[Federal Register Volume 89, Number 195 (Tuesday, October 8, 2024)]
[Notices]
[Pages 81484-81493]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-23256]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Personnel Development To Improve 
Services and Results for Children With Disabilities--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

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

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for new awards for fiscal year (FY) 2025 for 
Personnel Development to Improve Services and Results for Children with 
Disabilities--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.

DATES: 
    Applications Available: October 8, 2024.
    Deadline for Transmittal of Applications: December 12, 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 details on pre-recorded informational webinars designed to provide 
technical assistance to interested applicants. Links to 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 (87 FR 75045) and available at 
www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs.

FOR FURTHER INFORMATION CONTACT: Tracie Dickson, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 4A10, Washington, DC 20202. 
Telephone: 202-245-7844. Email: <a href="/cdn-cgi/l/email-protection#f4a08695979d91dab09d979f879b9ab49190da939b82"><span class="__cf_email__" data-cfemail="2d795f4c4e44480369444e465e42436d4849034a425b">[email protected]</span></a>.
    If you are deaf, hard of hearing, or have a speech disability and 
wish to

[[Page 81485]]

access telecommunications relay services, please dial 7-1-1.

SUPPLEMENTARY INFORMATION:

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purposes of this program are to (1) help 
address State-identified needs for personnel preparation in special 
education, early intervention, related services, and regular education 
to work with children, including infants, toddlers, and youth with 
disabilities; and (2) ensure that those personnel have the necessary 
skills and knowledge, derived from practices that have been determined 
through scientifically based research, to be successful in serving 
those children.
    Assistance Listing Number (ALN): 84.325M.
    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:
    Personnel Preparation of Special Education, Early Intervention, and 
Related Services Personnel at Historically Black Colleges and 
Universities, Tribally Controlled Colleges and Universities, and 
Minority Serving Institutions.
    Background:
    The purpose of this priority is to prepare scholars who are fully 
credentialed to serve children, including infants, toddlers, and youth, 
with disabilities (children with disabilities). The Department is 
committed to promoting equity for children with disabilities in 
accessing educational resources and opportunities. The Department also 
places a high priority on increasing the number of personnel, including 
increasing personnel from racially and ethnically diverse backgrounds 
and personnel who are multilingual, who provide services to children 
with disabilities. Further, the Department seeks to fund 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 within Historically Black Colleges and Universities (HBCUs), 
Tribally Controlled Colleges and Universities (TCCUs), and Minority 
Serving Institutions (MSIs) that prepare special education, early 
intervention, and related services personnel at the bachelor's degree, 
certification, master's degree, educational specialist degree, or 
clinical doctoral degree levels to serve in a variety of settings, 
including natural environments (the home and community settings in 
which children with and without disabilities participate), early 
learning programs, child care, classrooms, and schools.
    Over time, the population of children receiving services under the 
IDEA is increasingly racially and ethnically diverse. In 2021, of those 
receiving services under IDEA, approximately 50 percent of infants and 
toddlers with disabilities, ages birth through two, were children of 
color; approximately 49 percent of preschool children with 
disabilities, ages three through five (not in kindergarten), were from 
racially and ethnically diverse backgrounds; while approximately 54 
percent of students with disabilities, ages five (in kindergarten) 
through 21, were from racially and ethnically diverse backgrounds (U.S. 
Department of Education, 2022a).
    While children of color make up approximately 54 percent of public 
school enrollment (National Center for Education Statistics, 2022) and 
greater than 50 percent of children receiving early intervention and 
special education services, results from the 2020-2021 National Teacher 
and Principal Survey (U.S. Department of Education, 2022b) show that 
about 80 percent of all public K-12 school teachers were non-Hispanic 
White.
    Moreover, the demographics of personnel entering the early 
intervention and special education fields are not aligned with the 
demographics of the children and families served under IDEA, though 
IDEA specifically authorizes grants to recruit and prepare personnel, 
especially from groups that are underrepresented in the teaching 
profession. The Department's Office of Special Education Programs 
(OSEP) Personnel Development Program Data Collection System data reveal 
that the race/ethnicity of scholars obtaining a graduate degree to 
serve children with disabilities in FY 2020 was 65.8 percent White, 
14.5 percent Hispanic, 11.5 percent Black, 3.9 percent Asian, 0.7 
percent American Indian or Alaska Native, 1.4 percent Native Hawaiian 
or Other Pacific Islander, and 2.2 percent Two or More Races.
    The data demonstrate that there is insufficient ethnic and racial 
diversity among special education, early intervention, and related 
service personnel (Ondrasek et al., 2020; Carver-Thomas, 2018; Sutcher 
et al., 2016). This lack of diversity is of concern, as research 
indicates that increasing the racial, ethnic, and linguistic diversity 
of personnel can have positive impacts on all children. Children of 
color and children who are multilingual, with and without disabilities, 
demonstrate improved academic achievement and behavioral and social and 
emotional development when they are taught by teachers who are from 
racially and ethnically diverse backgrounds and multilingual teachers 
(Bryan, 2021; Carver-Thomas, 2018, April). States and policymakers are 
also highlighting the need to address the lack of racial and ethnic 
diversity of those working in early intervention and special education 
and are recognizing the need to develop career pathways and 
comprehensive strategies to recruit, prepare, develop, and retain 
educators from racially and ethnically diverse backgrounds (Carver-
Thomas, 2018; Colorado Department of Higher Education, 2022; Gardner et 
al., 2019).
    Priority:
    The purpose of this priority is to prepare and increase the number 
of personnel, including personnel from racially and ethnically diverse 
backgrounds and personnel who are multilingual, who are fully 
credentialed to serve children with disabilities. Under this absolute 
priority, the Department will fund grantees from HBCUs,\1\ TCCUs,\2\ 
and other MSIs \3\ that

[[Page 81486]]

prepare scholars \4\ in special education, early intervention, and 
related services \5\ at the bachelor's degree, certification,\6\ 
master's degree, educational specialist degree, or clinical doctoral 
degree levels to serve in a variety of settings, including natural 
environments (the home and community settings in which children with 
and without disabilities participate), early learning programs, child 
care, classrooms, and schools. This priority will provide support to 
help address identified needs for personnel, including personnel from 
racially and ethnically diverse backgrounds and personnel who are 
multilingual, with the knowledge and skills to promote high 
expectations and provide effective evidence-based \7\ interventions and 
services that improve outcomes for children with disabilities, 
including children of color with disabilities and children with 
disabilities who are multilingual.
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    \1\ For purposes of this priority, ``Historically Black Colleges 
and Universities'' means colleges and universities that meet the 
criteria in 34 CFR 608.2.
    \2\ For purposes of this priority, ``Tribally Controlled 
Colleges and Universities'' has the meaning ascribed to it in 
section 316(b)(3) of the Higher Education Act of 1965 (HEA).
    \3\ For purposes of this priority, ``Minority-Serving 
Institution'' means an institution that is eligible to receive 
assistance under sections 316 through 320 of part A of title III, 
under part B of title III, or under title V of the HEA. For purposes 
of this priority, the Department will use the FY 2024 Eligibility 
Matrix to determine MSI eligibility (see www.ed.gov/grants-and-programs/grants-higher-education/eligibility-designations-higher-education-programs).
    \4\ For the purposes of this priority, ``scholar'' is limited to 
an individual who: (a) is pursuing a bachelor's, certification, 
master's, educational specialist degree, or clinical doctoral degree 
in special education, early intervention, or related services (as 
defined in this notice); (b) receives scholarship assistance as 
authorized under section 662 of IDEA (34 CFR 304.3(g)); (c) will be 
eligible for a license, endorsement, or certification from a State 
or national credentialing authority following completion of the 
degree program identified in the application; and (d) will be able 
to be employed in a position that serves children with disabilities 
for a minimum of 51 percent of their time or case load. Individuals 
pursuing degrees in general education or early childhood education 
do not qualify as ``scholars'' eligible for scholarship assistance.
    \5\ For the purposes of this priority, ``related services'' 
includes the following: speech-language pathology and audiology 
services; assistive technology services; interpreting services; 
intervener services; psychological services; applied behavior 
analysis; physical therapy and occupational therapy; recreation, 
including therapeutic recreation; artistic and cultural services, 
including music, art, dance and movement therapy; social work 
services; counseling services, including rehabilitation counseling; 
and orientation and mobility services.
    \6\ For the purposes of this priority, ``certification'' refers 
to programs of study for individuals with bachelor's, master's, 
educational specialist, or clinical doctoral degrees that lead to 
licensure, endorsement, or certification from a State or national 
credentialing authority following completion of the degree program 
that qualifies graduates to teach or provide services to children 
with disabilities. Programs of study that lead to a certificate of 
completion awarded from an HBCU, TCCU, or MSI, but do not lead to 
licensure, endorsement, or certification from a State or national 
credentialing authority, do not qualify.
    \7\ For the purposes of this priority, ``evidence-based'' means, 
at a minimum, evidence that demonstrates a rationale (as defined in 
34 CFR 77.1), where a key project component (as defined in 34 CFR 
77.1) included in the project's logic model (as defined in 34 CFR 
77.1) is informed by research or evaluation findings that suggest 
the project component is likely to improve relevant outcomes (as 
defined in 34 CFR 77.1).
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    Note: Projects may include individuals who are not funded as 
scholars, but are in degree programs (e.g., general education, early 
childhood education, administration) that are cooperating with the 
grantee's project. These individuals may participate in the coursework, 
assignments, field or clinical experiences, and other opportunities 
required by the scholars' program of study (e.g., speaker series, 
monthly seminars) if doing so does not diminish the benefit for 
project-funded scholars (e.g., by reducing funds available for scholar 
support or limiting opportunities for scholars to participate in 
project activities).
    Note: Personnel preparation degree programs that prepare all 
scholars to be dually certified can qualify under this priority.
    Note: Applicants under this priority may not submit the same 
proposal under Preparation of Early Intervention and Special Education 
Personnel Serving Children with Disabilities who have High-Intensity 
Needs, ALN 84.325K. Applicants may submit substantively different 
proposals under ALN 84.325M and ALN 84.325K. OSEP will not fund similar 
personnel preparation projects within the same IHE across ALN 84.325K 
and ALN 84.325M competitions.
    Note: Eligible applicants may submit only one application under 
this competition.
    Focus Areas:
    Within this absolute priority, the Secretary intends to support 
projects under the following two focus areas: (A) Preparing Personnel 
to Serve Infants, Toddlers, and Preschool-Age Children with 
Disabilities; and (B) Preparing Personnel to Serve School-Age Children 
with Disabilities.
    In this competition, Focus Areas (A) and (B) each constitute a 
separate funding category. The Secretary intends to award grants under 
each of these funding categories, provided that applications submitted 
are of sufficient quality.
    Applicants must identify the specific focus area (i.e., A or B) 
under which they are applying as part of the competition title on the 
application cover sheet (SF 424, line 12).
    Focus Area A: Preparing Personnel to Serve Infants, Toddlers, and 
Preschool-Age Children with Disabilities. This focus area is for 
projects that prepare early intervention, early childhood special 
education, and related services personnel, including scholars from 
racially and ethnically diverse backgrounds and scholars who are 
multilingual, to provide services to infants, toddlers, and preschool 
children with disabilities. Programs preparing early intervention 
special educators and early childhood special educators must prepare 
graduates to meet State and national professional organization 
standards for early intervention special educators and early childhood 
special educators such as the Division of Early Childhood Initial 
Practice-Based Professional Preparation Standards for Early 
Intervention/Early Childhood Special Education (Division for Early 
Childhood, 2020). In States where certification in early intervention 
is combined with certification in early childhood special education, 
applicants may propose a combined early intervention and early 
childhood special education personnel preparation project under this 
focus area. In States where the certification age range is other than 
birth through five, applicants must propose a preparation project that 
complies with the State's certification requirements for early 
intervention and early childhood special education personnel. Programs 
that prepare general early childhood educators are not eligible under 
this competition regardless of whether a degree in early childhood 
education complies with the State's certification requirements for 
early intervention special educators or early childhood special 
educators.
    Focus Area B: Preparing Personnel to Serve School-Age Children with 
Disabilities. This focus area is for projects that prepare special 
education and related services personnel, including personnel from 
racially and ethnically diverse backgrounds and personnel who are 
multilingual, to work with school-age children with disabilities.
    Focus Areas A and B:
    Applicants may, but are not required to, use up to the first 12 
months of the project period and up to $100,000 awarded in the first 
budget period for planning, including enhancing an existing program, 
without enrolling scholars. If an applicant chooses to use the first 
year for program planning, then the applicant must provide sufficient 
justification for requesting program planning time and include the 
goals, objectives, key personnel and collaborators, and intended 
outcomes of program planning in year one, a description of the proposed 
strategies and activities to be supported, and a timeline for the work. 
The proposed strategies may include activities such as--
    (1) Updating coursework, course outcomes, scholar competencies, 
assignments, or extensive and

[[Page 81487]]

coordinated field or clinical experiences needed to support preparation 
for special education, early intervention, or related services 
scholars, including scholars from racially and ethnically diverse 
backgrounds, scholars who are multilingual, and scholars with 
disabilities serving children with disabilities, including children of 
color with disabilities and children with disabilities who are 
multilingual;
    (2) Building the capacity (e.g., hiring a field supervisor, 
providing professional development for faculty and field supervisors) 
of the project to prepare scholars, including scholars from racially 
and ethnically diverse backgrounds, scholars who are multilingual, and 
scholars with disabilities, to serve children with disabilities and 
their families, including children and families of color and who are 
multilingual;
    (3) Purchasing needed resources (e.g., additional teaching 
supplies, technology-based resources, or other specialized equipment to 
enhance instruction); or
    (4) Establishing relationships, which may include developing 
memorandums of understandings or other formal agreements, with early 
intervention and early childhood programs or schools, to serve as sites 
for field or clinical experiences needed to support the project. These 
sites may include high-need local educational agencies (LEAs),\8\ high-
poverty schools,\9\ schools identified for comprehensive support and 
improvement,\10\ and schools implementing a targeted support and 
improvement plan \11\ for children with disabilities; early childhood 
and early intervention programs located within the geographic 
boundaries of a high-need LEA; and early childhood and early 
intervention programs 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.
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    \8\ 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.
    \9\ 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.
    \10\ 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.
    \11\ 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.
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    In addition to requesting up to $100,000 for planning, additional 
Federal funds may also be requested for scholar support and other grant 
activities occurring in year one of the project.
    Note: Applicants proposing projects to develop, expand, or add a 
new area of emphasis within the curriculum of early intervention, 
special education, or related services programs must provide, in their 
applications, information on how these new areas will be sustained once 
Federal funding ends.
    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 scholar recruitment is not on track or scholars are 
not on track to complete the program by the end of the 60 months.
    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.
    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 will address the need in the proposed 
preparation focus area to increase the number of personnel, including 
increasing the number from racially and ethnically diverse backgrounds, 
the number of personnel who are multilingual, and the number of 
personnel with disabilities, who are prepared to provide effective and 
equitable, evidence-based, and culturally and linguistically responsive 
instruction, interventions, and services that improve outcomes, 
including literacy and math outcomes, for children with disabilities;
    (2) The proposed project will increase the number of personnel with 
competencies \12\ in the proposed preparation focus area to provide 
effective and equitable, evidence-based, and culturally and 
linguistically responsive instruction, interventions, and services, 
including through distance education, that improve outcomes, including 
literacy and math outcomes, for children with disabilities, including 
children of color with disabilities and children with disabilities who 
are multilingual; and
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    \12\ For the purposes of this priority, ``competencies'' means 
what a person knows and can do--the knowledge, skills, and 
dispositions necessary to effectively function in a role (National 
Professional Development Center on Inclusion, 2011).
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    (3) The applicant has successfully graduated students from its 
program, including students who are from racially and ethnically 
diverse backgrounds, students who are multilingual, and students with 
disabilities, by including data disaggregated by race, national origin 
and primary language(s), and disability status; and the number of 
students who have graduated in the last five years.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of project services,'' how--
    (1) The project will conduct its planning activities if the 
applicant elects to use up to the first 12 months of the project period 
and up to $100,000 awarded in the first budget period for planning;
    (2) The project will recruit and retain scholars to participate in 
the project. To meet this requirement, the applicant must describe--
    (i) The selection criteria the project will use to identify program 
applicants for admission into the program;
    (ii) The specific recruitment strategies the project will use to 
attract a diverse pool of applicants, including from groups that are 
underrepresented in the field, including applicants from racially and 
ethnically diverse backgrounds, applicants who are multilingual, and 
applicants with disabilities; and
    Note: Applicants should engage in focused outreach and recruitment 
to increase the number of applicants from groups that are traditionally 
underrepresented in the field, including applicants from racially and 
ethnically diverse backgrounds, applicants who are multilingual, and 
applicants with disabilities, but the selection criteria the applicant 
intends to use must ensure equal access and treatment of all applicants 
seeking admission to the

[[Page 81488]]

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, including any specific approaches to supporting scholars from 
groups that are underrepresented in the field, including scholars from 
racially and ethnically diverse backgrounds, scholars who are 
multilingual, and scholars with disabilities, with the goal of helping 
them complete the program within the project period and preparing them 
for careers in special education, early intervention, or related 
services;
    (3) The project will promote the acquisition of competencies needed 
by special education, early intervention, or related services personnel 
in the project's proposed preparation focus area to provide effective 
and equitable, evidence-based, and culturally and linguistically 
responsive instruction, interventions, and services that improve 
outcomes, including literacy and math outcomes, for children with 
disabilities, including children of color with disabilities and 
children with disabilities who are multilingual. To address this 
requirement, the applicant must--
    (i) Describe how the proposed components, such as coursework; field 
or clinical experiences in early intervention, early childhood, or 
school settings; work-based experiences; or other opportunities 
provided to scholars, and sequence of the components will enable the 
scholars to acquire the competencies needed by applicable personnel to 
serve children with disabilities, including children of color and 
children who are multilingual in a school or early intervention 
setting;
    (ii) Describe how the proposed project will reflect current 
evidence-based practices (EBPs) to prepare scholars to provide 
effective and equitable, evidence-based, and culturally and 
linguistically responsive instruction, interventions, and services that 
improve outcomes for children with disabilities, including literacy and 
math outcomes, including children of color and children who are 
multilingual, in a variety of early childhood and early intervention 
settings or educational settings;
    (iii) Describe the pedagogical practices that will be used to 
ensure that the program is inclusive regarding race, ethnicity, 
culture, language, and disability status so that scholars are prepared 
to create inclusive, supportive, equitable, unbiased, and identity-safe 
learning environments for children with disabilities; and
    (iv) Describe how the project will engage various partners, 
including families of color, families who are multilingual, and parents 
with disabilities; public or private agencies, schools, or programs, 
including those that serve racially and ethnically diverse populations, 
multilingual populations, and children with disabilities; and centers 
or organizations that provide services to children with disabilities, 
including children of color with disabilities and children with 
disabilities who are multilingual, to inform and support project 
components.
    (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; and
    (3) The time commitments of the project director and other key 
project personnel are adequate to meet the objectives of the proposed 
project.
    (d) Demonstrate, in the narrative section of the application under 
``Adequacy of resources,'' how--
    (1) Information regarding the types of accommodations and resources 
available to fully support scholars' well-being and a work-life balance 
(e.g., university and community mental health supports, counseling 
services, health resources, housing resources, child care) will be 
disseminated and how the project will support scholars to access those 
accommodations and resources on a timely basis, if needed, while the 
scholar is in the program;
    (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, social and emotional, and 
disability-related needs with the goals of supporting them to complete 
the program; and
    (3) The budget is adequate for meeting the project objectives and 
mitigating financial burden to scholars in 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 scholars' 
financial needs, including consideration of all costs associated with 
the cost of attendance, even if that means enrolling fewer scholars. 
Scholar support can include support for cost of attendance (e.g., 
tuition and fees; university student health insurance; an allowance for 
books, materials, and supplies; an allowance for miscellaneous personal 
expenses; an allowance for dependent care, such as child care; 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. Projects that prepare personnel at the bachelor's 
degree level may not provide scholar support during the first two years 
(e.g., freshman and sophomore years) of the degree program.
    (e) Demonstrate, in the narrative section of the application under 
``Quality of the project evaluation,'' how the applicant will--
    (1) Evaluate how well the goals or objectives of the proposed 
project have been met. To meet this requirement the applicant must 
describe--
    (i) The relevant outcomes to be measured for both the project and 
the scholars, particularly the acquisition of scholars' competencies; 
and
    (ii) The evaluation methodologies, data collection methods, and 
data analyses that will be used; and
    (2) Collect and analyze data on all scholars supported by the 
project, including data disaggregated by race, national origin, primary 
language(s), and disability status, 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 clinical experience in a high-need LEA, a high-poverty school, 
a school implementing a comprehensive support and improvement plan, a 
school implementing a targeted support and improvement plan for 
children with disabilities, a State educational agency, an early 
childhood or early intervention program located within the geographical 
boundaries of a high-need LEA, or an early childhood or early 
intervention program located within the geographical

[[Page 81489]]

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 lists the project's required coursework and 
includes the course title, brief description, learning goals, and 
relevant State or national professional organization personnel 
standards for each course; and
    (ii) Four exemplars of course syllabi required by the degree 
program that reflect EBPs across the areas of assessment; social, 
emotional, and behavioral development and learning; inclusive 
practices; instructional strategies; and literacy if appropriate, and 
consider the unique needs of children of color with disabilities and 
children with disabilities who are multilingual;
    (3) Include in the application budget attendance by the project 
director at a three-day project directors' meeting in Washington, DC, 
during each year of the project; 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 Federal civil rights laws;
    (iv) All the syllabi for the project's required coursework will be 
provided at the request of OSEP;
    (v) At least 65 percent of the total award over the project period 
(i.e., up to 60 months) will be used for scholar support;
    (vi) Scholar support provided by the project (e.g., tuition and 
fees; university student health insurance; an allowance for books, 
materials, and supplies; an allowance for miscellaneous personal 
expenses; an allowance for dependent care, such as child care; an 
allowance for transportation; an allowance for room and board; an 
allowance for travel in conjunction with training assignments including 
conference registration; and stipends to support scholars' completion 
of the program and professional development) is not conditioned on 
scholars working for the grantee (e.g., personnel at the IHE);
    (vii) The project director, key personnel, and scholars will 
actively participate in learning opportunities (e.g., webinars, 
briefings) supported by OSEP. This is intended to promote opportunities 
for participants to understand reporting requirements, share resources, 
and generate new ideas by discussing 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 web accessibility;
    (ix) Scholar accomplishments (e.g., public service, awards, 
publications, conference presentations) 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 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 Competitive Preference Priority 1 
and an additional 5 points to an application that meets Competitive 
Preference Priority 2. Applicants should indicate in the abstract if 
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 (e.g., the IHE) has not had an active discretionary grant 
under the ALN 84.325M, 84.325K, or 84.325R, including through 
membership in a group application submitted in accordance with 34 CFR 
75.127-75.129, in the last five years before the deadline date for 
submission of applications under ALN 84.325M.
    (b) For the purpose of this priority, a grant is active until the 
end of the grant's project or funding period, including any extensions 
of those periods that extend the grantee's authority to obligate funds.
    Competitive Preference Priority 2: Promoting Equity in Student 
Access to Educational Resources and Opportunities (0 or 5 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) HBCUs (as defined in this notice).
    (b) TCCUs (as defined in this notice).

References

Bryan, N. (2021, May 26). Black male teachers and gender equity in 
early childhood education. Oxford Research Encyclopedia of 
Education. https://doi.org/10.1093/acrefore/9780190264093.013.1565.
Carver-Thomas, D. (2018, April). Diversifying the teaching 
profession through high-retention pathways [Research brief]. 
Learning Policy Institute. https://learningpolicyinstitute.org/media/164/download?inline&file=Diversifying_Teaching_Profession_BRIEF.pdf.
Carver-Thomas, D. (2018). Diversifying the teaching profession: How 
to recruit and retain teachers of color. Learning Policy Institute. 
https://doi.org/10.54300/559.310.
Colorado Department of Higher Education. (2022). Diversifying the 
educator workforce: Disrupting inequities. https://highered.colorado.gov/Publications/Reports/teachereducation/2022/2022_Diversifying_the_Workforce_FINAL.pdf.
Division of Early Childhood of the Council for Exceptional Children 
(DEC). (2020). The early interventionist/early childhood special 
educator (EI/ECSE) standards. www.dec-sped.org/ei-ecse-standards.
Gardner, M., Melnick, H., Meloy, B., & Barajas, J. (2019). Promising 
models for preparing a diverse, high-quality early childhood 
workforce. Learning Policy Institute. https://learningpolicyinstitute.org/product/preparing-diverse-high-quality-early-childhood-workforce-report.
National Center for Education Statistics. (2022). Racial/Ethnic 
Enrollment in Public Schools. Condition of Education. U.S. 
Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator/cge.
National Professional Development Center on Inclusion. (August, 
2011). Competencies for early childhood educators in the context of 
inclusion: Issues and guidance for States. The University of North

[[Page 81490]]

Carolina, FPG Child Development Institute. https://fpg.unc.edu/sites/fpg.unc.edu/files/resources/reports-and-policy-briefs/FPG_NPDCI_Competencies_2011.pdf.
Ondrasek, N., Carver-Thomas, D., Scott, C., & Darling-Hammond, L. 
(2020). California's special education teacher shortage (policy 
brief). Policy Analysis for California Education. Learning Policy 
Institute. https://learningpolicyinstitute.org/media/395/download?inline&file=PACE_Special_Education_Teacher_Shortage_REPORT.pdf.
Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A 
coming crisis in teaching? Teacher supply, demand, and shortages in 
the U.S. Learning Policy Institute. https://doi.org/10.54300/247.242.
U.S. Department of Education. (2022a). EDFacts data warehouse: 
``IDEA Section 618 Part B Child Count and Educational Environments 
Collection'' and ``IDEA Section 618 Part C Child Count and Settings 
Collection,'' 2020-21. https://data.ed.gov/dataset/idea-section-618-data-products-state-level-data-files.
U.S. Department of Education. (2022b). Characteristics of 2020-21 
public and private K-12 school teachers in the United States: 
Results from the national teacher and principal survey. https://nces.ed.gov/pubs2022/2022113.pdf.

    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 OMB 
final rule, OMB Guidance for Federal Financial Assistance 
(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: $150,000-$350,000 per year.
    Estimated Average Size of Awards: $250,000 per year.
    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.
    Note: Applicants must describe, in their applications, the amount 
of funding being requested for each 12-month budget period.
    Estimated Number of Awards: 12.
    Project Period: Up to 60 months.
    Note: The Department is not bound by any estimates in this notice.

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 bachelor's degree, certification, master's degree, 
educational specialist degree, or clinical doctoral degree program that 
prepare scholars in special education, early intervention, and related 
services at an HBCU, TCCU, or other MSI or be a private 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 bachelor's degree, certification, 
master's degree, educational specialist degree, or clinical doctoral 
degree program that prepare scholars in special education, early 
intervention, and related services at an HBCU, TCCU, or other MSI.
    Note: If you are a nonprofit organization, under 34 CFR 75.51, you 
may demonstrate your nonprofit status by providing: (1) proof that the 
Internal Revenue Service currently recognizes the applicant as an 
organization to which contributions are tax deductible under section 
501(c)(3) of the Internal Revenue Code; (2) a statement from a State 
taxing body or the State attorney general certifying that the 
organization is a nonprofit organization operating within the State and 
that no part of its net earnings may lawfully benefit any private 
shareholder or individual; (3) a certified copy of the applicant's 
certificate of incorporation or similar document if it clearly 
establishes the nonprofit status of the applicant; or (4) any item 
described above if that item applies to a State or national parent 
organization, together with a statement by the State or parent 
organization that the applicant is a local nonprofit affiliate.
    2. a. Cost Sharing or Matching: This competition does not require 
cost sharing or matching.
    b. Indirect Cost Rate Information: This program uses 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

[[Page 81491]]

competition may award subgrants--to directly carry out project 
activities described in its application--to the following types of 
entities: IHEs, nonprofit organizations suitable to carry out the 
activities proposed in the application, and other public agencies. The 
grantee may award subgrants to entities it has identified in an 
approved application or that it selects through a competition under 
procedures established by the grantee, 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 limit the application 
narrative to no more than 40 pages and 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).
    (1) The Secretary considers the significance of the proposed 
project.
    (2) In determining the significance of the proposed project, the 
Secretary considers the following factors:
    (i) The extent to which the proposed project will prepare personnel 
for fields in which shortages have been demonstrated; and
    (ii) The importance or magnitude of the results or outcomes likely 
to be attained by the proposed project, especially improvements in 
teaching and student achievement.
    (b) Quality of project services (45 points).
    (1) The Secretary considers the quality of the services to be 
provided by the proposed project.
    (2) In determining the quality of the services to be provided by 
the proposed project, the Secretary considers the quality and 
sufficiency of strategies for ensuring equal access and treatment for 
eligible project participants who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The extent to which the services to be provided by the proposed 
project reflect up-to-date knowledge from research and effective 
practice;
    (ii) The extent to which the training or professional development 
services to be provided by the proposed project are of sufficient 
quality, intensity, and duration to lead to improvements in practice 
among the recipients of those services;
    (iii) The extent to which the services to be provided by the 
proposed project involve the collaboration of appropriate partners for 
maximizing the effectiveness of project services; and
    (iv) The extent to which the proposed activities constitute a 
coherent, sustained program of training in the field.
    (c) Quality of project personnel and quality of the management plan 
(20 points).
    (1) The Secretary considers the quality of the project personnel 
and the quality of the management plan for the proposed project.
    (2) In determining the quality of project personnel, the Secretary 
considers the extent to which the applicant encourages applications for 
employment from persons who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The qualifications, including relevant training and experience, 
of key project personnel;
    (ii) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks; and
    (iii) The extent to which the time commitments of the project 
director and principal investigator and other key project personnel are 
appropriate and adequate to meet the objectives of the proposed 
project.
    (d) Adequacy of resources (10 points).
    (1) The Secretary considers the adequacy of resources of the 
proposed project.
    (2) In determining the adequacy of resources of the proposed 
project, the Secretary considers the following factors:
    (i) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization; and
    (ii) The extent to which the costs are reasonable in relation to 
the objectives, design, and potential significance of the proposed 
project.
    (e) Quality of the project evaluation (15 points).
    (1) The Secretary considers the quality of the evaluation to be 
conducted of the proposed project.

[[Page 81492]]

    (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 many individuals who are eligible to serve as peer 
reviewers have conflicts of interest. The standing panel requirements 
under section 682(b) of IDEA also have placed additional constraints on 
the availability of reviewers. Therefore, the Department has determined 
that for some discretionary grant competitions, applications may be 
separated into two or more groups and ranked and selected for funding 
within specific groups. This procedure will make it easier for the 
Department to find peer reviewers by ensuring that greater numbers of 
individuals who are eligible to serve as reviewers for any particular 
group of applicants will not have conflicts of interest. It also will 
increase the quality, independence, and fairness of the review process, 
while permitting panel members to review applications under 
discretionary grant competitions for which they also have submitted 
applications.
    4. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.206, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
200.208, the Secretary may impose specific conditions, and under 2 CFR 
3474.10, in appropriate circumstances, high-risk conditions on a grant 
if the applicant or grantee is not financially stable; has a history of 
unsatisfactory performance; has a financial or other management system 
that does not meet the standards in 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.
    5. Integrity and Performance System: If you are selected under this 
competition to receive an award that over the course of the project 
period may exceed the simplified acquisition threshold (currently 
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your 
integrity, business ethics, and record of performance under Federal 
awards--that is, the risk posed by you as an applicant--before we make 
an award. In doing so, we must consider any information about you that 
is in the integrity and performance system (currently referred to as 
the Federal Awardee Performance and Integrity Information System 
(FAPIIS)), accessible through the System for Award Management. You may 
review and comment on any information about yourself that a Federal 
agency previously entered and that is currently in FAPIIS.
    Please note that, if the total value of your currently active 
grants, cooperative agreements, and procurement contracts from the 
Federal Government exceeds $10,000,000, the reporting requirements in 2 
CFR part 200, Appendix XII, require you to report certain integrity 
information to FAPIIS semiannually. Please review the requirements in 2 
CFR part 200, Appendix XII, if this grant plus all the other Federal 
funds you receive exceed $10,000,000.
    6. In General: In accordance with the 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

[[Page 81493]]

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 or 
evidence-based practices into their curricula; (2) the percentage of 
scholars completing the preparation program who are knowledgeable and 
skilled in evidence-based practices 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: the number and percentage of scholars 
proposed by the grantee in its application that were actually enrolled 
and making satisfactory academic progress in the current academic year; 
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 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 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. 2024-23256 Filed 10-7-24; 8:45 am]
BILLING CODE 4000-01-P


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