Applications for New Awards; Personnel Development To Improve Services and Results for Children With Disabilities-Preparation of Special Education, Early Intervention, and Related Services Leadership Personnel
| Published date | 08 April 2021 |
| Citation | 86 FR 18269 |
| Record Number | 2021-07261 |
| Section | Notices |
| Court | Education Department |
Federal Register, Volume 86 Issue 66 (Thursday, April 8, 2021)
[Federal Register Volume 86, Number 66 (Thursday, April 8, 2021)]
[Notices]
[Pages 18269-18279]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2021-07261]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Personnel Development To Improve
Services and Results for Children With Disabilities--Preparation of
Special Education, Early Intervention, and Related Services Leadership
Personnel
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice.
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SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for new awards for fiscal year (FY) 2021 for
Personnel Development to Improve Services and Results for Children with
Disabilities--Preparation of Special Education, Early Intervention, and
Related Services Leadership Personnel, Assistance Listing Number
84.325D. This notice relates to the approved information collection
under OMB control number 1820-0028.
DATES:
Applications Available: April 8, 2021.
Deadline for Transmittal of Applications: June 7, 2021.
Deadline for Intergovernmental Review: August 6, 2021.
Pre-Application Webinar Information: No later than April 13, 2021,
the Office of Special Education and Rehabilitative Services (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.
ADDRESSES: For the addresses for obtaining and submitting an
application, please refer to our Common Instructions for Applicants to
Department of Education Discretionary Grant Programs, published in the
Federal Register on February 13, 2019 (84 FR 3768), and available at
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf.
FOR FURTHER INFORMATION CONTACT: Celia Rosenquist, U.S. Department of
Education, 400 Maryland Avenue SW, Room 5158, Potomac Center Plaza,
Washington, DC 20202-5076. Telephone: (202) 245-7373. Email:
[email protected].
If you use a telecommunications device for the deaf (TDD) or a text
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.
SUPPLEMENTARY INFORMATION:
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purposes of this program are to (1) help
address State-identified needs for personnel preparation in special
education, early intervention, related services, and regular education
to work with children, including infants and toddlers, with
disabilities; and (2) ensure that those personnel have the necessary
skills and knowledge, derived from practices that have been determined
through scientifically based research and experience, to be successful
in serving those children.
Priorities: This competition includes two absolute priorities and
two competitive preference priorities. In accordance with 34 CFR
75.105(b)(2)(v), the absolute priorities and competitive preference
priorities are from allowable activities specified in the statute (see
sections 662 and 681 of the Individuals with Disabilities Education Act
(IDEA); 20 U.S.C. 1462 and 1481).
Absolute Priorities: For FY 2021 and any subsequent year in which
we make awards from the list of unfunded applications from this
competition, these priorities are absolute priorities. Under 34 CFR
75.105(c)(3), we consider only applications that meet either Absolute
Priority 1 or Absolute Priority 2. Applicants may apply under both
absolute priorities but must submit separate applications if they do
so.
These priorities are:
Absolute Priority 1--Preparation of Special Education, Early
Intervention, and Related Services Faculty.
Background:
The purpose of this priority is to support existing doctoral degree
programs that prepare special education, early intervention, and
related services personnel who are well-qualified for, and can act
effectively in, leadership positions as researchers and preparers of
special education, early intervention, and related services personnel
in institutions of higher education (IHEs). There is a well-documented
need for leadership personnel to fill faculty positions within IHEs in
special education, early intervention, and related services (Castillo
et al., 2014; Montrosse & Young, 2012; Robb et al., 2012; Smith et al.,
2011; Smith et al., 2010; Woods & Snyder, 2009). These leaders conduct
[[Page 18270]]
research to increase the knowledge of effective interventions and
services for children, including infants and toddlers, and youth with
disabilities. These leaders also teach practices supported by evidence
to future special education, early intervention, related services, and
regular education professionals who will work in a variety of
educational settings and provide services directly to these children
(deBettencourt et al., 2016; Robb et al., 2012; Smith et al., 2010;
West & Hardman, 2012). Shortages in these leadership positions limit
the field's capacity to generate new knowledge of effective
interventions and to prepare future professionals to improve outcomes
for children with disabilities (Smith et al., 2011).
Leadership personnel in IHEs play an essential role in promoting
high expectations for each child with a disability and provide, or
prepare others to provide, effective interventions and services that
improve outcomes for children, including infants, toddlers, and youth
with disabilities. In addition to preparing future special education,
early intervention, related services, and regular education
professionals, future faculty at IHEs will also play a critical role in
attracting diverse and qualilifed individuals to the teaching
profession and in providing future educators in preparation programs
with experiences in various roles in the field that would provide them
with practical knowledge and resources for their future career in
education (Billingsley et al., 2020; Brownell et al., 2020). Critical
competencies for special education, early intervention, and related
services faculty vary depending on the type and the requirements of the
preparation program but can include, for example, skills needed for
postsecondary instruction, research, administration, policy
development, professional practice, the use of technologies to support
in-person and remote teaching and student learning, and leadership.
However, all leadership personnel need to promote high expectations and
have current knowledge of effective interventions and services that
improve outcomes for children with disabilities, including high-need
children with disabilities. This knowledge should be applicable to
children served in a variety of educational settings (e.g., urban or
rural public schools, including charter schools) or early childhood and
early intervention settings (e.g., home, community-based, Early Head
Start and Head Start, child care, or public and private preschools).
The interventions and services must include those that improve early
childhood, educational, and employment outcomes.
Priority:
The purpose of this priority is to support existing doctoral degree
programs that prepare special education, early intervention, and
related services personnel at the doctoral degree level who are well
qualified for, and can act effectively in, faculty positions in IHEs as
researchers and preparers of personnel.
This priority will provide support to help address identified needs
for personnel with the knowledge and skills to establish and meet high
expectations for each child with a disability. Programs must culminate
in a doctoral degree, which may include a Doctor of Education (Ed.D.)
degree. Applicants must plan to recruit and enroll the proposed number
of scholars in the application within the first 12 months of the
project period or demonstrate that scholars enrolled after the first 12
months can complete the program by the end of the proposed project
period.
Note: Project periods under this priority may be up to 60
months. Projects should be designed to ensure that all proposed
scholars successfully complete the program within 60 months of the
start of the project. The Secretary may reduce continuation awards
for any project in which scholars are not on track to complete the
program by the end of that period.
To be considered for funding under this absolute priority, program
applicants must meet the application requirements contained in the
priority. All projects funded under this absolute priority also must
meet the programmatic and administrative requirements specified in the
priority.
Note: Preparation programs that lead to clinical doctoral
degrees in related services (e.g., a Doctor of Audiology degree or
Doctor of Physical Therapy degree) are not included in this
priority. These types of preparation programs are eligible to apply
for funding under the Personnel Preparation in Special Education,
Early Intervention, and Related Services priority (84.325K) that the
Office of Special Education Programs (OSEP) intends to fund in FY
2021.
To meet the requirements of this priority, an applicant must--
(a) Demonstrate, in the narrative section of the application under
``Significance,'' how--
(1) The project addresses the need for leadership personnel to
promote high expectations and provide, or prepare others to provide,
effective interventions and services that improve outcomes for children
with disabilities, including high-need children with disabilities.\1\
To address this requirement, the applicant must present--
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\1\ For purposes of this priority, ``high-need children with
disabilities'' refers to children or students (ages birth through
21, depending on the State) who are eligible for services under
IDEA, and who may be at risk of educational failure or otherwise in
need of special assistance or support because they: (1) Are living
in poverty, (2) are English learners, (3) are academically far below
grade level, (4) have left school before receiving a regular high
school diploma, (5) are at risk of not graduating with a regular
high school diploma on time, (6) are homeless, (7) are in foster
care, or (8) have been incarcerated.
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(i) Appropriate and applicable data (e.g., national, State)
demonstrating the need for the leadership personnel the applicant
proposes to prepare; and
(ii) Data demonstrating the success of the doctoral program to date
in producing faculty in special education, early intervention, or
related services, such as: The professional accomplishments of program
graduates (e.g., public service, awards, or publications) that
demonstrate their leadership in special education, early intervention,
or related services; the average amount of time it takes for program
graduates to complete the program; the number of program graduates and
the percentage of scholars who enroll who graduate; and the percentage
of program graduates finding employment directly related to their
preparation; and
Note: Data on the success of a doctoral program should be no
older than five years prior to the start date of the project
proposed in the application. When reporting percentages, the
denominator (i.e., the total number of scholars or program
graduates) must be provided.
(2) Scholar competencies to be acquired in the program relate to
knowledge and skills needed by the leadership personnel the applicant
proposes to prepare. To address this requirement, the applicant must--
(i) Identify the competencies needed by leadership personnel in
order to provide, or prepare others to provide, effective interventions
and services, including through distance education, that improve
outcomes for children with disabilities, including high-need children
with disabilities; and
(ii) Provide the conceptual framework of the leadership preparation
program, including any empirical support, that will promote the
acquisition of the identified competencies needed by leadership
personnel.
(b) Demonstrate, in the narrative section of the application under
``Quality of project services,'' how--
(1) The applicant will recruit and retain high-quality scholars \2\
[[Page 18271]]
participating in the project and ensure 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. To meet this requirement, the
narrative must describe--
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\2\ For the purposes of this priority, ``scholar'' is limited to
an individual who (a) is pursuing a doctoral degree related to
special education, early intervention, or related services; (b)
receives scholarship assistance as authorized under section 662 of
IDEA (34 CFR 304.3(g)); and (c) will be able to be employed in a
position that serves children with disabilities for at least 51
percent of their time or case load. See https://pdp.ed.gov/OSEP/Home/Regulation for more information.
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(i) The selection criteria the applicant will use to identify high-
quality applicants for admission in the program;
(ii) The recruitment strategies the applicant will use to attract
high-quality applicants, including specific recruitment strategies
targeting high-quality applicants from traditionally underrepresented
groups, including underrepresented people of color, individuals with
disabilities, and nontraditional scholars (e.g., returning military);
and
(iii) The approach the applicant will use to help all scholars,
including individuals with disabilities, complete the program within
the proposed project period; and
(2) The project is designed to promote the acquisition of the
competencies needed by leadership personnel to promote high
expectations and provide, or prepare others to provide, effective
interventions and services that improve outcomes for children with
disabilities, including high-need children with disabilities. To
address this requirement, the applicant must--
(i) Describe how the components of the project, such as coursework,
internship experiences, research requirements, and other opportunities
provided to scholars, will enable the scholars to acquire the
competencies needed by leadership personnel the applicant proposes to
prepare;
(ii) Describe how the components of the project are integrated in
order to support the acquisition and enhancement of the identified
competencies needed by leadership personnel the applicant proposes to
prepare;
(iii) Describe how the components of the project prepare scholars
to promote high expectations and to provide, or prepare others to
provide, effective interventions and services that improve outcomes for
children with disabilities, including high-need children with
disabilities, in a variety of educational or early childhood and early
intervention settings, including in-person and remote settings;
(iv) Demonstrate, through a letter of support from a public,
parochial, or private partnering agency, school, or program, that it
will provide scholars with a high-quality internship experience in a
high-need local educational agency (LEA),\3\ a high-poverty school,\4\
a school implementing a comprehensive support and improvement plan,\5\
a school implementing a targeted support and improvement plan \6\ for
children with disabilities, a State educational agency (SEA), an early
childhood and early intervention program located within the
geographical boundaries of a high-need LEA, or an early childhood and
early intervention program located within the geographical boundaries
of an LEA serving the highest percentage of schools identified for
comprehensive support and improvement or implementing targeted support
and improvement plans in the State;
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\3\ For the purposes of this priority, ``high-need LEA'' means
an LEA (a) that serves not fewer than 10,000 children from families
with incomes below the poverty line; or (b) for which not less than
20 percent of the children served by the LEA are from families with
incomes below the poverty line.
\4\ For the purposes of this priority, ``high-poverty school''
means a school in which at least 50 percent of students are from
low-income families as determined using one of the measures of
poverty specified under section 1113(a)(5) of the Elementary and
Secondary Education Act of 1965, as amended (ESEA). For middle and
high schools, eligibility may be calculated on the basis of
comparable data from feeder schools. Eligibility as a high-poverty
school is determined on the basis of the most currently available
data.
\5\ For the purposes of this priority, a ``school implementing a
comprehensive support and improvement plan'' is a school identified
for comprehensive support and improvement by the State under section
1111(c)(4)(D) of the ESEA that includes (a) not less than the
lowest-performing five percent of all schools receiving funds under
Title I, Part A of the ESEA; (b) all public high schools in the
State failing to graduate one-third or more of their students; and
(c) public schools in the State described under section
1111(d)(3)(A)(i)(II) of the ESEA.
\6\ For the purposes of this priority, a ``school implementing a
targeted support and improvement plan'' means a school identified
for targeted support and improvement by a State that has developed
and is implementing a school-level targeted support and improvement
plan to improve student outcomes based on the indicators in the
statewide accountability system as defined in section 1111(d)(2) of
the ESEA.
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(v) Describe how the project will partner with diverse stakeholders
to inform project components;
(vi) Describe how the project will use resources, as appropriate,
available through technical assistance centers, which may include
centers funded by the Department;
(vii) Describe the approach that faculty members will use to mentor
or otherwise support scholars with the goal of helping them acquire
competencies needed by leadership personnel and advancing their careers
in special education, early intervention, or related services;
(viii) Describe how the components of the project will promote the
acquisition of scholars' critical leadership skills, including
communication, networking, and collaboration; and
(ix) Describe how the components of the project will promote the
acquisition of scholars' knowledge of strategies and approaches in
attracting, preparing, and retaining future educators who will work
with and provide services to children with disabilities.
(c) Demonstrate, in the narrative section of the application under
``Quality of the project evaluation,'' how the applicant will--
(1) Evaluate how well the goals or objectives of the proposed
leadership project have been met. The applicant must describe the
outcomes to be measured for both the project and the scholars,
particularly the acquisition of scholars' competencies; and the
evaluation methodologies to be employed, including proposed
instruments, data collection methods, and possible analyses;
(2) Collect, analyze, and use data on current scholars and scholars
who graduate from the program to improve the proposed program on an
ongoing basis; and
(3) Report the evaluation results to OSEP in the applicant's annual
and final performance reports.
(d) Demonstrate, in the narrative under ``Required Project
Assurances'' or appendices as directed, that the following program
requirements are met. The applicant must--
(1) Include in appendix B of the application--
(i) Course syllabi for all coursework in the major and any required
coursework for a minor;
(ii) Course syllabi for all research methods, evaluation methods,
or data analysis courses required by the degree program and elective
research methods, evaluation methods, or data analysis courses that
have been completed by more than one scholar enrolled in the program in
the last five years; and
(iii) For new coursework, proposed syllabi;
(2) Ensure that the proposed number of scholars will be recruited
and enrolled into the program within the first 12 months of the project
period or demonstrate that scholars enrolled after the first 12 months
can graduate from the program by the end of the proposed project
period. The described scholar recruitment strategies, including
recruitment of individuals with disabilities, the program components
[[Page 18272]]
and their sequence, and proposed budget must be consistent with this
requirement;
(3) Ensure that efforts to recruit a diverse range of scholars,
including diversity of race, ethnicity, or national origin, are
consistent with applicable law. For instance, grantees may engage in
focused outreach and recruitment to increase the diversity of the
applicant pool prior to the selection of scholars;
(4) Ensure that the project will meet the requirements in 34 CFR
304.23, particularly those related to (i) informing all scholarship
recipients of their service obligation commitment; and (ii) disbursing
scholarships. Failure by a grantee to properly meet these requirements
is a violation of the grant award that may result in sanctions,
including the grantee being liable for returning any misused funds to
the Department;
(5) Ensure that prior approval from the OSEP project officer will
be obtained before admitting additional scholars beyond the number of
scholars proposed in the application and before transferring a scholar
to another preparation program funded by OSEP;
(6) Ensure that the project will meet the statutory requirements in
section 662(e) through (h) of IDEA;
(7) Ensure that at least 65 percent of the total award over the
project period (i.e., up to 5 years) will be used for scholar support;
(8) Ensure that the IHE will not require scholars enrolled in the
program to work (e.g., as graduate assistants) as a condition of
receiving support (e.g., tuition, stipends) from the proposed project,
unless the work is specifically related to the acquisition of scholars'
competencies or the requirements for completion of their personnel
preparation program. This prohibition on work as a condition of
receiving support does not apply to the service obligation requirements
in section 662(h) of IDEA;
(9) Ensure that the project will be operated in a manner consistent
with nondiscrimination requirements contained in the U.S. Constitution
and the Federal civil rights laws;
(10) Ensure that a revised project budget will be submitted to OSEP
should the project not be able to recruit and enroll the proposed
number of scholars that can graduate from the program by the end of the
project period;
(11) Ensure that the budget includes attendance by the project
director at a three-day project directors' meeting in Washington, DC,
or virtually, during each year of the project. The budget may also
provide for the attendance of scholars at the same three-day project
directors' meetings in Washington, DC, or virtually;
(12) Ensure that the project director, key personnel, and scholars
will actively participate in the cross-project collaboration, advanced
trainings, and cross-site learning opportunities (e.g., webinars,
briefings) supported by OSEP. This network is intended to promote
opportunities for participants to share resources and generate new
knowledge by addressing topics of common interest to participants
across projects including Department priorities and needs in the field;
(13) Ensure that if the project maintains a website, it will be of
high quality, with an easy-to-navigate design that meets government or
industry-recognized standards for accessibility;
(14) Ensure that annual progress toward meeting project goals is
posted on the project website;
(15) Ensure that scholar accomplishments (e.g., public service,
awards, publications) will be reported in annual and final performance
reports; and
(16) Ensure that annual data will be submitted on each scholar who
receives grant support (OMB Control Number 1820-0686). The primary
purposes of the data collection are to track the service obligation
fulfillment of scholars who receive funds from OSEP grants and to
collect data for program performance measure reporting under the
Government Performance and Results Act of 1993 (GPRA). Applicants are
encouraged to visit the Personnel Development Program Data Collection
System (DCS) website at https://pdp.ed.gov/osep for further information
about this data collection requirement. Typically, data collection
begins in January of each year, and grantees are notified by email
about the data collection period for their grant, although grantees may
submit data as needed, year-round. This data collection must be
submitted electronically by the grantee and does not supplant the
annual grant performance report required of each grantee for
continuation funding (see 34 CFR 75.590). Data collection includes the
submission of a signed, completed Pre-Scholarship Agreement and Exit
Certification for each scholar funded under an OSEP grant (see
paragraph (d)(4) of this priority).
Absolute Priority 2--Preparation of Special Education and Early
Intervention Administrators.
Background:
The purpose of this priority is to support existing doctoral degree
programs that prepare special education or early intervention personnel
who are well-qualified for, and can act effectively in, leadership
positions in public school systems, such as SEAs, charter management
organizations (CMOs), charter school authorizers, lead agencies (LAs),
LEAs, early intervention services programs (EIS programs), or schools.
Shortages of leadership personnel at State and local agencies to fill
special education and early intervention administrator positions have
been noted (Bellamy & Iwaszuk, 2017; Billingsley et al., 2014). The
turnover rate for leaders in State and local agencies has also
increased substantially over the past decade, which impacts the ongoing
efforts at the State and local levels to improve educational practices
(NCSI, 2018a; NCSI, 2018b). These administrators supervise and evaluate
the implementation of instructional programs to make sure that State or
local agencies are meeting the needs of children with disabilities.
Administrators also ensure that schools and programs meet Federal,
State, and local requirements for special education, early
intervention, and related services (Billingsley et al., 2014; Bruns et
al., 2017; Boscardin & Lashley, 2018).
Special education and early intervention administrators play an
essential role in promoting high expectations for each child with a
disability and supervising the provision of effective interventions and
services that improve outcomes for children, including infants,
toddlers, and youth with disabilities. In addition to supervising the
provision of effective interventions and services that improve outcomes
for children, special education or early intervention administrators
also play a critical role in attracting diverse and qualilifed
educators and implementing strategies to retain effective educators
(Billingsley & Bettini, 2019). Critical competencies for special
education or early intervention administrators vary depending on the
type of leadership personnel and the requirements of the preparation
program but can include, for example, skills needed for implementing
special education policies and laws, administration and supervision,
organizational and system change, program planning and implementation,
evaluation of educational programs, technology implementation for in-
person and remote instruction, and collaboration with stakeholders
(Boscardin & Lashley, 2018; Bruns et al., 2017).
However, all leadership personnel need to promote high expectations
and
[[Page 18273]]
have current knowledge of effective interventions and services that
improve outcomes for children with disabilities, including high-need
children with disabilities. This knowledge should be applicable to
children served in a variety of educational settings (e.g., urban or
rural public schools, including charter schools) or early childhood and
early intervention settings (e.g., home, community-based, Early Head
Start and Head Start, child care, or public and private preschools).
The interventions and services must include those that improve early
childhood, educational, and employment outcomes.
Priority:
The purpose of this priority is to support existing doctoral degree
programs that prepare special education or early intervention personnel
to work as administrators in public school systems such as SEAs, CMOs,
charter school authorizers, LAs, LEAs, private school networks,
parochial schools, EIS programs, or schools in positions such as SEA
special education administrators, LEA or regional special education
directors, school-based special education directors, preschool
coordinators, and early intervention coordinators.
This priority will provide support to help address identified needs
for personnel with the knowledge and skills to establish and meet high
expectations for each child with a disability. Doctoral programs in
educational administration that include a focus on special education
are eligible under this priority. Programs must culminate in a doctoral
degree, which may include a Doctor of Education (Ed.D.) degree. The
preparation of school principals is not included under this priority.
Under this priority, applicants may propose projects that enroll
scholars who are concurrently employed (e.g., as special education
teachers) while enrolled in the program. Applicants must plan to
recruit and enroll the proposed number of scholars in the application
within the first 12 months of the project period or demonstrate that
scholars enrolled after the first 12 months can complete the program by
the end of the proposed project period.
Note: Project periods under this priority may be up to 60
months. Projects should be designed to ensure that all proposed
scholars successfully complete the program within 60 months of the
start of the project. The Secretary may reduce continuation awards
for any projects in which scholars are not on track to complete the
program by the end of that period.
To be considered for funding under this absolute priority, all
applicants must meet all of the application requirements contained in
the priority. All projects funded under this absolute priority also
must meet all of the programmatic and administrative requirements
specified in the priority.
To meet the requirements of this priority, an applicant must--
(a) Demonstrate, in the narrative section of the application under
``Significance,'' how--
(1) The project addresses the need for leadership personnel to
promote high expectations and supervise the provision of effective
interventions and services that improve outcomes for children with
disabilities, including high-need children with disabilities.\7\ To
address this requirement, the applicant must present--
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\7\ For purposes of this priority, ``high-need children with
disabilities'' refers to children or students (ages birth through
21, depending on the State) who are eligible for services under
IDEA, and who may be at risk of educational failure or otherwise in
need of special assistance or support because they: (1) Are living
in poverty, (2) are English learners, (3) are academically far below
grade level, (4) have left school before receiving a regular high
school diploma, (5) are at risk of not graduating with a regular
high school diploma on time, (6) are homeless, (7) are in foster
care, or (8) have been incarcerated.
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(i) Appropriate and applicable data (e.g., State, region, district,
local) demonstrating the need for the special education or early
intervention administrators the applicant proposes to prepare; and
(ii) Data demonstrating the success of the doctoral program to date
in producing special education or early intervention administrators,
such as: The professional accomplishments of program graduates (e.g.,
public service, awards) that demonstrate their leadership in special
education or early intervention; the average amount of time it takes
for program graduates to complete the program; the number of program
graduates; and the percentage of program graduates finding employment
directly related to their preparation; and
Note: Data on the success of a doctoral program should be no
older than five years prior to the start date of the project
proposed in the application. When reporting percentages, the
denominator (i.e., the total number of scholars or program
graduates) must be provided.
(2) Scholar competencies to be acquired in the program relate to
knowledge and skills needed by the leadership personnel the applicant
proposes to prepare. To address this requirement, the applicant must--
(i) Identify the competencies needed by leadership personnel to
supervise the provision of effective interventions and services,
including through distance education, that improve outcomes for
children with disabilities, including high-need children with
disabilities; and
(ii) Provide the conceptual framework of the leadership preparation
program, including any empirical support, that will promote the
acquisition of the identified competencies needed by leadership
personnel.
(b) Demonstrate, in the narrative section of the application under
``Quality of project services,'' how--
(1) The applicant will recruit and retain high-quality scholars \8\
participating in the project and ensure 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. To meet this requirement, the
narrative must describe--
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\8\ For the purposes of this priority, ``scholar'' is limited to
an individual who (a) is pursuing a doctoral degree related to
special education, early intervention, or related services; (b)
receives scholarship assistance as authorized under section 662 of
IDEA (34 CFR 304.3(g)); and (c) will be able to be employed in a
position that serves children with disabilities for either 51
percent of their time or case load. See https://pdp.ed.gov/OSEP/Home/Regulation for more information.
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(i) The selection criteria the applicant will use to identify high-
quality applicants for admission in the program;
(ii) The recruitment strategies the applicant will use to attract
high-quality applicants, including specific recruitment strategies
targeting high-quality applicants from traditionally underrepresented
groups, including underrepresented people of color, individuals with
disabilities, and nontraditional scholars (e.g., returning military);
and
(iii) The approach the applicant will use to help all scholars,
including individuals with disabilities, complete the program during
the proposed project period; and
(2) The project is designed to promote the acquisition of the
competencies needed by leadership personnel to promote high
expectations and supervise the provision of effective interventions and
services that improve outcomes for children with disabilities,
including high-need children with disabilities. To address this
requirement, the applicant must--
(i) Describe how the components of the project, such as coursework,
work-based experiences aligned with project components (e.g.,
internships, current employment), program evaluation, and other
opportunities provided to scholars, will enable the scholars to acquire
the competencies needed by
[[Page 18274]]
leadership personnel the applicant proposes to prepare;
(ii) Describe how the components of the project are integrated in
order to support the acquisition and enhancement of the identified
competencies needed by leadership personnel the applicant proposes to
prepare;
(iii) Describe how the components of the project prepare scholars
to promote high expectations and to supervise the provision of
effective interventions and services that improve outcomes for children
with disabilities, including high-need children with disabilities, in a
variety of educational or early childhood and early intervention
settings, including in-person and remote settings;
(iv) Demonstrate, through a letter of support from a public,
parochial, or private partnering agency, school, or program, that it
will provide scholars with a high-quality internship experience in a
high-need LEA,\9\ a high-poverty school,\10\ a school implementing a
comprehensive support and improvement plan,\11\ a school implementing a
targeted support and improvement plan \12\ for children with
disabilities, an SEA, an early childhood and early intervention program
located within the geographical boundaries of a high-need LEA, or an
early childhood and early intervention program located within the
geographical boundaries of an LEA serving the highest percentage of
schools identified for comprehensive support and improvement or
implementing targeted support and improvement plans in the State;
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\9\ For the purposes of this priority, ``high-need LEA'' means
an LEA (a) that serves not fewer than 10,000 children from families
with incomes below the poverty line; or (b) for which not less than
20 percent of the children served by the LEA are from families with
incomes below the poverty line.
\10\ For the purposes of this priority, ``high-poverty school''
means a school in which at least 50 percent of students are from
low-income families as determined using one of the measures of
poverty specified under section 1113(a)(5) of the ESEA. For middle
and high schools, eligibility may be calculated on the basis of
comparable data from feeder schools. Eligibility as a high-poverty
school is determined on the basis of the most currently available
data.
\11\ For the purposes of this priority, a ``school implementing
a comprehensive support and improvement plan'' is a school
identified for comprehensive support and improvement by the State
under section 1111(c)(4)(D) of the ESEA that includes (a) not less
than the lowest-performing five percent of all schools receiving
funds under Title I, Part A of the ESEA; (b) all public high schools
in the State failing to graduate one-third or more of their
students; and (c) public schools in the State described under
section 1111(d)(3)(A)(i)(II) of the ESEA.
\12\ For the purposes of this priority, a ``school implementing
a targeted support and improvement plan'' means a school identified
for targeted support and improvement by a State that has developed
and is implementing a school-level targeted support and improvement
plan to improve student outcomes based on the indicators in the
statewide accountability system as defined in section 1111(d)(2) of
the ESEA.
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(v) Describe how the project will partner with diverse stakeholders
to inform project components;
(vi) Describe how the project will use resources, as appropriate,
available through technical assistance centers, which may include
centers funded by the Department;
(vii) Describe the approach that faculty members will use to mentor
or otherwise support scholars, including scholars who are pursuing a
degree on a part-time basis or are concurrently employed on a full-time
basis, with the goal of helping them acquire competencies needed by
leadership personnel and advancing their careers in special education
or early intervention administration;
(viii) Describe how the components of the project will promote the
acquisition of scholars' critical leadership skills, including
communication, networking, and collaboration; and
(ix) Describe how the components of the project will promote the
acquisition of scholars' knowledge of strategies and approaches in
attracting, preparing, and retaining qualified educators, particularly
educators from underrepresented backgrounds, who will work with and
provide services to children with disabilities.
(c) Demonstrate, in the narrative section of the application under
``Quality of the project evaluation,'' how the applicant will--
(1) Evaluate how well the goals or objectives of the proposed
leadership project have been met. The applicant must describe the
outcomes to be measured for both the project and the scholars,
particularly the acquisition of scholars' competencies; and the
evaluation methodologies to be employed, including proposed
instruments, data collection methods, and possible analyses;
(2) Collect, analyze, and use data on current scholars and scholars
who graduate from the program to improve the proposed program on an
ongoing basis; and
(3) Report the evaluation results to OSEP in the applicant's annual
and final performance reports.
(d) Demonstrate, in the narrative under ``Required Project
Assurances'' or appendices as directed, that the following program
requirements are met. The applicant must--
(1) Include in appendix B of the application--
(i) Course syllabi for all coursework in the major and any required
coursework for a minor;
(ii) Course syllabi for all evaluation methods or data analysis
courses required by the degree program and for all elective evaluation
methods or data analysis courses that have been completed by more than
one scholar enrolled in the program in the last five years; and
(iii) For new coursework, proposed syllabi;
(2) Ensure that the proposed number of scholars will be recruited
into the program within the first 12 months of the project period or
demonstrate that scholars enrolled after the first 12 months can
graduate from the program by the end of the proposed project period.
The described scholar recruitment strategies, including recruitment of
individuals with disabilities, the program components and their
sequence, and proposed budget must be consistent with this requirement;
(3) Ensure that efforts to recruit a diverse range of scholars,
including diversity of race, ethnicity, or national origin, are
consistent with applicable law. For instance, grantees may engage in
focused outreach and recruitment to increase the diversity of the
applicant pool prior to the selection of scholars;
(4) Ensure that the project will meet the requirements in 34 CFR
304.23, particularly those related to (i) informing all scholarship
recipients of their service obligation commitment; and (ii) disbursing
scholarships. Failure by a grantee to properly meet these requirements
is a violation of the grant award that may result in sanctions,
including the grantee being liable for returning any misused funds to
the Department;
(5) Ensure that prior approval from the OSEP project officer will
be obtained before admitting additional scholars beyond the number of
scholars proposed in the application and before transferring a scholar
to another preparation program funded by OSEP;
(6) Ensure that the project will meet the statutory requirements in
section 662(e) through (h) of IDEA;
(7) Ensure that at least 65 percent of the total award over the
project period (i.e., up to 5 years) will be used for scholar support;
(8) Ensure that the IHE will not require scholars enrolled in the
program to work (e.g., as graduate assistants) as a condition of
receiving support (e.g., tuition, stipends) from the proposed project,
unless the work is specifically related to the acquisition of scholars'
competencies or the requirements for
[[Page 18275]]
completion of their personnel preparation program. This prohibition on
work as a condition of receiving support does not apply to the service
obligation requirements in section 662(h) of IDEA;
(9) Ensure that the project will be operated in a manner consistent
with nondiscrimination requirements contained in the U.S. Constitution
and the Federal civil rights laws;
(10) Ensure that a revised project budget will be submitted to OSEP
should the project not be able to recruit and enroll the proposed
number of scholars that can graduate from the program by the end of the
project period;
(11) Ensure that the budget includes attendance by the project
director at a three-day project directors' meeting in Washington, DC,
or virtually, during each year of the project. The budget may also
provide for the attendance of scholars at the same three-day project
directors' meetings in Washington, DC, or virtually;
(12) Ensure that the project director, key personnel, and scholars
will actively participate in the cross-project collaboration, advanced
trainings, and cross-site learning opportunities (e.g., webinars,
briefings) supported by OSEP. This network is intended to promote
opportunities for participants to share resources and generate new
knowledge by addressing topics of common interest to participants
across projects including Department priorities and needs in the field;
(13) Ensure that if the project maintains a website, it will be of
high quality, with an easy-to-navigate design, that meets government or
industry-recognized standards for accessibility;
(14) Ensure that annual progress toward meeting project goals is
posted on the project website;
(15) Ensure that scholar accomplishments (e.g., public service,
awards, program implementation demonstrating improved child outcomes)
will be reported in annual and final performance reports; and
(16) Ensure that annual data will be submitted on each scholar who
receives grant support (OMB Control Number 1820-0686). The primary
purposes of the data collection are to track the service obligation
fulfillment of scholars who receive funds from OSEP grants and to
collect data for program performance measure reporting under the
Government Performance and Results Act of 1993 (GPRA). Applicants are
encouraged to visit the Personnel Development Program Data Collection
System (DCS) website at https://pdp.ed.gov/osep for further information
about this data collection requirement. Typically, data collection
begins in January of each year, and grantees are notified by email
about the data collection period for their grant, although grantees may
submit data as needed, year-round. This data collection must be
submitted electronically by the grantee and does not supplant the
annual grant performance report required of each grantee for
continuation funding (see 34 CFR 75.590). Data collection includes the
submission of a signed, completed Pre-Scholarship Agreement and Exit
Certification for each scholar funded under an OSEP grant (see
paragraph (d)(4) of this priority).
Competitive Preference Priorities: Within Absolute Priorities 1 and
2, we give competitive preference to applications that address
Competitive Preference Priorities 1 and 2. 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. The total
maximum points we may award an application that chooses to address all
of the competitive preference priorities is 6. Applicants should
indicate in the abstract which competitive preference priorities are
addressed.
These priorities are:
Competitive Preference Priority 1 (0 or 3 points).
Research has recognized a number of contributing factors to a
scholar's acquisition of competencies and success in doctoral programs
including developing and enhancing professional networks and
collaborative learning opportunities (Douglas, 2020; Sverdlik et al.,
2018). Further, networks are viewed as integral to leadership
development and critical to addressing complex problems (Cullen-Lester
et al., 2017; Hoppe & Reinelt, 2010). However, it has been noted that
doctoral programs have often not paid sufficient attention to these
factors (Douglas, 2020).
An application that proposes a partnership consisting of two or
three IHEs in a high-need area of leadership shortages. To meet the
competitive preference priority, a project must--
(a) Establish a partnership comprised of two or three IHEs with
existing doctoral programs that prepare scholars to work as doctoral-
level leaders in the high-need area proposed;
(b) Address in the project narrative the high-need area (e.g.,
early childhood behavior, secondary transition, or special education
administration) in which the partnership proposes to prepare scholars;
(c) Address in the project narrative how the opportunities provided
to scholars through the partnership activities will promote the
competencies needed by leaders the project proposes to prepare;
(d) Address in the project narrative how the partnership is
designed to ensure that scholars have opportunities to work with
faculty and scholars at each IHE participating in the partnership on
activities that will promote the competencies needed by leaders the
project proposes to prepare; and
(e) Address in the project narrative how policies, procedures,
standards, and fiscal management of the partnership will be
established.
Note: For additional information regarding group applications,
refer to 34 CFR 75.127, 75.128, and 75.129.
Note: Partnerships of two or three IHEs must be structured so
that either (1) each participating IHE in the partnerhip must have a
doctoral program that enrolls and supports scholars; or (2) one IHE
enrolls scholars in the doctoral program but scholars are required
to take coursework and other program components (e.g., teaching,
reasearh) at each participating IHE in the partnership as part of
the doctoral program requirements.
Competitive Preference Priority 2 (0 or 3 points).
(a) Under this priority, an applicant must demonstrate that the
applicant has not had an active discretionary grant under the program
from which it seeks funds, including through membership in a group
application submitted in accordance with 34 CFR 75.127-75.129, in the
last five years before the deadline date for submission of applications
under the program.
(b) For the purpose of this priority, a grant or contract is active
until the end of the grant's or contract's project or funding period,
including any extensions of those periods that extend the grantee's or
contractor's authority to obligate funds.
References:
Bellamy, T., & Iwaszuk, W. (2017, October). Responding to the need
for new local special education administrators: A case study. CEEDAR
Center. https://ceedar.education.ufl.edu/wp-content/uploads/2018/02/Case-Study-SPED-10-29-17.pdf.
Billingsley, B., & Bettini, E. (2019). Special education teacher
attrition and retention: A review of the literature. Review of
Educational Research, 89(5), 697-744. https://doi.org/10.3102/0034654319862495.
Billingsley, B., Bettini, E., Mathews, H.M., & McLeskey, J. (2020).
Improving working conditions to support special educators'
effectiveness: A call for leadership.
[[Page 18276]]
Teacher Education and Special Education, 43(1), 7-27.
Billingsley, B.S., Crockett, J., & Kamman, M.L. (2014). Recruiting
and retaining teachers and administrators in special education. In
P.T. Sindelar, E.D. McCray, M.T. Brownell, & B. Lignugaris/Kraft
(Eds.), Handbook of research on special education teacher
preparation (pp. 94-112). Routledge.
Boscardin, M.L., & Lashley, C.L. (2018). Expanding the leadership
framework to support socially just special education policy,
preparation, and standards. In J.B. Crockett, B.S. Billingsley, &
M.L. Boscardin (Eds.), The handbook of leadership and administration
for special education. Routledge.
Brownell, M.T., Jones, N.D., Sohn, H., & Stark, K. (2020). Improving
teaching quality for students with disabilities: Establishing a
warrant for teacher education practice. Teacher Education and
Special Education, 43(1), 28-444.
Bruns, D.A., LaRocco, D.J., Sharp, O.L., & Sopko, K.M. (2017).
Leadership competencies in U.S. early intervention/early childhood
special education service systems: A national survey. Infants and
Young Children, 30(4), 304-319.
Castillo, J.M., Curtis, M.J., & Tan, S.Y. (2014). Personnel needs in
school psychology: A 10-year follow-up study on predicted personnel
shortages. Psychology in the Schools, 51(8), 832-849.
deBettencourt, L.U., Hoover, J.J., Rude, H.A., & Taylor, S.S.
(2016). Preparing special education higher education faculty: The
influence of contemporary education issues and policy
recommendations. Teacher Education and Special Education, 39(2),
121-133.
Cullen-Lester, K.L., Maupin, C.K., & Carter, D.R. (2017).
Incorporating social networks in leadership development: A
conceptual model and evaluation of research and practice. The
Leadership Quarterly, 28(1), 130-152.
Douglas, A.S. (2020). Engaging doctoral students in networking
opportunities: A relational approach to doctoral study. Teaching in
Higher Education. https://doi.org/10.1080/13562517.2020.1808611.
Hoppe, B., & Reinelt, C. (2010). Social network analysis and the
evaluation of leadership networks. The Leadership Quarterly, 21(4),
600-619.
Montrosse, B.E., & Young, C.J. (2012). Market demand for special
education faculty. Teacher Education and Special Education, 35(2),
140-153.
National Center for Systemic Improvement (NCSI). (2018a). Leadership
turnover: The impact on State special education systems. https://ncsi-library.wested.org/resources/250.
National Center for Systemic Improvement (NCSI). (2018b). Leadership
turnover: The impact on State early intervention systems. https://ncsi-library.wested.org/resources/200.
Robb, S.M., Smith, D.D., & Montrosse, B.E. (2012). A context of the
demand for special education faculty: A study of special education
teacher preparation programs. Teacher Education and Special
Education, 35(2), 128-139.
Smith, D.D., Montrosse, B.E., Robb, S.M., Tyler, N.C., & Young, C.
(2011). Assessing trends in leadership: Special education's capacity
to produce a highly qualified workforce. Claremont Graduate
University. https://files.eric.ed.gov/fulltext/ED537788.pdf.
Smith, D.D., Robb, S.M., West, J., & Tyler, N.C. (2010). The
changing education landscape: How special education leadership
preparation can make a difference for teachers and their students
with disabilities. Teacher Education and Special Education, 33(1),
25-43.
Sverdlik, A., Hall, N.C., McAlpine, L., & Hubbard, K. (2018). The
Ph.D. experience: A review of the factors influencing doctoral
students' completion, achievement, and well-being. International
Journal of Doctoral Studies, 13, 361-388.
West, J.E., & Hardman, H.L. (2012). Averting current and future
special education faculty shortages: Policy implications and
recommendations. Teacher Education and Special Education, 35(2),
154-160.
Woods, J., & Snyder, P. (2009). Interdisciplinary doctoral
leadership training in early intervention. Infants & Young Children,
22(1), 32-34.
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (APA) (5 U.S.C. 553) the Department generally offers interested
parties the opportunity to comment on proposed priorities and
requirements. Section 681(d) of IDEA, however, makes the public comment
requirements of the APA inapplicable to the priorities in this notice.
Program Authority: 20 U.S.C. 1462 and 1481.
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 Governmentwide Debarment and Suspension (Nonprocurement) in
2 CFR part 180, as adopted and amended as regulations of the Department
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost
Principles, and Audit Requirements for Federal Awards in 2 CFR part
200, as adopted and amended as regulations of the Department in 2 CFR
part 3474. (d) The regulations for this program in 34 CFR part 304.
Note: The regulations in 34 CFR part 86 apply to IHEs only.
II. Award Information
Type of Award: Discretionary grants.
Note: In accordance with 34 CFR 75.200(b)(4), the Department may
award a cooperative agreement under this program if the Secretary
determines that substantial involvement between the Department and
the recipient is necessary to carry out a collaborative project.
Estimated Available Funds: $4,750,000.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in FY 2022 from the list of
unfunded applications from this competition.
Estimated Range of Awards: $225,000-$250,000 per year for an
individual IHE; $450,000-$500,000 per year for a two-IHE group
application; and $675,000-$750,000 for a three-IHE group application.
Estimated Average Size of Awards: $237,500 per year for an
individual IHE; $475,000 per year for a two-IHE group application; and
$712,500 per year for a three-IHE group application.
Maximum Award: For a single budget period of 12 months, we will not
make an award exceeding: For an individual IHE, $250,000; for a two-IHE
group application, $500,000; and, for a three-IHE group application,
$750,000.
Estimated Number of Awards: Up to 19 awards for individual IHEs.
OSEP intends to fund in FY 2021 at least 13 high-quality individual IHE
applications meeting the requirements under Absolute Priority 1 and 6
high-quality individual IHE applications meeting the requirements under
Absolute Priority 2. However, the total number of awards may change
depending on the number of group application awards under each absolute
priority.
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.
Note: If you are a nonprofit organization, under 34 CFR 75.51,
you may demonstrate your nonprofit status by providing: (1) Proof
that the Internal Revenue Service currently recognizes the applicant
as an organization to which contributions are tax deductible under
section 501(c)(3) of the Internal Revenue Code; (2) a statement from
a State taxing body or the State attorney general certifying that
the organization is a nonprofit organization operating within the
State and that no part of its net earnings may lawfully benefit any
private shareholder or individual; (3) a certified copy of the
applicant's certificate of incorporation or similar document if it
clearly establishes the nonprofit status of the applicant; or (4)
any
[[Page 18277]]
item described above if that item applies to a State or national
parent organization, together with a statement by the State or
parent organization that the applicant is a local nonprofit
affiliate.
2. a. Cost Sharing or Matching: Cost sharing or matching is not
required for this competition.
b. Indirect Cost Rate Information: This program uses a training
indirect cost rate. 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 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: 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 Absolute Priority 1
or 2, involve individuals with disabilities, or parents of individuals
with disabilities ages birth through 26, in planning, implementing, and
evaluating the project (see section 682(a)(1)(A) of IDEA).
IV. Application and Submission Information
1. Application Submission Instructions: Applicants are required to
follow the Common Instructions for Applicants to Department of
Education Discretionary Grant Programs, published in the Federal
Register on February 13, 2019 (84 FR 3768), and available at
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf, which
contain requirements and information on how to submit an application.
2. Intergovernmental Review: This competition is subject to
Executive Order 12372 and the regulations in 34 CFR part 79.
Information about Intergovernmental Review of Federal Programs under
Executive Order 12372 is in the application package for this
competition.
3. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
4. Recommended Page Limit: The application narrative 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 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 as follows:
(a) Significance (10 points).
(1) The Secretary considers the significance of the proposed
project.
(2) In determining the significance of the proposed project, the
Secretary considers the following factors:
(i) The extent to which the proposed project will prepare personnel
for fields in which shortages have been demonstrated;
(ii) The importance or magnitude of the results or outcomes likely
to be attained by the proposed project; and
(iii) The extent to which there is a conceptual framework
underlying the proposed research or demonstration activities and the
quality of that framework.
(b) Quality of project services (45 points).
(1) The Secretary considers the quality of the services to be
provided by the proposed project.
(2) In determining the quality of the services to be provided by
the proposed project, the Secretary considers the quality and
sufficiency of strategies for ensuring equal access and treatment for
eligible project participants who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factors:
(i) The extent to which the training or professional development
services to be provided by the proposed project are of sufficient
quality, intensity, and duration to lead to improvements in practice
among the recipients of those services;
(ii) The extent to which the proposed activities constitute a
coherent, sustained program of training in the field; and
(iii) The extent to which the services to be provided by the
proposed project reflect up-to-date knowledge from research and
effective practice.
(c) Quality of project evaluation (25 points).
(1) The Secretary considers the quality of the evaluation to be
conducted of the proposed project.
(2) In determining the quality of the evaluation, the Secretary
considers the following factors:
(i) The extent to which the methods of evaluation are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed project;
(ii) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable;
(iii) The extent to which the methods of evaluation include the use
of objective performance measures that are clearly related to the
intended outcomes of the project and will produce quantitative and
qualitative data to the extent possible; and
(iv) The extent to which the methods of evaluation will provide
timely guidance for quality assurance.
(d) Quality of the management plan and adequacy of resources (20
points).
(1) The Secretary considers the quality of the management plan and
the adequacy of resources for the proposed project.
[[Page 18278]]
(2) In determining the quality of the management plan and the
adequacy of resources, the Secretary considers the following factors:
(i) The qualifications, including relevant training and experience,
of key project personnel;
(ii) The adequacy of the management plan to achieve the objectives
of the proposed project on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks;
(iii) The extent to which the time commitments of the project
director and principal investigator and other key project personnel are
appropriate and adequate to meet the objectives of the proposed
project;
(iv) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the applicant organization or the
lead applicant organization; and
(v) The extent to which the budget is adequate to support the
proposed project.
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
requires various assurances, including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. Additional Review and Selection Process Factors: In the past,
the Department has had difficulty finding peer reviewers for certain
competitions because so many individuals who are eligible to serve as
peer reviewers have conflicts of interest. The standing panel
requirements under section 682(b) of IDEA also have placed additional
constraints on the availability of reviewers. Therefore, the Department
has determined that for some discretionary grant competitions,
applications may be separated into two or more groups and ranked and
selected for funding within specific groups. This procedure will make
it easier for the Department to find peer reviewers by ensuring that
greater numbers of individuals who are eligible to serve as reviewers
for any particular group of applicants will not have conflicts of
interest. It also will increase the quality, independence, and fairness
of the review process, while permitting panel members to review
applications under discretionary grant competitions for which they also
have submitted applications.
4. Risk Assessment and Specific Conditions: Consistent with 2 CFR
200.206, 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 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
[[Page 18279]]
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 the Government
Performance and Results Act of 1993 (GPRA) and 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
the quality of the Personnel Development to Improve Services and
Results for Children with Disabilities program. These measures include:
(1) The percentage of preparation programs that incorporate
scientifically or evidence-based \13\ practices into their curricula;
(2) the percentage of scholars completing preparation programs who are
knowledgeable and skilled in evidence-based practices for children with
disabilities; (3) the percentage of scholars who exit preparation
programs prior to completion due to poor academic performance; (4) the
percentage of scholars completing preparation programs who are working
in the area(s) in which they were prepared upon program completion; (5)
the Federal cost per scholar who completed the preparation program; (6)
the percentage of scholars who completed the preparation program and
are employed in high-need districts; and (7) the percentage of scholars
who completed the preparation program and who are rated effective by
their employers.
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\13\ For the purposes of this performance measure, ``evidence-
based'' means, at a minimum, evidence that demonstrates a rationale
(as defined in 34 CFR 77.1), where a key project component included
in the project's logic model is informed by research or evaluation
findings that suggest the project component is likely to improve
relevant outcomes.
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In addition, the Department will gather information on the
following outcome measures: (1) The percentage of scholars who
completed the preparation program and are employed in the field of
special education for at least two years; (2) the number and percentage
of scholars proposed by the grantee in their application that were
actually enrolled and making satisfactory academic progress in the
current academic year; and (3) the number and percentage of enrolled
scholars who are on track to complete the training program by the end
of the project's original grant period.
Grantees may be asked to participate in assessing and providing
information on these aspects of program quality.
6. Continuation Awards: In making a continuation award under 34 CFR
75.253, the Secretary considers, among other things: Whether a grantee
has made substantial progress in achieving the goals and objectives of
the project; whether the grantee has expended funds in a manner that is
consistent with its approved application and budget; and, if the
Secretary has established performance measurement requirements, the
performance targets in the grantee's approved application.
In making a continuation award, the Secretary also considers
whether the grantee is operating in compliance with the assurances in
its approved application, including those applicable to Federal civil
rights laws that prohibit discrimination in programs or activities
receiving Federal financial assistance from the Department (34 CFR
100.4, 104.5, 106.4, 108.8, and 110.23).
VII. Other Information
Accessible Format: 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.
David Cantrell,
Deputy Director, Office of Special Education Programs, Delegated the
authority to perform the functions and duties of the Assistant
Secretary for the Office of Special Education and Rehabilitative
Services.
[FR Doc. 2021-07261 Filed 4-7-21; 8:45 am]
BILLING CODE 4000-01-P
