WWC Handbooks reporting a ``strong evidence base'' 
or ``moderate evidence base'' for the corresponding practice guide 
recommendation;
    (ii) An intervention report prepared by the WWC using version 2.1, 
3.0, 4.0, or 4.1 of the WWC Handbooks reporting a ``positive effect'' 
or ``potentially positive effect'' on a relevant outcome based on a 
``medium to large'' extent of evidence, with no reporting of a 
``negative effect'' or ``potentially negative effect'' on a relevant 
outcome; or
    (iii) A single experimental study or quasi-experimental design 
study reviewed and reported by the WWC using version 2.1, 3.0, 4.0, or 
4.1 of the WWC Handbooks, or otherwise assessed by the Department using 
version 4.1 of the WWC Handbooks, as appropriate, and that--
    (A) Meets WWC standards with or without reservations;
    (B) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome;
    (C) Includes no overriding statistically significant and negative 
effects on relevant outcomes reported in the study or in a 
corresponding WWC intervention report prepared under version 2.1, 3.0, 
4.0, or 4.1 of the WWC Handbooks; and
    (D) Is based on a sample from more than one site (e.g., State, 
county, city, school district, or postsecondary campus) and includes at 
least 350 students or other individuals across sites. Multiple studies 
of the same project component that each meet requirements in paragraphs 
(iii)(A), (B), and (C) of this definition may together satisfy the 
requirement in this paragraph (iii)(D). (34 CFR 77.1)
    Project component means an activity, strategy, intervention, 
process, product, practice, or policy included in a project. Evidence 
may pertain to an individual project component or to a combination of 
project components (e.g., training teachers on instructional practices 
for English learners and follow-on coaching for these teachers). (34 
CFR 77.1)
    Promising evidence means that there is evidence of the 
effectiveness of a key project component in improving a relevant 
outcome, based on a relevant finding from one of the following--
    (i) A practice guide prepared by WWC reporting a ``strong evidence 
base'' or ``moderate evidence base'' for the corresponding practice 
guide recommendation;
    (ii) An intervention report prepared by the WWC reporting a 
``positive effect'' or ``potentially positive effect'' on a relevant 
outcome with no reporting of a ``negative effect'' or ``potentially 
negative effect'' on a relevant outcome; or
    (iii) A single study assessed by the Department, as appropriate, 
that--
    (A) Is an experimental study, a quasi-experimental design study, or 
a well-designed and well-implemented correlational study with 
statistical controls for selection bias (e.g., a study using regression 
methods to account for differences between a treatment group and a 
comparison group); and
    (B) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome. (34 CFR 77.1)
    Quasi-experimental design study means a study using a design that 
attempts to approximate an experimental study by identifying a 
comparison group that is similar to the treatment group in important 
respects. This type of study, depending on design and implementation 
(e.g., establishment of baseline equivalence of the groups being 
compared), can meet WWC standards with reservations, but cannot meet 
WWC standards without reservations, as described in the WWC Handbooks. 
(34 CFR 77.1)
    Relevant outcome means the student outcome(s) or other outcome(s) 
the key project component is designed to improve, consistent with the 
specific goals of the program. (34 CFR 77.1)
    State educational agency means the State board of education or 
other agency or officer primarily responsible for the State supervision 
of public elementary schools and secondary schools, or, if there is no 
such officer or agency, an officer or agency designated by the Governor 
or by State law. (Section 602(32) of IDEA (20 U.S.C. 1401(32)))
    Strong evidence means that there is evidence of the effectiveness 
of a key project component in improving a relevant outcome for a sample 
that overlaps with the populations and settings proposed to receive 
that component, based on a relevant finding from one of the following--
    (i) A practice guide prepared by the WWC using version 2.1, 3.0, 
4.0, or 4.1

[[Page 56364]]

of the WWC Handbook reporting a ``strong evidence base'' for the 
corresponding practice guide recommendation;
    (ii) An intervention report prepared by the WWC using version 2.1, 
3.0, 4.0, or 4.1 of the WWC Handbook reporting a ``positive effect'' on 
a relevant outcome based on a ``medium to large'' extent of evidence, 
with no reporting of a ``negative effect'' or ``potentially negative 
effect'' on a relevant outcome; or
    (iii) A single experimental study reviewed and reported by the WWC 
using version 2.1, 3.0, 4.0, or 4.1 of the WWC Handbook, or otherwise 
assessed by the Department using version 4.1 of the WWC Handbook, as 
appropriate, and that--
    (A) Meets WWC standards without reservations;
    (B) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome;
    (C) Includes no overriding statistically significant and negative 
effects on relevant outcomes reported in the study or in a 
corresponding WWC intervention report prepared under version 2.1, 3.0, 
4.0, or 4.1 of the WWC Handbook; and
    (D) Is based on a sample from more than one site (e.g., State, 
county, city, school district, or postsecondary campus) and includes at 
least 350 students or other individuals across sites. Multiple studies 
of the same project component that each meet requirements in paragraphs 
(iii)(A), (B), and (C) of this definition may together satisfy this 
requirement. (34 CFR 77.1)
    What Works Clearinghouse (WWC) Handbooks (WWC Handbooks) means the 
standards and procedures set forth in the WWC Standards Handbook, 
Versions 4.0 or 4.1, and WWC Procedures Handbook, Versions 4.0 or 4.1, 
or in the WWC Procedures and Standards Handbook, Version 3.0 or Version 
2.1 (all incorporated by reference, see Sec.  77.2). Study findings 
eligible for review under WWC standards can meet WWC standards without 
reservations, meet WWC standards with reservations, or not meet WWC 
standards. WWC practice guides and intervention reports include 
findings from systematic reviews of evidence as described in the WWC 
Handbooks documentation. (34 CFR 77.1)
    Note: The What Works Clearinghouse Procedures and Standards 
Handbook (Version 4.1), as well as the more recent What Works 
Clearinghouse Handbooks released in August 2022 (Version 5.0), are 
available at https://ies.ed.gov/ncee/wwc/Handbooks.
    Program Authority: 20 U.S.C. 1451-1455.
    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 (OMB) 
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 Guidance for 
Federal Financial Assistance in 2 CFR part 200, as adopted and amended 
as regulations of the Department in 2 CFR part 3474. (d) The 2012 NFP. 
(e) The 2024 NFP.
    Note: The U.S. Department of Education will implement the 
provisions included in the OMB final rule, OMB Guidance for Federal 
Financial Assistance, which amends 2 CFR parts 25, 170, 175, 176, 180, 
182, 183, 184, and 200, on October 1, 2024. Grant applicants that 
anticipate a performance period start date on or after October 1, 2024, 
should follow the provisions stated in the OMB Guidance for Federal 
Financial Assistance (89 FR 30046, April 22, 2024) when preparing an 
application. For more information about these updated regulations 
please visit: https://www.cfo.gov/resources/uniform-guidance/.
    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: $3,571,054.
    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: $500,000-$2,100,000 (for the 50 States, 
the District of Columbia, and the Commonwealth of Puerto Rico). States 
may not receive less than $500,000 in each year of the grant and must 
submit a budget in their application for not less than $500,000 in each 
year of the grant. In the case of outlying areas (United States Virgin 
Islands, Guam, American Samoa, and the Commonwealth of the Northern 
Mariana Islands), awards will be not less than $80,000.
    Note: We will set the amount of each award after considering--
    (1) The amount of funds available for making the grants;
    (2) The relative population of the State or outlying area;
    (3) The types of activities proposed by the State or outlying area;
    (4) The alignment of proposed activities with section 612(a)(14) of 
IDEA, as amended by the ESSA;
    (5) The alignment of proposed activities with State plans and 
applications submitted under sections 1111 and 2101(d), respectively, 
of the ESEA; and
    (6) The use, as appropriate, of scientifically based research and 
activities.
    Using the same considerations, the Secretary funded these selected 
applications for FY 2023 at the following levels:

------------------------------------------------------------------------
                                                               FY 2023
                           State                               funding
                                                                amount
------------------------------------------------------------------------
Alabama....................................................   $1,139,436
Connecticut................................................      867,060
Kentucky...................................................      570,000
Virginia...................................................    2,005,409
------------------------------------------------------------------------

    Estimated Average Size of Awards: $1,000,000 excluding the outlying 
areas.
    Estimated Number of Awards: 4.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Not less than one year and not more than five 
years.

III. Eligibility Information

    1. Eligible Applicants: An SEA of one of the 50 States, the 
District of Columbia, or the Commonwealth of Puerto Rico or an outlying 
area (United States Virgin Islands, Guam, American Samoa, and the 
Commonwealth of the Northern Mariana Islands).
    Note: Public Law 95-134, which permits the consolidation of grants 
to the outlying areas, does not apply to funds received under this 
competition.
    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 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

[[Page 56365]]

part 200, subpart E of the Uniform Guidance.
    3. Subgrantees: A grantee under this competition must award 
contracts and subgrants as described in Absolute Priority 2 (paragraph 
(3)(c) under Statutory Requirements, Use of Funds). See section 654(c) 
of IDEA.
    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 involve 
individuals with disabilities or parents of individuals with 
disabilities ages birth through 26, in planning, implementing, and 
evaluating the project (see section 682(a)(1)(A) of IDEA).

IV. Application and Submission Information

    1. Application Submission Instructions: Applicants are required to 
follow the Common Instructions for Applicants to Department of 
Education Discretionary Grant Programs, published in the Federal 
Register on December 7, 2022 (87 FR 75045) and available at 
www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs, which contain requirements and information on how to 
submit an application.
    2. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. 
Information about Intergovernmental Review of Federal Programs under 
Executive Order 12372 is in the application package for this 
competition. However, under 34 CFR 79.8(a), we waive intergovernmental 
review in order to make an award by the end of FY 2024.
    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 (20 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 the proposed project, including the nature and magnitude 
of those gaps or weaknesses.
    (ii) The extent to which the training or professional development 
services to be provided by the proposed project are of sufficient 
quality, intensity, and duration to lead to improvements in practice 
among the recipients of those services.
    (iii) The likelihood that the proposed project will result in 
system change or improvement.
    (b) Quality of the project design (25 points).
    (1) The Secretary considers the quality of the design of the 
proposed project.
    (2) In determining the quality of the design of the proposed 
project, 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 design of the proposed project is 
appropriate to, and will successfully address, the needs of the target 
population or other identified needs.
    (iii) The extent to which the services to be provided by the 
proposed project involve the collaboration of appropriate partners for 
maximizing the effectiveness of project services.
    (iv) The extent to which the design of the proposed project 
reflects up-to-date knowledge from research and effective practice.
    (v) The extent to which the proposed project will establish 
linkages with other appropriate agencies and organizations providing 
services to the target population.
    (c) Quality of the project personnel (10 points).
    (1) The Secretary considers 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 qualifications, 
including relevant training and experience, of key project personnel.
    (d) Adequacy of resources and management plan (20 points).
    (1) The Secretary considers the adequacy of resources and 
management plan for the proposed project.
    (2) In determining the adequacy of resources for the proposed 
project, the Secretary considers the following factors:
    (i) The relevance and demonstrated commitment of each partner in 
the proposed project to the implementation and success of the project.
    (ii) The extent to which the budget is adequate to support the 
proposed project.
    (iii) 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.
    (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.
    (v) The potential for continued support of the project after 
Federal funding ends, including, as appropriate, the demonstrated 
commitment of appropriate entities to such support.
    (e) Quality of the project evaluation (25 points).

[[Page 56366]]

    (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 extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project.
    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 Guidance for Federal 
Financial Assistance 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 also may notify you 
informally.
    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

[[Page 56367]]

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, 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 SPDG program. 
These measures assess the extent to which--
     Projects use professional development practices supported 
by evidence to support the attainment of identified competencies;
     Participants in SPDG professional development demonstrate 
improvement in implementation of SPDG-supported practices over time;
     Projects use SPDG professional development funds to 
provide activities designed to sustain the use of SPDG-supported 
practices; and
     Projects improve outcomes for children with disabilities.
    Each grantee funded under this competition must collect and 
annually report data related to its performance on these measures in 
the project's annual and final performance report to the Department in 
accordance with section 653(d) of IDEA and 34 CFR 75.590. Applicants 
should discuss in the application narrative how they propose to collect 
performance data for these measures.
    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, 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 Department documents 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 Department documents 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. 2024-15044 Filed 7-5-24; 11:15 am]
BILLING CODE 4000-01-P