Applications for New Awards; Personnel Development To Improve Services and Results for Children With Disabilities Program-Associate Degree Preservice Program Improvement Grants To Support Personnel Working With Young Children With Disabilities, 11414-11420 [2023-03707]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 88, Number 36 (Thursday, February 23, 2023)]
[Notices]
[Pages 11414-11420]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-03707]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Personnel Development To Improve 
Services and Results for Children With Disabilities Program--Associate 
Degree Preservice Program Improvement Grants To Support Personnel 
Working With Young Children With Disabilities

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

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for new awards for fiscal year (FY) 2023 for 
Personnel Development to Improve Services and Results for Children with 
Disabilities Program--Associate Degree Preservice Program Improvement 
Grants to Support Personnel Working with Young Children with 
Disabilities, Assistance Listing Number 84.325N. This notice relates to 
the approved information collection under OMB control number 1820-0028.

DATES: 
    Applications Available: February 23, 2023.
    Deadline for Transmittal of Applications: April 24, 2023.
    Deadline for Intergovernmental Review: June 23, 2023.
    Pre-Application Webinar Information: No later than February 28, 
2023, OSERS will post pre-recorded informational webinars designed to 
provide technical assistance to interested applicants. The webinars may 
be found at https://www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html.

ADDRESSES: For the addresses for obtaining and submitting an 
application, please refer to our Common Instructions for Applicants to 
Department of Education Discretionary Grant Programs, published in the 
Federal Register on December 7, 2022 (87 FR 75045) and available at 
www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs. Please note that these Common Instructions supersede 
the

[[Page 11415]]

version published on December 27, 2021.

FOR FURTHER INFORMATION CONTACT: Julia Martin Eile, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 5076 Potomac Center Plaza, 
Washington, DC 20202-5076. Telephone: (202) 245-7431. Email: 
[email protected].
    If you are deaf, hard of hearing, or have a speech disability and 
wish to access telecommunications relay services, please dial 7-1-1.

SUPPLEMENTARY INFORMATION:

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purposes of this program are to (1) help 
address State-identified needs for personnel preparation in special 
education, early intervention, related services, and regular education 
to work with children, including infants, toddlers, and youth with 
disabilities; and (2) ensure that those personnel have the necessary 
skills and knowledge, derived from practices that have been determined 
through scientifically based research, to be successful in serving 
those children.
    Priority: This competition includes one absolute priority, which 
includes two competitive preference priorities within the absolute 
priority. In accordance with 34 CFR 75.105(b)(2)(v), the absolute 
priority is from allowable activities specified in the statute (see 
sections 662 and 681 of the Individuals with Disabilities Education Act 
(IDEA) (20 U.S.C. 1462 and 1481)).
    Absolute Priority: For FY 2023 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:
    Associate Degree Preservice Program Improvement Grants to Support 
Personnel Working with Young Children with Disabilities.
    Background:
    Creating and maintaining inclusive and equitable early childhood 
systems requires that all young children, including infants, toddlers, 
and preschool children (young children) with disabilities and their 
families, have equitable access to early childhood opportunities and 
resources. This is particularly important for racially, ethnically, and 
culturally diverse populations of young children with disabilities and 
their families, including those who are multilingual. Qualified and 
competent personnel are vital to support high-quality inclusion and 
equitable participation in early childhood programs. Early childhood 
program personnel with associate degrees play critical roles in 
supporting inclusive and equitable early childhood programs for young 
children with disabilities, including those within diverse populations, 
as child care providers, preschool teachers, assistant teachers, and 
paraprofessionals.
    To effectively support full and equitable participation of young 
children in these programs, early childhood program personnel with 
associate degrees need competencies \1\ in these roles in order to 
individualize instruction and accommodations to support the children's 
development and learning; implement culturally responsive practices in 
the learning environment; promote children's social, emotional, and 
behavioral development; collect data to monitor progress; communicate 
effectively with families; and collaborate with other professionals.
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    \1\ For the purposes of this priority, ``competencies'' means 
what a person knows and can do--the knowledge, skills, and 
dispositions necessary to effectively function in a role (National 
Professional Development Center on Inclusion, 2011).
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    Preservice preparation provides a foundation to support the 
acquisition of specialized competencies needed to deliver effective and 
equitable practices that support high-quality inclusion for all young 
children with disabilities, including those who are multilingual and 
from racially, ethnically, and culturally diverse populations.
    Studies have shown, however, that many associate degree programs do 
not adequately prepare personnel to provide supports and evidence-based 
practices (EBPs) to serve young children with disabilities and their 
families in inclusive early childhood programs (Catlett et al., 2014; 
Catlett et al., 2016; Chang et al., 2005; Maxwell et al., 2006). 
Programs of study are also not consistently equity-based (National 
Center on Early Childhood Development, Teaching, and Learning, 2018). 
Pedagogical practices in early childhood personnel preparation programs 
and professional development programs that are inclusive with regard to 
race, ethnicity, culture, language, and disability status would support 
personnel in being better prepared to create inclusive, supportive, 
equitable, unbiased, and identity-safe learning environments for 
children.
    Ensuring that associate degree students have access to high-quality 
preparation programs is key to creating and maintaining inclusive and 
equitable early childhood programs. High-quality preparation programs 
provide associate degree-seeking students with the foundational 
competencies to provide equitable and effective supports and 
instruction to young children with disabilities, including those who 
are multilingual and from racially, ethnically, and culturally diverse 
populations. High-quality preparation programs also can provide an on-
ramp to further educational attainment and facilitate articulation 
agreements \2\ with 4-year programs, where core competencies align with 
course objectives in bachelor's degree programs. The early intervention 
and early childhood special education field has a workforce crisis 
because of shortages of personnel, particularly shortages of 
multilingual personnel and limited racial, ethnic, and cultural 
diversity within available personnel (Early Childhood Technical 
Assistance Center and the National Association of State Directors of 
Special Education, 2021; IDEA Infant and Toddler Coordinators 
Association, 2022). While Black and Hispanic students enroll in higher 
numbers in community colleges (Hanson, 2022), Black and Hispanic adults 
are less likely than White adults to have a college degree (National 
Education Statistics, 2022; Mora, 2022). Supporting career pathways 
from associate degrees to bachelor's degrees is critical for developing 
a diverse workforce that has the competencies to promote positive and 
equitable outcomes for young children with disabilities and their 
families in inclusive early childhood programs.
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    \2\ An articulation agreement document is a formal commitment 
between two colleges or universities that lays out a transfer plan 
for coursework and credits to ensure students have a clear pathway 
to the next step in their education.
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    This priority also will advance the Secretary's Supplemental 
Priority related to supporting a diverse educator workforce and 
professional growth to strengthen student learning. See Secretary's 
Final Supplemental Priorities and Definitions for Discretionary Grants 
Programs, 86 FR 70612 (Dec. 10, 2021) (Supplemental Priorities) 
(Priority 3).
    Priority:
    The purpose of this priority is to fund Associate Degree Preservice 
Improvement Grants to Support Personnel Working with Young Children 
with Disabilities to achieve, at a minimum, the following expected 
outcomes:
    (a) Increased capacity of community college faculty to design and 
deliver curriculum content that prepares associate degree students to 
work with young children with disabilities and

[[Page 11416]]

their families, including those who are multilingual and from racially, 
ethnically, and culturally diverse populations, and support their full 
and equitable participation, development, and learning in early 
childhood programs.
    (b) Increased number of early childhood program personnel with 
associate degrees who have the competencies to work with young children 
with disabilities and their families, including those who are 
multilingual and from racially, ethnically, and culturally diverse 
populations, and support their full and equitable participation, 
development, and learning in early childhood programs.
    (c) Increased collaboration between 4-year institutions of higher 
education (IHEs) and community colleges to support articulation 
agreements and career pathways in early intervention and early 
childhood special education, to increase the number of associate degree 
graduates who enter bachelor's degree programs.
    In addition to these programmatic requirements, to be considered 
for funding under this priority, applicants must meet the application 
and administrative requirements in this priority, which are:
    (a) Demonstrate, in the narrative section of the application under 
``Significance,'' how the proposed project will--
    (1) Address the need in the field for early childhood program 
personnel with associate degrees who have the competencies to serve 
young children with disabilities and their families, including those 
who are multilingual and from racially, ethnically, and culturally 
diverse populations, and support their full and equitable 
participation, development, and learning in early childhood programs; 
and
    (2) Address the need for community college faculty to have the 
capacity to design and deliver content that will prepare associate 
degree students to serve young children with disabilities and their 
families, including those who are multilingual and from racially, 
ethnically, and culturally diverse populations, and support their full 
and equitable participation, development, and learning in early 
childhood programs.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of project services,'' how the proposed project will--
    (1) Develop or refine a process to effectively enhance and redesign 
associate degree programs to achieve the intended outcomes of the 
proposed project. To address this requirement, the applicant must 
describe--
    (i) How it proposes to develop partnerships with a minimum of three 
community colleges to enhance and revise the associate degree curricula 
within these community colleges to prepare early intervention, early 
childhood special education, and early childhood education personnel to 
equitably serve children ages birth through five with disabilities and 
their families, including those who are multilingual and from racially, 
ethnically, and culturally diverse populations. (In States where the 
age range for certification of early childhood personnel is other than 
birth through age 5 (e.g., birth through age 3, birth through age 5, 
ages 3 through 5), we defer to the age range in such State's 
certification); and
    Note: If an applicant has been awarded an Associate Degree 
Preservice Program Improvement Grant to Support Personnel Working with 
Young Children with Disabilities (Assistance Listing Number 84.325N) 
grant previously, the applicant may not partner with the same community 
colleges and must propose different community college partners, to 
expand the number of community colleges with enhanced programs of 
study.
    (ii) Its proposed approach to partner with community colleges to 
enhance or redesign the associate degree programs' curricula by 
incorporating evidence-based practices \3\ into courses and by 
providing at least one practicum experience in a setting that serves 
young children with disabilities and their families, including young 
children and families who are multilingual and from racially, 
ethnically, and culturally diverse populations. The applicant must 
describe--
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    \3\ For the purposes of this priority, ``evidence-based'' means 
the proposed project component is supported by one or more of strong 
evidence, moderate evidence, promising evidence, or evidence that 
demonstrates a rationale (34 CFR 77.1).
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    (A) The approach the proposed project will use to identify and 
incorporate current research and EBPs in the development and delivery 
of the curriculum enhancement and redesign;
    (B) The knowledge and competencies students will acquire in the 
enhanced curriculum; and
    (C) How coursework and practicum experiences will enable the 
students to acquire competencies to: support young children with 
disabilities, including children who are multilingual and from 
racially, ethnically, and culturally diverse populations, with their 
development and learning; implement culturally and linguistically 
responsive instruction and intervention practices; work collaboratively 
with other practitioners; engage and communicate effectively with 
families; and support children's full and equitable participation in 
inclusive early childhood programs;
    (2) Provide professional development to faculty in the community 
colleges to develop their capacity to enhance or redesign their 
associate degree program and implement the new content to prepare 
associate degree students to work with young children with disabilities 
and their families, including those who are multilingual and from 
racially, ethnically, and culturally diverse populations; and
    (3) Partner with community colleges to support the development of 
joint articulation agreements to create career pathways for associate 
degree students in early intervention and early childhood special 
education.
    (c) Demonstrate, in the narrative section of the application under 
``Quality of the project personnel and quality of management plan,'' 
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 project director and key project personnel have the 
qualifications and experience to carry out the proposed activities and 
achieve the project's intended outcomes;
    (3) The project director and other key project personnel will 
manage the components of the project;
    (4) The time commitments of the project director and other key 
project personnel are adequate to meet the objectives of the proposed 
project;
    (5) The proposed management plan will ensure that the products and 
services provided are of high quality, relevant, and useful to 
recipients; and
    (6) The proposed project will benefit from a diversity of 
perspectives, including students in the program, families of young 
children in early childhood programs, early childhood educators, 
faculty, and community partners, among others, in its development and 
operation.
    (d) Demonstrate, in the narrative section of the application under 
``Adequacy of resources,'' how--
    (1) The applicant and any key partners have adequate resources to 
carry out the proposed activities; and
    (2) The budget is adequate for meeting the project objectives.

[[Page 11417]]

    (e) Demonstrate, in the narrative section of the application under 
``Quality of the project evaluation,'' how the applicant will--
    (1) Evaluate how well the goals or objectives of the proposed 
project have been met. To meet this requirement the applicant must 
describe--
    (i) The relevant outcomes to be measured for the project, 
particularly the acquisition of faculty and scholars' competencies; and
    (ii) The evaluation methodologies, data collection methods, and 
data analyses that will be used; and
    (2) Collect, analyze, and use disaggregated data on scholars 
supported by the project to inform the proposed project on an ongoing 
basis.
    (f) Address the following application requirements and assurances. 
The applicant must--
    (1) Include, in appendix A, charts, tables, figures, graphs, screen 
shots and visuals that provide information directly relating to the 
application requirements for the narrative. Appendix A should not be 
used for supplementary information. Please note that charts, tables, 
figures, graphs, or screen shots, can be single-spaced when placed in 
appendix A;
    (2) Include in appendix B any letters of commitment obtained from 
partner community colleges. Any letters of commitment should include 
information on the racial and ethnic demographics of students who 
attend the community college;
    (3) Ensure that if the project maintains a website, it will be of 
high quality, with an easy-to-navigate design that meets government or 
industry-recognized standards for accessibility;
    (4) Include, in the budget, attendance at a two- and one-half day 
project directors' conference in Washington, DC, or virtually, during 
each year of the project period; and
    Note: The project must reallocate unused travel funds no later than 
the end of the third quarter of each budget period if the two- and one-
half day project director's conference is conducted virtually.
    (5) Provide an assurance that the project will submit the revised 
curriculum and syllabi for courses that are included in the enhanced 
associate degree programs if requested by the Office of Special 
Education Programs (OSEP).
    Competitive Preference Priorities: Within this absolute priority, 
we give competitive preference to applications that address the 
following two priorities. Under 34 CFR 75.105(c)(2)(i), we award an 
additional 3 points to an application that meets Competitive Preference 
Priority 1 and an additional 3 points to an application that meets 
Competitive Preference Priority 2. Applicants should indicate in the 
abstract if one or both competitive preference priorities are 
addressed.
    The priorities are:
    Competitive Preference Priority 1--Applications from Historically 
Black Colleges and Universities (HBCUs),4 Tribally 
Controlled Colleges and Universities (TCUs),5 and other 
Minority Serving Institutions (MSIs) 6 (0 or 3 points).
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    \4\ For purposes of this priority, ``Historically Black Colleges 
and Universities'' means colleges and universities that meet the 
criteria set out in 34 CFR 608.2.
    \5\ For purposes of this priority, ``Tribally Controlled 
Colleges and Universities'' has the meaning ascribed to it in 
section 316(b)(3) of the Higher Education Act of 1965, as amended 
(HEA).
    \6\ For purposes of this priority, ``Minority-Serving 
Institution'' means an institution that is eligible to receive 
assistance under sections 316 through 320 of part A of title III, 
under part B of title III, or under title V of the HEA. For purposes 
of this priority, the Department will use the FY 2022 Eligibility 
Matrix to determine MSI eligibility (see https://www2.ed.gov/about/offices/list/ope/idues/eligibility.html).
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    Competitive Preference Priority 2--Partnership with HBCU Community 
Colleges, TCU Community Colleges, or other MSI Community Colleges (0 or 
3 points).
    Under Competitive Preference Priority 2, an applicant must have a 
letter of commitment that demonstrates at least one of its community 
college partners is an HBCU community college, TCU community college, 
or other MSI community college.
    References:

Catlett, C., Maude, S.P., Nollsch, M., & Simon, S. (2014). From all 
to each and every: Preparing professionals to support children of 
diverse abilities. In K. Pretti-Frontczak, J. Grisham-Brown, & L. 
Sullivan (Eds.), Blending practices for all children (pp. 111-124). 
Young Exceptional Children Monograph Series No. 16. Division for 
Early Childhood. https://fpg.unc.edu/sites/fpg.unc.edu/files/resources/presentations-and-webinars/Catlett%2C%20Maude%2C%20Nollsch%2C%20%26%20Simon%20-%20YEC%20%281%29_0.pdf.
Catlett, C., Maude, S.P., & Skinner, M. (Oct. 2016). The blueprint 
process for enhancing early childhood preservice programs and 
courses [Unpublished manuscript]. https://fpg.unc.edu/publications/blueprint-process-enhancing-early-childhood-preservice-programs-and-courses.
Chang, F., Early, D., & Winton, P. (2005). Early childhood teacher 
preparation in special education at 2- and 4-year institutions of 
higher education. Journal of Early Intervention, 27, 110-12.
Early Childhood Technical Assistance Center and the National 
Association of State Directors of Special Education. (Feb. 10, 
2021). Presentation to the Office of Special Education Programs 
[Unpublished report]. U.S. Department of Education, Office of 
Special Education Programs.
Hanson, Melanie. (July 26, 2022). College Enrollment & Student 
Demographic Statistics. Education Data Initiative. https://educationdata.org/college-enrollment-statistics.
IDEA Infant and Toddlers Coordinators Association. (2022). 2022 
tipping points survey: Demographics, challenges, and opportunities. 
IDEA Infant and Toddlers Coordinators Association.
Maxwell, K.L., Lim, C-I., & Early, D.M. (2006). Early childhood 
teacher preparation programs in the United States: National report. 
University of North Carolina, FPG Child Development Institute.
Mora, L. (2022). Hispanic enrollment reaches new high at four-year 
colleges in the U.S., but affordability remains an obstacle. Pew 
Research Center. www.pewresearch.org/fact-tank/2022/10/07/hispanic-enrollment-reaches-new-high-at-four-year-colleges-in-the-u-s-but-affordability-remains-an-obstacle/.
National Center for Education Statistics. (2022). College Enrollment 
Rates. Condition of Education. U.S. Department of Education, 
Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator/cpb.
National Center on Early Childhood Development, Teaching, and 
Learning. (2018). Workforce development: Higher education and 
preservice professional preparation. https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/workforce-development-higher-education.pdf.
National Professional Development Center on Inclusion. (Aug. 2011). 
Competencies for early childhood educators in the context of 
inclusion: Issues and guidance for States. The University of North 
Carolina, FPG Child Development Institute.

    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.
    Note: Projects will be awarded and must be operated in a manner 
consistent with the nondiscrimination requirements contained in Federal 
civil rights laws.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 
97, 98, and 99. (b) The Office of Management and Budget Guidelines to 
Agencies on

[[Page 11418]]

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 79 apply to all applicants 
except federally recognized Indian Tribes.
    Note: The regulations in 34 CFR part 86 apply to IHEs only.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $2,000,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2024 from the list of 
unfunded applications from this competition.
    Estimated Range of Awards: $190,000-$200,000.
    Estimated Average Size of Awards: $195,000.
    Maximum Award: We will not make an award exceeding $200,000 for a 
single budget period of 12 months.
    Estimated Number of Awards: 10.
    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. a. Cost Sharing or Matching: This competition does not require 
cost sharing or matching.
    b. Indirect Cost Rate Information: This program uses a training 
indirect cost rate of 8 percent. This limits indirect cost 
reimbursement to an entity's actual indirect costs, as determined in 
its negotiated indirect cost rate agreement, or eight percent of a 
modified total direct cost base, whichever amount is less. For more 
information regarding training indirect cost rates, see 34 CFR 75.562. 
For more information regarding indirect costs, or to obtain a 
negotiated indirect cost rate, please see https://www2.ed.gov/about/offices/list/ocfo/intro.html.
    c. Administrative Cost Limitation: This program does not include 
any program-specific limitation on administrative expenses. All 
administrative expenses must be reasonable and necessary and conform to 
Cost Principles described in 2 CFR part 200 subpart E of the Uniform 
Guidance.
    3. Subgrantees: Under 34 CFR 75.708(b) and (c) a grantee under this 
competition may award subgrants--to directly carry out project 
activities described in its application--to the following types of 
entities: IHEs, nonprofit organizations suitable to carry out the 
activities proposed in the application, and other public agencies. The 
grantee may award subgrants to entities it has identified in an 
approved application or that it selects through a competition under 
procedures established by the grantee.
    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 December 7, 2022 (87 FR 75045) and available at 
www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs, which contain requirements and information on how to 
submit an application. Please note that these Common Instructions 
supersede the version published on December 27, 2021.
    2. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. 
Information about Intergovernmental Review of Federal Programs under 
Executive Order 12372 is in the application package for this 
competition.
    3. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    4. Recommended Page Limit: The application narrative is where you, 
the applicant, address the selection criteria that reviewers use to 
evaluate your application. We recommend that you (1) limit the 
application narrative to no more than 40 pages 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 the cover sheet; the 
budget section, including the narrative budget justification; the 
assurances and certifications; or the abstract (follow the guidance 
provided in the application package for completing the abstract), the 
table of contents, the list of priority requirements, the resumes, the 
reference list, the letters of support, or the appendices. However, the 
recommended page limit does apply to all of the application narrative, 
including all text in charts, tables, figures, graphs, and screen 
shots.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210 and are listed below:
    (a) Significance (10 points).
    (1) The Secretary considers the significance of the proposed 
project.
    (2) In determining the significance of the proposed project, the 
Secretary considers the following factors:
    (i) The extent to which the proposed project will prepare personnel 
for fields in which shortages have been demonstrated; and
    (ii) The importance or magnitude of the results or outcomes likely 
to be attained by the proposed project, especially improvements in 
teaching and student achievement.
    (b) Quality of project services (45 points).
    (1) The Secretary considers the quality of the services to be 
provided by the proposed project.
    (2) In determining the quality of the services to be provided by 
the proposed project, the Secretary considers the quality and 
sufficiency of strategies for ensuring equal access and treatment for 
eligible project participants who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The extent to which the goals, objectives, and outcomes to be 
achieved

[[Page 11419]]

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; and
    (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.
    (c) Quality of project personnel and quality of management plan (20 
points).
    (1) The Secretary considers the quality of the personnel who will 
carry out the proposed project and the quality of the management plan 
for the proposed project.
    (2) In determining the quality of project personnel, the Secretary 
considers the extent to which the applicant encourages applications for 
employment from persons who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The qualifications, including relevant training and experience, 
of key project personnel;
    (ii) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks;
    (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; and
    (iv) The adequacy of mechanisms for ensuring high-quality products 
and services from the proposed project.
    (d) Adequacy of resources (10 points).
    (1) The Secretary considers the adequacy of resources for the 
proposed project.
    (2) In determining the adequacy of resources for the proposed 
project, the Secretary considers the following factors:
    (1) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization; and
    (2) The extent to which the costs are reasonable in relation to the 
objectives, design, and potential significance of the proposed project.
    (e) Quality of the project evaluation (15 points).
    (1) The Secretary considers the quality of the evaluation to be 
conducted of the proposed project.
    (2) In determining the quality of the evaluation, the Secretary 
considers the following factors:
    (i) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project; and
    (ii) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
requires various assurances, including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Additional Review and Selection Process Factors: In the past, 
the Department has had difficulty finding peer reviewers for certain 
competitions because so many individuals who are eligible to serve as 
peer reviewers have conflicts of interest. The standing panel 
requirements under section 682(b) of IDEA also have placed additional 
constraints on the availability of reviewers. Therefore, the Department 
has determined that for some discretionary grant competitions, 
applications may be separated into two or more groups and ranked and 
selected for funding within specific groups. This procedure will make 
it easier for the Department to find peer reviewers by ensuring that 
greater numbers of individuals who are eligible to serve as reviewers 
for any particular group of applicants will not have conflicts of 
interest. It also will increase the quality, independence, and fairness 
of the review process, while permitting panel members to review 
applications under discretionary grant competitions for which they also 
have submitted applications.
    4. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.206, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
200.208, the Secretary may impose specific conditions, and under 2 CFR 
3474.10, in appropriate circumstances, high-risk conditions on a grant 
if the applicant or grantee is not financially stable; has a history of 
unsatisfactory performance; has a financial or other management system 
that does not meet the standards in 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.
    5. Integrity and Performance System: If you are selected under this 
competition to receive an award that over the course of the project 
period may exceed the simplified acquisition threshold (currently 
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your 
integrity, business ethics, and record of performance under Federal 
awards--that is, the risk posed by you as an applicant--before we make 
an award. In doing so, we must consider any information about you that 
is in the integrity and performance system (currently referred to as 
the Federal Awardee Performance and Integrity Information System 
(FAPIIS)), accessible through the System for Award Management. You may 
review and comment on any information about yourself that a Federal 
agency previously entered and that is currently in FAPIIS.
    Please note that, if the total value of your currently active 
grants, cooperative agreements, and procurement contracts from the 
Federal Government exceeds $10,000,000, the reporting requirements in 2 
CFR part 200, appendix XII, require you to report certain integrity 
information to FAPIIS semiannually. Please review the requirements in 2 
CFR part 200, appendix XII, if this grant plus all the other Federal 
funds you receive exceed $10,000,000.
    6. In General: In accordance with the Office of Management and 
Budget's guidance located at 2 CFR part 200, all applicable Federal 
laws, and relevant Executive guidance, the Department will review and 
consider applications for funding pursuant to this notice inviting 
applications in accordance with:
    (a) Selecting recipients most likely to be successful in delivering 
results based on the program objectives through an objective process of 
evaluating Federal award applications (2 CFR 200.205);
    (b) Prohibiting the purchase of certain telecommunication and video 
surveillance services or equipment in alignment with section 889 of the 
National Defense Authorization Act of

[[Page 11420]]

2019 (Pub. L. 115--232) (2 CFR 200.216);
    (c) Providing a preference, to the extent permitted by law, to 
maximize use of goods, products, and materials produced in the United 
States (2 CFR 200.322); and
    (d) Terminating agreements in whole or in part to the greatest 
extent authorized by law if an award no longer effectuates the program 
goals or agency priorities (2 CFR 200.340).

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN); or we may send you an email containing a link to 
access an electronic version of your GAN. We 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: For the purposes of Department reporting 
under 34 CFR 75.110, the Department has established a set of 
performance measures, including long-term measures, that are designed 
to yield information on various aspects of the effectiveness and 
quality of the Personnel Development to Improve Services and Results 
for Children with Disabilities program. These measures include (1) the 
percentage of preparation programs that incorporate scientifically 
based research or EBPs into their curricula; (2) the percentage of 
scholars completing the preparation program who are knowledgeable and 
skilled in EBPs that improve outcomes for children with disabilities; 
(3) the percentage of scholars who exit the preparation program prior 
to completion due to poor academic performance; and (4) the percentage 
of scholars completing the preparation program who are working in the 
area(s) in which they were prepared upon program completion.
    The measures apply to projects funded under this competition, and 
grantees are required to submit data on these measures as directed by 
OSEP.
    Grantees will be required to report information on their project's 
performance in annual and final performance reports to the Department 
(34 CFR 75.590).
    The Department will also closely monitor the extent to which the 
products and services provided by the project meet needs identified by 
stakeholders and may require the project to report on such alignment in 
its annual and final performance reports.
    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, whether 
the grantee has made substantial progress in achieving the performance 
targets in the grantee's approved application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Other Information

    Accessible Format: On request to the program contact person listed 
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities 
can obtain this document and a copy of the application package in an 
accessible format. The Department will provide the requestor with an 
accessible format that may include Rich Text Format (RTF) or text 
format (txt), a thumb drive, an MP3 file, braille, large print, 
audiotape, or compact disc, or other accessible format.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. You may 
access the official edition of the Federal Register and the Code of 
Federal Regulations at www.govinfo.gov. At this site you can view this 
document, as well as all other 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.

Katherine Neas,
Deputy Assistant Secretary Delegated the authority to perform the 
functions and duties of the Assistant Secretary for the Office of 
Special Education and Rehabilitative Services.
[FR Doc. 2023-03707 Filed 2-22-23; 8:45 am]
BILLING CODE 4000-01-P