95748 Federal Register / Vol. 89, No. 232 / Tuesday, December 3, 2024 / Notices 

Total Estimated Annual Cost to 

Respondents: The total estimated 

annualized respondent cost is 

approximately $795, based on an 

average total hourly employee 

compensation rate of $45.41 for private 

industry workers in goods producing 

industries (17.5 hours × $45.41 = 

$794.68) (U.S. Bureau of Labor 

Statistics, Employer Costs for Employee 

Compensation, Table 4, June 2024, 

https://www.bls.gov/news.release/ 

archives/ecec_09102024.pdf.) 

General Description of Collection: In 

16 CFR part 1406, Coal and Wood 

Burning Appliances—Notification of 

Performance and Technical Data, issued 

under Section 27(e) of the Consumer 

Product Safety Act, 15 U.S.C. 2076(e), 

CPSC requires that certain performance 

and technical data be supplied on 

labeling attached to or accompanying 

each model of coal and wood burning 

stoves, freestanding fireplaces, similar 

appliances, and in instruction manuals 

provided with the appliances so 

consumers will be aware of important 

safety information concerning the 

installation, operation, and maintenance 

of these appliances. In addition, catalogs 

and other point-of-sale literature are 

required to contain appropriate 

clearances and other information. 

The rule also contains a requirement 

that manufacturers provide to the 

Commission copies of the notice (label) 

and the directions (instruction manual). 

Manufacturers must also provide the 

Commission with a statement of the 

reasons supporting the manufacturer’s 

conclusion that clearance distances 

stated in the notice to consumers are 

appropriate for preventing fires, for each 

stove model manufactured. This 

information must also be supplied when 

there is any change in the required data 

or when a new model is introduced. 

All known manufacturers have 

already complied with the requirements 

for providing information in labels, 

manuals, catalogs, and point-of-sale 

literature and have met the 

requirements for submitting all labels 

and owner’s manuals. For the known 

manufacturers, there should be no 

additional burden associated with the 

requirements of 16 CFR part 1406, 

except when existing models are 

changed, or new models are introduced. 

We anticipate that there will be no more 

than five submissions annually as a 

result of new stove models coming into 

the market or new firms entering the 

market. 

Request for Comments: 

The Commission solicits written 

comments from all interested persons 

about the proposed collection of 

information. The Commission 

specifically solicits information relevant 

to the following topics: 

• whether the collection of 

information described above is 

necessary for the proper performance of 

the Commission’s functions, including 

whether the information would have 

practical utility; 

• whether the estimated burden of the 

proposed collection of information is 

accurate; 

• whether the quality, utility, and 

clarity of the information to be collected 

could be enhanced; and 

• whether the burden imposed by the 

collection of information could be 

minimized by use of automated, 

electronic or other technological 

collection techniques, or other forms of 

information technology. 

Alberta E. Mills, 

Secretary, Consumer Product Safety 

Commission. 

[FR Doc. 2024–28243 Filed 12–2–24; 8:45 am] 

BILLING CODE 6355–01–P 

CONSUMER PRODUCT SAFETY 

COMMISSION 

Sunshine Act Meeting 

TIME AND DATE: Wednesday, December 4, 

2024—10:00 a.m. (See MATTERS TO BE

CONSIDERED). 

PLACE: The meeting will be held 

remotely, and in person at 4330 EastWest Highway, Bethesda, Maryland 

20814. 

STATUS: Commission Meeting—Open to 

the Public. 

MATTERS TO BE CONSIDERED: 

Briefing Matter: Final Rule to Revise 

16 CFR part 1110, Certificates of 

Compliance and to Implement eFiling of 

Certificates for Regulated, Imported 

Consumer Products. 

To attend the meeting remotely, 

please use the following link: https://

cpsc.webex.com/cpsc/

j.php?MTID=m3df61e5011f

7fbbb45378f5abfe9d41a. 

CONTACT PERSON FOR MORE INFORMATION: 

Alberta E. Mills, Office of the Secretary, 

U.S. Consumer Product Safety 

Commission, 4330 East-West Highway, 

Bethesda, MD 20814, 301–504–7479 

(Office) or 240–863–8938 (Cell). 

Dated: November 27, 2024. 

Alberta Mills, 

Commission Secretary. 

[FR Doc. 2024–28370 Filed 11–29–24; 11:15 am] 

BILLING CODE P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; State 

Personnel Development Grants 

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 the State Personnel 

Development Grants (SPDG) program. 

DATES: 

Applications Available: December 3, 

2024. 

Deadline for Transmittal of 

Applications: February 18, 2025. 

Deadline for Intergovernmental 

Review: April 17, 2025. 

Pre-Application Webinar Information: 

No later than December 9, 2024, the 

Office of Special Education and 

Rehabilitative Services will post prerecorded informational webinars 

designed to provide technical assistance 

(TA) to interested applicants. The 

webinars may be found at www.ed.gov/ 

about/ed-offices/osers/osep/new-osepgrant-competitions. 

Note: For new potential grantees 

unfamiliar with grantmaking at the 

Department, please consult our ‘‘Getting 

Started with Discretionary Grant 

Applications’’ web page at www.ed.gov/ 

grants-and-programs/apply-grant/ 

getting-started-discretionary-grantapplications. 

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/commoninstructions-for-applicants-todepartment-of-education-discretionarygrant-programs. 

FOR FURTHER INFORMATION CONTACT: 

Jennifer Coffey, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 4A220, Washington, DC 20202. 

Telephone: (202) 987–0150. Email: 

jennifer.coffey@ed.gov. 

If you are deaf, hard of hearing, or 

have a speech disability and wish to 

access telecommunications relay 

services, please dial 7–1–1. 

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: The purpose of 

the SPDG program is to assist State 


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educational agencies (SEAs) in 

reforming and improving their systems 

for personnel preparation and 

professional development in early 

intervention, educational, and transition 

services to improve results for children 

with disabilities. 

Assistance Listing Number: 84.323A. 

OMB Control Number: 1820–0028. 

Background: ‘‘Raise the Bar: Lead the 

World’’ (RTB) is the Department’s call to 

action to transform prekindergarten 

through postsecondary learning and 

unite around what truly works by 

promoting academic excellence, boldly 

improving learning conditions, and 

preparing our Nation’s students for 

global competitiveness (www.ed.gov/ 

raisethebar/). A well-prepared and 

supported and sustainable educator 

workforce available to educate and 

support all children and youth, 

including children and youth with 

disabilities, is essential to this call to 

action. This competition is designed to 

support the Department’s RTB goals. 

Specifically, the priorities for this 

competition are designed to support 

projects that— 

• Mitigate the barriers to improved 

educational opportunities and outcomes 

and functional results for children with 

disabilities by increasing the number of 

well-qualified, fully certified special 

education teachers, including 

paraprofessionals; 

• Increase collaborative and effective 

instruction and services for children 

with disabilities; 

• Expand the ability of principals to 

serve as instructional leaders who create 

an equity-based, cooperative, and 

inclusive environment; and 

• Provide pre-service and in-service 

personnel with the knowledge, 

attitudes, skills, and aspiration to 

engage effectively with families. 

The SPDG program, as a pre-service 

and in-service professional development 

program, is uniquely positioned to 

support the Department’s RTB goals by 

helping to ensure that children with 

disabilities have access to well-qualified 

educators and by growing the number of 

teachers and administrators who can 

use data to develop and implement 

standards-based individualized 

education programs (IEPs) and provide 

effective instruction in inclusive 

environments. The priorities specified 

in this notice are designed to support 

pathways and professional development 

for personnel to improve outcomes for 

children with disabilities. For more on 

the Department’s work to eliminate 

educator shortages, see www.ed.gov/ 

raisethebar/educators. 

This competition also includes four 

competitive preference priorities, 

detailed later in this notice. Applicants 

may address up to two. We note that 

Competitive Preference Priority 1 

encourages applications that provide 

pathways for becoming fully certified 

special education teachers that are 

affordable and provide for robust 

preservice classroom experience. By 

reducing the cost of earning a license 

and offering flexible scheduling, teacher 

residency, Grow Your Own (GYO), and 

registered teacher apprenticeships 

programs are designed to bring more 

people into the profession. These 

programs may open doors to the 

profession for those who may otherwise 

face barriers to entrance, including 

multilingual, racially, and ethnically 

diverse individuals, individuals who 

have disabilities, and paraprofessionals 

who may already have decades of 

classroom experience, but for numerous 

reasons, including cost, could not 

pursue a teaching degree or a highquality pathway into the profession that 

includes significant clinical experience. 

Research shows that high-quality 

residency models can expand the pool 

of well-prepared applicants entering the 

teaching profession, increase the 

diversity of the workforce and bring a 

wide range of experiences into the 

classroom to support students. A 2014 

implementation study published by the 

Institute of Education Sciences shows 

that residents are more likely than 

nonresidents to report feeling prepared 

to enter the classroom and that after 

program completion, more than 90 

percent of residents stayed in their 

school district for three years (Silva et 

al., 2014). 

When aligned to high-quality, 

evidence-based practices for education 

preparation, such as those drafted by the 

Pathways Alliance 

(www.thepathwaysalliance.org/reports) 

and approved by the Department of 

Labor, registered teacher apprenticeship 

programs have the potential to be an 

effective, high-quality ‘‘earn and learn’’ 

model that allow candidates to earn 

their teaching credential while earning 

a salary by combining coursework with 

structured, paid on-the-job learning 

experiences with a mentor teacher 

(Pathways Alliance, 2023). Registered 

teacher apprenticeship programs for K– 

12 teachers can be used to establish, 

scale, and build on existing high-quality 

pathways into teaching that emphasize 

classroom-based experience, such as 

teacher residencies and GYO. 

GYO is an approach to developing a 

pipeline of educator candidates to meet 

specific workforce needs that seeks to 

eliminate any barriers that may prevent 

local candidates from entering or 

remaining in the field. GYO programs 

are distinguished from other pipelines 

by whom they target, focusing on 

recruitment of high school students, 

career changers, paraprofessionals, nonteaching-school faculty, and community 

members (Espinoza et al., 2018). 

Offering financial aid (e.g., loan 

forgiveness, grants, and scholarships) to 

candidates completing GYO programs, 

targeting communication to specific 

populations, and establishing systems 

for candidates to receive continuous 

coaching and mentoring from entrance 

into the GYO program through early 

service can all aid in the success of 

these programs (Carver-Thomas, 2018; 

Professional Educator Standards Board, 

2018; Texas Comprehensive Center, 

2018). GYO programs can help address 

shortages in high-need areas and 

subjects, such as in rural schools and in 

special education (Jessen et al., 2020); it 

can also result in improved recruitment 

and retention of teachers of color (Gist 

et al., 2019). 

Priorities: This notice contains three 

absolute priorities and four competitive 

preference priorities. In accordance with 

34 CFR 75.105(b)(1), Absolute Priority 1 

is from the notice of final priorities and 

definitions (NFP) published in the 

Federal Register on August 2, 2012 (77 

FR 45944) (2012 NFP); and Absolute 

Priority 3 and the four competitive 

preference priorities are from the NFP 

published in the Federal Register on 

July 9, 2024 (89 FR 56211) (2024 NFP). 

In accordance with 34 CFR 

75.105(b)(2)(iv), Absolute Priority 2 is 

from sections 651 through 655 of the 

Individuals with Disabilities Education 

Act (IDEA), as amended by the Every 

Student Succeeds Act (ESSA). 

Absolute 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 absolute priorities. 

Under 34 CFR 75.105(c)(3), we consider 

only applications that meet Absolute 

Priorities 1, 2, and 3 (i.e., an applicant 

must address all three absolute 

priorities in their application). 

These priorities are: 

Absolute Priority 1: Effective and 

Efficient Delivery of Professional 

Development. 

The Department establishes a priority 

to assist SEAs in reforming and 

improving their systems for personnel 

(as that term is defined in section 651(b) 

of IDEA) preparation and professional 

development of individuals providing 

early intervention, educational, and 

transition services in order to improve 

results for children with disabilities. 

In order to meet this priority an 

applicant must demonstrate in the 

SPDG State Plan it submits as part of its 


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application under section 653(a)(2) of 

IDEA that its proposed project will— 

(1) Use evidence-based (as defined in 

this notice) professional development 

practices that will increase 

implementation of evidence-based 

practices and result in improved 

outcomes for children with disabilities; 

(2) Provide ongoing assistance to 

personnel receiving SPDG-supported 

professional development that supports 

the implementation of evidence-based 

practices with fidelity (as defined in this 

notice); and 

(3) Use technology to more efficiently 

and effectively provide ongoing 

professional development to personnel, 

including to personnel in rural areas 

and to other populations, such as 

personnel in urban or high-need local 

educational agencies (LEAs) (as defined 

in this notice). 

Absolute Priority 2: State Personnel 

Development Grants. 

Statutory Requirements. To meet this 

priority, an applicant must meet the 

following statutory requirements: 

1. State Personnel Development Plan. 

An applicant must submit a State 

Personnel Development Plan that 

identifies and addresses the State and 

local needs for the personnel 

preparation and professional 

development of personnel, as well as 

individuals who provide direct 

supplementary aids and services to 

children with disabilities, and that— 

(a) Is designed to enable the State to 

meet the requirements of section 

612(a)(14) of IDEA, as amended by the 

ESSA, and section 635(a)(8) and (9) of 

IDEA; 

(b) Is based on an assessment of State 

and local needs that identifies critical 

aspects and areas in need of 

improvement related to the preparation, 

ongoing training, and professional 

development of personnel who serve 

infants, toddlers, preschoolers, and 

children with disabilities within the 

State, including— 

(1) Current and anticipated personnel 

vacancies and shortages; and 

(2) The number of preservice and inservice programs; 

(c) Is integrated and aligned, to the 

maximum extent possible, with State 

plans and activities under the 

Elementary and Secondary Education 

Act of 1965, as amended (ESEA); the 

Rehabilitation Act of 1973, as amended; 

and the Higher Education Act of 1965, 

as amended (HEA); 

(d) Describes a partnership agreement 

that is in effect for the period of the 

grant, which agreement must specify— 

(1) The nature and extent of the 

partnership described in section 652(b) 

of IDEA and the respective roles of each 

member of the partnership, including, if 

applicable, an individual, entity, or 

agency other than the SEA that has the 

responsibility under State law for 

teacher preparation and certification; 

and 

(2) How the SEA will work with other 

persons and organizations involved in, 

and concerned with, the education of 

children with disabilities, including the 

respective roles of each of the persons 

and organizations; 

(e) Describes how the strategies and 

activities the SEA uses to address 

identified professional development and 

personnel needs will be coordinated 

with activities supported with other 

public resources (including funds 

provided under Part B and Part C of 

IDEA and retained for use at the State 

level for personnel and professional 

development purposes) and private 

resources; 

(f) Describes how the SEA will align 

its personnel development plan with the 

plan and application submitted under 

sections 1111 and 2101(d), respectively, 

of the ESEA; 

(g) Describes strategies the SEA will 

use to address the identified 

professional development and 

personnel needs and how such 

strategies will be implemented, 

including— 

(1) A description of the programs and 

activities that will provide personnel 

with the knowledge and skills to meet 

the needs of, and improve the 

performance and achievement of, 

infants, toddlers, preschoolers, and 

children with disabilities; and 

(2) How such strategies will be 

integrated, to the maximum extent 

possible, with other activities supported 

by grants funded under section 662 of 

IDEA (20 U.S.C. 1462); 

(h) Provides an assurance that the 

SEA will provide TA to LEAs to 

improve the quality of professional 

development available to meet the 

needs of personnel who serve children 

with disabilities; 

(i) Provides an assurance that the SEA 

will provide TA to entities that provide 

services to infants and toddlers with 

disabilities to improve the quality of 

professional development available to 

meet the needs of personnel serving 

such children; 

(j) Describes how the SEA will recruit 

and retain teachers who meet the 

qualifications described in section 

612(a)(14)(C) of IDEA (20 U.S.C. 

1412(a)(14)(C)), and other qualified 

personnel in geographic areas of greatest 

need; 

(k) Describes the steps the SEA will 

take to ensure that poor and minority 

children are not taught at higher rates by 

teachers who do not meet the 

qualifications described in section 

612(a)(14)(C) of IDEA (20 U.S.C. 

1412(a)(14)(C))); and 

(l) Describes how the SEA will assess, 

on a regular basis, the extent to which 

the strategies implemented have been 

effective in meeting the performance 

goals described in section 612(a)(15) of 

IDEA (20 U.S.C. 1412(a)(15)). 

2. Partnerships. 

(a) Required Partners. 

Applicants must establish a 

partnership with LEAs and other State 

agencies involved in, or concerned with, 

the education of children with 

disabilities, including— 

(1) Not less than one institution of 

higher education (IHE); 

(2) The State agencies responsible for 

administering Part C of IDEA, early 

education, childcare, and vocational 

rehabilitation programs; and 

(3) In accordance with section 

652(b)(3) of IDEA, if State law assigns 

responsibility for teacher preparation 

and certification to an individual, 

entity, or agency other than the SEA, 

such individual, entity, or agency. The 

SEA must ensure that any activities it 

carries out under this program that are 

within such partner’s jurisdiction 

(which may include activities described 

in section 654(b) of IDEA) are carried 

out by that partner. 

(b) Other Partners. 

An SEA must work in partnership 

with other persons and organizations 

involved in, and concerned with, the 

education of children with disabilities, 

which may include— 

(1) The Governor; 

(2) Parents of children with 

disabilities ages birth through 26; 

(3) Parents of nondisabled children 

ages birth through 26; 

(4) Individuals with disabilities; 

(5) Parent training and information 

centers or community parent resource 

centers funded under sections 671 and 

672 of IDEA, respectively; 

(6) Community based and other 

nonprofit organizations involved in the 

education and employment of 

individuals with disabilities; 

(7) Personnel as defined in section 

651(b) of IDEA; 

(8) The State advisory panel 

established under Part B of IDEA; 

(9) The State interagency coordinating 

council established under Part C of 

IDEA; 

(10) Individuals knowledgeable about 

vocational education; 

(11) The State agency for higher 

education; 

(12) Public agencies with jurisdiction 

in the areas of health, mental health, 

social services, and juvenile justice; 


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(13) Other providers of professional 

development that work with infants, 

toddlers, preschoolers, and children 

with disabilities; and 

(14) Other individuals. 

3. Use of Funds. 

(a) Professional Development 

Activities—Each SEA that receives a 

grant under this program must use the 

grant funds to support activities in 

accordance with the State’s Personnel 

Development Plan, including one or 

more of the following: 

(1) Carrying out programs that provide 

support to both special education and 

regular education teachers of children 

with disabilities and principals, such as 

programs that— 

(i) Provide teacher mentoring, team 

teaching, reduced class schedules and 

caseloads, and intensive professional 

development; 

(ii) Use standards or assessments for 

guiding beginning teachers that are 

consistent with challenging State 

academic achievement standards and 

with the requirements for professional 

development, as defined in section 8101 

of the ESEA; and 

(iii) Encourage collaborative and 

consultative models of providing early 

intervention, special education, and 

related services. 

(2) Encouraging and supporting the 

training of special education and regular 

education teachers and administrators 

to effectively use and integrate 

technology— 

(i) Into curricula and instruction, 

including training to improve the ability 

to collect, manage, and analyze data to 

improve teaching, decision making, 

school improvement efforts, and 

accountability; 

(ii) To enhance learning by children 

with disabilities; and 

(iii) To effectively communicate with 

parents. 

(3) Providing professional 

development activities that— 

(i) Improve the knowledge of special 

education and regular education 

teachers concerning— 

(A) The academic and developmental 

or functional needs of students with 

disabilities; or 

(B) Effective instructional strategies, 

methods, and skills, and the use of State 

academic content standards and student 

academic achievement and functional 

standards, and State assessments, to 

improve teaching practices and student 

academic achievement; 

(ii) Improve the knowledge of special 

education and regular education 

teachers and principals and, in 

appropriate cases, paraprofessionals, 

concerning effective instructional 

practices, and that— 

(A) Provide training in how to teach 

and address the needs of children with 

different learning styles and children 

who are limited English proficient; 

(B) Involve collaborative groups of 

teachers, administrators, and, in 

appropriate cases, related services 

personnel; 

(C) Provide training in methods of— 

(1) Positive behavioral interventions 

and supports to improve student 

behavior in the classroom; 

(2) Scientifically based reading 

instruction, including early literacy 

instruction; 

(3) Early and appropriate 

interventions to identify and help 

children with disabilities; 

(4) Effective instruction for children 

with low-incidence disabilities; 

(5) Successful transitioning to 

postsecondary opportunities; and 

(6) Using classroom-based techniques 

to assist children prior to referral for 

special education; 

(D) Provide training to enable 

personnel to work with and involve 

parents in their child’s education, 

including parents of low income and 

limited English proficient children with 

disabilities; 

(E) Provide training for special 

education personnel and regular 

education personnel in planning, 

developing, and implementing effective 

and appropriate individualized 

education programs (IEPs); and 

(F) Provide training to meet the needs 

of students with significant health, 

mobility, or behavioral needs prior to 

serving those students; 

(iii) Train administrators, principals, 

and other relevant school personnel in 

conducting effective IEP meetings; and 

(iv) Train early intervention, 

preschool, and related services 

providers, and other relevant school 

personnel in conducting effective 

individualized family service plan 

(IFSP) meetings. 

(4) Developing and implementing 

initiatives to promote the recruitment 

and retention of special education 

teachers who meet the qualifications 

described in section 612(a)(14)(C) of 

IDEA, as amended by the ESSA, 

particularly initiatives that have proven 

effective in recruiting and retaining 

teachers, including programs that 

provide— 

(i) Teacher mentoring from exemplary 

special education teachers, principals, 

or superintendents; 

(ii) Induction and support for special 

education teachers during their first 

three years of employment as teachers; 

or 

(iii) Incentives, including financial 

incentives, to retain special education 

teachers who have a record of success 

in helping students with disabilities. 

(5) Carrying out programs and 

activities that are designed to improve 

the quality of personnel who serve 

children with disabilities, such as— 

(i) Innovative professional 

development programs (which may be 

provided through partnerships that 

include IHEs), including programs that 

train teachers and principals to integrate 

technology into curricula and 

instruction to improve teaching, 

learning, and technology literacy, which 

must be consistent with the definition of 

professional development in section 

8101 of the ESEA; and 

(ii) The development and use of 

proven, cost-effective strategies for the 

implementation of professional 

development activities, such as through 

the use of technology and distance 

learning. 

(6) Carrying out programs and 

activities that are designed to improve 

the quality of early intervention 

personnel, including paraprofessionals 

and primary referral sources, such as— 

(i) Professional development 

programs to improve the delivery of 

early intervention services; 

(ii) Initiatives to promote the 

recruitment and retention of early 

intervention personnel; and 

(iii) Interagency activities to ensure 

that early intervention personnel are 

adequately prepared and trained. 

(b) Other Activities—Each SEA that 

receives a grant under this program 

must use the grant funds to support 

activities in accordance with the State’s 

Personnel Development Plan, including 

one or more of the following: 

(1) Reforming special education and 

regular education teacher certification 

(including recertification) or licensing 

requirements to ensure that— 

(i) Special education and regular 

education teachers have— 

(A) The training and information 

necessary to address the full range of 

needs of children with disabilities 

across disability categories; and 

(B) The necessary subject matter 

knowledge and teaching skills in the 

academic subjects that the teachers 

teach; 

(ii) Special education and regular 

education teacher certification 

(including recertification) or licensing 

requirements are aligned with 

challenging State academic content 

standards; and 

(iii) Special education and regular 

education teachers have the subject 

matter knowledge and teaching skills, 

including technology literacy, necessary 

to help students with disabilities meet 


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challenging State student academic 

achievement and functional standards. 

(2) Programs that establish, expand, or 

improve alternative routes for State 

certification of special education 

teachers for individuals with a 

baccalaureate or master’s degree who 

meet the qualifications described in 

section 612(a)(14)(C) of IDEA (20 U.S.C. 

1412(a)(14)(C)) including mid-career 

professionals from other occupations, 

paraprofessionals, and recent college or 

university graduates with records of 

academic distinction who demonstrate 

the potential to become highly effective 

special education teachers. 

(3) Teacher advancement initiatives 

for special education teachers that 

promote professional growth and 

emphasize multiple career paths (such 

as paths to becoming a career teacher, 

mentor teacher, or exemplary teacher) 

and pay differentiation. 

(4) Developing and implementing 

mechanisms to assist LEAs and schools 

in effectively recruiting and retaining 

special education teachers who meet the 

qualifications described in section 

612(a)(14)(C) of IDEA (20 U.S.C. 

1412(a)(14)(C)). 

(5) Reforming tenure systems, 

implementing teacher testing for subject 

matter knowledge, and implementing 

teacher testing for State certification or 

licensure, consistent with title II of the 

HEA (20 U.S.C. 1021 et seq.). 

(6) Funding projects to promote 

reciprocity of teacher certification or 

licensing between or among States for 

special education teachers, except that 

no reciprocity agreement developed 

under this absolute priority or 

developed using funds awarded under 

the SPDG competition may lead to the 

weakening of any State teacher 

certification or licensing requirement. 

(7) Assisting LEAs to serve children 

with disabilities through the 

development and use of proven, 

innovative strategies to deliver intensive 

professional development programs that 

are both cost effective and easily 

accessible, such as strategies that 

involve delivery through the use of 

technology, peer networks, and distance 

learning. 

(8) Developing, or assisting LEAs in 

developing, merit-based performance 

systems and strategies that provide 

differential and bonus pay for special 

education teachers. 

(9) Supporting activities that ensure 

that teachers are able to use challenging 

State academic content standards and 

student academic achievement and 

functional standards, and State 

assessments for all children with 

disabilities, to improve instructional 

practices and improve the academic 

achievement of children with 

disabilities. 

(10) When applicable, coordinating 

with, and expanding centers established 

under section 2113(c)(18) of the ESEA, 

as amended by No Child Left Behind 

Act of 2002, to benefit special education 

teachers. 

(c) Contracts and Subgrants—An SEA 

that receives a grant under this 

program— 

(1) Must award contracts or subgrants 

to LEAs, IHEs, parent training and 

information centers, or community 

parent resource centers, as appropriate, 

to carry out the State Personnel 

Development Plan; and 

(2) May award contracts and 

subgrants to other public and private 

entities, including the State lead agency 

(LA) (as defined in this notice) under 

Part C of IDEA, to carry out the State 

Personnel Development Plan. 

(d) Use of Funds for Professional 

Development—An SEA that receives a 

grant under this program must use— 

(1) Not less than 90 percent of the 

funds the SEA receives under the grant 

for any fiscal year for the Professional 

Development Activities described in 

paragraph (a); and 

(2) Not more than 10 percent of the 

funds the SEA receives under the grant 

for any fiscal year for the Other 

Activities described in paragraph (b). 

Absolute Priority 3: Improving 

Engagement between Schools and 

Families. 

Projects designed to develop the 

capacity of administrators and educators 

to develop systems and use strategies 

that build trust and engagement with 

families, while further strengthening the 

role families play in their child’s 

development and learning. Projects 

must— 

(a) Provide training and coaching to 

assist administrators to— 

(1) Develop and implement policies 

and programs that recognize families’ 

funds of knowledge, connect family 

engagement to student learning, and 

create welcoming, inviting cultures; and 

(2) Create systems that support staff 

and families in meaningful engagement 

(i.e., Leading by Convening and the 

Dual-Capacity Framework. For more 

information visit www.dualcapcity.org 

and www.ncsi.wested.org/resources/ 

leading-by-convening); 

(b) Provide training and coaching to 

assist educators and early intervention 

providers to— 

(1) Build their knowledge, attitudes, 

beliefs, aspirations, and behaviors about 

effective strategies to engage families in 

their child’s learning; 

(2) Work with families to make 

collaborative, data-based decisions in 

the development and implementation of 

the child’s IEP; and 

(3) Provide information and resources 

to families that enable them to support 

their children’s learning and behavior at 

home; and 

(c) Provide training and coaching to 

families so they can— 

(1) Meaningfully participate in the 

development and implementation of 

their child’s IEP; 

(2) Participate in data-based decision 

making related to their child’s 

education; and 

(3) Further their child’s learning at 

home. 

In their applications, States must 

describe how their projects will meet 

these program requirements. In addition 

to these requirements, to be considered 

for funding under this priority, 

applicants must meet the application 

and administrative requirements under 

Common Requirements. 

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 four priorities are 

competitive preference priorities. Under 

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

additional points to an application that 

meets up to two of these competitive 

preference priorities. An applicant is 

not required to address any of the 

competitive preference priorities. If an 

applicant addresses the competitive 

preference priorities, the applicant must 

indicate which one or two competitive 

preference priorities they are 

responding to in the application. We 

award up to an additional 5 points to an 

application, depending on how well the 

application meets Competitive 

Preference Priority 1. For Competitive 

Preference Priorities 2, 3, and 4, we 

award up to an additional 2 points to an 

application, depending on how well the 

application meets the competitive 

preference priority. 

Competitive Preference Priority 1: 

Providing Career Pathways for Those 

Interested in Becoming Fully Certified 

Special Education Teachers, Including 

Paraprofessionals, Through Residency, 

Grow Your Own (GYO), and Registered 

Apprenticeships Programs (up to 5 

points). 

Projects designed to increase the 

number of fully certified special 

education teachers by establishing a 

new, or enhancing an existing, teacher 

residency, GYO, or registered teacher 

apprenticeship program that minimizes 

or eliminates the cost of certification for 

special education teacher candidates 

and provides opportunities for 

candidates to be paid, including being 

provided with a stipend (which, for 


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1An IEP that supports instructional progress is an 

IEP that focuses on the academic, vocational, 

developmental, and social needs of the child and 

allows the child to benefit from instruction. 

programs that include paid experience 

for the duration of the certification 

program, can be met through paragraph 

(i), below), to cover the time spent 

gaining classroom experience during 

their certification program. 

A project implementing a new or 

enhanced teacher residency, GYO, or 

registered teacher apprenticeship 

program must— 

(a) Use data-driven strategies and 

evidence-based approaches to increase 

recruitment, successful completion, and 

retention of the special education 

teachers supported by the project; 

(b) Provide standards for participants 

to enter into and complete the program; 

(c) Be aligned to evidence-based 

practices for effective educator 

preparation; 

(d) Have little to no financial burden 

for program participants, or provide for 

loan forgiveness, grants, or scholarship 

programs; 

(e) Provide opportunities for 

candidates to be paid, including being 

provided with a stipend, to cover time 

spent in clinical experience during their 

certification program; 

(f) Develop a plan to monitor program 

quality; 

(g) Require completion of a bachelor’s 

degree either before entering or as a 

result of the teacher residency, GYO, or 

teacher apprenticeship program; 

(h) Result in the satisfaction of all 

requirements for full State teacher 

licensure or certification, excluding 

emergency, temporary, provisional, or 

other sub-standard licensure or 

certification; 

(i) Provide increasing levels of 

responsibility for the resident/GYO 

participant/apprentice during at least 

one year of paid on-the-job learning/ 

clinical experience, during which a 

mentor teacher is the teacher of record; 

and 

(j) Develop a plan to ensure the 

program has funding after the end of the 

project period. 

In their applications, States must 

describe how their projects will meet 

these program requirements. In addition 

to these requirements, to be considered 

for funding under this priority, 

applicants must address the application 

and administrative requirements under 

Common Requirements. 

Competitive Preference Priority 2: 

Supporting Emergency Certified Special 

Education Teachers to Become Fully 

Certified (up to 2 points). 

Projects designed to increase the 

number of fully certified special 

education teachers by implementing 

plans that address the emergency 

certification needs of personnel who 

work with children with disabilities. 

The plans must— 

(a) Identify the barriers and challenges 

to full certification that are experienced 

by special education personnel on 

emergency certifications; 

(b) Include evidence-based strategies 

to address those barriers and challenges 

and assist special education personnel 

on emergency certifications to obtain 

full certification, consistent with Stateapproved or State-recognized 

requirements, within three years; 

(c) Include training and coaching on, 

at a minimum— 

(1) The skills needed to 

collaboratively develop, implement, and 

monitor standards-based IEPs; 

(2) High-leverage and evidence-based 

instructional and classroom 

management practices; and 

(3) The provision of wrap-around 

services (e.g., social, emotional, and 

mental health supports), special 

education services, and other supports 

for children with disabilities; and 

(d) Provide participating special 

education personnel on emergency 

certifications with opportunities to 

apply the evidence-based skills and 

practices described in paragraph (c) in 

the classroom. 

In their applications, States must 

describe how their projects will meet 

these program requirements. In addition 

to these requirements, to be considered 

for funding under this priority, 

applicants must meet the application 

and administrative requirements under 

Common Requirements. 

Competitive Preference Priority 3: 

Person-Centered IEPs that Support 

Instructional Progress (up to 2 points). 

Projects designed to provide preservice and in-service training to school 

and district personnel, including IEP 

team members (e.g., special education 

and general education teachers, related 

service personnel who work with 

children with disabilities) and 

administrators, to improve their skills in 

developing and implementing personcentered IEPs that support instructional 

progress and improve functional 

outcomes 1 for children with 

disabilities. Projects must— 

(a) Provide training and coaching to 

administrators and IEP team members to 

increase their ability to develop, 

implement, and monitor personcentered IEPs that support instructional 

progress so that they can— 

(1) Use appropriate data to determine 

the child’s instructional and functional 

strengths and needs; 

(2) Increase the child’s learning time 

and opportunities with general 

education peers, as appropriate, based 

on research; 

(3) Choose and use evidence-based 

practices for core instruction; and 

(4) Supplement core instruction with 

special education services. 

In their applications, States must 

describe how their projects will meet 

these program requirements. In addition 

to these requirements, to be considered 

for funding under this priority, 

applicants must meet the application 

and administrative requirements under 

Common Requirements. 

Competitive Preference Priority 4: 

Principals as Instructional Leaders Who 

Support Collaborative Service Provision 

(up to 2 points). 

Projects designed to provide 

professional development to improve 

the instructional leadership provided by 

principals and other school leaders, 

district leaders, and teacher leaders to 

promote educational equity for children 

with disabilities. Projects must provide 

training and coaching to assist 

administrators to— 

(a) Create and support equitable 

school schedules and other operations 

that enable collaborative services from 

general and special education staff; 

(b) Support schoolwide inclusionary 

practices within a multi-tiered systems 

of support (MTSS) framework; 

(c) Support evidence-based 

professional development for their staff 

related to— 

(1) Effective content instruction; 

(2) Data for decision-making and 

continuous progress monitoring; 

(3) IEP development and 

implementation; and 

(4) Wrap-around services; 

(d) Actively engage families and 

school communities to identify and 

address concerns regarding, and barriers 

to, accessibility, equity, and 

inclusiveness, using frameworks such as 

universal design; and 

(e) Provide administrators structured 

learning opportunities, such as through 

a cohort model, mentoring, one-on-one 

coaching, networking to build a 

professional community, and applied 

learning opportunities, such as problemsolving related to the needs of 

individual children. 

In their applications, States must 

describe how their projects will meet 

these program requirements. In addition 

to these requirements, to be considered 

for funding under this priority, 

applicants must meet the application 

and administrative requirements under 

Common Requirements. 

Common Requirements: 

In addition to the requirements 

contained in these priorities, to be 


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2A ‘‘third-party’’ evaluator is an independent and 

impartial program evaluator who is contracted by 

the grantee to conduct an objective evaluation of the 

project. This evaluator must not have participated 

in the development or implementation of any 

project activities, except for the evaluation 

activities, nor have any financial interest in the 

outcome of the evaluation. 

considered for funding, applicants must 

meet the following application and 

administrative requirements: 

(a) Demonstrate, in the narrative 

section of the application under 

‘‘Significance,’’ how the proposed 

project will— 

(1) Align with and integrate other 

State initiatives and programs, as well 

as district and local improvement plans, 

to leverage existing professional 

development and data systems; 

(2) Develop and implement plans to 

sustain the grant program after the grant 

funding has ended; and 

(3) Integrate family engagement into 

all project efforts by supporting capacity 

building for personnel and families. 

(b) Demonstrate, in the narrative 

section of the application under 

‘‘Quality of Project Services,’’ how the 

proposed project will— 

(1) Ensure equal access and treatment 

for members of groups that have 

traditionally been underrepresented 

based on race, color, national origin, 

gender, age, or disability. To meet this 

requirement, the applicant must 

describe how it will— 

(i) Develop the knowledge and ability 

of personnel to be culturally responsive 

and engage children and families with 

a strengths-based approach; 

(ii) Engage students, families, and 

community members to assess the 

appropriateness and impact of the 

intervention, program, or strategies; and 

(iii) Review program procedures and 

resources to ensure a diversity of 

perspectives are brought into the 

project; and 

(2) Achieve the project’s goals and 

objectives. To meet this requirement, 

the applicant must provide— 

(i) Either a logic model or theory of 

action (to be provided in appendix A), 

which demonstrates how the proposed 

project will achieve intended 

measurable outcomes; 

(ii) A description of proposed in-State 

and national partners that the project 

will work with to achieve the goals and 

objectives of the grant and how the 

impact of these partnerships will be 

measured; and 

(iii) A description of how the project 

will be based on current research and 

make use of evidence-based practices. 

To meet this requirement, the applicant 

must describe— 

(A) The current research base for the 

chosen interventions; 

(B) The evidence-based model or 

practices to be used in the project’s 

professional development activities; and 

(C) How implementation science will 

be used to support full and sustained 

use of evidence-based practices and 

result in sustained systems of 

implementation support. 

(c) In the narrative section of the 

application under ‘‘Quality of the 

project evaluation or other evidencebuilding,’’ include an evaluation plan 

for the project developed in 

consultation with and implemented by 

a third-party 2 evaluator. The evaluation 

plan must— 

(1) Articulate formative and 

summative evaluation questions, 

including important process and 

outcome evaluation questions. These 

questions should be related to the 

project’s proposed logic model or theory 

of action required under paragraph 

(b)(2)(i) of these requirements; 

(2) Describe how progress in and 

fidelity of implementation, as well as 

project outcomes, will be measured to 

answer the evaluation questions. 

Specify the measures and associated 

instruments or sources for data 

appropriate to the evaluation questions. 

Include information regarding reliability 

and validity of measures where 

appropriate; 

(3) Describe strategies for analyzing 

data and how data collected as part of 

this plan will be used to inform and 

improve service delivery over the course 

of the project and to refine the proposed 

logic model or theory of action and 

evaluation plan, including subsequent 

data collection; 

(4) Provide a timeline for conducting 

the evaluation and include staff 

assignments for completing the plan. 

The timeline must indicate that the data 

will be available annually for the annual 

performance report to the Department; 

and 

(5) Dedicate sufficient funds in each 

budget year to cover the costs of 

developing or refining the evaluation 

plan in consultation with a third-party 

evaluator, as well as the costs associated 

with the implementation of the 

evaluation plan by the third-party 

evaluator. 

(d) Demonstrate, in the narrative 

section of the application under 

‘‘Adequacy of resources,’’ how— 

(1) The proposed project will 

encourage applications for employment 

from persons who are members of 

groups that have traditionally been 

underrepresented based on race, color, 

national origin, gender, age, or 

disability, as appropriate; 

(2) The proposed key project 

personnel, consultants, and 

subcontractors have the qualifications 

and experience to carry out the 

proposed activities and achieve the 

project’s intended outcomes; 

(3) The applicant and any key 

partners have adequate resources to 

carry out the proposed activities; and 

(4) The proposed costs are reasonable 

in relation to the anticipated results and 

benefits and funds will be spent in a 

way that increases their efficiency and 

cost-effectiveness, including by 

reducing waste or achieving better 

outcomes. 

(e) Demonstrate, in the narrative 

section of the application under 

‘‘Quality of the management plan,’’ how 

the proposed management plan will 

ensure that the project’s intended 

outcomes will be achieved on time and 

within budget. To address this 

requirement, the applicant must 

describe— 

(1) Clearly defined responsibilities for 

key project personnel, consultants, and 

subcontractors, as applicable; 

(2) Timelines and milestones for 

accomplishing the project tasks; 

(3) How key project personnel and 

any consultants and subcontractors will 

be allocated to the project and how 

these allocations are appropriate and 

adequate to achieve the project’s 

intended outcomes; and 

(4) How the proposed project will 

benefit from a diversity of perspectives, 

including those of families, educators, 

TA providers, researchers, and policy 

makers, among others, in its 

development and operation. 

(f) Address the following application 

requirements. The applicant must— 

(1) Include, in appendix A, personnelloading charts and timelines, as 

applicable, to illustrate the management 

plan described in the narrative; 

(2) Provide an assurance that any 

project website will include relevant 

information and documents in a form 

that meets a government or industryrecognized standard for accessibility; 

(3) Include, in the budget, attendance 

at the following: 

(i) An annual one and one-half day 

SPDG National Meeting in the 

Washington, DC area during each year 

of the project period; and 

(ii) A three-day project directors’ 

conference in Washington, DC, during 

each year of the project period, provided 

that, if the conference is conducted 

virtually, the project must reallocate 

unused travel funds no later than the 

end of the third quarter of each budget 

period; and 

(4) Budget $6,000 annually for 

support of the SPDG program network 

and website currently administered by 


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the University of Oregon 

(www.signetwork.org). 

Under 34 CFR 75.253, the Secretary 

may reduce continuation awards or 

discontinue awards in any year of the 

project period for excessive carryover 

balances, a failure to make substantial 

progress, or has not maintained 

financial and administrative 

management systems that meet 

requirements in 2 CFR 200.302, 

Financial management, and 200.303, 

Internal controls. The Department 

intends to closely monitor unobligated 

balances and substantial progress under 

this program and may reduce or 

discontinue funding accordingly. 

References: 

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

teaching profession: How to recruit and 

retain teachers of color. Learning Policy 

Institute. https://learningpolicy

institute.org/sites/default/files/productfiles/Diversifying_Teaching_Profession_

REPORT_0.pdf. 

Espinoza, D., Saunders, R., Kini, T., & 

Darling-Hammond, L. (2018). Taking the 

long view: State efforts to solve teacher 

shortages by strengthening the 

profession. Learning Policy Institute. 

https://learningpolicyinstitute.org/ 

product/long-view-report. 

Gist, C.D., Bianco, M., & Lynn, M. (2019). 

Examining grow your own programs 

across the teacher development 

continuum: Mining research on teachers 

of color and nontraditional educator 

pipelines. Journal of Teacher Education, 

70(1), 13–25. https://doi.org/10.1177/

0022487118787504. 

Jessen, S., Fairman, J., Fallona, C., & Johnson, 

A. (2020). Consider ‘‘Grow-Your-Own’’ 

(GYO) models by examining existing 

teacher preparation programs in Maine. 

Maine Education Policy Research 

Institute. 121. https://digitalcommons.

library.umaine.edu/mepri/121. 

Pathways Alliance. (2023). National 

guidelines for apprenticeship standards 

for K–12 teacher apprenticeships. 

www.thepathwaysalliance.org/reports. 

Professional Educator Standards Board. 

(2016). Grow your own teachers report: 

Enhancing educator pathways to address 

teacher shortage and increase diversity. 

www.pesb.wa.gov/resources-and-reports/ 

reports/grow-your-own-teachers-report/. 

Silva, T., McKie, A., Knechtel, V., Gleason, 

P., & Makowsky, L. (2014). Teaching 

residency programs: A multisite look at 

a new model to prepare teachers for 

high-need schools (NCEE 2015–4002). 

National Center for Education Evaluation 

and Regional Assistance, Institute of 

Education Sciences, U.S. Department of 

Education. 

Texas Comprehensive Center. (2018). Grow 

your own teachers initiatives resources. 

American Institutes for Research. https:// 

compcenternetwork.org/resources/ 

resource/4290/grow-your-own-teachersinitiatives-resources. 

Definitions: For FY 2025 and any 

subsequent year in which we make 

awards from the list of unfunded 

applications from this competition, the 

following definitions apply to this 

competition. We provide the source of 

the definitions in parentheses. 

Demonstrates a rationale means that 

there is a key project component 

included in the project’s logic model 

that is supported by citations of highquality research or evaluation findings 

that suggest that the project component 

is likely to significantly improve 

relevant outcomes. (34 CFR 77.1) 

Evidence-based means, for purposes 

of Absolute Priority 1, practices for 

which there is strong evidence or 

moderate evidence of effectiveness 

(2012 NFP); and for purposes of the 

competitive preference priorities, the 

proposed project component is 

supported by one or more of strong 

evidence, moderate evidence, promising 

evidence, or evidence that demonstrates 

a rationale (34 CFR 77.1). 

Experimental study means a study 

that is designed to compare outcomes 

between two groups of individuals 

(such as students) that are otherwise 

equivalent except for their assignment 

to either a treatment group receiving a 

project component or a control group 

that does not. Randomized controlled 

trials, regression discontinuity design 

studies, and single-case design studies 

are the specific types of experimental 

studies that, depending on their design 

and implementation (e.g., sample 

attrition in randomized controlled trials 

and regression discontinuity design 

studies), can meet What Works 

Clearinghouse (WWC) standards 

without reservations as described in the 

WWC Handbooks: 

(i) A randomized controlled trial 

employs random assignment of, for 

example, students, teachers, classrooms, 

or schools to receive the project 

component being evaluated (the 

treatment group) or not to receive the 

project component (the control group). 

(ii) A regression discontinuity design 

study assigns the project component 

being evaluated using a measured 

variable (e.g., assigning students reading 

below a cutoff score to tutoring or 

developmental education classes) and 

controls for that variable in the analysis 

of outcomes. 

(iii) A single-case design study uses 

observations of a single case (e.g., a 

student eligible for a behavioral 

intervention) over time in the absence 

and presence of a controlled treatment 

manipulation to determine whether the 

outcome is systematically related to the 

treatment. (34 CFR 77.1) 

Fidelity means the delivery of 

instruction in the way in which it was 

designed to be delivered. (2012 NFP) 

High-need LEA means, in accordance 

with section 2102(3) of the ESEA, an 

LEA— 

(a) That serves not fewer than 10,000 

children from families with incomes 

below the poverty line (as that term is 

defined in section 8101(41) of the 

ESEA), or for which not less than 20 

percent of the children served by the 

LEA are from families with incomes 

below the poverty line; and 

(b) For which there is (1) a high 

percentage of teachers not teaching in 

the academic subjects or grade levels 

that the teachers were trained to teach, 

or (2) a high percentage of teachers with 

emergency, provisional, or temporary 

certification or licensing. (2012 NFP) 

Lead agency means the agency 

designated by the State’s Governor 

under section 635(a)(10) of IDEA and 34 

CFR 303.120 that receives funds under 

section 643 of IDEA to administer the 

State’s responsibilities under part C of 

IDEA. (34 CFR 303.22) 

Local educational agency (LEA) 

means a public board of education or 

other public authority legally 

constituted within a State for either 

administrative control or direction of, or 

to perform a service function for, public 

elementary schools or secondary 

schools in a city, county, township, 

school district, or other political 

subdivision of a State, or for such 

combination of school districts or 

counties as are recognized in a State as 

an administrative agency for its public 

elementary schools or secondary 

schools. (Section 602(19) of IDEA (20 

U.S.C. 1401(19))) 

Logic model (also referred to as a 

theory of action) means a framework 

that identifies key project components 

of the proposed project (i.e., the active 

‘‘ingredients’’ that are hypothesized to 

be critical to achieving the relevant 

outcomes) and describes the theoretical 

and operational relationships among the 

key project components and relevant 

outcomes. (34 CFR 77.1) 

Moderate evidence means evidence of 

effectiveness of a key project component 

in improving a relevant outcome for a 

sample that overlaps with the 

populations or settings proposed to 

receive that component, based on a 

relevant finding from one of the 

following: 

(i) A practice guide prepared by the 

WWC using version 2.1, 3.0, 4.0, 4.1, or 

5.0 of the WWC Handbooks reporting 

‘‘strong evidence’’ or ‘‘moderate 

evidence’’ for the corresponding 

practice guide recommendation; 

(ii) An intervention report prepared 

by the WWC using version 2.1, 3.0, 4.0, 

4.1, or 5.0 of the WWC Handbooks 

reporting ‘‘Tier 1 strong evidence’’ of 


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effectiveness or ‘‘Tier 2 moderate 

evidence’’ of effectiveness or a ‘‘positive 

effect’’ on a relevant outcome based on 

a sample including at least 20 students 

or other individuals from more than one 

site (such as a State, county, city, local 

educational agency (LEA), school, or 

postsecondary campus), or a 

‘‘potentially positive effect’’ on a 

relevant outcome based on a sample 

including at least 350 students or other 

individuals from more than one site 

(such as a State, county, city, LEA, 

school, or postsecondary campus), with 

no reporting of a ‘‘negative effect’’ or 

‘‘potentially negative effect’’ on a 

relevant outcome; or 

(iii) A single experimental study or 

quasi-experimental design study 

reviewed and reported by the WWC 

most recently using version 2.1, 3.0, 4.0, 

4.1, or 5.0 of the WWC Handbooks, or 

otherwise assessed by the Department 

using version 5.0 of the WWC 

Handbook, as appropriate, and that— 

(A) Meets WWC standards with or 

without reservations; 

(B) Includes at least one statistically 

significant and positive (i.e., favorable) 

effect on a relevant outcome; 

(C) Includes no overriding statistically 

significant and negative effects on 

relevant outcomes reported in the study 

or in a corresponding WWC 

intervention report prepared under 

version 2.1, 3.0, 4.0, 4.1, or 5.0 of the 

WWC Handbooks; and 

(D) Is based on a sample from more 

than one site (such as a State, county, 

city, LEA, school, or postsecondary 

campus) and includes at least 350 

students or other individuals across 

sites. Multiple studies of the same 

project component that each meet 

requirements in paragraphs (iii)(A) 

through (C) of this definition may 

together satisfy the requirement in this 

paragraph (iii)(D). (34 CFR 77.1) 

Project component means an activity, 

strategy, intervention, process, product, 

practice, or policy included in a project. 

Evidence may pertain to an individual 

project component or to a combination 

of project components (e.g., training 

teachers on instructional practices for 

English learners and follow-on coaching 

for these teachers). (34 CFR 77.1) 

Promising evidence means evidence 

of the effectiveness of a key project 

component in improving a relevant 

outcome, based on a relevant finding 

from one of the following: 

(i) A practice guide prepared by WWC 

reporting ‘‘strong evidence,’’ ‘‘moderate 

evidence,’’ or ‘‘promising evidence’’ for 

the corresponding practice guide 

recommendation; 

(ii) An intervention report prepared 

by the WWC reporting ‘‘Tier 1 strong 

evidence’’ of effectiveness, or ‘‘Tier 2 

moderate evidence’’ of effectiveness, or 

‘‘Tier 3 promising evidence’’ of 

effectiveness, or a ‘‘positive effect,’’ or 

‘‘potentially positive effect’’ on a 

relevant outcome, with no reporting of 

a ‘‘negative effect’’ or ‘‘potentially 

negative effect’’ on a relevant outcome; 

or 

(iii) A single study assessed by the 

Department, as appropriate, that— 

(A) Is an experimental study, a quasiexperimental design study, or a welldesigned and well-implemented 

correlational study with statistical 

controls for selection bias (e.g., a study 

using regression methods to account for 

differences between a treatment group 

and a comparison group); 

(B) Includes at least one statistically 

significant and positive (i.e., favorable) 

effect on a relevant outcome; and 

(C) Includes no overriding statistically 

significant and negative effects on 

relevant outcomes reported in the study 

or in a corresponding WWC 

intervention report. (34 CFR 77.1) 

Quasi-experimental design study 

means a study using a design that 

attempts to approximate an 

experimental study by identifying a 

comparison group that is similar to the 

treatment group in important respects. 

This type of study, depending on design 

and implementation (e.g., establishment 

of baseline equivalence of the groups 

being compared), can meet WWC 

standards with reservations, but cannot 

meet WWC standards without 

reservations, as described in the WWC 

Handbooks. (34 CFR 77.1) 

Relevant outcome means the student 

outcome(s) or other outcome(s) the key 

project component is designed to 

improve, consistent with the specific 

goals of the program. (34 CFR 77.1) 

State educational agency means the 

State board of education or other agency 

or officer primarily responsible for the 

State supervision of public elementary 

schools and secondary schools, or, if 

there is no such officer or agency, an 

officer or agency designated by the 

Governor or by State law. (Section 

602(32) of IDEA (20 U.S.C. 1401(32))) 

Strong evidence means evidence of 

the effectiveness of a key project 

component in improving a relevant 

outcome for a sample that overlaps with 

the populations and settings proposed 

to receive that component, based on a 

relevant finding from one of the 

following: 

(i) A practice guide prepared by the 

WWC using version 2.1, 3.0, 4.0, 4.1, or 

5.0 of the WWC Handbooks reporting 

‘‘strong evidence’’ for the corresponding 

practice guide recommendation; 

(ii) An intervention report prepared 

by the WWC using version 2.1, 3.0, 4.0, 

4.1, or 5.0 of the WWC Handbooks 

reporting ‘‘Tier 1 strong evidence’’ of 

effectiveness or a ‘‘positive effect’’ on a 

relevant outcome based on a sample 

including at least 350 students or other 

individuals across more than one site 

(such as a State, county, city, local 

educational agency (LEA), school, or 

postsecondary campus), with no 

reporting of a ‘‘negative effect’’ or 

‘‘potentially negative effect’’ on a 

relevant outcome; or 

(iii) A single experimental study 

reviewed and reported by the WWC 

most recently using version 2.1, 3.0, 4.0, 

4.1, or 5.0 of the WWC Handbooks, or 

otherwise assessed by the Department 

using version 5.0 of the WWC 

Handbook, as appropriate, and that— 

(A) Meets WWC standards without 

reservations; 

(B) Includes at least one statistically 

significant and positive (i.e., favorable) 

effect on a relevant outcome; 

(C) Includes no overriding statistically 

significant and negative effects on 

relevant outcomes reported in the study 

or in a corresponding WWC 

intervention report prepared under 

version 2.1, 3.0, 4.0, 4.1, or 5.0 of the 

WWC Handbooks; and 

(D) Is based on a sample from more 

than one site (such as a State, county, 

city, LEA, school, or postsecondary 

campus) and includes at least 350 

students or other individuals across 

sites. Multiple studies of the same 

project component that each meet the 

requirements in paragraphs (iii)(A) 

through (C) of this definition may 

together satisfy the requirement in this 

paragraph (iii)(D). (34 CFR 77.1) 

What Works Clearinghouse (WWC) 

Handbooks (WWC Handbooks) means 

the standards and procedures set forth 

in the WWC Procedures and Standards 

Handbook, Version 5.0, or in the WWC 

Standards Handbook, Version 4.0 or 4.1, 

or in the WWC Procedures Handbook, 

Version 4.0 or 4.1, the WWC Procedures 

and Standards Handbook, Version 3.0 or 

Version 2.1 (all incorporated by 

reference; see § 77.2). Study findings 

eligible for review under WWC 

standards can meet WWC standards 

without reservations, meet WWC 

standards with reservations, or not meet 

WWC standards. WWC practice guides 

and intervention reports include 

findings from systematic reviews of 

evidence as described in the WWC 

Handbooks documentation. (34 CFR 

77.1) 

Program Authority: 20 U.S.C. 1451– 

1455. 

Note: Projects will be awarded and 

must be operated in a manner consistent 


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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 2012 NFP. (e) The 2024 NFP. 

Note: As of October 1, 2024, grant 

applicants must follow the provisions 

stated in the OMB Guidance for Federal 

Financial Assistance (89 FR 30046, 

April 22, 2024) when preparing an 

application. For more information about 

these regulations please visit: 

www.cfo.gov/resources-coffa/uniformguidance/. 

Note: The regulations in 34 CFR part 

79 apply to all applicants except 

federally recognized Indian Tribes. 

Note: The regulations in 34 CFR part 

86 apply to IHEs only. 

II. Award Information 

Type of Award: Discretionary grants. 

Estimated Available Funds: 

$3,767,623. 

The Administration requested 

$38,630,000 for the State Personnel 

Development Grants program for FY 

2025, of which we intend to use an 

estimated $3,767,623 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: 

$500,000–$2,100,000 (for the 50 States, 

the District of Columbia, and the 

Commonwealth of Puerto Rico). States 

may not receive less than $500,000 in 

each year of the grant and must submit 

a budget in their application for not less 

than $500,000 in each year of the grant. 

In the case of outlying areas (United 

States Virgin Islands, Guam, American 

Samoa, and the Commonwealth of the 

Northern Mariana Islands), awards will 

be not less than $80,000. 

Note: We will set the amount of each 

award after considering— 

(1) The amount of funds available for 

making the grants; 

(2) The relative population of the 

State or outlying area; 

(3) The types of activities proposed by 

the State or outlying area; 

(4) The alignment of proposed 

activities with section 612(a)(14) of 

IDEA, as amended by the ESSA; 

(5) The alignment of proposed 

activities with State plans and 

applications submitted under sections 

1111 and 2101(d), respectively, of the 

ESEA; and 

(6) The use, as appropriate, of 

scientifically based research and 

activities. 

Using the same considerations, the 

Secretary funded these selected 

applications for FY 2024 at the 

following levels: 

State 

FY 2024 

funding 

amount 

New Hampshire ........................ $653,710 

North Dakota ............................ 500,000 

Wisconsin ................................. 2,099,998 

Wyoming ................................... 552,043 

Estimated Average Size of Awards: 

$1,000,000 excluding the outlying areas. 

Estimated Number of Awards: 4. 

Note: The Department is not bound by 

any estimates in this notice. 

Project Period: Not less than one year 

and not more than five years. 

III. Eligibility Information 

1. Eligible Applicants: An SEA of one 

of the 50 States, the District of 

Columbia, or the Commonwealth of 

Puerto Rico or an outlying area (United 

States Virgin Islands, Guam, American 

Samoa, and the Commonwealth of the 

Northern Mariana Islands). 

Note: Public Law 95–134, which 

permits the consolidation of grants to 

the outlying areas, does not apply to 

funds received under this competition. 

2.a. Cost Sharing or Matching: This 

competition does not require cost 

sharing or matching. 

b. Indirect Cost Rate Information: This 

program uses an unrestricted indirect 

cost rate. For more information 

regarding indirect costs, or to obtain a 

negotiated indirect cost rate, please see 

https://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: A grantee under this 

competition must award contracts and 

subgrants as described in Absolute 

Priority 2 (paragraph (3)(c) under 

Statutory Requirements, Use of Funds). 

See section 654(c) of IDEA. 

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 involve individuals with 

disabilities or parents of individuals 

with disabilities ages birth through 26, 

in planning, implementing, and 

evaluating the project (see section 

682(a)(1)(A) of IDEA). 

IV. Application and Submission 

Information 

1. Application Submission 

Instructions: Applicants are required to 

follow the Common Instructions for 

Applicants to Department of Education 

Discretionary Grant Programs, 

published in the Federal Register on 

December 7, 2022 (87 FR 75045) and 

available at www.federalregister.gov/ 

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

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

requirements and information on how to 

submit an application. 

2. Intergovernmental Review: This 

competition is subject to Executive 

Order 12372 and the regulations in 34 

CFR part 79. Information about 

Intergovernmental Review of Federal 

Programs under Executive Order 12372 

is in the application package for this 

competition. 

3. Funding Restrictions: We reference 

regulations outlining funding 

restrictions in the Applicable 

Regulations section of this notice. 

4. Recommended Page Limit: The 

application narrative is where you, the 

applicant, address the selection criteria 

that reviewers use to evaluate your 

application. We recommend that you (1) 

limit the application narrative to no 

more than 70 pages and (2) use the 

following standards: 

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

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

and both sides. 

• Double-space (no more than three 

lines per vertical inch) all text in the 

application narrative, including titles, 

headings, footnotes, quotations, 

reference citations, and captions, as well 

as all text in charts, tables, figures, 

graphs, and screen shots. 

• Use a font that is 12 point or larger. 


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• Use one of the following fonts: 

Times New Roman, Courier, Courier 

New, or Arial. 

The recommended page limit does not 

apply to the cover sheet; the budget 

section, including the narrative budget 

justification; the assurances and 

certifications; or the abstract (follow the 

guidance provided in the application 

package for completing the abstract), the 

table of contents, the list of priority 

requirements, the resumes, the reference 

list, the letters of support, or the 

appendices. However, the 

recommended page limit does apply to 

all of the application narrative, 

including all text in charts, tables, 

figures, graphs, and screen shots. 

V. Application Review Information 

1. Selection Criteria: The selection 

criteria for this competition are from 34 

CFR 75.210 and are listed below: 

(a) Significance (20 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 specific 

nature and magnitude of gaps or 

challenges are identified and the extent 

to which these gaps or challenges will 

be addressed by the services, supports, 

infrastructure, or opportunities 

described in the proposed project. 

(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 build recipient and project 

capacity in ways that lead to 

improvements in practice among the 

recipients of those services. 

(iii) The likelihood that the proposed 

project will result in systemic change 

that supports continuous, sustainable, 

and measurable improvement. 

(b) Quality of the project design (25 

points). 

(1) The Secretary considers the 

quality of the design of the proposed 

project. 

(2) In determining the quality of the 

design of the proposed project, the 

Secretary considers the following 

factors: 

(i) The extent to which the goals, 

objectives, and outcomes to be achieved 

by the proposed project are clearly 

specified, measurable, and ambitious 

yet achievable within the project period, 

and aligned with the purposes of the 

grant program. 

(ii) The extent to which the design of 

the proposed project demonstrates 

meaningful community engagement and 

input to ensure that the project is 

appropriate to successfully address the 

needs of the target population or other 

identified needs and will be used to 

inform continuous improvement 

strategies. 

(iii) The extent to which the services 

to be provided by the proposed project 

involve the collaboration of appropriate 

partners, including those from 

underserved populations, to maximize 

the effectiveness of project services. 

(iv) The extent to which the design of 

the proposed project reflects the most 

recent and relevant knowledge and 

practices from research and effective 

practice. 

(v) The extent to which the proposed 

project will include coordination with 

other Federal investments, as well as 

appropriate agencies and organizations 

providing similar services to the target 

population. 

(c) Quality of the project personnel 

(10 points). 

(1) The Secretary considers the 

quality of the personnel who will carry 

out the proposed project. 

(2) In determining the quality of 

project personnel, the Secretary 

considers the extent to which the 

applicant demonstrates that it has 

project personnel or a plan for hiring of 

personnel who are members of groups 

that have historically encountered 

barriers, or who have professional or 

personal experiences with barriers, 

based on one or more of the following: 

economic disadvantage; gender; race; 

ethnicity; color; national origin; 

disability; age; language; migration; 

living in a rural location; experiencing 

homelessness or housing insecurity; 

involvement with the justice system; 

pregnancy, parenting, or caregiver 

status; and sexual orientation. 

(3) In addition, the Secretary 

considers the extent to which the key 

personnel in the project, when hired, 

have the qualifications required for the 

proposed project, including formal 

training or work experience in fields 

related to the objectives of the project, 

and represent or have lived experiences 

of the target population. 

(d) Adequacy of resources and 

management plan (20 points). 

(1) The Secretary considers the 

adequacy of resources and management 

plan for the proposed project. 

(2) In determining the adequacy of 

resources for the proposed project, the 

Secretary considers the following 

factors: 

(i) The relevance and demonstrated 

commitment of each partner in the 

proposed project to the implementation 

and success of the project. 

(ii) The extent to which the budget is 

adequate to support the proposed 

project and the costs are reasonable in 

relation to the objectives, design, and 

potential significance of the proposed 

project. 

(iii) The feasibility of the management 

plan to achieve project objectives and 

goals on time and within budget, 

including clearly defined 

responsibilities, timelines, and 

milestones for accomplishing project 

tasks. 

(iv) How the applicant will ensure 

that a diversity of perspectives, 

including those from underserved 

populations, are brought to bear in the 

design, implementation, operation, 

evaluation, and improvement of the 

proposed project, including those of 

parents, educators, community-based 

organizations, civil rights organizations, 

the business community, a variety of 

disciplinary and professional fields, 

recipients or beneficiaries of services, or 

others, as appropriate. 

(v) The level of initial matching funds 

or other commitment from partners, 

indicating the likelihood for potential 

continued support of the project after 

Federal funding ends. 

(e) Quality of the project evaluation or 

other evidence-building (25 points). 

(1) The Secretary considers the 

quality of the evaluation or other 

evidence-building of the proposed 

project. 

(2) In determining the quality of the 

evaluation or other evidence-building, 

the Secretary considers the extent to 

which the methods of evaluation or 

other evidence-building are thorough, 

feasible, relevant, and appropriate to the 

goals, objectives, and outcomes of the 

proposed project. 

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 


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scores under selection criterion (b) 

Quality of the project design will be 

used as a tiebreaker. If the scores remain 

tied, then the scores under selection 

criterion (d) Adequacy of resources and 

management plan 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 

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. 

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 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. See the 

standards in 2 CFR 170.105 to 

determine whether you are covered by 

2 CFR part 170. 

(b) At the end of your project period, 

you must submit a final performance 

report, including financial information, 

as directed by the Secretary. If you 

receive a multiyear award, you must 

submit an annual performance report 

that provides the most current 

performance and financial expenditure 

information as directed by the Secretary 

under 34 CFR 75.118. The Secretary 

may also require more frequent 

performance reports under 34 CFR 

75.720(c). For specific requirements on 

reporting, please go to www.ed.gov/ 

fund/grant/apply/appforms/ 

appforms.html. 

5. Performance Measures: For the 

purposes of Department reporting under 

34 CFR 75.110, we have 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 

SPDG program. These measures assess 

the extent to which— 

• Projects use professional 

development practices supported by 

evidence to support the attainment of 

identified competencies; 

• Participants in SPDG professional 

development demonstrate improvement 

in implementation of SPDG-supported 

practices over time; 

• Projects use SPDG professional 

development funds to provide activities 

designed to sustain the use of SPDGsupported practices; and 

• Projects improve outcomes for 

children with disabilities. 

Each grantee funded under this 

competition must collect and annually 

report data related to its performance on 

these measures in the project’s annual 

and final performance report to the 

Department in accordance with section 

653(d) of IDEA and 34 CFR 75.590. 

Applicants should discuss in the 

application narrative how they propose 

to collect performance data for these 

measures. 

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 


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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. 2024–28237 Filed 12–2–24; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Extension of the Application Deadline 

Date; Applications for New Awards; 

Fulbright-Hays Doctoral Dissertation 

Research Abroad Fellowship Program 

AGENCY: Office of Postsecondary 

Education, Department of Education. 

ACTION: Notice. 

SUMMARY: On October 30, 2024, the 

Department of Education issued a notice 

inviting applications (NIA) for fiscal 

year (FY) 2025 for the Fulbright-Hays 

Doctoral Dissertation Research Abroad 

(DDRA) Fellowship Program. The NIA 

established a deadline date of January 

15, 2025, for the transmittal of 

applications. This extension notice 

extends the deadline for the transmittal 

of applications to January 29, 2025. 

DATES: Deadline for Transmittal of 

Applications: January 29, 2025. 

FOR FURTHER INFORMATION CONTACT: 

Pamela J. Maimer, Telephone: (202) 

453–6891. Email: DDRA@ed.gov. 

If you are deaf, hard of hearing, or 

have a speech disability and wish to 

access telecommunications relay 

services, please dial 7–1–1. 

SUPPLEMENTARY INFORMATION: On 

October 30, 2024, the Department of 

Education published in the Federal 

Register an NIA for fiscal year (FY) 2025 

for the DDRA Fellowship Program. 89 

FR 86323. The NIA established a 

deadline date of January 15, 2025, for 

the transmittal of applications. 

In consideration of upcoming holiday 

observances and academic year winter 

breaks at eligible institutions, we are 

extending the deadline for the 

transmittal of applications to give 

eligible institutional and individual 

applicants more time—until January 29, 

2025—to prepare and submit their 

applications. 

Applicants that have already timely 

submitted applications under the FY 

2025 DDRA competition may resubmit 

applications on or before the extended 

application deadline of January 29, 

2025, but are not required to do so. If 

a new application is not submitted, the 

Department will use the application that 

was submitted by the original deadline. 

If a new application is submitted, the 

Department will consider the 

application that is last submitted and 

timely received by 11:59:59 p.m., 

eastern time, on January 29, 2025. 

Note: This extension notice only 

revises the application transmittal date. 

All applications must comply with the 

program requirements and the 

application standards published in the 

October 30, 2024 notice. 

Assistance Listing Number: 84.022A. 

Program Authority: 22 U.S.C. 

2452(b)(6). 

Accessible Format: On request to the 

program contact person listed under FOR

FURTHER INFORMATION CONTACT, 

individuals with disabilities can obtain 

this notice, the NIA, 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 

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Code of Federal Regulations at 

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view this document, as well as all other 

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Nasser H. Paydar, 

Assistant Secretary for Postsecondary 

Education. 

[FR Doc. 2024–28290 Filed 12–2–24; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

[Docket No.: ED–2024–SCC–0112] 

Agency Information Collection 

Activities; Submission to the Office of 

Management and Budget for Review 

and Approval; Comment Request; 

Consolidated Annual Report (CAR) for 

the Carl D. Perkins Career and 

Technical Education Act of 2006 

AGENCY: Office of Career, Technical, and 

Adult Education (OCTAE), Department 

of Education (ED). 

ACTION: Notice. 

SUMMARY: In accordance with the 

Paperwork Reduction Act (PRA) of 

1995, the Department is proposing a 

revision of a currently approved 

information collection request (ICR). 

DATES: Interested persons are invited to 

submit comments on or before January 

2, 2025. 

ADDRESSES: Written comments and 

recommendations for proposed 

information collection requests should 

be submitted within 30 days of 

publication of this notice. Click on this 

link www.reginfo.gov/public/do/ 

PRAMain to access the site. Find this 

information collection request (ICR) by 

selecting ‘‘Department of Education’’ 

under ‘‘Currently Under Review,’’ then 


lotter on DSK11XQN23PROD with NOTICES1