Federal Register / Vol. 89, No. 35 / Wednesday, February 21, 2024 / Notices 13053 

Dated: February 15, 2024. 

Juliana Pearson, 

PRA Coordinator, Strategic Collections and 

Clearance, Governance and Strategy Division, 

Office of Chief Data Officer, Office of 

Planning, Evaluation and Policy 

Development. 

[FR Doc. 2024–03499 Filed 2–20–24; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

[Docket No.: ED–2023–SCC–0206] 

Agency Information Collection 

Activities; Submission to the Office of 

Management and Budget for Review 

and Approval; Comment Request; 

Comprehensive Transition Program 

(CTP) for Disbursing Title IV Aid to 

Students With Intellectual Disabilities 

Expenditure Report 

AGENCY: Federal Student Aid (FSA), 

Department of Education (ED). 

ACTION: Notice. 

SUMMARY: In accordance with the 

Paperwork Reduction Act (PRA) of 

1995, the Department is proposing an 

extension without change of a currently 

approved information collection request 

(ICR). 

DATES: Interested persons are invited to 

submit comments on or before March 

22, 2024. 

ADDRESSES: Written comments and 

recommendations for proposed 

information collection requests should 

be submitted within 30 days of 

publication of this notice. Click on this 

link www.reginfo.gov/public/do/ 

PRAMain to access the site. Find this 

information collection request (ICR) by 

selecting ‘‘Department of Education’’ 

under ‘‘Currently Under Review,’’ then 

check the ‘‘Only Show ICR for Public 

Comment’’ checkbox. Reginfo.gov 

provides two links to view documents 

related to this information collection 

request. Information collection forms 

and instructions may be found by 

clicking on the ‘‘View Information 

Collection (IC) List’’ link. Supporting 

statements and other supporting 

documentation may be found by 

clicking on the ‘‘View Supporting 

Statement and Other Documents’’ link. 

FOR FURTHER INFORMATION CONTACT: For 

specific questions related to collection 

activities, please contact Beth 

Grebeldinger, 202–377–4018. 

SUPPLEMENTARY INFORMATION: The 

Department is especially interested in 

public comment addressing the 

following issues: (1) is this collection 

necessary to the proper functions of the 

Department; (2) will this information be 

processed and used in a timely manner; 

(3) is the estimate of burden accurate; 

(4) how might the Department enhance 

the quality, utility, and clarity of the 

information to be collected; and (5) how 

might the Department minimize the 

burden of this collection on the 

respondents, including through the use 

of information technology. Please note 

that written comments received in 

response to this notice will be 

considered public records. 

Title of Collection: Comprehensive 

Transition Program (CTP) for Disbursing 

Title IV Aid to Students with 

Intellectual Disabilities Expenditure 

Report. 

OMB Control Number: 1845–0113. 

Type of Review: An extension without 

change of a currently approved ICR. 

Respondents/Affected Public: State, 

Local, and Tribal Governments; Private 

Sector. 

Total Estimated Number of Annual 

Responses: 163. 

Total Estimated Number of Annual 

Burden Hours: 326. 

Abstract: This is a request for an 

extension of the current information 

collection 1845–0113 Financial 

Assistance for Students with Intellectual 

Disabilities Expenditure Report. There 

have been no changes to the regulatory 

requirements for this collection. 

The Higher Education Opportunity 

Act, Public Law 110–315, added 

provisions to the Higher Education Act, 

as amended (HEA) in sections 760 and 

766 that enable eligible students with 

intellectual disabilities to receive 

Federal Pell Grant (Pell), Supplemental 

Educational Opportunity Grant 

(FSEOG), and Federal Work Study 

(FWS) funds if they are enrolled in an 

approved program. This collection 

provides the method for institutions to 

report the number of Pell Grant, SEOG 

and FWS funds used for such a purpose. 

Dated: February 15, 2024. 

Kun Mullan, 

PRA Coordinator, Strategic Collections and 

Clearance, Governance and Strategy Division, 

Office of Chief Data Officer, Office of 

Planning, Evaluation and Policy 

Development. 

[FR Doc. 2024–03501 Filed 2–20–24; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; 

Personnel Development To Improve 

Services and Results for Children With 

Disabilities Program—Preservice 

Improvement Enhancement Grants To 

Support Related Service Providers To 

Effectively Serve Children With 

Disabilities and Their Families 

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 

Program—Preservice Improvement 

Enhancement Grants to Support Related 

Service Providers to Effectively Serve 

Children with Disabilities and Their 

Families, Assistance Listing Number 

84.325S. This notice relates to the 

approved information collection under 

OMB control number 1820–0028. 

DATES: 

Applications Available: February 21, 

2024. 

Deadline for Transmittal of 

Applications: May 1, 2024. 

Deadline for Intergovernmental 

Review: July 1, 2024. 

Pre-Application Webinar Information: 

No later than February 26, 2024, the 

Office of Special Education and 

Rehabilitative Services will post prerecorded informational webinars 

designed to provide technical assistance 

to interested applicants. The webinars 

may be found at https://www2.ed.gov/ 

fund/grant/apply/osep/new-osepgrants.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: 

Yolanda Lusane, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 4A10, Washington, DC 20202. 

Telephone: (202) 987–0146. Email: 

Yolanda.Lusane@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: 


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13054 Federal Register / Vol. 89, No. 35 / Wednesday, February 21, 2024 / Notices 

1For purposes of this priority, ‘‘Historically Black 

Colleges and Universities’’ means colleges and 

universities that meet the criteria set out in 34 CFR 

608.2. 

2For 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). 

3For 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). 

4For the purposes of this priority, ‘‘related 

services personnel preparation programs’’ include 

those preparing speech-language pathologists, 

audiologists, physical therapists, occupational 

therapists, social workers, counselors services, 

including rehabilitation counselors, orientation and 

mobility specialists, and sign language interpreters. 

See 34 CFR 300.34. 

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, which includes 

one competitive preference priority 

within the 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 Improvement 

Enhancement Grants to Support Related 

Service Providers to Effectively Serve 

Children with Disabilities and Their 

Families. 

Background: 

The shortages of related services 

personnel who work in early 

intervention, early childhood, and 

school-based settings are at critical 

levels, resulting in decreased numbers 

of personnel with the skills and 

qualifications needed to serve infants, 

toddlers, children, and youth with 

disabilities (children with disabilities) 

and their families, which may 

ultimately prevent children with 

disabilities from receiving the services 

they need to reach their full potential 

(American Speech Language Hearing 

Association, n.d.; IDEA Infant and 

Toddler Coordinators Association, 2021; 

National Coalition on Personnel 

Shortages in Special Education and 

Related Services, n.d.). 

The shortage is impacted by the low 

number of graduates from related 

services personnel preparation programs 

choosing to work in early intervention 

and special education systems. Related 

services personnel are generally trained 

to serve individuals across the lifespan 

and the curriculum, courses, and 

clinical experiences they receive 

typically are based on a medical model. 

A medical model focuses on diagnosing 

a condition and providing services to 

address the condition in medical 

settings such as hospitals and clinics. 

Related services preparation programs 

vary greatly in the coursework, 

assignments, and clinical experiences 

that focus on children with disabilities 

and service provision in early 

intervention, early childhood, and 

school-based settings. As an example, a 

recent survey of pediatric faculty from 

80 Doctorate of Physical Therapy 

programs (an earned doctorate and 

passing a State licensure exam is 

required to practice physical therapy) 

reported that doctoral students 

(students) engaged in a mean of only 

18.8 hours of experiential learning with 

children and 12.2 hours specifically 

with children who have movement 

limitations or for whom a medical 

diagnosis or developmental delay 

impacts their participation in daily life 

(Wynarczuk et al., 2022). 

Additionally, there is significant 

variation in the extent to which 

students’ related services personnel 

preparation programs introduce them to 

content that develops competencies in 

providing interventions and services to 

children with disabilities and their 

families in early intervention, early 

childhood, and school-based settings. 

For example, to effectively work with 

children with disabilities, related 

services providers need competencies in 

actively engaging and communicating 

with families; collaborating with 

educators and other related services 

providers; implementing evidencebased interventions that will support 

children in achieving positive 

developmental, learning, and academic 

outcomes; supporting children to fully 

participate in inclusive settings; and 

understanding IDEA requirements. With 

limited preparation in providing 

services in early intervention, early 

childhood, and school-based settings, 

related services personnel may lack 

awareness of the type of employment 

opportunities available in these settings 

or may question whether they have the 

competencies needed to work with 

children with disabilities, especially 

those with significant disabilities. 

To effectively support children with 

disabilities in gaining the skills needed 

to access and actively participate in 

their learning and educational 

environments, under this grant 

competition, the Department plans to 

award grants to related services 

personnel preparation programs. The 

grant awards are intended to expand or 

enhance curriculums, courses of study, 

and clinical experiences to increase the 

competencies of related services 

personnel to serve children with 

disabilities and their families in early 

intervention, early childhood, and 

educational settings. This priority also 

will advance the Secretary’s 

Supplemental Priorities 2—Promoting 

Equity in Student Access to Educational 

Resources and Opportunities and 3— 

Supporting a Diverse Educator 

Workforce and Professional Growth to 

Strengthen Student Learning. See 

Secretary’s Final Supplemental 

Priorities and Definitions for 

Discretionary Grants Programs, 

published in the Federal Register on 

December 10, 2021 (86 FR 70612). 

Priority: 

The purpose of this priority is to fund 

Preservice Improvement Enhancement 

Grants to Support Related Service 

Providers to Effectively Serve Children 

with Disabilities and Their Families to 

achieve, at a minimum, the following: 

(a) Increased number of related 

services providers, including those who 

are multilingual and from racially and 

ethnically diverse backgrounds, 

equipped with the competencies 

necessary to deliver services to children 

with disabilities and their families in 

early intervention, early childhood, and 

school-based settings. 

(b) Increased number of institutions of 

higher education (IHEs), including 

Historically Black Colleges and 

Universities (HBCUs),1 Tribally 

Controlled Colleges and Universities 

(TCCUs),2 and other Minority-Serving 

Institutions (MSIs),3 with related 

services personnel preparation 

programs 4 at the associate degree, 

bachelor’s degree, master’s degree, 

educational specialist, or clinical 

doctorate degree level that include 

sufficient coursework, assignments, and 

clinical experiences in early 

intervention, early childhood, and 


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5For the purposes of this priority, 

‘‘competencies’’ means what a person knows and 

can do—the knowledge, skills, and dispositions 

necessary to effectively function in a role (National 

Professional Development Center on Inclusion, 

2011). 

6For 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). 

school-based settings to support 

students in developing competencies to 

serve children with disabilities and 

their families. 

(c) Increased capacity of related 

services faculty to design and 

implement enhanced degree programs at 

the associate degree, bachelor’s degree, 

master’s degree, educational specialist, 

or clinical doctorate degree level that 

prepare related services providers to 

deliver services to children with 

disabilities and their families in early 

intervention, early childhood, and 

school-based settings. 

In addition to these programmatic 

requirements, to be considered for 

funding, applicants must meet the 

following application and 

administrative requirements in this 

priority: 

(a) Demonstrate, in the narrative 

section of the application under 

‘‘Significance,’’ how the proposed 

project will— 

(1) Address the need in the field to 

increase the number of related service 

providers in the proposed area, 

including those who are multilingual 

and from racially and ethnically diverse 

backgrounds, who are fully qualified 

and have the competencies to serve 

children with disabilities and their 

families in early intervention, early 

childhood, and school-based settings; 

(2) Increase the number of related 

service providers, including those who 

are multilingual and from racially and 

ethnically diverse backgrounds, with 

competencies 5 in the proposed degree 

area to provide effective and equitable, 

evidence-based,6 culturally and 

linguistically responsive interventions 

and services in early intervention, early 

childhood, and school-based settings; 

and 

(3) Increase faculty competencies to 

design and deliver content that will 

prepare students, including those who 

are multilingual and from racially and 

ethnically diverse backgrounds, in 

related services personnel preparation 

programs to serve children with 

disabilities and their families. 

(b) Demonstrate, in the narrative 

section of the application under 

‘‘Quality of project services,’’ how the 

project will— 

(1) Enhance or redesign a current 

related services personnel preparation 

degree program to achieve the intended 

outcomes of the proposed project. To 

address this requirement, the applicant 

must describe the approach that will be 

used to— 

(i) Develop or modify a curriculum, 

including courses, assignments, and 

clinical experiences, for the degree 

program to prepare related services 

personnel to provide effective, 

equitable, evidence-based, and 

culturally and linguistically responsive 

instruction, interventions, and services 

in early intervention and school-based 

settings, that improve outcomes for 

children with disabilities and their 

families, including those who are 

multilingual and from racially and 

ethnically diverse backgrounds, in early 

intervention, early childhood, and 

school-based settings. The applicant 

must describe— 

(A) The components of the proposed 

or modified curriculum that show 

coursework, clinical experiences, and 

other requirements, that will build the 

competencies of related services 

personnel to provide services in early 

intervention, early childhood, and 

school-based settings; 

(B) The approach that will be used to 

identify and incorporate current 

research, evidence-based practices 

(EBPs), and State and national 

professional organization personnel 

standards in the development and 

delivery of the curriculum; 

(C) The knowledge and competencies 

students will acquire in the curriculum, 

including knowledge and competencies 

necessary to provide effective, equitable, 

and evidence-based interventions and 

services in early intervention and 

school-based settings for children with 

disabilities and their families; and 

(D) How coursework and clinical 

experience will be designed to enable 

students to acquire competencies to 

actively engage and communicate with 

families; collaborate with educators and 

other related services providers; 

implement evidence-based 

interventions that will support 

children’s ability to obtain positive 

developmental, learning, and academic 

outcomes; support children to fully 

participate in inclusive settings; and 

understand requirements of the IDEA; 

and 

(ii) Develop partnerships with early 

intervention, early childhood, and 

school-based sites to prepare related 

services personnel to provide effective, 

equitable, and evidence-based 

interventions and services in early 

intervention and school-based settings 

to improve outcomes for children with 

disabilities and their families; and 

(2) Provide professional development 

to faculty and staff to develop their 

capacity to develop and deliver courses 

and the curriculum that prepares 

students to provide services in early 

intervention, early childhood, and 

school-based settings. 

(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 project director and other key 

project personnel will manage the 

components of the project; 

(4) The time commitments of the 

project director and other key project 

personnel are adequate to meet the 

objectives of the proposed project; 

(5) The proposed management plan 

will ensure that the project will meet 

the proposed objectives and the degree 

program will be of high quality; and 

(6) The proposed project will benefit 

from a diversity of partner perspectives, 

including faculty, community partners, 

families of children with disabilities, 

early intervention, and 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 describe— 

(i) The relevant outcomes to be 

measured for the project, particularly 

the faculty’s and students’ acquisition of 

required competencies; and 

(ii) The evaluation methodologies, 

data collection methods, and data 

analyses that will be used; and 

(2) Collect, analyze, and use data on 

students in the program to inform the 

proposed project on an ongoing basis. 


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13056 Federal Register / Vol. 89, No. 35 / Wednesday, February 21, 2024 / Notices 

(f) Address the following application 

requirements and 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, and screen shots 

may 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 chair of the 

department where the project will be 

located affirming support for the 

proposal; 

(3) Provide an assurance that if the 

project maintains a website, it will be of 

high quality, with an easy-to-navigate 

design that meets or exceeds 

government and 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’ conference no 

later than the end of the third quarter of 

each budget period if the conference is 

conducted virtually; and 

(5) Provide an assurance that the 

project will submit the enhanced 

curriculum and syllabi for courses that 

are included in the related services 

personnel preparation program. 

Competitive Preference Priority: 

Within this absolute priority, we give 

competitive preference to applications 

that address the following priority. 

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

an additional three points to an 

application that meets the competitive 

preference priority. Applicants must 

indicate in the abstract if the 

competitive preference priority is 

addressed. 

The competitive preference priority 

is: 

Applications from HBCUs, TCCUs, 

and other MSIs, and private nonprofit 

organizations that have legal authority 

to enter into grants and cooperative 

agreements with the Federal 

government on behalf of an HBUC, 

TCCU, and other MSI (0 or 3 points). 

References 

American Speech Language Hearing 

Association. (n.d.). Recruiting and 

retaining qualified school-based SLPs. 

www.asha.org/careers/recruitment/ 

schools/. 

IDEA Infant and Toddler Coordinators 

Association. (2021). Tipping points 

survey: Demographics, challenges, and 

opportunities. 

www.ideainfanttoddler.org/pdf/2021- 

Tipping-Points-Survey.pdf. 

National Coalition on Personnel Shortages in 

Special Education. (n.d.) About the 

shortage. https://specialedshortages.org/ 

about-the-shortage/. 

National Professional Development Center on 

Inclusion. (Aug. 2011). Competencies for 

early childhood educators in the context 

of inclusion: Issues and guidance for 

States. The University of North Carolina, 

FPG Child Development Institute. 

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

npdci.fpg.unc.edu/files/resources/ 

NPDCI-Competencies-2011_0.pdf. 

Wynarczuk, K.D., Gagnon, K., Fiss, A.L.F., 

Kendall, E., Schreiber, J., & Rapport, M.J. 

(2022). The how and the why of 

including children: Experiential learning 

in teaching physical therapist students. 

Pediatric Physical Therapy, 34(3), 400– 

409. https://doi.org/10.1097/ 

PEP.0000000000000920. 

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 

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: Discretionary grants. 

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 $2,000,000 

for this competition. The actual level of 

funding, if any, depends on final 

congressional action. However, we are 

inviting applications to allow enough 

time to complete the grant process if 

Congress appropriates funds for this 

program. 

Contingent upon the availability of 

funds and the quality of applications, 

we may make additional awards in FY 

2025 from the list of unfunded 

applications from this competition. 

Estimated Range of Awards: $125,000 

to $150,000 per year. 

Estimated Average Size of Awards: 

$135,000 per year. 

Maximum Award: We will not make 

an award exceeding $450,000 per 

project for a project period of 36 

months. 

Note: Applicants must describe, in 

their applications, the amount of 

funding being requested for each 12- 

month budget period. 

Estimated Number of Awards: 13. 

Note: The Department is not bound by 

any estimates in this notice. 

Project Period: Up to 36 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: Applicants with an active 

84.325K, 84.325M, or 84.325R grant in 

the discipline degree program being 

proposed for enhancement are not 

eligible to apply for this award. For the 

purpose of this priority, a grant is active 

until the end of the grant’s project or 

funding period, including any 

extensions of those periods that extend 

the grantee’s authority to obligate funds. 

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 


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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/d/ 

2022-26554, which contain 

requirements and information on how to 

submit an application. 

2. Intergovernmental Review: This 

competition is subject to Executive 

Order 12372 and the regulations in 34 

CFR part 79. Information about 

Intergovernmental Review of Federal 

Programs under Executive Order 12372 

is in the application package for this 

competition. 

3. Funding Restrictions: We reference 

regulations outlining funding 

restrictions in the Applicable 

Regulations section of this notice. 

4. Recommended Page Limit: The 

application narrative is where you, the 

applicant, address the selection criteria 

that reviewers use to evaluate your 

application. We recommend that you (1) 

limit the application narrative to no 

more than 40 pages and (2) use the 

following standards: 

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

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

and both sides. 

• Double-space (no more than three 

lines per vertical inch) all text in the 

application narrative, including titles, 

headings, footnotes, quotations, 

reference citations, and captions, as well 

as all text in charts, tables, figures, 

graphs, and screen shots. 

• Use a font that is 12 point or larger. 

• Use one of the following fonts: 

Times New Roman, Courier, Courier 

New, or Arial. 

The recommended page limit does not 

apply to the cover sheet; the budget 

section, including the narrative budget 

justification; the assurances and 

certifications; or the abstract (follow the 

guidance provided in the application 

package for completing the abstract), the 

table of contents, the list of priority 

requirements, the resumes, the reference 

list, the letters of support, or the 

appendices. However, the 

recommended page limit does apply to 

all of the application narrative, 

including all text in charts, tables, 

figures, graphs, and screen shots. 

V. Application Review Information 

1. Selection Criteria: The selection 

criteria for this competition are from 34 

CFR 75.210 and are listed below: 

(a) Significance (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. 


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(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: 

(1) The adequacy of support, 

including facilities, equipment, 

supplies, and other resources, from the 

applicant organization or the lead 

applicant organization; and 

(2) The extent to which the costs are 

reasonable in relation to the objectives, 

design, and potential significance of the 

proposed project. 

(e) Quality of the project evaluation 

(15 points). 

(1) The Secretary considers the 

quality of the evaluation to be 

conducted of the proposed project. 

(2) In determining the quality of the 

evaluation, the Secretary considers the 

following factors: 

(i) The extent to which the methods 

of evaluation are thorough, feasible, and 

appropriate to the goals, objectives, and 

outcomes of the proposed project; and 

(ii) The extent to which the methods 

of evaluation will provide performance 

feedback and permit periodic 

assessment of progress toward achieving 

intended outcomes. 

2. Review and Selection Process: We 

remind potential applicants that in 

reviewing applications in any 

discretionary grant competition, the 

Secretary may consider, under 34 CFR 

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

applicant in carrying out a previous 

award, such as the applicant’s use of 

funds, achievement of project 

objectives, and compliance with grant 

conditions. The Secretary may also 

consider whether the applicant failed to 

submit a timely performance report or 

submitted a report of unacceptable 

quality. 

In addition, in making a competitive 

grant award, the Secretary requires 

various assurances, including those 

applicable to Federal civil rights laws 

that prohibit discrimination in programs 

or activities receiving Federal financial 

assistance from the Department (34 CFR 

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

3. Additional Review and Selection 

Process Factors: In the past, the 

Department has had difficulty finding 

peer reviewers for certain competitions 

because so many individuals who are 

eligible to serve as peer reviewers have 

conflicts of interest. The standing panel 

requirements under section 682(b) of 

IDEA also have placed additional 

constraints on the availability of 

reviewers. Therefore, the Department 

has determined that for some 

discretionary grant competitions, 

applications may be separated into two 

or more groups and ranked and selected 

for funding within specific groups. This 

procedure will make it easier for the 

Department to find peer reviewers by 

ensuring that greater numbers of 

individuals who are eligible to serve as 

reviewers for any particular group of 

applicants will not have conflicts of 

interest. It also will increase the quality, 

independence, and fairness of the 

review process, while permitting panel 

members to review applications under 

discretionary grant competitions for 

which they also have submitted 

applications. 

4. Risk Assessment and Specific 

Conditions: Consistent with 2 CFR 

200.206, before awarding grants under 

this competition the Department 

conducts a review of the risks posed by 

applicants. Under 2 CFR 200.208, the 

Secretary may impose specific 

conditions, and under 2 CFR 3474.10, in 

appropriate circumstances, high-risk 

conditions on a grant if the applicant or 

grantee is not financially stable; has a 

history of unsatisfactory performance; 

has a financial or other management 

system that does not meet the standards 

in 2 CFR part 200, subpart D; has not 

fulfilled the conditions of a prior grant; 

or is otherwise not responsible. 

5. Integrity and Performance System: 

If you are selected under this 

competition to receive an award that 

over the course of the project period 

may exceed the simplified acquisition 

threshold (currently $250,000), under 2 

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

judgment about your integrity, business 

ethics, and record of performance under 

Federal awards—that is, the risk posed 

by you as an applicant—before we make 

an award. In doing so, we must consider 

any information about you that is in the 

integrity and performance system 

(currently referred to as the Federal 

Awardee Performance and Integrity 

Information System (FAPIIS)), 

accessible through the System for 

Award Management. You may review 

and comment on any information about 

yourself that a Federal agency 

previously entered and that is currently 

in FAPIIS. 

Please note that, if the total value of 

your currently active grants, cooperative 

agreements, and procurement contracts 

from the Federal Government exceeds 

$10,000,000, the reporting requirements 

in 2 CFR part 200, Appendix XII, 

require you to report certain integrity 

information to FAPIIS semiannually. 

Please review the requirements in 2 CFR 

part 200, Appendix XII, if this grant 

plus all the other Federal funds you 

receive exceed $10,000,000. 

6. In General: In accordance with the 

Office of Management and Budget’s 

guidance located at 2 CFR part 200, all 

applicable Federal laws, and relevant 

Executive guidance, the Department 

will review and consider applications 

for funding pursuant to this notice 

inviting applications in accordance 

with: 

(a) Selecting recipients most likely to 

be successful in delivering results based 

on the program objectives through an 

objective process of evaluating Federal 

award applications (2 CFR 200.205); 

(b) Prohibiting the purchase of certain 

telecommunication and video 

surveillance services or equipment in 

alignment with section 889 of the 

National Defense Authorization Act of 

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

(c) Providing a preference, to the 

extent permitted by law, to maximize 

use of goods, products, and materials 

produced in the United States (2 CFR 

200.322); and 

(d) Terminating agreements in whole 

or in part to the greatest extent 

authorized by law if an award no longer 

effectuates the program goals or agency 

priorities (2 CFR 200.340). 

VI. Award Administration Information 

1. Award Notices: If your application 

is successful, we notify your U.S. 

Representative and U.S. Senators and 

send you a Grant Award Notification 

(GAN); or we may send you an email 

containing a link to access an electronic 

version of your GAN. We may notify 

you informally, also. 

If your application is not evaluated or 

not selected for funding, we notify you. 

2. Administrative and National Policy 

Requirements: We identify 

administrative and national policy 

requirements in the application package 

and reference these and other 

requirements in the Applicable 

Regulations section of this notice. 

We reference the regulations outlining 

the terms and conditions of an award in 

the Applicable Regulations section of 

this notice and include these and other 

specific conditions in the GAN. The 

GAN also incorporates your approved 

application as part of your binding 

commitments under the grant. 

3. Open Licensing Requirements: 

Unless an exception applies, if you are 

awarded a grant under this competition, 

you will be required to openly license 

to the public grant deliverables created 

in whole, or in part, with Department 

grant funds. When the deliverable 

consists of modifications to pre-existing 

works, the license extends only to those 

modifications that can be separately 

identified and only to the extent that 

open licensing is permitted under the 


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Federal Register / Vol. 89, No. 35 / Wednesday, February 21, 2024 / Notices 13059 

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 EBPs 

into their curricula; and (2) the 

percentage of scholars completing the 

preparation program who are 

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 the Office 

of Special Education Programs. 

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 

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

file, braille, large print, audiotape, or 

compact disc, or other accessible format. 

Electronic Access to This Document: 

The official version of this document is 

the document published in the Federal 

Register. You may access the official 

edition of the Federal Register and the 

Code of Federal Regulations at 

www.govinfo.gov. At this site you can 

view this document, as well as all other 

documents of this Department 

published in the Federal Register, in 

text or Portable Document Format 

(PDF). To use PDF you must have 

Adobe Acrobat Reader, which is 

available free at the site. 

You may also access documents of the 

Department published in the Federal 

Register by using the article search 

feature at www.federalregister.gov. 

Specifically, through the advanced 

search feature at this site, you can limit 

your search to documents published by 

the Department. 

Glenna Wright-Gallo, 

Assistant Secretary for Special Education and 

Rehabilitative Services. 

[FR Doc. 2024–03439 Filed 2–20–24; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

[Docket No.: ED–2024–SCC–0030] 

Agency Information Collection 

Activities; Comment Request; Gainful 

Employment/Financial Value 

Transparency Reporting Requirements 

AGENCY: Federal Student Aid (FSA), 

Department of Education (ED). 

ACTION: Notice. 

SUMMARY: In accordance with the 

Paperwork Reduction Act (PRA) of 

1995, the Department is proposing a 

new information collection request 

(ICR). 

DATES: Interested persons are invited to 

submit comments on or before April 22, 

2024. 

ADDRESSES: To access and review all the 

documents related to the information 

collection listed in this notice, please 

use http://www.regulations.gov by 

searching the Docket ID number ED– 

2024–SCC–0030. Comments submitted 

in response to this notice should be 

submitted electronically through the 

Federal eRulemaking Portal at http://

www.regulations.gov by selecting the 

Docket ID number or via postal mail, 

commercial delivery, or hand delivery. 

If the regulations.gov site is not 

available to the public for any reason, 

the Department will temporarily accept 

comments at ICDocketMgr@ed.gov. 

Please include the docket ID number 

and the title of the information 

collection request when requesting 

documents or submitting comments. 

Please note that comments submitted 

after the comment period will not be 

accepted. Written requests for 

information or comments submitted by 

postal mail or delivery should be 

addressed to the Manager of the 

Strategic Collections and Clearance 

Governance and Strategy Division, U.S. 

Department of Education, 400 Maryland 

Ave. SW, LBJ, Room 6W203, 

Washington, DC 20202–8240. 

FOR FURTHER INFORMATION CONTACT: For 

specific questions related to collection 

activities, please contact Beth 

Grebeldinger, 202–377–4018. 

SUPPLEMENTARY INFORMATION: The 

Department, in accordance with the 

Paperwork Reduction Act of 1995 (PRA) 


khammond on DSKJM1Z7X2PROD with NOTICES