Applications for New Awards; Personnel Development To Improve Services and Results for Children With Disabilities-Preparation of Special Education, Early Intervention, and Related Services Leadership Personnel, 23543-23552 [2019-10710]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 84, Number 99 (Wednesday, May 22, 2019)]
[Notices]
[Pages 23543-23552]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2019-10710]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Personnel Development To Improve 
Services and Results for Children With Disabilities--Preparation of 
Special Education, Early Intervention, and Related Services Leadership 
Personnel

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

ACTION: Notice.

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SUMMARY: The mission of the Office of Special Education and 
Rehabilitative Services (OSERS) is to improve early childhood, 
educational, and employment outcomes and raise expectations for all 
people with disabilities, their families, their communities, and the 
Nation. As such, the Department of Education (Department) is issuing a 
notice inviting applications for new awards for fiscal year (FY) 2019 
for Personnel Development to Improve Services and Results for Children 
with Disabilities--Preparation of Special Education, Early 
Intervention, and Related Services Leadership Personnel, Catalog of 
Federal Domestic Assistance (CFDA) number 84.325D. This notice relates 
to the approved information collection under OMB control number 1820-
0028.
    Applications Available: May 22, 2019.
    Deadline for Transmittal of Applications: July 8, 2019.
    Pre-Application Webinar Information: No later than May 28, 2019, 
OSERS will post pre-recorded informational webinars designed to provide 
technical assistance to interested applicants. The webinars may be 
found at www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html.
    Pre-Application Q & A Blog: No later than May 28, 2019, OSERS will 
open a blog where interested applicants may post questions about the 
application requirements for this competition and where OSERS will post 
answers to the questions received. OSERS will not respond to questions 
unrelated to the application requirements for this competition. The 
blog may be found at www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html and will remain open until June 10, 2019. After the blog 
closes, applicants should direct questions to the person listed under 
FOR FURTHER INFORMATION CONTACT.
    Deadline for Intergovernmental Review: September 4, 2019

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 February 13, 2019 (84 FR 3768), and available at 
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf.

FOR FURTHER INFORMATION CONTACT: Celia Rosenquist, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 5158, Potomac Center Plaza, 
Washington, DC 20202-5076. Telephone: (202) 245-7373. Email: 
[email protected].
    If you use a telecommunications device for the deaf (TDD) or a text 
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purposes of this program are to (1) help 
address State-identified needs for personnel preparation in special 
education, early intervention, related services, and regular education 
to work with children, including infants and toddlers, with 
disabilities; and (2) ensure that those personnel have the necessary 
skills and knowledge, derived from practices that have been determined 
through scientifically based research and experience, to be successful 
in serving those children.
    Priorities: This competition includes two absolute priorities and 
three competitive preference priorities. In accordance with 34 CFR 
75.105(b)(2)(v), the absolute priorities and competitive preference 
priorities are from allowable activities specified in the statute (see 
sections 662 and 681 of the Individuals with Disabilities Education Act 
(IDEA); 20 U.S.C. 1462 and 1481).
    Absolute Priorities: For FY 2019 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 either

[[Page 23544]]

Absolute Priority 1 or Absolute Priority 2. Applicants may apply under 
both absolute priorities but must submit separate applications.
    These priorities are:
    Absolute Priority 1-- Preparation of Special Education, Early 
Intervention, and Related Services Faculty.
    Background: The purpose of this priority is to support existing 
doctoral degree programs that prepare special education, early 
intervention, and related services personnel who are well-qualified 
for, and can act effectively in, leadership positions as researchers 
and preparers of special education, early intervention, and related 
services personnel in institutions of higher education (IHEs). This 
priority is consistent with Supplemental Priority 2--Promoting 
Innovation and Efficiency, Streamlining Education with an Increased 
Focus on Improving Student Outcomes, and Providing Increased Value to 
Students and Taxpayers; Supplemental Priority 5--Meeting the Unique 
Needs of Students and Children With Disabilities and/or Those with 
Unique Gifts and Talents; and Supplemental Priority 8--Promoting 
Effective Instruction in Classrooms and Schools.
    There is a well-documented need for leadership personnel to fill 
faculty positions within IHEs in special education, early intervention, 
and related services (Castillo, Curtis, & Tan, 2014; Montrosse & Young, 
2012; Robb, Smith, & Montrosse, 2012; Smith, Montrosse, Robb, Tyler, & 
Young, 2011; Smith, Robb, West, & Tyler, 2010; Woods & Snyder, 2009). 
These leaders conduct research to increase the knowledge of effective 
interventions and services for children, including infants and 
toddlers, and youth with disabilities. These leaders also teach 
practices supported by evidence to future special education, early 
intervention, related services, and regular education professionals who 
will work in a variety of educational settings and provide services 
directly to these children (deBettencourt, Hoover, Rude, & Taylor, 
2016; Robb et al., 2012; Smith et al., 2010; West & Hardman, 2012). 
Shortages in these leadership positions limit the field's capacity to 
generate new knowledge of effective interventions and to prepare future 
professionals to improve outcomes for children with disabilities (Smith 
et al., 2011).
    Leadership personnel in IHEs play an essential role in promoting 
high expectations for each child with a disability and provide, or 
prepare others to provide, effective interventions and services that 
improve outcomes for children, including infants, toddlers, and youth 
with disabilities. Critical competencies for special education, early 
intervention, and related services faculty vary depending on the type 
and the requirements of the preparation program but can include, for 
example, skills needed for postsecondary instruction, research, 
administration, policy development, professional practice, the use of 
technologies to support teaching and student learning, and leadership. 
However, all leadership personnel need to promote high expectations and 
have current knowledge of effective interventions and services that 
improve outcomes for children with disabilities, including high-need 
children with disabilities. This knowledge should be applicable to 
children served in a variety of educational settings (e.g., urban or 
rural public schools, including charter schools, or urban or rural 
private schools) or early childhood and early intervention settings 
(e.g., home, community-based, Early Head Start and Head Start, child 
care, or public and private preschools). The interventions and services 
must include those that improve early childhood, educational, and 
employment outcomes.
    Priority: The purpose of this priority is to support existing 
doctoral degree programs that prepare special education, early 
intervention, and related services personnel at the doctoral degree 
level who are well qualified for, and can act effectively in, faculty 
positions in IHEs as researchers and preparers of personnel.
    This priority will provide support to help address identified needs 
for personnel with the knowledge and skills to establish and meet high 
expectations for each child with a disability. Programs must culminate 
in a doctoral degree, which may include a Doctor of Education (Ed.D.) 
degree. To be considered for funding under this absolute priority, 
program applicants must meet the application requirements contained in 
the priority. All projects funded under this absolute priority also 
must meet the programmatic and administrative requirements specified in 
the priority.

    Note:  Preparation programs that lead to clinical doctoral 
degrees in related services (e.g., a Doctor of Audiology degree or 
Doctor of Physical Therapy degree) are not included in this 
priority. These types of preparation programs are eligible to apply 
for funding under the Personnel Preparation in Special Education, 
Early Intervention, and Related Services priority (CFDA 84.325K) 
that the Office of Special Education Programs (OSEP) intends to fund 
in FY 2019.


    Note:  Applicants must demonstrate matching support for the 
proposed project at 10 percent of the total amount of the grant as 
specified in paragraph (d)(10) of the requirements of this priority 
for an application to be reviewed and be considered eligible to 
receive an award.

    To meet the requirements of this priority, an applicant must--
    (a) Demonstrate, in the narrative section of the application under 
``Significance,'' how--
    (1) The project addresses the need for leadership personnel to 
promote high expectations and provide, or prepare others to provide, 
effective interventions and services that improve outcomes for children 
with disabilities, including high-need children with disabilities.\1\ 
To address this requirement, the applicant must present--
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    \1\ For purposes of this priority, ``high-need children with 
disabilities'' refers to children or students (ages birth through 
21, depending on the State) who are eligible for services under 
IDEA, and who may be at risk of educational failure or otherwise in 
need of special assistance or support because they: (1) Are living 
in poverty, (2) are English learners, (3) are academically far below 
grade level, (4) have left school before receiving a regular high 
school diploma, (5) are at risk of not graduating with a regular 
high school diploma on time, (6) are homeless, (7) are in foster 
care, or (8) have been incarcerated.
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    (i) Appropriate and applicable data (e.g., national, State) 
demonstrating the need for the leadership personnel the applicant 
proposes to prepare; and
    (ii) Data demonstrating the success of the doctoral program to date 
in producing faculty in special education, early intervention, or 
related services, such as: The professional accomplishments of program 
graduates (e.g., public service, awards, or publications) that 
demonstrate their leadership in special education, early intervention, 
or related services; the average amount of time it takes for program 
graduates to complete the program; the number of program graduates; and 
the percentage of program graduates finding employment directly related 
to their preparation; and

    Note:  Data on the success of a doctoral program should be no 
older than five years prior to the start date of the project 
proposed in the application. When reporting percentages, the 
denominator (i.e., the total number of scholars or program 
graduates) must be provided.

    (2) Scholar competencies to be acquired in the program relate to 
knowledge and skills needed by the leadership personnel the applicant 
proposes to prepare. To address this requirement, the applicant must--
    (i) Identify the competencies needed by leadership personnel in 
order to provide, or prepare others to provide,

[[Page 23545]]

effective interventions and services that improve outcomes for children 
with disabilities, including high-need children with disabilities; and
    (ii) Provide the conceptual framework of the leadership preparation 
program, including any empirical support, that will promote the 
acquisition of the identified competencies needed by leadership 
personnel.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of project services,'' how--
    (1) The applicant will recruit and support high-quality 
scholars.\2\ The narrative must describe--
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    \2\ For the purposes of this priority, ``scholar'' is limited to 
an individual who (a) is pursuing a doctoral degree related to 
special education, early intervention, or related services; (b) 
receives scholarship assistance as authorized under section 662 of 
IDEA (34 CFR 304.3(g)); and (c) will be able to be employed in a 
position that serves children with disabilities for either 51 
percent of their time or case load. See https://pdp.ed.gov/OSEP/Home/Regulation for more information.
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    (i) The selection criteria the applicant will use to identify high-
quality applicants for admission in the program;
    (ii) The recruitment strategies the applicant will use to attract 
high-quality applicants and any specific recruitment strategies 
targeting high-quality applicants from groups that are underrepresented 
in the profession, including individuals with disabilities; and
    (iii) The approach the applicant will use to help all scholars, 
including individuals with disabilities, complete the program; and
    (2) The project is designed to promote the acquisition of the 
competencies needed by leadership personnel to promote high 
expectations and provide, or prepare others to provide, effective 
interventions and services that improve outcomes for children with 
disabilities, including high-need children with disabilities. To 
address this requirement, the applicant must--
    (i) Describe how the components of the project, such as coursework, 
internship experiences, research requirements, and other opportunities 
provided to scholars will enable the scholars to acquire the 
competencies needed by leadership personnel the applicant proposes to 
prepare;
    (ii) Describe how the components of the project are integrated in 
order to support the acquisition and enhancement of the identified 
competencies needed by leadership personnel the applicant proposes to 
prepare;
    (iii) Describe how the components of the project prepare scholars 
to promote high expectations and to provide, or prepare others to 
provide, effective interventions and services that improve outcomes for 
children with disabilities, including high-need children with 
disabilities, in a variety of educational or early childhood and early 
intervention settings;
    (iv) Demonstrate, through a letter of support from a public, non-
traditional public, parochial, or private partnering agency, school, or 
program, that it will provide scholars with a high-quality internship 
experience in a high-need LEA,\3\ a high-poverty school,\4\ a school 
implementing a comprehensive support and improvement plan,\5\ a school 
implementing a targeted support and improvement plan \6\ for children 
with disabilities, an SEA, an early childhood and early intervention 
program located within the geographical boundaries of a high-need LEA, 
or an early childhood and early intervention program located within the 
geographical boundaries of an LEA serving the highest percentage of 
schools identified for comprehensive support and improvement or 
implementing targeted support and improvement plans in the State;
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    \3\ For the purposes of this priority, ``high-need LEA'' means 
an LEA (a) that serves not fewer than 10,000 children from families 
with incomes below the poverty line; or (b) for which not less than 
20 percent of the children served by the LEA are from families with 
incomes below the poverty line.
    \4\ For the purposes of this priority, ``high-poverty school'' 
means a school in which at least 50 percent of students are from 
low-income families as determined using one of the measures of 
poverty specified under section 1113(a)(5) of the Elementary and 
Secondary Education Act of 1965, as amended (ESEA). For middle and 
high schools, eligibility may be calculated on the basis of 
comparable data from feeder schools. Eligibility as a high-poverty 
school is determined on the basis of the most currently available 
data.
    \5\ For the purposes of this priority, a ``school implementing a 
comprehensive support and improvement plan'' is a school identified 
for comprehensive support and improvement by the State under section 
1111(c)(4)(D) of the ESEA that includes (a) not less than the 
lowest-performing five percent of all schools receiving funds under 
Title I, Part A of the ESEA; (b) all public high schools in the 
State failing to graduate one-third or more of their students; and 
(c) public schools in the State described under section 
1111(d)(3)(A)(i)(II) of the ESEA.
    \6\ For the purposes of this priority, a ``school implementing a 
targeted support and improvement plan'' means a school identified 
for targeted support and improvement by a State that has developed 
and is implementing a school-level targeted support and improvement 
plan to improve student outcomes based on the indicators in the 
statewide accountability system as defined in section 1111(d)(2) of 
the ESEA.
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    (v) Describe how the project will partner with diverse stakeholders 
to inform project components;
    (vi) Describe how the project will use resources, as appropriate, 
available through technical assistance centers, which may include 
centers funded by the Department;
    (vii) Describe the approach that faculty members will use to mentor 
or otherwise support scholars with the goal of helping them acquire 
competencies needed by leadership personnel and advancing their careers 
in special education, early intervention, or related services; and
    (viii) Describe how the components of the project will promote the 
acquisition of scholars' critical leadership skills, including 
communication, networking, and collaboration.
    (c) Demonstrate, in the narrative section of the application under 
``Quality of the project evaluation,'' how the applicant will--
    (1) Evaluate how well the goals or objectives of the proposed 
leadership project have been met. The applicant must describe the 
outcomes to be measured for both the project and the scholars, 
particularly the acquisition of scholars' competencies; and the 
evaluation methodologies to be employed, including proposed 
instruments, data collection methods, and possible analyses;
    (2) Collect, analyze, and use data on current scholars and scholars 
who graduate from the program to improve the proposed program on an 
ongoing basis; and
    (3) Report the evaluation results to OSEP in the applicant's annual 
and final performance reports.
    (d) Demonstrate, in the narrative under ``Required Project 
Assurances'' or appendices as directed, that the following program 
requirements are met. The applicant must--
    (1) Include in appendix B of the application--
    (i) Course syllabi for all coursework in the major and any required 
coursework for a minor;
    (ii) Course syllabi for all research methods, evaluation methods, 
or data analysis courses required by the degree program and elective 
research methods, evaluation methods, or data analysis courses that 
have been completed by more than one scholar enrolled in the program in 
the last five years; and
    (iii) For new coursework, proposed syllabi;
    (2) Ensure that the proposed number of scholars to be recruited 
into the program can graduate from the program by the end of the 
project period. The described scholar recruitment strategies, including 
recruitment of individuals with disabilities, the program components 
and their sequence, and proposed budget must be consistent with this 
requirement;
    (3) Ensure scholars will not be selected based on race or national 
origin/ethnicity. Per the Supreme

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Court's decision in Adarand Constructors, Inc. v. Pena, 515 U.S. 200 
(1995), the Department does not allow the selection of individuals on 
the basis of race or national origin/ethnicity. For this reason, 
grantees must ensure that any discussion of the recruitment of scholars 
based on race or national origin/ethnicity distinguishes between 
increasing the pool of applicants and actually selecting scholars;
    (4) Ensure that the project will meet the requirements in 34 CFR 
304.23, particularly those related to (a) informing all scholarship 
recipients of their service obligation commitment; and (b) disbursing 
scholarships. Failure by a grantee to properly meet these requirements 
is a violation of the grant award that may result in sanctions, 
including the grantee being liable for returning any misused funds to 
the Department;
    (5) Ensure that prior approval from the OSEP project officer will 
be obtained before admitting additional scholars beyond the number of 
scholars proposed in the application and before transferring a scholar 
to another preparation program funded by OSEP;
    (6) Ensure that the project will meet the statutory requirements in 
section 662(e) through (h) of IDEA;
    (7) Ensure that at least 65 percent of the total budget over the 
project period will be used for scholar support;
    (8) Ensure that the IHE will not require scholars enrolled in the 
program to work (e.g., as graduate assistants) as a condition of 
receiving support (e.g., tuition, stipends) from the proposed project, 
unless the work is specifically related to the acquisition of scholars' 
competencies or the requirements for completion of their personnel 
preparation program. This prohibition on work as a condition of 
receiving support does not apply to the service obligation requirements 
in section 662(h) of IDEA;
    (9) Ensure that the project will be operated in a manner consistent 
with nondiscrimination requirements contained in the U.S. Constitution 
and the Federal civil rights laws;
    (10) Demonstrate, in the budget information (ED Form 524, Section 
B) and budget narrative, matching support for the proposed project at 
10 percent of the total amount of the grant. Applicants must propose 
the amount of cash or in-kind resources;

    Note:  Under 34 CFR 75.562, educational training grants under 
this program have an 8 percent limit on indirect costs. The 
difference between a grantee's negotiated indirect cost rate and the 
8 percent limit cannot be used to meet this requirement.
    Matching support can be either cash or in-kind donations. Under 
2 CFR 200.306, a cash expenditure or outlay of cash with respect to 
the matching budget by the grantee is considered a cash 
contribution. Certain cash contributions that the organization 
normally considers an indirect cost should not be counted as a 
direct cost for the purposes of meeting matching support. 
Unrecovered indirect costs cannot be used to meet the non-Federal 
matching support. Under 2 CFR 200.434, third-party in-kind 
contributions are services or property (e.g., land, buildings, 
equipment, materials, supplies) that are contributed by a non-
Federal third party at no charge to the grantee.

    (11) Ensure that the budget includes attendance by the project 
director at a three-day project directors' meeting in Washington, DC, 
during each year of the project. The budget may also provide for the 
attendance of scholars at the same three-day project directors' 
meetings in Washington, DC;
    (12) Ensure that the project director, key personnel, and scholars 
will actively participate in the cross-project collaboration, advanced 
trainings, and cross-site learning opportunities (e.g., webinars, 
briefings) supported by OSEP. This network is intended to promote 
opportunities for participants to share resources and generate new 
knowledge by addressing topics of common interest to participants 
across projects including Department priorities and needs in the field;
    (13) Ensure that if the project maintains a website, that it will 
be of high quality, with an easy-to-navigate design, that meets 
government or industry-recognized standards for accessibility;
    (14) Ensure that annual progress toward meeting project goals is 
posted on the project website;
    (15) Ensure that scholar accomplishments (e.g., public service, 
awards, publications) will be reported in annual and final performance 
reports; and
    (16) Ensure that annual data will be submitted on each scholar who 
receives grant support (OMB Control Number 1820-0686). The primary 
purposes of the data collection are to track the service obligation 
fulfillment of scholars who receive funds from OSEP grants and to 
collect data for program performance measure reporting under the 
Government Performance and Results Act of 1993 (GPRA). Applicants are 
encouraged to visit the Personnel Development Program Data Collection 
System (DCS) website at https://pdp.ed.gov/osep for further information 
about this data collection requirement. Typically, data collection 
begins in January of each year, and grantees are notified by email 
about the data collection period for their grant, although grantees may 
submit data as needed, year-round. This data collection must be 
submitted electronically by the grantee and does not supplant the 
annual grant performance report required of each grantee for 
continuation funding (see 34 CFR 75.590). Data collection includes the 
submission of a signed, completed Pre-Scholarship Agreement and Exit 
Certification for each scholar funded under an OSEP grant (see 
paragraph (4) of this section).
    Absolute Priority 2--Preparation of Special Education and Early 
Intervention Administrators.
    Background: The purpose of this priority is to support existing 
doctoral degree programs that prepare special education or early 
intervention personnel who are well-qualified for, and can act 
effectively in, leadership positions in traditional and non-traditional 
public school systems, such as State educational agencies (SEAs), 
charter management organizations (CMOs), charter school authorizers, 
lead agencies (LAs), local educational agencies (LEAs), private school 
networks, parochial schools, early intervention services programs (EIS 
programs), or schools. This priority is consistent with Supplemental 
Priority 2--Promoting Innovation and Efficiency, Streamlining Education 
with an Increased Focus on Improving Student Outcomes, and Providing 
Increased Value to Students and Taxpayers; Supplemental Priority 5--
Meeting the Unique Needs of Students and Children With Disabilities 
and/or Those with Unique Gifts and Talents; and Supplemental Priority 
8--Promoting Effective Instruction in Classrooms and Schools.
    Shortages of leadership personnel at State and local agencies to 
fill special education and early intervention administrator positions 
have been noted (Bellamy & Iwaszuk, 2017; Billingsley, Crockett, & 
Kamman, 2014). The turnover rate for leaders in State and local 
agencies has also increased substantially over the past decade, which 
impacts the ongoing efforts at the State and local levels to improve 
educational practices (NCSI, 2018a; NCSI, 2018b). These administrators 
supervise and evaluate the implementation of instructional programs to 
make sure that State or local agencies are meeting the needs of 
children with disabilities. Administrators also ensure that schools and 
programs meet Federal, State, and local requirements for special 
education, early intervention, and related services (Billingsley et 
al., 2014;

[[Page 23547]]

Bruns, LaRocca, Sharp, & Sopko, 2017; Boscardin & Lashley, 2018).
    Special education and early intervention administrators play an 
essential role in promoting high expectations for each child with a 
disability and supervising the provision of effective interventions and 
services that improve outcomes for children, including infants, 
toddlers, and youth with disabilities. Critical competencies for 
special education or early intervention administrators vary depending 
on the type of leadership personnel and the requirements of the 
preparation program but can include, for example, skills needed for 
implementing special education policies and laws, administration and 
supervision, organizational and system change, program planning and 
implementation, evaluation of educational programs, technology 
implementation, and collaboration with stakeholders (Boscardin & 
Lashley, 2018; Bruns et al., 2017). However, all leadership personnel 
need to promote high expectations and have current knowledge of 
effective interventions and services that improve outcomes for children 
with disabilities, including high-need children with disabilities. This 
knowledge should be applicable to children served in a variety of 
educational settings (e.g., urban or rural public schools, including 
charter schools, or urban or rural private schools) or early childhood 
and early intervention settings (e.g., home, community-based, Early 
Head Start and Head Start, child care, or public and private 
preschools). The interventions and services must include those that 
improve early childhood, educational, and employment outcomes.
    Priority: The purpose of this priority is to support existing 
doctoral degree programs that prepare special education or early 
intervention personnel to work as administrators in traditional and 
non-traditional public school systems such as SEAs, CMOs, charter 
school authorizers, LAs, LEAs, private school networks, parochial 
schools, EIS programs, or schools in positions such as SEA special 
education administrators, LEA or regional special education directors, 
school-based special education directors, preschool coordinators, and 
early intervention coordinators.
    This priority will provide support to help address identified needs 
for personnel with the knowledge and skills to establish and meet high 
expectations for each child with a disability. Doctoral programs in 
educational administration that include a focus on special education 
are eligible under this priority. Programs must culminate in a doctoral 
degree, which may include a Doctor of Education (Ed.D.) degree. The 
preparation of school principals is not included under this priority. 
Under this priority, applicants may propose projects that enroll 
scholars who are concurrently employed (e.g., as special education 
teachers) while enrolled in the program. To be considered for funding 
under this absolute priority, all applicants must meet all of the 
application requirements contained in the priority. All projects funded 
under this absolute priority also must meet all of the programmatic and 
administrative requirements specified in the priority.
    To meet the requirements of this priority, an applicant must--
    (a) Demonstrate, in the narrative section of the application under 
``Significance,'' how--
    (1) The project addresses the need for leadership personnel to 
promote high expectations and supervise the provision of effective 
interventions and services that improve outcomes for children with 
disabilities, including high-need children with disabilities.\7\ To 
address this requirement, the applicant must present--
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    \7\ For purposes of this priority, ``high-need children with 
disabilities'' refers to children or students (ages birth through 
21, depending on the State) who are eligible for services under 
IDEA, and who may be at risk of educational failure or otherwise in 
need of special assistance or support because they: (1) Are living 
in poverty, (2) are English learners, (3) are academically far below 
grade level, (4) have left school before receiving a regular high 
school diploma, (5) are at risk of not graduating with a regular 
high school diploma on time, (6) are homeless, (7) are in foster 
care, or (8) have been incarcerated.
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    (i) Appropriate and applicable data (e.g., State, region, district, 
local) demonstrating the need for the special education or early 
intervention administrators the applicant proposes to prepare; and
    (ii) Data demonstrating the success of the doctoral program to date 
in producing special education or early intervention administrators, 
such as: The professional accomplishments of program graduates (e.g., 
public service, awards) that demonstrate their leadership in special 
education or early intervention; the average amount of time it takes 
for program graduates to complete the program; the number of program 
graduates; and the percentage of program graduates finding employment 
directly related to their preparation; and

    Note: Data on the success of a doctoral program should be no 
older than five years prior to the start date of the project 
proposed in the application. When reporting percentages, the 
denominator (i.e., the total number of scholars or program 
graduates) must be provided.

    (2) Scholar competencies to be acquired in the program relate to 
knowledge and skills needed by the leadership personnel the applicant 
proposes to prepare. To address this requirement, the applicant must--
    (i) Identify the competencies needed by leadership personnel to 
supervise the provision of effective interventions and services that 
improve outcomes for children with disabilities, including high-need 
children with disabilities; and
    (ii) Provide the conceptual framework of the leadership preparation 
program, including any empirical support, that will promote the 
acquisition of the identified competencies needed by leadership 
personnel.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of project services,'' how--
    (1) The applicant will recruit and support high-quality 
scholars.\8\ The narrative must describe--
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    \8\ For the purposes of this priority, ``scholar'' is limited to 
an individual who (a) is pursuing a doctoral degree related to 
special education, early intervention, or related services; (b) 
receives scholarship assistance as authorized under section 662 of 
IDEA (34 CFR 304.3(g)); and (c) will be able to be employed in a 
position that serves children with disabilities for either 51 
percent of their time or case load. See https://pdp.ed.gov/OSEP/Home/Regulation for more information.
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    (i) The selection criteria the applicant will use to identify high-
quality applicants for admission in the program;
    (ii) The recruitment strategies the applicant will use to attract 
high-quality applicants and any specific recruitment strategies 
targeting high-quality applicants from groups that are underrepresented 
in the profession, including individuals with disabilities; and
    (iii) The approach the applicant will use to help all scholars, 
including individuals with disabilities, complete the program; and
    (2) The project is designed to promote the acquisition of the 
competencies needed by leadership personnel to promote high 
expectations and supervise the provision of effective interventions and 
services that improve outcomes for children with disabilities, 
including high-need children with disabilities. To address this 
requirement, the applicant must--
    (i) Describe how the components of the project, such as coursework, 
work-based experiences aligned with project components (e.g., 
internships, current employment), program evaluation, and other 
opportunities provided to scholars, will enable the scholars to

[[Page 23548]]

acquire the competencies needed by leadership personnel the applicant 
proposes to prepare;
    (ii) Describe how the components of the project are integrated in 
order to support the acquisition and enhancement of the identified 
competencies needed by leadership personnel the applicant proposes to 
prepare;
    (iii) Describe how the components of the project prepare scholars 
to promote high expectations and to supervise the provision of 
effective interventions and services that improve outcomes for children 
with disabilities, including high-need children with disabilities, in a 
variety of educational or early childhood and early intervention 
settings;
    (iv) Demonstrate, through a letter of support from a public, non-
traditional public, parochial, or private partnering agency, school, or 
program, that it will provide scholars with a high-quality internship 
experience in a high-need LEA,\9\ a high-poverty school,\10\ a school 
implementing a comprehensive support and improvement plan,\11\ a school 
implementing a targeted support and improvement plan \12\ for children 
with disabilities, an SEA, an early childhood and early intervention 
program located within the geographical boundaries of a high-need LEA, 
or an early childhood and early intervention program located within the 
geographical boundaries of an LEA serving the highest percentage of 
schools identified for comprehensive support and improvement or 
implementing targeted support and improvement plans in the State;
---------------------------------------------------------------------------

    \9\ For the purposes of this priority, ``high-need LEA'' means 
an LEA (a) that serves not fewer than 10,000 children from families 
with incomes below the poverty line; or (b) for which not less than 
20 percent of the children served by the LEA are from families with 
incomes below the poverty line.
    \10\ For the purposes of this priority, ``high-poverty school'' 
means a school in which at least 50 percent of students are from 
low-income families as determined using one of the measures of 
poverty specified under section 1113(a)(5) of the Elementary and 
Secondary Education Act of 1965, as amended (ESEA). For middle and 
high schools, eligibility may be calculated on the basis of 
comparable data from feeder schools. Eligibility as a high-poverty 
school is determined on the basis of the most currently available 
data.
    \11\ For the purposes of this priority, a ``school implementing 
a comprehensive support and improvement plan'' is a school 
identified for comprehensive support and improvement by the State 
under section 1111(c)(4)(D) of the ESEA that includes (a) not less 
than the lowest-performing five percent of all schools receiving 
funds under Title I, Part A of the ESEA; (b) all public high schools 
in the State failing to graduate one-third or more of their 
students; and (c) public schools in the State described under 
section 1111(d)(3)(A)(i)(II) of the ESEA.
    \12\ For the purposes of this priority, a ``school implementing 
a targeted support and improvement plan'' means a school identified 
for targeted support and improvement by a State that has developed 
and is implementing a school-level targeted support and improvement 
plan to improve student outcomes based on the indicators in the 
statewide accountability system as defined in section 1111(d)(2) of 
the ESEA.
---------------------------------------------------------------------------

    (v) Describe how the project will partner with diverse stakeholders 
to inform project components;
    (vi) Describe how the project will use resources, as appropriate, 
available through technical assistance centers, which may include 
centers funded by the Department;
    (vii) Describe the approach that faculty members will use to mentor 
or otherwise support scholars, including scholars who are pursuing a 
degree on a part-time basis or are concurrently employed on a full-time 
basis, with the goal of helping them acquire competencies needed by 
leadership personnel and advancing their careers in special education 
or early intervention administration; and
    (viii) Describe how the components of the project will promote the 
acquisition of scholars' critical leadership skills, including 
communication, networking, and collaboration.
    (c) Demonstrate, in the narrative section of the application under 
``Quality of the project evaluation,'' how the applicant will--
    (1) Evaluate how well the goals or objectives of the proposed 
leadership project have been met. The applicant must describe the 
outcomes to be measured for both the project and the scholars, 
particularly the acquisition of scholars' competencies; and the 
evaluation methodologies to be employed, including proposed 
instruments, data collection methods, and possible analyses;
    (2) Collect, analyze, and use data on current scholars and scholars 
who graduate from the program to improve the proposed program on an 
ongoing basis; and
    (3) Report the evaluation results to OSEP in the applicant's annual 
and final performance reports.
    (d) Demonstrate, in the narrative under ``Required Project 
Assurances'' or appendices as directed, that the following program 
requirements are met. The applicant must--
    (1) Include in appendix B of the application--
    (i) Course syllabi for all coursework in the major and any required 
coursework for a minor;
    (ii) Course syllabi for all evaluation methods or data analysis 
courses required by the degree program and for all elective evaluation 
methods or data analysis courses that have been completed by more than 
one scholar enrolled in the program in the last five years; and
    (iii) For new coursework, proposed syllabi;
    (2) Ensure that the proposed number of scholars to be recruited 
into the program can graduate from the program by the end of the 
project period. The described scholar recruitment strategies, including 
recruitment of individuals with disabilities, the program components 
and their sequence, and proposed budget must be consistent with this 
requirement;
    (3) Ensure scholars will not be selected based on race or national 
origin/ethnicity. Per the Supreme Court's decision in Adarand 
Constructors, Inc. v. Pena, 515 U.S. 200 (1995), the Department does 
not allow the selection of individuals on the basis of race or national 
origin/ethnicity. For this reason, grantees must ensure that any 
discussion of the recruitment of scholars based on race or national 
origin/ethnicity distinguishes between increasing the pool of 
applicants and actually selecting scholars;
    (4) Ensure that the project will meet the requirements in 34 CFR 
304.23, particularly those related to (a) informing all scholarship 
recipients of their service obligation commitment; and (b) disbursing 
scholarships. Failure by a grantee to properly meet these requirements 
is a violation of the grant award that may result in sanctions, 
including the grantee being liable for returning any misused funds to 
the Department;
    (5) Ensure that prior approval from the OSEP project officer will 
be obtained before admitting additional scholars beyond the number of 
scholars proposed in the application and before transferring a scholar 
to another preparation program funded by OSEP;
    (6) Ensure that the project will meet the statutory requirements in 
section 662(e) through (h) of IDEA;
    (7) Ensure that at least 65 percent of the total budget over the 
project period will be used for scholar support;
    (8) Ensure that the IHE will not require scholars enrolled in the 
program to work (e.g., as graduate assistants) as a condition of 
receiving support (e.g., tuition, stipends) from the proposed project, 
unless the work is specifically related to the acquisition of scholars' 
competencies or the requirements for completion of their personnel 
preparation program. This prohibition on work as a condition of 
receiving support does not apply to the service obligation requirements 
in section 662(h) of IDEA;
    (9) Ensure that the project will be operated in a manner consistent 
with

[[Page 23549]]

nondiscrimination requirements contained in the U.S. Constitution and 
the Federal civil rights laws;
    (10) Ensure that the budget includes attendance by the project 
director at a three-day project directors' meeting in Washington, DC, 
during each year of the project. The budget may also provide for the 
attendance of scholars at the same three-day project directors' 
meetings in Washington, DC;
    (11) Ensure that the project director, key personnel, and scholars 
will actively participate in the cross-project collaboration, advanced 
trainings, and cross-site learning opportunities (e.g., webinars, 
briefings) supported by OSEP. This network is intended to promote 
opportunities for participants to share resources and generate new 
knowledge by addressing topics of common interest to participants 
across projects including Department priorities and needs in the field;
    (12) Ensure that if the project maintains a website, that it will 
be of high quality, with an easy-to-navigate design, that meets 
government or industry-recognized standards for accessibility;
    (13) Ensure that annual progress toward meeting project goals is 
posted on the project website;
    (14) Ensure that scholar accomplishments (e.g., public service, 
awards, program implementation demonstrating improved child outcomes) 
will be reported in annual and final performance reports; and
    (15) Ensure that annual data will be submitted on each scholar who 
receives grant support (OMB Control Number 1820-0686). The primary 
purposes of the data collection are to track the service obligation 
fulfillment of scholars who receive funds from OSEP grants and to 
collect data for program performance measure reporting under the 
Government Performance and Results Act of 1993 (GPRA). Applicants are 
encouraged to visit the Personnel Development Program Data Collection 
System (DCS) website at https://pdp.ed.gov/osep for further information 
about this data collection requirement. Typically, data collection 
begins in January of each year, and grantees are notified by email 
about the data collection period for their grant, although grantees may 
submit data as needed, year-round. This data collection must be 
submitted electronically by the grantee and does not supplant the 
annual grant performance report required of each grantee for 
continuation funding (see 34 CFR 75.590). Data collection includes the 
submission of a signed, completed Pre-Scholarship Agreement and Exit 
Certification for each scholar funded under an OSEP grant (see 
paragraph (4) of this section).
    Competitive Preference Priorities: Within Absolute Priorities 1 and 
2, we give competitive preference to applications that address 
Competitive Preference Priorities 1, 2, and 3. Under 34 CFR 
75.105(c)(2)(i), we award an additional 5 points to an application that 
meets Competitive Preference Priority 1, up to an additional 5 points 
to an application that meets Competitive Preference Priority 2, 
depending on how well the application meets Competitive Preference 
Priority 2, and we award an additional 3 points to an application that 
meets Competitive Preference Priority 3. The total maximum points we 
may award an application that chooses to address all of the competitive 
preference priorities is 13. Applicants should indicate in the abstract 
which competitive preference priorities are addressed.
    These priorities are:
    Competitive Preference Priority 1 (0 or 5 points).
    An application that proposes a partnership consisting of two or 
three IHEs in a high-need area of leadership shortages. To meet the 
competitive preference priority, a project must--
    (a) Establish a partnership comprised of two or three IHEs with 
existing doctoral programs that prepare scholars to work as doctoral-
level leaders in the high-need area proposed;
    (b) Address in the project narrative the high-need area (e.g., 
early childhood behavior, secondary transition, or special education 
administration) in which the partnership proposes to prepare scholars;
    (c) Address in the project narrative how the opportunities provided 
to scholars through the partnership activities will promote the 
competencies needed by leaders the project proposes to prepare; and
    (d) Address in the project narrative how policies, procedures, 
standards, and fiscal management of the partnership will be 
established.

    Note:  For additional information regarding group applications, 
refer to 34 CFR 75.127, 75.128, and 75.129.

    Competitive Preference Priority 2 (Up to 5 points).
    An application that demonstrates matching support for the proposed 
project at--
    (a) 20 percent of the requested Federal award (1 point);
    (b) 40 percent of the total amount of the requested Federal award 
(2 points);
    (c) 60 percent of the total amount of the requested Federal award 
(3 points);
    (d) 80 percent of the total amount of the requested Federal award 
(4 points); or
    (e) 100 percent of the total amount of the requested Federal award 
(5 points).
    Applicants must address this competitive preference priority in the 
budget information (ED Form 524, Section B) and budget narrative.
    Competitive Preference Priority 3 (0 or 3 points).
    Projects proposed by applicants that have not had an active grant 
award under this program (CFDA number 84.325D) at any point in the 
preceding five fiscal years (i.e., FY 2014-FY 2018).

References

Bellamy, T., & Iwaszuk, W. (2017, October). Responding to the need 
for new local special education administrators: A case study. 
Retrieved from https://ceedar.education.ufl.edu/wp-content/uploads/2018/02/Case-Study-SPED-10-29-17.pdf.
Billingsley, B.S., Crockett, J., & Kamman, M.L. (2014). Recruiting 
and retaining teachers and administrators in special education. In 
P.T. Sindelar, E.D. McCray, M.T. Brownell, & B. Lignugaris/Kraft 
(Eds.), Handbook of research on special education teacher 
preparation (pp. 94-112). New York, NY: Routledge.
Boscardin, M.L., & Lashley, C.L. (2018). Expanding the leadership 
framework to support socially just special education policy, 
preparation, and standards. In J.B. Crockett, B.S. Billingsley, & 
M.L. Boscardin (Eds.), The handbook of leadership and administration 
for special education. New York, NY: Routledge.
Bruns, D.A., LaRocco, D.J., Sharp, O.L., & Sopko, K.M. (2017). 
Leadership competencies in U.S. early intervention/early childhood 
special education service systems: A national survey. Infants and 
Young Children, 30, 304-319.
Castillo, J.M., Curtis, M.J., & Tan, S.Y. (2014). Personnel needs in 
school psychology: A 10-year follow-up study on predicted personnel 
shortages. Psychology in the Schools, 51, 832-849.
deBettencourt, L.U., Hoover, J.J., Rude, H.A., & Taylor, S.S. 
(2016). Preparing special education higher education faculty: The 
influence of contemporary education issues and policy 
recommendations. Teacher Education and Special Education, 39, 121-
133.
Montrosse, B.E., & Young, C.J. (2012). Market demand for special 
education faculty. Teacher Education and Special Education, 35, 140-
153.
Nagro, S.A., Sheperd, K.G., West, J.E., & Nagy, S.J. (2018). 
Activating policy and advocacy skills: A strategy for tomorrow's 
special education leaders. The Journal of Special Education, https://doi.org/10.1177/0022466918800705.
National Center for Systemic Improvement (NCSI). (2018a). Leadership 
turnover:

[[Page 23550]]

The impact on State special education systems. Retrieved from 
https://ncsi-library.wested.org/resources/201.
National Center for Systemic Improvement (NCSI). (2018b). Leadership 
turnover: The impact on State early intervention systems. Retrieved 
from https://ncsi-library.wested.org/resources/200.
Robb, S.M., Smith, D.D., & Montrosse, B.E. (2012). A context of the 
demand for special education faculty: A study of special education 
teacher preparation programs. Teacher Education and Special 
Education, 35, 128-139.
Smith, D.D., Montrosse, B.E., Robb, S.M., Tyler, N.C., & Young, C. 
(2011). Assessing trends in leadership: Special education's capacity 
to produce a highly qualified workforce. Claremont, CA: [email protected], 
Claremont Graduate University.
Smith, D.D., Robb, S.M., West, J., & Tyler, N.C. (2010). The 
changing education landscape: How special education leadership 
preparation can make a difference for teachers and their students 
with disabilities. Teacher Education and Special Education, 33, 25-
43.
West, J.E., & Hardman, H.L. (2012). Averting current and future 
special education faculty shortages: Policy implications and 
recommendations. Teacher Education and Special Education, 35, 154-
160.
Woods, J., & Snyder, P. (2009). Interdisciplinary doctoral 
leadership training in early intervention. Infants & Young Children, 
22(1), 32-34.

    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (APA) (5 U.S.C. 553) the Department generally offers interested 
parties the opportunity to comment on proposed priorities and 
requirements. Section 681(d) of IDEA, however, makes the public comment 
requirements of the APA inapplicable to the priorities in this notice.
    Program Authority: 20 U.S.C. 1462 and 1481.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 
97, 98, and 99. (b) The Office of Management and Budget Guidelines to 
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 
2 CFR part 180, as adopted and amended as regulations of the Department 
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost 
Principles, and Audit Requirements for Federal Awards in 2 CFR part 
200, as adopted and amended as regulations of the Department in 2 CFR 
part 3474. (d) The regulations for this program in 34 CFR part 304.

    Note:  The regulations in 34 CFR part 86 apply to IHEs only.

II. Award Information

    Type of Award: Discretionary grants.

    Note:  In accordance with 34 CFR 75.200(b)(4), the Department 
may award a cooperative agreement under this program if the 
Secretary determines that substantial involvement between the 
Department and the recipient is necessary to carry out a 
collaborative project.

    Estimated Available Funds: $4,250,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2020 from the list of 
unfunded applications from this competition.
    Estimated Range of Awards: $225,000-$250,000 per year for an 
individual IHE; $450,000-$500,000 per year for a two-IHE group 
application; and $675,000-$750,000 for a three-IHE group application.
    Estimated Average Size of Awards: $237,500 per year for an 
individual IHE; $475,000 per year for a two-IHE group application; and 
$712,500 per year for a three-IHE group application.
    Maximum Award: For a single budget period of 12 months, we will not 
make an award exceeding: For an individual IHE, $250,000; for a two-IHE 
group application, $500,000; and, for a three-IHE group application, 
$750,000.
    Estimated Number of Awards: Up to 17 awards for individual IHEs but 
the number of awards may change depending on the number of group 
application awards. OSEP intends to fund in FY 2019 at least 7 high-
quality applications meeting the requirements for Absolute Priority 2.

    Note: The Department is not bound by any estimates in this 
notice.

    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: IHEs and private nonprofit organizations.
    2. Cost Sharing or Matching: Cost sharing or matching is required 
for Absolute Priority 1.
    3. Subgrantees: A grantee under this competition may not award 
subgrants to entities to directly carry out project activities 
described in its application.
    4. Other General Requirements: (a) Recipients of funding under this 
competition must make positive efforts to employ and advance in 
employment qualified individuals with disabilities (see section 606 of 
IDEA).
    (b) Applicants for, and recipients of, funding must, with respect 
to the aspects of their proposed project relating to Absolute Priority 
1 or 2, 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 February 13, 2019 (84 FR 3768), and available at 
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf, 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 (Part III of 
the application) 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 50 pages 
and (2) use the following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double-space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, reference citations, and captions, as well as 
all text in charts, tables, figures, graphs, and screen shots.
     Use a font that is 12 point or larger.
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.
    The recommended page limit does not apply to Part I, the cover 
sheet; Part II, the budget section, including the narrative budget 
justification; Part IV, 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.

[[Page 23551]]

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210 and are as follows:
    (a) Significance (10 points).
    (1) The Secretary considers the significance of the proposed 
project.
    (2) In determining the significance of the proposed project, the 
Secretary considers the following factors:
    (i) The extent to which the proposed project will prepare personnel 
for fields in which shortages have been demonstrated;
    (ii) The importance or magnitude of the results or outcomes likely 
to be attained by the proposed project; and
    (iii) The extent to which there is a conceptual framework 
underlying the proposed research or demonstration activities and the 
quality of that framework.
    (b) Quality of project services (45 points).
    (1) The Secretary considers the quality of the services to be 
provided by the proposed project.
    (2) In determining the quality of the services to be provided by 
the proposed project, the Secretary considers the quality and 
sufficiency of strategies for ensuring equal access and treatment for 
eligible project participants who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The extent to which the training or professional development 
services to be provided by the proposed project are of sufficient 
quality, intensity, and duration to lead to improvements in practice 
among the recipients of those services;
    (ii) The extent to which the proposed activities constitute a 
coherent, sustained program of training in the field; and
    (iii) The extent to which the services to be provided by the 
proposed project reflect up-to-date knowledge from research and 
effective practice.
    (c) Quality of project evaluation (25 points).
    (1) The Secretary considers the quality of the evaluation to be 
conducted of the proposed project.
    (2) In determining the quality of the evaluation, the Secretary 
considers the following factors:
    (i) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project;
    (ii) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable;
    (iii) The extent to which the methods of evaluation include the use 
of objective performance measures that are clearly related to the 
intended outcomes of the project and will produce quantitative and 
qualitative data to the extent possible; and
    (iv) The extent to which the methods of evaluation will provide 
timely guidance for quality assurance.
    (d) Quality of the management plan and adequacy of resources (20 
points).
    (1) The Secretary considers the quality of the management plan and 
the adequacy of resources for the proposed project.
    (2) In determining the quality of the management plan and the 
adequacy of resources, the Secretary considers the following factors:
    (i) The qualifications, including relevant training and experience, 
of key project personnel;
    (ii) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks;
    (iii) The extent to which the time commitments of the project 
director and principal investigator and other key project personnel are 
appropriate and adequate to meet the objectives of the proposed 
project;
    (iv) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization; and
    (v) The extent to which the budget is adequate to support 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).
    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 
200.205, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
3474.10, the Secretary may impose specific conditions and, 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 200.205(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.

[[Page 23552]]

    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 may notify you informally, 
also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Open Licensing Requirements: Unless an exception applies, if you 
are awarded a grant under this competition, you will be required to 
openly license to the public grant deliverables created in whole, or in 
part, with Department grant funds. When the deliverable consists of 
modifications to pre-existing works, the license extends only to those 
modifications that can be separately identified and only to the extent 
that open licensing is permitted under the 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. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multiyear award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    5. Performance Measures: Under GPRA, the Department has established 
a set of performance measures, including long-term measures, that are 
designed to yield information on the quality of the Personnel 
Development to Improve Services and Results for Children with 
Disabilities program. These measures include: (1) The percentage of 
preparation programs that incorporate scientifically or evidence-based 
\13\ practices into their curricula; (2) the percentage of scholars 
completing preparation programs who are knowledgeable and skilled in 
evidence-based practices for children with disabilities; (3) the 
percentage of scholars who exit preparation programs prior to 
completion due to poor academic performance; (4) the percentage of 
scholars completing preparation programs who are working in the area(s) 
in which they were prepared upon program completion; and (5) the 
Federal cost per scholar who completed the preparation program.
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    \13\ For the purposes of this priority, ``evidence-based'' 
means, at a minimum, evidence that demonstrates a rationale (as 
defined in 34 CFR 77.1), where a key project component included in 
the project's logic model is informed by research or evaluation 
findings that suggest the project component is likely to improve 
relevant outcomes.
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    In addition, the Department will gather information on the 
following outcome measures: (1) The percentage of scholars who 
completed the preparation program and are employed in high-need 
districts; (2) the percentage of scholars who completed the preparation 
program and are employed in the field of special education for at least 
two years; and (3) the percentage of scholars who completed the 
preparation program and who are rated effective by their employers.
    Grantees may be asked to participate in assessing and providing 
information on these aspects of program quality.
    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: Whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, 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: Individuals with disabilities can obtain this 
document and a copy of the application package in an accessible format 
(e.g., Braille, large print, audiotape, or compact disc) by contacting 
the Management Support Services Team, U.S. Department of Education, 400 
Maryland Avenue SW, Room 5074A, Potomac Center Plaza, Washington, DC 
20202-2500. Telephone: (202) 245-7363. If you use a TDD or a TTY, call 
the FRS, toll free, at 1-800-877-8339.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. You may 
access the official edition of the Federal Register and the Code of 
Federal Regulations at www.govinfo.gov. At this site you can view this 
document, as well as all other documents of this Department published 
in the Federal Register, in text or Portable Document Format (PDF). To 
use PDF you must have Adobe Acrobat Reader, which is available free at 
the site.
    You may also access documents of the Department published in the 
Federal Register by using the article search feature at 
www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.

Johnny W. Collett,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2019-10710 Filed 5-21-19; 8:45 am]
 BILLING CODE 4000-01-P