Federal Register / Vol. 89, No. 2 / Wednesday, January 3, 2024 / Notices 353 

1For 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 an 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). 

English (yarns/inch2): 118 (116–120) 

warp x 82 (81–83) weft 

Metric (yarns/cm2): 300 (296–305) 

warp x 209 (206–212) weft 

Fabric Weight (ASTM D3776): 

English: 3.72 (3.65–3.78) oz/yd2 

Metric: 126 (124–128) g/m2 

Weave Type: Woven Plain and Twill 

Weave 

Fabric Width (ASTM D3774): 

English: 61.25 (60.50–62.50) inches 

Metric: 153 (151–155) cm 

Stretch (ASTM D3107): 

Warp: 15% (14%–16%) 

Weft: 17% (16%–18%) 

Finish: Optical white Prepared for 

printing/piece dyed/yarn dyed/with 

soft hand (no chemistry finish) 

Jennifer Knight, 

Chairman, Committee for the Implementation 

of Textile Agreements. 

[FR Doc. 2023–28876 Filed 1–2–24; 8:45 am] 

BILLING CODE 3510–DR–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; 

Personnel Development To Improve 

Services and Results for Children With 

Disabilities—Doctoral Training 

Consortia Associated With 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— 

Doctoral Training Consortia Associated 

with High-Intensity Needs, Assistance 

Listing Number (ALN) 84.325H. This 

notice relates to the approved 

information collection under OMB 

control number 1820–0028. 

DATES: 

Applications Available: January 3, 

2024. 

Deadline for Transmittal of 

Applications: March 4, 2024. 

Deadline for Intergovernmental 

Review: May 2, 2024. 

Pre-Application Webinar Information: 

No later than January 8, 2024, the Office 

of Special Education and Rehabilitative 

Services will post pre-recorded 

informational webinars designed to 

provide technical assistance to 

interested applicants. The webinars may 

be found at 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: 

Celia Rosenquist, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 4A10, Washington, DC 20202. 

Telephone: 202–245–7373. Email: 

Celia.Rosenquist@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 

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. 

Priority: This competition includes 

one absolute priority. In accordance 

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

absolute priority is from allowable 

activities specified in the statute (see 

sections 662 and 681 of the Individuals 

with Disabilities Education Act (IDEA); 

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

Absolute Priority: For FY 2024 and 

any subsequent year in which we make 

awards from the list of unfunded 

applications from this competition, this 

priority is an absolute priority. Under 34 

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

applications that meet this priority. 

This priority is: 

Doctoral Training Consortia 

Associated with High-Intensity Needs. 

Background: The Department is 

committed to equitable access to 

educational resources and opportunities 

for children with disabilities with highintensity needs.1 Leadership personnel 

play an essential role providing, or 

preparing others to provide, evidencebased interventions and services that 

improve opportunities and outcomes for 

children, including infants, toddlers, 

and youth (referred to as ‘‘children’’ 

hereafter) with disabilities with highintensity needs. The Department also 

places a high priority on increasing the 

number of leadership personnel, 

including increasing the number of 

multilingual leadership personnel and 

leadership personnel from racially and 

ethnically diverse backgrounds, who 

provide, or prepare others to provide, 

services to children with disabilities 

with high-intensity needs. To support 

these goals, under this absolute priority, 

the Department will fund three 

cooperative agreements to support three 

doctoral training consortia to prepare 

and increase the number of personnel 

who are well qualified for, and can act 

effectively in, leadership positions as 

researchers and special education/early 

intervention/related services personnel 

preparers in institutions of higher 

education (IHEs), or as leaders in State 

educational agencies (SEAs), lead 

agencies (LAs) under Part C of IDEA, 

local educational agencies (LEAs), early 

intervention services programs (EIS 

programs), or schools. 

There continues to be the need to 

advance the knowledge base of 

evidence-based interventions that meet 

the developmental, learning, and 

academic needs of children with highintensity needs (e.g., Chen et al., 2021; 

Grzadzinski et al., 2020; Kuntz and 

Carter, 2019; Miciak et al., 2018; Nelson 

& Bruce, 2019). This need has been 

compounded due to the 

disproportionate negative impact on 

educational outcomes for children with 

disabilities related to the COVID–19 

pandemic (e.g., Stelitano et al., 2022) 

and the significant shortages of 

educators with specialized preparation 

providing services to children with 

high-intensity needs (e.g., DarlingHammond et al., 2023). Leadership 

personnel who have the knowledge, 

skills, and expertise are needed to 

effectively address the complexity of 

issues that children with disabilities 

with high-intensity needs may have; 

prepare and support educators with the 

specialized knowledge and skills to 


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354 Federal Register / Vol. 89, No. 2 / Wednesday, January 3, 2024 / Notices 

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 an 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’’ is 

limited to an individual who (a) is pursuing a 

doctoral degree related to special education, early 

intervention, or related services; (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. 

4For 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). 

deliver evidence-based culturally and 

linguistically responsive and inclusive 

instruction, interventions, and services 

that effectively support children with 

disabilities with high-intensity needs; 

and inform how intervention and 

services can best be coordinated to 

address these needs in different 

educational settings. 

There is a well-documented need for 

special education, early intervention, 

and related services leadership 

personnel to address the needs of 

children with high-intensity needs and 

who serve critical roles within different 

settings (National Association of School 

Psychologists, 2021; Montrosse & 

Young, 2012; NCSI, 2018a; NCSI, 2018b; 

Tucker et al., 2020). There is also the 

need to increase the number of 

multilingual leadership personnel and 

leadership personnel from racially and 

ethnically diverse backgrounds due to 

the significant benefits for both 

personnel and the children they serve 

(e.g., Carver-Thomas, 2018) as well as 

bringing different perspectives, 

experiences, and contexts to research 

(e.g., Hofstra et al., 2020). 

The Office of Special Education 

Programs (OSEP) has made investments 

in a consortium approach to prepare 

future leadership personnel since 2004 

in high-need areas (e.g., sensory 

disabilities, children with high-intensity 

needs) and those investments have 

demonstrated success in producing 

future leadership personnel. For 

example, a majority of the scholars 

completed their programs, are working 

in the field as faculty or in other 

leadership positions, and are making 

contributions to the field through 

presentations and publications on 

improving outcomes and services for 

children with high-intensity needs (e.g., 

see https://nclii.org/), including sensory 

disabilities (Kruemmeling et al., 2017). 

An initial evaluation of the 2004, 2009, 

and 2014 sensory consortia indicates 

that after completing their doctoral 

degrees, scholars received research and 

personnel preparation grants to improve 

interventions and services as well as 

grants to prepare personnel to address 

the needs of children with sensory 

disabilities (Kruemmeling et al., 2017). 

Leadership personnel have significant 

influence in preparing and supporting 

personnel, policy, and research. Critical 

competencies for special education, 

early intervention, and related services 

leadership personnel vary depending on 

the type of leadership personnel and the 

requirements of the preparation 

program, but can include, for example, 

skills needed for postsecondary 

instruction, administration and 

supervision, interpreting and applying 

research, policy development and 

implementation, organizational and 

systems change, communication, 

collaboration, and the use of 

technologies to support in-person, 

hybrid, and distance education. 

Networks, in particular, are integral to 

leadership development and critical to 

addressing complex problems (CullenLester et al., 2017; Dave et al., 2021; 

Hoppe & Reinelt, 2010; Wallace et al., 

2021). 

Priority: The purpose of the Doctoral 

Training Consortia Associated with 

High-Intensity Needs priority is to 

increase the number of highly skilled 

doctoral leaders, including increasing 

the number of multilingual leadership 

personnel and leadership personnel 

from racially and ethnically diverse 

backgrounds, who provide, or prepare 

others to provide, services to children 

with disabilities with high-intensity 

needs 2 by funding three doctoral 

training consortia to prepare and 

increase the number of personnel who 

are well qualified for, and can act 

effectively in, leadership positions as 

researchers and special education/early 

intervention/related services personnel 

preparers in IHEs, or as leaders in SEAs, 

LAs under Part C of IDEA, LEAs, EIS 

programs, or schools. Each doctoral 

training consortium must support 

preparation programs that culminate in 

a doctoral degree (Ph.D. or Ed.D.). 

Note: Project periods under this 

priority may be up to 60 months. 

Projects should be designed to ensure 

that all proposed scholars 3 successfully 

complete the project within 60 months 

from the start of the project. 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 this priority. All projects 

funded under this absolute priority also 

must meet the programmatic and 

administrative requirements specified in 

the priority. 

Note: Each doctoral training 

consortium must support preparation 

programs that culminate in a doctoral 

degree (Ph.D. or Ed.D.). Each IHE in the 

consortium must enroll and support 

scholars as part of the consortium. For 

additional information regarding group 

applications, refer to 34 CFR 75.127, 

75.128, and 75.129. 

Note: Doctoral training programs that 

lead to clinical doctoral degrees in 

related services (e.g., a Doctor of 

Audiology degree or Doctor of Physical 

Therapy degree) are not included in this 

priority. These types of training 

programs are eligible to apply for 

funding under the 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 

competition (ALN 84.325M) or the 

Preparation of Related Services 

Personnel Serving Children with 

Disabilities who have High-Intensity 

Needs competition (ALN 84.325R) that 

OSEP intends to fund in FY 2024. 

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 would 

increase the number of leadership 

personnel who are well qualified to 

advance practice, policy, or research in 

the project’s preparation focus area and 

how it will provide, or prepare others to 

provide, evidence-based 4 culturally and 

linguistically responsive instruction, 

interventions, and services that improve 

outcomes for children with disabilities 

with high-intensity needs; 

(2) Data demonstrates the potential 

success of the project in producing 

leaders in special education, early 

intervention, or related services that 

address the needs of children with highVerDate Sep<11>2014 18:32 Jan 02, 2024 Jkt 262001 PO 00000 Frm 00036 Fmt 4703 Sfmt 4703 E:\FR\FM\03JAN1.SGM 03JAN1

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Federal Register / Vol. 89, No. 2 / Wednesday, January 3, 2024 / Notices 355 

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 as defined in section 

1111(d)(2) of the ESEA. 

intensity needs (including data from 

each IHE participating in the proposed 

consortium, if available). Applicants 

must include data on the number of 

students who have completed each 

doctoral program disaggregated by race, 

national origin and primary language(s), 

and disability status; the types of 

leadership positions in which recent 

program graduates are employed related 

to their preparation; the professional 

accomplishments of program graduates 

that demonstrate their leadership in 

special education, early intervention, or 

related services (e.g., public service, 

awards, publications), including those 

that address the needs of children with 

high-intensity needs; and the percentage 

of program graduates finding 

employment related to their preparation 

serving children with disabilities in 

underserved communities if applicable 

(e.g., employed in districts with high 

rates of poverty); and 

Note: Data on each individual 

consortium university’s 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) The competencies each scholar 

acquires by participating in the 

consortium and by completing the 

university’s program of study will relate 

to the knowledge and skills needed by 

the leadership personnel the applicant 

proposes to prepare. 

(b) Demonstrate, in the narrative 

section of the application under 

‘‘Quality of project services,’’ 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 in the consortium; 

Note: Consortium scholars must be 

first-time enrollees in a doctoral training 

program in the proposed project’s 

preparation focus area. 

(ii) The recruitment strategies the 

project will use to attract doctoral 

applicants, including from groups that 

are underrepresented in the field, 

including applicants with disabilities, 

multilingual applicants, and applicants 

from racially and ethnically diverse 

backgrounds, to ensure a diverse pool of 

applicants; and 

Note: Applicants should engage in 

focused outreach and recruitment to 

increase the number of doctoral 

applicants from groups that are 

underrepresented in the field, including 

applicants with disabilities, 

multilingual applicants, and applicants 

from racially and ethnically diverse 

backgrounds, but the 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 in 

completing the program and prepare 

them for careers in special education, 

early intervention, or related services; 

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 provide, or prepare others to 

provide, evidence-based culturally and 

linguistically responsive and inclusive 

instruction, interventions, and services 

that improve outcomes for children with 

disabilities with high-intensity needs. 

To address this requirement, the 

applicant must— 

(i) Describe how the proposed project 

components, such as the consortium 

curriculum, research, internship 

experiences, work-based experiences, 

program evaluation, and other 

opportunities provided to scholars, and 

sequence of the components will enable 

the scholars to acquire the competencies 

needed by leadership personnel; 

(ii) Describe how the components of 

the consortium curriculum are 

integrated within and across the 

individual university program curricula 

in order to support the acquisition and 

enhancement of the identified 

competencies needed by leadership 

personnel in the project’s proposed 

preparation focus area; 

(iii) Describe how the project will 

provide scholars with high-quality 

work-based experiences (e.g., 

internships, program evaluation) in a 

high-need LEA,5 a high-poverty school,6

a school implementing a comprehensive 

support and improvement plan,7 a 

school implementing a targeted support 

and improvement plan 8 for children 

with disabilities, an SEA, an early 

childhood and early intervention 

program located 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; 

(iv) Describe how the components of 

the consortium will enhance scholar’s 

preparation to provide, or prepare 

others to provide, evidence-based 

culturally and linguistically responsive 

and inclusive instruction, interventions, 

and services that improve outcomes for 

children with disabilities with highintensity needs, in a variety of 

educational or early childhood and 

early intervention settings, including inperson and remote settings; 

(v) Describe how the proposed project 

will engage partners, including 

multilingual individuals, individuals 

and families from racially and 

ethnically diverse backgrounds, public 

or private entities (e.g., organizations, 

centers, agencies, schools, programs) 

that provide services to multilingual 

children with disabilities and their 

families, and public or private entities 

that provide services to children of color 

with disabilities and their families, to 

inform project components; 

(vi) Describe how the components of 

the consortium will enhance scholars’ 

knowledge of strategies and approaches 

in attracting, preparing, and retaining 

future personnel with disabilities, 

multilingual personnel, and personnel 

from racially and ethnically diverse 

backgrounds, who will work with, and 

provide evidence-based culturally and 

linguistically responsive and inclusive 

instruction, interventions, and services 

to, children with disabilities with highintensity needs and their families; and 


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9For purposes of this priority, ‘‘Minority-Serving 

Institution (MSI)’’ 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, as amended. For purposes of this priority, 

the Department will use the FY 2023 Eligibility 

Matrix to determine MSI eligibility (see 

www2.ed.gov/about/offices/list/ope/idues/ 

eligibility.html). 

(vii) Describe how the project is 

designed to ensure that scholars have 

opportunities to work with faculty and 

scholars from other universities within 

the consortium on academic and 

professional opportunities in order to 

support the acquisition of the 

competencies identified in paragraph 

(a)(3). 

(c) Demonstrate, in the narrative 

section of the application under 

‘‘Quality of the Project Personnel and 

Management Plan,’’ how— 

(1) The project director and 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, 

childcare) will be disseminated and 

how the project will support scholars 

accessing those accommodations and 

resources on a timely basis, if needed, 

while the scholar is in the project; 

(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, and social and 

emotional needs with the goal of 

providing them support to complete the 

project; and 

(3) The budget is adequate for meeting 

the project objectives and mitigating 

financial burden to scholars while 

completing the project requirements. 

Note: 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, 

even if that means enrolling fewer 

scholars as part of the proposed project. 

Scholar support can include support for 

cost of attendance (i.e., 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. 

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. 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; 

(2) Collect, analyze, and use data on 

scholars supported by the project to 

inform the proposed project on an 

ongoing basis; 

(3) Disseminate project outcomes, 

including the consortium structure and 

components critical to attaining positive 

scholar competencies; 

(4) Dedicate sufficient resources 

toward revising, refining, and 

conducting evaluation activities; 

(5) Contribute to the evaluation and 

dissemination of the consortium model 

by collaborating with the other consortia 

in developing an evaluation plan that 

includes sharing data on project 

components and scholars; and 

(6) Report the evaluation results to 

OSEP in the applicant’s annual and 

final performance reports. 

(f) Demonstrate, in the appendices or 

narrative under ‘‘Required project 

assurances’’ as directed, that the 

following requirements are met. The 

applicant must— 

(1) Include at least six IHEs with 

doctoral programs in the project that 

will prepare scholars for leadership 

positions to address the needs of 

children with disabilities with highintensity needs; 

(2) Include at least one or more IHEs 

with doctoral programs in the project 

that will prepare scholars for leadership 

positions to address the needs of 

children with disabilities with highintensity needs that meet the definition 

of a Minority-Serving Institution; 9

(3) Include at least one IHE with a 

doctoral program in the project that will 

prepare scholars for leadership 

positions to address the needs of 

children with disabilities with highintensity needs that has not received 

funding under ALN 84.325D or ALN 

84.325H at any point in the preceding 

five fiscal years (i.e., FY 2019–FY 2023); 

(4) Include, in Appendix A of the 

application 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; 

(5) Include in the application budget 

attendance by the project director at a 3- 

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 

3-day project directors’ meetings in 

Washington, DC. The project must 

reallocate funds for travel to the project 

directors’ meeting no later than the end 

of the third quarter of each budget 

period if the meeting is conducted 

virtually; 

(6) Include in the application budget 

two in-person meetings for project 

scholars and faculty each year of the 

project. Meetings may be scheduled to 

coincide with a professional conference 

or meeting but must include designated 

time for a meeting of project scholars 

and faculty; and 

(7) Provide an assurance that— 

(i) The project will establish policies, 

procedures, standards, and guidelines 

for the work of the consortium, in 

consultation with and approved by the 

OSEP project officer prior to 

implementation, in the following areas: 

(A) Recruitment and selection of 

scholars who will be supported by the 

consortium; 

(B) Distribution of tuition and 

stipends among participating scholars; 

(C) Fiscal management; 

(D) Measurement and reporting of 

scholar progress; 

(E) Contingency planning in case of 

scholar or consortium faculty losses; 

(F) Governance of the consortium; and 

(G) Sustainability plan; 

(ii) The project will ensure that all 

scholars enrolled participate in and 

complete, in addition to the scholar’s 

university program of study, the unique 

consortium curriculum; 

(iii) The project will meet the 

requirements in 34 CFR 304.23, 

particularly those related to paragraph 

(a) informing all scholarship recipients 

of their service obligation commitment; 


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Federal Register / Vol. 89, No. 2 / Wednesday, January 3, 2024 / Notices 357 

and 34 CFR 304.22, 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; 

(iv) The project will meet the 

statutory requirements in section 662(e) 

through (h) of IDEA; 

(v) The project will be operated in a 

manner consistent with the 

nondiscrimination requirements 

contained in Federal civil rights laws; 

(vi) At least 65 percent of the total 

award over the project period (i.e., up to 

5 years) will be used for scholar 

support; 

(vii) 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 childcare; and an 

allowance for room and board) will not 

be conditioned on the scholar working 

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

IHE); 

(viii) 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; 

(ix) The project will maintain a 

website that contains relevant 

information and documents relating to 

the participating universities and 

faculty, components of the consortium 

curriculum, and scholar 

accomplishments; and that is of high 

quality, with an easy-to-navigate design 

that meets government or industryrecognized standards for accessibility; 

(x) Scholar accomplishments (e.g., 

public service, awards, publications) 

will be reported in annual and final 

performance reports; and 

(xi) 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 (iii) of this section). 

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. 

References 

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

teaching profession: How to recruit and 

retain teachers of color. Learning Policy 

Institute. https://

learningpolicyinstitute.org/product/ 

diversifying-teaching-profession-report. 

Chen, C., Sutherland, K.S., Kunemund, R., 

Sterrett, B., Wilkinson, S., Brown, C., & 

Maggin, D.M. (2021). Intensifying 

interventions for students with 

emotional and behavioral difficulties: A 

conceptual synthesis of practice 

elements and adaptive expertise. Journal 

of Emotional and Behavioral Disorders, 

29, 56–66. https://doi.org/10.1177/ 

1063426620953086. 

Cullen-Lester, K.L., Maupin, C.K., & Carter, 

D.R. (2017). Incorporating social 

networks in leadership development: A 

conceptual model and evaluation of 

research and practice. The Leadership 

Quarterly, 28(1), 130–152. https://

doi.org/10.1016/j.leaqua.2016.10.005. 

Darling-Hammond, L., DiNapoli, M., & Kini, 

T. (2023). The Federal role in ending 

teacher shortages. Learning Policy 

Institute. https://doi.org/10.54300/ 

649.892. 

Dave, G., Noble, C., Chandler, C., CorbieSmith, G., & Ferndandez, C.S.P. (2021). 

Clinical scholars: Using program data to 

inform leadership development. In C.S.P. 

Fernandez & G. Corbie-Smith (Eds.), 

Leading community based changes in the 

culture of health in the US—Experiences 

in developing the team and impacting 

the community. IntechOpen. doi: 

10.5772/intechopen.80243. 

Grzadzinski, R., Janvier, D., & Kim, S.H. 

(2020). Recent developments in 

treatment outcome measures for young 

children with autism spectrum disorder 

(ASD). Seminars Pediatric Neurology, 34, 

100806. https://doi.org/10.1016/ 

j.spen.2020.100806. 

Kruemmling, B., Hayes, H., & Smith, D.W. 

(2017). Enriching doctoral-level 

preparation programs through a 

nationwide consortium model: The 

national leadership consortium in 

sensory disabilities. Journal of Visual 

Impairment & Blindness, 111(6), 557– 

567. https://doi.org/10.1177/ 

0145482X1711100606. 

Kuntz, E.M., & Carter, E.W. (2019). Review of 

interventions supporting secondary 

students with intellectual disability in 

general education classes. Research and 

Practice for Persons with Severe 

Disabilities, 44, 103–121. https://doi.org/ 

10.1177/1540796919847483. 

Hofstra, B., Kulkarni, V.V., Munoz-Najar 

Galvez, S., He, B., Jurafsky, D., & 

McFarland, D.A. (2020). The DiversityInnovation paradox in science. 

Proceedings of the National Academy of 

Sciences, 117, 9284–9291. https://

doi.org/10.1073/pnas.1915378117. 

Hoppe, B., & Reinelt, C. (2010). Social 

network analysis and the evaluation of 

leadership networks. The Leadership 

Quarterly, 21(4), 600–619. https://

doi.org/10.1016/j.leaqua.2010.06.004. 

Miciak, J., Roberts, G., Taylor, W.P., Solis, 

M., Ahmed, Y., Vaughn, S., & Fletcher, 

J.M. (2018). The effects of one versus two 

years of intensive reading intervention 

implemented with late elementary 

struggling readers. Learning Disability 

Research & Practice, 33, 24–36. https:// 

doi.org/10.1111/ldrp.12159. 

Montrosse, B.E., & Young, C.J. (2012). Market 

demand for special education faculty. 

Teacher Education and Special 

Education, 35(2), 140–153. https://

doi.org/10.1177/0888406412444763. 

National Association of School Psychologists. 

(2021). Workforce shortages. 

www.nasponline.org/research-andpolicy/policy-priorities/critical-policyissues/shortage-of-school-psychologists. 

National Center for Systemic Improvement 

(NCSI). (2018a). Leadership turnover: 

The impact on State special education 

systems. https://ncsi-library.wested.org/ 

resources/250. 

National Center for Systemic Improvement 

(NCSI). (2018b). Leadership turnover: 

The impact on State early intervention 

systems. https://osepideasthatwork.org/ 

sites/default/files/500_NCSI%20LT_

EI.pdf. 

Nelson, C, & Bruce, S.M. (2019). Children 

who are deaf/hard of hearing with 

disabilities: Paths to language and 

literacy. Education Sciences, 9(2), 134. 

https://doi.org/10.3390/educsci9020134. 

Stelitano, L., Ekin, S., & Rhim, L.M. (2022). 

How has the pandemic affected students 

with disabilities? An update on the 

evidence fall 2022. Center on 

Reinventing Public Education. https://

crpe.org/how-has-the-pandemicaffected-students-with-disabilities-anupdate-on-the-evidence-fall-2022/. 

Tucker, D.A, Compton, M.V., Allen, S.J., 

Mayo, R., Hooper, C., Ogletree, B., Flynn, 

P., Frazier, A., & McMurry, S. (2020). 

Exploring barriers to doctoral education 

in communication sciences and 

disorders: Insights from practicing 

professionals. Perspectives of the ASHA 

Special Interest Groups, 1–12. https://

doi.org/10.1044/2020_PERSP-20-00019. 

Wallace, D.M., Torres, E.M., & Zaccaro, S.J. 

(2021). Just what do we think we are 

doing? Learning outcomes of leader and 

leadership development. The Leadership 

Quarterly, 32, 101494. https://doi.org/ 

10.1016/j.leaqua.2020.101494. 

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. 


ddrumheller on DSK120RN23PROD with NOTICES1
358 Federal Register / Vol. 89, No. 2 / Wednesday, January 3, 2024 / Notices 

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: Cooperative 

agreements. 

Estimated Available Funds: The 

Administration has requested 

$250,000,000 for the Personnel 

Development to Improve Services and 

Results for Children with Disabilities 

program for FY 2024, of which we 

intend to use an estimated $3,900,000 

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: 

$5,500,000–$6,500,000. 

Estimated Average Size of Awards: 

$6,000,000. 

Maximum Award: We will not make 

an award exceeding $6,500,000 per 

project for a project period of 60 months 

or an award that exceeds $1,950,000 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: 3. 

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 that 

have legal authority to enter into grants 

and cooperative agreements with the 

Federal government on behalf of an IHE. 

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. 

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 

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 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 7, 2022 (87 FR 775045) and 

available at www.federalregister.gov/ 

documents/2022/12/07/2022-26554/ 

common-instructions-for-applicants-todepartment-of-education-discretionarygrant-programs, which contain 

requirements and information on how to 

submit an application. 

2. Intergovernmental Review: This 

competition is subject to Executive 

Order 12372 and the regulations in 34 

CFR part 79. Information about 

Intergovernmental Review of Federal 

Programs under Executive Order 12372 

is in the application package for this 

competition. 

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 50 pages; and (2) use the 

following standards: 

• A ‘‘page’’ is 8.5′′ x 11′′, on one side 

only, with 1′′ margins at the top, bottom, 

and both sides. 

• Double-space (no more than three 

lines per vertical inch) all text in the 

application narrative, including titles, 

headings, footnotes, quotations, 

reference citations, and captions, as well 

as all text in charts, tables, figures, 

graphs, and screen shots. 

• Use a font that is 12 point or larger. 

• Use one of the following fonts: 

Times New Roman, Courier, Courier 

New, or Arial. 

The recommended page limit does not 

apply to the cover sheet; the budget 

section, including the narrative budget 


ddrumheller on DSK120RN23PROD with NOTICES1
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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. 

(b) Quality of project services (45 

points). 

(1) The Secretary considers the 

quality of the services to be provided by 

the proposed project. 

(2) In determining the quality of the 

services to be provided by the proposed 

project, the Secretary considers the 

quality and sufficiency of strategies for 

ensuring equal access and treatment for 

eligible project participants who are 

members of groups that have 

traditionally been underrepresented 

based on race, color, national origin, 

gender, age, or disability. 

(3) In addition, the Secretary 

considers the following factors: 

(i) The extent to which the 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 for the 

proposed project. 

(2) In determining the quality of 

project personnel, the Secretary 

considers the extent to which the 

applicant encourages applications for 

employment from persons who are 

members of groups that have 

traditionally been underrepresented 

based on race, color, national origin, 

gender, age, or disability. 

(3) In addition, the Secretary 

considers the following factors: 

(i) The qualifications, including 

relevant training and experience, of key 

project personnel; 

(ii) The adequacy of the management 

plan to achieve the objectives of the 

proposed project on time and within 

budget, including clearly defined 

responsibilities, timelines, and 

milestones for accomplishing project 

tasks; 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 (10 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 


ddrumheller on DSK120RN23PROD with NOTICES1
360 Federal Register / Vol. 89, No. 2 / Wednesday, January 3, 2024 / Notices 

may exceed the simplified acquisition 

threshold (currently $250,000), under 2 

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

judgment about your integrity, business 

ethics, and record of performance under 

Federal awards—that is, the risk posed 

by you as an applicant—before we make 

an award. In doing so, we must consider 

any information about you that is in the 

integrity and performance system 

(currently referred to as the Federal 

Awardee Performance and Integrity 

Information System (FAPIIS)), 

accessible through the System for 

Award Management. You may review 

and comment on any information about 

yourself that a Federal agency 

previously entered and that is currently 

in FAPIIS. 

Please note that, if the total value of 

your currently active grants, cooperative 

agreements, and procurement contracts 

from the Federal Government exceeds 

$10,000,000, the reporting requirements 

in 2 CFR part 200, Appendix XII, 

require you to report certain integrity 

information to FAPIIS semiannually. 

Please review the requirements in 2 CFR 

part 200, Appendix XII, if this grant 

plus all the other Federal funds you 

receive exceed $10,000,000. 

6. In General: In accordance with the 

Office of Management and Budget’s 

guidance located at 2 CFR part 200, all 

applicable Federal laws, and relevant 

Executive guidance, the Department 

will review and consider applications 

for funding pursuant to this notice 

inviting applications in accordance 

with— 

(a) Selecting recipients most likely to 

be successful in delivering results based 

on the program objectives through an 

objective process of evaluating Federal 

award applications (2 CFR 200.205); 

(b) Prohibiting the purchase of certain 

telecommunication and video 

surveillance services or equipment in 

alignment with section 889 of the 

National Defense Authorization Act of 

2019 (Pub. L. 115—232) (2 CFR 

200.216); 

(c) Providing a preference, to the 

extent permitted by law, to maximize 

use of goods, products, and materials 

produced in the United States (2 CFR 

200.322); and 

(d) Terminating agreements in whole 

or in part to the greatest extent 

authorized by law if an award no longer 

effectuates the program goals or agency 

priorities (2 CFR 200.340). 

VI. Award Administration Information 

1. Award Notices: If your application 

is successful, we notify your U.S. 

Representative and U.S. Senators and 

send you a Grant Award Notification 

(GAN); or we may send you an email 

containing a link to access an electronic 

version of your GAN. We may notify 

you informally, also. 

If your application is not evaluated or 

not selected for funding, we notify you. 

2. Administrative and National Policy 

Requirements: We identify 

administrative and national policy 

requirements in the application package 

and reference these and other 

requirements in the Applicable 

Regulations section of this notice. 

We reference the regulations outlining 

the terms and conditions of an award in 

the Applicable Regulations section of 

this notice and include these and other 

specific conditions in the GAN. The 

GAN also incorporates your approved 

application as part of your binding 

commitments under the grant. 

3. Open Licensing Requirements: 

Unless an exception applies, if you are 

awarded a grant under this competition, 

you will be required to openly license 

to the public grant deliverables created 

in whole, or in part, with Department 

grant funds. When the deliverable 

consists of modifications to pre-existing 

works, the license extends only to those 

modifications that can be separately 

identified and only to the extent that 

open licensing is permitted under the 

terms of any licenses or other legal 

restrictions on the use of pre-existing 

works. Additionally, a grantee that is 

awarded competitive grant funds must 

have a plan to disseminate these public 

grant deliverables. This dissemination 

plan can be developed and submitted 

after your application has been 

reviewed and selected for funding. For 

additional information on the open 

licensing requirements please refer to 2 

CFR 3474.20. 

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

grant under this competition, you must 

ensure that you have in place the 

necessary processes and systems to 

comply with the reporting requirements 

in 2 CFR part 170 should you receive 

funding under the competition. This 

does not apply if you have an exception 

under 2 CFR 170.110(b). 

(b) At the end of your project period, 

you must submit a final performance 

report, including financial information, 

as directed by the Secretary. If you 

receive a multiyear award, you must 

submit an annual performance report 

that provides the most current 

performance and financial expenditure 

information as directed by the Secretary 

under 34 CFR 75.118. The Secretary 

may also require more frequent 

performance reports under 34 CFR 

75.720(c). For specific requirements on 

reporting, please go to www.ed.gov/ 

fund/grant/apply/appforms/ 

appforms.html. 

(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 (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: (1) 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; (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. 

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 


ddrumheller on DSK120RN23PROD with NOTICES1
Federal Register / Vol. 89, No. 2 / Wednesday, January 3, 2024 / Notices 361 

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. 

Dante ́ Allen, 

Commissioner, Rehabilitation Services 

Administration, Office of Special Education 

and Rehabilitative Services. 

[FR Doc. 2023–28896 Filed 1–2–24; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; 

Educational Technology, Media, and 

Materials for Individuals With 

Disabilities Program—National Center 

on Digital Access in Education 

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 Educational 

Technology, Media, and Materials for 

Individuals with Disabilities Program— 

National Center on Digital Access in 

Education, Assistance Listing Number 

84.327Z. This notice relates to the 

approved information collection under 

OMB control number 1820–0028. 

DATES: 

Applications Available: January 3, 

2024. 

Deadline for Transmittal of 

Applications: March 4, 2024. 

Deadline for Intergovernmental 

Review: May 2, 2024. 

Pre-Application Webinar Information: 

No later than January 8, 2024, the Office 

of Special Education and Rehabilitative 

Services will post details on prerecorded informational webinars 

designed to provide technical assistance 

(TA) to interested applicants. Links to 

the webinars may be found at https://

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

new-osep-grants.html. 

ADDRESSES: For the addresses for 

obtaining and submitting an 

application, please refer to our Common 

Instructions for Applicants to 

Department of Education Discretionary 

Grant Programs, published in the 

Federal Register on December 7, 2022 

(87 FR 75045) and available at 

www.federalregister.gov/d/2022-26554. 

FOR FURTHER INFORMATION CONTACT: 

Rebecca Sheffield, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 4A10, Washington, DC 20202. 

Telephone: (202) 245–6490. Email: 

rebecca.sheffield@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 

the Educational Technology, Media, and 

Materials for Individuals with 

Disabilities Program are to improve 

results for children with disabilities by 

(1) promoting the development, 

demonstration, and use of technology; 

(2) supporting educational activities 

designed to be of educational value in 

the classroom for children with 

disabilities; (3) providing support for 

captioning and video description that is 

appropriate for use in the classroom; 

and (4) providing accessible educational 

materials to children with disabilities in 

a timely manner. 

Priority: This competition includes 

one absolute priority. In accordance 

with 34 CFR 75.105(b)(2)(v), this 

priority is from allowable activities 

specified in the statute (see sections 

674(b)(2) and 681(d) of the Individuals 

with Disabilities Education Act (IDEA) 

(20 U.S.C. 1400 et seq.). 

Absolute Priority: For FY 2024 and 

any subsequent year in which we make 

awards from the list of unfunded 

applications from this competition, this 

priority is an absolute priority. Under 34 

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

applications that meet this priority. 

This priority is: 

National Center on Digital Access in 

Education 

Background: In order for children 

with disabilities served under IDEA to 

benefit from education, special 

education, and early intervention 

services, agencies (State educational 

agencies (SEAs), local educational 

agencies (LEAs), and Part C lead 

agencies) and schools must provide 

accommodations needed by children 

and families to ensure their access to 

and participation in learning. Section 

504 of the Rehabilitation Act prohibits 

discrimination against people with 

disabilities in federally funded 

programs, and Title II of the Americans 

with Disabilities Act prohibits 

discrimination against people with 

disabilities by public entities, requiring 

that children with disabilities and their 

families have equal access to public 

schools and other government programs. 

Under Part B of IDEA, special education 

includes specially designed instruction, 

defined as ‘‘adapting, as appropriate to 

the needs of an eligible child . . . the 

content, methodology or delivery of 

instruction—(i) to address the unique 

needs of the child that result from the 

child’s disability; and (ii) to ensure 

access of the child to the general 

curriculum’’ (34 CFR 300.39(b)(3)). 

SEAs, LEAs, and schools are required to 

provide individualized 

accommodations, including assistive 

technologies (34 CFR 300.105), 

assessment accommodations (34 CFR 

300.160), and timely access to accessible 

materials (34 CFR 300.172), whenever 


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