Applications for New Awards; Personnel Development To Improve Services and Results for Children With Disabilities-Leadership Development Programs: Increasing the Capacity of Leaders To Improve Systems Serving Children With Disabilities, 39266-39274 [2019-17041]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 84, Number 154 (Friday, August 9, 2019)]
[Notices]
[Pages 39266-39274]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2019-17041]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Personnel Development To Improve 
Services and Results for Children With Disabilities--Leadership 
Development Programs: Increasing the Capacity of Leaders To Improve 
Systems Serving Children With Disabilities

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--Leadership Development Programs:

[[Page 39267]]

Increasing the Capacity of Leaders to Improve Systems Serving Children 
with Disabilities, Catalog of Federal Domestic Assistance (CFDA) number 
84.325L. These grants will fund States to implement leadership 
development programs that recruit, increase the capacity of, and retain 
State, regional, and local leaders to promote high expectations and 
improve early childhood and educational outcomes for children with 
disabilities and their families by improving the systems that serve 
them. This notice relates to the approved information collection under 
OMB control number 1820-0028.

DATES: 
    Applications Available: August 9, 2019.
    Deadline for Transmittal of Applications: September 9, 2019.
    Pre-Application Webinar Information: No later than August 14, 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 August 14, 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 August 28, 2019. 
After the blog closes, applicants should direct questions to the person 
listed under FOR FURTHER INFORMATION CONTACT.

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: Sarah Allen, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 5160, Potomac Center Plaza, 
Washington, DC 20202-5076. Telephone: (202) 245-7875. 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, and youth with 
disabilities; and (2) ensure that those personnel have the necessary 
skills and knowledge, derived from practices that have been determined 
through scientifically based research, to be successful in serving 
those children.
    Priorities: This competition includes one absolute priority and one 
competitive preference priority. In accordance with 34 CFR 
75.105(b)(2)(v), the absolute priority and competitive preference 
priority 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 Priority: For FY 2019 and any subsequent year in which we 
make awards from the list of unfunded applications from this 
competition, this priority is an absolute priority. Under 34 CFR 
75.105(c)(3), we consider only applications that meet this priority.
    This priority is:
    Leadership Development Programs: Increasing the Capacity of Leaders 
to Improve Systems Serving Children with Disabilities.
    Background:
    State, regional, and local administrators in early intervention and 
special education serve a critical role in ensuring that infants, 
toddlers, children, and youth with disabilities (children with 
disabilities) are provided services and supports to which they are 
entitled under the Individuals with Disabilities Education Act (IDEA) 
and in helping improve results for children with disabilities. Given 
the demands for leading within complex early intervention and special 
education systems and addressing current issues across systems, 
administrators must have the skills to collaborate with other agencies 
and programs. This would help ensure that children with disabilities 
are held to high standards and that their individualized needs are met 
across natural environments and educational settings. In addition, the 
expansion of educational options \1\ has also added to special 
education administrators' responsibilities to ensure that parents of 
children with disabilities are empowered to choose from a robust range 
of educational options and supports to identify those that best meet 
their children's needs.
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    \1\ For the purpose of this priority, ``educational options'' 
means the opportunity for a child or student (or a family member on 
their behalf) to create a high-quality personalized path for 
learning that is consistent with applicable Federal, State, and 
local laws; is in an educational setting that best meets the child's 
or student's needs; and, where possible, incorporates evidence-based 
activities, strategies, or interventions. Opportunities made 
available to a student through a grant program are those that 
supplement what is provided by a child's or student's geographically 
assigned school or the institution in which he or she is currently 
enrolled and may include one or more of the following options: (1) 
Public educational programs or courses, including those offered by 
traditional public schools, public charter schools, public magnet 
schools, public online education providers, or other public 
education providers; (2) Private or home-based educational programs 
or courses, including those offered by private schools, private 
online providers, private tutoring providers, community or faith-
based organizations, or other private education providers; (3) Part-
time coursework or career preparation, offered by a public or 
private provider in person or through the internet or another form 
of distance learning, that serves as a supplement to full-time 
enrollment at an educational institution, as a stand-alone program 
leading to a credential, or as a supplement to education received in 
a homeschool setting; and (4) Other educational services, including 
credit-recovery, accelerated learning, or tutoring.
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    With the increasing demands placed on State, regional, and local 
administrators, it is essential that they have the knowledge, skills, 
and competencies to oversee the administration of early intervention 
and special education systems. Turnover of administrators and leaders 
across all levels of the system is high and increasing. In 2018, 70 
percent of State Directors of Special Education had less than five 
years of experience, up from only 15 percent in 2010 (NCSI, 2018a). 
Similarly, 73 percent of Part C Coordinators had less than 5 years of 
experience in 2018, up from 39 percent in 2005 (NCSI, 2018b). 
Approximately 10 to 15 percent of local special education administrator 
positions turn over each year (Goldring & Taie, 2018).

[[Page 39268]]

    Further, half of the States do not require a special education 
administration credential for local special education administrators or 
specifically address the preparation of administrators in the personnel 
preparation programs offered by institutions of higher education (IHEs) 
in their States (Boscardin, Weir, & Kusek, 2010). Even when an 
administration credential is required, preparation programs are at 
times difficult to find, hard for working professionals to access or 
complete, and varied in content coverage (Bellamy & Iwaszuk, 2017). 
Like credentialing programs, professional development programs that 
help administrators develop the knowledge, skills, and competencies 
needed for leadership positions often are not available, thus requiring 
State, regional, and local administrators to learn on the job.
    In order to help meet the complex and varied needs of children with 
disabilities and their families, this priority will fund grants to 
State educational agencies (SEAs) or lead agencies for Part C to 
implement high-quality, sustainable leadership development programs to 
recruit, increase the capacity of, and retain State, regional, and 
local leaders who have the knowledge, skills, and competencies to 
improve systems serving children with disabilities and their families. 
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.
    The projects must be operated in a manner consistent with 
nondiscrimination requirements contained in the U.S. Constitution and 
the Federal civil rights laws.
    Priority:
    The purpose of this priority is to fund grants to achieve, at a 
minimum, the following expected outcomes:
    (a) Development, improvement, or expansion of a high-quality, 
sustainable leadership development program to recruit, increase the 
capacity of, and retain a network of leaders at the State, regional, or 
local level to improve systems serving children with disabilities and 
their families;
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    \2\ For the purpose of this priority, ``implementation 
supports'' means effective methods for changing practices, 
organizational structure, and systems at all levels.
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    (b) Development, improvement, or expansion of infrastructure and 
implementation supports,\2\ including but not limited to partnerships 
with relevant child-serving agencies and diverse stakeholders (e.g., 
IHEs, parent centers,\3\ State- and local-level administrators, 
technical assistance providers) to deliver and sustain leadership 
development programs; and
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    \3\ For the purpose of this priority, ``parent centers'' refers 
to Parent Training and Information Centers and Community Parent 
Resource Centers funded by OSEP, which can be found at 
www.parentcenterhub.org/the-parent-center-network/.
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    (c) Increased number of early intervention and special education 
leaders at the State, regional, or local level with the knowledge, 
skills, and competencies to improve systems serving children with 
disabilities and their families.
    To be considered for funding under this absolute priority, all 
applicants must meet the application requirements contained in the 
priority. All projects funded under this absolute priority also must 
meet the programmatic and administrative requirements specified in the 
priority.
    To meet the requirements of this priority, an applicant must--
    (a) Demonstrate, in the narrative section of the application under 
``Significance,'' how the proposed project will--
    (1) Address the need for early intervention or special education 
leaders at the State, regional, or local level with the knowledge, 
skills, and competencies to improve systems serving children with 
disabilities and their families. To meet this requirement, the 
applicant must--
    (i) Present applicable data demonstrating the need to increase the 
number of early intervention or special education leaders with the 
knowledge, skills, and competencies to improve systems serving children 
with disabilities and their families;
    (ii) Identify the knowledge, skills, and competencies that early 
intervention or special education leaders need to improve systems 
serving children with disabilities and their families; and
    (iii) Identify current educational issues and policy initiatives at 
the Federal, State, regional, and local levels that early intervention 
or special education leaders need to understand, including how 
innovation and the State's efforts to expand educational options can be 
supported, and parents can be empowered to choose an education that 
best meets their children's needs; and
    (2) Address the need for infrastructure and implementation 
supports, including partnerships with relevant child-serving agencies 
and diverse stakeholders, to effectively develop, deliver, and sustain 
a leadership development program to recruit, increase the capacity of, 
and retain a network of leaders at the State, regional, or local level 
with the knowledge, skills, and competencies to improve systems serving 
children with disabilities and their families. To meet this 
requirement, the applicant must--
    (i) Present data, if applicable, on the quality of existing 
leadership development programs or personnel preparation degree 
programs that prepare leaders to work in administrative or leadership 
positions in systems where children receive early intervention or 
special education services, including the effectiveness of the 
program(s) at (a) increasing the knowledge, skills, and competencies of 
program completers; and (b) retaining program completers to work in 
administrative or leadership positions in systems where children 
receive early intervention or special education services; and
    (ii) Present information on the current capacity of the State, 
regional, or local systems to recruit, increase the capacity of, and 
retain leaders, including programs IHEs offer to credential or 
otherwise prepare early intervention and special education 
administrators, and the likely magnitude or importance of developing a 
network of leaders with the capacity to improve systems serving 
children with disabilities.
    (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;
    (2) Achieve its goals, objectives, and intended outcomes. To meet 
this requirement, the applicant must provide--
    (i) Measurable intended project outcomes; and
    (ii) In Appendix A, the logic model \4\ by which the proposed 
project will

[[Page 39269]]

achieve its intended outcomes that depicts, at a minimum, the goals, 
activities, outputs, and intended outcomes of the proposed project;
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    \4\ ``Logic model'' (34 CFR 77.1) (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.
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    (3) Use a conceptual framework (and provide a copy in Appendix A) 
to develop project plans and activities, describing any underlying 
concepts, assumptions, expectations, beliefs, or theories, as well as 
the presumed relationships or linkages among these variables, and any 
empirical support for this framework;

    Note: The following websites provide more information on logic 
models and conceptual frameworks: www.osepideasthatwork.org/logicModel and www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework.

    (4) Develop, improve, or expand a leadership development program or 
programs to recruit, increase the capacity of, and retain a network of 
leaders at the State, regional, or local level with the knowledge, 
skills, and competencies to improve systems serving children with 
disabilities and their families. To establish the quality of the 
proposed leadership development program, the applicant must include--
    (i) Its proposed plan for partnering with diverse stakeholders to 
develop, improve, or expand a leadership development program to 
recruit, increase the capacity of, and retain a network of leaders at 
the State, regional, or local level to improve systems serving children 
with disabilities and their families. The stakeholders must include, at 
a minimum, representatives specifically identified from IHEs. 
Stakeholders must be involved as decision makers in how the leadership 
development program is developed, improved, or expanded, and serve as 
partners in delivering and evaluating the program;
    (ii) The intended participants of the leadership development 
program;
    (iii) Its proposed approach for developing or improving the content 
and delivery of the leadership development program. To meet this 
requirement the applicant must describe--
    (A) The knowledge, skills, and competencies that participants will 
gain by completing the leadership development program. At a minimum, 
the applicant must ensure that participants demonstrate knowledge, 
skills, and competencies in the following areas:
    (1) Federal laws, State laws, and State policies, procedures, and 
initiatives that impact children with disabilities and their families;
    (2) Educational options for children with disabilities and how to 
support State's efforts to empower parents to choose from a robust 
range of educational options and supports to identify those that best 
meet their children's needs;
    (3) Evidence-based \5\ practices to improve academic, learning, and 
developmental outcomes for children with disabilities, including 
differentiating interventions and instruction across multi-tiered 
systems of support;
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    \5\ For the purposes of this priority, ``evidence-based'' means 
the proposed project component is supported, at a minimum, by 
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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    (4) Partnering with parents, families, and diverse stakeholders to 
improve systems;
    (5) Systems change, implementation science, and professional 
development methods to promote the implementation of evidence-based 
practices and use of data-based decision making; and
    (6) Leadership practices (e.g., organizational visioning, 
collaborative decision making, communication and conflict management, 
relationship building);
    (B) The current research and evidence-based practices that will 
guide the development of the content and delivery of the leadership 
development program, including but not limited to evidence-based 
professional development practices for adult learners and resources 
developed by projects funded by the Departments of Education and Health 
and Human Services;
    (C) How the proposed leadership development program is of 
sufficient quality, intensity, and duration to prepare a network of 
leaders with the identified knowledge, skills, and competencies needed 
to improve systems serving children with disabilities and their 
families. To meet this requirement, the applicant must describe--
    (1) The components of the leadership development program, which 
must include, but are not limited to, face-to-face activities, applied 
projects, peer interactions and collaboration opportunities, mentoring 
support, and ongoing coaching, and how these components are sequenced;
    (2) How participants in the leadership development program will be 
provided with mentoring, ongoing coaching and performance feedback 
during the program, and ongoing coaching, networking opportunities, and 
support following completion of the program, including opportunities to 
interact with peers who completed the program; and
    (3) How the proposed leadership development program is aligned to 
State standards for administrators or meets appropriate national 
professional organization standards for administrators or leaders;
    (5) Implement and sustain the leadership development program to 
recruit, increase the capacity of, and retain a network of leaders at 
the State, regional, or local level with the knowledge, skills, and 
competencies to improve systems serving children with disabilities and 
their families. To meet this requirement, the applicant must describe 
its proposed approach to--
    (i) Ensuring the infrastructure and implementation supports 
necessary to effectively build, deliver, and sustain the proposed 
leadership development program and to retain individuals who complete 
the leadership development program as a network of leaders at the 
State, regional, or local level able to improve systems serving 
children with disabilities and their families. The application must 
include the proposed approach to partnering with relevant child-serving 
agencies and diverse stakeholders to deliver and sustain the leadership 
development program, to retain a network of leaders, and to develop 
agreements with relevant child-serving agencies and diverse 
stakeholders that outline responsibilities, sharing of resources, and 
decision-making and communication processes. The application must 
include, at a minimum, representatives specifically identified from 
IHEs as part of its ongoing project leadership or stakeholder group 
that will build, manage, deliver, evaluate, and sustain the 
infrastructure and implementation of the proposed program;
    (ii) Its proposed approach to recruit participants for the 
leadership development program; ensure equal access and treatment for 
eligible participants who are members of groups that have traditionally 
been underrepresented based on race, color, national origin, gender, 
age, or disability; and retain the participants once in the program. To 
meet this requirement, the applicant must describe--
    (A) Recruitment strategies that will be used to attract 
participants and specific recruitment strategies that will be used to 
reach potential participants from traditionally underrepresented 
groups,

[[Page 39270]]

including individuals with disabilities; and
    (B) Criteria that will be used to select candidates for 
participation in the leadership development programs offered, the 
number of cohorts that will complete the leadership development 
program, and the number of participants that the applicant proposes 
will complete program requirements within each cohort during the 
project period; and
    (iii) Strategies for supporting and retaining participants to 
complete the leadership development program and use the knowledge, 
skills, and competencies learned following their completion of the 
program to identify, implement, and evaluate evidence-based practices 
to improve systems serving children with disabilities; and
    (iv) Strategies to fund, manage, and sustain the leadership 
development program, and retain a network of leaders at the State, 
regional, or local level once Federal support ends; and
    (6) Use technology, as appropriate, to support participants in 
achieving the outcomes of the proposed project, enhance the efficiency 
of the project, collaborate with partners, provide the leadership 
development, mentoring, ongoing coaching, and performance feedback to 
participants, and support collaboration among the participants once 
they complete the program.
    (c) Demonstrate, in the narrative section of the application under 
``Quality of the project evaluation,'' how--
    (1) The applicant will use comprehensive and appropriate 
methodologies to evaluate how well the goals or objectives of the 
proposed project have been met, including the project processes and 
intended outcomes. The applicant must describe performance measures for 
the project that include participants' acquisition of knowledge, 
skills, and competencies and for the retention of program completers in 
administrative and leadership positions; and
    (2) The applicant will collect, analyze, and use data related to 
specific and measurable goals, objectives, and intended outcomes of the 
project. To meet this requirement, the applicant must describe how--
    (i) Participants' knowledge, skills, and competencies and other 
project processes and outcomes will be measured for formative 
evaluation purposes, including proposed instruments, data collection 
methods, and possible analyses; and
    (ii) It will collect and analyze data on the quality of the 
leadership development programs offered; the infrastructure and 
implementation supports in place to deliver the program; the capacity 
of the State to retain a network of leaders at the State, regional, or 
local level; and the fidelity and impact of its implementation;
    (3) The methods of evaluation will produce quantitative and 
qualitative data for objective performance measures that are related to 
the intended outcomes of the proposed project; and
    (4) The methods of evaluation will provide performance feedback and 
allow for periodic assessment of progress towards meeting the project 
outcomes. To meet this requirement, the applicant must describe how--
    (i) Results of the evaluation will be used as a basis for improving 
the proposed project;
    (ii) It will report the evaluation results to OSEP in its annual 
and final performance reports; and
    (iii) Performance information (e.g., annual progress toward program 
goals) will be made publicly available on the project or State's web 
page.
    (d) Demonstrate, in the narrative section of the application under 
``Adequacy of resources and quality of project personnel,'' 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.
    (e) Demonstrate, in the narrative section of the application under 
``Quality of the management plan,'' how--
    (1) The proposed management plan will ensure that the project's 
intended outcomes will be achieved on time and within budget. To meet 
this requirement, the applicant must describe--
    (i) Clearly defined responsibilities for key project personnel, 
consultants, and subcontractors, as applicable; and
    (ii) Timelines and milestones for accomplishing the project tasks;
    (2) Key project personnel and any consultants and subcontractors 
will be allocated and how these allocations are appropriate and 
adequate to achieve the project's intended outcomes;
    (3) The proposed management plan will ensure that the project's 
products and services are of high quality, relevant, and useful to 
recipients; and
    (4) The proposed project will benefit from a diversity of 
perspectives, including those of families, educators, faculty, 
technical assistance and professional development providers, 
researchers, and policymakers, among others, in its development and 
operation.
    (f) Address the following application requirements. The applicant 
must--
    (1) 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;

    Note: 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. However, 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. Specifically, in accordance with 2 CFR 200.306(c), 
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.

    (2) Include, in Appendix A, personnel-loading charts and timelines, 
as applicable, to illustrate the management plan described in the 
narrative;
    (3) If the project maintains a website, include relevant 
information about the revised program and documents in a form that 
meets government or industry recognized standards of accessibility;
    (4) Ensure that annual progress toward meeting project goals is 
posted on the project website;
    (5) Provide an assurance that the project director, key personnel, 
and representatives from partner agencies will actively participate in 
the cross-project collaboration and learning opportunities (e.g., 
webinars, briefings) organized by OSEP. This cross-project 
collaboration will be used to increase capacity of participants, share 
resources, increase the impact of funding, and promote innovative 
leadership development models across projects; and
    (6) Include, in the budget, attendance at a two- and one-half day 
project directors' conference in Washington, DC, during each year of 
the project period.

[[Page 39271]]

    Competitive Preference Priority: Within this absolute priority, we 
give competitive preference to applications that address the following 
competitive preference priority. Under 34 CFR 75.105(c)(2)(i), we award 
up to an additional 5 points to an application, depending on how well 
the application meets the competitive preference priority.
    This priority is:
    Matching Support (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.

References:

Bellamy, T., & Iwaszuk, W. (2017, October). Responding to the need 
for new local special education administrators: A case study. CEEDAR 
Center. Retrieved from University of Florida, Collaboration for 
Effective Educator, Development, Accountability, and Reform Center 
website: https://ceedar.education.ufl.edu/wp-content/uploads/2017/12/Responding-to-the-Need-for-Local-SPED-Admin-Oct-2017.pdf.
Boscardin, M. L., Weir, K., & Kusek, C. (2010). A national study of 
State credentialing requirements for administrators of special 
education. Journal of Special Education Leadership, 23(2), 61-75.
Goldring, R., & Taie, S. (2018). Principal attrition and mobility: 
Results from the 2016-17 principal follow-up survey first look (NCES 
2018-066). Washington, DC: U.S. Department of Education, National 
Center for Education Statistics. Retrieved from https://nces.ed.gov/pubsearch.
National Center for Systemic Improvement (NCSI). (2018a). Leadership 
turnover: 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.

    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (APA) (5 U.S.C. 553) the Department generally offers interested 
parties the opportunity to comment on proposed priorities. Section 
681(d) of IDEA, however, makes the public comment requirements of the 
APA inapplicable to the priority 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.
    Estimated Available Funds: $2,600,000.
    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: $150,000 to $200,000.
    Estimated Average Size of Awards: $200,000.
    Maximum Award: We will not make an award exceeding $200,000 for a 
single budget period of 12 months.
    Estimated Number of Awards: 13.
    Project Period: 60 months.

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

III. Eligibility Information

    1. Eligible Applicants: SEAs or Part C lead agencies.
    2. Cost Sharing or Matching: Cost sharing or matching is required 
for this competition.
    3. Subgrantees: A grantee under this competition may not award 
subgrants to entities to directly carry out project activities 
described in its application. Under 34 CFR 75.708(e), a grantee may 
contract for supplies, equipment, and other services in accordance with 
2 CFR part 200.
    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 the absolute 
priority, involve individuals with disabilities, or parents of 
individuals with disabilities ages birth through 26, in planning, 
implementing, and evaluating the project (see section 682(a)(1)(A) of 
IDEA).

IV. Application and Submission Information

    1. Application Submission Instructions: Applicants are required to 
follow the Common Instructions for Applicants to Department of 
Education Discretionary Grant Programs, published in the Federal 
Register on 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. However, 
under 34 CFR 79.8(a), we waive intergovernmental review in order to 
make an award by the end of FY 2019.
    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

[[Page 39272]]

list, the letters of support, or the appendices. However, the 
recommended page limit does apply to all of the application narrative, 
including all text in charts, tables, figures, graphs, and screen 
shots.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210 and are as follows:
    (a) Significance (10 points).
    (1) The Secretary considers the significance of the proposed 
project.
    (2) In determining the significance of the proposed project, the 
Secretary considers the following factors:
    (i) The extent to which specific gaps or weaknesses in services, 
infrastructure, or opportunities have been identified and will be 
addressed by the proposed project, including the nature and magnitude 
of those gaps or weaknesses; and
    (ii) The importance or magnitude of the results or outcomes likely 
to be attained by the proposed project, especially improvements in 
teaching and student achievement.
    (b) Quality of project services (35 points).
    (1) The Secretary considers the quality of the services to be 
provided by the proposed project.
    (2) In determining the quality of the services to be provided by 
the proposed project, the Secretary considers the quality and 
sufficiency of strategies for ensuring equal access and treatment for 
eligible project participants who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable;
    (ii) The extent to which the services to be provided by the 
proposed project reflect up-to-date knowledge from research and 
effective practice;
    (iii) 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;
    (iv) The extent to which the services to be provided by the 
proposed project involve the collaboration of appropriate partners for 
maximizing the effectiveness of project services; and
    (v) The extent to which the proposed activities constitute a 
coherent, sustained program of training in the field.
    (c) Quality of the project evaluation (20 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 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes.
    (d) Adequacy of resources and quality of project personnel (15 
points).
    (1) The Secretary considers the adequacy of resources and quality 
of project personnel for the proposed project.
    (2) In determining the quality of project personnel, the Secretary 
considers the extent to which the applicant encourages applications for 
employment from persons who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The qualifications, including relevant training and experience, 
of key project personnel;
    (ii) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization; and
    (iii) The extent to which the costs are reasonable in relation to 
the objectives, design, and potential significance of the proposed 
project.
    (e) Quality of the management plan (20 points).
    (1) The Secretary considers the quality of the management plan for 
the proposed project.
    (2) In determining the quality of the management plan for the 
proposed project, the Secretary considers the following factors:
    (i) 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;
    (ii) 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;
    (iii) The adequacy of mechanisms for ensuring high-quality products 
and services from the proposed project; and
    (iv) How the applicant will ensure that a diversity of perspectives 
are brought to bear in the operation of the proposed project, including 
those of parents, teachers, the business community, a variety of 
disciplinary and professional fields, recipients or beneficiaries of 
services, or others, as appropriate.
    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

[[Page 39273]]

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.
    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.
    (c) Under 34 CFR 75.250(b), the Secretary may provide a grantee 
with additional funding for data collection analysis and reporting. In 
this case the Secretary establishes a data collection period.
    5. Performance Measures: 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 
practices into their curricula; (2) the percentage of scholars 
completing preparation programs who are knowledgeable and skilled in 
evidence-based practices that improve outcomes 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.
    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).

[[Page 39274]]

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 5081A, Potomac Center Plaza, Washington, DC 
20202-5076. 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. 2019-17041 Filed 8-8-19; 8:45 am]
 BILLING CODE 4000-01-P