83_FR_27684 83 FR 27570 - 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

83 FR 27570 - 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

DEPARTMENT OF EDUCATION

Federal Register Volume 83, Issue 114 (June 13, 2018)

Page Range27570-27577
FR Document2018-12717

The Department of Education is issuing a notice inviting applications for new awards for fiscal year (FY) 2018 for Personnel Development to Improve Services and Results for Children with Disabilities--Preparation of Special Education, Early Intervention, and Related Services Leadership Personnel, Catalog of Federal Domestic Assistance (CFDA) number 84.325D.

Federal Register, Volume 83 Issue 114 (Wednesday, June 13, 2018)
[Federal Register Volume 83, Number 114 (Wednesday, June 13, 2018)]
[Notices]
[Pages 27570-27577]
From the Federal Register Online  [www.thefederalregister.org]
[FR Doc No: 2018-12717]


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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 is issuing a notice inviting 
applications for new awards for fiscal year (FY) 2018 for Personnel 
Development to Improve Services and Results for Children with 
Disabilities--Preparation of Special Education, Early Intervention, and 
Related Services Leadership Personnel, Catalog of Federal Domestic 
Assistance (CFDA) number 84.325D.

DATES: 
    Applications Available: June 13, 2018.
    Deadline for Transmittal of Applications: July 30, 2018.
    Deadline for Intergovernmental Review: September 26, 2018.

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 12, 2018 (83 FR 6003) and available at 
www.thefederalregister.org/fdsys/pkg/FR-2018-02-12/pdf/2018-02558.pdf.

FOR FURTHER INFORMATION CONTACT: Celia Rosenquist, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 5146, Potomac Center Plaza, 
Washington, DC 20202-5076. Telephone: (202) 245-7373.
    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

[[Page 27571]]

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 
one competitive preference priority. In accordance with 34 CFR 
75.105(b)(2)(v), Absolute Priority 1 is from allowable activities 
specified in the statute (see sections 662 and 681 of the Individuals 
with Disabilities Education Act (IDEA); 20 U.S.C. 1462 and 1481). 
Absolute Priority 2 and the competitive preference priority are from 
the Secretary's Final Supplemental Priorities and Definitions for 
Discretionary Grant Programs, published in the Federal Register on 
March 2, 2018 (83 FR 9096) (Supplemental Priorities).
    Absolute Priorities: For FY 2018 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 these priorities.
    These priorities are:

Absolute Priority 1--Preparation of Special Education, Early 
Intervention, and Related Services Leadership Personnel

Background
    The mission of the Office of Special Education and Rehabilitative 
Services (OSERS) is to improve early childhood, educational, and 
employment outcomes and raise expectations for all people with 
disabilities, their families, their communities, and the Nation.
    The purpose of this Preparation of Special Education, Early 
Intervention, and Related Services Leadership Personnel competition 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), 
or as leaders in national organizations, State educational agencies 
(SEAs), lead agencies (LAs), local educational agencies (LEAs), early 
intervention services programs (EIS programs), or schools. Absolute 
Priority 1 is consistent with the Supplemental Priorities, 
specifically, Supplemental Priority 5--Meeting the Unique Needs of 
Students and Children With Disabilities and/or Those with Unique Gifts 
and Talents; and Supplemental Priority 8--Promoting Effective 
Instruction in Classrooms and Schools.
    There is a well-documented need for leadership personnel to fill 
faculty and leadership positions in special education, early 
intervention, and related services (Castillo, Curtis, & Tan, 2014; 
deBettencourt, Hoover, Rude, & Taylor, 2016; Montrosse & Young, 2012; 
Robb, Smith, & Montrosse, 2012; Smith, Montrosse, Robb, Tyler, & Young, 
2011; Smith, Robb, West, & Tyler, 2010; Woods & Snyder, 2009). These 
leaders conduct research to increase the knowledge of effective 
interventions and services for children, including infants and 
toddlers, and youth with disabilities. These leaders also teach 
practices supported by evidence to future special education, early 
intervention, related services, and regular education professionals who 
will work in a variety of educational settings and provide services 
directly to these children (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). In addition, leadership 
shortages limit the field's capacity to ensure that children, including 
infants and toddlers, and youth with disabilities have the opportunity 
to meet challenging objectives and receive an educational program that 
is both meaningful and appropriately ambitious, which is essential for 
preparing them for future success.
    Shortages of leadership personnel at State and local agencies to 
fill special education and early intervention administrator positions 
have also been noted (Billingsley, Crockett, & Kamman, 2014). These 
administrators supervise and evaluate the implementation of 
instructional programs supported by evidence 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 (Lashley & Boscardin, 2003).
    Federal support can increase the supply of personnel who have the 
necessary knowledge and skills to assume leadership positions in 
special education, early intervention, and related services as 
researchers and preparers of special education, early intervention, 
related services, and regular education personnel in IHEs, or as 
leaders in national organizations, SEAs, LAs, LEAs, EIS programs, or 
schools. Critical competencies for special education, early 
intervention, and related services personnel vary depending on the type 
of leadership personnel and the requirements of the preparation program 
but can include, for example, skills needed for postsecondary 
instruction, administration, policy development, professional practice, 
leadership, or research. However, all leadership personnel need to 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., public schools, 
including charter schools, or private schools) or early childhood and 
early intervention settings (e.g., home, community-based, Early Head 
Start and Head Start, child care, or public and private preschools), 
and the interventions and services must include those that promote 
literacy development, literacy skills, or other skills critical for 
college and today's careers.
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, leadership positions as 
researchers and preparers of special education, early intervention, 
related services, and regular education personnel in IHEs, or as 
leaders in national organizations, SEAs, LAs, LEAs, or EIS programs. 
This priority supports two types of programs:
    Type A programs are designed to prepare special education, early 
intervention, and related services personnel as researchers and 
preparers of personnel in IHEs. Type A programs culminate in a doctoral 
degree.

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

[[Page 27572]]

Office of Special Education Programs (OSEP) intends to fund in FY 
2018.

    Type B programs are designed to prepare special education or early 
intervention administrators to work as leaders in national 
organizations, SEAs, LAs, LEAs, or EIS programs. Type B programs 
prepare personnel for positions such as SEA special education 
administrators, LEA or regional special education directors, school-
based special education directors, preschool coordinators, and early 
intervention coordinators. Type B programs culminate in a doctoral 
degree.

    Note: OSEP intends to fund in FY 2018 at least seven high-
quality applications proposing Type B programs and may fund 
applications out of rank order. These applications must be of high 
quality and should score higher than 84 on a 100-point scale, 
exclusive of competitive preference points, in the technical review.


    Note: The preparation of school principals is not included in 
this priority.


    Note: Applicants must identify the specific program type, A or 
B, for which they are applying for funding as part of the abstract. 
Applicants may not submit the same proposal for more than one 
program type.

    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.
    The requirements of this priority are as follows:
    (a) Demonstrate, in the narrative section of the application under 
``Significance of the Project,'' how--
    (1) The project addresses the need for leadership personnel to 
provide, prepare others to provide, or supervise the provision of 
effective interventions and services that improve outcomes for children 
with disabilities, including high-need children with disabilities.\1\ 
These interventions should be applicable to children served in a 
variety of educational settings (e.g., public schools, including 
charter schools, or private schools) or early childhood and early 
intervention settings (e.g., home, community-based, Early Head Start 
and Head Start, child care, or public and private preschools), and the 
interventions and services must include those that promote literacy 
development, literacy skills, or other skills critical for college and 
today's careers. 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 leaders in special education, early intervention, or 
related services such as: The professional accomplishments of program 
graduates (e.g., public service, honors, or peer-reviewed publications 
(for Type A programs)) that demonstrate their leadership in special 
education, early intervention, or related services; the success of 
program graduates as educators of teachers, service providers, or 
administrators, including any results from evaluating the impact of 
those teachers, service providers, or administrators, on the outcomes 
of children with disabilities; 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.

    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, including knowledge of technologies designed to 
provide instruction. To address this requirement, the applicant must--
    (i) Identify the competencies needed by leadership personnel in 
postsecondary instruction, administration, policy development, 
professional practice, leadership, or research in order to provide, 
prepare others to provide, or supervise the provision of effective 
interventions and services that improve outcomes for children with 
disabilities, including high-need children with disabilities; and
    (ii) Provide the conceptual framework of the leadership preparation 
program, including any empirical support, that will promote the 
acquisition of the identified competencies needed by leadership 
personnel, including knowledge of technologies designed to provide 
instruction, and, where applicable, how these competencies relate to 
the project's specialized preparation area.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of the Project Services,'' how--
    (1) The applicant will recruit and support high-quality scholars. 
The narrative must describe--
    (i) The selection criteria the applicant will use to identify high-
quality applicants for admission in the program;
    (ii) The recruitment strategies the applicant will use to attract 
high-quality applicants and any specific recruitment strategies 
targeting high-quality applicants from groups that are underrepresented 
in the teaching profession, including individuals with disabilities; 
and
    (iii) The approach the applicant will use to help all scholars, 
including individuals with disabilities, complete the program; and
    (2) The project is designed to promote the acquisition of the 
competencies needed by leadership personnel to provide, prepare others 
to provide, or supervise the provision of effective interventions and 
services that improve outcomes for children with disabilities, 
including high-need children with disabilities. These interventions 
should be applicable to children served in a variety of educational 
settings (e.g., public schools, including charter schools, or private 
schools) or early childhood and early intervention settings (e.g., 
home, community-based, Early Head Start and Head Start, child care, or 
public and private preschools), and the interventions and services must 
include those that promote literacy development, literacy skills, or 
other skills critical for college and today's careers. 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 to analyze data, critique research and 
methodologies, and practice newly acquired knowledge and skills, will 
enable the scholars to acquire the competencies needed by leadership 
personnel for postsecondary instruction, administration, policy 
development, professional practice, leadership, or research in special 
education, early intervention, or related services;
    (ii) Describe how the components of the project are integrated in 
order to support the acquisition and enhancement of the identified

[[Page 27573]]

competencies needed by leadership personnel in special education, early 
intervention, or related services, including knowledge of technologies 
designed to provide instruction;
    (iii) Describe how the components of the project prepare scholars 
to provide, prepare others to provide, or supervise the provision of 
effective interventions and services that improve outcomes for children 
with disabilities, including high-need children with disabilities, in a 
variety of educational or early childhood and early intervention 
settings;
    (iv) Demonstrate, through a letter of support from a partnering 
agency, school, or program, that it will provide scholars with a high-
quality internship experience in a high-need LEA; \2\ a high-poverty 
school; \3\ a school identified for comprehensive support and 
improvement; \4\ a school implementing a targeted support and 
improvement plan \5\ for children with disabilities; 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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    \2\ For the purposes of this priority, the term ``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.
    \3\ 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.
    \4\ For the purposes of this priority, the term ``school 
identified for comprehensive support and improvement'' means a 
statewide identified category of school that includes (a) not less 
than the lowest-performing five percent of all schools receiving 
funds under this part in the State; (b) all public high schools in 
the State failing to graduate one-third or more of their students; 
(c) public schools in the State described under section 
1111(d)(3)(A)(i)(II) of the ESEA; and (d) at the discretion of the 
State, additional statewide categories of schools as defined in 
section 1111(c)(4)(D)(i) of the ESEA.
    \5\ For the purposes of this priority, the term ``schools 
implementing targeted support and improvement plans'' means a school 
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 use resources, as appropriate, 
available through technical assistance centers, which may include 
centers funded by the Department;
    (vi) Describe the approach that faculty members will use to mentor 
scholars with the goal of helping them acquire competencies needed by 
leadership personnel and advancing their careers in special education, 
early intervention, or related services; and
    (vii) Describe how the components of the project, mentoring, and 
other project opportunities will promote the acquisition of scholars' 
critical leadership skills, including communication, networking, and 
collaboration.
    (c) Demonstrate, in the narrative section of the application under 
``Quality of the Project Evaluation,'' how the applicant will--
    (1) Evaluate how well the goals or objectives of the proposed 
leadership project have been met. The applicant must describe the 
outcomes to be measured for both the project and the scholars, 
particularly the acquisition of scholars' competencies and their impact 
on the services provided by future teachers, service providers, or 
administrators; 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 to the application--
    (i) Course syllabi for all coursework in the major and any required 
coursework for a minor;
    (ii) Course syllabi for all research methods, evaluation methods, 
or data analysis courses required by the degree program and elective 
research methods, evaluation methods, or data analysis courses that 
have been completed by more than one scholar enrolled in the program in 
the last five years; and
    (iii) For new coursework, proposed syllabi;
    (2) Ensure that the proposed number of scholars to be recruited 
into the program can graduate from the program by the end of the 
grant's 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 project requirement;
    (3) Ensure scholars will not be selected based on race or national 
origin/ethnicity. Per the Supreme Court's decision in Adarand 
Constructors, Inc. v. Pena, 515 U.S. 200 (1995), the Department does 
not allow the selection of individuals on the basis of race or national 
origin/ethnicity. For this reason, grantees must ensure that any 
discussion of the recruitment of scholars based on race or national 
origin/ethnicity distinguishes between increasing the pool of 
applicants and actually selecting scholars;
    (4) Ensure that the project will meet all requirements for grantees 
in disbursing scholarships as outlined in 34 CFR 304.23. Failure by a 
grantee to properly meet these requirements would be a violation of the 
grant award that could result in sanctions, including the grantee being 
liable for returning any misused funds to the Department. Specifically, 
before disbursement of scholarship assistance to an individual, a 
grantee must--
    (i) Ensure that the scholar--
    (A) Is a citizen or national of the United States;
    (B) Is a permanent resident of--
    (1) Puerto Rico, the United States Virgin Islands, Guam, American 
Samoa, or the Commonwealth of the Northern Mariana Islands; or
    (2) The Republic of the Marshall Islands, the Federated States of 
Micronesia, or the Republic of Palau during the period in which these 
entities are eligible to receive an award under the Personnel 
Development to Improve Services and Results for Children with 
Disabilities program; or
    (C) Provides evidence from the U.S. Department of Homeland Security 
that the individual is--
    (1) A lawful permanent resident of the United States; or
    (2) In the United States for other than a temporary purpose with 
the intention of becoming a citizen or permanent resident;
    (ii) Limit the cost of attendance portion of the scholarship 
assistance (as discussed in 34 CFR 304.21(a)) to the amount by which 
the individual's cost of attendance at the institution exceeds the 
amount of grant assistance the scholar is to receive for the same 
academic year under title IV of the HEA; and

[[Page 27574]]

    (iii) Obtain a Certification of Eligibility for Federal Assistance 
from each scholar, as prescribed in 34 CFR 75.60, 75.61, and 75.62.
    (5) Ensure that the project will meet the requirements in 34 CFR 
304.23, particularly those related to informing all scholarship 
recipients of their service obligation commitment. 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. Specifically, the 
grantee must prepare, and ensure that each scholarship recipient signs, 
the following two documents:
    (i) A Pre-Scholarship Agreement prior to the scholar receiving a 
scholarship for an eligible program (Office of Management and Budget 
(OMB) Control Number 1820-0686); and
    (ii) An Exit Certification immediately upon the scholar leaving, 
completing, or otherwise exiting that program (OMB Control Number 1820-
0686);
    (6) 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;
    (7) Ensure that the project will meet the statutory requirements in 
section 662(e) through (h) of IDEA;
    (8) Ensure that at least 65 percent of the total requested budget 
over the five years will be used for scholar support;
    (9) 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 and 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;
    (10) Ensure that the budget includes attendance of the project 
director at a three-day project directors' meeting in Washington, DC, 
during each year of the project. The budget may also provide for the 
attendance of scholars at the same three-day project directors' 
meetings in Washington, DC;
    (11) Ensure that the project director, key personnel, and scholars 
will actively participate in the cross-project collaboration, advanced 
trainings, and cross-site learning opportunities (e.g., webinars, 
briefings) supported by OSEP. This network is intended to promote 
opportunities for participants to share resources and generate new 
knowledge by addressing topics of common interest to participants 
across projects including Department priorities and needs in the field;
    (12) Ensure that if the project maintains a website, that it will 
be of high quality, with an easy-to-navigate design, that meets 
government or industry-recognized standards for accessibility;
    (13) Ensure that scholar accomplishments (e.g., publications, 
awards) will be reported in annual and final performance reports; and
    (14) Ensure that annual data will be submitted on each scholar who 
receives grant support (OMB Control Number 1820-0686). The primary 
purposes of the data collection are to track the service obligation 
fulfillment of scholars who receive funds from OSEP grants and to 
collect data for program performance measure reporting under the 
Government Performance and Results Act of 1993 (GPRA). Applicants are 
encouraged to visit the Personnel Development Program Data Collection 
System (DCS) website at https://pdp.ed.gov/osep for further information 
about this data collection requirement. Typically, data collection 
begins in January of each year, and grantees are notified by email 
about the data collection period for their grant, although grantees may 
submit data as needed, year round. This data collection must be 
submitted electronically by the grantee and does not supplant the 
annual grant performance report required of each grantee for 
continuation funding (see 34 CFR 75.590). Data collection includes the 
submission of a signed, completed Pre-Scholarship Agreement and Exit 
Certification for each scholar funded under an OSEP grant (see 
paragraph (4) of this section, subparagraphs (i) and (ii)).

Absolute Priority 2--Promoting Innovation and Efficiency, Streamlining 
Education With an Increased Focus on Improving Student Outcomes, and 
Providing Increased Value to Students and Taxpayers

Background
    The Department seeks to encourage grantees to leverage sources of 
support that may exist for their activities, beyond what is provided by 
the Department. Therefore, we have included an absolute priority for 
matching support through non-Federal contributions, either in cash or 
in-kind donations. Although the cash or in-kind resources to be 
contributed must be at least 10 percent of the total grant award, we 
encourage a higher percentage through the competitive preference 
priority included within this absolute priority.
    Applicants must address this absolute priority, and the competitive 
preference priority, if applicable, in the budget information (ED Form 
524, Section B) and budget narrative. The applicant must propose the 
amount of cash or in-kind resources to be contributed for each year of 
the grant.
Priority
    Projects that are designed to demonstrate matching support \6\ for 
the proposed project at 10 percent of the total amount of the grant.
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    \6\ For the purposes of this priority, matching support can be 
either cash or in-kind donations. According to 2 CFR 200.306, a cash 
expenditure or outlay of cash with respect to the matching budget by 
the grantee is considered a cash contribution. Certain cash 
contributions that the organization normally considers an indirect 
cost should not be counted as a direct cost for the purposes of 
meeting matching support. According to 2 CFR 200.434, third-party 
in-kind contributions are services or property (e.g., land, 
buildings, equipment, materials, supplies), that are contributed by 
a non-Federal third-party at no charge to the grantee.
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    Competitive Preference Priority: Within this absolute priority, we 
give competitive preference to applications that address the following 
priority. Under 34 CFR 75.105(c)(2)(i) we award an additional one point 
to an application that meets paragraph (i) of the competitive 
preference priority and an additional two points to an application that 
meets paragraph (ii) of the competitive preference priority.
    This priority is:
    Projects that are designed to demonstrate matching support for the 
proposed projects:
    (i) 50 percent of the total amount of the grant (1 point); or
    (ii) 100 percent of the total amount of the grant (2 points).

References

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Recruiting and retaining teachers and administrators in special 
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Lignugaris/Kraft (Eds.), Handbook of research on special education 
teacher preparation (pp. 94-112). New York, NY: Routledge.
Castillo, J. M., Curtis, M. J., & Tan, S. Y. (2014). Personnel needs 
in school psychology: A 10-year follow-up study on predicted 
personnel shortages. Psychology in the Schools, 51, 832-849.
deBettencourt, L. U., Hoover, J. J., Rude, H. A., & Taylor, S. S. 
(2016). Preparing special education higher education faculty: The 
influence of contemporary education issues and policy

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recommendations. Teacher Education and Special Education, 39, 121-
133.
Lashley, C., & Boscardin, M. L. (2003). Special education 
administration at the crossroads: Availability, licensure, and 
preparation of special education administrators. Gainesville, FL: 
Center on Personnel Studies in Special Education, University of 
Florida. Retrieved from www.coe.ufl.edu/copsse/docs/IB-8/1/IB-8.pdf.
Montrosse, B. E., & Young, C. J. (2012). Market demand for special 
education faculty. Teacher Education and Special Education, 35, 140-
153.
Robb, S. M., Smith, D. D., & Montrosse, B. E. (2012). A context of 
the demand for special education faculty: A study of special 
education teacher preparation programs. Teacher Education and 
Special Education, 35, 128-139.
Smith, D. D., Montrosse, B. E., Robb, S. M., Tyler, N. C., & Young, 
C. (2011). Assessing trends in leadership: Special education's 
capacity to produce a highly qualified workforce. Claremont, CA: 
[email protected], Claremont Graduate University.
Smith, D. D., Robb, S. M., West, J., & Tyler, N. C. (2010). The 
changing education landscape: How special education leadership 
preparation can make a difference for teachers and their students 
with disabilities. Teacher Education and Special Education, 33, 25-
43.
West, J. E., & Hardman, H. L. (2012). Averting current and future 
special education faculty shortages: Policy implications and 
recommendations. Teacher Education and Special Education, 35, 154-
160.
Woods, J., & Snyder, P. (2009). Interdisciplinary doctoral 
leadership training in early intervention. Infants & Young Children, 
22(1), 32-34.

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

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

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $4,250,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2019 from the list of 
unfunded applications from this competition.
    Estimated Range of Awards: $225,000-$250,000 per year.
    Estimated Average Size of Awards: $237,500 per year.
    Maximum Award: We will not make an award exceeding $250,000 for a 
single budget period of 12 months.
    Estimated Number of Awards: 17.

    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, private nonprofit organizations.
    2. Cost Sharing or Matching: Cost sharing or matching is required 
for this competition. See Absolute Priority 2.
    3. Subgrantees: Under 34 CFR 75.708(b) and (c) a grantee under this 
competition may award subgrants--to directly carry out project 
activities described in its application--to the following types of 
entities: IHEs and private nonprofit organizations suitable to carry 
out the activities proposed in the application. The grantee may award 
subgrants to entities it has identified in an approved application.
    4. Other General Requirements: (a) Recipients of funding under this 
competition must make positive efforts to employ and advance in 
employment qualified individuals with disabilities (see section 606 of 
IDEA).
    (b) Applicants for, and recipients of, funding must, with respect 
to the aspects of their proposed project relating to the absolute 
priority, involve individuals with disabilities, or parents of 
individuals with disabilities ages birth through 26, in planning, 
implementing, and evaluating the project (see section 682(a)(1)(A) of 
IDEA).

IV. Application and Submission Information

    1. Application Submission Instructions: For information on how to 
submit an application please refer to our Common Instructions for 
Applicants to Department of Education Discretionary Grant Programs, 
published in the Federal Register on February 12, 2018 (83 FR 6003) and 
available at www.thefederalregister.org/fdsys/pkg/FR-2018-02-12/pdf/2018-02558.pdf.
    2. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. 
Information about Intergovernmental Review of Federal Programs under 
Executive Order 12372 is in the application package for this 
competition.
    3. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    4. Recommended Page Limit: The application narrative (Part III of 
the application) is where you, the applicant, address the selection 
criteria that reviewers use to evaluate your application. We recommend 
that you (1) limit the application narrative to no more than 50 pages 
and (2) use the following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double-space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, reference citations, and captions, as well as 
all text in charts, tables, figures, graphs, and screen shots.
     Use a font that is 12 point or larger.
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.
    The recommended page limit does not apply to Part I, the cover 
sheet; Part II, the budget section, including the narrative budget 
justification; Part IV, the assurances and certifications; or the 
abstract (follow the guidance provided in the application package for 
completing the abstract), the table of contents, the list of priority 
requirements, the resumes, the reference list, the letters of support, 
or the appendices. However, the recommended page limit does apply to 
all of the application narrative, including all text in charts, tables, 
figures, graphs, and screen shots.

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 of the Project (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

[[Page 27576]]

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 Management Plan and Resources (20 points).
    (1) The Secretary considers the quality of the management plan and 
the adequacy of resources for the proposed project.
    (2) In determining the quality of the management plan and the 
adequacy of resources, the Secretary considers the following factors:
    (i) The qualifications, including relevant training and experience, 
of key project personnel;
    (ii) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks;
    (iii) The extent to which the time commitments of the project 
director and principal investigator and other key project personnel are 
appropriate and adequate to meet the objectives of the proposed 
project;
    (iv) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization; and
    (v) The extent to which the budget is adequate to support the 
proposed project.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
requires various assurances, including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Additional Review and Selection Process Factors: In the past, 
the Department has had difficulty finding peer reviewers for certain 
competitions because so many individuals who are eligible to serve as 
peer reviewers have conflicts of interest. The standing panel 
requirements under section 682(b) of IDEA also have placed additional 
constraints on the availability of reviewers. Therefore, the Department 
has determined that for some discretionary grant competitions, 
applications may be separated into two or more groups and ranked and 
selected for funding within specific groups. This procedure will make 
it easier for the Department to find peer reviewers by ensuring that 
greater numbers of individuals who are eligible to serve as reviewers 
for any particular group of applicants will not have conflicts of 
interest. It also will increase the quality, independence, and fairness 
of the review process, while permitting panel members to review 
applications under discretionary grant competitions for which they also 
have submitted applications.
    4. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.205, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
3474.10, the Secretary may impose specific conditions and, in 
appropriate circumstances, high-risk conditions on a grant if the 
applicant or grantee is not financially stable; has a history of 
unsatisfactory performance; has a financial or other management system 
that does not meet the standards in 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.
    5. Integrity and Performance System: If you are selected under this 
competition to receive an award that over the course of the project 
period may exceed the simplified acquisition threshold (currently 
$150,000), under 2 CFR 200.205(a)(2) we must make a judgment about your 
integrity, business ethics, and record of performance under Federal 
awards--that is, the risk posed by you as an applicant--before we make 
an award. In doing so, we must consider any information about you that 
is in the integrity and performance system (currently referred to as 
the Federal Awardee Performance and Integrity Information System 
(FAPIIS)), accessible through the System for Award Management. You may 
review and comment on any information about yourself that a Federal 
agency previously entered and that is currently in FAPIIS.
    Please note that, if the total value of your currently active 
grants, cooperative agreements, and procurement contracts from the 
Federal Government exceeds $10,000,000, the reporting requirements in 2 
CFR part 200, Appendix XII, require you to report certain integrity 
information to FAPIIS semiannually. Please review the requirements in 2 
CFR part 200, Appendix XII, if this grant plus all the other Federal 
funds you receive exceed $10,000,000.

[[Page 27577]]

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 or subgrantee that is awarded competitive grant 
funds must have a plan to disseminate these public grant deliverables. 
This dissemination plan can be developed and submitted after your 
application has been reviewed and selected for funding. For additional 
information on the open licensing requirements please refer to 2 CFR 
3474.20.
    4. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multiyear award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    5. Performance Measures: Under GPRA, the Department has established 
a set of performance measures, including long-term measures, that are 
designed to yield information on the quality of the Personnel 
Development to Improve Services and Results for Children with 
Disabilities program. These measures include: (1) The percentage of 
preparation programs that incorporate scientifically or evidence-based 
practices into their curricula; (2) the percentage of scholars 
completing preparation programs who are knowledgeable and skilled in 
evidence-based practices for children with disabilities; (3) the 
percentage of scholars who exit preparation programs prior to 
completion due to poor academic performance; (4) the percentage of 
scholars completing preparation programs who are working in the area(s) 
in which they were prepared upon program completion; and (5) the 
Federal cost per scholar who completed the preparation program.
    In addition, the Department will gather information on the 
following outcome measures: (1) The percentage of scholars who 
completed the preparation program and are employed in high-need 
districts; (2) the percentage of scholars who completed the preparation 
program and are employed in the field of special education for at least 
two years; and (3) the percentage of scholars who completed the 
preparation program and who are rated effective by their employers.
    Grantees may be asked to participate in assessing and providing 
information on these aspects of program quality.
    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: Whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, the 
performance targets in the grantee's approved application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Other Information

    Accessible Format: Individuals with disabilities can obtain this 
document and a copy of the application package in an accessible format 
(e.g., Braille, large print, audiotape, or compact disc) by contacting 
the Management Support Services Team, U.S. Department of Education, 400 
Maryland Avenue SW, Room 5113, Potomac Center Plaza, Washington, DC 
20202-2500. Telephone: (202) 245-7363. If you use a TDD or a TTY, call 
the FRS, toll free, at 1-800-877-8339.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. You may 
access the official edition of the Federal Register and the Code of 
Federal Regulations via the Federal Digital System at: www.thefederalregister.org/fdsys. 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.

    Dated: June 8, 2018.
Johnny W. Collett,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2018-12717 Filed 6-12-18; 8:45 am]
 BILLING CODE 4000-01-P



                                              27570                        Federal Register / Vol. 83, No. 114 / Wednesday, June 13, 2018 / Notices

                                                If your application is not evaluated or               additional funding for data collection                   Dated: June 8, 2018.
                                              not selected for funding, we notify you.                analysis and reporting. In this case the               James C. Blew,
                                                2. Administrative and National Policy                 Secretary establishes a data collection                Acting Assistant Deputy Secretary for
                                              Requirements: We identify                               period.                                                Innovation and Improvement.
                                              administrative and national policy                                                                             [FR Doc. 2018–12701 Filed 6–12–18; 8:45 am]
                                                                                                         5. Performance Measures: We have
                                              requirements in the application package
                                                                                                      established one performance measure                    BILLING CODE 4000–01–P
                                              and reference these and other
                                                                                                      for the FSCS program: The percentage
                                              requirements in the Applicable
                                                                                                      and number of individuals targeted for
                                              Regulations section of this notice.                                                                            DEPARTMENT OF EDUCATION
                                                We reference the regulations outlining                services and who receive services
                                              the terms and conditions of an award in                 during each year of the project period.                Applications for New Awards;
                                              the Applicable Regulations section of                      6. Continuation Awards: In making a                 Personnel Development To Improve
                                              this notice and include these and other                 continuation award under 34 CFR                        Services and Results for Children With
                                              specific conditions in the GAN. The                     75.253, the Secretary considers, among                 Disabilities—Preparation of Special
                                              GAN also incorporates your approved                     other things: Whether a grantee has                    Education, Early Intervention, and
                                              application as part of your binding                     made substantial progress in achieving                 Related Services Leadership
                                              commitments under the grant.                            the goals and objectives of the project;               Personnel
                                                3. Open Licensing Requirements:                       whether the grantee has expended funds
                                              Unless an exception applies, if you are                 in a manner that is consistent with its                AGENCY:  Office of Special Education and
                                              awarded a grant under this competition,                 approved application and budget; and,                  Rehabilitative Services, Department of
                                              you will be required to openly license                  if the Secretary has established                       Education.
                                              to the public grant deliverables created                performance measurement                                ACTION: Notice.
                                              in whole, or in part, with Department                   requirements, the performance targets in
                                              grant funds. When the deliverable                                                                              SUMMARY:   The Department of Education
                                                                                                      the grantee’s approved application.                    is issuing a notice inviting applications
                                              consists of modifications to pre-existing
                                              works, the license extends only to those                   In making a continuation award, the                 for new awards for fiscal year (FY) 2018
                                              modifications that can be separately                    Secretary also considers whether the                   for Personnel Development to Improve
                                              identified and only to the extent that                  grantee is operating in compliance with                Services and Results for Children with
                                              open licensing is permitted under the                   the assurances in its approved                         Disabilities—Preparation of Special
                                              terms of any licenses or other legal                    application, including those applicable                Education, Early Intervention, and
                                              restrictions on the use of pre-existing                 to Federal civil rights laws that prohibit             Related Services Leadership Personnel,
                                              works. Additionally, a grantee or                       discrimination in programs or activities               Catalog of Federal Domestic Assistance
                                              subgrantee that is awarded competitive                  receiving Federal financial assistance                 (CFDA) number 84.325D.
                                              grant funds must have a plan to                         from the Department (34 CFR 100.4,                     DATES:
                                              disseminate these public grant                          104.5, 106.4, 108.8, and 110.23).                         Applications Available: June 13, 2018.
                                              deliverables. This dissemination plan                                                                             Deadline for Transmittal of
                                                                                                      VII. Other Information
                                              can be developed and submitted after                                                                           Applications: July 30, 2018.
                                              your application has been reviewed and                     Accessible Format: Individuals with                    Deadline for Intergovernmental
                                              selected for funding. For additional                    disabilities can obtain this document                  Review: September 26, 2018.
                                              information on the open licensing                       and a copy of the application package in               ADDRESSES: For the addresses for
                                              requirements please refer to 2 CFR                      an accessible format (e.g., braille, large             obtaining and submitting an
                                              3474.20.                                                print, audiotape, or compact disc) on                  application, please refer to our Common
                                                4. Reporting: (a) If you apply for a                  request to the program contact person                  Instructions for Applicants to
                                              grant under this competition, you must                  listed under FOR FURTHER INFORMATION                   Department of Education Discretionary
                                              ensure that you have in place the                       CONTACT.                                               Grant Programs, published in the
                                              necessary processes and systems to                                                                             Federal Register on February 12, 2018
                                                                                                         Electronic Access to This Document:
                                              comply with the reporting requirements                                                                         (83 FR 6003) and available at
                                                                                                      The official version of this document is
                                              in 2 CFR part 170 should you receive                                                                           www.gpo.gov/fdsys/pkg/FR-2018-02-12/
                                                                                                      the document published in the Federal
                                              funding under the competition. This                                                                            pdf/2018-02558.pdf.
                                                                                                      Register. You may access the official
                                              does not apply if you have an exception                                                                        FOR FURTHER INFORMATION CONTACT:
                                                                                                      edition of the Federal Register and the
                                              under 2 CFR 170.110(b).                                                                                        Celia Rosenquist, U.S. Department of
                                                (b) At the end of your project period,                Code of Federal Regulations via the
                                                                                                      Federal Digital System at: www.gpo.gov/                Education, 400 Maryland Avenue SW,
                                              you must submit a final performance                                                                            Room 5146, Potomac Center Plaza,
                                              report, including financial information,                fdsys. At this site you can view this
                                                                                                      document, as well as all other                         Washington, DC 20202–5076.
                                              as directed by the Secretary. If you                                                                           Telephone: (202) 245–7373.
                                              receive a multiyear award, you must                     documents of this Department
                                                                                                      published in the Federal Register, in                     If you use a telecommunications
                                              submit an annual performance report                                                                            device for the deaf (TDD) or a text
                                              that provides the most current                          text or Portable Document Format
                                                                                                      (PDF). To use PDF you must have                        telephone (TTY), call the Federal Relay
                                              performance and financial expenditure                                                                          Service (FRS), toll free, at 1–800–877–
                                              information as directed by the Secretary                Adobe Acrobat Reader, which is
                                                                                                      available free at the site.                            8339.
                                              under 34 CFR 75.118. The Secretary
                                              may also require more frequent                             You may also access documents of the                SUPPLEMENTARY INFORMATION:
amozie on DSK3GDR082PROD with NOTICES1




                                              performance reports under 34 CFR                        Department published in the Federal                    Full Text of Announcement
                                              75.720(c). For specific requirements on                 Register by using the article search
                                              reporting, please go to www.ed.gov/                     feature at: www.federalregister.gov.                   I. Funding Opportunity Description
                                              fund/grant/apply/appforms/                              Specifically, through the advanced                       Purpose of Program: The purposes of
                                              appforms.html.                                          search feature at this site, you can limit             this program are to (1) help address
                                                (c) Under 34 CFR 75.250(b), the                       your search to documents published by                  State-identified needs for personnel
                                              Secretary may provide a grantee with                    the Department.                                        preparation in special education, early


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                                                                           Federal Register / Vol. 83, No. 114 / Wednesday, June 13, 2018 / Notices                                               27571

                                              intervention, related services, and                     consistent with the Supplemental                       education, early intervention, and
                                              regular education to work with children,                Priorities, specifically, Supplemental                 related services as researchers and
                                              including infants and toddlers, with                    Priority 5—Meeting the Unique Needs                    preparers of special education, early
                                              disabilities; and (2) ensure that those                 of Students and Children With                          intervention, related services, and
                                              personnel have the necessary skills and                 Disabilities and/or Those with Unique                  regular education personnel in IHEs, or
                                              knowledge, derived from practices that                  Gifts and Talents; and Supplemental                    as leaders in national organizations,
                                              have been determined through                            Priority 8—Promoting Effective                         SEAs, LAs, LEAs, EIS programs, or
                                              scientifically based research and                       Instruction in Classrooms and Schools.                 schools. Critical competencies for
                                              experience, to be successful in serving                    There is a well-documented need for                 special education, early intervention,
                                              those children.                                         leadership personnel to fill faculty and               and related services personnel vary
                                                Priorities: This competition includes                 leadership positions in special                        depending on the type of leadership
                                              two absolute priorities and one                         education, early intervention, and                     personnel and the requirements of the
                                              competitive preference priority. In                     related services (Castillo, Curtis, & Tan,             preparation program but can include,
                                              accordance with 34 CFR 75.105(b)(2)(v),                 2014; deBettencourt, Hoover, Rude, &                   for example, skills needed for
                                              Absolute Priority 1 is from allowable                   Taylor, 2016; Montrosse & Young, 2012;                 postsecondary instruction,
                                              activities specified in the statute (see                Robb, Smith, & Montrosse, 2012; Smith,                 administration, policy development,
                                              sections 662 and 681 of the Individuals                 Montrosse, Robb, Tyler, & Young, 2011;                 professional practice, leadership, or
                                              with Disabilities Education Act (IDEA);                 Smith, Robb, West, & Tyler, 2010;                      research. However, all leadership
                                              20 U.S.C. 1462 and 1481). Absolute                      Woods & Snyder, 2009). These leaders                   personnel need to have current
                                              Priority 2 and the competitive                          conduct research to increase the                       knowledge of effective interventions
                                              preference priority are from the                        knowledge of effective interventions                   and services that improve outcomes for
                                              Secretary’s Final Supplemental                          and services for children, including                   children with disabilities, including
                                              Priorities and Definitions for                          infants and toddlers, and youth with                   high-need children with disabilities.
                                              Discretionary Grant Programs,                           disabilities. These leaders also teach                 This knowledge should be applicable to
                                              published in the Federal Register on                    practices supported by evidence to                     children served in a variety of
                                              March 2, 2018 (83 FR 9096)                              future special education, early                        educational settings (e.g., public
                                              (Supplemental Priorities).                              intervention, related services, and                    schools, including charter schools, or
                                                Absolute Priorities: For FY 2018 and                  regular education professionals who                    private schools) or early childhood and
                                              any subsequent year in which we make                    will work in a variety of educational                  early intervention settings (e.g., home,
                                              awards from the list of unfunded                        settings and provide services directly to              community-based, Early Head Start and
                                              applications from this competition,                     these children (Robb et al., 2012; Smith               Head Start, child care, or public and
                                              these priorities are absolute priorities.               et al., 2010; West & Hardman, 2012).                   private preschools), and the
                                              Under 34 CFR 75.105(c)(3), we consider                  Shortages in these leadership positions                interventions and services must include
                                              only applications that meet these                       limit the field’s capacity to generate new             those that promote literacy
                                              priorities.                                             knowledge of effective interventions                   development, literacy skills, or other
                                                These priorities are:                                 and to prepare future professionals to                 skills critical for college and today’s
                                                                                                      improve outcomes for children with                     careers.
                                              Absolute Priority 1—Preparation of                      disabilities (Smith et al., 2011). In
                                              Special Education, Early Intervention,                  addition, leadership shortages limit the               Priority
                                              and Related Services Leadership                         field’s capacity to ensure that children,
                                              Personnel                                               including infants and toddlers, and                      The purpose of this priority is to
                                                                                                      youth with disabilities have the                       support existing doctoral degree
                                              Background                                                                                                     programs that prepare special
                                                                                                      opportunity to meet challenging
                                                The mission of the Office of Special                  objectives and receive an educational                  education, early intervention, and
                                              Education and Rehabilitative Services                   program that is both meaningful and                    related services personnel at the
                                              (OSERS) is to improve early childhood,                  appropriately ambitious, which is                      doctoral degree level who are well
                                              educational, and employment outcomes                    essential for preparing them for future                qualified for, and can act effectively in,
                                              and raise expectations for all people                   success.                                               leadership positions as researchers and
                                              with disabilities, their families, their                   Shortages of leadership personnel at                preparers of special education, early
                                              communities, and the Nation.                            State and local agencies to fill special               intervention, related services, and
                                                The purpose of this Preparation of                    education and early intervention                       regular education personnel in IHEs, or
                                              Special Education, Early Intervention,                  administrator positions have also been                 as leaders in national organizations,
                                              and Related Services Leadership                         noted (Billingsley, Crockett, & Kamman,                SEAs, LAs, LEAs, or EIS programs. This
                                              Personnel competition is to support                     2014). These administrators supervise                  priority supports two types of programs:
                                              existing doctoral degree programs that                  and evaluate the implementation of                       Type A programs are designed to
                                              prepare special education, early                        instructional programs supported by                    prepare special education, early
                                              intervention, and related services                      evidence to make sure that State or local              intervention, and related services
                                              personnel who are well-qualified for,                   agencies are meeting the needs of                      personnel as researchers and preparers
                                              and can act effectively in, leadership                  children with disabilities.                            of personnel in IHEs. Type A programs
                                              positions as researchers and preparers of               Administrators also ensure that schools                culminate in a doctoral degree.
                                              special education, early intervention,                  and programs meet Federal, State, and
                                              and related services personnel in                       local requirements for special                            Note: Preparation programs that lead to
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                                              institutions of higher education (IHEs),                                                                       clinical doctoral degrees in related services
                                                                                                      education, early intervention, and                     (e.g., a Doctor of Audiology degree or Doctor
                                              or as leaders in national organizations,                related services (Lashley & Boscardin,                 of Physical Therapy degree) are not included
                                              State educational agencies (SEAs), lead                 2003).                                                 in this priority. These types of preparation
                                              agencies (LAs), local educational                          Federal support can increase the                    programs are eligible to apply for funding
                                              agencies (LEAs), early intervention                     supply of personnel who have the                       under the Personnel Preparation in Special
                                              services programs (EIS programs), or                    necessary knowledge and skills to                      Education, Early Intervention, and Related
                                              schools. Absolute Priority 1 is                         assume leadership positions in special                 Services priority (CFDA 84.325K) that the



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                                              27572                         Federal Register / Vol. 83, No. 114 / Wednesday, June 13, 2018 / Notices

                                              Office of Special Education Programs (OSEP)              settings (e.g., home, community-based,                leadership personnel, including
                                              intends to fund in FY 2018.                              Early Head Start and Head Start, child                knowledge of technologies designed to
                                                Type B programs are designed to                        care, or public and private preschools),              provide instruction, and, where
                                              prepare special education or early                       and the interventions and services must               applicable, how these competencies
                                              intervention administrators to work as                   include those that promote literacy                   relate to the project’s specialized
                                              leaders in national organizations, SEAs,                 development, literacy skills, or other                preparation area.
                                              LAs, LEAs, or EIS programs. Type B                       skills critical for college and today’s                  (b) Demonstrate, in the narrative
                                              programs prepare personnel for                           careers. To address this requirement, the             section of the application under
                                              positions such as SEA special education                  applicant must present—                               ‘‘Quality of the Project Services,’’ how—
                                              administrators, LEA or regional special                     (i) Appropriate and applicable data                   (1) The applicant will recruit and
                                              education directors, school-based                        (e.g., national, State) demonstrating the             support high-quality scholars. The
                                              special education directors, preschool                   need for the leadership personnel the                 narrative must describe—
                                              coordinators, and early intervention                     applicant proposes to prepare; and                       (i) The selection criteria the applicant
                                                                                                          (ii) Data demonstrating the success of             will use to identify high-quality
                                              coordinators. Type B programs
                                                                                                       the doctoral program to date in                       applicants for admission in the program;
                                              culminate in a doctoral degree.
                                                                                                       producing leaders in special education,                  (ii) The recruitment strategies the
                                                Note: OSEP intends to fund in FY 2018 at               early intervention, or related services               applicant will use to attract high-quality
                                              least seven high-quality applications                    such as: The professional                             applicants and any specific recruitment
                                              proposing Type B programs and may fund                                                                         strategies targeting high-quality
                                              applications out of rank order. These                    accomplishments of program graduates
                                              applications must be of high quality and                 (e.g., public service, honors, or peer-               applicants from groups that are
                                              should score higher than 84 on a 100-point               reviewed publications (for Type A                     underrepresented in the teaching
                                              scale, exclusive of competitive preference               programs)) that demonstrate their                     profession, including individuals with
                                              points, in the technical review.                         leadership in special education, early                disabilities; and
                                                                                                       intervention, or related services; the                   (iii) The approach the applicant will
                                                 Note: The preparation of school principals            success of program graduates as                       use to help all scholars, including
                                              is not included in this priority.                        educators of teachers, service providers,             individuals with disabilities, complete
                                                                                                       or administrators, including any results              the program; and
                                                Note: Applicants must identify the specific                                                                     (2) The project is designed to promote
                                              program type, A or B, for which they are                 from evaluating the impact of those
                                              applying for funding as part of the abstract.            teachers, service providers, or                       the acquisition of the competencies
                                              Applicants may not submit the same                       administrators, on the outcomes of                    needed by leadership personnel to
                                              proposal for more than one program type.                 children with disabilities; the average               provide, prepare others to provide, or
                                                                                                       amount of time it takes for program                   supervise the provision of effective
                                                 To be considered for funding under
                                                                                                       graduates to complete the program; The                interventions and services that improve
                                              this absolute priority, program
                                                                                                       number of program graduates; and the                  outcomes for children with disabilities,
                                              applicants must meet the application
                                                                                                       percentage of program graduates finding               including high-need children with
                                              requirements contained in the priority.
                                                                                                       employment directly related to their                  disabilities. These interventions should
                                              All projects funded under this absolute
                                                                                                       preparation.                                          be applicable to children served in a
                                              priority also must meet the
                                                                                                         Note: Data on the success of a doctoral
                                                                                                                                                             variety of educational settings (e.g.,
                                              programmatic and administrative
                                                                                                       program should be no older than five years            public schools, including charter
                                              requirements specified in the priority.
                                                                                                       prior to the start date of the project proposed       schools, or private schools) or early
                                                 The requirements of this priority are
                                                                                                       in the application. When reporting                    childhood and early intervention
                                              as follows:
                                                 (a) Demonstrate, in the narrative                     percentages, the denominator (i.e., the total         settings (e.g., home, community-based,
                                                                                                       number of scholars or program graduates)              Early Head Start and Head Start, child
                                              section of the application under                         must be provided.
                                              ‘‘Significance of the Project,’’ how—                                                                          care, or public and private preschools),
                                                 (1) The project addresses the need for                  (2) Scholar competencies to be                      and the interventions and services must
                                              leadership personnel to provide,                         acquired in the program relate to                     include those that promote literacy
                                              prepare others to provide, or supervise                  knowledge and skills needed by the                    development, literacy skills, or other
                                              the provision of effective interventions                 leadership personnel the applicant                    skills critical for college and today’s
                                              and services that improve outcomes for                   proposes to prepare, including                        careers. To address this requirement, the
                                              children with disabilities, including                    knowledge of technologies designed to                 applicant must—
                                              high-need children with disabilities.1                   provide instruction. To address this                     (i) Describe how the components of
                                              These interventions should be                            requirement, the applicant must—                      the project, such as coursework,
                                              applicable to children served in a                         (i) Identify the competencies needed                internship experiences, research
                                              variety of educational settings (e.g.,                   by leadership personnel in                            requirements, and other opportunities
                                              public schools, including charter                        postsecondary instruction,                            provided to scholars to analyze data,
                                              schools, or private schools) or early                    administration, policy development,                   critique research and methodologies,
                                              childhood and early intervention                         professional practice, leadership, or                 and practice newly acquired knowledge
                                                                                                       research in order to provide, prepare                 and skills, will enable the scholars to
                                                1 For purposes of this priority, ‘‘high-need           others to provide, or supervise the                   acquire the competencies needed by
                                              children with disabilities’’ refers to children or       provision of effective interventions and              leadership personnel for postsecondary
                                              students (ages birth through 21, depending on the        services that improve outcomes for                    instruction, administration, policy
                                              State) who are eligible for services under IDEA, and     children with disabilities, including                 development, professional practice,
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                                              who may be at risk of educational failure or
                                              otherwise in need of special assistance or support       high-need children with disabilities;                 leadership, or research in special
                                              because they: (1) Are living in poverty, (2) are         and                                                   education, early intervention, or related
                                              English learners, (3) are academically far below           (ii) Provide the conceptual framework               services;
                                              grade level, (4) have left school before receiving a     of the leadership preparation program,                   (ii) Describe how the components of
                                              regular high school diploma, (5) are at risk of not
                                              graduating with a regular high school diploma on
                                                                                                       including any empirical support, that                 the project are integrated in order to
                                              time, (6) are homeless, (7) are in foster care, or (8)   will promote the acquisition of the                   support the acquisition and
                                              have been incarcerated.                                  identified competencies needed by                     enhancement of the identified


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                                                                            Federal Register / Vol. 83, No. 114 / Wednesday, June 13, 2018 / Notices                                            27573

                                              competencies needed by leadership                          support and improvement plans in the                 program can graduate from the program
                                              personnel in special education, early                      State;                                               by the end of the grant’s project period.
                                              intervention, or related services,                            (v) Describe how the project will use             The described scholar recruitment
                                              including knowledge of technologies                        resources, as appropriate, available                 strategies, including recruitment of
                                              designed to provide instruction;                           through technical assistance centers,                individuals with disabilities, the
                                                                                                         which may include centers funded by                  program components and their
                                                (iii) Describe how the components of
                                                                                                         the Department;                                      sequence, and proposed budget must be
                                              the project prepare scholars to provide,                      (vi) Describe the approach that faculty           consistent with this project requirement;
                                              prepare others to provide, or supervise                    members will use to mentor scholars                     (3) Ensure scholars will not be
                                              the provision of effective interventions                   with the goal of helping them acquire                selected based on race or national
                                              and services that improve outcomes for                     competencies needed by leadership                    origin/ethnicity. Per the Supreme
                                              children with disabilities, including                      personnel and advancing their careers                Court’s decision in Adarand
                                              high-need children with disabilities, in                   in special education, early intervention,            Constructors, Inc. v. Pena, 515 U.S. 200
                                              a variety of educational or early                          or related services; and                             (1995), the Department does not allow
                                              childhood and early intervention                              (vii) Describe how the components of              the selection of individuals on the basis
                                              settings;                                                  the project, mentoring, and other project            of race or national origin/ethnicity. For
                                                (iv) Demonstrate, through a letter of                    opportunities will promote the                       this reason, grantees must ensure that
                                              support from a partnering agency,                          acquisition of scholars’ critical                    any discussion of the recruitment of
                                              school, or program, that it will provide                   leadership skills, including                         scholars based on race or national
                                              scholars with a high-quality internship                    communication, networking, and                       origin/ethnicity distinguishes between
                                              experience in a high-need LEA; 2 a high-                   collaboration.                                       increasing the pool of applicants and
                                              poverty school; 3 a school identified for                     (c) Demonstrate, in the narrative                 actually selecting scholars;
                                              comprehensive support and                                  section of the application under                        (4) Ensure that the project will meet
                                              improvement; 4 a school implementing a                     ‘‘Quality of the Project Evaluation,’’ how           all requirements for grantees in
                                                                                                         the applicant will—                                  disbursing scholarships as outlined in
                                              targeted support and improvement
                                                                                                            (1) Evaluate how well the goals or                34 CFR 304.23. Failure by a grantee to
                                              plan 5 for children with disabilities; an
                                                                                                         objectives of the proposed leadership                properly meet these requirements would
                                              early childhood and early intervention                     project have been met. The applicant
                                              program located within the geographical                                                                         be a violation of the grant award that
                                                                                                         must describe the outcomes to be                     could result in sanctions, including the
                                              boundaries of a high-need LEA; or an                       measured for both the project and the
                                              early childhood and early intervention                                                                          grantee being liable for returning any
                                                                                                         scholars, particularly the acquisition of            misused funds to the Department.
                                              program located within the geographical                    scholars’ competencies and their impact
                                              boundaries of an LEA serving the                                                                                Specifically, before disbursement of
                                                                                                         on the services provided by future                   scholarship assistance to an individual,
                                              highest percentage of schools identified                   teachers, service providers, or
                                              for comprehensive support and                                                                                   a grantee must—
                                                                                                         administrators; and the evaluation                      (i) Ensure that the scholar—
                                              improvement or implementing targeted                       methodologies to be employed,                           (A) Is a citizen or national of the
                                                                                                         including proposed instruments, data                 United States;
                                                 2 For the purposes of this priority, the term ‘‘high-
                                                                                                         collection methods, and possible                        (B) Is a permanent resident of—
                                              need LEA’’ means an LEA (a) that serves not fewer
                                              than 10,000 children from families with incomes
                                                                                                         analyses;                                               (1) Puerto Rico, the United States
                                              below the poverty line; or (b) for which not less             (2) Collect, analyze, and use data on
                                                                                                                                                              Virgin Islands, Guam, American Samoa,
                                              than 20 percent of the children served by the LEA          current scholars and scholars who
                                                                                                                                                              or the Commonwealth of the Northern
                                              are from families with incomes below the poverty           graduate from the program to improve
                                              line.                                                                                                           Mariana Islands; or
                                                                                                         the proposed program on an ongoing
                                                 3 For the purposes of this priority, ‘‘high-poverty                                                             (2) The Republic of the Marshall
                                                                                                         basis; and
                                              school’’ means a school in which at least 50 percent
                                                                                                            (3) Report the evaluation results to              Islands, the Federated States of
                                              of students are from low-income families as                                                                     Micronesia, or the Republic of Palau
                                              determined using one of the measures of poverty            OSEP in the applicant’s annual and
                                              specified under section 1113(a)(5) of the Elementary       final performance reports.                           during the period in which these
                                              and Secondary Education Act of 1965, as amended               (d) Demonstrate, in the narrative                 entities are eligible to receive an award
                                              (ESEA). For middle and high schools, eligibility
                                                                                                         under ‘‘Required Project Assurances’’ or             under the Personnel Development to
                                              may be calculated on the basis of comparable data                                                               Improve Services and Results for
                                              from feeder schools. Eligibility as a high-poverty         appendices as directed, that the
                                              school is determined on the basis of the most              following program requirements are                   Children with Disabilities program; or
                                              currently available data.                                  met. The applicant must—                                (C) Provides evidence from the U.S.
                                                 4 For the purposes of this priority, the term
                                                                                                            (1) Include in appendix B to the                  Department of Homeland Security that
                                              ‘‘school identified for comprehensive support and                                                               the individual is—
                                              improvement’’ means a statewide identified                 application—
                                              category of school that includes (a) not less than the        (i) Course syllabi for all coursework in             (1) A lawful permanent resident of the
                                              lowest-performing five percent of all schools              the major and any required coursework                United States; or
                                              receiving funds under this part in the State; (b) all      for a minor;                                            (2) In the United States for other than
                                              public high schools in the State failing to graduate                                                            a temporary purpose with the intention
                                              one-third or more of their students; (c) public
                                                                                                            (ii) Course syllabi for all research
                                              schools in the State described under section               methods, evaluation methods, or data                 of becoming a citizen or permanent
                                              1111(d)(3)(A)(i)(II) of the ESEA; and (d) at the           analysis courses required by the degree              resident;
                                              discretion of the State, additional statewide              program and elective research methods,                  (ii) Limit the cost of attendance
                                              categories of schools as defined in section                                                                     portion of the scholarship assistance (as
                                                                                                         evaluation methods, or data analysis
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                                              1111(c)(4)(D)(i) of the ESEA.
                                                 5 For the purposes of this priority, the term           courses that have been completed by                  discussed in 34 CFR 304.21(a)) to the
                                              ‘‘schools implementing targeted support and                more than one scholar enrolled in the                amount by which the individual’s cost
                                              improvement plans’’ means a school that has                program in the last five years; and                  of attendance at the institution exceeds
                                              developed and is implementing a school-level                  (iii) For new coursework, proposed                the amount of grant assistance the
                                              targeted support and improvement plan to improve
                                              student outcomes based on the indicators in the            syllabi;                                             scholar is to receive for the same
                                              statewide accountability system as defined in                 (2) Ensure that the proposed number               academic year under title IV of the HEA;
                                              section 1111(d)(2) of the ESEA.                            of scholars to be recruited into the                 and


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                                              27574                        Federal Register / Vol. 83, No. 114 / Wednesday, June 13, 2018 / Notices

                                                 (iii) Obtain a Certification of                      opportunities for participants to share                least 10 percent of the total grant award,
                                              Eligibility for Federal Assistance from                 resources and generate new knowledge                   we encourage a higher percentage
                                              each scholar, as prescribed in 34 CFR                   by addressing topics of common interest                through the competitive preference
                                              75.60, 75.61, and 75.62.                                to participants across projects including              priority included within this absolute
                                                 (5) Ensure that the project will meet                Department priorities and needs in the                 priority.
                                              the requirements in 34 CFR 304.23,                      field;                                                   Applicants must address this absolute
                                              particularly those related to informing                    (12) Ensure that if the project                     priority, and the competitive preference
                                              all scholarship recipients of their                     maintains a website, that it will be of                priority, if applicable, in the budget
                                              service obligation commitment. Failure                  high quality, with an easy-to-navigate                 information (ED Form 524, Section B)
                                              by a grantee to properly meet these                     design, that meets government or                       and budget narrative. The applicant
                                              requirements is a violation of the grant                industry-recognized standards for                      must propose the amount of cash or in-
                                              award that may result in sanctions,                     accessibility;                                         kind resources to be contributed for
                                              including the grantee being liable for                     (13) Ensure that scholar                            each year of the grant.
                                              returning any misused funds to the                      accomplishments (e.g., publications,
                                              Department. Specifically, the grantee                   awards) will be reported in annual and                 Priority
                                              must prepare, and ensure that each                      final performance reports; and                           Projects that are designed to
                                              scholarship recipient signs, the                           (14) Ensure that annual data will be                demonstrate matching support 6 for the
                                              following two documents:                                submitted on each scholar who receives                 proposed project at 10 percent of the
                                                 (i) A Pre-Scholarship Agreement prior                grant support (OMB Control Number                      total amount of the grant.
                                              to the scholar receiving a scholarship for              1820–0686). The primary purposes of                      Competitive Preference Priority:
                                              an eligible program (Office of                          the data collection are to track the                   Within this absolute priority, we give
                                              Management and Budget (OMB) Control                     service obligation fulfillment of scholars             competitive preference to applications
                                              Number 1820–0686); and                                  who receive funds from OSEP grants                     that address the following priority.
                                                 (ii) An Exit Certification immediately               and to collect data for program                        Under 34 CFR 75.105(c)(2)(i) we award
                                              upon the scholar leaving, completing, or                performance measure reporting under                    an additional one point to an
                                              otherwise exiting that program (OMB                     the Government Performance and                         application that meets paragraph (i) of
                                              Control Number 1820–0686);                              Results Act of 1993 (GPRA). Applicants                 the competitive preference priority and
                                                 (6) Ensure that prior approval from                  are encouraged to visit the Personnel                  an additional two points to an
                                              the OSEP project officer will be                        Development Program Data Collection                    application that meets paragraph (ii) of
                                              obtained before admitting additional                    System (DCS) website at https://                       the competitive preference priority.
                                              scholars beyond the number of scholars                  pdp.ed.gov/osep for further information                  This priority is:
                                              proposed in the application and before                  about this data collection requirement.                  Projects that are designed to
                                              transferring a scholar to another                       Typically, data collection begins in                   demonstrate matching support for the
                                              preparation program funded by OSEP;                     January of each year, and grantees are                 proposed projects:
                                                 (7) Ensure that the project will meet                notified by email about the data                         (i) 50 percent of the total amount of
                                              the statutory requirements in section                   collection period for their grant,                     the grant (1 point); or
                                              662(e) through (h) of IDEA;                             although grantees may submit data as                     (ii) 100 percent of the total amount of
                                                 (8) Ensure that at least 65 percent of               needed, year round. This data collection               the grant (2 points).
                                              the total requested budget over the five                must be submitted electronically by the
                                              years will be used for scholar support;                                                                        References
                                                                                                      grantee and does not supplant the
                                                 (9) Ensure that the IHE will not                                                                            Billingsley, B. S., Crockett, J., & Kamman, M.
                                                                                                      annual grant performance report
                                              require scholars enrolled in the program                                                                            L. (2014).
                                                                                                      required of each grantee for
                                              to work (e.g., as graduate assistants) as                                                                      Recruiting and retaining teachers and
                                                                                                      continuation funding (see 34 CFR                            administrators in special education. In P.
                                              a condition of receiving support (e.g.,
                                                                                                      75.590). Data collection includes the                       T. Sindelar, E. D. McCray, M. T.
                                              tuition, stipends) from the proposed
                                                                                                      submission of a signed, completed Pre-                      Brownell, & B. Lignugaris/Kraft (Eds.),
                                              project, unless the work is specifically
                                                                                                      Scholarship Agreement and Exit                              Handbook of research on special
                                              related to the acquisition of scholars’
                                                                                                      Certification for each scholar funded                       education teacher preparation (pp. 94–
                                              competencies and the requirements for                                                                               112). New York, NY: Routledge.
                                                                                                      under an OSEP grant (see paragraph (4)
                                              completion of their personnel                                                                                  Castillo, J. M., Curtis, M. J., & Tan, S. Y.
                                                                                                      of this section, subparagraphs (i) and
                                              preparation program. This prohibition                                                                               (2014). Personnel needs in school
                                                                                                      (ii)).
                                              on work as a condition of receiving                                                                                 psychology: A 10-year follow-up study
                                              support does not apply to the service                   Absolute Priority 2—Promoting                               on predicted personnel shortages.
                                              obligation requirements in section                      Innovation and Efficiency, Streamlining                     Psychology in the Schools, 51, 832–849.
                                              662(h) of IDEA;                                         Education With an Increased Focus on                   deBettencourt, L. U., Hoover, J. J., Rude, H.
                                                 (10) Ensure that the budget includes                 Improving Student Outcomes, and                             A., & Taylor, S. S. (2016). Preparing
                                              attendance of the project director at a                                                                             special education higher education
                                                                                                      Providing Increased Value to Students
                                                                                                                                                                  faculty: The influence of contemporary
                                              three-day project directors’ meeting in                 and Taxpayers                                               education issues and policy
                                              Washington, DC, during each year of the
                                              project. The budget may also provide for                Background
                                                                                                                                                               6 For the purposes of this priority, matching
                                              the attendance of scholars at the same                    The Department seeks to encourage                    support can be either cash or in-kind donations.
                                              three-day project directors’ meetings in                grantees to leverage sources of support                According to 2 CFR 200.306, a cash expenditure or
                                              Washington, DC;                                         that may exist for their activities,                   outlay of cash with respect to the matching budget
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                                                                                                                                                             by the grantee is considered a cash contribution.
                                                 (11) Ensure that the project director,               beyond what is provided by the                         Certain cash contributions that the organization
                                              key personnel, and scholars will                        Department. Therefore, we have                         normally considers an indirect cost should not be
                                              actively participate in the cross-project               included an absolute priority for                      counted as a direct cost for the purposes of meeting
                                              collaboration, advanced trainings, and                  matching support through non-Federal                   matching support. According to 2 CFR 200.434,
                                                                                                                                                             third-party in-kind contributions are services or
                                              cross-site learning opportunities (e.g.,                contributions, either in cash or in-kind               property (e.g., land, buildings, equipment,
                                              webinars, briefings) supported by OSEP.                 donations. Although the cash or in-kind                materials, supplies), that are contributed by a non-
                                              This network is intended to promote                     resources to be contributed must be at                 Federal third-party at no charge to the grantee.



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                                                                           Federal Register / Vol. 83, No. 114 / Wednesday, June 13, 2018 / Notices                                             27575

                                                  recommendations. Teacher Education                  The regulations for this program in 34                 Federal Register on February 12, 2018
                                                  and Special Education, 39, 121–133.                 CFR part 304.                                          (83 FR 6003) and available at
                                              Lashley, C., & Boscardin, M. L. (2003).                                                                        www.gpo.gov/fdsys/pkg/FR-2018-02-12/
                                                  Special education administration at the               Note: The regulations in 34 CFR part 86
                                                  crossroads: Availability, licensure, and            apply to IHEs only.                                    pdf/2018-02558.pdf.
                                                  preparation of special education                                                                              2. Intergovernmental Review: This
                                                  administrators. Gainesville, FL: Center             II. Award Information                                  competition is subject to Executive
                                                  on Personnel Studies in Special                                                                            Order 12372 and the regulations in 34
                                                                                                         Type of Award: Discretionary grants.
                                                  Education, University of Florida.                                                                          CFR part 79. Information about
                                                                                                         Estimated Available Funds:
                                                  Retrieved from www.coe.ufl.edu/copsse/                                                                     Intergovernmental Review of Federal
                                                  docs/IB-8/1/IB-8.pdf.                               $4,250,000.
                                                                                                         Contingent upon the availability of                 Programs under Executive Order 12372
                                              Montrosse, B. E., & Young, C. J. (2012).                                                                       is in the application package for this
                                                  Market demand for special education                 funds and the quality of applications,
                                                                                                      we may make additional awards in FY                    competition.
                                                  faculty. Teacher Education and Special
                                                                                                                                                                3. Funding Restrictions: We reference
                                                  Education, 35, 140–153.                             2019 from the list of unfunded
                                              Robb, S. M., Smith, D. D., & Montrosse, B. E.                                                                  regulations outlining funding
                                                                                                      applications from this competition.
                                                  (2012). A context of the demand for                    Estimated Range of Awards:                          restrictions in the Applicable
                                                  special education faculty: A study of               $225,000–$250,000 per year.                            Regulations section of this notice.
                                                  special education teacher preparation                  Estimated Average Size of Awards:                      4. Recommended Page Limit: The
                                                  programs. Teacher Education and
                                                                                                      $237,500 per year.                                     application narrative (Part III of the
                                                  Special Education, 35, 128–139.                                                                            application) is where you, the applicant,
                                              Smith, D. D., Montrosse, B. E., Robb, S. M.,               Maximum Award: We will not make
                                                                                                      an award exceeding $250,000 for a                      address the selection criteria that
                                                  Tyler, N. C., & Young, C. (2011).                                                                          reviewers use to evaluate your
                                                  Assessing trends in leadership: Special             single budget period of 12 months.
                                                  education’s capacity to produce a highly               Estimated Number of Awards: 17.                     application. We recommend that you (1)
                                                  qualified workforce. Claremont, CA:                                                                        limit the application narrative to no
                                                                                                        Note: The Department is not bound by any             more than 50 pages and (2) use the
                                                  IRIS@CGU, Claremont Graduate                        estimates in this notice.
                                                  University.                                                                                                following standards:
                                              Smith, D. D., Robb, S. M., West, J., & Tyler,             Project Period: Up to 60 months.                        • A ‘‘page’’ is 8.5″ x 11″, on one side
                                                  N. C. (2010). The changing education                                                                       only, with 1″ margins at the top, bottom,
                                                  landscape: How special education                    III. Eligibility Information
                                                                                                                                                             and both sides.
                                                  leadership preparation can make a                      1. Eligible Applicants: IHEs, private                  • Double-space (no more than three
                                                  difference for teachers and their students          nonprofit organizations.                               lines per vertical inch) all text in the
                                                  with disabilities. Teacher Education and               2. Cost Sharing or Matching: Cost
                                                  Special Education, 33, 25–43.
                                                                                                                                                             application narrative, including titles,
                                                                                                      sharing or matching is required for this               headings, footnotes, quotations,
                                              West, J. E., & Hardman, H. L. (2012). Averting
                                                  current and future special education
                                                                                                      competition. See Absolute Priority 2.                  reference citations, and captions, as well
                                                  faculty shortages: Policy implications                 3. Subgrantees: Under 34 CFR                        as all text in charts, tables, figures,
                                                  and recommendations. Teacher                        75.708(b) and (c) a grantee under this                 graphs, and screen shots.
                                                  Education and Special Education, 35,                competition may award subgrants—to                        • Use a font that is 12 point or larger.
                                                  154–160.                                            directly carry out project activities                     • Use one of the following fonts:
                                              Woods, J., & Snyder, P. (2009).                         described in its application—to the                    Times New Roman, Courier, Courier
                                                  Interdisciplinary doctoral leadership               following types of entities: IHEs and                  New, or Arial.
                                                  training in early intervention. Infants &           private nonprofit organizations suitable                  The recommended page limit does not
                                                  Young Children, 22(1), 32–34.
                                                                                                      to carry out the activities proposed in                apply to Part I, the cover sheet; Part II,
                                                Waiver of Proposed Rulemaking:                        the application. The grantee may award                 the budget section, including the
                                              Under the Administrative Procedure Act                  subgrants to entities it has identified in             narrative budget justification; Part IV,
                                              (APA) (5 U.S.C. 553) the Department                     an approved application.                               the assurances and certifications; or the
                                              generally offers interested parties the                    4. Other General Requirements: (a)                  abstract (follow the guidance provided
                                              opportunity to comment on proposed                      Recipients of funding under this                       in the application package for
                                              priorities and requirements. Section                    competition must make positive efforts                 completing the abstract), the table of
                                              681(d) of IDEA, however, makes the                      to employ and advance in employment                    contents, the list of priority
                                              public comment requirements of the                      qualified individuals with disabilities                requirements, the resumes, the reference
                                              APA inapplicable to the priority in this                (see section 606 of IDEA).                             list, the letters of support, or the
                                              notice.                                                    (b) Applicants for, and recipients of,              appendices. However, the
                                                Program Authority: 20 U.S.C. 1462                     funding must, with respect to the                      recommended page limit does apply to
                                              and 1481.                                               aspects of their proposed project                      all of the application narrative,
                                                Applicable Regulations: (a) The                       relating to the absolute priority, involve             including all text in charts, tables,
                                              Education Department General                            individuals with disabilities, or parents              figures, graphs, and screen shots.
                                              Administrative Regulations in 34 CFR                    of individuals with disabilities ages
                                              parts 75, 77, 79, 81, 82, 84, 86, 97, 98,               birth through 26, in planning,                         V. Application Review Information
                                              and 99. (b) The Office of Management                    implementing, and evaluating the                         1. Selection Criteria: The selection
                                              and Budget Guidelines to Agencies on                    project (see section 682(a)(1)(A) of                   criteria for this competition are from 34
                                              Governmentwide Debarment and                            IDEA).                                                 CFR 75.210 and are as follows:
                                              Suspension (Nonprocurement) in 2 CFR                                                                             (a) Significance of the Project (10
                                              part 180, as adopted and amended as                     IV. Application and Submission
                                                                                                                                                             points).
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                                              regulations of the Department in 2 CFR                  Information                                              (1) The Secretary considers the
                                              part 3485. (c) The Uniform                                1. Application Submission                            significance of the proposed project.
                                              Administrative Requirements, Cost                       Instructions: For information on how to                  (2) In determining the significance of
                                              Principles, and Audit Requirements for                  submit an application please refer to our              the proposed project, the Secretary
                                              Federal Awards in 2 CFR part 200, as                    Common Instructions for Applicants to                  considers the following factors:
                                              adopted and amended as regulations of                   Department of Education Discretionary                    (i) The extent to which the proposed
                                              the Department in 2 CFR part 3474. (d)                  Grant Programs, published in the                       project will prepare personnel for fields


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                                              27576                        Federal Register / Vol. 83, No. 114 / Wednesday, June 13, 2018 / Notices

                                              in which shortages have been                               (1) The Secretary considers the                     applications may be separated into two
                                              demonstrated;                                           quality of the management plan and the                 or more groups and ranked and selected
                                                 (ii) The importance or magnitude of                  adequacy of resources for the proposed                 for funding within specific groups. This
                                              the results or outcomes likely to be                    project.                                               procedure will make it easier for the
                                              attained by the proposed project; and                      (2) In determining the quality of the               Department to find peer reviewers by
                                                 (iii) The extent to which there is a                 management plan and the adequacy of                    ensuring that greater numbers of
                                              conceptual framework underlying the                     resources, the Secretary considers the                 individuals who are eligible to serve as
                                              proposed research or demonstration                      following factors:                                     reviewers for any particular group of
                                              activities and the quality of that                         (i) The qualifications, including                   applicants will not have conflicts of
                                              framework.                                              relevant training and experience, of key               interest. It also will increase the quality,
                                                 (b) Quality of Project Services (45                  project personnel;                                     independence, and fairness of the
                                              points).                                                   (ii) The adequacy of the management                 review process, while permitting panel
                                                 (1) The Secretary considers the                      plan to achieve the objectives of the                  members to review applications under
                                              quality of the services to be provided by               proposed project on time and within                    discretionary grant competitions for
                                              the proposed project.                                   budget, including clearly defined                      which they also have submitted
                                                 (2) In determining the quality of the                responsibilities, timelines, and                       applications.
                                              services to be provided by the proposed                 milestones for accomplishing project
                                              project, the Secretary considers the                                                                              4. Risk Assessment and Specific
                                                                                                      tasks;                                                 Conditions: Consistent with 2 CFR
                                              quality and sufficiency of strategies for                  (iii) The extent to which the time
                                              ensuring equal access and treatment for                                                                        200.205, before awarding grants under
                                                                                                      commitments of the project director and
                                              eligible project participants who are                                                                          this competition the Department
                                                                                                      principal investigator and other key
                                              members of groups that have                                                                                    conducts a review of the risks posed by
                                                                                                      project personnel are appropriate and
                                              traditionally been underrepresented                                                                            applicants. Under 2 CFR 3474.10, the
                                                                                                      adequate to meet the objectives of the
                                              based on race, color, national origin,                                                                         Secretary may impose specific
                                                                                                      proposed project;
                                              gender, age, or disability.                                                                                    conditions and, in appropriate
                                                                                                         (iv) The adequacy of support,
                                                 (3) In addition, the Secretary                                                                              circumstances, high-risk conditions on a
                                                                                                      including facilities, equipment,
                                              considers the following factors:                                                                               grant if the applicant or grantee is not
                                                                                                      supplies, and other resources, from the
                                                 (i) The extent to which the training or                                                                     financially stable; has a history of
                                                                                                      applicant organization or the lead
                                              professional development services to be                                                                        unsatisfactory performance; has a
                                                                                                      applicant organization; and
                                              provided by the proposed project are of                    (v) The extent to which the budget is               financial or other management system
                                              sufficient quality, intensity, and                      adequate to support the proposed                       that does not meet the standards in 2
                                              duration to lead to improvements in                     project.                                               CFR part 200, subpart D; has not
                                              practice among the recipients of those                     2. Review and Selection Process: We                 fulfilled the conditions of a prior grant;
                                              services;                                               remind potential applicants that in                    or is otherwise not responsible.
                                                 (ii) The extent to which the proposed                reviewing applications in any                             5. Integrity and Performance System:
                                              activities constitute a coherent,                       discretionary grant competition, the                   If you are selected under this
                                              sustained program of training in the                    Secretary may consider, under 34 CFR                   competition to receive an award that
                                              field; and                                              75.217(d)(3), the past performance of the              over the course of the project period
                                                 (iii) The extent to which the services               applicant in carrying out a previous                   may exceed the simplified acquisition
                                              to be provided by the proposed project                  award, such as the applicant’s use of                  threshold (currently $150,000), under 2
                                              reflect up-to-date knowledge from                       funds, achievement of project                          CFR 200.205(a)(2) we must make a
                                              research and effective practice.                        objectives, and compliance with grant                  judgment about your integrity, business
                                                 (c) Quality of Project Evaluation (25                                                                       ethics, and record of performance under
                                                                                                      conditions. The Secretary may also
                                              points).                                                                                                       Federal awards—that is, the risk posed
                                                 (1) The Secretary considers the                      consider whether the applicant failed to
                                                                                                      submit a timely performance report or                  by you as an applicant—before we make
                                              quality of the evaluation to be                                                                                an award. In doing so, we must consider
                                              conducted of the proposed project.                      submitted a report of unacceptable
                                                                                                      quality.                                               any information about you that is in the
                                                 (2) In determining the quality of the                                                                       integrity and performance system
                                              evaluation, the Secretary considers the                    In addition, in making a competitive
                                                                                                      grant award, the Secretary requires                    (currently referred to as the Federal
                                              following factors:
                                                                                                      various assurances, including those                    Awardee Performance and Integrity
                                                 (i) The extent to which the methods
                                                                                                      applicable to Federal civil rights laws                Information System (FAPIIS)),
                                              of evaluation are thorough, feasible, and
                                              appropriate to the goals, objectives, and               that prohibit discrimination in programs               accessible through the System for
                                              outcomes of the proposed project;                       or activities receiving Federal financial              Award Management. You may review
                                                 (ii) The extent to which the goals,                  assistance from the Department of                      and comment on any information about
                                              objectives, and outcomes to be achieved                 Education (34 CFR 100.4, 104.5, 106.4,                 yourself that a Federal agency
                                              by the proposed project are clearly                     108.8, and 110.23).                                    previously entered and that is currently
                                              specified and measurable;                                  3. Additional Review and Selection                  in FAPIIS.
                                                 (iii) The extent to which the methods                Process Factors: In the past, the                         Please note that, if the total value of
                                              of evaluation include the use of                        Department has had difficulty finding                  your currently active grants, cooperative
                                              objective performance measures that are                 peer reviewers for certain competitions                agreements, and procurement contracts
                                              clearly related to the intended outcomes                because so many individuals who are                    from the Federal Government exceeds
                                              of the project and will produce                         eligible to serve as peer reviewers have               $10,000,000, the reporting requirements
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                                              quantitative and qualitative data to the                conflicts of interest. The standing panel              in 2 CFR part 200, Appendix XII,
                                              extent possible; and                                    requirements under section 682(b) of                   require you to report certain integrity
                                                 (iv) The extent to which the methods                 IDEA also have placed additional                       information to FAPIIS semiannually.
                                              of evaluation will provide timely                       constraints on the availability of                     Please review the requirements in 2 CFR
                                              guidance for quality assurance.                         reviewers. Therefore, the Department                   part 200, Appendix XII, if this grant
                                                 (d) Quality of Management Plan and                   has determined that for some                           plus all the other Federal funds you
                                              Resources (20 points).                                  discretionary grant competitions,                      receive exceed $10,000,000.


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                                                                           Federal Register / Vol. 83, No. 114 / Wednesday, June 13, 2018 / Notices                                                  27577

                                              VI. Award Administration Information                    information as directed by the Secretary               discrimination in programs or activities
                                                 1. Award Notices: If your application                under 34 CFR 75.118. The Secretary                     receiving Federal financial assistance
                                              is successful, we notify your U.S.                      may also require more frequent                         from the Department (34 CFR 100.4,
                                              Representative and U.S. Senators and                    performance reports under 34 CFR                       104.5, 106.4, 108.8, and 110.23).
                                              send you a Grant Award Notification                     75.720(c). For specific requirements on
                                                                                                                                                             VII. Other Information
                                              (GAN); or we may send you an email                      reporting, please go to www.ed.gov/
                                                                                                      fund/grant/apply/appforms/                               Accessible Format: Individuals with
                                              containing a link to access an electronic                                                                      disabilities can obtain this document
                                              version of your GAN. We may notify                      appforms.html.
                                                                                                         5. Performance Measures: Under                      and a copy of the application package in
                                              you informally, also.                                                                                          an accessible format (e.g., Braille, large
                                                                                                      GPRA, the Department has established a
                                                 If your application is not evaluated or
                                                                                                      set of performance measures, including                 print, audiotape, or compact disc) by
                                              not selected for funding, we notify you.
                                                                                                      long-term measures, that are designed to               contacting the Management Support
                                                 2. Administrative and National Policy
                                                                                                      yield information on the quality of the                Services Team, U.S. Department of
                                              Requirements: We identify
                                                                                                      Personnel Development to Improve                       Education, 400 Maryland Avenue SW,
                                              administrative and national policy
                                                                                                      Services and Results for Children with                 Room 5113, Potomac Center Plaza,
                                              requirements in the application package
                                                                                                      Disabilities program. These measures                   Washington, DC 20202–2500.
                                              and reference these and other
                                                                                                      include: (1) The percentage of                         Telephone: (202) 245–7363. If you use a
                                              requirements in the Applicable                          preparation programs that incorporate                  TDD or a TTY, call the FRS, toll free, at
                                              Regulations section of this notice.                     scientifically or evidence-based                       1–800–877–8339.
                                                 We reference the regulations outlining
                                                                                                      practices into their curricula; (2) the                  Electronic Access to This Document:
                                              the terms and conditions of an award in                 percentage of scholars completing                      The official version of this document is
                                              the Applicable Regulations section of                   preparation programs who are                           the document published in the Federal
                                              this notice and include these and other                 knowledgeable and skilled in evidence-                 Register. You may access the official
                                              specific conditions in the GAN. The                     based practices for children with                      edition of the Federal Register and the
                                              GAN also incorporates your approved                     disabilities; (3) the percentage of                    Code of Federal Regulations via the
                                              application as part of your binding                     scholars who exit preparation programs                 Federal Digital System at: www.gpo.gov/
                                              commitments under the grant.                            prior to completion due to poor                        fdsys. At this site you can view this
                                                 3. Open Licensing Requirements:                      academic performance; (4) the                          document, as well as all other
                                              Unless an exception applies, if you are                 percentage of scholars completing                      documents of this Department
                                              awarded a grant under this competition,                 preparation programs who are working                   published in the Federal Register, in
                                              you will be required to openly license                  in the area(s) in which they were                      text or Portable Document Format
                                              to the public grant deliverables created                prepared upon program completion; and                  (PDF). To use PDF you must have
                                              in whole, or in part, with Department                   (5) the Federal cost per scholar who                   Adobe Acrobat Reader, which is
                                              grant funds. When the deliverable                       completed the preparation program.                     available free at the site.
                                              consists of modifications to pre-existing                  In addition, the Department will                      You may also access documents of the
                                              works, the license extends only to those                gather information on the following                    Department published in the Federal
                                              modifications that can be separately                    outcome measures: (1) The percentage                   Register by using the article search
                                              identified and only to the extent that                  of scholars who completed the                          feature at: www.federalregister.gov.
                                              open licensing is permitted under the                   preparation program and are employed                   Specifically, through the advanced
                                              terms of any licenses or other legal                    in high-need districts; (2) the percentage             search feature at this site, you can limit
                                              restrictions on the use of pre-existing                 of scholars who completed the                          your search to documents published by
                                              works. Additionally, a grantee or                       preparation program and are employed                   the Department.
                                              subgrantee that is awarded competitive                  in the field of special education for at
                                              grant funds must have a plan to                                                                                  Dated: June 8, 2018.
                                                                                                      least two years; and (3) the percentage
                                              disseminate these public grant                          of scholars who completed the                          Johnny W. Collett,
                                              deliverables. This dissemination plan                   preparation program and who are rated                  Assistant Secretary for Special Education and
                                              can be developed and submitted after                    effective by their employers.                          Rehabilitative Services.
                                              your application has been reviewed and                     Grantees may be asked to participate                [FR Doc. 2018–12717 Filed 6–12–18; 8:45 am]
                                              selected for funding. For additional                    in assessing and providing information                 BILLING CODE 4000–01–P
                                              information on the open licensing                       on these aspects of program quality.
                                              requirements please refer to 2 CFR                         6. Continuation Awards: In making a
                                              3474.20.                                                continuation award under 34 CFR                        DEPARTMENT OF EDUCATION
                                                 4. Reporting: (a) If you apply for a                 75.253, the Secretary considers, among
                                              grant under this competition, you must                  other things: Whether a grantee has                    Applications for New Awards;
                                              ensure that you have in place the                       made substantial progress in achieving                 Personnel Development To Improve
                                              necessary processes and systems to                      the goals and objectives of the project;               Services and Results for Children With
                                              comply with the reporting requirements                  whether the grantee has expended funds                 Disabilities—Interdisciplinary
                                              in 2 CFR part 170 should you receive                    in a manner that is consistent with its                Preparation in Special Education, Early
                                              funding under the competition. This                     approved application and budget; and,                  Intervention, and Related Services for
                                              does not apply if you have an exception                 if the Secretary has established                       Personnel Serving Children With
                                              under 2 CFR 170.110(b).                                 performance measurement                                Disabilities Who Have High-Intensity
                                                 (b) At the end of your project period,               requirements, the performance targets in               Needs
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                                              you must submit a final performance                     the grantee’s approved application.                    AGENCY:  Office of Special Education and
                                              report, including financial information,                   In making a continuation award, the                 Rehabilitative Services, Department of
                                              as directed by the Secretary. If you                    Secretary also considers whether the                   Education.
                                              receive a multiyear award, you must                     grantee is operating in compliance with                ACTION: Notice.
                                              submit an annual performance report                     the assurances in its approved
                                              that provides the most current                          application, including those applicable                SUMMARY: The Department of Education
                                              performance and financial expenditure                   to Federal civil rights laws that prohibit             (Department) is issuing a notice inviting


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Document Created: 2018-06-12 23:59:08
Document Modified: 2018-06-12 23:59:08
CategoryRegulatory Information
CollectionFederal Register
sudoc ClassAE 2.7:
GS 4.107:
AE 2.106:
PublisherOffice of the Federal Register, National Archives and Records Administration
SectionNotices
ActionNotice.
DatesApplications Available: June 13, 2018.
ContactCelia Rosenquist, U.S. Department of Education, 400 Maryland Avenue SW, Room 5146, Potomac Center Plaza, Washington, DC 20202-5076. Telephone: (202) 245-7373.
FR Citation83 FR 27570 

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