[Federal Register Volume 89, Number 195 (Tuesday, October 8, 2024)]
[Notices]
[Pages 81503-81512]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-23255]


-----------------------------------------------------------------------

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 pre-recorded informational webinars designed to provide technical 
assistance to interested applicants. The webinars may be found at 
www.ed.gov/about/ed-offices/osers/osep/new-osep-grant-competitions.

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

[[Page 81504]]

(87 FR 75045) and available at www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs.

FOR FURTHER INFORMATION CONTACT: Celia Rosenquist, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 4A10, Washington, DC 20202. 
Telephone: 202-245-7373. Email: <a href="/cdn-cgi/l/email-protection#b8fbddd4d1d996ead7cbddd6c9cdd1cbccf8dddc96dfd7ce"><span class="__cf_email__" data-cfemail="0f4c6a63666e215d607c6a617e7a667c7b4f6a6b21686079">[email protected]</span></a>.
    If you are deaf, hard of hearing, or have a speech disability and 
wish to access telecommunications relay services, please dial 7-1-1.

SUPPLEMENTARY INFORMATION:

Full Text of Announcement

I. Funding Opportunity Description

    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., Carver-Thomas, 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

[[Page 81505]]

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 
(Cullen-Lester 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.
---------------------------------------------------------------------------

    \1\ For 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.
    \2\ For 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.
---------------------------------------------------------------------------

    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,

[[Page 81506]]

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 in-person 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' well-being 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 single-spaced 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 high-poverty 
school,\4\ a school implementing

[[Page 81507]]

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;
---------------------------------------------------------------------------

    \3\ For 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.
    \4\ For 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.
    \5\ For 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.
    \6\ For 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.
---------------------------------------------------------------------------

    (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\
---------------------------------------------------------------------------

    \7\ For the purposes of this priority, ``Historically Black 
Colleges and Universities'' means colleges and universities that 
meet the criteria in 34 CFR 608.2.
---------------------------------------------------------------------------

    (b) Minority-serving institutions.\8\
---------------------------------------------------------------------------

    \8\ For purposes of this priority, ``Minority-Serving 
Institution'' means an institution that is eligible to receive 
assistance under sections 316 through 320 of part A of title III, 
under part B of title III, or under title V of the 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-designations-higher-education-programs).
---------------------------------------------------------------------------

References

Bellamy, G.T., Crockett, J.B, & Nordengren, C. (2014). Preparing 
school leaders for

[[Page 81508]]

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://learningpolicyinstitute.org/product/diversifying-teaching-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 Diversity-Innovation 
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-and-policy/policy-priorities/critical-policy-issues/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 well-being. 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-for-federal-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

[[Page 81509]]

IHE; $2,300,000-$2,500,000 for a two-IHE 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 three-
IHE 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 three-IHE 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-to-department-of-education-discretionary-grant-programs, which contain requirements and information on how to 
submit an application.
    2. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. 
Information about Intergovernmental Review of Federal Programs under 
Executive Order 12372 is in the application package for this 
competition.
    3. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    4. Recommended Page Limit: The application narrative is where you, 
the applicant, address the selection criteria that reviewers use to 
evaluate your application. We recommend that you (1) limit the 
application narrative to no more than 40 pages; (2) limit the whole 
application to no more than 100 pages; and (3) use the following 
standards:
    <bullet> A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
    <bullet> Double-space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, reference citations, and captions, as well as 
all text in charts, tables, figures, graphs, and screen shots.
    <bullet> Use a font that is 12 point or larger.
    <bullet> Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.
    The recommended page limit does not apply to the cover sheet; the 
budget section, including the narrative budget justification; the 
assurances and certifications; or the abstract (follow the guidance 
provided in the application package for completing the abstract), the 
table of contents, the list of priority 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).

[[Page 81510]]

    (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

[[Page 81511]]

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

[[Page 81512]]

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


</pre><script data-cfasync="false" src="/cdn-cgi/scripts/5c5dd728/cloudflare-static/email-decode.min.js"></script></body>
</html>