83_FR_27691 83 FR 27577 - Applications for New Awards; Personnel Development To Improve Services and Results for Children With Disabilities-Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for Personnel Serving Children With Disabilities Who Have High-Intensity Needs

83 FR 27577 - Applications for New Awards; Personnel Development To Improve Services and Results for Children With Disabilities-Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for Personnel Serving Children With Disabilities Who Have High-Intensity Needs

DEPARTMENT OF EDUCATION

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

Page Range27577-27587
FR Document2018-12718

The Department of Education (Department) 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--Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for Personnel Serving Children with Disabilities who have High-Intensity Needs, Catalog of Federal Domestic Assistance (CFDA) number 84.325K.

Federal Register, Volume 83 Issue 114 (Wednesday, June 13, 2018)
[Federal Register Volume 83, Number 114 (Wednesday, June 13, 2018)]
[Notices]
[Pages 27577-27587]
From the Federal Register Online  [www.thefederalregister.org]
[FR Doc No: 2018-12718]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Personnel Development To Improve 
Services and Results for Children With Disabilities--Interdisciplinary 
Preparation in Special Education, Early Intervention, and Related 
Services for Personnel Serving Children With Disabilities Who Have 
High-Intensity Needs

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

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting

[[Page 27578]]

applications for new awards for fiscal year (FY) 2018 for Personnel 
Development to Improve Services and Results for Children with 
Disabilities--Interdisciplinary Preparation in Special Education, Early 
Intervention, and Related Services for Personnel Serving Children with 
Disabilities who have High-Intensity Needs, Catalog of Federal Domestic 
Assistance (CFDA) number 84.325K.

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: Maryann McDermott, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 5144, Potomac Center Plaza, 
Washington, DC 20202-5108. Telephone: (202) 245-7439.
    If you use a telecommunications device for the deaf (TDD) or a text 
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purposes of this program are to (1) help 
address State-identified needs for personnel preparation in special 
education, early intervention, related services, and regular education 
to work with children, including infants and toddlers, and youth with 
disabilities; and (2) ensure that those personnel have the necessary 
skills and knowledge, derived from practices that have been determined 
through scientifically based research and experience, to be successful 
in serving those children.
    Priority: In accordance with 34 CFR 75.105(b)(2)(v), this priority 
is from allowable activities specified in the statute (see sections 662 
and 681 of the Individuals with Disabilities Education Act (IDEA); 20 
U.S.C. 1462 and 1481).
    Absolute Priority: For FY 2018 and any subsequent year in which we 
make awards from the list of unfunded applications from this 
competition, this priority is an absolute priority. Under 34 CFR 
75.105(c)(3), we consider only applications that meet this priority.
    This priority is:
    Interdisciplinary Preparation in Special Education, Early 
Intervention, and Related Services for Personnel Serving Children with 
Disabilities who have High-Intensity Needs.

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 priority is to increase the number and improve 
the quality of personnel who are fully credentialed to serve children, 
including infants and toddlers, and youth with disabilities who have 
high-intensity needs,\1\ especially in areas of chronic personnel 
shortage. The priority will fund high-quality interdisciplinary \2\ 
projects that prepare special education, early intervention, and 
related services \3\ personnel at the master's degree, educational 
specialist degree, or clinical doctoral degree levels for professional 
practice in a variety of educational settings, including natural 
environments (including the home and community settings in which 
children without disabilities participate), early learning programs, 
classrooms, and school settings. This priority is consistent with the 
Secretary's 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, which were published in the 
Federal Register on March 2, 2018 (83 FR 9096).
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    \1\ For the purposes of this priority, ``high-intensity needs'' 
refers to a complex array of disabilities (e.g., multiple 
disabilities, significant cognitive disabilities, significant 
physical disabilities, significant sensory disabilities, significant 
autism, significant emotional disabilities, or significant learning 
disabilities, including dyslexia) or the needs of children with 
these disabilities requiring intensive, individualized 
intervention(s) (i.e., that are specifically designed to address 
persistent learning or behavior difficulties, implemented with 
greater frequency and for an extended duration than is commonly 
available in a typical classroom or early intervention setting, or 
which require personnel to have knowledge and skills in identifying 
and implementing multiple evidence-based interventions).
    \2\ For the purposes of this priority, ``interdisciplinary'' 
refers to preparing scholars from two or more graduate degree 
programs in either (a) special education or early intervention and 
one or more related services through shared coursework, group 
assignments, and coordinated field experiences; or (b) two or more 
related services through shared coursework, group assignments, and 
coordinated field experiences. Different graduate degree programs 
across more than one institution of higher education may partner to 
develop an interdisciplinary project.
    For the purpose of this priority, ``interdisciplinary'' does not 
include: (a) Individual scholars who receive two or more graduate 
degrees; (b) one graduate degree program that prepares scholars with 
different areas of focus; (c) one graduate degree program that 
offers interdisciplinary content but does not prepare scholars from 
two or more degree programs together; and (d) one graduate degree 
program in special education, early intervention, and related 
services partnering with a graduate degree program other than 
special education, early intervention, or related services. Programs 
in which scholars receive only a certificate or endorsement without 
a graduate degree are not eligible.
    \3\ For the purposes of this priority, ``related services'' 
includes the following: Speech-language pathology and audiology 
services; interpreting services; psychological services; applied 
behavior analysis; physical therapy and occupational therapy; 
recreation, including therapeutic recreation; social work services; 
counseling services, including rehabilitation counseling; and 
orientation and mobility services.
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    State demand for fully credentialed special education, early 
intervention, and related services personnel to serve children, 
including infants and toddlers, and youth with disabilities exceeds the 
available supply, particularly in high-need schools \4\ (Boe, 
deBettencourt, Dewey, Rosenberg, Sindelar, & Leko, 2013). These 
shortages can negatively affect the quality of services provided to 
children, including infants and toddlers, and youth with disabilities 
and their families (Boe et al., 2013). These shortages limit the 
field's capacity in ensuring that children, including infants and 
toddlers, and youth with disabilities have the opportunity to meet 
challenging objectives and receive an individualized education program 
that is both meaningful and appropriately ambitious, which is essential 
for preparing them for the future.
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    \4\ For the purposes of this priority, ``high-need school'' 
refers to a public elementary or secondary school that is a ``high-
need local educational agency (LEA),'' ``high-poverty,'' or 
``implementing targeted support and improvement plans'' as defined 
in footnotes 8, 9, and 11, respectively.
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    The need for personnel with the knowledge and skills to serve 
children, including infants and toddlers, and youth with disabilities 
who have high-intensity needs is even greater because specialized or 
advanced preparation is required to collaboratively design and deliver 
evidence-based instruction and intensive individualized intervention(s) 
in natural environments, classrooms, and schools that address the needs 
of these individuals (Boe et al., 2013; Browder, Wood, Thompson, & 
Ribuffo, 2014; McLeskey & Brownell, 2015). Although children, including 
infants and toddlers, and youth with disabilities who have high-
intensity needs may require the combined

[[Page 27579]]

expertise of numerous professionals (including special education, early 
intervention, and related services providers), it is often difficult 
for personnel from varied professional backgrounds to work together 
because they lack shared information, understanding, and experience.
    Interdisciplinary approaches to personnel preparation provide 
scholars with experience working and learning in team environments 
similar to those in which they are likely to work once employed (Smith, 
2010). For example, under the IDEA, personnel serving children, 
including infants and toddlers, and youth with disabilities will work 
on interdisciplinary teams with parent(s), general and special 
education teachers, early interventionists, and related service 
providers with the expertise convened to design, implement, and 
evaluate intervention plans based on the unique learning and 
developmental needs of each individual child. To enable personnel to 
provide efficient, high-quality integrated services, personnel 
preparation programs need to embed content, practices, and clinical 
experience into preservice training that will match the 
interdisciplinary team-based approaches in which graduates are likely 
to work. This priority aims to fund interdisciplinary projects that 
will provide such preparation.

Priority

    The purpose of this priority is to increase the number and improve 
the quality of personnel who are fully credentialed to serve children, 
including infants and toddlers, and youth with disabilities who have 
high-intensity needs--especially in areas of chronic personnel 
shortage. The priority will fund high-quality interdisciplinary 
projects that prepare special education, early intervention, and 
related services personnel at the master's degree, educational 
specialist degree, or clinical doctoral degree levels for professional 
practice in natural environments, early learning programs, classrooms, 
and school settings serving children, including infants and toddlers, 
and youth with disabilities.
    Specifically, an applicant must propose an interdisciplinary 
project supporting scholars \5\ from two or more graduate degree 
programs in either (a) special education or early intervention and one 
or more related services; or (b) two or more related services.
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    \5\ For the purposes of this priority, ``scholar'' is limited to 
an individual who (a) is pursuing a master's, educational specialist 
degree, or clinical doctoral graduate degree in special education, 
early intervention, or related services (as defined in this notice); 
(b) receives scholarship assistance as authorized under section 662 
of IDEA (34 CFR 304.3(g)); (c) will be eligible for a license, 
endorsement, or certification from a State or national credentialing 
authority following completion of the graduate degree program 
identified in the application; and (d) will be able to be employed 
in a position that serves children with disabilities for either 51 
percent of their time or case load. See https://pdp.ed.gov/OSEP/Home/Regulation for more information.
     Scholars from each graduate degree program participating in the 
proposed interdisciplinary project must receive scholar support and 
be eligible to fulfill service obligation requirements following 
graduate degree program completion. Scholars from each graduate 
degree program participating in this project must complete the 
requirements of their unique graduate degree program and receive 
different graduate degrees. Individuals pursuing degrees in general 
education or early childhood education do not qualify as 
``scholars'' eligible for scholarship assistance.
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    An interdisciplinary project is a project that delivers core 
content through shared coursework, group assignments, and coordinated 
clinical experiences as part of two or more master's degree, 
educational specialist degree, or clinical doctoral degree programs for 
scholars.
    Not all requirements (e.g., courses and clinical experiences) of 
each participating graduate degree program must be shared across all 
degree programs participating in the interdisciplinary project, but the 
interdisciplinary project must: (a) Identify the competencies needed to 
address the individualized needs of children with disabilities who have 
high-intensity needs using an interdisciplinary approach to service 
delivery; (b) outline how the project will build capacity in those 
areas through shared coursework, group assignments, and coordinated 
clinical experiences for scholars supported by the proposed project; 
and (c) identify the aspects of each graduate degree program that are 
shared across all participating programs and those that remain unique 
to each.
    Projects may include individuals who are in degree programs (e.g., 
general education, early childhood education, administration) and who 
are cooperating with, but not funded as scholars by, the applicant's 
proposed interdisciplinary project. These individuals may participate 
in interdisciplinary coursework, group assignments, coordinated field 
experiences, and other opportunities funded by the project (e.g., 
speaker series, monthly seminars) if doing so does not diminish the 
benefit for project-funded scholars (e.g., by reducing funds available 
for scholar support or limiting opportunities for scholars to 
participate in project activities).
    Personnel preparation programs that prepare individuals to be 
educational interpreters for the deaf at the bachelor's degree level 
can qualify under this priority, and are exempted from (a) the 
interdisciplinary requirement; and (b) the requirement for two or more 
graduate degree programs. All other priority requirements specified for 
graduate programs will apply to the bachelor's program. While 
interdisciplinary projects are not required for educational 
interpreters, they are encouraged.

Focus Areas

    Within this absolute priority, the Secretary intends to support 
interdisciplinary projects under the following two focus areas: (A) 
Preparing Personnel to Serve Infants, Toddlers, and Preschool-Age 
Children with Disabilities who have High-Intensity Needs; and (B) 
Preparing Personnel to Serve School-Age Children with Disabilities who 
have High-Intensity Needs.
    Applicants must identify the specific focus area (i.e., A or B) 
under which they are applying as part of the competition title on the 
application cover sheet (SF form 424, line 4). Applicants may not 
submit the same proposal under more than one focus area.
    Focus Area A: Preparing Personnel to Serve Infants, Toddlers, and 
Preschool-Age Children with Disabilities who have High-Intensity Needs. 
This focus area is for interdisciplinary projects that deliver core 
content through shared coursework, group assignments, and coordinated 
clinical experiences for scholars across two or more graduate degree 
programs in either: (a) Early intervention or early childhood special 
education and related services for infants, toddlers, and preschool-age 
children with disabilities who have high-intensity needs; or (b) two or 
more related services to serve infants, toddlers, and preschool-age 
children with disabilities who have high-intensity needs.
    Early intervention personnel are those who are prepared to provide 
services to infants and toddlers with disabilities ages birth to three, 
and early childhood personnel are those who are prepared to provide 
services to children with disabilities ages three through five (and in 
States where the age range is other than ages three through five, we 
defer to the State's certification for early childhood special 
education). In States where certification in early intervention is 
combined with certification in early childhood special education, 
applicants may propose a combined early intervention and early 
childhood

[[Page 27580]]

special education personnel preparation project under this focus area.

    Note: In Focus Area A, the Office of Special Education Programs 
(OSEP) intends to fund 10 awards. OSEP may fund out of rank order 
high-quality applications from institutions of higher education 
(IHEs) that primarily serve traditionally underrepresented groups 
(Minority-Serving IHEs \6\ and Historically Black Colleges and 
Universities (HBCUs)). These applications must be of high quality 
and should score higher than 84 on a 100-point scale in the 
technical review. In order to be considered under this provision, 
the primary applicant must be a Minority-Serving IHE or HBCU, even 
in cases of a proposed partnership across entities.

    \6\ For the purposes of this priority, ``Minority-Serving IHEs'' 
refers to IHEs with a minority enrollment of 50 percent or more, 
which may include Historically Black Colleges and Universities, 
Tribal Colleges, and Predominantly Hispanic-Serving Colleges and 
Universities.

    Focus Area B: Preparing Personnel to Serve School-Age Children with 
Disabilities who have High-Intensity Needs. This focus area is for 
interdisciplinary projects that deliver core content through shared 
coursework, group assignments, and coordinated clinical experiences to 
scholars across two or more graduate degree programs in either: (a) 
Special education and related services for school-age children with 
disabilities who have high-intensity needs; or (b) two or more related 
services to serve school-age children with disabilities who have high-
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intensity needs.

    Note: In Focus Area B, OSEP may fund out of rank order high-
quality applications from IHEs that primarily serve traditionally 
underrepresented groups (Minority-Serving IHEs and HBCUs). These 
applications must be of high quality and should score higher than 84 
on a 100-point scale in the technical review. In order to be 
considered under this provision, the primary applicant must be a 
Minority-Serving IHE or HBCU, even in cases of a proposed 
partnership across entities.

    Projects funded under Focus Area A or B may use up to 12 months 
during the first year of the project period and up to $100,000 of 
Federal funds for program planning without enrolling scholars. 
Applicants must provide sufficient justification for requesting program 
planning time and include the intended outcomes of program planning in 
Year 1, and a description of the proposed strategies and activities to 
be supported, such as--
    (1) Outlining or updating coursework, group assignments, or 
coordinated clinical experience needed to support interdisciplinary 
preparation for special education, early intervention, or related 
services personnel serving children with disabilities who have high-
intensity needs;
    (2) Building capacity (e.g., hiring of a clinical practice 
supervisor, providing professional development for clinical field 
supervisors, and training for faculty);
    (3) Purchasing needed resources (e.g., additional teaching supplies 
or specialized equipment to enhance instruction); or
    (4) Negotiating agreements with programs or schools to serve as 
sites for coordinated clinical experience needed to support delivery of 
the proposed interdisciplinary project.
    Remaining Year 1 Federal funds up to the maximum award available 
for one budget period of 12 months (i.e., $250,000) may be used for 
scholar support and other grant activities if included in the Year 1 
budget request.

    Note: Applicants proposing projects to develop, expand, or add a 
new area of emphasis to special education, early intervention, or 
related services programs must provide, in their applications, 
information on how these new areas will be sustained once Federal 
funding ends.

    To be considered for funding under this absolute priority, all 
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 national, State, regional, or district 
shortages of personnel who are fully qualified to serve children with 
disabilities, ages birth through 21, who have high-intensity needs. To 
address this requirement, the applicant must--
    (i) Present data on the quality of each special education, early 
intervention, or related services personnel preparation degree program 
participating in the project in areas such as: The average amount of 
time it takes for scholars to complete the program; the percentage of 
program graduates who receive a license, endorsement, or certification 
related to special education, related services, or early intervention 
services; the percentage of program graduates finding employment 
related to their preparation after graduation; the success of program 
graduates in providing special education, early intervention, or 
related services, which could include data on the learning and 
developmental outcomes of children with disabilities they serve; the 
percentage of program graduates who maintain employment for two or more 
years in the area for which they were prepared; and the percentage of 
employers who rate the preparation of scholars who complete their 
degree program as adequate or higher; and
    (ii) If available for the degree programs participating in the 
proposed project, present data on the quality of their 
interdisciplinary approaches to the preparation of special education, 
early intervention, or related services personnel.

    Note: Data on the quality of a personnel preparation 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., total number of scholars or program graduates) 
must be provided.

    (2) The project will increase the number of personnel who 
demonstrate the competencies needed to provide (a) differentiated 
instruction, and (b) intensive individualized intervention(s) in an 
interdisciplinary team-based approach to address the individualized 
needs of children with disabilities who have high-intensity needs, ages 
birth through 21, that result in improvements in learning or 
developmental outcomes (e.g., academic, social, emotional, behavioral), 
or successful transition to postsecondary education and the workforce. 
To address this requirement, the applicant must--
    (i) Identify the competencies \7\ that special education, early 
intervention, or related services personnel need in order to ensure 
delivery of (a) differentiated instruction, and (b) intense 
individualized intervention(s) in an interdisciplinary team-based 
approach that will: Lead to improved learning and developmental 
outcomes; ensure access to and progress in academic achievement 
standards or alternate academic achievement standards, as appropriate; 
lead to successful transition to college and career for children with 
disabilities, including children with disabilities who have high-
intensity needs; and maximize the use of effective technology, 
including assistive technology, to deliver instruction, interventions, 
and services;
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    \7\ For the purposes of this priority, ``competencies'' means 
what a person knows and can do--the knowledge, skills, and 
dispositions necessary to effectively function in a role (National 
Professional Development Center on Inclusion, 2011). These 
competencies should ensure that personnel are able to use 
challenging academic standards, child achievement and functional 
standards, and assessments to improve instructional practices, 
services, learning and developmental outcomes (e.g., academic, 
social, emotional, behavioral), and college- and career-readiness of 
children with disabilities.

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    (ii) Identify the competencies needed by members of 
interdisciplinary teams that will result in improved outcomes for 
children with disabilities who have high-intensity needs;
    (iii) Identify the competencies that personnel need to support 
inclusion of children with disabilities who have high-intensity needs 
in the least restrictive and natural environments to the maximum extent 
appropriate by intentionally promoting participation in learning and 
social activities to foster development, learning, academic 
achievement, friendships with peers, and sense of belonging;
    (iv) Identify how scholars will be prepared to develop, implement, 
and evaluate evidence-based instruction and evidence-based 
interventions that improve outcomes for children with disabilities who 
have high-intensity needs in a variety of settings (e.g., natural 
environments; public schools, including charter schools; private 
schools, including parochial schools; and other nonpublic education 
settings, including home education); and
    (v) Provide a conceptual framework for the proposed 
interdisciplinary personnel preparation project, including any 
empirical support for project activities designed to promote the 
acquisition of the identified competencies (see paragraph (a)(2)(i) of 
the requirements for this priority) needed by special education, early 
intervention, or related services personnel, and how these competencies 
relate to the proposed project.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of Project Services,'' how the project--
    (1) Will conduct its planning activities, if up to the first 12 
months of the project period will be used for planning.
    (2) Will recruit and retain high-quality scholars into each of the 
graduate degree programs participating in the project and ensure equal 
access and treatment for eligible project participants who are members 
of groups that have traditionally been underrepresented based on race, 
color, national origin, gender, age, or disability. To meet this 
requirement, the applicant must describe--
    (i) Criteria the applicant will use to identify high-quality 
applicants for admission into each of the graduate degree programs 
participating in the project;
    (ii) Recruitment strategies the applicant will use to attract high-
quality applicants and any specific recruitment strategies targeting 
high-quality applicants from traditionally underrepresented groups, 
including individuals with disabilities; and
    (iii) The approach, including mentoring, monitoring, and 
accommodations, the applicant will use to support scholars to complete 
their respective degree programs.
    (3) Reflects current evidence-based practices, including practices 
in the areas of literacy and numeracy development, assessment, 
behavior, instructional practices, and inclusive strategies, as 
appropriate, and is designed to prepare scholars in the identified 
competencies. To address this requirement, the applicant must describe 
how the project will--
    (i) Incorporate current evidence-based practices (including 
relevant research citations) that improve outcomes for children with 
disabilities who have high-intensity needs into (a) the required 
coursework and clinical experiences for each graduate degree program 
participating in the project; and (b) the shared coursework, group 
assignments, and coordinated clinical experiences required for the 
interdisciplinary portions of the project; and
    (ii) Use evidence-based professional development practices for 
adult learners to instruct scholars.
    (4) Is of sufficient quality, intensity, and duration to prepare 
scholars in the identified competencies. To address this requirement, 
the applicant must describe how--
    (i) The components of (a) each graduate degree program 
participating in the project and (b) the shared coursework, group 
assignments, and coordinated clinical experiences required for the 
interdisciplinary portions of the proposed project will support 
scholars' acquisition and enhancement of the identified competencies;
    (ii) The components of (a) each graduate degree program 
participating in the project and (b) the shared coursework, group 
assignments, and coordinated clinical experiences required for the 
interdisciplinary portions of the proposed project will be integrated 
to allow scholars, in collaboration with other team members, to use 
their knowledge and skills in designing, implementing, and evaluating 
practices supported by evidence to address the learning and 
developmental needs of children with disabilities who have high-
intensity needs;
    (iii) Scholars will be provided with ongoing guidance and feedback 
during training; and
    (iv) The proposed project will provide ongoing induction 
opportunities and mentoring support to graduates of each graduate 
degree program participating in the project.
    (5) Will collaborate with appropriate partners, including--
    (i) High-need schools, which may include high-need LEAs,\8\ high-
poverty schools,\9\ schools identified for comprehensive support and 
improvement,\10\ and schools implementing a targeted support and 
improvement plan \11\ for children with disabilities; early childhood 
and early intervention programs located within the geographic 
boundaries of a high-need LEA; and early childhood and early 
intervention programs 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. The purpose of these partnerships 
is to provide clinical practice for scholars aimed at developing the 
identified competencies as members of interdisciplinary teams; and
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    \8\ For the purposes or this priority, ``high-need LEA'' means 
an LEA (a) that serves not fewer than 10,000 children from families 
with incomes below the poverty line; or (b) for which not less than 
20 percent of the children are from families with incomes below the 
poverty line.
    \9\ 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. For middle and high 
schools, eligibility may be calculated on the basis of comparable 
data from feeder schools. Eligibility as a high-poverty school under 
this definition is determined on the basis of the most currently 
available data.
    \10\ For the purpose 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 in the State 
receiving funds under Title I, Part A of the ESEA; (b) all public 
high schools in the State failing to graduate one third or more of 
their students; and (c) public schools in the State described under 
section 1111(d)(3)(A)(i)(II) of the ESEA.
    \11\ For the purposes of this priority, ``school implementing a 
targeted support and improvement plan'' 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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    (ii) Other personnel preparation programs on campus or at 
partnering universities for the purpose of sharing resources, 
supporting program development and delivery, and addressing personnel 
shortages.
    (6) Will use technology, as appropriate, to promote scholar 
learning and professional practice, enhance the efficiency of the 
project, collaborate with partners, and facilitate ongoing mentoring 
and support for scholars.

[[Page 27582]]

    (7) Will ensure that scholars understand how to use technology to 
support student learning and students' use of educational and assistive 
technology; and
    (8) Will align with and use resources, as appropriate, available 
through technical assistance centers, which may include centers funded 
by the Department.

    Note: Use the ``Find a Center'' link at 
www.osepideasthatwork.org for information about OSEP-funded 
technical assistance centers.

    (c) Demonstrate, in the narrative section of the application under 
``Quality of Project Evaluation,'' how--
    (1) The applicant will use comprehensive and appropriate 
methodologies to evaluate how well the goals or objectives of the 
proposed project have been met, including the project processes and 
outcomes.
    (2) The applicant will collect, analyze, and use data related to 
specific and measurable goals, objectives, and outcomes of the project. 
To address this requirement, the applicant must describe how--
    (i) Scholar competencies and other project processes and outcomes 
will be measured for formative evaluation purposes, including proposed 
instruments, data collection methods, and possible analyses; and
    (ii) It will collect and analyze data on the quality of services 
provided by scholars who complete the graduate degree programs involved 
in this interdisciplinary project and are employed in the field for 
which they were trained, including data on the learning and 
developmental outcomes (e.g., academic, social, emotional, behavioral, 
meeting college- and career-ready standards), and on growth toward 
these outcomes, of the children with disabilities who have high-
intensity needs.

    Note: Following the completion of the project period, grantees 
are encouraged to engage in ongoing data collection activities.

    (3) The methods of evaluation will produce quantitative and 
qualitative data for objective performance measures that are related to 
the outcomes of the proposed project.
    (4) The methods of evaluation will provide performance feedback and 
allow for periodic assessment of progress towards meeting the project 
outcomes. To address this requirement, the applicant must describe 
how--
    (i) Results of the evaluation will be used as a basis for improving 
the proposed project to prepare special education, early intervention, 
or related services personnel to provide (a) focused instruction, and 
(b) intense individualized intervention(s) in an interdisciplinary 
team-based approach to improve outcomes of children with disabilities 
who have high-intensity needs; and
    (ii) The grantee will report the evaluation results to OSEP in its 
annual and final performance reports.
    (d) Demonstrate, in the narrative under ``Project Assurances'' or 
in the applicable appendices, that the following program requirements 
are met. The applicant must--
    (1) Provide scholar support for participants from two or more 
graduate degree programs partnering in the proposed interdisciplinary 
personnel preparation project. Consistent with 34 CFR 304.3, each 
scholar should (a) receive support for no less than one academic year, 
and (b) be eligible to fulfill service obligation requirements 
following degree program completion. Funding across degree programs may 
be applied differently.
    (2) Include in Appendix B of the application--
    (i) Course syllabi for all coursework in the major of each degree 
program and all shared courses, group assignments, and coordinated 
clinical experiences required of interdisciplinary project scholars; 
and
    (ii) For new coursework, proposed syllabi; and
    (iii) Table(s) summarizing the program of study for each degree 
program, and clearly delineating the shared coursework, group 
assignments, and coordinated field experiences required of project 
scholars.
    (3) Ensure that a comprehensive set of completed syllabi, including 
syllabi created or revised as part of a project planning year, are 
submitted to OSEP by the end of Year 1 of the grant.
    (4) Ensure scholars will not be selected based on race, ethnicity, 
or national origin. 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, ethnicity, 
or national origin. For this reason, grantees must ensure that any 
discussion of the recruitment of scholars based on race, ethnicity, or 
national origin distinguishes between increasing the pool of applicants 
and actually selecting scholars.
    (5) 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
    (iii) Obtain a Certification of Eligibility for Federal Assistance 
from each scholar, as prescribed in 34 CFR 75.60, 75.61, and 75.62.
    (6) Ensure that the project will meet all 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 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, 
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).
    (7) Ensure that prior approval from the OSEP project officer will 
be obtained before admitting additional scholars beyond the number of 
scholars

[[Page 27583]]

proposed in the application and before transferring a scholar to 
another OSEP-funded grant.
    (8) Ensure that the project will meet the statutory requirements in 
section 662(e) through (h) of IDEA.
    (9) Ensure that at least 65 percent of the total requested budget 
over the five years will be used for scholar support. Applicants 
proposing to use Year 1 for program development may budget for less 
than 65 percent of the total requested budget over the five years for 
scholar support; instead 65 percent of the total award minus funds 
allocated for program development will be used to calculate the value 
of required scholar support.
    (10) 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.
    (11) 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.
    (12) Ensure that the project director, key personnel, and scholars 
will actively participate in the cross-project collaboration, advanced 
trainings, and cross-site learning opportunities (e.g., webinars, 
briefings) organized by OSEP. This partnership will be used to build 
capacity of participants, increase the impact of funding, and promote 
innovative and interdisciplinary service delivery models across 
projects.
    (13) Ensure that if the project maintains a website, relevant 
information and documents are in a format that meets government or 
industry-recognized standards for accessibility.
    (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 (6) of this section, subparagraphs (i) and (ii)).

References

Boe, E.E., deBettencourt, L., Dewey, J.F., Rosenberg, M. S., 
Sindelar, P. T., & Leko, C.D. (2013). Variability in demand for 
special education teachers: Indicators, explanations, and impacts. 
Exceptionality, 21, 103-125.
Browder, D.M., Wood, L., Thompson, J., & Ribuffo, C. (2014). 
Evidence-based practices for students with severe disabilities 
(Document No. IC-3). Retrieved from University of Florida, 
Collaboration for Effective Educator, Development, Accountability, 
and Reform Center website: http://ceedar.education.ufl.edu/tool/innovation-configurations/.
Individuals with Disabilities Education Act, 20 U.S.C. 1400, et seq. 
(2004).
McLeskey, J., & Brownell, M. (2015). High-leverage practices and 
teacher preparation in special education (Document No. PR-1). 
Retrieved from University of Florida, Collaboration for Effective 
Educator, Development, Accountability, and Reform Center website: 
http://ceedar.education.ufl.edu/wp-content/uploads/2016/05/High-Leverage-Practices-and-Teacher-Preparation-in-Special-Education.pdf.
National Professional Development Center on Inclusion. (August, 
2011). Competencies for early childhood educators in the context of 
inclusion: Issues and guidance for States. Chapel Hill, NC: The 
University of North Carolina, FPG Child Development Institute.
Smith, J. (2010). An interdisciplinary approach to preparing early 
intervention professionals: A university and community collaborative 
initiative. Teacher Education and Special Education, 33(2), 131-142.

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

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

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: The Administration has requested 
$83,541,000 for the Personnel Development to Improve Services and 
Results for Children with Disabilities program for FY 2018, of which we 
intend to use an estimated $10,000,000 for this competition. The actual 
level of funding, if any, depends on final congressional action. 
However, we are inviting applications to allow enough time to complete 
the grant process if Congress appropriates funds for this program.
    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: See chart.
    Estimated Average Size of Awards: See chart.
    Maximum Award: See chart.
    Estimated Number of Awards: See chart.
    Project Period: See chart.

[[Page 27584]]



                             Personnel Development To Improve Services and Results for Children With Disabilities (84.325k) Application Notice for Fiscal Year 2018
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
                                                                                                                                Maximum
                                                            Deadline for          Deadline for       Estimated    Estimated    award for    Estimated
        CFDA No. and name              Applications        transmittal of      intergovernmental      range of     average    each budget   number of      Project period       Contact person
                                        available           applications             review            awards      size of     period of      awards
                                                                                                                    awards     12 months
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
84.325K Interdisciplinary          June 13, 2018......  July 30, 2018......  September 26, 2018...  ...........  ...........  ...........  ...........  ...................  Focus Area A or
 Preparation in Special                                                                                                                                                       Minority Serving
 Education, Early Intervention,                                                                                                                                               Institutions:
 and Related Services for                                                                                                                                                    Dawn Ellis, 202-245-
 Personnel Serving Children with                                                                                                                                              6417,
 Disabilities who have High-                                                                                                                                                  [email protected],
 Intensity Needs.                                                                                                                                                             Potomac Center
                                                                                                                                                                              Plaza, Room 5137.
Focus Area A: Preparing Personnel  ...................  ...................  .....................  $200,000-25     $250,000   $250,000 *           10  Up to 60 mos.......  Focus Area B:
 to Serve Infants, Toddlers, and                                                                          0,000                                                              Maryann McDermott,
 Preschool-Age Children with                                                                                                                                                  202-245-7439,
 Disabilities who have High-                                                                                                                                                  maryann.mcdermott@
 Intensity Needs.                                                                                                                                                             ed.gov, Potomac
                                                                                                                                                                              Center Plaza, Room
                                                                                                                                                                              5144, or
Focus Area B: Preparing Personnel  ...................  ...................  .....................  200,000-250      250,000    250,000 *           30  Up to 60 mos.......  Sarah Allen, 202-
 to Serve School-Age Children                                                                              ,000                                                               245-7875,
 with Disabilities who have High-                                                                                                                                             [email protected]
 Intensity Needs.                                                                                                                                                             , Potomac Center
                                                                                                                                                                              Plaza, Room 5144.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
* We will not make an award exceeding $250,000 for a single budget period of 12 months.


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

III. Eligibility Information

    1. Eligible Applicants: IHEs and private nonprofit organizations.
    2. Cost Sharing or Matching: This program does not require cost 
sharing or matching.
    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:

[[Page 27585]]

    (i) The extent to which the proposed project will prepare personnel 
for fields in which shortages have been demonstrated; and
    (ii) The importance or magnitude of the results or outcomes likely 
to be attained by the proposed project, especially improvements in 
teaching and student achievement.
    (b) Quality of Project Services (45 points).
    (1) The Secretary considers the quality of the services to be 
provided by the proposed project.
    (2) In determining the quality of the services to be provided by 
the proposed project, the Secretary considers the quality and 
sufficiency of strategies for ensuring equal access and treatment for 
eligible project participants who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In determining the quality of the project services, the 
Secretary considers the following factors:
    (i) The extent to which the services to be provided by the proposed 
project reflect up-to-date knowledge from research and effective 
practice;
    (ii) 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;
    (iii) The extent to which the services to be provided by the 
proposed project involve the collaboration of appropriate partners for 
maximizing the effectiveness of project services; and
    (iv) The extent to which the proposed activities constitute a 
coherent, sustained program of training in the field.
    (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 measureable;
    (iii) The extent to which the methods of evaluation include the use 
of objective performance measures that are clearly related to the 
intended outcomes of the project and will produce quantitative and 
qualitative data to the extent possible; and
    (iv) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes.
    (d) Quality of Project Personnel, Management Plan, and Resources 
(20 points).
    (1) The Secretary considers the quality of the project personnel, 
management plan, and the adequacy of resources for the proposed 
project.
    (2) In determining the quality of project personnel, the Secretary 
considers the extent to which the applicant encourages applications for 
employment from persons who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The qualifications, including relevant training and experience, 
of key project personnel;
    (ii) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks;
    (iii) The extent to which the time commitments of the project 
director and principal investigator and other key project personnel are 
appropriate and adequate to meet the objectives of the proposed 
project;
    (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 costs are reasonable in relation to the 
objectives, design, and potential significance of 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

[[Page 27586]]

Award Management. You may review and comment on any information about 
yourself that a Federal agency previously entered and that is currently 
in FAPIIS.
    Please note that, if the total value of your currently active 
grants, cooperative agreements, and procurement contracts from the 
Federal government exceeds $10,000,000, the reporting requirements in 2 
CFR part 200, Appendix XII, require you to report certain integrity 
information to FAPIIS semiannually. Please review the requirements in 2 
CFR part 200, Appendix XII, if this grant plus all the other Federal 
funds you receive exceed $10,000,000.

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN); or we may send you an email containing a link to 
access an electronic version of your GAN. We may notify you informally, 
also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Open Licensing Requirements: Unless an exception applies, if you 
are awarded a grant under this competition, you will be required to 
openly license to the public grant deliverables created in whole, or in 
part, with Department grant funds. When the deliverable consists of 
modifications to pre-existing works, the license extends only to those 
modifications that can be separately identified and only to the extent 
that open licensing is permitted under the terms of any licenses or 
other legal restrictions on the use of pre-existing works. 
Additionally, a grantee 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.
    (c) Under 34 CFR 75.250(b), the Secretary may provide a grantee 
with additional funding for data collection analysis and reporting. In 
this case the Secretary establishes a data collection period.
    5. Performance Measures: Under GPRA, the Department has established 
a set of performance measures, including long-term measures, that are 
designed to yield information on the quality of the Personnel 
Development to Improve Services and Results for Children with 
Disabilities program. These measures include: (1) The percentage of 
preparation programs that incorporate scientifically or evidence-based 
practices into their curricula; (2) the percentage of scholars 
completing preparation programs who are knowledgeable and skilled in 
evidence-based practices that improve outcomes for children with 
disabilities; (3) the percentage of scholars who exit preparation 
programs prior to completion due to poor academic performance; (4) the 
percentage of scholars completing preparation programs who are working 
in the area(s) in which they were prepared upon program completion; and 
(5) the Federal cost per scholar who completed the preparation program.
    In addition, the Department will gather information on the 
following outcome measures: (1) The percentage of scholars who 
completed the preparation program and are employed in high-need 
districts; (2) the percentage of scholars who completed the preparation 
program and are employed in the field of special education for at least 
two years; and (3) the percentage of scholars who completed the 
preparation program and who are rated effective by their employers.
    Grantees may be asked to participate in assessing and providing 
information on these aspects of program quality.
    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, the 
performance targets in the grantee's approved application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

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.


[[Page 27587]]


    Dated: June 8, 2018.
Johnny W. Collett,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2018-12718 Filed 6-12-18; 8:45 am]
 BILLING CODE 4000-01-P



                                                                           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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                                              27578                        Federal Register / Vol. 83, No. 114 / Wednesday, June 13, 2018 / Notices

                                              applications for new awards for fiscal                  CFR 75.105(c)(3), we consider only                         master’s degree, educational specialist
                                              year (FY) 2018 for Personnel                            applications that meet this priority.                      degree, or clinical doctoral degree levels
                                              Development to Improve Services and                       This priority is:                                        for professional practice in a variety of
                                              Results for Children with Disabilities—                   Interdisciplinary Preparation in                         educational settings, including natural
                                              Interdisciplinary Preparation in Special                Special Education, Early Intervention,                     environments (including the home and
                                              Education, Early Intervention, and                      and Related Services for Personnel                         community settings in which children
                                              Related Services for Personnel Serving                  Serving Children with Disabilities who                     without disabilities participate), early
                                              Children with Disabilities who have                     have High-Intensity Needs.                                 learning programs, classrooms, and
                                              High-Intensity Needs, Catalog of Federal                Background                                                 school settings. This priority is
                                              Domestic Assistance (CFDA) number                                                                                  consistent with the Secretary’s
                                              84.325K.                                                  The mission of the Office of Special                     Supplemental Priority 5—Meeting the
                                                                                                      Education and Rehabilitative Services                      Unique Needs of Students and Children
                                              DATES:                                                  (OSERS) is to improve early childhood,                     With Disabilities and/or Those With
                                                 Applications Available: June 13, 2018.               educational, and employment outcomes
                                                 Deadline for Transmittal of                                                                                     Unique Gifts and Talents; and
                                                                                                      and raise expectations for all people                      Supplemental Priority 8—Promoting
                                              Applications: July 30, 2018.                            with disabilities, their families, their
                                                 Deadline for Intergovernmental                                                                                  Effective Instruction in Classrooms and
                                                                                                      communities, and the Nation.                               Schools, which were published in the
                                              Review: September 26, 2018.                               The purpose of this priority is to                       Federal Register on March 2, 2018 (83
                                              ADDRESSES: For the addresses for                        increase the number and improve the                        FR 9096).
                                              obtaining and submitting an                             quality of personnel who are fully                            State demand for fully credentialed
                                              application, please refer to our Common                 credentialed to serve children,                            special education, early intervention,
                                              Instructions for Applicants to                          including infants and toddlers, and                        and related services personnel to serve
                                              Department of Education Discretionary                   youth with disabilities who have high-                     children, including infants and toddlers,
                                              Grant Programs, published in the                        intensity needs,1 especially in areas of                   and youth with disabilities exceeds the
                                              Federal Register on February 12, 2018                   chronic personnel shortage. The priority                   available supply, particularly in high-
                                              (83 FR 6003) and available at                           will fund high-quality                                     need schools 4 (Boe, deBettencourt,
                                              www.gpo.gov/fdsys/pkg/FR-2018-02-12/                    interdisciplinary 2 projects that prepare                  Dewey, Rosenberg, Sindelar, & Leko,
                                              pdf/2018-02558.pdf.                                     special education, early intervention,                     2013). These shortages can negatively
                                              FOR FURTHER INFORMATION CONTACT:                        and related services 3 personnel at the                    affect the quality of services provided to
                                              Maryann McDermott, U.S. Department                                                                                 children, including infants and toddlers,
                                                                                                         1 For the purposes of this priority, ‘‘high-intensity
                                              of Education, 400 Maryland Avenue                                                                                  and youth with disabilities and their
                                                                                                      needs’’ refers to a complex array of disabilities (e.g.,
                                              SW, Room 5144, Potomac Center Plaza,                    multiple disabilities, significant cognitive               families (Boe et al., 2013). These
                                              Washington, DC 20202–5108.                              disabilities, significant physical disabilities,           shortages limit the field’s capacity in
                                              Telephone: (202) 245–7439.                              significant sensory disabilities, significant autism,      ensuring that children, including infants
                                                 If you use a telecommunications                      significant emotional disabilities, or significant         and toddlers, and youth with
                                                                                                      learning disabilities, including dyslexia) or the
                                              device for the deaf (TDD) or a text                     needs of children with these disabilities requiring        disabilities have the opportunity to meet
                                              telephone (TTY), call the Federal Relay                 intensive, individualized intervention(s) (i.e., that      challenging objectives and receive an
                                              Service (FRS), toll free, at 1–800–877–                 are specifically designed to address persistent            individualized education program that
                                              8339.                                                   learning or behavior difficulties, implemented with        is both meaningful and appropriately
                                                                                                      greater frequency and for an extended duration than
                                              SUPPLEMENTARY INFORMATION:                              is commonly available in a typical classroom or
                                                                                                                                                                 ambitious, which is essential for
                                                                                                      early intervention setting, or which require               preparing them for the future.
                                              Full Text of Announcement                               personnel to have knowledge and skills in                     The need for personnel with the
                                                                                                      identifying and implementing multiple evidence-            knowledge and skills to serve children,
                                              I. Funding Opportunity Description                      based interventions).
                                                                                                         2 For the purposes of this priority,
                                                                                                                                                                 including infants and toddlers, and
                                                 Purpose of Program: The purposes of                                                                             youth with disabilities who have high-
                                                                                                      ‘‘interdisciplinary’’ refers to preparing scholars
                                              this program are to (1) help address                    from two or more graduate degree programs in               intensity needs is even greater because
                                              State-identified needs for personnel                    either (a) special education or early intervention         specialized or advanced preparation is
                                              preparation in special education, early                 and one or more related services through shared            required to collaboratively design and
                                              intervention, related services, and                     coursework, group assignments, and coordinated
                                                                                                      field experiences; or (b) two or more related
                                                                                                                                                                 deliver evidence-based instruction and
                                              regular education to work with children,                services through shared coursework, group                  intensive individualized intervention(s)
                                              including infants and toddlers, and                     assignments, and coordinated field experiences.            in natural environments, classrooms,
                                              youth with disabilities; and (2) ensure                 Different graduate degree programs across more             and schools that address the needs of
                                              that those personnel have the necessary                 than one institution of higher education may               these individuals (Boe et al., 2013;
                                                                                                      partner to develop an interdisciplinary project.
                                              skills and knowledge, derived from                                                                                 Browder, Wood, Thompson, & Ribuffo,
                                                                                                         For the purpose of this priority,
                                              practices that have been determined                     ‘‘interdisciplinary’’ does not include: (a) Individual     2014; McLeskey & Brownell, 2015).
                                              through scientifically based research                   scholars who receive two or more graduate degrees;         Although children, including infants
                                              and experience, to be successful in                     (b) one graduate degree program that prepares              and toddlers, and youth with
                                              serving those children.                                 scholars with different areas of focus; (c) one
                                                                                                      graduate degree program that offers
                                                                                                                                                                 disabilities who have high-intensity
                                                 Priority: In accordance with 34 CFR                  interdisciplinary content but does not prepare             needs may require the combined
                                              75.105(b)(2)(v), this priority is from                  scholars from two or more degree programs
                                              allowable activities specified in the                   together; and (d) one graduate degree program in           analysis; physical therapy and occupational
                                              statute (see sections 662 and 681 of the                special education, early intervention, and related         therapy; recreation, including therapeutic
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                                                                                                      services partnering with a graduate degree program         recreation; social work services; counseling
                                              Individuals with Disabilities Education                 other than special education, early intervention, or       services, including rehabilitation counseling; and
                                              Act (IDEA); 20 U.S.C. 1462 and 1481).                   related services. Programs in which scholars receive       orientation and mobility services.
                                                 Absolute Priority: For FY 2018 and                   only a certificate or endorsement without a graduate         4 For the purposes of this priority, ‘‘high-need

                                              any subsequent year in which we make                    degree are not eligible.                                   school’’ refers to a public elementary or secondary
                                                                                                         3 For the purposes of this priority, ‘‘related          school that is a ‘‘high-need local educational agency
                                              awards from the list of unfunded                        services’’ includes the following: Speech-language         (LEA),’’ ‘‘high-poverty,’’ or ‘‘implementing targeted
                                              applications from this competition, this                pathology and audiology services; interpreting             support and improvement plans’’ as defined in
                                              priority is an absolute priority. Under 34              services; psychological services; applied behavior         footnotes 8, 9, and 11, respectively.



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                                                                           Federal Register / Vol. 83, No. 114 / Wednesday, June 13, 2018 / Notices                                              27579

                                              expertise of numerous professionals                     graduate degree programs in either (a)                  interpreters for the deaf at the bachelor’s
                                              (including special education, early                     special education or early intervention                 degree level can qualify under this
                                              intervention, and related services                      and one or more related services; or (b)                priority, and are exempted from (a) the
                                              providers), it is often difficult for                   two or more related services.                           interdisciplinary requirement; and (b)
                                              personnel from varied professional                         An interdisciplinary project is a                    the requirement for two or more
                                              backgrounds to work together because                    project that delivers core content                      graduate degree programs. All other
                                              they lack shared information,                           through shared coursework, group                        priority requirements specified for
                                              understanding, and experience.                          assignments, and coordinated clinical                   graduate programs will apply to the
                                                 Interdisciplinary approaches to                      experiences as part of two or more                      bachelor’s program. While
                                              personnel preparation provide scholars                  master’s degree, educational specialist                 interdisciplinary projects are not
                                              with experience working and learning                    degree, or clinical doctoral degree                     required for educational interpreters,
                                              in team environments similar to those in                programs for scholars.                                  they are encouraged.
                                              which they are likely to work once                         Not all requirements (e.g., courses and
                                              employed (Smith, 2010). For example,                    clinical experiences) of each                           Focus Areas
                                              under the IDEA, personnel serving                       participating graduate degree program                      Within this absolute priority, the
                                              children, including infants and toddlers,               must be shared across all degree                        Secretary intends to support
                                              and youth with disabilities will work on                programs participating in the                           interdisciplinary projects under the
                                              interdisciplinary teams with parent(s),                 interdisciplinary project, but the                      following two focus areas: (A) Preparing
                                              general and special education teachers,                 interdisciplinary project must: (a)                     Personnel to Serve Infants, Toddlers,
                                              early interventionists, and related                     Identify the competencies needed to                     and Preschool-Age Children with
                                              service providers with the expertise                    address the individualized needs of                     Disabilities who have High-Intensity
                                              convened to design, implement, and                      children with disabilities who have                     Needs; and (B) Preparing Personnel to
                                              evaluate intervention plans based on the                high-intensity needs using an                           Serve School-Age Children with
                                              unique learning and developmental                       interdisciplinary approach to service                   Disabilities who have High-Intensity
                                              needs of each individual child. To                      delivery; (b) outline how the project will              Needs.
                                              enable personnel to provide efficient,                  build capacity in those areas through                      Applicants must identify the specific
                                              high-quality integrated services,                       shared coursework, group assignments,
                                                                                                                                                              focus area (i.e., A or B) under which
                                              personnel preparation programs need to                  and coordinated clinical experiences for
                                                                                                                                                              they are applying as part of the
                                              embed content, practices, and clinical                  scholars supported by the proposed
                                                                                                                                                              competition title on the application
                                              experience into preservice training that                project; and (c) identify the aspects of
                                                                                                                                                              cover sheet (SF form 424, line 4).
                                              will match the interdisciplinary team-                  each graduate degree program that are
                                                                                                                                                              Applicants may not submit the same
                                              based approaches in which graduates                     shared across all participating programs
                                                                                                                                                              proposal under more than one focus
                                              are likely to work. This priority aims to               and those that remain unique to each.
                                                                                                         Projects may include individuals who                 area.
                                              fund interdisciplinary projects that will
                                                                                                      are in degree programs (e.g., general                      Focus Area A: Preparing Personnel to
                                              provide such preparation.
                                                                                                      education, early childhood education,                   Serve Infants, Toddlers, and Preschool-
                                              Priority                                                administration) and who are                             Age Children with Disabilities who have
                                                The purpose of this priority is to                    cooperating with, but not funded as                     High-Intensity Needs. This focus area is
                                              increase the number and improve the                     scholars by, the applicant’s proposed                   for interdisciplinary projects that
                                              quality of personnel who are fully                      interdisciplinary project. These                        deliver core content through shared
                                              credentialed to serve children,                         individuals may participate in                          coursework, group assignments, and
                                              including infants and toddlers, and                     interdisciplinary coursework, group                     coordinated clinical experiences for
                                              youth with disabilities who have high-                  assignments, coordinated field                          scholars across two or more graduate
                                              intensity needs—especially in areas of                  experiences, and other opportunities                    degree programs in either: (a) Early
                                              chronic personnel shortage. The priority                funded by the project (e.g., speaker                    intervention or early childhood special
                                              will fund high-quality interdisciplinary                series, monthly seminars) if doing so                   education and related services for
                                              projects that prepare special education,                does not diminish the benefit for                       infants, toddlers, and preschool-age
                                              early intervention, and related services                project-funded scholars (e.g., by                       children with disabilities who have
                                              personnel at the master’s degree,                       reducing funds available for scholar                    high-intensity needs; or (b) two or more
                                              educational specialist degree, or clinical              support or limiting opportunities for                   related services to serve infants,
                                              doctoral degree levels for professional                 scholars to participate in project                      toddlers, and preschool-age children
                                              practice in natural environments, early                 activities).                                            with disabilities who have high-
                                              learning programs, classrooms, and                         Personnel preparation programs that                  intensity needs.
                                              school settings serving children,                       prepare individuals to be educational                      Early intervention personnel are those
                                              including infants and toddlers, and                                                                             who are prepared to provide services to
                                              youth with disabilities.                                identified in the application; and (d) will be able     infants and toddlers with disabilities
                                                Specifically, an applicant must                       to be employed in a position that serves children       ages birth to three, and early childhood
                                                                                                      with disabilities for either 51 percent of their time   personnel are those who are prepared to
                                              propose an interdisciplinary project                    or case load. See https://pdp.ed.gov/OSEP/Home/
                                              supporting scholars 5 from two or more                  Regulation for more information.                        provide services to children with
                                                                                                        Scholars from each graduate degree program            disabilities ages three through five (and
                                                5 For the purposes of this priority, ‘‘scholar’’ is   participating in the proposed interdisciplinary         in States where the age range is other
                                              limited to an individual who (a) is pursuing a          project must receive scholar support and be eligible    than ages three through five, we defer to
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                                              master’s, educational specialist degree, or clinical    to fulfill service obligation requirements following
                                              doctoral graduate degree in special education, early    graduate degree program completion. Scholars from
                                                                                                                                                              the State’s certification for early
                                              intervention, or related services (as defined in this   each graduate degree program participating in this      childhood special education). In States
                                              notice); (b) receives scholarship assistance as         project must complete the requirements of their         where certification in early intervention
                                              authorized under section 662 of IDEA (34 CFR            unique graduate degree program and receive              is combined with certification in early
                                              304.3(g)); (c) will be eligible for a license,          different graduate degrees. Individuals pursuing
                                              endorsement, or certification from a State or           degrees in general education or early childhood
                                                                                                                                                              childhood special education, applicants
                                              national credentialing authority following              education do not qualify as ‘‘scholars’’ eligible for   may propose a combined early
                                              completion of the graduate degree program               scholarship assistance.                                 intervention and early childhood


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                                              27580                        Federal Register / Vol. 83, No. 114 / Wednesday, June 13, 2018 / Notices

                                              special education personnel preparation                   disabilities who have high-intensity                   graduates who maintain employment for
                                              project under this focus area.                            needs;                                                 two or more years in the area for which
                                                Note: In Focus Area A, the Office of                       (2) Building capacity (e.g., hiring of a            they were prepared; and the percentage
                                              Special Education Programs (OSEP) intends                 clinical practice supervisor, providing                of employers who rate the preparation
                                              to fund 10 awards. OSEP may fund out of                   professional development for clinical                  of scholars who complete their degree
                                              rank order high-quality applications from                 field supervisors, and training for                    program as adequate or higher; and
                                              institutions of higher education (IHEs) that              faculty);                                                (ii) If available for the degree
                                              primarily serve traditionally                                (3) Purchasing needed resources (e.g.,              programs participating in the proposed
                                              underrepresented groups (Minority-Serving                 additional teaching supplies or                        project, present data on the quality of
                                              IHEs 6 and Historically Black Colleges and                specialized equipment to enhance
                                              Universities (HBCUs)). These applications                                                                        their interdisciplinary approaches to the
                                                                                                        instruction); or                                       preparation of special education, early
                                              must be of high quality and should score                     (4) Negotiating agreements with
                                              higher than 84 on a 100-point scale in the                                                                       intervention, or related services
                                                                                                        programs or schools to serve as sites for              personnel.
                                              technical review. In order to be considered
                                              under this provision, the primary applicant               coordinated clinical experience needed
                                                                                                        to support delivery of the proposed                       Note: Data on the quality of a personnel
                                              must be a Minority-Serving IHE or HBCU,                                                                          preparation program should be no older than
                                              even in cases of a proposed partnership                   interdisciplinary project.
                                                                                                           Remaining Year 1 Federal funds up to                five years prior to the start date of the project
                                              across entities.                                                                                                 proposed in the application. When reporting
                                                                                                        the maximum award available for one                    percentages, the denominator (i.e., total
                                                Focus Area B: Preparing Personnel to                    budget period of 12 months (i.e.,
                                              Serve School-Age Children with                                                                                   number of scholars or program graduates)
                                                                                                        $250,000) may be used for scholar                      must be provided.
                                              Disabilities who have High-Intensity                      support and other grant activities if
                                              Needs. This focus area is for                             included in the Year 1 budget request.                    (2) The project will increase the
                                              interdisciplinary projects that deliver                                                                          number of personnel who demonstrate
                                              core content through shared                                 Note: Applicants proposing projects to
                                                                                                        develop, expand, or add a new area of
                                                                                                                                                               the competencies needed to provide (a)
                                              coursework, group assignments, and                        emphasis to special education, early                   differentiated instruction, and (b)
                                              coordinated clinical experiences to                       intervention, or related services programs             intensive individualized intervention(s)
                                              scholars across two or more graduate                      must provide, in their applications,                   in an interdisciplinary team-based
                                              degree programs in either: (a) Special                    information on how these new areas will be             approach to address the individualized
                                              education and related services for                        sustained once Federal funding ends.                   needs of children with disabilities who
                                              school-age children with disabilities                        To be considered for funding under                  have high-intensity needs, ages birth
                                              who have high-intensity needs; or (b)                     this absolute priority, all program                    through 21, that result in improvements
                                              two or more related services to serve                     applicants must meet the application                   in learning or developmental outcomes
                                              school-age children with disabilities                     requirements contained in the priority.                (e.g., academic, social, emotional,
                                              who have high-intensity needs.                            All projects funded under this absolute                behavioral), or successful transition to
                                                Note: In Focus Area B, OSEP may fund out                priority also must meet the                            postsecondary education and the
                                              of rank order high-quality applications from              programmatic and administrative                        workforce. To address this requirement,
                                              IHEs that primarily serve traditionally                   requirements specified in the priority.                the applicant must—
                                              underrepresented groups (Minority-Serving                    The requirements of this priority are                  (i) Identify the competencies 7 that
                                              IHEs and HBCUs). These applications must                  as follows:                                            special education, early intervention, or
                                              be of high quality and should score higher                   (a) Demonstrate, in the narrative                   related services personnel need in order
                                              than 84 on a 100-point scale in the technical             section of the application under
                                              review. In order to be considered under this                                                                     to ensure delivery of (a) differentiated
                                              provision, the primary applicant must be a
                                                                                                        ‘‘Significance of the Project,’’ how—                  instruction, and (b) intense
                                              Minority-Serving IHE or HBCU, even in cases                  (1) The project addresses national,                 individualized intervention(s) in an
                                              of a proposed partnership across entities.                State, regional, or district shortages of              interdisciplinary team-based approach
                                                                                                        personnel who are fully qualified to                   that will: Lead to improved learning and
                                                 Projects funded under Focus Area A                     serve children with disabilities, ages                 developmental outcomes; ensure access
                                              or B may use up to 12 months during                       birth through 21, who have high-                       to and progress in academic
                                              the first year of the project period and                  intensity needs. To address this                       achievement standards or alternate
                                              up to $100,000 of Federal funds for                       requirement, the applicant must—                       academic achievement standards, as
                                              program planning without enrolling                           (i) Present data on the quality of each             appropriate; lead to successful
                                              scholars. Applicants must provide                         special education, early intervention, or              transition to college and career for
                                              sufficient justification for requesting                   related services personnel preparation                 children with disabilities, including
                                              program planning time and include the                     degree program participating in the                    children with disabilities who have
                                              intended outcomes of program planning                     project in areas such as: The average                  high-intensity needs; and maximize the
                                              in Year 1, and a description of the                       amount of time it takes for scholars to                use of effective technology, including
                                              proposed strategies and activities to be                  complete the program; the percentage of                assistive technology, to deliver
                                              supported, such as—                                       program graduates who receive a                        instruction, interventions, and services;
                                                 (1) Outlining or updating coursework,                  license, endorsement, or certification
                                              group assignments, or coordinated                         related to special education, related                     7 For the purposes of this priority,
                                              clinical experience needed to support                     services, or early intervention services;              ‘‘competencies’’ means what a person knows and
                                              interdisciplinary preparation for special                 the percentage of program graduates                    can do—the knowledge, skills, and dispositions
                                              education, early intervention, or related                 finding employment related to their                    necessary to effectively function in a role (National
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                                              services personnel serving children with                                                                         Professional Development Center on Inclusion,
                                                                                                        preparation after graduation; the success              2011). These competencies should ensure that
                                                                                                        of program graduates in providing                      personnel are able to use challenging academic
                                                6 For the purposes of this priority, ‘‘Minority-        special education, early intervention, or              standards, child achievement and functional
                                              Serving IHEs’’ refers to IHEs with a minority             related services, which could include                  standards, and assessments to improve instructional
                                              enrollment of 50 percent or more, which may                                                                      practices, services, learning and developmental
                                              include Historically Black Colleges and
                                                                                                        data on the learning and developmental                 outcomes (e.g., academic, social, emotional,
                                              Universities, Tribal Colleges, and Predominantly          outcomes of children with disabilities                 behavioral), and college- and career-readiness of
                                              Hispanic-Serving Colleges and Universities.               they serve; the percentage of program                  children with disabilities.



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                                                                           Federal Register / Vol. 83, No. 114 / Wednesday, June 13, 2018 / Notices                                                      27581

                                                 (ii) Identify the competencies needed                underrepresented groups, including                     mentoring support to graduates of each
                                              by members of interdisciplinary teams                   individuals with disabilities; and                     graduate degree program participating
                                              that will result in improved outcomes                      (iii) The approach, including                       in the project.
                                              for children with disabilities who have                 mentoring, monitoring, and                                (5) Will collaborate with appropriate
                                              high-intensity needs;                                   accommodations, the applicant will use                 partners, including—
                                                 (iii) Identify the competencies that                 to support scholars to complete their                     (i) High-need schools, which may
                                              personnel need to support inclusion of                  respective degree programs.                            include high-need LEAs,8 high-poverty
                                              children with disabilities who have                        (3) Reflects current evidence-based                 schools,9 schools identified for
                                              high-intensity needs in the least                       practices, including practices in the                  comprehensive support and
                                              restrictive and natural environments to                 areas of literacy and numeracy                         improvement,10 and schools
                                              the maximum extent appropriate by                       development, assessment, behavior,                     implementing a targeted support and
                                              intentionally promoting participation in                instructional practices, and inclusive                 improvement plan 11 for children with
                                              learning and social activities to foster                strategies, as appropriate, and is                     disabilities; early childhood and early
                                              development, learning, academic                         designed to prepare scholars in the                    intervention programs located within
                                              achievement, friendships with peers,                    identified competencies. To address this               the geographic boundaries of a high-
                                              and sense of belonging;                                 requirement, the applicant must                        need LEA; and early childhood and
                                                 (iv) Identify how scholars will be                   describe how the project will—                         early intervention programs located
                                              prepared to develop, implement, and                        (i) Incorporate current evidence-based              within the geographical boundaries of
                                              evaluate evidence-based instruction and                 practices (including relevant research                 an LEA serving the highest percentage
                                              evidence-based interventions that                       citations) that improve outcomes for                   of schools identified for comprehensive
                                              improve outcomes for children with                      children with disabilities who have                    support and improvement or
                                              disabilities who have high-intensity                    high-intensity needs into (a) the                      implementing targeted support and
                                              needs in a variety of settings (e.g.,                   required coursework and clinical                       improvement plans in the State. The
                                              natural environments; public schools,                   experiences for each graduate degree                   purpose of these partnerships is to
                                              including charter schools; private                      program participating in the project; and              provide clinical practice for scholars
                                              schools, including parochial schools;                   (b) the shared coursework, group                       aimed at developing the identified
                                              and other nonpublic education settings,                 assignments, and coordinated clinical                  competencies as members of
                                              including home education); and                          experiences required for the                           interdisciplinary teams; and
                                                 (v) Provide a conceptual framework                   interdisciplinary portions of the project;                (ii) Other personnel preparation
                                              for the proposed interdisciplinary                      and                                                    programs on campus or at partnering
                                              personnel preparation project, including                   (ii) Use evidence-based professional                universities for the purpose of sharing
                                              any empirical support for project                       development practices for adult learners               resources, supporting program
                                              activities designed to promote the                      to instruct scholars.                                  development and delivery, and
                                              acquisition of the identified                              (4) Is of sufficient quality, intensity,            addressing personnel shortages.
                                              competencies (see paragraph (a)(2)(i) of                and duration to prepare scholars in the                   (6) Will use technology, as
                                              the requirements for this priority)                     identified competencies. To address this               appropriate, to promote scholar learning
                                              needed by special education, early                      requirement, the applicant must                        and professional practice, enhance the
                                              intervention, or related services                       describe how—                                          efficiency of the project, collaborate
                                              personnel, and how these competencies                      (i) The components of (a) each                      with partners, and facilitate ongoing
                                              relate to the proposed project.                         graduate degree program participating                  mentoring and support for scholars.
                                                 (b) Demonstrate, in the narrative                    in the project and (b) the shared
                                                                                                                                                                8 For the purposes or this priority, ‘‘high-need
                                              section of the application under                        coursework, group assignments, and
                                                                                                                                                             LEA’’ means an LEA (a) that serves not fewer than
                                              ‘‘Quality of Project Services,’’ how the                coordinated clinical experiences                       10,000 children from families with incomes below
                                              project—                                                required for the interdisciplinary                     the poverty line; or (b) for which not less than 20
                                                 (1) Will conduct its planning                        portions of the proposed project will                  percent of the children are from families with
                                              activities, if up to the first 12 months of             support scholars’ acquisition and                      incomes below the poverty line.
                                                                                                                                                                9 For the purposes of this priority, ‘‘high-poverty
                                              the project period will be used for                     enhancement of the identified                          school’’ means a school in which at least 50 percent
                                              planning.                                               competencies;                                          of students are from low-income families as
                                                 (2) Will recruit and retain high-quality                (ii) The components of (a) each                     determined using one of the measures of poverty
                                              scholars into each of the graduate degree               graduate degree program participating                  specified under section 1113(a)(5) of the Elementary
                                                                                                                                                             and Secondary Education Act of 1965, as amended.
                                              programs participating in the project                   in the project and (b) the shared                      For middle and high schools, eligibility may be
                                              and ensure equal access and treatment                   coursework, group assignments, and                     calculated on the basis of comparable data from
                                              for eligible project participants who are               coordinated clinical experiences                       feeder schools. Eligibility as a high-poverty school
                                              members of groups that have                             required for the interdisciplinary                     under this definition is determined on the basis of
                                                                                                                                                             the most currently available data.
                                              traditionally been underrepresented                     portions of the proposed project will be                  10 For the purpose of this priority, the term
                                              based on race, color, national origin,                  integrated to allow scholars, in                       ‘‘school identified for comprehensive support and
                                              gender, age, or disability. To meet this                collaboration with other team members,                 improvement’’ means a statewide identified
                                              requirement, the applicant must                         to use their knowledge and skills in                   category of school that includes (a) not less than the
                                                                                                                                                             lowest performing five percent of all schools in the
                                              describe—                                               designing, implementing, and                           State receiving funds under Title I, Part A of the
                                                 (i) Criteria the applicant will use to               evaluating practices supported by                      ESEA; (b) all public high schools in the State failing
                                              identify high-quality applicants for                    evidence to address the learning and                   to graduate one third or more of their students; and
                                              admission into each of the graduate                                                                            (c) public schools in the State described under
                                                                                                      developmental needs of children with
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                                                                                                                                                             section 1111(d)(3)(A)(i)(II) of the ESEA.
                                              degree programs participating in the                    disabilities who have high-intensity                      11 For the purposes of this priority, ‘‘school
                                              project;                                                needs;                                                 implementing a targeted support and improvement
                                                 (ii) Recruitment strategies the                         (iii) Scholars will be provided with                plan’’ means a school that has developed and is
                                              applicant will use to attract high-quality              ongoing guidance and feedback during                   implementing a school-level targeted support and
                                                                                                                                                             improvement plan to improve student outcomes
                                              applicants and any specific recruitment                 training; and                                          based on the indicators in the statewide
                                              strategies targeting high-quality                          (iv) The proposed project will provide              accountability system as defined in section
                                              applicants from traditionally                           ongoing induction opportunities and                    1111(d)(2) of the ESEA.



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                                              27582                        Federal Register / Vol. 83, No. 114 / Wednesday, June 13, 2018 / Notices

                                                (7) Will ensure that scholars                         focused instruction, and (b) intense                   misused funds to the Department.
                                              understand how to use technology to                     individualized intervention(s) in an                   Specifically, before disbursement of
                                              support student learning and students’                  interdisciplinary team-based approach                  scholarship assistance to an individual,
                                              use of educational and assistive                        to improve outcomes of children with                   a grantee must—
                                              technology; and                                         disabilities who have high-intensity                      (i) Ensure that the scholar—
                                                (8) Will align with and use resources,                needs; and                                                (A) Is a citizen or national of the
                                              as appropriate, available through                          (ii) The grantee will report the                    United States;
                                              technical assistance centers, which may                 evaluation results to OSEP in its annual                  (B) Is a permanent resident of—
                                              include centers funded by the                           and final performance reports.                            (1) Puerto Rico, the United States
                                              Department.                                                (d) Demonstrate, in the narrative                   Virgin Islands, Guam, American Samoa,
                                                                                                      under ‘‘Project Assurances’’ or in the                 or the Commonwealth of the Northern
                                                Note: Use the ‘‘Find a Center’’ link at
                                              www.osepideasthatwork.org for information               applicable appendices, that the                        Mariana Islands; or
                                              about OSEP-funded technical assistance                  following program requirements are                        (2) The Republic of the Marshall
                                              centers.                                                met. The applicant must—                               Islands, the Federated States of
                                                                                                         (1) Provide scholar support for                     Micronesia, or the Republic of Palau
                                                 (c) Demonstrate, in the narrative                                                                           during the period in which these
                                                                                                      participants from two or more graduate
                                              section of the application under                                                                               entities are eligible to receive an award
                                                                                                      degree programs partnering in the
                                              ‘‘Quality of Project Evaluation,’’ how—                                                                        under the Personnel Development to
                                                 (1) The applicant will use                           proposed interdisciplinary personnel
                                                                                                      preparation project. Consistent with 34                Improve Services and Results for
                                              comprehensive and appropriate
                                                                                                      CFR 304.3, each scholar should (a)                     Children with Disabilities program; or
                                              methodologies to evaluate how well the
                                                                                                      receive support for no less than one                      (C) Provides evidence from the U.S.
                                              goals or objectives of the proposed
                                                                                                      academic year, and (b) be eligible to                  Department of Homeland Security that
                                              project have been met, including the
                                                                                                      fulfill service obligation requirements                the individual is—
                                              project processes and outcomes.                                                                                   (1) A lawful permanent resident of the
                                                 (2) The applicant will collect, analyze,             following degree program completion.
                                                                                                      Funding across degree programs may be                  United States; or
                                              and use data related to specific and                                                                              (2) In the United States for other than
                                              measurable goals, objectives, and                       applied differently.
                                                                                                         (2) Include in Appendix B of the                    a temporary purpose with the intention
                                              outcomes of the project. To address this                                                                       of becoming a citizen or permanent
                                              requirement, the applicant must                         application—
                                                                                                         (i) Course syllabi for all coursework in            resident;
                                              describe how—                                                                                                     (ii) Limit the cost of attendance
                                                 (i) Scholar competencies and other                   the major of each degree program and
                                                                                                      all shared courses, group assignments,                 portion of the scholarship assistance (as
                                              project processes and outcomes will be                                                                         discussed in 34 CFR 304.21(a)) to the
                                              measured for formative evaluation                       and coordinated clinical experiences
                                                                                                      required of interdisciplinary project                  amount by which the individual’s cost
                                              purposes, including proposed                                                                                   of attendance at the institution exceeds
                                              instruments, data collection methods,                   scholars; and
                                                                                                         (ii) For new coursework, proposed                   the amount of grant assistance the
                                              and possible analyses; and                                                                                     scholar is to receive for the same
                                                 (ii) It will collect and analyze data on             syllabi; and
                                                                                                         (iii) Table(s) summarizing the                      academic year under title IV of the HEA;
                                              the quality of services provided by
                                                                                                      program of study for each degree                       and
                                              scholars who complete the graduate
                                                                                                      program, and clearly delineating the                      (iii) Obtain a Certification of
                                              degree programs involved in this
                                                                                                      shared coursework, group assignments,                  Eligibility for Federal Assistance from
                                              interdisciplinary project and are
                                                                                                      and coordinated field experiences                      each scholar, as prescribed in 34 CFR
                                              employed in the field for which they
                                                                                                      required of project scholars.                          75.60, 75.61, and 75.62.
                                              were trained, including data on the                        (3) Ensure that a comprehensive set of                 (6) Ensure that the project will meet
                                              learning and developmental outcomes                     completed syllabi, including syllabi                   all requirements in 34 CFR 304.23,
                                              (e.g., academic, social, emotional,                     created or revised as part of a project                particularly those related to informing
                                              behavioral, meeting college- and career-                planning year, are submitted to OSEP by                all scholarship recipients of their
                                              ready standards), and on growth toward                  the end of Year 1 of the grant.                        service obligation commitment. Failure
                                              these outcomes, of the children with                       (4) Ensure scholars will not be                     by a grantee to properly meet these
                                              disabilities who have high-intensity                    selected based on race, ethnicity, or                  requirements would be a violation of the
                                              needs.                                                  national origin. Per the Supreme Court’s               grant award that could result in
                                                Note: Following the completion of the                 decision in Adarand Constructors, Inc.                 sanctions, including the grantee being
                                              project period, grantees are encouraged to              v. Pena, 515 U.S. 200 (1995), the                      liable for returning any misused funds
                                              engage in ongoing data collection activities.           Department does not allow the selection                to the Department. Specifically, the
                                                 (3) The methods of evaluation will                   of individuals on the basis of race,                   grantee must prepare, and ensure that
                                              produce quantitative and qualitative                    ethnicity, or national origin. For this                each scholarship recipient signs, the
                                              data for objective performance measures                 reason, grantees must ensure that any                  following two documents:
                                              that are related to the outcomes of the                 discussion of the recruitment of scholars                 (i) A Pre-Scholarship Agreement prior
                                              proposed project.                                       based on race, ethnicity, or national                  to the scholar receiving a scholarship for
                                                 (4) The methods of evaluation will                   origin distinguishes between increasing                an eligible program (Office of
                                              provide performance feedback and                        the pool of applicants and actually                    Management and Budget (OMB) Control
                                              allow for periodic assessment of                        selecting scholars.                                    Number 1820–0686); and
                                              progress towards meeting the project                       (5) Ensure that the project will meet                  (ii) An Exit Certification immediately
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                                              outcomes. To address this requirement,                  all requirements for grantees in                       upon the scholar leaving, completing, or
                                              the applicant must describe how—                        disbursing scholarships as outlined in                 otherwise exiting that program (OMB
                                                 (i) Results of the evaluation will be                34 CFR 304.23. Failure by a grantee to                 Control Number 1820–0686).
                                              used as a basis for improving the                       properly meet these requirements would                    (7) Ensure that prior approval from
                                              proposed project to prepare special                     be a violation of the grant award that                 the OSEP project officer will be
                                              education, early intervention, or related               could result in sanctions, including the               obtained before admitting additional
                                              services personnel to provide (a)                       grantee being liable for returning any                 scholars beyond the number of scholars


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                                                                           Federal Register / Vol. 83, No. 114 / Wednesday, June 13, 2018 / Notices                                              27583

                                              proposed in the application and before                  Results Act of 1993 (GPRA). Applicants                   Waiver of Proposed Rulemaking:
                                              transferring a scholar to another OSEP-                 are encouraged to visit the Personnel                  Under the Administrative Procedure Act
                                              funded grant.                                           Development Program Data Collection                    (APA) (5 U.S.C. 553) the Department
                                                 (8) Ensure that the project will meet                System (DCS) website at https://                       generally offers interested parties the
                                              the statutory requirements in section                   pdp.ed.gov/osep for further information                opportunity to comment on proposed
                                              662(e) through (h) of IDEA.                             about this data collection requirement.                priorities. Section 681(d) of IDEA,
                                                 (9) Ensure that at least 65 percent of               Typically, data collection begins in                   however, makes the public comment
                                              the total requested budget over the five                January of each year, and grantees are                 requirements of the APA inapplicable to
                                              years will be used for scholar support.                 notified by email about the data                       the priority in this notice.
                                              Applicants proposing to use Year 1 for                  collection period for their grant,                       Program Authority: 20 U.S.C. 1462
                                              program development may budget for                      although grantees may submit data as                   and 1481.
                                              less than 65 percent of the total                       needed, year round. This data collection
                                                                                                                                                               Applicable Regulations: (a) The
                                              requested budget over the five years for                must be submitted electronically by the
                                                                                                                                                             Education Department General
                                              scholar support; instead 65 percent of                  grantee and does not supplant the
                                                                                                                                                             Administrative Regulations in 34 CFR
                                              the total award minus funds allocated                   annual grant performance report
                                                                                                                                                             parts 75, 77, 79, 81, 82, 84, 86, 97, 98,
                                              for program development will be used                    required of each grantee for
                                                                                                                                                             and 99. (b) The Office of Management
                                              to calculate the value of required                      continuation funding (see 34 CFR
                                                                                                                                                             and Budget Guidelines to Agencies on
                                              scholar support.                                        75.590). Data collection includes the
                                                                                                                                                             Governmentwide Debarment and
                                                 (10) Ensure that the IHE will not                    submission of a signed, completed Pre-
                                                                                                                                                             Suspension (Nonprocurement) in 2 CFR
                                              require scholars enrolled in the program                Scholarship Agreement and Exit
                                                                                                                                                             part 180, as adopted and amended as
                                              to work (e.g., as graduate assistants) as               Certification for each scholar funded
                                                                                                                                                             regulations of the Department in 2 CFR
                                              a condition of receiving support (e.g.,                 under an OSEP grant (see paragraph (6)
                                                                                                                                                             part 3485. (c) The Uniform
                                              tuition, stipends) from the proposed                    of this section, subparagraphs (i) and
                                                                                                                                                             Administrative Requirements, Cost
                                              project, unless the work is specifically                (ii)).
                                                                                                                                                             Principles, and Audit Requirements for
                                              related to the acquisition of scholars’
                                                                                                      References                                             Federal Awards in 2 CFR part 200, as
                                              competencies and the requirements for
                                                                                                                                                             adopted and amended as regulations of
                                              completion of their personnel                           Boe, E.E., deBettencourt, L., Dewey, J.F.,
                                                                                                          Rosenberg, M. S., Sindelar, P. T., & Leko,         the Department in 2 CFR part 3474. (d)
                                              preparation program. This prohibition
                                                                                                          C.D. (2013). Variability in demand for             The regulations for this program in 34
                                              on work as a condition of receiving
                                                                                                          special education teachers: Indicators,            CFR part 304.
                                              support does not apply to the service
                                                                                                          explanations, and impacts.                           Note: The regulations in 34 CFR part 86
                                              obligation requirements in section
                                                                                                          Exceptionality, 21, 103–125.                       apply to IHEs only.
                                              662(h) of IDEA.                                         Browder, D.M., Wood, L., Thompson, J., &
                                                 (11) Ensure that the budget includes                     Ribuffo, C. (2014). Evidence-based
                                              attendance of the project director at a                                                                        II. Award Information
                                                                                                          practices for students with severe
                                              three-day project directors’ meeting in                     disabilities (Document No. IC–3).                    Type of Award: Discretionary grants.
                                              Washington, DC, during each year of the                     Retrieved from University of Florida,
                                              project.                                                    Collaboration for Effective Educator,                Estimated Available Funds: The
                                                 (12) Ensure that the project director,                   Development, Accountability, and                   Administration has requested
                                              key personnel, and scholars will                            Reform Center website: http://                     $83,541,000 for the Personnel
                                              actively participate in the cross-project                   ceedar.education.ufl.edu/tool/                     Development to Improve Services and
                                              collaboration, advanced trainings, and
                                                                                                          innovation-configurations/.                        Results for Children with Disabilities
                                                                                                      Individuals with Disabilities Education Act,           program for FY 2018, of which we
                                              cross-site learning opportunities (e.g.,                    20 U.S.C. 1400, et seq. (2004).
                                              webinars, briefings) organized by OSEP.                                                                        intend to use an estimated $10,000,000
                                                                                                      McLeskey, J., & Brownell, M. (2015). High-             for this competition. The actual level of
                                              This partnership will be used to build                      leverage practices and teacher
                                              capacity of participants, increase the                                                                         funding, if any, depends on final
                                                                                                          preparation in special education
                                              impact of funding, and promote                              (Document No. PR–1). Retrieved from                congressional action. However, we are
                                              innovative and interdisciplinary service                    University of Florida, Collaboration for           inviting applications to allow enough
                                              delivery models across projects.                            Effective Educator, Development,                   time to complete the grant process if
                                                 (13) Ensure that if the project                          Accountability, and Reform Center                  Congress appropriates funds for this
                                              maintains a website, relevant
                                                                                                          website: http://ceedar.education.ufl.edu/          program.
                                                                                                          wp-content/uploads/2016/05/High-                     Contingent upon the availability of
                                              information and documents are in a                          Leverage-Practices-and-Teacher-
                                              format that meets government or                             Preparation-in-Special-Education.pdf.
                                                                                                                                                             funds and the quality of applications,
                                              industry-recognized standards for                       National Professional Development Center on            we may make additional awards in FY
                                              accessibility.                                              Inclusion. (August, 2011). Competencies            2019 from the list of unfunded
                                                 (14) Ensure that annual data will be                     for early childhood educators in the               applications from this competition.
                                              submitted on each scholar who receives                      context of inclusion: Issues and guidance            Estimated Range of Awards: See
                                              grant support (OMB Control Number                           for States. Chapel Hill, NC: The                   chart.
                                              1820–0686). The primary purposes of                         University of North Carolina, FPG Child
                                                                                                          Development Institute.                               Estimated Average Size of Awards:
                                              the data collection are to track the                                                                           See chart.
                                                                                                      Smith, J. (2010). An interdisciplinary
                                              service obligation fulfillment of scholars                  approach to preparing early intervention
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                                                                                                                                                               Maximum Award: See chart.
                                              who receive funds from OSEP grants                          professionals: A university and
                                              and to collect data for program                             community collaborative initiative.
                                                                                                                                                               Estimated Number of Awards: See
                                              performance measure reporting under                         Teacher Education and Special                      chart.
                                              the Government Performance and                              Education, 33(2), 131–142.                           Project Period: See chart.




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                                              27584                           Federal Register / Vol. 83, No. 114 / Wednesday, June 13, 2018 / Notices

                                                      PERSONNEL DEVELOPMENT TO IMPROVE SERVICES AND RESULTS FOR CHILDREN WITH DISABILITIES (84.325k)
                                                                                APPLICATION NOTICE FOR FISCAL YEAR 2018
                                                                                               Deadline                                                                                       Maximum
                                                                                                                                                                        Estimated
                                                                         Applica-              for trans-           Deadline for                Estimated                                     award for              Estimated
                                                                                                                                                                         average                                                              Project
                                               CFDA No. and name           tions                mittal of            intergovern-                range of                                    each budget             number of                                     Contact person
                                                                                                                                                                          size of                                                             period
                                                                         available              applica-            mental review                 awards                                     period of 12             awards
                                                                                                                                                                         awards
                                                                                                 tions                                                                                         months

                                              84.325K Interdiscipli-    June 13,              July 30,             September 26,               ....................   ....................   ....................   ....................   ..................   Focus Area A or Mi-
                                                nary Preparation in       2018.                 2018.                2018.                                                                                                                                        nority Serving Insti-
                                                Special Education,                                                                                                                                                                                                tutions:
                                                Early Intervention,                                                                                                                                                                                             Dawn Ellis, 202–245–
                                                and Related Serv-                                                                                                                                                                                                 6417, dawn.ellis@
                                                ices for Personnel                                                                                                                                                                                                ed.gov, Potomac
                                                Serving Children                                                                                                                                                                                                  Center Plaza,
                                                with Disabilities who                                                                                                                                                                                             Room 5137.
                                                have High-Intensity
                                                Needs.
                                              Focus Area A: Pre-        ..................    ..................   .........................     $200,000–                 $250,000            $250,000 *                           10     Up to 60             Focus Area B:
                                                paring Personnel to                                                                                250,000                                                                                   mos.               Maryann McDermott,
                                                Serve Infants, Tod-                                                                                                                                                                                               202–245–7439,
                                                dlers, and Pre-                                                                                                                                                                                                   maryann.
                                                school-Age Children                                                                                                                                                                                               mcdermott@ed.gov,
                                                with Disabilities who                                                                                                                                                                                             Potomac Center
                                                have High-Intensity                                                                                                                                                                                               Plaza, Room 5144,
                                                Needs.                                                                                                                                                                                                            or
                                              Focus Area B: Pre-        ..................    ..................   .........................       200,000–                  250,000             250,000 *                          30     Up to 60             Sarah Allen, 202–
                                                paring Personnel to                                                                                 250,000                                                                                  mos.                 245–7875, sarah.
                                                Serve School-Age                                                                                                                                                                                                  allen@ed.gov, Po-
                                                Children with Dis-                                                                                                                                                                                                tomac Center
                                                abilities who have                                                                                                                                                                                                Plaza, Room 5144.
                                                High-Intensity
                                                Needs.
                                                * We will not make an award exceeding $250,000 for a single budget period of 12 months.


                                                Note: The Department is not bound by any                                IV. Application and Submission                                                          application narrative, including titles,
                                              estimates in this notice.                                                 Information                                                                             headings, footnotes, quotations,
                                                                                                                           1. Application Submission                                                            reference citations, and captions, as well
                                              III. Eligibility Information                                                                                                                                      as all text in charts, tables, figures,
                                                                                                                        Instructions: For information on how to
                                                                                                                        submit an application please refer to our                                               graphs, and screen shots.
                                                1. Eligible Applicants: IHEs and
                                              private nonprofit organizations.                                          Common Instructions for Applicants to                                                      • Use a font that is 12 point or larger.
                                                                                                                        Department of Education Discretionary                                                      • Use one of the following fonts:
                                                2. Cost Sharing or Matching: This                                       Grant Programs, published in the                                                        Times New Roman, Courier, Courier
                                              program does not require cost sharing or                                  Federal Register on February 12, 2018                                                   New, or Arial.
                                              matching.                                                                 (83 FR 6003) and available at                                                              The recommended page limit does not
                                                3. Subgrantees: Under 34 CFR                                            www.gpo.gov/fdsys/pkg/FR-2018-02-12/                                                    apply to Part I, the cover sheet; Part II,
                                              75.708(b) and (c) a grantee under this                                    pdf/2018-02558.pdf.                                                                     the budget section, including the
                                              competition may award subgrants—to                                           2. Intergovernmental Review: This                                                    narrative budget justification; Part IV,
                                              directly carry out project activities                                     competition is subject to Executive                                                     the assurances and certifications; or the
                                              described in its application—to the                                       Order 12372 and the regulations in 34                                                   abstract (follow the guidance provided
                                              following types of entities: IHEs and                                     CFR part 79. Information about                                                          in the application package for
                                              private nonprofit organizations suitable                                  Intergovernmental Review of Federal                                                     completing the abstract), the table of
                                              to carry out the activities proposed in                                   Programs under Executive Order 12372                                                    contents, the list of priority
                                              the application. The grantee may award                                    is in the application package for this                                                  requirements, the resumes, the reference
                                              subgrants to entities it has identified in                                competition.                                                                            list, the letters of support, or the
                                              an approved application.                                                     3. Funding Restrictions: We reference                                                appendices. However, the
                                                4. Other General Requirements: (a)                                      regulations outlining funding                                                           recommended page limit does apply to
                                              Recipients of funding under this                                          restrictions in the Applicable                                                          all of the application narrative,
                                              competition must make positive efforts                                    Regulations section of this notice.                                                     including all text in charts, tables,
                                                                                                                           4. Recommended Page Limit: The
                                              to employ and advance in employment                                                                                                                               figures, graphs, and screen shots.
                                                                                                                        application narrative (Part III of the
                                              qualified individuals with disabilities                                                                                                                           V. Application Review Information
                                                                                                                        application) is where you, the applicant,
                                              (see section 606 of IDEA).
                                                                                                                        address the selection criteria that
                                                (b) Applicants for, and recipients of,                                                                                                                            1. Selection Criteria: The selection
                                                                                                                        reviewers use to evaluate your
                                              funding must, with respect to the                                                                                                                                 criteria for this competition are from 34
                                                                                                                        application. We recommend that you (1)
                                              aspects of their proposed project                                                                                                                                 CFR 75.210 and are as follows:
                                                                                                                        limit the application narrative to no
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                                              relating to the absolute priority, involve                                more than 50 pages and (2) use the                                                        (a) Significance of the Project (10
                                              individuals with disabilities, or parents                                 following standards:                                                                    points).
                                              of individuals with disabilities ages                                        • A ‘‘page’’ is 8.5″ x 11″, on one side                                                (1) The Secretary considers the
                                              birth through 26, in planning,                                            only, with 1″ margins at the top, bottom,                                               significance of the proposed project.
                                              implementing, and evaluating the                                          and both sides.                                                                           (2) In determining the significance of
                                              project (see section 682(a)(1)(A) of                                         • Double-space (no more than three                                                   the proposed project, the Secretary
                                              IDEA).                                                                    lines per vertical inch) all text in the                                                considers the following factors:


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                                                                           Federal Register / Vol. 83, No. 114 / Wednesday, June 13, 2018 / Notices                                              27585

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


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                                              27586                        Federal Register / Vol. 83, No. 114 / Wednesday, June 13, 2018 / Notices

                                              Award Management. You may review                          4. Reporting: (a) If you apply for a                 preparation program and who are rated
                                              and comment on any information about                    grant under this competition, you must                 effective by their employers.
                                              yourself that a Federal agency                          ensure that you have in place the                         Grantees may be asked to participate
                                              previously entered and that is currently                necessary processes and systems to                     in assessing and providing information
                                              in FAPIIS.                                              comply with the reporting requirements                 on these aspects of program quality.
                                                 Please note that, if the total value of              in 2 CFR part 170 should you receive
                                              your currently active grants, cooperative               funding under the competition. This                       6. Continuation Awards: In making a
                                              agreements, and procurement contracts                   does not apply if you have an exception                continuation award under 34 CFR
                                              from the Federal government exceeds                     under 2 CFR 170.110(b).                                75.253, the Secretary considers, among
                                              $10,000,000, the reporting requirements                   (b) At the end of your project period,               other things: whether a grantee has
                                              in 2 CFR part 200, Appendix XII,                        you must submit a final performance                    made substantial progress in achieving
                                              require you to report certain integrity                 report, including financial information,               the goals and objectives of the project;
                                              information to FAPIIS semiannually.                     as directed by the Secretary. If you                   whether the grantee has expended funds
                                              Please review the requirements in 2 CFR                 receive a multiyear award, you must                    in a manner that is consistent with its
                                              part 200, Appendix XII, if this grant                   submit an annual performance report                    approved application and budget; and,
                                              plus all the other Federal funds you                    that provides the most current                         if the Secretary has established
                                              receive exceed $10,000,000.                             performance and financial expenditure                  performance measurement
                                                                                                      information as directed by the Secretary               requirements, the performance targets in
                                              VI. Award Administration Information
                                                                                                      under 34 CFR 75.118. The Secretary                     the grantee’s approved application.
                                                 1. Award Notices: If your application                may also require more frequent                            In making a continuation award, the
                                              is successful, we notify your U.S.                      performance reports under 34 CFR
                                              Representative and U.S. Senators and                                                                           Secretary also considers whether the
                                                                                                      75.720(c). For specific requirements on                grantee is operating in compliance with
                                              send you a Grant Award Notification                     reporting, please go to www.ed.gov/
                                              (GAN); or we may send you an email                                                                             the assurances in its approved
                                                                                                      fund/grant/apply/appforms/                             application, including those applicable
                                              containing a link to access an electronic               appforms.html.
                                              version of your GAN. We may notify                                                                             to Federal civil rights laws that prohibit
                                                                                                        (c) Under 34 CFR 75.250(b), the
                                              you informally, also.                                   Secretary may provide a grantee with                   discrimination in programs or activities
                                                 If your application is not evaluated or              additional funding for data collection                 receiving Federal financial assistance
                                              not selected for funding, we notify you.                analysis and reporting. In this case the               from the Department (34 CFR 100.4,
                                                 2. Administrative and National Policy                Secretary establishes a data collection                104.5, 106.4, 108.8, and 110.23).
                                              Requirements: We identify                               period.                                                VII. Other Information
                                              administrative and national policy                        5. Performance Measures: Under
                                              requirements in the application package                 GPRA, the Department has established a                   Accessible Format: Individuals with
                                              and reference these and other                           set of performance measures, including                 disabilities can obtain this document
                                              requirements in the Applicable                          long-term measures, that are designed to               and a copy of the application package in
                                              Regulations section of this notice.                     yield information on the quality of the                an accessible format (e.g., Braille, large
                                                 We reference the regulations outlining               Personnel Development to Improve                       print, audiotape, or compact disc) by
                                              the terms and conditions of an award in                 Services and Results for Children with                 contacting the Management Support
                                              the Applicable Regulations section of                   Disabilities program. These measures                   Services Team, U.S. Department of
                                              this notice and include these and other                 include: (1) The percentage of                         Education, 400 Maryland Avenue SW,
                                              specific conditions in the GAN. The                     preparation programs that incorporate                  Room 5113, Potomac Center Plaza,
                                              GAN also incorporates your approved                     scientifically or evidence-based                       Washington, DC 20202–2500.
                                              application as part of your binding                     practices into their curricula; (2) the                Telephone: (202) 245–7363. If you use a
                                              commitments under the grant.                            percentage of scholars completing                      TDD or a TTY, call the FRS, toll free, at
                                                 3. Open Licensing Requirements:                      preparation programs who are                           1–800–877–8339.
                                              Unless an exception applies, if you are                 knowledgeable and skilled in evidence-
                                              awarded a grant under this competition,                                                                          Electronic Access to This Document:
                                                                                                      based practices that improve outcomes
                                              you will be required to openly license                  for children with disabilities; (3) the                The official version of this document is
                                              to the public grant deliverables created                percentage of scholars who exit                        the document published in the Federal
                                              in whole, or in part, with Department                   preparation programs prior to                          Register. You may access the official
                                              grant funds. When the deliverable                       completion due to poor academic                        edition of the Federal Register and the
                                              consists of modifications to pre-existing               performance; (4) the percentage of                     Code of Federal Regulations via the
                                              works, the license extends only to those                scholars completing preparation                        Federal Digital System at: www.gpo.gov/
                                              modifications that can be separately                    programs who are working in the area(s)                fdsys. At this site you can view this
                                              identified and only to the extent that                  in which they were prepared upon                       document, as well as all other
                                              open licensing is permitted under the                   program completion; and (5) the Federal                documents of this Department
                                              terms of any licenses or other legal                    cost per scholar who completed the                     published in the Federal Register, in
                                              restrictions on the use of pre-existing                 preparation program.                                   text or Portable Document Format
                                              works. Additionally, a grantee or                         In addition, the Department will                     (PDF). To use PDF you must have
                                              subgrantee that is awarded competitive                  gather information on the following                    Adobe Acrobat Reader, which is
                                              grant funds must have a plan to                         outcome measures: (1) The percentage                   available free at the site.
                                              disseminate these public grant                          of scholars who completed the                            You may also access documents of the
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                                              deliverables. This dissemination plan                   preparation program and are employed                   Department published in the Federal
                                              can be developed and submitted after                    in high-need districts; (2) the percentage             Register by using the article search
                                              your application has been reviewed and                  of scholars who completed the                          feature at: www.federalregister.gov.
                                              selected for funding. For additional                    preparation program and are employed                   Specifically, through the advanced
                                              information on the open licensing                       in the field of special education for at               search feature at this site, you can limit
                                              requirements please refer to 2 CFR                      least two years; and (3) the percentage                your search to documents published by
                                              3474.20.                                                of scholars who completed the                          the Department.


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                                                                           Federal Register / Vol. 83, No. 114 / Wednesday, June 13, 2018 / Notices                                           27587

                                                Dated: June 8, 2018.                                  the Federal Register on June 13, 2018,                 FOR FURTHER INFORMATION CONTACT:
                                              Johnny W. Collett,                                      unless the modified system of records                  Joyce DeMoss, Ombudsman/Director,
                                              Assistant Secretary for Special Education and           notice needs to be changed as a result                 Ombudsman Group, Customer
                                              Rehabilitative Services.                                of public comment.                                     Experience, FSA, U.S. Department of
                                              [FR Doc. 2018–12718 Filed 6–12–18; 8:45 am]                Modified routine uses (1), (3), (5), (7),           Education, 830 First Street NE, 4th
                                              BILLING CODE 4000–01–P                                  and (10) and new routine uses (8) and                  Floor/MC–5144, Union Center Plaza
                                                                                                      (11) listed under ‘‘ROUTINE USES OF                    (UCP), Washington, DC 20202–5144.
                                                                                                      RECORDS MAINTAINED IN THE                              Telephone: (202) 377–3992.
                                              DEPARTMENT OF EDUCATION                                 SYSTEM, INCLUDING CATEGORIES                              If you use a telecommunications
                                              [Docket ID ED–2018–FSA–0053]                            OF USERS AND PURPOSES OF SUCH                          device for the deaf (TDD) or text
                                                                                                      USES’’ will become applicable on July                  telephone (TTY), you may call the
                                              Privacy Act of 1974; System of                          13, 2018, unless the modified system of                Federal Information Relay Service
                                              Records                                                 records notice needs to be changed as a                (FIRS) at 1–800–877–8339.
                                                                                                      result of public comment. The                          SUPPLEMENTARY INFORMATION: The
                                              AGENCY:  Federal Student Aid,                           Department will publish any significant                Department is renaming the system of
                                              Department of Education.                                changes resulting from public comment.                 records from the ‘‘Office of the Student
                                              ACTION: Notice of a Modified System of
                                                                                                      ADDRESSES: Submit your comments                        Loan Ombudsman Records’’ to the
                                              Records.                                                through the Federal eRulemaking Portal                 ‘‘Customer Engagement Management
                                              SUMMARY:    In accordance with the                      or via postal mail, commercial delivery,               System (CEMS).’’ The system of records
                                              Privacy Act of 1974, as amended                         or hand delivery. We will not accept                   described in this notice maintains
                                              (Privacy Act), the Department of                        comments submitted by fax or by email                  records on individuals who are, were, or
                                              Education (Department) publishes this                   or those submitted after the comment                   may be participants in any of the
                                              notice of a modified system of records                  period. To ensure that we do not receive               Student Financial Assistance Programs
                                              for the ‘‘Customer Engagement                           duplicate copies, please submit your                   authorized under title IV of the Higher
                                              Management System (CEMS)’’ (18–11–                      comments only once. In addition, please                Education Act of 1965, as amended
                                              11) to expand the CEMS system to cover                  include the Docket ID at the top of your               (HEA) who request assistance, directly
                                              records that the Department previously                  comments.                                              or through a designated third party,
                                              maintained in the Department’s system                      • Federal eRulemaking Portal: Go to                 from the Department. The CEMS
                                              of records entitled ‘‘Common Services                   www.regulations.gov to submit your                     maintains the information for a number
                                              for Borrowers (CSB)’’ (18–11–16) to                     comments electronically. Information                   of purposes related to the duties and
                                              carry out the responsibilities of the                   on using Regulations.gov, including                    responsibilities of the Ombudsman and
                                              Department to receive, review, evaluate,                instructions for accessing agency                      the FSA Enforcement Office, including:
                                              process, and render decisions on the                    documents, submitting comments, and                    Verifying the identities of individuals;
                                              eligibility of individuals for relief under             viewing the docket, is available on the                recording complaints and comments;
                                              the borrower defense regulations and,                   site under the ‘‘help’’ tab.                           tracking individual cases through final
                                              where requests for borrower defense to                     • Postal Mail, Commercial Delivery,                 resolution; reporting trends; analyzing
                                              repayment are successful, to determine                  or Hand Delivery: If you mail or deliver               the data to recommend improvements in
                                              the relief that is appropriate to                       your comments about this modified                      student financial assistance programs;
                                              borrowers under the circumstances as                    system of records, address them to:                    and assisting in the informal resolution
                                              well as to initiate appropriate                         Ombudsman/Director, Ombudsman                          of disputes. In addition, the system of
                                              proceedings to require schools whose                    Group, Customer Experience, FSA, U.S.                  records described in this notice
                                              acts or omissions resulted in the                       Department of Education, 830 First                     maintains records on individuals who
                                              successful defenses against repayment                   Street NE, 4th Floor/MC–5144, Union                    have asserted defenses to the repayment
                                              to pay the Department the amounts of                    Center Plaza (UCP), Washington, DC                     of their Federal student loans, also
                                              the loans to which the defenses apply.                  20202–5144.                                            known as ‘‘borrower defenses,’’
                                              This modification also renames the                         Privacy Note: The Department’s                      pursuant to the Department’s
                                              system of records, which was formerly                   policy is to make all comments received                regulations at 34 CFR 685.206. These
                                              entitled the ‘‘Office of the Student Loan               from members of the public available for               records are maintained to carry out the
                                              Ombudsman Records.’’ The Department                     public viewing in their entirety on the                responsibilities of the Department to
                                              previously created the system of records                Federal eRulemaking Portal at                          receive, review, evaluate, process, and
                                              entitled the ‘‘Office of the Student Loan               www.regulations.gov. Therefore,                        render decisions on the eligibility of
                                              Ombudsman Records’’ for a number of                     commenters should be careful to                        individuals for relief under the borrower
                                              purposes related to the duties and                      include in their comments only                         defense regulations, which may include
                                              responsibilities of the Ombudsman,                      information that they wish to make                     the discharge of a William D. Ford
                                              including verifying the identities of                   publicly available.                                    Federal Direct Loan (Direct Loan)
                                              individuals; recording complaints and                      Assistance to Individuals with                      Program loan and further relief as
                                              comments; tracking individual cases                     Disabilities in Reviewing the                          determined by the Secretary, as well as
                                              through final resolution; reporting                     Rulemaking Record: On request, we will                 the initiation of appropriate proceedings
                                              trends; analyzing the data to                           provide an appropriate accommodation                   to require schools whose acts or
                                              recommend improvements in the                           or auxiliary aid to an individual with a               omissions resulted in successful
                                              Student Financial Assistance Programs;                  disability who needs assistance to                     defenses against repayment to pay the
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                                              and assisting in the resolution of                      review the comments or other                           Department the amounts of the loans to
                                              disputes.                                               documents in the public rulemaking                     which the defenses apply.
                                              DATES: Submit your comments on this                     record for this notice. If you want to                    The CEMS consists of a variety of
                                              modified system of records notice on or                 schedule an appointment for this type of               records that identify individuals’
                                              before July 13, 2018.                                   accommodation or auxiliary aid, please                 complaints, requests for assistance, or
                                                 This modified system of records will                 contact the person listed under FOR                    other inquiries. Records include, but are
                                              become applicable upon publication in                   FURTHER INFORMATION CONTACT.                           not limited to: Written documentation


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Document Created: 2018-06-12 23:58:59
Document Modified: 2018-06-12 23:58:59
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.
ContactMaryann McDermott, U.S. Department of Education, 400 Maryland Avenue SW, Room 5144, Potomac Center Plaza, Washington, DC 20202-5108. Telephone: (202) 245-7439.
FR Citation83 FR 27577 

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