Federal Register / Vol. 88, No. 220 / Thursday, November 16, 2023 / Notices 78731 

within the DoD, and the role of 

industry. The roundtable seeks to foster 

dialogue and collaboration that can pave 

the way for military spouses to access 

fulfilling career opportunities while 

enhancing the talent pool for private 

entities and filling labor market gaps. 

The outcomes of this roundtable will be 

briefed to the Committees on Armed 

Services of the Senate and House of 

Representatives. 

The Roundtable will include inputs 

and discussions from the Military 

Spouse Employment Partnership 

Annual Partner Meeting, where private 

industry along with military spouses, 

Federal agencies, and nonprofit partners 

gather to network, learn, and provide 

feedback on how to increase military 

spouse employment. 

The roundtable will also include a 

meeting on November 16, 2023 from 9 

a.m. to 3 p.m. EST on what the DoD can 

do to impact military spouse hiring both 

internally and in partnership with 

private entities. This conversation will 

focus on the DoD’s existing resources for 

spouses, processes that need to change 

to increase DoD and Component hiring 

of spouses, and the capacity to increase 

support and awareness of available 

resources. Participants will include the 

USD (P&R), the Assistant Secretary for 

Manpower and Reserve Affairs of each 

Military Department, the Director of the 

Defense Human Resources Activity, 

other officials of the DoD the Secretary 

of Defense determines appropriate, and 

private entities that participate. 

Written Statements: The public or 

interested organizations may submit 

written comments. Individuals 

submitting a written statement must 

submit their statement to Ms. Josie Beets 

at the email address provided in the FOR

FURTHER INFORMATION CONTACT section 

no later than November 20, 2023. 

Written statements received may be 

considered by the participants at a later 

date. 

Dated: November 9, 2023. 

Aaron T. Siegel, 

Alternate OSD Federal Register Liaison 

Officer, Department of Defense. 

[FR Doc. 2023–25264 Filed 11–15–23; 8:45 am] 

BILLING CODE 6001–FR–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; 

Personnel Development To Improve 

Services and Results for Children With 

Disabilities—Preparation of Related 

Services Personnel Serving Children 

With Disabilities Who Have HighIntensity Needs 

AGENCY: Office of Special Education and 

Rehabilitative Services, Department of 

Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

(Department) is issuing a notice inviting 

applications for new awards for fiscal 

year (FY) 2024 for Personnel 

Development to Improve Services and 

Results for Children with Disabilities— 

Preparation of Related Services 

Personnel Serving Children with 

Disabilities who have High-Intensity 

Needs, Assistance Listing Number 

(ALN) 84.325R. This notice relates to 

the approved information collection 

under OMB control number 1820–0028. 

DATES: 

Applications Available: November 16, 

2023. 

Deadline for Transmittal of 

Applications: January 16, 2024. 

Deadline for Intergovernmental 

Review: March 15, 2024. 

Pre-Application Webinar Information: 

No later than November 21, 2023, the 

Office of Special Education and 

Rehabilitative Services will post details 

on pre-recorded informational webinars 

designed to provide technical assistance 

to interested applicants. Links to the 

webinars may be found at https://

www2.ed.gov/fund/grant/apply/osep/ 

new-osep-grants.html. 

ADDRESSES: For the addresses for 

obtaining and submitting an 

application, please refer to our Common 

Instructions for Applicants to 

Department of Education Discretionary 

Grant Programs, published in the 

Federal Register on December 7, 2022 

(87 FR 75045) and available at 

www.federalregister.gov/documents/ 

2022/12/07/2022-26554/commoninstructions-for-applicants-todepartment-of-education-discretionarygrant-programs. 

FOR FURTHER INFORMATION CONTACT: 

Louise Tripoli, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 4A10, Washington, DC 20202. 

Telephone: (202) 245–7554. Email: 

Louise.Tripoli@ed.gov. 

If you are deaf, hard of hearing, or 

have a speech disability and wish to 

access telecommunications relay 

services, please dial 7–1–1. 

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: The purposes of 

this program are to (1) help address 

State-identified needs for personnel 

preparation in early intervention, 

special education, related services, and 

regular education to work with children, 

including infants, toddlers, and youth, 

with disabilities; and (2) ensure that 

those personnel have the necessary 

skills and knowledge, derived from 

practices that have been determined 

through scientifically based research, to 

be successful in serving those children. 

Priorities: This competition includes 

one absolute priority and, within that 

absolute priority, one competitive 

preference priority. In accordance with 

34 CFR 75.105(b)(2)(v), the absolute 

priority is from allowable activities 

specified in the statute (see sections 662 

and 681 of the Individuals with 

Disabilities Education Act (IDEA) (20 

U.S.C. 1462 and 1481)). 

Absolute Priority: For FY 2024 and 

any subsequent year in which we make 

awards from the list of unfunded 

applications from this competition, this 

priority is an absolute priority. Under 34 

CFR 75.105(c)(3), we consider only 

applications that meet this priority. 

This priority is: 

Preparation of Related Services 

Personnel Serving Children with 

Disabilities who have High-Intensity 

Needs. 

Background: 

The purpose of this priority is to 

prepare scholars in related services who 

are fully credentialed and licensed to 

serve children, including infants, 

toddlers, and youth, with disabilities 

(children with disabilities) who have 

high-intensity needs. The Department is 

committed to promoting equity for 

children with disabilities to access 

educational resources and 

opportunities, and a high priority for the 

Department is to increase the number of 

related services personnel, including 

increasing the number of multilingual 

personnel and personnel from racially 

and ethnically diverse backgrounds, 

who provide services to children with 

disabilities. To support these goals, 

under this absolute priority, the 

Department will fund high-quality 

projects that prepare related services 

personnel at the bachelor’s degree, 

certification, master’s degree, 

educational specialist degree, or clinical 

doctoral degree levels for professional 

practice in a variety of education 

settings, including natural environments 

(the home and community settings in 

which children with and without 

disabilities participate), early childhood 


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1For the purposes of this priority, ‘‘related 

services’’ includes the following: speech-language 

pathology and audiology services; assistive 

technology services; sign language interpreting 

services; intervener services; psychological services; 

applied behavior analysis; physical therapy and 

occupational therapy; recreation, including 

therapeutic recreation; artistic and cultural services, 

including music, art, dance and movement therapy; 

social work services; counseling services, including 

rehabilitation counseling; and orientation and 

mobility services. 

2For the purposes of this priority, ‘‘high-intensity 

needs’’ refers to a complex array of disabilities (e.g., 

multiple disabilities, significant cognitive 

disabilities, significant physical disabilities, 

significant sensory disabilities, significant autism, 

significant emotional disabilities, or significant 

learning disabilities, including dyslexia) or the 

needs of children with these disabilities requiring 

intensive, individualized intervention(s) (i.e., that 

are specifically designed to address persistent 

learning or behavior difficulties, implemented with 

greater frequency and for a more extended duration 

than is commonly available in a typical classroom 

or early intervention setting, or which require 

personnel to have knowledge and skills in 

identifying and implementing multiple evidencebased interventions). 

3For the purposes of this priority, ‘‘scholar’’ 

means an individual who: (a) is pursuing a 

bachelor’s, certification, master’s, educational 

specialist, or clinical doctoral degree in related 

services; (b) receives scholarship assistance as 

authorized under section 662 of IDEA (34 CFR 

304.3(g)); (c) will be eligible for a license, 

endorsement, or certification from a State or 

national credentialing authority following 

completion of the degree program identified in the 

application; and (d) will be able to be employed in 

a position that serves children with disabilities for 

a minimum of 51 percent of their time or case load. 

4For the purposes of this priority, ‘‘certification’’ 

refers to programs of study for individuals with 

bachelor’s, master’s, educational specialist, or 

clinical doctoral degrees that lead to licensure, 

endorsement, or certification from a State or 

national credentialing authority following 

completion of the degree program that qualifies 

graduates to teach or provide services to children 

with disabilities. Programs of study that lead to a 

certificate of completion awarded from an 

institution of higher education (IHE), but do not 

lead to licensure, endorsement, or certification from 

a State or national credentialing authority, do not 

qualify. 

programs, classrooms, schools, and 

distance learning environments; 

including increasing the number of 

multilingual personnel and personnel 

from racially and ethnically diverse 

backgrounds. Projects will also prepare 

such personnel to support each child 

with a disability who has high-intensity 

needs in meeting high expectations and 

to have meaningful and effective 

collaborations with other providers, 

families, and administrators. 

A shortage of related services 

personnel persists in all regions of the 

country and ultimately impedes the 

ability of children with disabilities to 

reach their full academic, social, and 

emotional potential (National Coalition 

on Personnel Shortages in Special 

Education, n.d.). In a national survey of 

Part C State coordinators, 98 percent of 

respondents indicated that they had 

shortages of personnel to work in their 

system, with the top three areas of 

shortage being speech-language 

pathologists (83 percent), physical 

therapists (80 percent), and 

occupational therapists (70 percent) 

(IDEA Infant and Toddler Coordinators 

Association, 2021). Other data 

substantiates this acute shortage in 

school-based settings with the majority 

of school districts reporting that they do 

not have enough related services 

personnel to meet the needs of students 

with disabilities (National Coalition on 

Personnel Shortages in Special 

Education, n.d.). These shortages are 

only expected to increase as the 

estimated demand for future related 

services professions is expected to 

exceed the supply (Bureau of Labor 

Statistics, 2023). The overall shortage in 

related services personnel is 

exacerbated by the substantial shortage 

of multilingual personnel, personnel 

with disabilities, and personnel from 

racially and ethnically diverse 

backgrounds prepared to enter the 

workforce (American Physical Therapy 

Association, 2020; American SpeechLanguage Hearing Association, 2019; 

National Association of School 

Psychologists, 2021). These shortages 

are of concern, as research indicates that 

increasing multilingual personnel, 

personnel with disabilities, and 

personnel from racially and ethnically 

diverse backgrounds can have positive 

impacts on all children. Multilingual 

children and children of color, with and 

without disabilities, demonstrate 

improved academic achievement and 

behavioral and social-emotional 

development when they receive services 

from multilingual personnel and 

personnel from racially and ethnically 

diverse backgrounds (Bryan, 2021; 

Carver-Thomas, 2018). 

The need for related services 

personnel with the knowledge and skills 

to serve children with disabilities who 

have high-intensity needs is even 

greater. To effectively serve children 

with disabilities who have highintensity needs, related services 

personnel require specialized or 

advanced skills and knowledge to work 

within a multidisciplinary team, 

collaboratively design and deliver 

evidence-based intensive individualized 

interventions, and provide interventions 

in person and through distance learning 

technologies in natural environments, 

classrooms, and schools that address the 

needs of these individuals (Boe et al., 

2013; Browder et al., 2014; McLeskey & 

Brownell, 2015). 

To enable related services personnel 

to provide efficient, high-quality, 

integrated, and equitable services, both 

in person and through distance learning 

technologies, personnel preparation 

programs need to embed content, 

practices, and extensive field or clinical 

experiences that are evidence-based and 

culturally and linguistically responsive 

into preservice training in early 

intervention settings, early childhood 

programs, and schools. Therefore, this 

priority aims to fund high-quality 

projects that prepare scholars in related 

services, including multilingual 

scholars, scholars with disabilities, and 

scholars from racially and ethnically 

diverse backgrounds, who are fully 

credentialed and licensed to enter the 

field and serve children with disabilities 

who have high-intensity needs. 

Priority: 

The purpose of this priority is to 

increase the number and improve the 

quality of related services personnel,1

including multilingual personnel and 

personnel from racially and ethnically 

diverse backgrounds, who are fully 

credentialed and licensed to serve 

children with disabilities who have 

high-intensity needs.2 The priority will 

fund high-quality projects that prepare 

scholars 3 in related services at the 

bachelor’s degree, certification,4

master’s degree, educational specialist 

degree, or clinical doctoral degree levels 

for professional practice in natural 

environments, early childhood 

programs, classrooms, school settings, 

and in distance learning environments 

serving children with disabilities who 

have high-intensity needs. 

Note: Projects may include 

individuals who are not funded as 

scholars, but are in degree programs 

(e.g., general education, early childhood 

education, administration) that are 

cooperating with the grantee’s project. 

These individuals may participate in the 

coursework, assignments, field or 

clinical experiences, and other 

opportunities required by the scholars’ 

program of study (e.g., speaker series, 

monthly seminars) if doing so does not 

diminish the benefit for project-funded 

scholars (e.g., by reducing funds 

available for scholar support or limiting 

opportunities for scholars to participate 

in project activities). 

Note: Projects that prepare scholars 

from two or more related services degree 

programs can qualify under this 

priority. Related services degree 

programs across more than one 

institution of higher education (IHE) 

may partner together within a project. 

Projects that prepare all scholars to be 

dually certified, including dually 

certified in a related service and special 


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5For 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. 

6For 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. 

7For 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. 

8For 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 defined in section 1111(d)(2) 

of the ESEA. 

education, can qualify under this 

priority. 

Note: Applications that propose to 

prepare early intervention and special 

education personnel who do not 

provide related services are not eligible 

under this priority. 

Note: Applicants under this priority 

may not submit the same proposal 

under Personnel Preparation of Special 

Education, Early Intervention, and 

Related Services Personnel at 

Historically Black Colleges and 

Universities, Tribally Controlled 

Colleges and Universities, and Other 

Minority Serving Institutions, ALN 

84.325M. Applicants may submit 

substantively different proposals under 

ALN 84.325R and ALN 84.325M. The 

Office of Special Education Programs 

(OSEP) may fund applications out of 

rank order based on funding decisions 

across ALN 84.325R and ALN 84.325M 

in FY 2024 to ensure that similar 

personnel preparation projects are not 

funded within the same IHE across the 

ALN 84.325R and ALN 84.325M 

competitions. 

Focus Areas: 

Within this absolute priority, the 

Secretary intends to support projects 

under the following two focus areas: (A) 

Preparing Related Services Personnel to 

Serve Infants, Toddlers, and PreschoolAge Children with Disabilities who have 

High-Intensity Needs; and (B) Preparing 

Related Services Personnel to Serve 

School-Age Children with Disabilities 

who have High-Intensity Needs. 

Applicants must identify the specific 

focus area (i.e., A or B) under which 

they are applying as part of the 

competition title on the application 

cover sheet (SF 424, line 12). Applicants 

may not submit the same proposal 

under both Focus Area A and B. 

However, applicants may submit 

substantively different proposals for 

Focus Areas A and B. 

Note: OSEP may fund out of rank 

order high-quality applications to 

ensure that projects are funded in both 

Focus Area A and Focus Area B. 

Focus Area A: Preparing Related 

Services Personnel to Serve Infants, 

Toddlers, and Preschool-Age Children 

with Disabilities who have HighIntensity Needs. This focus area is for 

projects that prepare related services 

personnel to provide services to infants, 

toddlers, and preschool children with 

disabilities who have high-intensity 

needs. In States where the certification 

age range is other than birth through 

five, applicants must propose a 

preparation project that complies with 

the State’s certification requirements for 

related services personnel to work in 

early intervention or early childhood 

special education. 

Focus Area B: Preparing Related 

Services Personnel to Serve School-Age 

Children with Disabilities who have 

High-Intensity Needs. This focus area is 

for projects that prepare related services 

personnel to work with school-age 

children with disabilities who have 

high-intensity needs. 

Focus Areas A and B: 

Applicants may, but are not required 

to, use up to the first 12 months of the 

project period and up to $100,000 

awarded in the first budget period for 

planning, including enhancing an 

existing program, without enrolling 

scholars. If an applicant chooses to use 

the first year for program planning, then 

the applicant must provide sufficient 

justification for requesting program 

planning time and include the goals, 

objectives, key personnel and necessary 

collaborators, and intended outcomes of 

program planning in year one, a 

description of the proposed strategies 

and activities to be supported, and a 

timeline for the work. The proposed 

strategies may include activities such 

as— 

(1) Updating coursework, group 

assignments, or extensive and 

coordinated field or clinical experiences 

in early intervention settings, early 

childhood programs, and schools 

needed to support preparation for 

related services personnel, including 

personnel from groups that are 

underrepresented in the field, including 

personnel with disabilities, multilingual 

personnel, and personnel from racially 

and ethnically diverse backgrounds, 

serving children with disabilities who 

have high-intensity needs; 

(2) Building capacity (e.g., hiring a 

field supervisor, providing professional 

development for faculty and field 

supervisors) of the project to prepare 

scholars, including scholars from groups 

that are underrepresented in the field, 

including scholars with disabilities, 

multilingual scholars, and scholars from 

racially and ethnically diverse 

backgrounds, to serve children with 

disabilities with high-intensity needs 

and their families; 

(3) Purchasing needed resources (e.g., 

additional intervention supplies, 

technology-based resources, or other 

specialized equipment to enhance 

interventions); or 

(4) Establishing relationships with 

early intervention and early childhood 

programs or schools to serve as sites for 

field or clinical experiences needed to 

support the project. These sites may 

include high-need local educational 

agencies (LEAs),5 high-poverty schools,6

schools identified for comprehensive 

support and improvement,7 and schools 

implementing a targeted support and 

improvement plan 8 for children with 

disabilities; early childhood and early 

intervention programs located within 

the geographic boundaries of a highneed LEA; and early childhood and 

early intervention programs 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. 

In addition to requesting up to 

$100,000 for planning, additional 

Federal funds may also be requested for 

scholar support and other grant 

activities occurring in year one of the 

project. 

Note: Applicants proposing projects 

to develop, expand, or add a new area 

of emphasis to related services programs 

must provide, in their applications, 

information on how these new areas 

will be sustained once Federal funding 

ends. 

Note: 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 the start of the project. The 

Secretary may reduce continuation 

awards for any project in which scholar 


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9For the purposes of this priority, 

‘‘competencies’’ means what a person knows and 

can do—the knowledge, skills, and dispositions 

necessary to effectively function in a role (National 

Professional Development Center on Inclusion, 

2011). 

10For the purposes of this priority, ‘‘evidencebased’’ means, at a minimum, evidence that 

demonstrates a rationale (as defined in 34 CFR 

77.1), where a key project component (as defined 

in 34 CFR 77.1) included in the project’s logic 

model (as defined in 34 CFR 77.1) is informed by 

research or evaluation findings that suggest the 

project component is likely to improve relevant 

outcomes (as defined in 34 CFR 77.1). 

recruitment is not on track or scholars 

are not on track to complete the program 

within the 60 months. 

To be considered for funding under 

this absolute priority, all program 

applicants must meet the requirements 

contained in this priority. 

To meet the requirements of this 

priority, an applicant must— 

(a) Demonstrate, in the narrative 

section of the application under 

‘‘Significance,’’ how— 

(1) The proposed project will address 

the need in the proposed preparation 

focus area to prepare related services 

personnel who are fully qualified to 

serve children with disabilities who 

have high-intensity needs; 

(2) The proposed project will increase 

the number of personnel in the 

proposed preparation focus area who 

demonstrate the competencies 9 needed 

to— 

(i) Promote high expectations and 

improve outcomes for children with 

disabilities who have high-intensity 

needs; 

(ii) Provide intensive, evidencebased 10 individualized interventions in 

person and through distance learning 

technologies in a variety of early 

intervention, early childhood, and 

school settings (e.g., natural 

environments; public schools, including 

charter schools; private schools; and 

other nonpublic education settings, 

including home education); 

(iii) Provide culturally and 

linguistically responsive interventions 

and services; 

(iv) Collaborate with diverse partners, 

including multilingual individuals, 

individuals and families from racially 

and ethnically diverse backgrounds, and 

individuals with disabilities, using a 

multidisciplinary team approach to 

address the individualized 

developmental, learning, and academic 

needs of children with disabilities who 

have high-intensity needs, and support 

their successful transitions from early 

childhood to elementary, elementary to 

secondary, or transition to 

postsecondary education and the 

workforce; and 

(v) Exercise leadership to improve 

professional practice and services and 

education for children with disabilities 

who have high-intensity needs; and 

(3) The applicant has successfully 

graduated students from their program, 

including students with disabilities, 

multilingual students, and students who 

are from racially, and ethnically diverse 

backgrounds, by including data 

disaggregated by disability status, race, 

national origin, and primary 

language(s), and the number of students 

who have graduated in the last five 

years. 

(b) Demonstrate, in the narrative 

section of the application under 

‘‘Quality of project services,’’ how— 

(1) The project will conduct its 

planning activities, if the applicant 

elects to use up to the first 12 months 

of the project period and up to $100,000 

awarded in the first budget period for 

planning; 

(2) The project will recruit and retain 

scholars. To meet this requirement, the 

applicant must describe— 

(i) The selection criteria the project 

will use to identify applicants for 

admission in the program; 

(ii) The specific recruitment strategies 

the project will use to attract a diverse 

pool of applicants, including from 

groups that are traditionally 

underrepresented in the field, 

applicants with disabilities, 

multilingual applicants, and applicants 

from racially and ethnically diverse 

backgrounds; and 

Note: Applicants should engage in 

focused outreach and recruitment to 

increase the number of applicants from 

groups that are traditionally 

underrepresented in the field, including 

applicants with disabilities, 

multilingual applicants, and applicants 

from racial and ethnic diversity 

backgrounds, but the 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 law. 

(iii) The approach that will be used to 

mentor and support all scholars, 

including any specific approaches to 

supporting scholars from groups that are 

traditionally underrepresented in the 

field, including individuals with 

disabilities, multilingual scholars, and 

scholars from racially and ethnically 

diverse backgrounds, for retention and 

completion of the program within the 

project period and preparing them for 

careers in early intervention, special 

education, and related services; and 

(3) The project will be designed to 

promote the acquisition of the 

competencies needed by related services 

personnel to support improved 

outcomes for children with disabilities 

with high-intensity needs. To address 

this requirement, the applicant must— 

(i) Describe how the proposed 

components, such as coursework; field 

or clinical experiences in early 

intervention, early childhood, and 

school settings; work-based experiences; 

or other opportunities provided to 

scholars, and sequence of the project 

components will enable the scholars to 

acquire the competencies needed by 

personnel working with children with 

disabilities with high-intensity needs; 

(ii) Describe how the proposed project 

will implement current evidence-based 

practices (EBPs) to prepare scholars to 

provide effective and equitable, 

evidence-based, and culturally and 

linguistically responsive instruction, 

interventions, and services that improve 

outcomes for children with disabilities 

with high-intensity needs, in a variety of 

early childhood and early intervention 

or educational settings, including inperson and remote settings; and 

(iii) Describe how the proposed 

project will engage partners, including: 

multilingual individuals and 

individuals and families of color; public 

or private partnering agencies, schools, 

or programs; centers or organizations 

that provide services to children with 

disabilities and their families; and 

individuals with disabilities and their 

families, to inform and support project 

components. 

(c) Demonstrate, in the narrative 

section of the application under 

‘‘Quality of the project personnel and 

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; and 

(3) The time commitments of the 

project director and other key project 

personnel are adequate to meet the 

objectives of the proposed project. 

(d) Demonstrate, in the narrative 

section of the application under 

‘‘Adequacy of resources,’’ how— 

(1) Information regarding the types of 

accommodations and resources 

available to fully support scholars’ wellbeing and a work-life balance (e.g., 

university and community mental 

health supports, counseling services, 

health resources, housing resources, 

child care) will be disseminated and 

how the project will support scholars to 

access those accommodations and 

resources on a timely basis, if needed, 

while the scholar is in the program; 


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(2) The types of accommodations and 

resources provided to support scholars’ 

well-being and a work-life balance will 

be individualized based on scholars’ 

cultural, academic, social emotional, 

and disability-related needs with the 

goal of supporting them to complete the 

program; and 

(3) The budget is adequate for meeting 

the project objectives and mitigating 

financial burden to scholars in 

completing the program of study. 

Note: Scholar support does not need 

to be uniform for all scholars and 

should be customized for individual 

scholars based on scholars’ financial 

needs, including consideration of all 

costs associated with the cost of 

attendance, even if that means enrolling 

fewer scholars. 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 child care; and/or an 

allowance for room and board), travel in 

conjunction with training assignments 

including conference registration, and 

stipends to support scholars’ 

completion of the program. 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,’’ how 

the applicant will— 

(1) Evaluate how well the goals or 

objectives of the proposed project have 

been met. To meet this requirement, the 

applicant must describe— 

(i) The outcomes to be measured for 

both the project and the scholars, 

particularly the acquisition of scholars’ 

competencies; and 

(ii) The evaluation methodologies, 

data collection methods, and data 

analyses that will be used; and 

(2) Collect, analyze, and use data on 

scholars supported by the project to 

inform the 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, 

screen shots, and visuals that provide 

information directly relating to the 

application requirements for the 

narrative. Appendix A should not be 

used for supplementary information. 

Please note that charts, tables, figures, 

graphs, and screen shots can be singlespaced when placed in Appendix A; 

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 clinical 

experience in a high-need LEA, a highpoverty school, a school implementing 

a comprehensive support and 

improvement plan, a school 

implementing a targeted support and 

improvement plan for children with 

disabilities, a State educational agency, 

an early childhood or early intervention 

program located within the geographical 

boundaries of a high-need LEA, or an 

early childhood or 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; 

(2) Include in Appendix B of the 

application— 

(i) A table that lists the project’s 

required coursework and includes the 

course title, brief description, learning 

goals, and relevant State or national 

professional organization personnel 

standards for each course; 

(ii) Four exemplar course syllabi 

required by the degree program that 

reflect EBPs across the areas of 

assessment; social, emotional, and 

behavior development and learning; 

inclusive practices; instructional 

strategies; and literacy, as appropriate, 

and consider the unique needs of 

children of color with disabilities and 

children with disabilities who are 

multilingual; 

(3) Include in the application budget 

attendance by the project director at a 

three-day project directors’ meeting in 

Washington, DC, during each year of the 

project; 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 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 

60 months) will be used for scholar 

support; 

(vi) Scholar support provided by the 

project (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 child care; and an 

allowance for room and board) is not 

based on the condition that the scholar 

work for the grantee (e.g., personnel at 

the IHE); 

(vii) The project director, key 

personnel, and scholars will actively 

participate in learning opportunities 

(e.g., webinars, briefings) supported by 

OSEP. This is intended to promote 

opportunities for participants to 

understand reporting requirements, 

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, 

conference presentations) 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 website at https://

pdp.ed.gov/osep for further information 

about this data collection requirement. 

Competitive Preference Priority: 

Within this absolute priority, we give 

competitive preference to applications 

that address the following priority. 

Under 34 CFR 75.105(c)(2)(i), we award 

an additional 3 points to an application 

that meets the competitive preference 

priority. Applicants should indicate in 

the abstract if they are addressing the 

competitive preference priority. 


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78736 Federal Register / Vol. 88, No. 220 / Thursday, November 16, 2023 / Notices 

This priority is: 

Applications from New Potential 

Grantees (0 or 3 points). 

(a) Under this priority, an applicant 

must demonstrate that the applicant 

(e.g., the IHE) has not had an active 

discretionary grant under ALN 84.325R, 

ALN 84.325M, or ALN 84.325K funded 

in the last five years before the deadline 

date for submission of applications 

under this program (ALN 84.325R). 

(b) For the purpose of this priority, a 

grant is active until the end of the 

grant’s project or funding period, 

including any extensions of those 

periods that extend the grantee’s 

authority to obligate funds. 

References 

American Physical Therapy Association. 

(2020). APTA physical therapy workforce 

analysis. www.apta.org/contentassets/ 

5997bfa5c8504df789fe4f1c01a717eb/ 

apta-workforce-analysis-2020.pdf. 

American-Speech-Language-Hearing 

Association. (2019, July). A demographic 

snapshot of SLPs. The ASHA Leader, 

24(7), 32. https://leader.pubs.asha.org/ 

doi/10.1044/leader.AAG.24072019.32. 

Boe, E.E., deBettencourt, L., Dewey, J.F., 

Rosenberg, M.S., Sindelar, P.T., & Leko, 

C.D. (2013). Variability in demand for 

special education teachers: Indicators, 

explanations, and impacts. 

Exceptionality, 21(2), 103–125. 

Browder, D.M., Wood, L., Thompson, J., & 

Ribuffo, C. (2014). Evidence-based 

practices for students with severe 

disabilities (Document No. IC–3). http:// 

ceedar.education.ufl.edu/tool/ 

innovation-configurations/. 

Bryan, N. (2021, May 26). Black male 

teachers and gender equity in early 

childhood education. Oxford Research 

Encyclopedia of Education. https://

doi.org/10.1093/acrefore/ 

9780190264093.013.1565. 

Bureau of Labor Statistics, U.S. Department 

of Labor. (2023). Occupational Outlook 

Handbook. www.bls.gov/ooh/healthcare/. 

Carver-Thomas, D. (2018, April). Diversifying 

the teaching profession through highretention pathways [Research brief]. 

Learning Policy Institute. https://

learningpolicyinstitute.org/media/164/ 

download?inline&file=Diversifying_

Teaching_Profession_BRIEF.pdf. 

IDEA Infant and Toddler Coordinators 

Association. (2021). Tipping points 

survey: Demographics, challenges, and 

opportunities. 

www.ideainfanttoddler.org/pdf/2021- 

Tipping-Points-Survey.pdf. 

McLeskey, J., & Brownell, M. (2015). Highleverage practices and teacher 

preparation in special education 

(Document No. PR–1). http://ceedar.

education.ufl.edu/wp-content/uploads/ 

2016/05/High-Leverage-Practices-andTeacher-Preparation-in-SpecialEducation.pdf. 

National Association of School Psychologists. 

(2021). Shortages in school psychology: 

Challenges to meeting the growing needs 

of U.S. students and schools [Research 

summary]. www.nasponline.org/ 

research-and-policy/research-center/ 

school-psychology-workforce. 

National Coalition on Personnel Shortages in 

Special Education. (n.d.) About the 

shortage. https://specialedshortages.org/ 

about-the-shortage/. 

National Professional Development Center on 

Inclusion. (2011, June). Competencies for 

early childhood educators in the context 

of inclusion: Issues and guidance for 

States. The University of North Carolina, 

FPG Child Development Institute. 

https://fpg.unc.edu/sites/fpg.unc.edu/ 

files/resource-files/FPG_NPDCI_

Competencies_2011.pdf. 

Waiver of Proposed Rulemaking: 

Under the Administrative Procedure Act 

(APA) (5 U.S.C. 553) the Department 

generally offers interested parties the 

opportunity to comment on proposed 

priorities. Section 681(d) of IDEA, 

however, makes the public comment 

requirements of the APA inapplicable to 

the priorities in this notice. 

Program Authority: 20 U.S.C. 1462 

and 1481. 

Note: Projects will be awarded and 

must be operated in a manner consistent 

with the nondiscrimination 

requirements contained in Federal civil 

rights laws. 

Applicable Regulations: (a) The 

Education Department General 

Administrative Regulations in 34 CFR 

parts 75, 77, 79, 81, 82, 84, 86, 97, 98, 

and 99. (b) The Office of Management 

and Budget Guidelines to Agencies on 

Governmentwide Debarment and 

Suspension (Nonprocurement) in 2 CFR 

part 180, as adopted and amended as 

regulations of the Department in 2 CFR 

part 3485. (c) The Uniform 

Administrative Requirements, Cost 

Principles, and Audit Requirements for 

Federal Awards in 2 CFR part 200, as 

adopted and amended as regulations of 

the Department in 2 CFR part 3474. (d) 

The regulations for this program in 34 

CFR part 304. 

Note: The regulations in 34 CFR part 

86 apply to IHEs only. 

II. Award Information 

Type of Award: Discretionary grants. 

Estimated Available Funds: The 

Administration has requested 

$115,000,000 for the Personnel 

Development to Improve Services and 

Results for Children with Disabilities 

program for FY 2024, of which we 

intend to use an estimated $5,000,000 

for this competition. The actual level of 

funding, if any, depends on final 

congressional action. However, we are 

inviting applications to allow enough 

time to complete the grant process if 

Congress appropriates funds for this 

program. 

Contingent upon the availability of 

funds and the quality of applications, 

we may make additional awards in FY 

2025 from the list of unfunded 

applications from this competition. 

Estimated Range of Awards: 

$1,150,000–$1,250,000. 

Estimated Average Size of Awards: 

$1,200,000. 

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. 

Note: Applicants must describe, in 

their applications, the amount of 

funding being requested for each 12- 

month budget period. 

Estimated Number of Awards: 20. 

Project Period: Up to 60 months. 

Note: The Department is not bound by 

any estimates in this notice. 

III. Eligibility Information 

1. Eligible Applicants: Eligible 

applicants are IHEs and private 

nonprofit organizations. 

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: Cost 

sharing or matching is not required for 

this competition. 


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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 https://

www2.ed.gov/about/offices/list/ocfo/ 

intro.html. 

c. Administrative Cost Limitation: 

This program does not include any 

program-specific limitation on 

administrative expenses. All 

administrative expenses must be 

reasonable and necessary and conform 

to Cost Principles described in 2 CFR 

part 200 subpart E of the Uniform 

Guidance. 

3. Subgrantees: Under 34 CFR 

75.708(b) and (c), a grantee under this 

competition may award subgrants—to 

directly carry out project activities 

described in its application—to the 

following types of entities: IHEs, 

nonprofit organizations suitable to carry 

out the activities proposed in the 

application, and public agencies. The 

grantee may award subgrants to entities 

it has identified in an approved 

application or that it selects through a 

competition under procedures 

established by the grantee, consistent 

with 34 CFR 75.708(b)(2). 

4. Other General Requirements: 

a. Recipients of funding under this 

competition must make positive efforts 

to employ and advance in employment 

qualified individuals with disabilities 

(see section 606 of IDEA). 

b. Applicants for, and recipients of, 

funding must, with respect to the 

aspects of their proposed project 

relating to the absolute priority, involve 

individuals with disabilities, or parents 

of individuals with disabilities ages 

birth through 26, in planning, 

implementing, and evaluating the 

project (see section 682(a)(1)(A) of 

IDEA). 

IV. Application and Submission 

Information 

1. Application Submission 

Instructions: Applicants are required to 

follow the Common Instructions for 

Applicants to Department of Education 

Discretionary Grant Programs, 

published in the Federal Register on 

December 7, 2022 (87 FR 75045) and 

available at www.federalregister.gov/ 

content/pkg/FR-2022-12-07/pdf/2022- 

26554.pdf, 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 

limit the application narrative to no 

more than 40 pages and 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 as follows: 

(a) Significance (10 points). 

(1) The Secretary considers the 

significance of the proposed project. 

(2) In determining the significance of 

the proposed project, the Secretary 

considers the following factors: 

(i) The extent to which the proposed 

project will prepare personnel for fields 

in which shortages have been 

demonstrated; and 

(ii) The importance or magnitude of 

the results or outcomes likely to be 

attained by the proposed project, 

especially improvements in teaching 

and student achievement. 

(b) Quality of project services (35 

points). 

(1) The Secretary considers the 

quality of the services to be provided by 

the proposed project. 

(2) In determining the quality of the 

services to be provided by the proposed 

project, the Secretary considers the 

quality and sufficiency of strategies for 

ensuring equal access and treatment for 

eligible project participants who are 

members of groups that have 

traditionally been underrepresented 

based on race, color, national origin, 

gender, age, or disability. 

(3) In addition, the Secretary 

considers the following factors: 

(i) The extent to which the services to 

be provided by the proposed project 

reflect up-to-date knowledge from 

research and effective practice; 

(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 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; and 

(iv) The extent to which the proposed 

activities constitute a coherent, 

sustained program of training in the 

field. 

(c) Quality of project personnel and 

quality of the management plan (20 

points). 

(1) The Secretary considers the 

quality of the project personnel and the 

quality of the management plan. 

(2) In determining the quality of 

project personnel, the Secretary 

considers the extent to which the 

applicant encourages applications for 

employment from persons who are 

members of groups that have 

traditionally been underrepresented 

based on race, color, national origin, 

gender, age, or disability. 

(3) In addition, the Secretary 

considers the following factors: 

(i) The qualifications, including 

relevant training and experience, of key 

project personnel; 

(ii) The adequacy of the management 

plan to achieve the objectives of the 

proposed project on time and within 

budget, including clearly defined 

responsibilities, timelines, and 

milestones for accomplishing project 

tasks; and 

(iii) The extent to which the time 

commitments of the project director and 

principal investigator and other key 


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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, including 

facilities, equipment, supplies, and 

other resources, from the applicant 

organization or the lead applicant 

organization; and 

(ii) The extent to which the costs are 

reasonable in relation to the objectives, 

design, and potential significance of the 

proposed project. 

(e) Quality of the project evaluation 

(15 points). 

(1) The Secretary considers the 

quality of the evaluation to be 

conducted of the proposed project. 

(2) In determining the quality of the 

evaluation, the Secretary considers the 

following factors: 

(i) The extent to which the methods 

of evaluation are thorough, feasible, and 

appropriate to the goals, objectives, and 

outcomes of the proposed project; and 

(ii) The extent to which the methods 

of evaluation will provide performance 

feedback and permit periodic 

assessment of progress toward achieving 

intended outcomes. 

2. Review and Selection Process: We 

remind potential applicants that in 

reviewing applications in any 

discretionary grant competition, the 

Secretary may consider, under 34 CFR 

75.217(d)(3), the past performance of the 

applicant in carrying out a previous 

award, such as the applicant’s use of 

funds, achievement of project 

objectives, and compliance with grant 

conditions. The Secretary may also 

consider whether the applicant failed to 

submit a timely performance report or 

submitted a report of unacceptable 

quality. 

In addition, in making a competitive 

grant award, the Secretary requires 

various assurances, including those 

applicable to Federal civil rights laws 

that prohibit discrimination in programs 

or activities receiving Federal financial 

assistance from the Department (34 CFR 

100.4, 104.5, 106.4, 108.8, and 110.23). 

3. Additional Review and Selection 

Process Factors: In the past, the 

Department has had difficulty finding 

peer reviewers for certain competitions 

because so many individuals who are 

eligible to serve as peer reviewers have 

conflicts of interest. The standing panel 

requirements under section 682(b) of 

IDEA also have placed additional 

constraints on the availability of 

reviewers. Therefore, the Department 

has determined that for some 

discretionary grant competitions, 

applications may be separated into two 

or more groups and ranked and selected 

for funding within specific groups. This 

procedure will make it easier for the 

Department to find peer reviewers by 

ensuring that greater numbers of 

individuals who are eligible to serve as 

reviewers for any particular group of 

applicants will not have conflicts of 

interest. It also will increase the quality, 

independence, and fairness of the 

review process, while permitting panel 

members to review applications under 

discretionary grant competitions for 

which they also have submitted 

applications. 

4. Risk Assessment and Specific 

Conditions: Consistent with 2 CFR 

200.206, before awarding grants under 

this competition the Department 

conducts a review of the risks posed by 

applicants. Under 2 CFR 200.208, the 

Secretary may impose specific 

conditions, and under 2 CFR 3474.10, in 

appropriate circumstances, high-risk 

conditions on a grant if the applicant or 

grantee is not financially stable; has a 

history of unsatisfactory performance; 

has a financial or other management 

system that does not meet the standards 

in 2 CFR part 200, subpart D; has not 

fulfilled the conditions of a prior grant; 

or is otherwise not responsible. 

5. Integrity and Performance System: 

If you are selected under this 

competition to receive an award that 

over the course of the project period 

may exceed the simplified acquisition 

threshold (currently $250,000), under 2 

CFR 200.206(a)(2) we must make a 

judgment about your integrity, business 

ethics, and record of performance under 

Federal awards—that is, the risk posed 

by you as an applicant—before we make 

an award. In doing so, we must consider 

any information about you that is in the 

integrity and performance system 

(currently referred to as the Federal 

Awardee Performance and Integrity 

Information System (FAPIIS)), 

accessible through the System for 

Award Management. You may review 

and comment on any information about 

yourself that a Federal agency 

previously entered and that is currently 

in FAPIIS. 

Please note that, if the total value of 

your currently active grants, cooperative 

agreements, and procurement contracts 

from the Federal Government exceeds 

$10,000,000, the reporting requirements 

in 2 CFR part 200, Appendix XII, 

require you to report certain integrity 

information to FAPIIS semiannually. 

Please review the requirements in 2 CFR 

part 200, Appendix XII, if this grant 

plus all the other Federal funds you 

receive exceed $10,000,000. 

6. In General: In accordance with the 

Office of Management and Budget’s 

guidance located at 2 CFR part 200, all 

applicable Federal laws, and relevant 

Executive guidance, the Department 

will review and consider applications 

for funding pursuant to this notice 

inviting applications in accordance 

with— 

(a) Selecting recipients most likely to 

be successful in delivering results based 

on the program objectives through an 

objective process of evaluating Federal 

award applications (2 CFR 200.205); 

(b) Prohibiting the purchase of certain 

telecommunication and video 

surveillance services or equipment in 

alignment with section 889 of the 

National Defense Authorization Act of 

2019 (Pub. L. 115–232) (2 CFR 200.216); 

(c) Providing a preference, to the 

extent permitted by law, to maximize 

use of goods, products, and materials 

produced in the United States (2 CFR 

200.322); and 

(d) Terminating agreements in whole 

or in part to the greatest extent 

authorized by law if an award no longer 

effectuates the program goals or agency 

priorities (2 CFR 200.340). 

VI. Award Administration Information 

1. Award Notices: If your application 

is successful, we notify your U.S. 

Representative and U.S. Senators and 

send you a Grant Award Notification 

(GAN); or we may send you an email 

containing a link to access an electronic 

version of your GAN. We may notify 

you informally, also. 

If your application is not evaluated or 

not selected for funding, we notify you. 

2. Administrative and National Policy 

Requirements: We identify 

administrative and national policy 

requirements in the application package 

and reference these and other 

requirements in the Applicable 

Regulations section of this notice. 

We reference the regulations outlining 

the terms and conditions of an award in 

the Applicable Regulations section of 

this notice and include these and other 

specific conditions in the GAN. The 

GAN also incorporates your approved 

application as part of your binding 

commitments under the grant. 

3. Open Licensing Requirements: 

Unless an exception applies, if you are 

awarded a grant under this competition, 

you will be required to openly license 

to the public grant deliverables created 

in whole, or in part, with Department 

grant funds. When the deliverable 

consists of modifications to pre-existing 

works, the license extends only to those 


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modifications that can be separately 

identified and only to the extent that 

open licensing is permitted under the 

terms of any licenses or other legal 

restrictions on the use of pre-existing 

works. Additionally, a grantee that is 

awarded competitive grant funds must 

have a plan to disseminate these public 

grant deliverables. This dissemination 

plan can be developed and submitted 

after your application has been 

reviewed and selected for funding. For 

additional information on the open 

licensing requirements please refer to 2 

CFR 3474.20. 

4. Reporting: (a) If you apply for a 

grant under this competition, you must 

ensure that you have in place the 

necessary processes and systems to 

comply with the reporting requirements 

in 2 CFR part 170 should you receive 

funding under the competition. This 

does not apply if you have an exception 

under 2 CFR 170.110(b). 

(b) At the end of your project period, 

you must submit a final performance 

report, including financial information, 

as directed by the Secretary. If you 

receive a multiyear award, you must 

submit an annual performance report 

that provides the most current 

performance and financial expenditure 

information as directed by the Secretary 

under 34 CFR 75.118. The Secretary 

may also require more frequent 

performance reports under 34 CFR 

75.720(c). For specific requirements on 

reporting, please go to www.ed.gov/ 

fund/grant/apply/appforms/ 

appforms.html. 

(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 practices or EBPs 

into their curricula; (2) the percentage of 

scholars completing the preparation 

program who are knowledgeable and 

skilled in EBPs 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: the number and 

percentage of scholars proposed by the 

grantee in their application that were 

actually enrolled and making 

satisfactory academic progress in the 

current academic year; 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 the percentage 

of scholars who completed the 

preparation program and are employed 

in the field of special education for at 

least two years. 

Grantees may be asked to participate 

in assessing and providing information 

on these aspects of program quality. 

6. Continuation Awards: In making a 

continuation award under 34 CFR 

75.253, the Secretary considers, among 

other things: whether a grantee has 

made substantial progress in achieving 

the goals and objectives of the project; 

whether the grantee has expended funds 

in a manner that is consistent with its 

approved application and budget; and, 

if the Secretary has established 

performance measurement 

requirements, whether the grantee has 

made substantial progress in achieving 

the performance targets in the grantee’s 

approved application. 

In making a continuation award, the 

Secretary also considers whether the 

grantee is operating in compliance with 

the assurances in its approved 

application, including those applicable 

to Federal civil rights laws that prohibit 

discrimination in programs or activities 

receiving Federal financial assistance 

from the Department (34 CFR 100.4, 

104.5, 106.4, 108.8, and 110.23). 

VII. Other Information 

Accessible Format: On request to the 

program contact person listed under FOR

FURTHER INFORMATION CONTACT, 

individuals with disabilities can obtain 

this document and a copy of the 

application package in an accessible 

format. The Department will provide the 

requestor with an accessible format that 

may include Rich Text Format (RTF) or 

text format (txt), a thumb drive, an MP3 

file, braille, large print, audiotape, or 

compact disc, or other accessible format. 

Electronic Access to This Document: 

The official version of this document is 

the document published in the Federal 

Register. You may access the official 

edition of the Federal Register and the 

Code of Federal Regulations at 

www.govinfo.gov. At this site you can 

view this document, as well as all other 

documents of this Department 

published in the Federal Register, in 

text or Portable Document Format 

(PDF). To use PDF you must have 

Adobe Acrobat Reader, which is 

available free at the site. 

You may also access documents of the 

Department published in the Federal 

Register by using the article search 

feature at www.federalregister.gov. 

Specifically, through the advanced 

search feature at this site, you can limit 

your search to documents published by 

the Department. 

Glenna Wright-Gallo, 

Assistant Secretary for Special Education and 

Rehabilitative Services. 

[FR Doc. 2023–25307 Filed 11–15–23; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

National Board for Education Sciences 

AGENCY: National Board for Education 

Sciences, U.S. Department of Education, 

Institute of Education Sciences (IES). 

ACTION: Notice of an open meeting. 

SUMMARY: This notice sets forth the 

agenda, time, and instructions to access 

or participate in the National Board for 

Education Sciences (hereafter referred to 

as NBES or Board) virtual meeting 

scheduled for December 4th and 5th, 

2023. This notice provides information 

about the meeting to members of the 

public who may be interested in 

accessing the meeting and/or how to 

provide written comment(s). 

ADDRESSES: The virtual meeting will be 

conducted via Microsoft Teams. 

Members of the public may access the 

meeting virtually and should contact the 

Designated Federal Official for access 

instructions. 

DATES: The NBES meeting will be held 

on Monday, December 4th, 2023, from 

10:00 a.m.–5:00 p.m. (EST) and 

Tuesday, December 5th, 2023, from 

10:00 a.m.–3:00 p.m. (EST). 

FOR FURTHER INFORMATION CONTACT: Ellie 

Pelaez, Designated Federal Official 

(DFO) for NBES, U.S. Department of 

Education, IES: 400 Maryland Avenue 

SW, PCP 4126–1, Washington, DC 


lotter on DSK11XQN23PROD with NOTICES1