Peer Review Opportunities With the U.S. Department of Education's Office of Elementary and Secondary Education (OESE); Office of English Language Acquisition (OELA); Office of Postsecondary Education (OPE); and Office of Special Education and Rehabilitative Services (OSERS), 28757-28759 [2024-08341]
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Federal Register / Vol. 89, No. 77 / Friday, April 19, 2024 / Notices
interested persons may submit written
statements to the DFO for the DoDWC
at any time. Written statements should
be submitted to the DFO at the email or
mailing address listed above in FOR
FURTHER INFORMATION CONTACT. If
statements pertain to a specific topic
being discussed at a planned meeting,
then these statements must be submitted
no later than five (5) business days prior
to the meeting in question. Written
statements received after this date may
not be provided to or considered by the
DoDWC until its next meeting. The DFO
will review all timely submitted written
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committee members before the meetings
that are the subject of this notice.
FOR FURTHER INFORMATION CONTACT:
Dated: April 15, 2024.
Aaron T. Siegel,
Alternate OSD Federal Register Liaison
Officer, Department of Defense.
[FR Doc. 2024–08379 Filed 4–18–24; 8:45 am]
[FR Doc. 2024–08356 Filed 4–18–24; 8:45 am]
DEPARTMENT OF EDUCATION
DEPARTMENT OF THE DEFENSE
Department of the Army, Corps of
Engineers
Withdrawal of the Notice of Intent To
Prepare a Joint Environmental Impact
Statement/Environmental Impact
Report for the Dredged Material
Management Plan Feasibility Study,
Los Angeles County, CA
Army Corps of Engineers,
Department of the Army, DoD.
ACTION: Notice of intent; withdrawal.
AGENCY:
The notice of intent to prepare
an EIS published in the Federal Register
on February 13, 2003 (68 FR 7353), is
withdrawn as of April 19, 2024.
ADDRESSES: U.S. Army Corps of
Engineers, Los Angeles District,
Environmental Resources Branch,
(CESPL–PDR), 915 Wilshire Blvd., Suite
1109, Los Angeles, CA 90017–3409.
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02:06 Apr 19, 2024
Jkt 262001
David R. Hibner,
Programs Director, South Pacific Division.
Peer Review Opportunities With the
U.S. Department of Education’s Office
of Elementary and Secondary
Education (OESE); Office of English
Language Acquisition (OELA); Office
of Postsecondary Education (OPE);
and Office of Special Education and
Rehabilitative Services (OSERS)
Office of Elementary and
Secondary Education, Office of English
Language Acquisition, Office of
Postsecondary Education, and Office of
Special Education and Rehabilitative
Services, U.S. Department of Education.
ACTION: Notice.
AGENCY:
The U.S. Department of
Education (Department) announces
opportunities for individuals to
participate in its peer review process for
competitive grant funding under the
programs administered by OESE, OELA,
OPE, and OSERS.
DATES: Requests to serve as a peer
reviewer for fiscal year 2024 will be
accepted on an ongoing basis, aligned
with this year’s grant competition
schedule. Requests to serve as a peer
reviewer should be submitted at least
four weeks prior to the program’s
application deadline noted on the
Department’s website under ‘‘Forecast
of Funding Opportunities’’ at
www2.ed.gov/fund/grant/find/edliteforecast.html. This notice highlights the
specific needs of OESE, OELA, OPE,
and OSERS.
ADDRESSES: An individual interested in
serving as a peer reviewer must register
and upload his or her resume in the
Department’s grants management
system known as ‘‘G6’’ at www.g6.gov.
FOR FURTHER INFORMATION CONTACT:
SUMMARY:
The U.S. Army Corps of
Engineers, Los Angeles District,
Planning Division is notifying interested
parties that it has withdrawn the Notice
of Intent (NOI) to develop a Joint
Environmental Impact Statement/
Environmental Impact Report for the
Dredged Material Management Plan
Feasibility Study. The original NOI to
prepare a Joint EIS/EIR was published
in the Federal Register on February 13,
2003. The proposed Dredged Material
Management Plan Feasibility Study was
converted into a Dredged Material
Management Framework on August 24,
2009. A Final EIS/EIR was never
completed.
SUMMARY:
VerDate Sep<11>2014
The Draft
EIS/EIR was distributed for public and
agency review on February 10, 2009.
The Dredged Material Management
Framework was completed as an
internal document in November 2022
after it was determined that the Study
did not meet the programmatic
definition of a Dredged Material
Management Plan.
SUPPLEMENTARY INFORMATION:
BILLING CODE 3720–58–P
BILLING CODE 6001–FR–P
DATES:
Questions regarding the withdrawal of
this NOI should be addressed to Mr.
Larry Smith, 213–452–3876, or
.army.mil.
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28757
OESE: Andrew Brake, U.S.
Department of Education, 400 Maryland
Avenue SW, Room 4B168, Washington,
DC 20202. Telephone: (202) 453–6136.
Email: andrew.brake@ed.gov.
OELA: Francisco Javier Lo´pez, U.S.
Department of Education, 400 Maryland
Avenue SW, Washington, DC 20202–
5076. Telephone: (202) 558–4880.
Email: NPD2024@ed.gov.
OPE: Tonya Hardin, U.S. Department
of Education, 400 Maryland Avenue
SW, 5th Floor, Washington, DC 20202.
Telephone: (202) 453–7694. Email:
tonya.hardin@ed.gov.
OSERS: Kate Friday, U.S. Department
of Education, 400 Maryland Avenue
SW, Room 4A–111, Potomac Center
Plaza, Washington, DC 20202–5076.
Telephone: (202) 987–1439. Email:
kate.friday@ed.gov.
If you are deaf, hard of hearing, or
have a speech disability and wish to
access telecommunications relay
services, please dial 7–1–1.
SUPPLEMENTARY INFORMATION: The
mission of the Department is to promote
student achievement and preparation
for global competitiveness by fostering
educational excellence and ensuring
equal access. The Department pursues
its mission by funding grant programs
that will improve access to high-quality
educational opportunities and programs
that pursue innovations in teaching and
learning with a focus on underserved
students. The Department also funds
programs in other areas as authorized by
statute. Grant funds are awarded to State
educational agencies; local educational
agencies (i.e., school districts); State,
local, or Tribal governments; nonprofit
organizations; institutions of higher
education; and other entities through a
competitive process referred to as a
grant competition.
Each year the Department convenes
panels of external education
professionals and practitioners to serve
as peer reviewers.1 Peer reviewers
evaluate and score submitted
applications against competitionspecific criteria and announced
priorities. Application scores are then
used to inform the Secretary’s funding
decisions.
Executive Order 13985, Advancing
Racial Equity and Support for
Underserved Communities Through the
Federal Government, directs Federal
agencies to ‘‘assess whether
1 Please note that the Institute of Education
Sciences (IES) uses different peer review processes
and procedures than those described in this notice.
More information on the IES peer review process
can be found at: https://ies.ed.gov/director/sro/
application_review.asp. IES also administers its
research grant competitions on a different timeline
from other offices in the Department.
E:\FR\FM\19APN1.SGM
19APN1
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28758
Federal Register / Vol. 89, No. 77 / Friday, April 19, 2024 / Notices
underserved communities and their
members face systemic barriers in
accessing benefits and opportunities
available pursuant to those policies and
programs.’’ The Department is
committed to increasing the racial and
ethnic diversity of peer reviewers—an
important element of the Department’s
efforts to implement this Executive
order. Moreover, the Department is
particularly interested in peer reviewers
who represent diverse experiences and
perspectives, including experiences
working with diverse and underserved
communities, and whose expertise
pertains to the Department’s grant
competitions. This emphasis on
increasing peer reviewer diversity is
included in the Department’s Agency
Equity Plan, available at www2.ed.gov/
documents/equity/2022-equity-plan.pdf.
This year, OESE is managing over 20
grant competitions to fund a range of
projects that support increasing the
number of mental health providers in
schools; education innovation and
research; educator preparation, growth,
and diversity; migratory or seasonal
farmworkers; magnet schools; charter
schools; literacy; Indian education; and
technical assistance, among others.
OELA is managing one grant
competition: National Professional
Development. Grants awarded under
this program may be used for effective
pre-service professional development
programs that will increase the number
and diversity of fully licensed or
certified bilingual or multilingual
teachers supporting ELs.
OPE is managing approximately 15
grant competitions to fund a wide range
of projects, including projects to support
improvements in educational quality,
management, and financial stability at
colleges and universities that enroll
high numbers of underserved students;
projects designed to increase college
enrollment among students in highpoverty schools; projects to strengthen
multilingual education and foreign
language instruction, international
studies, teaching and research,
professional preparation and
development for educators, and
curriculum development at the K–12,
graduate, and postsecondary levels;
projects to fund fellowships to students
studying in a field designated as an area
of national need; projects designed to
support high-quality teacher preparation
at Historically Black Colleges and
Universities, Tribally Controlled
Colleges and Universities, and Minority
Serving Institutions; and projects to
build research and development
infrastructure at under resourced
institutions.
VerDate Sep<11>2014
02:06 Apr 19, 2024
Jkt 262001
OSERS is managing nearly 20 grant
competitions. The competitions in
OSERS’ Office of Special Education
Programs (OSEP) include those under
the following programs: State Personnel
Development Grants; Personnel
Development; Technical Assistance and
Dissemination; Educational Technology,
Media, and Materials; and Technical
Assistance on State Data Collection. The
remaining competitions in OSERS’
Rehabilitation Services Administration
(RSA) are under the following programs:
Braille Training Program, American
Indian Vocational Rehabilitation
Services, and the Disability Innovation
Fund.
The Department seeks to expand its
pool of peer reviewers to ensure that
applications are evaluated by
individuals with up-to-date and relevant
knowledge of educational interventions
and practices across the learning
continuum, from early education to
college and career, in a variety of
learning settings. Department peer
reviewers are education professionals
and practitioners who have gained
subject matter expertise through their
education and work as teachers,
professors, principals, administrators,
school counselors, researchers,
evaluators, content developers, or
vocational rehabilitation professionals
or interpreters. Peer reviewers can be
active education professionals in any
educational level or sector, or those who
are retired but stay informed of current
educational content and issues. No prior
experience as a peer reviewer is
required.
Peer reviewers for each competition
will be selected based on several factors,
including each reviewer’s programspecific expertise, the number of
applications to be reviewed, and the
diversity and availability of prospective
reviewers. Individuals selected to serve
as peer reviewers are expected to
participate in training; independently
read, score, and provide written
evaluative comments on assigned
applications; and participate in
facilitated panel discussions with other
peer reviewers. Panel discussions are
held via conference calls or in-person,
as identified for the specific
competition. The time commitment for
peer reviewers is usually several hours
a day over a period of two to four weeks.
Peer reviewers receive an honorarium
payment as monetary compensation for
successfully reviewing applications.
If you are interested in serving as a
peer reviewer for the Department, you
should first review the program web
pages of the grant programs that match
your area of expertise. You can access
information on each grant program from
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Frm 00043
Fmt 4703
Sfmt 4703
the link provided on the Department’s
grants forecast page at www2.ed.gov/
fund/grant/find/edlite-forecast.html. If
you have documented experience that
you believe qualifies you to serve as a
peer reviewer for one or more specific
grant programs, please register in G6, at
www.g6.gov, which allows the
Department to manage and assign
potential peer reviewers to competitions
that may draw upon their professional
backgrounds and expertise. A toolkit
that includes helpful information on
how to be considered as a peer reviewer
for programs administered by the
Department can be found at
www2.ed.gov/documents/peer-review/
peer-reviewer-toolkit.pptx. Additional
information on becoming a peer
reviewer is available at www2.ed.gov/
fund/grant/about/discretionary/peerreview-flyer-2024.pdf. Neither the
submission of a resume nor registration
in G6 guarantees you will be selected to
be a peer reviewer.
In addition to registering in G6, some
OPE and OSERS/RSA peer reviews may
require being registered in the System
for Award Management. Since
registration for this process can take
longer than a week, interested
individuals are encouraged to register in
advance of being contacted by the
Department. In addition to registering in
G6, some OSERS/OSEP peer reviews
require being approved to serve on the
Office of Special Education’s Standing
Panel. Individuals should express their
interest to serve as a peer reviewer for
OSEP competitions directly to the
competition manager listed in the notice
inviting applications for that
competition at least four weeks prior to
the application closing date.
If you have interest in serving as a
reviewer specifically for OESE
competitions (Chart 2 of the Forecast of
Funding Opportunities), you must also
send your resume to
OESEPeerReviewRecruitment@ed.gov.
If you have interest in serving as a
reviewer specifically for the OELA
competition (Chart 6 of the Forecast of
Funding Opportunities), you must also
send your resume to NPD2024@ed.gov.
The subject line of the email should
read ‘‘Prospective 2024 Peer Reviewer.’’
If you have interest in serving as a
reviewer specifically for RSA
competitions (Chart 4B of the Forecast
of Funding Opportunities), you must
also send your resume to
RSAPeerReview@ed.gov and osersprs@
ed.gov. The subject line of the email
should read ‘‘Prospective 2024 Peer
Reviewer.’’ In the body of the email, list
all programs for which you would like
to be considered to serve as a peer
reviewer.
E:\FR\FM\19APN1.SGM
19APN1
Federal Register / Vol. 89, No. 77 / Friday, April 19, 2024 / Notices
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Requests to serve as a peer reviewer
should be submitted at least four weeks
prior to the program’s application
deadline, noted on the forecast page, to
provide program offices with sufficient
time to review resumes and determine
an individual’s suitability to serve as a
peer reviewer for a specific competition.
If you are selected to serve as a peer
reviewer, the program office will contact
you.
Accessible Format: On request to the
person(s) 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.
Program Authority: Elementary and
Secondary Education Act of 1965, as
amended (20 U.S.C. 6301 et seq.);
Higher Education Act of 1965, as
amended (20 U.S.C. 1001 et seq.);
Individuals with Disabilities Education
Act (20 U.S.C. 1400 et seq.); and the
Rehabilitation Act of 1973, as amended
by the Workforce Innovation and
Opportunity Act (29 U.S.C. 701 et seq.).
Roberto J. Rodriguez,
Assistant Secretary for Planning, Evaluation
and Policy Development.
[FR Doc. 2024–08341 Filed 4–18–24; 8:45 am]
BILLING CODE 4000–01–P
VerDate Sep<11>2014
02:06 Apr 19, 2024
Jkt 262001
DEPARTMENT OF EDUCATION
[Docket No.: ED–2024–SCC–0025]
Agency Information Collection
Activities; Submission to the Office of
Management and Budget for Review
and Approval; Comment Request;
Student Assistance General Provision
Subpart I Immigration Status
Confirmation
Federal Student Aid (FSA),
Department of Education (ED).
ACTION: Notice.
AGENCY:
In accordance with the
Paperwork Reduction Act (PRA) of
1995, the Department is proposing an
extension without change of a currently
approved information collection request
(ICR).
DATES: Interested persons are invited to
submit comments on or before May 20,
2024.
ADDRESSES: Written comments and
recommendations for proposed
information collection requests should
be submitted within 30 days of
publication of this notice. Click on this
link www.reginfo.gov/public/do/
PRAMain to access the site. Find this
information collection request (ICR) by
selecting ‘‘Department of Education’’
under ‘‘Currently Under Review,’’ then
check the ‘‘Only Show ICR for Public
Comment’’ checkbox. Reginfo.gov
provides two links to view documents
related to this information collection
request. Information collection forms
and instructions may be found by
clicking on the ‘‘View Information
Collection (IC) List’’ link. Supporting
statements and other supporting
documentation may be found by
clicking on the ‘‘View Supporting
Statement and Other Documents’’ link.
FOR FURTHER INFORMATION CONTACT: For
specific questions related to collection
activities, please contact Beth
Grebeldinger, 202–377–4018.
SUPPLEMENTARY INFORMATION: The
Department is especially interested in
public comment addressing the
following issues: (1) Is this collection
necessary to the proper functions of the
Department; (2) will this information be
processed and used in a timely manner;
(3) is the estimate of burden accurate;
(4) how might the Department enhance
the quality, utility, and clarity of the
information to be collected; and (5) how
might the Department minimize the
burden of this collection on the
respondents, including through the use
of information technology. Please note
that written comments received in
response to this notice will be
considered public records.
SUMMARY:
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28759
Title of Collection: Student Assistance
General Provision Subpart I Immigration
Status Confirmation.
OMB Control Number: 1845–0052.
Type of Review: An extension without
change of a currently approved ICR.
Respondents/Affected Public: Private
sector; State, local, and Tribal
governments; individuals and
households.
Total Estimated Number of Annual
Responses: 118,360.
Total Estimated Number of Annual
Burden Hours: 14,794.
Abstract: This request is for approval
of an extension of the reporting
requirements currently in the Student
Assistance General Provisions, 34 CFR
668, subpart I. This subpart governs the
Immigration-Status Confirmation, as
authorized by section 484(g) of the
Higher Education Act of 1965, as
amended (HEA) (20 U.S.C. 1091). The
regulations may be reviewed at 34 CFR
668, subpart I. The regulations are
necessary to determine eligibility to
receive program benefits and to prevent
fraud and abuse of program funds. This
collection updates the usage by
individuals and schools. While the
regulations refer to a secondary
confirmation process and completion of
the paper G–845 form these processes
are no longer in use. The Department of
Homeland Security/U.S. Citizen and
Immigration Services (DHS/USCIS)
replaced the paper secondary
confirmation method with a fully
electronic process, Systematic Alien
Verification for Entitlements (SAVE)
system and the use of the Third Step
Verification Process.
Dated: April 16, 2024.
Kun Mullan,
PRA Coordinator, Strategic Collections and
Clearance, Governance and Strategy Division,
Office of Chief Data Officer, Office of
Planning, Evaluation and Policy
Development.
[FR Doc. 2024–08420 Filed 4–18–24; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF ENERGY
Notice of Request for Information (RFI)
on Critical Materials Market Dynamics
Office of Manufacturing and
Energy Supply Chains, Department of
Energy.
ACTION: Request for information.
AGENCY:
The Department of Energy
(DOE or the Department)’s Office of
Manufacturing and Energy Supply
Chains seeks public comment on market
dynamics for critical materials,
including non-competitive practices and
SUMMARY:
E:\FR\FM\19APN1.SGM
19APN1
Agencies
[Federal Register Volume 89, Number 77 (Friday, April 19, 2024)]
[Notices]
[Pages 28757-28759]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-08341]
=======================================================================
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
Peer Review Opportunities With the U.S. Department of Education's
Office of Elementary and Secondary Education (OESE); Office of English
Language Acquisition (OELA); Office of Postsecondary Education (OPE);
and Office of Special Education and Rehabilitative Services (OSERS)
AGENCY: Office of Elementary and Secondary Education, Office of English
Language Acquisition, Office of Postsecondary Education, and Office of
Special Education and Rehabilitative Services, U.S. Department of
Education.
ACTION: Notice.
-----------------------------------------------------------------------
SUMMARY: The U.S. Department of Education (Department) announces
opportunities for individuals to participate in its peer review process
for competitive grant funding under the programs administered by OESE,
OELA, OPE, and OSERS.
DATES: Requests to serve as a peer reviewer for fiscal year 2024 will
be accepted on an ongoing basis, aligned with this year's grant
competition schedule. Requests to serve as a peer reviewer should be
submitted at least four weeks prior to the program's application
deadline noted on the Department's website under ``Forecast of Funding
Opportunities'' at www2.ed.gov/fund/grant/find/edlite-forecast.html.
This notice highlights the specific needs of OESE, OELA, OPE, and
OSERS.
ADDRESSES: An individual interested in serving as a peer reviewer must
register and upload his or her resume in the Department's grants
management system known as ``G6'' at www.g6.gov.
FOR FURTHER INFORMATION CONTACT:
OESE: Andrew Brake, U.S. Department of Education, 400 Maryland
Avenue SW, Room 4B168, Washington, DC 20202. Telephone: (202) 453-6136.
Email: [email protected].
OELA: Francisco Javier L[oacute]pez, U.S. Department of Education,
400 Maryland Avenue SW, Washington, DC 20202-5076. Telephone: (202)
558-4880. Email: [email protected].
OPE: Tonya Hardin, U.S. Department of Education, 400 Maryland
Avenue SW, 5th Floor, Washington, DC 20202. Telephone: (202) 453-7694.
Email: [email protected].
OSERS: Kate Friday, U.S. Department of Education, 400 Maryland
Avenue SW, Room 4A-111, Potomac Center Plaza, Washington, DC 20202-
5076. Telephone: (202) 987-1439. 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: The mission of the Department is to promote
student achievement and preparation for global competitiveness by
fostering educational excellence and ensuring equal access. The
Department pursues its mission by funding grant programs that will
improve access to high-quality educational opportunities and programs
that pursue innovations in teaching and learning with a focus on
underserved students. The Department also funds programs in other areas
as authorized by statute. Grant funds are awarded to State educational
agencies; local educational agencies (i.e., school districts); State,
local, or Tribal governments; nonprofit organizations; institutions of
higher education; and other entities through a competitive process
referred to as a grant competition.
Each year the Department convenes panels of external education
professionals and practitioners to serve as peer reviewers.\1\ Peer
reviewers evaluate and score submitted applications against
competition-specific criteria and announced priorities. Application
scores are then used to inform the Secretary's funding decisions.
---------------------------------------------------------------------------
\1\ Please note that the Institute of Education Sciences (IES)
uses different peer review processes and procedures than those
described in this notice. More information on the IES peer review
process can be found at: https://ies.ed.gov/director/sro/application_review.asp. IES also administers its research grant
competitions on a different timeline from other offices in the
Department.
---------------------------------------------------------------------------
Executive Order 13985, Advancing Racial Equity and Support for
Underserved Communities Through the Federal Government, directs Federal
agencies to ``assess whether
[[Page 28758]]
underserved communities and their members face systemic barriers in
accessing benefits and opportunities available pursuant to those
policies and programs.'' The Department is committed to increasing the
racial and ethnic diversity of peer reviewers--an important element of
the Department's efforts to implement this Executive order. Moreover,
the Department is particularly interested in peer reviewers who
represent diverse experiences and perspectives, including experiences
working with diverse and underserved communities, and whose expertise
pertains to the Department's grant competitions. This emphasis on
increasing peer reviewer diversity is included in the Department's
Agency Equity Plan, available at www2.ed.gov/documents/equity/2022-equity-plan.pdf.
This year, OESE is managing over 20 grant competitions to fund a
range of projects that support increasing the number of mental health
providers in schools; education innovation and research; educator
preparation, growth, and diversity; migratory or seasonal farmworkers;
magnet schools; charter schools; literacy; Indian education; and
technical assistance, among others.
OELA is managing one grant competition: National Professional
Development. Grants awarded under this program may be used for
effective pre-service professional development programs that will
increase the number and diversity of fully licensed or certified
bilingual or multilingual teachers supporting ELs.
OPE is managing approximately 15 grant competitions to fund a wide
range of projects, including projects to support improvements in
educational quality, management, and financial stability at colleges
and universities that enroll high numbers of underserved students;
projects designed to increase college enrollment among students in
high-poverty schools; projects to strengthen multilingual education and
foreign language instruction, international studies, teaching and
research, professional preparation and development for educators, and
curriculum development at the K-12, graduate, and postsecondary levels;
projects to fund fellowships to students studying in a field designated
as an area of national need; projects designed to support high-quality
teacher preparation at Historically Black Colleges and Universities,
Tribally Controlled Colleges and Universities, and Minority Serving
Institutions; and projects to build research and development
infrastructure at under resourced institutions.
OSERS is managing nearly 20 grant competitions. The competitions in
OSERS' Office of Special Education Programs (OSEP) include those under
the following programs: State Personnel Development Grants; Personnel
Development; Technical Assistance and Dissemination; Educational
Technology, Media, and Materials; and Technical Assistance on State
Data Collection. The remaining competitions in OSERS' Rehabilitation
Services Administration (RSA) are under the following programs: Braille
Training Program, American Indian Vocational Rehabilitation Services,
and the Disability Innovation Fund.
The Department seeks to expand its pool of peer reviewers to ensure
that applications are evaluated by individuals with up-to-date and
relevant knowledge of educational interventions and practices across
the learning continuum, from early education to college and career, in
a variety of learning settings. Department peer reviewers are education
professionals and practitioners who have gained subject matter
expertise through their education and work as teachers, professors,
principals, administrators, school counselors, researchers, evaluators,
content developers, or vocational rehabilitation professionals or
interpreters. Peer reviewers can be active education professionals in
any educational level or sector, or those who are retired but stay
informed of current educational content and issues. No prior experience
as a peer reviewer is required.
Peer reviewers for each competition will be selected based on
several factors, including each reviewer's program-specific expertise,
the number of applications to be reviewed, and the diversity and
availability of prospective reviewers. Individuals selected to serve as
peer reviewers are expected to participate in training; independently
read, score, and provide written evaluative comments on assigned
applications; and participate in facilitated panel discussions with
other peer reviewers. Panel discussions are held via conference calls
or in-person, as identified for the specific competition. The time
commitment for peer reviewers is usually several hours a day over a
period of two to four weeks. Peer reviewers receive an honorarium
payment as monetary compensation for successfully reviewing
applications.
If you are interested in serving as a peer reviewer for the
Department, you should first review the program web pages of the grant
programs that match your area of expertise. You can access information
on each grant program from the link provided on the Department's grants
forecast page at www2.ed.gov/fund/grant/find/edlite-forecast.html. If
you have documented experience that you believe qualifies you to serve
as a peer reviewer for one or more specific grant programs, please
register in G6, at www.g6.gov, which allows the Department to manage
and assign potential peer reviewers to competitions that may draw upon
their professional backgrounds and expertise. A toolkit that includes
helpful information on how to be considered as a peer reviewer for
programs administered by the Department can be found at www2.ed.gov/documents/peer-review/peer-reviewer-toolkit.pptx. Additional
information on becoming a peer reviewer is available at www2.ed.gov/fund/grant/about/discretionary/peer-review-flyer-2024.pdf. Neither the
submission of a resume nor registration in G6 guarantees you will be
selected to be a peer reviewer.
In addition to registering in G6, some OPE and OSERS/RSA peer
reviews may require being registered in the System for Award
Management. Since registration for this process can take longer than a
week, interested individuals are encouraged to register in advance of
being contacted by the Department. In addition to registering in G6,
some OSERS/OSEP peer reviews require being approved to serve on the
Office of Special Education's Standing Panel. Individuals should
express their interest to serve as a peer reviewer for OSEP
competitions directly to the competition manager listed in the notice
inviting applications for that competition at least four weeks prior to
the application closing date.
If you have interest in serving as a reviewer specifically for OESE
competitions (Chart 2 of the Forecast of Funding Opportunities), you
must also send your resume to [email protected].
If you have interest in serving as a reviewer specifically for the
OELA competition (Chart 6 of the Forecast of Funding Opportunities),
you must also send your resume to [email protected]. The subject line of
the email should read ``Prospective 2024 Peer Reviewer.''
If you have interest in serving as a reviewer specifically for RSA
competitions (Chart 4B of the Forecast of Funding Opportunities), you
must also send your resume to [email protected] and [email protected].
The subject line of the email should read ``Prospective 2024 Peer
Reviewer.'' In the body of the email, list all programs for which you
would like to be considered to serve as a peer reviewer.
[[Page 28759]]
Requests to serve as a peer reviewer should be submitted at least
four weeks prior to the program's application deadline, noted on the
forecast page, to provide program offices with sufficient time to
review resumes and determine an individual's suitability to serve as a
peer reviewer for a specific competition. If you are selected to serve
as a peer reviewer, the program office will contact you.
Accessible Format: On request to the person(s) 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.
Program Authority: Elementary and Secondary Education Act of 1965,
as amended (20 U.S.C. 6301 et seq.); Higher Education Act of 1965, as
amended (20 U.S.C. 1001 et seq.); Individuals with Disabilities
Education Act (20 U.S.C. 1400 et seq.); and the Rehabilitation Act of
1973, as amended by the Workforce Innovation and Opportunity Act (29
U.S.C. 701 et seq.).
Roberto J. Rodriguez,
Assistant Secretary for Planning, Evaluation and Policy Development.
[FR Doc. 2024-08341 Filed 4-18-24; 8:45 am]
BILLING CODE 4000-01-P