Federal Register / Vol. 89, No. 195 / Tuesday, October 8, 2024 / Notices 81503 

Financial Management System (FMS) 

Additionally, entities may request 

access to eZ-Audit and the U.S. 

Department of Homeland Security’s 

Systemic Alien Verification 

Entitlements (SAVE) Program through 

FSA Partner Connect to manage Title IV, 

HEA assistance programs. 

Dated: October 2, 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. 2024–23178 Filed 10–7–24; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

[Docket No.: ED–2024–SCC–0126] 

Agency Information Collection 

Activities; Comment Request; Student 

Assistance General Provisions— 

Readmission for Servicemembers 

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 

December 9, 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–0126. 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 4C210, Washington, 

DC 20202–1200. 

FOR FURTHER INFORMATION CONTACT: For 

specific questions related to collection 

activities, please contact Beth 

Grebeldinger, 202–570–8414. 

SUPPLEMENTARY INFORMATION: The 

Department, in accordance with the 

Paperwork Reduction Act of 1995 (PRA) 

(44 U.S.C. 3506(c)(2)(A)), provides the 

general public and Federal agencies 

with an opportunity to comment on 

proposed, revised, and continuing 

collections of information. This helps 

the Department assess the impact of its 

information collection requirements and 

minimize the public’s reporting burden. 

It also helps the public understand the 

Department’s information collection 

requirements and provide the requested 

data in the desired format. The 

Department is soliciting comments on 

the proposed information collection 

request (ICR) that is described below. 

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: Student Assistance 

General Provisions—Readmission for 

Servicemembers. 

OMB Control Number: 1845–0095. 

Type of Review: An extension without 

change of a currently approved ICR. 

Respondents/Affected Public: 

Individuals and Households; Private 

Sector; State, Local, and Tribal 

Governments. 

Total Estimated Number of Annual 

Responses: 4,570. 

Total Estimated Number of Annual 

Burden Hours: 1,531. 

Abstract: The Department of 

Education (the Department) is 

requesting an extension without change 

of the current recordkeeping 

information collection. There has been 

no change in either the statute as 

provided by the Higher Education Act of 

1965, as amended (HEA) or in the 

regulations. The regulations identify the 

requirements under which an 

institution must readmit 

servicemembers with the same 

academic status they held at the 

institution when they last attended (or 

were accepted for attendance). The 

regulations require institutions to charge 

readmitted servicemembers, for the first 

academic year of their return, the same 

institutional charges they were charged 

for the academic year during which they 

left the institution (see section 484C of 

the HEA). 

Dated: October 3, 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. 2024–23260 Filed 10–7–24; 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—Preparation of Special 

Education, Early Intervention, and 

Related Services Leadership 

Personnel 

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) 2025 for Personnel 

Development to Improve Services and 

Results for Children with Disabilities— 

Preparation of Special Education, Early 

Intervention, and Related Services 

Leadership Personnel. 

DATES: 

Applications Available: October 8, 

2024. 

Deadline for Transmittal of 

Applications: November 22, 2024. 

Deadline for Intergovernmental 

Review: February 5, 2025. 

Pre-Application Webinar Information: 

No later than October 15, 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 www.ed.gov/about/edoffices/osers/osep/new-osep-grantcompetitions. 

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 


ddrumheller on DSK120RN23PROD with NOTICES1
81504 Federal Register / Vol. 89, No. 195 / Tuesday, October 8, 2024 / Notices 

(87 FR 75045) and available at 

www.federalregister.gov/documents/ 

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

FOR FURTHER INFORMATION CONTACT: 

Celia Rosenquist, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 4A10, Washington, DC 20202. 

Telephone: 202–245–7373. Email: 

Celia.Rosenquist@ed.gov. 

If you are deaf, hard of hearing, or 

have a speech disability and wish to 

access telecommunications relay 

services, please dial 7–1–1. 

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement 

I. Funding Opportunity Description 

Purposes of Program: The purposes of 

this program are to (1) help address 

State-identified needs for personnel 

preparation in special education, early 

intervention, related services, and 

regular education to work with children, 

including infants and toddlers, with 

disabilities; and (2) ensure that those 

personnel have the necessary skills and 

knowledge, derived from practices that 

have been determined through 

scientifically based research and 

experience, to be successful in serving 

those children. 

Assistance Listing Number: 84.325D. 

OMB Control Number: 1820–0028. 

Priorities: This competition includes 

one absolute priority and two 

competitive preference priorities. In 

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

the absolute priority 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). Competitive 

Preference Priority 1 is from the 

Administrative Priorities for 

Discretionary Grants Programs 

published in the Federal Register on 

March 9, 2020 (85 FR 13640) 

(Administrative Priorities), and 

Competitive Preference Priority 2 is 

from the Secretary’s Supplemental 

Priorities and Definitions for 

Discretionary Grants Programs 

published in the Federal Register on 

December 10, 2021 (86 FR 70612) 

(Supplemental Priorities). 

Absolute Priority: For FY 2025 and 

any subsequent year in which we make 

awards from the list of unfunded 

applications from this competition, this 

priority is an absolute priority. Under 34 

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

applications that meet this priority. 

This priority is: 

Preparation of Special Education, 

Early Intervention, and Related Services 

Leadership Personnel. 

Background: 

The Department is committed to 

promoting equity for children with 

disabilities to access educational 

resources and opportunities. The 

Department also places a high priority 

on increasing the number of leadership 

personnel, including increasing the 

number of multilingual leadership 

personnel and leadership personnel 

from racially and ethnically diverse 

backgrounds, who provide, or prepare 

others to provide, services to children 

with disabilities. Further, the 

Department also prioritizes diversity 

and being inclusive of all eligible 

applicants, particularly applications 

from new potential grantees that prepare 

special education, early intervention, 

and related services leadership 

personnel. To support these goals, 

under this absolute priority, the 

Department will fund projects that 

support doctoral degree programs to 

prepare and increase the number of 

personnel who are well qualified for, 

and can act effectively in, leadership 

positions as researchers and special 

education/early intervention/related 

services personnel preparers in 

institutions of higher education (IHEs), 

or as leaders in State educational 

agencies (SEAs), lead agencies (LAs) 

under Part C of IDEA, local educational 

agencies (LEAs), early intervention 

services programs (EIS programs), or 

schools, including increasing the 

number of multilingual leadership 

personnel and leadership personnel 

from racially and ethnically diverse 

backgrounds at the doctoral level in 

special education, early intervention, 

and related services. 

There is a well-documented need for 

special education, early intervention, 

and related services leadership 

personnel who serve critical roles 

within different settings (Bellamy & 

Iwaszuk, 2017; National Association of 

School Psychologists, 2021; NCSI, 

2018a; NCSI, 2018b; Robb et al., 2012; 

Tucker et al., 2020). For example, 

leadership personnel in IHEs teach 

practices supported by research to 

future special education, early 

intervention, related services, and 

general education professionals. These 

leaders also conduct research that 

increases knowledge of effective 

interventions and services for children, 

including infants and toddlers, and 

youth with disabilities. Another 

example of a critical leadership role 

includes special education and early 

intervention administrators who 

supervise and evaluate the 

implementation of instructional 

programs to ensure that State or local 

agencies are meeting the needs of 

children with disabilities. 

Administrators also ensure that schools 

and programs meet Federal, State, and 

local requirements for special 

education, early intervention, and 

related services. 

The need to increase the number of 

multilingual leadership personnel and 

leadership personnel from racially and 

ethnically diverse backgrounds has been 

recognized due to the significant 

benefits for both personnel and the 

children they serve (e.g., CarverThomas, 2018; deBettencourt et al., 

2016). For example, special education 

programs at IHEs benefit from 

multilingual faculty and faculty from 

racially and ethnically diverse 

backgrounds who bring different 

perspectives, experiences, and contexts 

to the program and its design, which, in 

turn, benefits the individuals enrolled 

in the program and the children with 

disabilities those individuals will 

ultimately serve (e.g., deBettencourt, et 

al., 2016; Maggin et al., 2021). A 

multilingual faculty and faculty from 

racially and ethnically diverse 

backgrounds also brings different 

perspectives, experiences, and contexts 

to research, which is critical to 

promoting innovative advances in 

knowledge and practice (e.g., Hofstra et 

al., 2020), including advances in 

knowledge of effective culturally and 

linguistically responsive instruction and 

interventions and services that improve 

outcomes for children with disabilities. 

Special education and early 

intervention administrators have a 

critical role in increasing the number of 

multilingual personnel and personnel 

from racially and ethnically diverse 

backgrounds who support children with 

disabilities through policies, initiatives, 

and promoting an inclusive culture in 

early intervention and school settings 

(e.g., Carver-Thomas, 2018; Steiner et 

al., 2022) as well as retaining personnel. 

Administrators also ensure that schools 

and programs implement culturally and 

linguistically responsive instructional 

programs to ensure that State or local 

agencies are meeting the needs of 

children with disabilities (Bellamy et 

al., 2014). 

Leadership personnel can have 

significant influence in preparing and 

supporting personnel, policy, and 

research. All leadership personnel need 

to promote high expectations and have 

current knowledge of effective 

culturally and linguistically responsive 

instruction, interventions, and services 

that improve outcomes for children with 

disabilities. Critical competencies for 


ddrumheller on DSK120RN23PROD with NOTICES1
Federal Register / Vol. 89, No. 195 / Tuesday, October 8, 2024 / Notices 81505 

1For the purposes of this priority, a 

‘‘partnership’’ is a group comprised of two or three 

IHEs with doctoral programs in which (a) each IHE 

enrolls and supports scholars as part of the 

partnership, and (b) the partnership provides joint 

experiences each year for scholars to learn from 

faculty and scholars at each participating IHE that 

promote the acquisition of leadership competencies 

through coursework, research, internship 

experiences, work-based experiences, or other 

opportunities as a requirement of the project. 

2For the purposes of this priority, ‘‘scholar’’ is 

limited to an individual who (a) is pursuing a 

doctoral degree related to special education, early 

intervention, or related services; (b) receives 

scholarship assistance as authorized under section 

662 of IDEA (34 CFR 304.3(g)); and (c) will be able 

to be employed in a position that serves children 

with disabilities for at least 51 percent of their time 

or case load. See https://pdp.ed.gov/OSEP/Home/ 

Regulation for more information. 

special education, early intervention, 

and related services leadership 

personnel vary depending on the type of 

leadership personnel and the 

requirements of the preparation 

program, but can include, for example, 

skills needed for postsecondary 

instruction, administration and 

supervision, interpreting and applying 

research, policy development and 

implementation, organizational and 

systems change, communication, 

collaboration, and the use of 

technologies to support in-person and 

distance education (Boscardin & 

Lashley, 2018; Bruns et al., 2017; 

McCorkle et al., 2023). Scholars’ 

acquisition of competencies and success 

in doctoral programs depend on factors 

such as mentoring, supportive 

supervision, experiential learning 

opportunities, access to resources, and 

developing and enhancing professional 

networks and collaborative learning 

opportunities (Douglas, 2020; McCorkle 

et al., 2023; Sverdlik et al., 2018). 

Networks, in particular, are integral to 

leadership development and critical to 

addressing complex problems (CullenLester et al., 2017; Hoppe & Reinelt, 

2010). 

Priority: 

The purpose of this priority is to 

support doctoral degree programs to 

prepare and increase the number of 

personnel who are well-qualified for, 

and can act effectively in, leadership 

positions as researchers and special 

education/early intervention/related 

services personnel preparers in IHEs, or 

as leaders in SEAs, LAs under Part C of 

IDEA, LEAs, or EIS programs, including 

increasing the number of multilingual 

leadership personnel and leadership 

personnel from racially and ethnically 

diverse backgrounds at the doctoral 

level in special education, early 

intervention, and related services. 

Proposed projects must be designed to 

prepare graduates to be well-qualified 

for, and act effectively in, leadership 

positions as researchers and special 

education/early intervention/related 

services personnel preparers in IHEs, or 

as leaders in SEAs, LAs, LEAs, or EIS 

programs. Projects must support a 

program that culminates in a doctoral 

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

Note: Eligible applicants include 

partnerships 1 that are comprised of two 

or three IHEs with doctoral programs 

that prepare scholars 2 and otherwise 

meet the eligibility requirements. For 

additional information regarding group 

applications, refer to 34 CFR 75.127, 

75.128, and 75.129. 

Note: Project periods under this 

priority may be up to 60 months. 

Projects should be designed to ensure 

that all proposed scholars successfully 

complete the program within 60 months 

from the start of the project. The 

Secretary may reduce continuation 

awards for any project in which scholars 

are not on track to complete the program 

by the end of that period. 

To be considered for funding under 

this absolute priority, applicants must 

meet the application requirements 

contained in the priority. All projects 

funded under this absolute priority also 

must meet the programmatic and 

administrative requirements specified in 

the priority. 

Note: Preparation programs that lead 

to clinical doctoral degrees in related 

services (e.g., a Doctor of Audiology 

degree or Doctor of Physical Therapy 

degree) are not included in this priority. 

These types of preparation programs are 

eligible to apply for funding under the 

Personnel Preparation of Special 

Education, Early Intervention, and 

Related Services Personnel at 

Historically Black Colleges and 

Universities, Tribally Controlled 

Colleges and Universities, and other 

Minority Serving Institutions priority 

(84.325M) that the Office of Special 

Education Programs (OSEP) intends to 

fund in FY 2025. 

To meet the requirements of this 

priority, an applicant must— 

(a) Demonstrate, in the narrative 

section of the application under 

‘‘Significance,’’ how— 

(1) The proposed project would 

increase the number of leadership 

personnel who are well qualified to 

advance practice, policy, or research in 

the project’s preparation focus area and 

how it will provide, or prepare others to 

provide, effective culturally and 

linguistically responsive instruction, 

interventions, and services that improve 

outcomes for children with disabilities; 

(2) The doctoral program to date has 

been successful (including program 

data, if available) in producing 

leadership personnel. Applicants 

should include data for the number of 

students who have completed the 

doctoral program disaggregated by race, 

national origin and primary language(s), 

and disability status; the types of 

leadership positions that recent program 

graduates are employed in related to 

their preparation; the professional 

accomplishments of program graduates 

that demonstrate their leadership in 

special education, early intervention, or 

related services (e.g., public service, 

awards, publications); and the 

percentage of program graduates finding 

employment related to their preparation 

serving students with disabilities in 

underserved communities if applicable 

(e.g., employed in districts with high 

rates of poverty); and 

Note: Data on the success of a doctoral 

program should be no more than 5 years 

old on the start date of the project 

proposed in the application. When 

reporting percentages, the denominator 

(i.e., the total number of scholars or 

program graduates) must be provided. 

(3) Scholar competencies to be 

acquired in the program relate to 

knowledge and skills needed by the 

leadership personnel in the project’s 

proposed preparation focus area to 

provide, or prepare others to provide, 

effective culturally and linguistically 

responsive instruction, interventions, 

and services, including through distance 

education, that improve outcomes for 

children with disabilities. 

(b) Demonstrate, in the narrative 

section of the application under 

‘‘Quality of project services,’’ how— 

(1) The applicant will recruit and 

retain scholars participating in the 

project. To meet this requirement, the 

narrative must describe— 

(i) The selection criteria the applicant 

will use to identify doctoral applicants 

for admission to the program; 

Note: Doctoral applicants admitted to 

the program must be newly enrolled in 

the doctoral training program within the 

proposed project’s preparation focus 

area; 

(ii) The recruitment strategies the 

project will use to attract doctoral 

applicants, including from groups that 

are underrepresented in the field, 

including applicants with disabilities, 

multilingual applicants, and applicants 

from racially and ethnically diverse 

backgrounds, to ensure a diverse pool of 

applicants; and 

Note: Applicants should engage in 

focused outreach and recruitment to 

increase the number of doctoral 

applicants from groups that are 

underrepresented in the field, including 

applicants with disabilities, 


ddrumheller on DSK120RN23PROD with NOTICES1
81506 Federal Register / Vol. 89, No. 195 / Tuesday, October 8, 2024 / Notices 

3For the purposes of this priority, ‘‘high-need 

LEA’’ means an LEA (a) that serves not fewer than 

10,000 children from families with incomes below 

the poverty line; or (b) for which not less than 20 

percent of the children are from families with 

incomes below the poverty line. 

4For the purposes of this priority, ‘‘high-poverty 

school’’ means a school in which at least 50 percent 

of students are from low-income families as 

determined using one of the measures of poverty 

specified in section 1113(a)(5) of the Elementary 

and Secondary Education Act of 1965, as amended 

(ESEA). For middle and high schools, eligibility 

may be calculated on the basis of comparable data 

from feeder schools. Eligibility as a high-poverty 

school under this definition is determined on the 

basis of the most currently available data. 

multilingual applicants, and applicants 

from racially and ethnically diverse 

backgrounds, but the scholar selection 

criteria the applicant intends to use 

must ensure equal access and treatment 

of all applicants seeking admission to 

the program and must be consistent 

with applicable law, including Federal 

civil rights laws. 

(iii) The approach that will be used to 

mentor and support all scholars in 

completing the program and preparing 

them for careers in special education, 

early intervention, or related services; 

and 

(2) The project is designed to promote 

the acquisition of the competencies 

needed by leadership personnel in the 

project’s proposed preparation focus 

area to provide, or prepare others to 

provide, effective culturally and 

linguistically responsive instruction, 

interventions, and services that improve 

outcomes for children with disabilities. 

To address this requirement, the 

applicant must describe how— 

(i) The proposed project components, 

such as coursework, research, 

internship experiences, work-based 

experiences, program evaluation, and 

other opportunities provided to 

scholars, and sequence of the 

components will enable the scholars to 

acquire the competencies needed by 

leadership personnel; 

Note: Applicants that propose 

partnership projects must describe how 

the project components and sequence of 

the components are designed to ensure 

that scholars have opportunities to 

acquire the competencies needed by 

leadership personnel through engaging 

and collaborating with faculty and 

scholars at each IHE participating in the 

partnership. 

(ii) The proposed project components 

will prepare scholars to provide, or 

prepare others to provide, culturally and 

linguistically responsive effective 

instruction, interventions, and services 

that improve outcomes for children with 

disabilities, in a variety of educational 

or early childhood and early 

intervention settings, including inperson and remote settings; 

(iii) The proposed project will engage 

partners, including multilingual 

individuals, individuals and families 

from racially and ethnically diverse 

backgrounds, public or private entities 

(e.g., organizations, centers, agencies, 

schools, programs) that provide services 

to multilingual children with 

disabilities and their families, and 

public or private entities that provide 

services to children of color with 

disabilities and their families, to inform 

project components; and 

(iv) The proposed project components 

will promote the acquisition of scholars’ 

knowledge of strategies and approaches 

in attracting, preparing, and retaining 

future personnel with disabilities, 

multilingual personnel and personnel 

from racially and ethnically diverse 

backgrounds, who will work with, and 

provide effective culturally and 

linguistically responsive instruction, 

interventions, and services to, children 

with disabilities and their families. 

(c) Demonstrate, in the narrative 

section of the application under 

‘‘Quality of the Project Personnel and 

Management Plan,’’ how— 

(1) The project director and other key 

project personnel are qualified to 

prepare scholars in the project’s 

preparation focus area; 

(2) The project director and other key 

project personnel will manage the 

components of the project; 

(3) The time commitments of the 

project director and other key project 

personnel are adequate to meet the 

objectives of the proposed project; and 

(4) For proposed partnership projects, 

the project will establish policies, 

procedures, standards, and fiscal 

management of the partnership. 

(d) Demonstrate, in the narrative 

section of the application under 

‘‘Adequacy of resources,’’ how— 

(1) Information regarding the types of 

accommodations and resources 

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

university and community mental 

health supports, counseling services, 

health resources, housing resources, 

childcare) will be disseminated and 

how the project will support scholars 

accessing those accommodations and 

resources on a timely basis, if needed, 

while the scholar is in the project; 

(2) The types of accommodations and 

resources provided to support scholars’ 

well-being and a work-life balance will 

be individualized based on scholars’ 

cultural, academic, and social emotional 

needs with the goal of supporting them 

to complete the program; and 

(3) The budget is adequate for meeting 

the project objectives and mitigating 

financial burden to scholars while 

completing the program of study. 

Note: Scholar support does not need 

to be uniform for all scholars and 

should be customized for individual 

scholars based on the scholar’s financial 

needs, including a consideration of all 

costs associated with the attendance, 

even if that means enrolling fewer 

scholars as part of the proposed project. 

Scholar support can include support for 

cost of attendance (i.e., tuition and fees; 

university student health insurance; an 

allowance for books, materials, and 

supplies; an allowance for 

miscellaneous personal expenses; an 

allowance for dependent care, such as 

childcare; an allowance for 

transportation; and an allowance for 

room and board), travel in conjunction 

with training assignments, including 

conference registration, and stipends to 

support scholars’ completion of the 

program and professional development. 

Projections for scholar support should 

consider tuition increases and cost of 

living increases over the project period. 

(e) Demonstrate, in the narrative 

section of the application under 

‘‘Quality of the project evaluation,’’ how 

the applicant will— 

(1) Evaluate how well the goals or 

objectives of the proposed leadership 

project have been met. The applicant 

must describe the outcomes to be 

measured for both the project and the 

scholars, particularly the acquisition of 

scholars’ competencies, and the 

evaluation methodologies to be 

employed, data collection methods, and 

possible analyses; and 

(2) Collect, analyze, and use data on 

scholars supported by the project to 

inform the proposed project on an 

ongoing basis. 

(f) Demonstrate, in the appendices or 

narrative under ‘‘Required project 

assurances’’ as directed, that the 

following requirements are met. The 

applicant must— 

(1) Include, in Appendix A of the 

application— 

(i) Charts, tables, figures, graphs, 

screen shots, and visuals that provide 

information directly relating to the 

application requirements for the 

narrative. Appendix A should not be 

used for supplementary information. 

Please note that charts, tables, figures, 

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

and 

(ii) A letter of support from a public 

or private partnering agency, school, or 

program, that states it will provide 

scholars with a field or clinic 

experience in a high-need LEA,3 a highpoverty school,4 a school implementing 


ddrumheller on DSK120RN23PROD with NOTICES1
Federal Register / Vol. 89, No. 195 / Tuesday, October 8, 2024 / Notices 81507 

5For the purposes of this priority, ‘‘school 

implementing a comprehensive support and 

improvement plan’’ means a school identified for 

comprehensive support and improvement by a State 

under section 1111(c)(4)(D) of the ESEA that 

includes (a) not less than the lowest performing 5 

percent of all schools in the State receiving funds 

under title I, part A of the ESEA; (b) all public high 

schools in the State failing to graduate one third or 

more of their students; and (c) public schools in the 

State described in section 1111(d)(3)(A)(i)(II) of the 

ESEA. 

6For the purposes of this priority, ‘‘school 

implementing a targeted support and improvement 

plan’’ means a school identified for targeted support 

and improvement by a State that has developed and 

is implementing a school-level targeted support and 

improvement plan to improve student outcomes 

based on the indicators in the statewide 

accountability system as defined in section 

1111(d)(2) of the ESEA. 

7For the purposes of this priority, ‘‘Historically 

Black Colleges and Universities’’ means colleges 

and universities that meet the criteria in 34 CFR 

608.2. 

8For purposes of this priority, ‘‘Minority-Serving 

Institution’’ means an institution that is eligible to 

receive assistance under sections 316 through 320 

of part A of title III, under part B of title III, or under 

title V of the Higher Education Act of 1965. For 

purposes of this priority, the Department will use 

the FY 2024 Eligibility Matrix to determine MSI 

eligibility (see www.ed.gov/grants-and-programs/ 

grants-higher-education/eligibility-designationshigher-education-programs). 

a comprehensive support and 

improvement plan,5 a school 

implementing a targeted support and 

improvement plan 6 for children with 

disabilities, an SEA, an early childhood 

and early intervention program located 

within the geographical boundaries of a 

high-need LEA, or an early childhood 

and early intervention program located 

within the geographical boundaries of 

an LEA serving the highest percentage 

of schools identified for comprehensive 

support and improvement or 

implementing targeted support and 

improvement plans in the State; 

(2) Include in Appendix B of the 

application— 

(i) A table that includes the project’s 

required coursework that provides the 

title, description, and learning goals; 

and 

(ii) Four exemplars of course syllabi 

in research methods, evaluation 

methods, or data analysis courses 

required by the degree program; 

Note: Partnership projects should 

include two course syllabi from each 

participating IHE. 

(3) Include in the application budget 

attendance by the project director at a 3- 

day project directors’ meeting in 

Washington, DC, during each year of the 

project. The budget may also provide for 

the attendance of scholars at the same 

3-day project directors’ meetings in 

Washington, DC; and 

(4) Provide an assurance that— 

(i) The project will meet the 

requirements in 34 CFR 304.23, 

particularly those related to (A) 

informing all scholarship recipients of 

their service obligation commitment; 

and (B) disbursing scholarships. Failure 

by a grantee to properly meet these 

requirements is a violation of the grant 

award that may result in the grantee 

being liable for returning any misused 

funds to the Department; 

(ii) The project will meet the statutory 

requirements in section 662(e) through 

(h) of IDEA; 

(iii) The project will be operated in a 

manner consistent with 

nondiscrimination requirements 

contained in the U.S. Constitution and 

Federal civil rights laws; 

(iv) All the syllabi for the project’s 

required coursework will be provided if 

requested by OSEP; 

(v) At least 65 percent of the total 

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

5 years) will be used for scholar 

support; 

(vi) Scholar support provided by the 

project (i.e., tuition and fees; university 

student health insurance; an allowance 

for books, materials, and supplies; an 

allowance for miscellaneous personal 

expenses; an allowance for dependent 

care, such as childcare; an allowance for 

transportation; and an allowance for 

room and board), travel in conjunction 

with training assignments, including 

conference registration, and stipends to 

support scholars’ completion of the 

program and professional development 

will not be conditioned on the scholar 

working for the grantee (e.g., personnel 

at the IHE); 

(vii) The project director, key 

personnel, and scholars will actively 

participate in the cross-project 

collaboration, advanced trainings, and 

cross-site learning opportunities (e.g., 

webinars, briefings) supported by OSEP. 

This network is intended to promote 

opportunities for participants to share 

resources and generate new knowledge 

by addressing topics of common interest 

to participants across projects including 

Department priorities and needs in the 

field; 

(viii) The project website, if 

applicable, will be of high quality, with 

an easy-to-navigate design that meets 

government or industry-recognized 

standards for accessibility; 

(ix) Scholar accomplishments (e.g., 

public service, awards, publications) 

will be reported in annual and final 

performance reports; and 

(x) Annual data will be submitted on 

each scholar who receives grant support 

(OMB Control Number 1820–0686). The 

primary purposes of the data collection 

are to track the service obligation 

fulfillment of scholars who receive 

funds from OSEP grants and to collect 

data for program performance measure 

reporting under 34 CFR 75.110. Data 

collection includes the submission of a 

signed, completed pre-scholarship 

agreement and exit certification for each 

scholar funded under an OSEP grant 

(see paragraph (f)(4)(i) of this priority). 

Applicants are encouraged to visit the 

Personnel Development Program Data 

Collection System (DCS) website at 

https://pdp.ed.gov/osep for further 

information about this data collection 

requirement. 

Competitive Preference Priorities: For 

FY 2025 and any subsequent year in 

which we make awards from the list of 

unfunded applications from this 

competition, these priorities are 

competitive preference priorities. Under 

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

additional 5 points to an application 

that meets the Competitive Preference 

Priority 1 and an additional 3 points to 

an application that meets Competitive 

Preference Priority 2. 

Applicants should indicate in the 

abstract if the competitive preference 

priorities are addressed, and which 

competitive preference priorities are 

being addressed. 

The competitive preference priorities 

are: 

Competitive Preference Priority 1: 

Applications from New Potential 

Grantees (0 or 5 points). 

(a) Under this priority, an applicant 

must demonstrate that the applicant 

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

discretionary grant under the ALN 

84.325D or 84.325H, including through 

membership in a group application 

submitted in accordance with 34 CFR 

75.127–75.129, in the last 5 years before 

the deadline date for submission of 

applications under ALN 84.325D. 

(b) For the purposes of this priority, 

a grant or contract is active until the end 

of the grant’s or contract’s project or 

funding period, including any 

extensions of those periods that extend 

the grantee’s or contractor’s authority to 

obligate funds. 

Competitive Preference Priority 2: 

Promoting Equity in Student Access to 

Educational Resources and 

Opportunities (0 or 3 points). 

Under this priority, an applicant must 

demonstrate the project will be 

implemented by or in partnership with 

one or both of the following entities: 

(a) Historically Black Colleges and 

Universities.7

(b) Minority-serving institutions.8

References 

Bellamy, G.T., Crockett, J.B, & Nordengren, C. 

(2014). Preparing school leaders for 


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every student’s learning (Document No. 

LS–2). Collaboration for Effective 

Educator, Development, Accountability, 

and Reform Center. https://

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

uploads/2014/09/LS-2_FINAL_09-18- 

14.pdf. 

Bellamy, T., & Iwaszuk, W. (2017, October). 

Responding to the need for new local 

special education administrators: A case 

study. CEEDAR Center. https://ceedar.

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

2018/02/Case-Study-SPED-10-29-17.pdf. 

Boscardin, M.L., & Lashley, C.L. (2018). 

Expanding the leadership framework to 

support socially just special education 

policy, preparation, and standards. In 

J.B. Crockett, B.S. Billingsley, & M.L. 

Boscardin (Eds.), The handbook of 

leadership and administration for 

special education. Routledge. 

Bruns, D.A., LaRocco, D.J., Sharp, O.L., & 

Sopko, K.M. (2017). Leadership 

competencies in U.S. early intervention/ 

early childhood special education 

service systems: A national survey. 

Infants and Young Children, 30(4), 304– 

319. 

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

teaching profession: How to recruit and 

retain teachers of color. Learning Policy 

Institute. https://learningpolicy

institute.org/product/diversifyingteaching-profession-report. https://

doi.org/10.54300/559.310. 

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

D.R. (2017). Incorporating social 

networks in leadership development: A 

conceptual model and evaluation of 

research and practice. The Leadership 

Quarterly, 28(1), 130–152. https://

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

deBettencourt, L.U., Hoover, J.J., Rude, H.A., 

& Taylor, S.S. (2016). Preparing special 

education higher education faculty: The 

influence of contemporary education 

issues and policy recommendations. 

Teacher Education and Special 

Education, 39, 121–133. https://doi.org/ 

10.1177/0888406416641007. 

Douglas, A.S. (2020). Engaging doctoral 

students in networking opportunities: A 

relational approach to doctoral study. 

Teaching in Higher Education, 28(2), 

322–338. https://doi.org/10.1080/ 

13562517.2020.1808611. 

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

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

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

Proceedings of the National Academy of 

Sciences, 117(17), 9284–9291. https://

doi.org/10.1073/pnas.1915378117. 

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

network analysis and the evaluation of 

leadership networks. The Leadership 

Quarterly, 21(4), 600–619. https://

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

Maggin, D.M., Collins, T.A., Foster, J.A., 

Scott, M.N., Mossing, K.W., & Dorsey, 

C.M. (2021). Faculty perspectives on the 

recruitment, retention, and preparation 

of special education doctoral students of 

color. Teacher Education and Special 

Education, 45(3), 227–245. https://

doi.org/10.1177/08884064211046230. 

McCorkle, L.S., Vestal, A., & Diamond, L.L. 

(2023). Preparing doctoral students in 

special education: What do we really 

know? Teacher Education and Special 

Education, 46(3), 185–203. https://

doi.org/10.1177/08884064221134815. 

National Association of School Psychologists. 

(2021). Workforce shortages. 

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

National Center for Systemic Improvement 

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

The impact on State special education 

systems. https://osepideasthatwork.org/ 

sites/default/files/500_NCSI%20LT_

SPED_PtB.pdf. 

National Center for Systemic Improvement 

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

The impact on State early intervention 

systems. https://osepideasthatwork.org/ 

sites/default/files/500_NCSI%20LT_

EI.pdf. 

Robb, S.M., Smith, D.D., & Montrosse, B.E. 

(2012). A context of the demand for 

special education faculty: A study of 

special education teacher preparation 

programs. Teacher Education and 

Special Education, 35(2), 128–139. 

https://doi.org/10.1177/

0888406412444760. 

Steiner, E.D., Greer, L., Berdie, L., Schwartz, 

H.L., Woo, A., Doan, S., Lawrence, R.A., 

Wolfe, R.L., & Gittens, A.D. (2022). 

Prioritizing strategies to racially diversify 

the K–12 teacher workforce: Findings 

from the state of the American teacher 

and state of the American principal 

surveys. RAND Corporation. 

www.rand.org/pubs/research_reports/ 

RRA1108-6.html. 

Sverdlik, A., Hall, N.C., McAlpine, L., & 

Hubbard, K. (2018). The Ph.D. 

experience: A review of the factors 

influencing doctoral students’ 

completion, achievement, and wellbeing. International Journal of Doctoral 

Studies, 13, 361–388. https://doi.org/ 

10.28945/4113. 

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

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

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

Exploring barriers to doctoral education 

in communication sciences and 

disorders: Insights from practicing 

professionals. Perspectives of the ASHA 

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

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

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 absolute 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 (OMB) Guidelines to 

Agencies on Governmentwide 

Debarment and Suspension 

(Nonprocurement) in 2 CFR part 180, as 

adopted and amended as regulations of 

the Department in 2 CFR part 3485. (c) 

The Guidance for Federal Financial 

Assistance in 2 CFR part 200, as 

adopted and amended as regulations of 

the Department in 2 CFR part 3474. (d) 

The regulations for this program in 34 

CFR part 304. (e) The Administrative 

Priorities. (f) The Supplemental 

Priorities. 

Note: The Department will implement 

the changes included in the Office of 

Management and Budget (OMB) final 

rule, OMB Guidance for Federal 

Financial Assistance (https://

www.federalregister.gov/documents/

2024/04/22/2024-07496/guidance-forfederal-financial-assistance), formerly 

called, Office of Management and 

Budget Guidance for Grants and 

Agreements, which amends 2 CFR part 

200, on October 1, 2024. Grant 

applicants who anticipate a 

performance period start date on or after 

October 1, 2024, should follow the 

provisions stated in the updated 2 CFR 

part 200, when preparing an 

application. For more information about 

these updated regulations please visit: 

https://www2.ed.gov/policy/fund/guid/ 

uniform-guidance/index.html. The 

Department will continue to provide 

more resources on our web page as they 

become available. 

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 

$125,000,000 for the Personnel 

Development to Improve Services and 

Results for Children with Disabilities 

program for FY 2025, of which we 

intend to use an estimated $3,000,000 

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 

2026 from the list of unfunded 

applications from this competition. 

Estimated Range of Awards: 

$1,150,000–$1,250,000 for an individual 


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IHE; $2,300,000–$2,500,000 for a twoIHE partnership application; and 

$3,450,000–$3,750,000 for a three-IHE 

partnership application. 

Estimated Average Size of Awards: 

$1,200,000 for an individual IHE; 

$2,400,000 for a two-IHE group 

application; and $3,600,000 for a threeIHE group application. 

Maximum Award: We will not make 

an award exceeding: $1,250,000 per 

project for a project period of 60 months 

or an award that exceeds $350,000 for 

any single budget period of 12 months 

for an individual IHE; $2,500,000 per 

project for a project period of 60 months 

or an award that exceeds $700,000 for 

any single budget period of 12 months 

for a two-IHE group application; and 

$3,750,000 per project for a project 

period of 60 months or an award that 

exceeds $1,050,000 for any single 

budget period of 12 months for a threeIHE group application. 

Note: Applicants must describe, in 

their applications, the amount of 

funding being requested for each 12- 

month budget period. 

Estimated Number of Awards: Up to 

12 awards for individual IHEs. 

However, the total number of awards 

may change depending on the number 

of group application awards. 

Note: The Department is not bound by 

any estimates in this notice. 

Project Period: Up to 60 months. 

III. Eligibility Information 

1. Eligible Applicants: IHEs and 

private nonprofit organizations. 

Note: To meet the absolute priority, 

eligible applicants (i.e., IHEs) must have 

a doctoral degree program that prepares 

scholars in special education, early 

intervention, or related services or be a 

nonprofit organization that has the legal 

authority to enter into grants and 

cooperative agreements with the Federal 

government on behalf of an applicant 

(i.e., IHE) that has a doctoral degree 

program that prepares scholars in 

special education, early intervention, or 

related services. 

Note: If you are a nonprofit 

organization, under 34 CFR 75.51, you 

may demonstrate your nonprofit status 

by providing: (1) proof that the Internal 

Revenue Service currently recognizes 

the applicant as an organization to 

which contributions are tax deductible 

under section 501(c)(3) of the Internal 

Revenue Code; (2) a statement from a 

State taxing body or the State attorney 

general certifying that the organization 

is a nonprofit organization operating 

within the State and that no part of its 

net earnings may lawfully benefit any 

private shareholder or individual; (3) a 

certified copy of the applicant’s 

certificate of incorporation or similar 

document if it clearly establishes the 

nonprofit status of the applicant; or (4) 

any item described above if that item 

applies to a State or national parent 

organization, together with a statement 

by the State or parent organization that 

the applicant is a local nonprofit 

affiliate. 

2. a. Cost Sharing or Matching: This 

competition does not require cost 

sharing or matching. 

b. Indirect Cost Rate Information: This 

program uses a training indirect cost 

rate. This limits indirect cost 

reimbursement to an entity’s actual 

indirect costs, as determined in its 

negotiated indirect cost rate agreement, 

or 8 percent of a modified total direct 

cost base, whichever amount is less. For 

more information regarding training 

indirect cost rates, see 34 CFR 75.562. 

For more information regarding indirect 

costs, or to obtain a negotiated indirect 

cost rate, please see www.ed.gov/about/ 

ed-offices/ofo#Indirect-Cost-Division. 

c. Administrative Cost Limitation: 

This program does not include any 

program-specific limitation on 

administrative expenses. All 

administrative expenses must be 

reasonable and necessary and conform 

to Cost Principles described in 2 CFR 

part 200 subpart E of the Guidance for 

Federal Financial Assistance. 

3. Subgrantees: Under 34 CFR 

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

competition may award subgrants—to 

directly carry out project activities 

described in its application—to the 

following types of entities: IHEs and 

private nonprofit organizations. The 

grantee may award subgrants to entities 

it has identified in an approved 

application or that it selects through a 

competition under procedures 

established by the grantee, consistent 

with 34 CFR 75.708(b)(2). 

4. Other General Requirements: 

a. Recipients of funding under this 

competition must make positive efforts 

to employ and advance in employment 

qualified individuals with disabilities 

(see section 606 of IDEA). 

b. Applicants for, and recipients of, 

funding must, with respect to the 

aspects of their proposed projects 

relating to the absolute priority, involve 

individuals with disabilities, or parents 

of individuals with disabilities ages 

birth through 26, in planning, 

implementing, and evaluating the 

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

IDEA). 

IV. Application and Submission 

Information 

1. Application Submission 

Instructions: Applicants are required to 

follow the Common Instructions for 

Applicants to Department of Education 

Discretionary Grant Programs, 

published in the Federal Register on 

December 7, 2022 (87 FR 75045) and 

available at www.federalregister.gov/ 

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

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

requirements and information on how to 

submit an application. 

2. Intergovernmental Review: This 

competition is subject to Executive 

Order 12372 and the regulations in 34 

CFR part 79. Information about 

Intergovernmental Review of Federal 

Programs under Executive Order 12372 

is in the application package for this 

competition. 

3. Funding Restrictions: We reference 

regulations outlining funding 

restrictions in the Applicable 

Regulations section of this notice. 

4. Recommended Page Limit: The 

application narrative is where you, the 

applicant, address the selection criteria 

that reviewers use to evaluate your 

application. We recommend that you (1) 

limit the application narrative to no 

more than 40 pages; (2) limit the whole 

application to no more than 100 pages; 

and (3) use the following standards: 

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

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

and both sides. 

• Double-space (no more than three 

lines per vertical inch) all text in the 

application narrative, including titles, 

headings, footnotes, quotations, 

reference citations, and captions, as well 

as all text in charts, tables, figures, 

graphs, and screen shots. 

• Use a font that is 12 point or larger. 

• Use one of the following fonts: 

Times New Roman, Courier, Courier 

New, or Arial. 

The recommended page limit does not 

apply to the cover sheet; the budget 

section, including the narrative budget 

justification; the assurances and 

certifications; or the abstract (follow the 

guidance provided in the application 

package for completing the abstract), the 

table of contents, the list of priority 

requirements, the resumes, the reference 

list, the letters of support, or the 

appendices. However, the 

recommended page limit does apply to 

all of the application narrative, 

including all text in charts, tables, 

figures, graphs, and screen shots. 

V. Application Review Information 

1. Selection Criteria: The selection 

criteria for this competition are from 34 

CFR 75.210 and are as follows: 

(a) Significance (10 points). 


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(1) The Secretary considers the 

significance of the proposed project. 

(2) In determining the significance of 

the proposed project, the Secretary 

considers the following factors: 

(i) The extent to which the proposed 

project will prepare personnel for fields 

in which shortages have been 

demonstrated; and 

(ii) The importance or magnitude of 

the results or outcomes likely to be 

attained by the proposed project, 

especially improvements in teaching 

and student achievement. 

(b) Quality of project services (35 

points). 

(1) The Secretary considers the 

quality of the services to be provided by 

the proposed project. 

(2) In determining the quality of the 

services to be provided by the proposed 

project, the Secretary considers the 

quality and sufficiency of strategies for 

ensuring equal access and treatment for 

eligible project participants who are 

members of groups that have 

traditionally been underrepresented 

based on race, color, national origin, 

gender, age, or disability. 

(3) In addition, the Secretary 

considers the following factors: 

(i) The extent to which the services to 

be provided by the proposed project 

reflect up-to-date knowledge from 

research and effective practice; 

(ii) The extent to which the training 

or professional development services to 

be provided by the proposed project are 

of sufficient quality, intensity, and 

duration to lead to improvements in 

practice among the recipients of those 

services; 

(iii) The extent to which the services 

to be provided by the proposed project 

involve the collaboration of appropriate 

partners for maximizing the 

effectiveness of project services; and 

(iv) The extent to which the proposed 

activities constitute a coherent, 

sustained program of training in the 

field. 

(c) Quality of project personnel and 

quality of the management plan (20 

points). 

(1) The Secretary considers the 

quality of the project personnel and the 

quality of the management plan for the 

proposed project. 

(2) In determining the quality of 

project personnel, the Secretary 

considers the extent to which the 

applicant encourages applications for 

employment from persons who are 

members of groups that have 

traditionally been underrepresented 

based on race, color, national origin, 

gender, age, or disability. 

(3) In addition, the Secretary 

considers the following factors: 

(i) The qualifications, including 

relevant training and experience, of key 

project personnel; 

(ii) The adequacy of the management 

plan to achieve the objectives of the 

proposed project on time and within 

budget, including clearly defined 

responsibilities, timelines, and 

milestones for accomplishing project 

tasks; and 

(iii) The extent to which the time 

commitments of the project director and 

principal investigator and other key 

project personnel are appropriate and 

adequate to meet the objectives of the 

proposed project. 

(d) Adequacy of resources (20 points). 

(1) The Secretary considers the 

adequacy of resources of the proposed 

project. 

(2) In determining the adequacy of 

resources of the proposed project, the 

Secretary considers the following 

factors: 

(i) The adequacy of support, including 

facilities, equipment, supplies, and 

other resources, from the applicant 

organization or the lead applicant 

organization; and 

(ii) The extent to which the costs are 

reasonable in relation to the objectives, 

design, and potential significance of the 

proposed project. 

(e) Quality of the project evaluation 

(15 points). 

(1) The Secretary considers the 

quality of the evaluation to be 

conducted of the proposed project. 

(2) In determining the quality of the 

evaluation, the Secretary considers the 

following factors: 

(i) The extent to which the methods 

of evaluation are thorough, feasible, and 

appropriate to the goals, objectives, and 

outcomes of the proposed project; and 

(ii) The extent to which the methods 

of evaluation will provide performance 

feedback and permit periodic 

assessment of progress toward achieving 

intended outcomes. 

2. Review and Selection Process: We 

remind potential applicants that in 

reviewing applications in any 

discretionary grant competition, the 

Secretary may consider, under 34 CFR 

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

applicant in carrying out a previous 

award, such as the applicant’s use of 

funds, achievement of project 

objectives, and compliance with grant 

conditions. The Secretary may also 

consider whether the applicant failed to 

submit a timely performance report or 

submitted a report of unacceptable 

quality. 

In addition, in making a competitive 

grant award, the Secretary requires 

various assurances, including those 

applicable to Federal civil rights laws 

that prohibit discrimination in programs 

or activities receiving Federal financial 

assistance from the Department (34 CFR 

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

In the event there are two or more 

applications with the same final score, 

and there are insufficient funds to fully 

support each of these applications, the 

scores under selection criterion (b) 

Quality of project services will be used 

as a tiebreaker. If the scores remain tied, 

then the scores under selection criterion 

(d) Adequacy of resources will be used 

to break the tie. 

3. Additional Review and Selection 

Process Factors: In the past, the 

Department has had difficulty finding 

peer reviewers for certain competitions 

because so many individuals who are 

eligible to serve as peer reviewers have 

conflicts of interest. The standing panel 

requirements under section 682(b) of 

IDEA also have placed additional 

constraints on the availability of 

reviewers. Therefore, the Department 

has determined that for some 

discretionary grant competitions, 

applications may be separated into two 

or more groups and ranked and selected 

for funding within specific groups. This 

procedure will make it easier for the 

Department to find peer reviewers by 

ensuring that greater numbers of 

individuals who are eligible to serve as 

reviewers for any particular group of 

applicants will not have conflicts of 

interest. It also will increase the quality, 

independence, and fairness of the 

review process, while permitting panel 

members to review applications under 

discretionary grant competitions for 

which they also have submitted 

applications. 

4. Risk Assessment and Specific 

Conditions: Consistent with 2 CFR 

200.206, before awarding grants under 

this competition the Department 

conducts a review of the risks posed by 

applicants. Under 2 CFR 200.208, the 

Secretary may impose specific 

conditions, and under 2 CFR 3474.10, in 

appropriate circumstances, high-risk 

conditions on a grant if the applicant or 

grantee is not financially stable; has a 

history of unsatisfactory performance; 

has a financial or other management 

system that does not meet the standards 

in 2 CFR part 200, subpart D; has not 

fulfilled the conditions of a prior grant; 

or is otherwise not responsible. 

5. Integrity and Performance System: 

If you are selected under this 

competition to receive an award that 

over the course of the project period 

may exceed the simplified acquisition 

threshold (currently $250,000), under 2 

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

judgment about your integrity, business 

ethics, and record of performance under 


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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 

Guidance for Federal Financial 

Assistance located at 2 CFR part 200, all 

applicable Federal laws, and relevant 

Executive guidance, the Department 

will review and consider applications 

for funding pursuant to this notice 

inviting applications in accordance 

with— 

(a) Selecting recipients most likely to 

be successful in delivering results based 

on the program objectives through an 

objective process of evaluating Federal 

award applications (2 CFR 200.205); 

(b) Prohibiting the purchase of certain 

telecommunication and video 

surveillance services or equipment in 

alignment with section 889 of the 

National Defense Authorization Act of 

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

(c) Providing a preference, to the 

extent permitted by law, to maximize 

use of goods, products, and materials 

produced in the United States (2 CFR 

200.322); and 

(d) Terminating agreements in whole 

or in part to the greatest extent 

authorized by law if an award no longer 

effectuates the program goals or agency 

priorities (2 CFR 200.340). 

VI. Award Administration Information 

1. Award Notices: If your application 

is successful, we notify your U.S. 

Representative and U.S. Senators and 

send you a Grant Award Notification 

(GAN); or we may send you an email 

containing a link to access an electronic 

version of your GAN. We also may 

notify you informally. 

If your application is not evaluated or 

not selected for funding, we notify you. 

2. Administrative and National Policy 

Requirements: We identify 

administrative and national policy 

requirements in the application package 

and reference these and other 

requirements in the Applicable 

Regulations section of this notice. 

We reference the regulations outlining 

the terms and conditions of an award in 

the Applicable Regulations section of 

this notice and include these and other 

specific conditions in the GAN. The 

GAN also incorporates your approved 

application as part of your binding 

commitments under the grant. 

3. Open Licensing Requirements: 

Unless an exception applies, if you are 

awarded a grant under this competition, 

you will be required to openly license 

to the public grant deliverables created 

in whole, or in part, with Department 

grant funds. When the deliverable 

consists of modifications to pre-existing 

works, the license extends only to those 

modifications that can be separately 

identified and only to the extent that 

open licensing is permitted under the 

terms of any licenses or other legal 

restrictions on the use of pre-existing 

works. Additionally, a grantee or 

subgrantee that is awarded competitive 

grant funds must have a plan to 

disseminate these public grant 

deliverables. This dissemination plan 

can be developed and submitted after 

your application has been reviewed and 

selected for funding. For additional 

information on the open licensing 

requirements please refer to 2 CFR 

3474.20. 

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

grant under this competition, you must 

ensure that you have in place the 

necessary processes and systems to 

comply with the reporting requirements 

in 2 CFR part 170 should you receive 

funding under the competition. This 

does not apply if you have an exception 

under 2 CFR 170.110(b). 

(b) At the end of your project period, 

you must submit a final performance 

report, including financial information, 

as directed by the Secretary. If you 

receive a multiyear award, you must 

submit an annual performance report 

that provides the most current 

performance and financial expenditure 

information as directed by the Secretary 

under 34 CFR 75.118. The Secretary 

may also require more frequent 

performance reports under 34 CFR 

75.720(c). For specific requirements on 

reporting, please go to www.ed.gov/ 

fund/grant/apply/appforms/ 

appforms.html. 

(c) Under 34 CFR 75.250(b), the 

Secretary may provide a grantee with 

additional funding for data collection 

analysis and reporting. In this case the 

Secretary establishes a data collection 

period. 

5. Performance Measures: For the 

purposes of Department reporting under 

34 CFR 75.110, the Department has 

established a set of performance 

measures, including long-term 

measures, that are designed to yield 

information on various aspects of the 

effectiveness and quality of the 

Personnel Development to Improve 

Services and Results for Children with 

Disabilities program. These measures 

include (1) the percentage of 

preparation programs that incorporate 

scientifically based research or 

evidence-based practices (EBPs) into 

their curricula; (2) the percentage of 

scholars completing the preparation 

program who are knowledgeable and 

skilled in EBPs that improve outcomes 

for children with disabilities; (3) the 

percentage of scholars who exit the 

preparation program prior to completion 

due to poor academic performance; (4) 

the percentage of scholars completing 

the preparation program who are 

working in the area(s) in which they 

were prepared upon program 

completion; (5) the Federal cost per 

scholar who completed the preparation 

program; (6) the percentage of scholars 

who completed the preparation program 

and are employed in high-need districts; 

and (7) the percentage of scholars who 

completed the preparation program and 

who are rated effective by their 

employers. 

In addition, the Department will 

gather information on the following 

outcome measures: (1) the number and 

percentage of scholars proposed by the 

grantee in their application that were 

actually enrolled and making 

satisfactory academic progress in the 

current academic year; (2) the number 

and percentage of enrolled scholars who 

are on track to complete the training 

program by the end of the project’s 

original grant period; and (3) the 

percentage of scholars who completed 

the preparation program and are 

employed in the field of special 

education for at least two years. 

Grantees may be asked to participate 

in assessing and providing information 

on these aspects of program quality. 

6. Continuation Awards: In making a 

continuation award under 34 CFR 

75.253, the Secretary considers, among 

other things: whether a grantee has 

made substantial progress in achieving 

the goals and objectives of the project; 

whether the grantee has expended funds 

in a manner that is consistent with its 

approved application and budget; and, 

if the Secretary has established 

performance measurement 

requirements, whether the grantee has 


ddrumheller on DSK120RN23PROD with NOTICES1
81512 Federal Register / Vol. 89, No. 195 / Tuesday, October 8, 2024 / Notices 

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, 

compact disc, or other accessible format. 

Electronic Access to This Document: 

The official version of this document is 

the document published in the Federal 

Register. You may access the official 

edition of the Federal Register and the 

Code of Federal Regulations at 

www.govinfo.gov. At this site you can 

view this document, as well as all other 

Department documents published in the 

Federal Register, in text or Portable 

Document Format (PDF). To use PDF 

you must have Adobe Acrobat Reader, 

which is available free at the site. 

You may also access Department 

documents published in the Federal 

Register by using the article search 

feature at www.federalregister.gov. 

Specifically, through the advanced 

search feature at this site, you can limit 

your search to documents published by 

the Department. 

Glenna Wright-Gallo, 

Assistant Secretary for Special Education and 

Rehabilitative Services. 

[FR Doc. 2024–23255 Filed 10–7–24; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF ENERGY 

Federal Energy Regulatory 

Commission 

[Project No. 2333–000] 

Rumford Falls Hydro, LLC ; Notice of 

Authorization for Continued Project 

Operation 

The license for the Rumford Falls 

Hydroelectric Project No. 2333 was 

issued for a period ending September 

30, 2024. 

Section 15(a)(1) of the FPA, 16 U.S.C. 

808(a)(1), requires the Commission, at 

the expiration of a license term, to issue 

from year-to-year an annual license to 

the then licensee(s) under the terms and 

conditions of the prior license until a 

new license is issued, or the project is 

otherwise disposed of as provided in 

section 15 or any other applicable 

section of the FPA. If the project’s prior 

license waived the applicability of 

section 15 of the FPA, then, based on 

section 9(b) of the Administrative 

Procedure Act, 5 U.S.C. 558(c), and as 

set forth at 18 CFR 16.21(a), if the 

licensee of such project has filed an 

application for a subsequent license, the 

licensee may continue to operate the 

project in accordance with the terms 

and conditions of the license after the 

minor or minor part license expires, 

until the Commission acts on its 

application. If the licensee of such a 

project has not filed an application for 

a subsequent license, then it may be 

required, pursuant to 18 CFR 16.21(b), 

to continue project operations until the 

Commission issues someone else a 

license for the project or otherwise 

orders disposition of the project. 

If the project is subject to section 15 

of the FPA, notice is hereby given that 

an annual license for Project No. 2333 

is issued to Rumford Falls Hydro, LLC 

for a period effective October 1, 2024, 

through September 30, 2025, or until the 

issuance of a new license for the project 

or other disposition under the FPA, 

whichever comes first. 

If issuance of a new license (or other 

disposition) does not take place on or 

before September 30, 2025, notice is 

hereby given that, pursuant to 18 CFR 

16.18(c), an annual license under 

section 15(a)(1) of the FPA is renewed 

automatically without further order or 

notice by the Commission, unless the 

Commission orders otherwise. 

If the project is not subject to section 

15 of the FPA, notice is hereby given 

that Rumford Falls Hydro, LLC is 

authorized to continue operation of the 

Rumford Falls Hydroelectric Project 

under the terms and conditions of the 

prior license until the issuance of a 

subsequent license for the project or 

other disposition under the FPA, 

whichever comes first. 

Dated: October 1, 2024. 

Debbie-Anne A. Reese, 

Acting Secretary. 

[FR Doc. 2024–23185 Filed 10–7–24; 8:45 am] 

BILLING CODE 6717–01–P 

DEPARTMENT OF ENERGY 

Federal Energy Regulatory 

Commission 

Combined Notice of Filings 

Take notice that the Commission has 

received the following Natural Gas 

Pipeline Rate and Refund Report filings: 

Filings Instituting Proceedings 

Docket Numbers: PR25–1–000. 

Applicants: Valley Crossing Pipeline, 

LLC. 

Description: § 284.123(g) Rate Filing: 

Petition for Rate Approval and 

Statement of Operating Conditions to be 

effective 12/1/2024. 

Filed Date: 10/1/24. 

Accession Number: 20241001–5205. 

Comment Date: 5 p.m. ET 10/22/24. 

§ 284.123(g) Protest: 5 p.m. ET 12/2/ 

24. 

Docket Numbers: RP24–1104–000. 

Applicants: Eastern Gas Transmission 

and Storage, Inc. 

Description: § 4(d) Rate Filing: 

EGTS—2024 Annual EPCA to be 

effective 11/1/2024. 

Filed Date: 9/30/24. 

Accession Number: 20240930–5086. 

Comment Date: 5 p.m. ET 10/15/24. 

Docket Numbers: RP24–1105–000. 

Applicants: Algonquin Gas 

Transmission, LLC. 

Description: § 4(d) Rate Filing: 

Negotiated Rates—Eversource to Emera 

Energy eff 9–28–24 to be effective 9/28/ 

2024. 

Filed Date: 9/30/24. 

Accession Number: 20240930–5090. 

Comment Date: 5 p.m. ET 10/15/24. 

Docket Numbers: RP24–1106–000. 

Applicants: Adelphia Gateway, LLC. 

Description: § 4(d) Rate Filing: 

Adelphia Gateway General Section 4 

Rate Case Filing to be effective 4/1/ 

2025. 

Filed Date: 9/30/24. 

Accession Number: 20240930–5096. 

Comment Date: 5 p.m. ET 10/15/24. 

Docket Numbers: RP24–1107–000. 

Applicants: Panhandle Eastern Pipe 

Line Company, LP. 

Description: § 4(d) Rate Filing: Fuel 

Filing on 9–30–24 to be effective 11/1/ 

2024. 

Filed Date: 9/30/24. 

Accession Number: 20240930–5105. 

Comment Date: 5 p.m. ET 10/15/24. 

Docket Numbers: RP24–1108–000. 

Applicants: Rover Pipeline LLC. 

Description: § 4(d) Rate Filing: Fuel 

Filing on 9–30–24 to be effective 11/1/ 

2024. 

Filed Date: 9/30/24. 

Accession Number: 20240930–5106. 


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