[Federal Register Volume 89, Number 17 (Thursday, January 25, 2024)]
[Notices]
[Pages 4924-4931]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-01413]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Personnel Development To Improve 
Services and Results for Children With Disabilities Program--Preservice 
Program Development Grants at Historically Black Colleges and 
Universities, Tribally Controlled Colleges and Universities, and Other 
Minority Serving Institutions To Diversify Personnel Serving Children 
With Disabilities

AGENCY: Office of Special Education and Rehabilitative Services, 
Department of Education.

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for new awards for fiscal year (FY) 2024 for 
Personnel Development to Improve Services and Results for Children with 
Disabilities Program--Preservice Development Grants at Historically 
Black Colleges and Universities, Tribally Controlled Colleges and 
Universities, and Other Minority Serving Institutions to Diversify 
Personnel Serving Children with Disabilities, Assistance Listing Number 
84.325X. This notice relates to the approved information collection 
under OMB control number 1820-0028.

DATES: 
    Applications Available: January 25, 2024.
    Deadline for Transmittal of Applications: April 4, 2024.
    Deadline for Intergovernmental Review: June 3, 2024.
    Pre-Application Webinar Information: No later than January 30, 
2024, the Office of Special Education Programs and Rehabilitative 
Services will post pre-recorded informational webinars designed to 
provide technical assistance (TA) to interested applicants. The 
webinars may be found at https://www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html.

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

FOR FURTHER INFORMATION CONTACT: Tracie Dickson, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 4A10 Washington, DC 20202. 
Telephone: (202) 245-7844. Email: <a href="/cdn-cgi/l/email-protection#8bdff9eae8e2eea5cfe2e8e0f8e4e5cbeeefa5ece4fd"><span class="__cf_email__" data-cfemail="97c3e5f6f4fef2b9d3fef4fce4f8f9d7f2f3b9f0f8e1">[email protected]</span></a>.
    If you are deaf, hard of hearing, or have a speech disability and 
wish to access telecommunications relay services, please dial 7-1-1.

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purposes of this program are to (1) help 
address State-identified needs for personnel preparation in special 
education, early intervention, related services, and regular education 
to work with children, including infants, toddlers, and youth with 
disabilities; and (2) ensure that those personnel have the necessary 
skills and knowledge, derived from practices that have been determined 
through scientifically based research, to be successful in serving 
those children.
    Priority: This competition includes one absolute priority. In 
accordance with 34 CFR 75.105(b)(2)(v), 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:
    Preservice Development Grants at Historically Black Colleges and 
Universities, Tribally Controlled Colleges and Universities, and Other 
Minority Serving Institutions To Diversify Personnel Serving Children 
With Disabilities.
    Background:
    Special education and related services personnel are at the top of 
the critical shortage list in educational systems in nearly every 
State, especially in urban areas (U.S. Department of Education, 2023b; 
American Speech Language Hearing Association, n.d.; National Coalition 
on Personnel Shortages in Special Education and Related Services, 
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 early intervention system (IDEA Infant and Toddler Coordinators 
Association, 2021). These shortages impede the ability of children with 
disabilities to reach their full potential (Center on Great Teachers 
and Leaders, 2023a). Compounding the issue is the critical shortage of 
early intervention, special

[[Page 4925]]

education, and related services personnel who are multilingual and 
racially, ethnically, and culturally diverse (Center on Great Teachers 
and Leaders, 2023a). For example, the Office of Special Education 
Program's (OSEP's) Personnel Development Program Data Collection System 
data show that graduates of OSEP-supported early intervention and 
special education doctoral programs were 78 percent White, 5 percent 
Hispanic, 6 percent Black, 6 percent Asian, and 5 percent unreported, 
which does not match the demographics of children (U.S. Department of 
Education, Office of Special Education Programs (OSEP), 2021).
    Enhancing equity within early intervention and special education 
systems requires a specific focus on preservice preparation so that the 
future workforce has the competencies to support the developmental and 
learning needs of children with disabilities, including the increasing 
population of children with disabilities who are multilingual and 
racially, ethnically, and culturally diverse (Center on Great Teachers 
and Leaders, 2023b). Diversifying the workforce can have positive 
impacts on all children. All children, and particularly multilingual 
children and children from racially and ethnically diverse backgrounds, 
with and without disabilities, demonstrate improved academic 
achievement and behavioral and social and emotional development when 
they receive services from personnel who are multilingual and from 
racially, ethnically, and culturally diverse backgrounds (Kunemund et 
al., 2020).
    Historically Black Colleges and Universities (HBCUs), Tribally 
Controlled Colleges and Universities (TCCUs), and other Minority 
Serving Institutions (MSIs) have the experience and expertise to 
recruit, prepare, and graduate students who are multilingual and 
racially, ethnically, and culturally diverse. However, there are 
currently a limited number of HBCUs, TCCUs, and other MSIs that operate 
the programs required to train the number of students needed to address 
the critical shortage. Therefore, there is a need to increase the 
number of early intervention, early childhood special education, 
special education, and related services programs in HBCUs, TCCUs, and 
other MSIs. For example, of all Black teachers nationwide, nearly half 
are graduates of HBCUs (U.S. Department of Education, 2023a). Yet, of 
the 103 HBCUs, only 27 offer a special education preparation program 
(Patterson et al., 2022). There are currently 32 fully accredited TCCUs 
(National Indian Education Association, n.d.), with nine offering 
bachelor's degrees in early childhood education, eight offering 
bachelor's degrees in general education, and only one offering a 
bachelor's degree in special education. Additionally, many special 
education programs at HBCUs and MSIs focus on high-incidence 
disabilities and do not offer degree programs that prepare graduates to 
serve children with high-intensity needs, such as sensory disabilities. 
As an example, since 2006, OSEP has only awarded two grants to HBCUs to 
prepare teachers of students with visual impairments (TVIs) and only 
five grants to MSIs to prepare TVIs. Additionally, only one HBCU 
currently offers a degree preparing teachers of students who are deaf 
or hard of hearing and teachers of students who are DeafBlind.
    To address shortages and diversify the workforce in early 
intervention, early childhood special education, special education, and 
related services personnel, HBCUs, TCCUs, and MSIs need support to 
develop associate's, bachelor's, certificate, master's, educational 
specialist, and clinical doctoral degree level programs (Escobar et 
al., 2021; Murray et al., 2022; Lamb, 2016). To increase the number of 
personnel who are fully credentialed and licensed to enter the field to 
serve children with disabilities and their families, including 
multilingual personnel and personnel from racially and ethnically 
diverse backgrounds, this grant competition plans to award grants to 
HBCUs, TCCUs, and MSIs to develop new degree and certification programs 
in early intervention, early childhood special education, special 
education, and related services. This priority aligns with the 
Secretary's Supplemental Priority 3--Supporting a Diverse Educator 
Workforce and Professional Growth to Strengthen Student Learning, 
published in the Federal Register on December 10, 2021 (86 FR 70612).
    Priority:
    The purpose of this priority is to fund Preservice Development 
Grants at HBCUs,\1\ TCCUs,\2\ and MSIs \3\ to Diversify Personnel 
Serving Children with Disabilities. OSEP may fund out of rank order 
applications from HBCUs and TCCUs to increase the number of funded 
applications from these institutions. Projects are expected to achieve, 
at a minimum, the following expected outcomes:
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    \1\ For purposes of this priority, ``Historically Black Colleges 
and Universities'' means colleges and universities that meet the 
criteria set out in 34 CFR 608.2.
    \2\ For purposes of this priority, ``Tribally Controlled 
Colleges and Universities'' has the meaning ascribed to it in 
section 316(b)(3) of the Higher Education Act of 1965 (HEA).
    \3\ For purposes of this priority, ``Minority-Serving 
Institution'' means an institution that is eligible to receive 
assistance under sections 316 through 320 of part A of title III, 
under part B of title III, or under title V of the HEA. For purposes 
of this priority, the Department will use the FY 2023 Eligibility 
Matrix to determine MSI eligibility (see https://www2.ed.gov/about/offices/list/ope/idues/eligibility.html).
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    (a) Increased number of early intervention, early childhood special 
education, special education, or related services \4\ personnel who are 
multilingual and from racially and ethnically diverse backgrounds, and 
who have the competencies to work with infants, toddlers, children and 
youth (children) with disabilities and their families within early 
intervention, early childhood programs, or school settings;
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    \4\ For the purposes of this priority, ``related services'' 
includes the following: speech-language pathology and audiology 
services; assistive technology services; sign language interpreting 
services; intervener services; psychological services; applied 
behavior analysis; physical therapy and occupational therapy; 
recreation, including therapeutic recreation; artistic and cultural 
services, including music, art, dance and movement therapy; social 
work services; counseling services, including rehabilitation 
counseling; and orientation and mobility services.
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    (b) Increased variety of degrees, including associate degrees, 
bachelor's degrees, master's degrees, educational specialist degrees, 
and clinical doctorate degrees, and certifications \5\ in early 
intervention, early childhood special education, special education, and 
related services offered at HBCUs, TCCUs, and MSIs; and
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    \5\ For the purposes of this priority, ``certification'' refers 
to programs of study for individuals with bachelor's, master's, 
educational specialist, or clinical doctoral degrees that lead to 
licensure, endorsement, or certification from a State or national 
credentialing authority following completion of the degree program 
that qualifies graduates to teach or provide services to children 
with disabilities. 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.
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    (c) Increased faculty capacity at HBCUs, TCCUs, and MSIs to design 
and deliver programs of study in early intervention, early childhood 
special education, special education, and related services.
    In addition to these programmatic requirements, to be considered 
for funding under this priority, applicants must meet the application 
and administrative requirements in this priority, which are:
    (a) Demonstrate, in the narrative section of the application under 
``Significance,'' how--
    (1) The proposed project will address the need in the field to 
increase the number of personnel in the proposed

[[Page 4926]]

degree or certification area--including those who are multilingual and 
from racially and ethnically diverse backgrounds--who are fully 
qualified to serve children with disabilities and their families and 
provide equitable, evidence-based,\6\ culturally and linguistically 
responsive instruction, interventions, and services, that improve 
outcomes for children with disabilities--including children of color 
with disabilities and children with disabilities who are multilingual--
and support their full and equitable participation, development, and 
learning.
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    \6\ For the purposes of this priority, ``evidence-based'' means, 
at a minimum, evidence that demonstrates a rationale (as defined in 
34 CFR 77.1), where a key project component (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).
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    To meet this requirement, the applicant must provide information 
demonstrating that it has successfully graduated students from an 
education or related services program that is related to the degree or 
certification being proposed, including data on the number of students 
who have graduated in the last five years disaggregated by race, 
national origin, disability status, and primary language(s).
    (b) Demonstrate, in the narrative section of the application under 
``Quality of project services,'' how the project will--
    (1) Develop a plan to create a new associate degree, bachelor's 
degree, certification, master's degree, educational specialist degree, 
or clinical doctoral degree program in early intervention, early 
childhood special education, special education, or related services 
during the first 24 months of the project. To address this requirement, 
the applicant must describe the approach that will be used to---
    (i) Develop a curriculum, including coursework and field or 
clinical practicum experiences, and academic requirements for the 
proposed degree or certification to prepare early intervention, early 
childhood special education, special education, or related services 
personnel to provide effective and equitable, evidence-based, 
culturally and linguistically responsive instruction, interventions, 
and services, that improve outcomes for children with disabilities, 
including those who are multilingual and from racially and ethnically 
diverse backgrounds. The applicant must describe--
    (A) The components of the proposed curriculum such as coursework, 
field or practicum experience, and other requirements; and the 
anticipated time to complete the degree or certification program;
    (B) How it will identify and incorporate current research, 
evidence-based practices, and State and national professional 
organization personnel standards in the development and delivery of the 
curriculum;
    (ii) Determine the knowledge and competencies students will acquire 
in the proposed program, including knowledge and competencies necessary 
to provide effective and equitable, evidence-based, culturally and 
linguistically responsive instruction, interventions, and services, 
that improve outcomes for children with disabilities, including 
children with disabilities who are multilingual and from racially and 
ethnically diverse backgrounds;
    (iii) Develop partnerships with field placement and clinical 
practicum sites to prepare early intervention, early childhood special 
education, special education, or related services personnel to provide 
effective and equitable, evidence-based, culturally and linguistically 
responsive instruction, interventions, and services in inclusive 
setting, that improve outcomes for children with disabilities, 
including children with disabilities who are multilingual and from 
racially and ethnically diverse backgrounds;
    (iv) Establish admission and enrollment plans, including setting 
first-year enrollment targets and overall steady-state program 
enrollment; setting admission requirements and the admissions process; 
and developing recruitment and retention plans to attract students, 
including those who are multilingual and from racially and ethnically 
diverse backgrounds;
    (v) Advise and mentor students, including those who are 
multilingual and those from racially and ethnically diverse backgrounds 
to support their successful completion of the degree or certification 
program; and
    (vi) Develop the capacity of faculty and staff to develop a new 
degree or certification program; and
    (2) Have the structures in place to implement the new degree or 
certification program by year four of the project. To meet this 
requirement, the applicant must describe the proposed approach to--
    (i) Ensuring that faculty and staff have the capacity to implement 
the new degree or certification program;
    (ii) Developing a leadership plan that describes the role of 
faculty, including the department chair or director, in implementing 
the new degree or certification program, including implementation of 
the admissions process, recruitment strategies, degree requirements, 
and advising and mentoring; and
    (iii) Ensuring the sustainability of the project once Federal 
funding ends.
    (c) Demonstrate, in the narrative section of the application under 
``Quality of the project personnel and quality of management plan,'' 
how--
    (1) The proposed project will encourage applications for employment 
from persons who are members of groups that have traditionally been 
underrepresented based on race, color, national origin, gender, age, or 
disability, as appropriate;
    (2) The project director and key project personnel have the 
qualifications and experience to carry out the proposed activities and 
achieve the project's intended outcomes;
    (3) The proposed project will approach identifying a sufficient 
number of faculty with active records of content expertise, research, 
and teaching experience, including faculty who are multilingual and 
from racially and ethnically diverse backgrounds, aligned to the new 
degree or certification program;
    (4) The project director and other key project personnel will 
manage the components of the project;
    (5) The time commitments of the project director and other key 
project personnel are adequate to meet the objectives of the proposed 
project;
    (6) The proposed management plan will ensure that the project will 
meet the proposed objectives and the degree or certification program 
will be of high quality; and
    (7) The proposed project will benefit from a diversity of 
perspectives, including faculty, community partners, current and 
prospective students, families of children with disabilities, and early 
intervention, early childhood and school personnel, among others, in 
its development and operation.
    (d) Demonstrate, in the narrative section of the application under 
``Adequacy of resources,'' how--
    (1) The applicant and any key partners have adequate resources to 
carry out the proposed activities; and
    (2) The budget is adequate for meeting the project objectives.
    (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 
provide--

[[Page 4927]]

    (i) Measurable intended project outcomes;
    (ii) In Appendix A, the logic model by which the proposed project 
will achieve its intended project outcomes that depicts, at minimum, 
the goals, activities, outputs, and outcomes;
    (iii) In Appendix A, the conceptual framework underlying the new 
degree or certification program, project plans and activities, 
describing any underlying concepts, assumptions, expectations, beliefs, 
or theories, as well as the presumed relationships or linkages among 
these variables, and any empirical support for this framework; and
    (iv) The evaluation methodologies, data collection methods, and 
data analyses that will be used.
    (f) In the appendices or narrative under ``Required project 
assurances'' the applicant must--
    (1) Include in Appendix A, 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, or screen shots, can be single-spaced when placed in 
Appendix A;
    (2) Include in Appendix B any letters of commitment or support. The 
applicant must include a letter of commitment from the dean or designee 
of the school or college where the program will be administratively 
located affirming support for the proposal. In addition, deans or 
designees, chairs, and directors of academic units contributing 
courses, faculty effort, funding, space, or other resources for the 
proposed program must provide letters of support that confirm these 
commitments;
    (3) Ensure that if the project maintains a website, it will be of 
high quality, with an easy-to-navigate design that meets or exceeds 
government or industry-recognized standards for accessibility;
    (4) Include in the budget, attendance at a three-day project 
directors' conference in Washington, DC, during each year of the 
project period. The project must reallocate funds for travel to the 
project directors' meeting no later than the end of the third quarter 
of each budget period if the meeting is conducted virtually; and
    (5) Provide an assurance that the project--
    (i) Will submit the curriculum and syllabi for courses in the new 
degree or certification program, the admissions plan, the student 
recruitment plan, the plan for advising and mentoring students, and the 
roles of faculty and staff in the program when requested by OSEP; and
    (2) Will participate in collaboration meetings with other grantees 
funded under ALN 84.325X and will engage with OSEP-funded TA centers as 
appropriate.
    Third, Fourth, and Fifth Years of Project
    The Secretary may extend a project three years beyond the initial 
two years of the project if the grantee is achieving the intended 
outcomes of the project. By the end of the second year of the project, 
the grantee must have a new degree or certification plan approved by 
the university. By the end of the third year of the project, the 
grantee must have the infrastructure in place to begin recruiting 
students for the program. By the end of the fourth year of the project, 
the grantee must admit students and begin delivering the new degree or 
certification program. Each applicant must include in its application a 
plan and a budget for the full 60-month period. In deciding whether to 
extend funding for years three, four, and five of the project, the 
Secretary will consider the requirements of 34 CFR 75.253(a) and will 
consider the success and timeliness with which the intended outcomes of 
the project requirements have been, or are being, met by the project.

References

American Speech Language Hearing Association. (n.d.). Recruiting and 
retaining qualified school-based SLPs. www.asha.org/careers/recruitment/schools/.
Center on Great Teachers and Leaders. (2023a). Prioritizing an 
integrated approach to educator shortages and workforce diversity, 
Part 1: An effective workforce is a diverse workforce. www.air.org/sites/default/files/2023-10/Prioritizing-Integrated-Approach-Educator-Shortages-Workforce-Diversity-Part-1-October-2023-v2.pdf.
Center on Great Teachers and Leaders. (2023b). Prioritizing an 
integrated approach to educator shortages and workforce diversity, 
Part 2: Innovative Strategies and Examples Across the Talent 
Development Continuum. www.air.org/sites/default/files/2023-10/Prioritizing-Integrated-Approach-Educator-Shortages-Workforce-Diversity-Part-2-October-2023-v2.pdf.
Escobar, M., Bell, Z.K., Qazi, M., Kotoye, C.O., & Arcediano, F. 
(2021). Faculty time allocation at historically black universities 
and its relationship to institutional expectations. Frontiers in 
Psychology, 12, 734426. https://doi.org/10.3389/fpsyg.2021.734426.
IDEA Infant and Toddler Coordinators Association. (2021). Tipping 
points survey: Demographics, challenges, and opportunities. 
www.ideainfanttoddler.org/pdf/2021-Tipping-Points-Survey.pdf.
Kunemund, R., McCullough, S., Williams, C., Miller, C., Sutherland, 
K., Conroy, M., & Granger, K. (2020). The mediating role of teacher 
self-efficacy in the relation between teacher-child race mismatch 
and conflict. Psychology in the Schools, 57(11), 1757-1770. https://doi.org/10.1002/pits.22419.
Lamb, C. (Spring, 2016). Struggle and Success: The state of teacher 
education at tribal colleges and universities. Tribal College 
Journal of the American Indian Higher Education, 27(3). https://tribalcollegejournal.org/struggle-and-success-the-state-of-teacher-education-at-tribal-colleges-and-universities/.
Murray, L., Njoku, N. & Davis, R. (2022). Greater funding, greater 
needs: A report on funding for HBCUs. UNCF. https://cdn.uncf.org/wp-content/uploads/UNCF-Patterson-HBCUs-funding-report_V6.pdf?_ga=2.91635802.1540279182.1698942294-1282596027.1679956576.
National Coalition on Personnel Shortages in Special Education. 
(n.d.) About the shortage. https://specialedshortages.org/about-the-shortage/.
National Indian Education Association. (n.d.). Information on Native 
Students. www.niea.org/native-education-research.
Patterson, M.S., Wilder, T.L., Tazi, Y., Holman, K., Grace, B., 
Grays. A., Marino, M.T., Carter, R., & Perkins, M. (2022). 
Recruitment through Interaction and Strategic Enrollment: RISE 
Special Education. Toni Jennings Exceptional Education Institute. 
www.tjeei.org/map.
U.S. Department of Education. (2023a). Fact Sheet. www.ed.gov/news/press-releases/fact-sheet-biden-harris-administration-highlights-record-championing-historically-black-colleges-and-universities-hbcus.
U.S. Department of Education. (2023b). Raise the Bar Policy Brief: 
Eliminating educator shortages through increased compensation, high-
quality and affordable educator preparation and teacher leadership. 
www.ed.gov/raisethebar/eliminating-educator-shortages-compensation-preparation-leadership.
U.S. Department of Education, Office of Special Education Programs. 
(2021). Personnel Development Program Data Collection System.

    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (APA) (5 U.S.C. 553), the Department generally offers interested 
parties the opportunity to comment on proposed priorities. Section 
681(d) of IDEA, however, makes the public comment requirements of the 
APA inapplicable to the priority in this notice.
    Program Authority: 20 U.S.C. 1462 and 1481.
    Note: Projects will be awarded and must be operated in a manner 
consistent with the nondiscrimination

[[Page 4928]]

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 79 apply to all applicants 
except federally recognized Indian Tribes.
    Note: The regulations in 34 CFR part 86 apply to IHEs only.

II. Award Information

    Type of Award: Cooperative agreement.
    Estimated Available Funds: The Administration has requested 
$250,000,000 for the Personnel Development to Improve Services and 
Results for Children with Disabilities program for FY 2024, of which we 
intend to use an estimated $2,400,000 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: $125,000-$150,000 per year.
    Estimated Average Size of Awards: $137,500 per year.
    Maximum Award: We will not make an award exceeding $750,000 per 
project for a project period of 60 months.
    Note: Applicants must describe, in their applications, the amount 
of funding being requested for each 12-month budget period.
    Estimated Number of Awards: 16.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: HBCUs, TCCUs, MSIs, and private nonprofit 
organizations that have legal authority to enter into grants and 
cooperative agreements with the federal government on behalf of an 
HBCU, TCCU, or MSI.
    Note: If you are a nonprofit organization, under 34 CFR 75.51, you 
may demonstrate your nonprofit status by providing: (1) proof that the 
Internal Revenue Service currently recognizes the applicant as an 
organization to which contributions are tax deductible under section 
501(c)(3) of the Internal Revenue Code; (2) a statement from a State 
taxing body or the State attorney general certifying that the 
organization is a nonprofit organization operating within the State and 
that no part of its net earnings may lawfully benefit any private 
shareholder or individual; (3) a certified copy of the applicant's 
certificate of incorporation or similar document if it clearly 
establishes the nonprofit status of the applicant; or (4) any item 
described above if that item applies to a State or national parent 
organization, together with a statement by the State or parent 
organization that the applicant is a local nonprofit affiliate.
    2. a. Cost Sharing or Matching: This competition does not require 
cost sharing or matching.
    b. Indirect Cost Rate Information: This program uses an 
unrestricted indirect cost rate. For more information regarding 
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 other 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.
    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/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs, which contain requirements and information on how to 
submit an application.
    2. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. 
Information about Intergovernmental Review of Federal Programs under 
Executive Order 12372 is in the application package for this 
competition.
    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:
    <bullet> A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
    <bullet> 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.
    <bullet> Use a font that is 12 point or larger.
    <bullet> 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

[[Page 4929]]

requirements, the resumes, the reference list, the letters of support, 
or the appendices. However, the recommended page limit does apply to 
all of the application narrative, including all text in charts, tables, 
figures, graphs, and screen shots.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210 and are listed below:
    (a) Significance (10 points).
    (1) The Secretary considers the significance of the proposed 
project.
    (2) In determining the significance of the proposed project, the 
Secretary considers the following factors:
    (i) The extent to which 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 (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 goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable;
    (ii) The extent to which the services to be provided by the 
proposed project reflect up-to-date knowledge from research and 
effective practice; and
    (iii) 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.
    (c) Quality of project personnel and quality of management plan (20 
points).
    (1) The Secretary considers the quality of the personnel who will 
carry out the proposed project 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;
    (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; and
    (iv) The adequacy of mechanisms for ensuring high-quality products 
and services from the proposed project.
    (d) Adequacy of resources (10 points).
    (1) The Secretary considers the adequacy of resources for the 
proposed project.
    (2) In determining the adequacy of resources for 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

[[Page 4930]]

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 or subgrantee that is awarded competitive 
grant funds must have a plan to disseminate these public grant 
deliverables. This dissemination plan can be developed and submitted 
after your application has been reviewed and selected for funding. For 
additional information on the open licensing requirements please refer 
to 2 CFR 3474.20.
    4. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multiyear award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    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; 
and (2) the percentage of scholars entering the preparation program who 
will be knowledgeable and skilled in EBPs that improve outcomes for 
children with disabilities.
    The measures apply to projects funded under this competition, and 
grantees are required to submit data on these measures as directed by 
OSEP.
    Grantees will be required to report information on their project's 
performance in annual and final performance reports to the Department 
(34 CFR 75.590).
    The Department will also closely monitor the extent to which the 
products and services provided by the project meet needs identified by 
stakeholders and may require the project to report on such alignment in 
its annual and final performance reports.
    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, whether 
the grantee has made substantial progress in achieving the performance 
targets in the grantee's approved application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Other Information

    Accessible Format: On request to the program contact person listed 
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities 
can obtain this document and a copy of the application package in an 
accessible format. The Department will provide the requestor with an 
accessible format that may include Rich Text Format (RTF) or

[[Page 4931]]

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.

Dant[eacute] Allen,
Commissioner, Rehabilitation Services Administration, Office of Special 
Education and Rehabilitative Services.
[FR Doc. 2024-01413 Filed 1-24-24; 8:45 am]
BILLING CODE 4000-01-P


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