[Federal Register Volume 90, Number 100 (Tuesday, May 27, 2025)]
[Notices]
[Pages 22274-22281]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2025-09430]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Personnel Development to Improve
Services and Results for Children With Disabilities--Preparation of
Special Education and Early Intervention Administrators
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) 2025 for
Personnel Development to Improve Services and Results for Children with
Disabilities--Preparation of Special Education and Early Intervention
Administrators.
DATES:
Applications Available: May 27, 2025.
Deadline for Transmittal of Applications: June 26, 2025.
Deadline for Intergovernmental Review: August 25, 2025.
Pre-Application Webinar Information: No later than June 2, 2025,
the Office of Special Education and Rehabilitative Services will post
pre-recorded informational webinars designed to provide technical
assistance to interested applicants. The webinars may be found at
www.ed.gov/about/ed-offices/osers/osep/new-osep-grant-competitions.
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 23, 2024 (89 FR 104528) and available at
www.federalregister.gov/documents/2024/12/23/2024-30488/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs.
FOR FURTHER INFORMATION CONTACT: Celia Rosenquist, U.S. Department of
Education, 400 Maryland Avenue SW, room 4A219, Washington, DC 20202.
Telephone: 202-245-7373. Email: [email protected].
If you are deaf, hard of hearing, or have a speech disability and
wish to
[[Page 22275]]
access telecommunications relay services, please dial 7-1-1.
SUPPLEMENTARY INFORMATION: Applications funded under this notice will
be funded in lieu of applications received under the notice that
published in the Federal Register on October 8, 2024 (89 FR 81503).
Full Text of Announcement
I. Funding Opportunity Description
Purposes 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 and toddlers, with
disabilities; and (2) ensure that those personnel have the necessary
skills and knowledge, derived from practices that have been determined
through scientifically based research and experience, to be successful
in serving those children.
Assistance Listing Number: 84.325D.
OMB Control Number: 1820-0028.
Priorities: This competition includes one absolute priority and two
competitive preference priorities. In accordance with 34 CFR
75.105(b)(2)(v), the absolute priority and Competitive Preference
Priority 1 are 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). Competitive Preference Priority 2 is
from 34 CFR 75.225.
Absolute Priority: For FY 2025 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:
Preparation of Special Education and Early Intervention
Administrators.
Background:
It is this Administration's priority to prepare and increase the
number of personnel who are well qualified for, and can act effectively
in, leadership positions in State educational agencies (SEAs), charter
management organizations, charter school authorizers, lead agencies,
local educational agencies (LEAs), private school networks, parochial
schools, early intervention services programs, or schools. Special
education and early intervention administrators play an essential role
in planning for and supervising the provision of effective instruction,
interventions, and services that improve outcomes for children,
including infants, toddlers, and youth with disabilities (children with
disabilities) and their families.
Absolute Priority:
The purpose of this priority is to support doctoral degree programs
to prepare and increase the number of personnel who are well-qualified
for, and can act effectively in, leadership positions in SEAs, charter
management organizations, charter school authorizers, lead agencies,
LEAs, private school networks, parochial schools, early intervention
services programs, or schools in positions such as SEA special
education administrators, LEA or regional special education directors,
school-based special education directors, preschool coordinators, and
early intervention coordinators. Doctoral programs in educational
administration that include a focus on special education or early
intervention are eligible under this priority. Programs must culminate
in a doctoral degree, which may include a Doctor of Education (Ed.D.)
degree. The preparation of school principals is not included under this
priority.
Note: Eligible applicants include partnerships \1\ that are
comprised of two or three IHEs with doctoral programs that prepare
scholars \2\ and otherwise meet the eligibility requirements. For
additional information regarding group applications, refer to 34 CFR
75.127, 75.128, and 75.129.
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\1\ For the purposes of this priority, a ``partnership'' is a
group comprised of two or three IHEs with doctoral programs in which
(a) each IHE enrolls and supports scholars as part of the
partnership, and (b) the partnership provides joint experiences each
year for scholars to learn from faculty and scholars at each
participating IHE that promote the acquisition of leadership
competencies through coursework, research, internship experiences,
work-based experiences, or other opportunities as a requirement of
the project.
\2\ For the purposes of this priority, ``scholar'' is limited to
an individual who (a) is pursuing a doctoral degree related to
special education or early intervention; (b) receives scholarship
assistance as authorized under section 662 of IDEA (34 CFR
304.3(g)); and (c) will be able to be employed in a position that
serves children with disabilities for at least 51 percent of their
time or case load. See https://pdp.ed.gov/OSEP/Home/Regulation for
more information.
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Note: Under 34 CFR 75.250, project periods under this priority may
be up to 60 months. Projects should be designed to ensure that all
proposed scholars successfully complete the program within 60 months
from project start date. The Secretary may reduce continuation awards
for any project in which scholars are not on track to complete the
program by the end of that period.
To be considered for funding under this absolute priority,
applicants must meet the application requirements contained in the
priority. All projects funded under this absolute priority also must
meet the programmatic and administrative requirements specified in the
priority.
To meet the application requirements of this priority, an applicant
must--
(a) Demonstrate, in the narrative section of the application under
``Significance,'' how--
(1) The proposed project would address the need and increase the
number of leadership personnel who are well qualified to plan for and
supervise the provision of effective instruction, interventions, and
services that improve outcomes for children with disabilities and their
families;
(2) The doctoral program to date has been successful (including
program data, if available) in producing leadership personnel.
Applicants should include data for the number of students who have
completed the doctoral program; the types of leadership positions that
recent program graduates are employed in related to their preparation;
the professional accomplishments of program graduates that demonstrate
their leadership in special education or early intervention
administrator roles (e.g., public service, awards, publications); and
the percentage of program graduates finding employment related to their
preparation serving children with disabilities; and
Note: Data on the success of a doctoral program should be no more
than 5 years old on the start date of the project proposed in the
application. When reporting percentages, the denominator (i.e., the
total number of scholars or program graduates) must be provided.
(3) Scholar competencies to be acquired in the program relate to
knowledge and skills needed by the leadership personnel in the
project's proposed preparation focus area to plan for and supervise the
provision of effective instruction, interventions, and services,
including through distance learning environments, that improve outcomes
for children with disabilities and their families.
(b) Demonstrate, in the narrative section of the application under
``Quality of the project design,'' how--
(1) The applicant will recruit and retain scholars participating in
the project. To meet this requirement, the narrative must describe--
(i) The selection criteria the applicant will use to identify
doctoral applicants for admission to the program;
Note: Doctoral applicants admitted to the program must be newly
enrolled in the doctoral training program within the proposed project's
preparation focus area;
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(ii) The recruitment strategies the project will use to attract
doctoral applicants, including applicants with disabilities; and
Note: The recruitment strategies and scholar selection criteria the
applicant intends to use must ensure equal access and treatment of all
applicants seeking admission to the program and must be consistent with
applicable law, including Federal civil rights laws.
(iii) The approach that will be used to mentor and support all
scholars for retention and completion of the program within 60 months
from the project start date and preparing them for careers as special
education or early intervention administrators; and
(2) The project is designed to promote the acquisition of the
competencies needed by leadership personnel in the project's proposed
preparation focus area to plan for or supervise the provision of
effective instruction, interventions, and services that improve
outcomes for children with disabilities and their families. To address
this requirement, the applicant must describe how--
(i) The proposed project components, such as coursework, internship
experiences, work-based experiences, program evaluation, and other
opportunities provided to scholars, and how the sequence of the
components will enable the scholars to acquire the competencies needed
by leadership personnel;
Note: Applicants that propose partnership projects must describe
how the project components and sequence of the components are designed
to ensure that scholars have opportunities to acquire the competencies
needed by leadership personnel through engaging and collaborating with
faculty and scholars at each IHE participating in the partnership.
(ii) The proposed project components will prepare scholars to plan
for or supervise the provision of effective instruction, interventions,
and services that improve outcomes for children with disabilities and
their families, in a variety of educational or early childhood and
early intervention settings, including in-person and remote settings;
(iii) The proposed project will engage partners, including
individuals and families, public or private entities (e.g.,
organizations, centers, agencies, schools, programs) that provide
services to children with disabilities and their families, to inform
project components; and
(iv) The proposed project components will promote the acquisition
of scholars' knowledge of strategies and approaches in attracting,
preparing, and retaining future personnel who will work with, and
provide effective instruction, interventions, and services to children
with disabilities and their families.
(c) Demonstrate, in the narrative section of the application under
``Quality of the Management Plan,'' how--
(1) The project director and other key project personnel are
qualified to prepare scholars in the project's preparation focus area;
(2) The project director and other key project personnel will
manage the components of the project;
(3) The time commitments of the project director and other key
project personnel are adequate to meet the objectives of the proposed
project; and
(4) For proposed partnership projects, the project will establish
policies, procedures, standards, and fiscal management of the
partnership.
(d) Demonstrate, in the narrative section of the application under
``Adequacy of resources,'' how--
(1) Accommodations and resources provided to support scholars will
be individualized to support them in completing the program; and
(2) The budget is adequate for meeting the project objectives and
mitigating financial burden to scholars while completing the program of
study.
(3) Scholar support will be distributed to support scholars in
completing their degrees. In distributing scholar support, the
applicant must consider that--
(i) Scholar support does not need to be uniform for all scholars
and should be customized for individual scholars based on the scholar's
financial needs, including a consideration of all costs associated with
the attendance;
(ii) Scholar support can include support for cost of attendance
(e.g., tuition and fees; university student health insurance; an
allowance for books, materials, and supplies; an allowance for
miscellaneous personal expenses; an allowance for dependent care, such
as childcare; an allowance for transportation; and an allowance for
room and board), travel in conjunction with training assignments,
including conference registration, and stipends to support scholars'
completion of the program and professional development; and
(iii) Projections for scholar support should consider tuition
increases and cost of living increases over the project period.
(e) Demonstrate, in the narrative section of the application under
``Quality of the project evaluation or other evidence-building,'' how
the applicant will--
(1) Evaluate how well the goals or objectives of the proposed
leadership project have been met. The applicant must describe the
outcomes to be measured for both the project and the scholars,
particularly the acquisition of scholars' competencies, and the
evaluation methodologies to be employed, data collection methods, and
possible analyses; and
(2) Collect, analyze, and use data on scholars supported by the
project to inform the proposed project on an ongoing basis.
(f) Demonstrate, in the appendices or narrative under ``Required
project assurances'' as directed, that the following requirements are
met. The applicant must--
(1) Include, in Appendix A of the application--
(i) Charts, tables, figures, graphs, and visuals that provide
information directly relating to the application requirements for the
narrative; and
(ii) A letter of support from a public or private partnering
agency, school, or program, that states it will provide scholars with a
field or clinic experience in a high-need LEA,\3\ a high-poverty
school,\4\ a school implementing a comprehensive support and
improvement plan,\5\ a school implementing a targeted support and
improvement plan \6\ for children with disabilities, an SEA, an early
childhood and early intervention program located
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within the geographical boundaries of a high-need LEA, or an early
childhood and early intervention program located within the
geographical boundaries of an LEA serving the highest percentage of
schools identified for comprehensive support and improvement or
implementing targeted support and improvement plans in the State;
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\3\ For the purposes of this priority, ``high-need LEA'' means
an LEA (a) that serves not fewer than 10,000 children from families
with incomes below the poverty line; or (b) for which not less than
20 percent of the children are from families with incomes below the
poverty line.
\4\ For the purposes of this priority, ``high-poverty school''
means a school in which at least 50 percent of students are from
low-income families as determined using one of the measures of
poverty specified in section 1113(a)(5) of the Elementary and
Secondary Education Act of 1965, as amended (ESEA). For middle and
high schools, eligibility may be calculated on the basis of
comparable data from feeder schools. Eligibility as a high-poverty
school under this definition is determined on the basis of the most
currently available data.
\5\ For the purposes of this priority, ``school implementing a
comprehensive support and improvement plan'' means a school
identified for comprehensive support and improvement by a State
under section 1111(c)(4)(D) of the ESEA that includes (a) not less
than the lowest performing 5 percent of all schools in the State
receiving funds under title I, part A of the ESEA; (b) all public
high schools in the State failing to graduate one third or more of
their students; and (c) public schools in the State described in
section 1111(d)(3)(A)(i)(II) of the ESEA.
\6\ For the purposes of this priority, ``school implementing a
targeted support and improvement plan'' means a school identified
for targeted support and improvement by a State that has developed
and is implementing a school-level targeted support and improvement
plan to improve student outcomes based on the indicators in the
statewide accountability system as defined in section 1111(d)(2) of
the ESEA.
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(2) Include in Appendix B of the application--
(i) A table that includes the project's required coursework that
provides the title, description, and learning goals; and
(ii) Up to four exemplars of course syllabi in research methods,
evaluation methods, or data analysis courses required by the degree
program;
Note: Partnership projects should include two course syllabi from
each participating IHE.
(3) Include in the application budget attendance by the project
director at a two-day project directors' meeting in Washington, DC,
during each year of the project. The budget may also provide for the
attendance of scholars at the same two-day project directors' meetings
in Washington, DC; and
(4) Provide an assurance that--
(i) The project will meet the requirements in 34 CFR 304.23,
particularly those related to (A) informing all scholarship recipients
of their service obligation commitment; and (B) disbursing
scholarships. Failure by a grantee to properly meet these requirements
is a violation of the grant award that may result in the grantee being
liable for returning any misused funds to the Department;
(ii) The project will meet the statutory requirements in section
662(e) through (h) of IDEA;
(iii) The project will be operated in a manner consistent with
nondiscrimination requirements contained in the U.S. Constitution and
Federal civil rights laws;
(iv) All the syllabi for the project's required coursework will be
provided if requested by OSEP;
(v) At least 65 percent of the total award over the project period
(i.e., up to 5 years) will be used for scholar support;
(vi) Scholar support provided by the project will not be
conditioned on the scholar working for the grantee while enrolled in
the program (e.g., personnel at the IHE);
(vii) The project director, key personnel, and scholars will
actively participate in the cross-project collaboration, advanced
trainings, and cross-site learning opportunities (e.g., webinars,
briefings) supported by OSEP. This network is intended to promote
opportunities for participants to share resources and generate new
knowledge by addressing topics of common interest to participants
across projects including Department priorities and needs in the field;
(viii) The project website, if applicable, will be of high quality,
with an easy-to-navigate design that meets government or industry-
recognized standards for accessibility;
(ix) Scholar accomplishments (e.g., public service, awards,
publications) will be reported in annual and final performance reports;
and
(x) Annual data will be submitted on each scholar who receives
grant support (OMB Control Number 1820-0686). The primary purposes of
the data collection are to track the service obligation fulfillment of
scholars who receive funds from OSEP grants and to collect data for
program performance measure reporting under 34 CFR 75.110. Data
collection includes the submission of a signed, completed pre-
scholarship agreement and exit certification for each scholar funded
under an OSEP grant (see paragraph (f)(4)(i) of this priority).
Applicants are encouraged to visit the Personnel Development Program
Data Collection System (DCS) website at https://pdp.ed.gov/osep for
further information about this data collection requirement.
Competitive Preference Priorities: For FY 2025 and any subsequent
year in which we make awards from the list of unfunded applications
from this competition, these priorities are competitive preference
priorities. Under 34 CFR 75.105(c)(2)(i), we award an additional 3
points to an application that meets the Competitive Preference Priority
1 and an additional 5 points to an application that meets Competitive
Preference Priority 2.
Applicants should indicate in the abstract if the competitive
preference priorities are addressed, and which competitive preference
priorities are being addressed.
The competitive preference priorities are:
Competitive Preference Priority 1: Applications from Historically
Black Colleges and Universities \7\ and Minority-Serving Institutions
\8\ (0 or 3 points).
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\7\ For the purposes of this priority, ``Historically Black
Colleges and Universities'' means colleges and universities that
meet the criteria in 34 CFR 608.2.
\8\ 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 Higher Education
Act of 1965. For purposes of this priority, the Department will use
the FY 2024 Eligibility Matrix to determine MSI eligibility (see
www.ed.gov/grants-and-programs/grants-higher-education/eligibility-designations-higher-education-programs).
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Under this priority, an applicant must demonstrate the project will
be implemented by or in partnership with one or both of the following
entities:
(a) Historically Black Colleges and Universities (as defined in
this notice).
(b) Minority-Serving Institutions (as defined in this notice).
Competitive Preference Priority 2: Applications from New Potential
Grantees (0 or 5 points).
(a) Under this priority, an applicant must demonstrate that the
applicant (i.e., the IHE) has not had an active discretionary grant
under the ALN 84.325D or 84.325H, including through membership in a
group application submitted in accordance with 34 CFR 75.127 through
75.129, in the last 5 years before the deadline date for submission of
applications under ALN 84.325D.
(b) For the purposes of this priority, a grant is active until the
end of the grant's project or funding period, including any extensions
of those periods that extend the grantee's authority to obligate funds.
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 (20 U.S.C. 1481(d)), however, makes the public comment
requirements of the APA inapplicable to the absolute priority and
competitive preference priority 1 in this notice.
Program Authority: 20 U.S.C. 1462 and 1481.
Note: Projects will be awarded and must be operated in a manner
consistent with the nondiscrimination requirements contained in Federal
civil rights laws.
Applicable Regulations: (a) The Education Department General
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86,
97, 98, and 99. (b) The Office of Management and Budget (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
regulations for this program in 34 CFR part 304.
Note: The regulations in 34 CFR part 86 apply to IHEs only.
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II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds: $1,500,000 for this competition.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in FY 2026 from the list of
unfunded applications from this competition.
Estimated Range of Awards: $150,000-$300,000 per year for an
individual IHE; $300,000-$700,000 per year for a two-IHE partnership
application; and $450,000-$1,050,000 per year for a three-IHE
partnership application.
Estimated Average Size of Awards: $250,00 per year for an
individual IHE; $500,000 per year for a two-IHE group application; and
$750,000 per year for a three-IHE group application.
Maximum Award: We will not make an award exceeding: $1,250,000 per
project for a project period of 60 months or an award that exceeds
$350,000 for any single budget period of 12 months for an individual
IHE; $2,500,000 per project for a project period of 60 months or an
award that exceeds $700,000 for any single budget period of 12 months
for a two-IHE group application; and $3,750,000 per project for a
project period of 60 months or an award that exceeds $1,050,000 for any
single budget period of 12 months for a three-IHE group application.
Note: Applicants must describe, in their applications, the amount
of funding being requested for each 12-month budget period.
Estimated Number of Awards: Up to six awards for individual IHEs.
However, the total number of awards may change depending on the number
of group application awards.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: IHEs and private nonprofit organizations.
Note: To meet the absolute priority, eligible applicants (i.e.,
IHEs) must have a doctoral degree program that prepares scholars in
special education or early intervention administration or be a
nonprofit organization that has the legal authority to enter into
grants and cooperative agreements with the Federal government on behalf
of an applicant (i.e., IHE) that has a doctoral degree program that
prepares scholars in special education or early intervention
administration.
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 a training
indirect cost rate. This limits indirect cost reimbursement to an
entity's actual indirect costs, as determined in its negotiated
indirect cost rate agreement, or eight percent of a modified total
direct cost base, whichever amount is less. For more information
regarding training indirect cost rates, see 34 CFR 75.562. For more
information regarding indirect costs, or to obtain a negotiated
indirect cost rate, please see www.ed.gov/about/ed-offices/ofo#Indirect-Cost-Division.
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 Guidance
for Federal Financial Assistance.
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 and private nonprofit organizations. The grantee may
award subgrants to entities it has identified in an approved
application or that it selects through a competition under procedures
established by the grantee, consistent with 34 CFR 75.708(b)(2).
4. Other General Requirements:
a. Recipients of funding under this competition must make positive
efforts to employ and advance in employment qualified individuals with
disabilities (see section 606 of IDEA).
b. Applicants for, and recipients of, funding must, with respect to
the aspects of their proposed projects relating to the absolute
priority, involve individuals with disabilities, or parents of
individuals with disabilities ages birth through 26, in planning,
implementing, and evaluating the project (see section 682(a)(1)(A) of
IDEA).
IV. Application and Submission Information
1. Application Submission Instructions: Applicants are required to
follow the Common Instructions for Applicants to Department of
Education Discretionary Grant Programs, published in the Federal
Register on December 23, 2024 (89 FR 104528) and available at https://www.federalregister.gov/d/2024-30488, which contain requirements and
information on how to submit an application.
2. Intergovernmental Review: This competition is subject to
Executive Order 12372 and the regulations in 34 CFR part 79.
Information about Intergovernmental Review of Federal Programs under
Executive Order 12372 is in the application package for this
competition.
3. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
4. Recommended Page Limit: The application narrative is where you,
the applicant, address the selection criteria that reviewers use to
evaluate your application. We recommend that you (1) limit the
application narrative to no more than 40 pages; (2) limit the whole
application to no more than 100 pages; and (3) 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
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appendices. However, the recommended page limit does apply to all of
the application narrative, including all text in charts, tables,
figures, graphs, and screen shots.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
are from 34 CFR 75.210 and are as follows:
(a) Significance (10 points).
The Secretary considers the significance of the proposed project.
In determining the significance of the proposed project, the Secretary
considers the importance or magnitude of the results or outcomes likely
to be attained by the proposed project, especially contributions toward
improving teaching practice and student learning and achievement.
(b) Quality of the project design (35 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 services to be provided by the proposed
project reflect up-to-date knowledge and an evidence-based project
component;
(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 build recipient and project
capacity in ways that lead to improvements in practice among the
recipients of those services; and
(iii) The extent to which the proposed project represents an
exceptional approach to meeting program purposes and requirements and
serving the target population.
(c) 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 extent to which the key personnel in the project, when
hired, have the qualifications required for the proposed project,
including formal training or work experience in fields related to the
objectives of the project, and represent or have lived experiences of
the target population;
(ii) The feasibility of the management plan to achieve project
objectives and goals on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks; and
(iii) The extent to which the time commitments of the project
director and principal investigator and other key project personnel are
appropriate and adequate to meet the objectives of the proposed
project.
(d) Adequacy of resources (20 points).
(1) The Secretary considers the adequacy of resources of the
proposed project.
(2) In determining the adequacy of resources of the proposed
project, the Secretary considers the following factors:
(i) The adequacy of support for the project, including facilities,
equipment, supplies, and other resources, from the applicant or the
lead applicant organization; and
(ii) The extent to which the budget is adequate to support the
proposed project and the costs are reasonable in relation to the
objectives, design, and potential significance of the proposed project.
(e) Quality of the project evaluation or other evidence-building
(15 points).
(1) The Secretary considers the quality of the evaluation or other
evidence-building to be conducted of the proposed project.
(2) In determining the quality of the evaluation or other evidence-
building, the Secretary considers the following factors:
(i) The extent to which the methods of evaluation or other
evidence-building are thorough, feasible, relevant, and appropriate to
the goals, objectives, and outcomes of the proposed project; and
(ii) The extent to which the methods of evaluation or other
evidence-building will provide performance feedback and provide
formative, diagnostic, or interim data that is a periodic assessment of
progress toward achieving intended outcomes.
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
requires various assurances, including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
In the event there are two or more applications with the same final
score, and there are insufficient funds to fully support each of these
applications, the scores under selection criterion (b) Quality of the
project design will be used as a tiebreaker. If the scores remain tied,
then the scores under selection criterion (d) Adequacy of resources
will be used to break the tie.
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), 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
[[Page 22280]]
applicant--before we make an award. In doing so, we must consider any
information about you that is in the System for Award Management's
(SAM) Responsibility/Qualification reports (formerly referred to as the
Federal Awardee Performance and Integrity Information System (FAPIIS)).
You may review and comment on any information about yourself that a
Federal agency previously entered and that is currently in the
Responsibility/Qualification reports in SAM.
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
SAM semiannually. Please review these requirements 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 or subgrantee that is awarded competitive grant
funds must have a plan to disseminate these public grant deliverables.
This dissemination plan can be developed and submitted after your
application has been reviewed and selected for funding. For additional
information on the open licensing requirements please refer to 2 CFR
3474.20.
4. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multiyear award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
(c) Under 34 CFR 75.250(b), the Secretary may provide a grantee
with additional funding for data collection analysis and reporting. In
this case the Secretary establishes a data collection period.
5. Performance Measures: For the purposes of Department reporting
under 34 CFR 75.110, the Department has established a set of
performance measures, including long-term measures, that are designed
to yield information on various aspects of the effectiveness and
quality of the Personnel Development to Improve Services and Results
for Children with Disabilities program. These measures include (1) the
percentage of preparation programs that incorporate scientifically
based research or evidence-based practices into their curricula; (2)
the percentage of scholars completing the preparation program who are
knowledgeable and skilled in evidence-based practices that improve
outcomes for children with disabilities; (3) the percentage of scholars
who exit the preparation program prior to completion due to poor
academic performance; (4) the percentage of scholars completing the
preparation program who are working in the area(s) in which they were
prepared upon program completion; (5) the Federal cost per scholar who
completed the preparation program; (6) the percentage of scholars who
completed the preparation program and are employed in high-need
districts; and (7) the percentage of scholars who completed the
preparation program and who are rated effective by their employers.
In addition, the Department will gather information on the
following outcome measures: (1) the number and percentage of scholars
proposed by the grantee in their application that were enrolled and
making satisfactory academic progress in the current academic year; (2)
the number and percentage of enrolled scholars who are on track to
complete the training program by the end of the project's original
grant period; and (3) the percentage of scholars who completed the
preparation program and are employed in the field of special education
for at least two years.
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; 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; and whether the
continuation of the project is in the best interest of the Federal
Government.
[[Page 22281]]
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.
Diana Diaz,
Deputy Assistant Secretary and Acting Assistant Secretary for Special
Education and Rehabilitative Services.
[FR Doc. 2025-09430 Filed 5-23-25; 8:45 am]
BILLING CODE 4000-01-P