2023-09615.pdf

29111 Federal Register / Vol. 88, No. 87 / Friday, May 5, 2023 / Notices

1 For purposes of this priority, ‘‘Historically Black Colleges and Universities’’ means colleges and universities that meet the criteria set out in 34 CFR 608.2.

2 For purposes of this priority, ‘‘Tribally Controlled Colleges and Universities’’ has the meaning ascribed to it in section 316(b)(3) of the Higher Education Act of 1965 (HEA).

3 For purposes of this priority, ‘‘Minority-Serving Institution’’ means an institution that is eligible to receive assistance under sections 316 through 320 of part A of title III, under part B of title III, or under title V of the HEA. For purposes of this priority, the Department will use the FY 2022 Eligibility Matrix to determine MSI eligibility (see https:// www2.ed.gov/about/offices/list/ope/idues/ eligibility.html).

those proposals did not meet the criteria.

Michael Connor, Assistant Secretary of the Army (Civil Works).

[FR Doc. 2023–09573 Filed 5–4–23; 8:45 am]

BILLING CODE 3720–58–P

DEPARTMENT OF EDUCATION

Applications for New Awards;

Personnel Development To Improve Services and Results for Children With Disabilities—Personnel Preparation of Special Education, Early Intervention, and Related Services Personnel at Historically Black Colleges and Universities, Tribally Controlled Colleges and Universities, and Other Minority Serving Institutions

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

ACTION: Notice.

SUMMARY: The Department of Education (Department) is issuing a notice inviting applications for new awards for fiscal year (FY) 2023 for Personnel Development to Improve Services and Results for Children with Disabilities— Personnel Preparation of Special Education, Early Intervention, and Related Services Personnel at Historically Black Colleges and Universities, Tribally Controlled Colleges and Universities, and Other Minority Serving Institutions, Assistance Listing Number (ALN) 84.325M. This notice relates to the approved information collection under OMB control number 1820–0028.

DATES:

Applications Available: May 5, 2023.

Deadline for Transmittal of

Applications: July 14, 2023.

Deadline for Intergovernmental

Review: September 12, 2023.

Pre-Application Webinar Information:

No later than May 10, 2023, the Office of Special Education and Rehabilitative Services will post details on pre-recorded informational webinars designed to provide technical assistance to interested applicants. Links to the webinars may be found at https:// www2.ed.gov/fund/grant/apply/osep/ new-osep-grants.html.

ADDRESSES: For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022 (87 FR 75045) and available at www.federalregister.gov/documents/

2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs. Please note that these Common Instructions supersede the version published on December 27, 2021.

FOR FURTHER INFORMATION CONTACT:

Tracie Dickson, U.S. Department of Education, 400 Maryland Avenue SW, Room 5013, Potomac Center Plaza, Washington, DC 20202–5076.

Telephone: 202–245–7844. Email:

Tracie.Dickson@ed.gov.

If you are deaf, hard of hearing, or have a speech disability and wish to access telecommunications relay services, please dial 7–1–1.

SUPPLEMENTARY INFORMATION:

Full Text of Announcement

I. Funding Opportunity Description Purpose of Program: The purposes of this program are to (1) help address State-identified needs for personnel preparation in special education, early intervention, related services, and regular education to work with children, including infants, toddlers, and youth with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research, to be successful in serving those children.

Priority: This competition includes one absolute priority and, within that absolute priority, one competitive preference priority. In accordance with 34 CFR 75.105(b)(2)(v), the absolute priority is from allowable activities specified in the statute (see sections 662 and 681 of the Individuals with Disabilities Education Act (IDEA) (20 U.S.C. 1462 and 1481)).

Absolute Priority: For FY 2023 and any subsequent year in which we make awards from the list of unfunded applications from this competition, this priority is an absolute priority. Under 34 CFR 75.105(c)(3), we consider only applications that meet this priority.

This priority is:

Personnel Preparation of Special

Education, Early Intervention, and Related Services Personnel at Historically Black Colleges and Universities, Tribally Controlled Colleges and Universities, and other Minority Serving Institutions.

Background:

The purpose of this priority is to prepare scholars who are fully credentialed to serve children, including infants, toddlers, and youth, with disabilities (children with disabilities). The Department is committed to promoting equity for children with disabilities in accessing educational resources and opportunities. The Department also places a high priority on increasing the number of personnel, including increasing personnel from racially and ethnically diverse backgrounds and personnel who are multilingual, who provide services to children with disabilities. To support these goals, under this absolute priority, the Department will fund projects within Historically Black Colleges and Universities (HBCUs),1 Tribally Controlled Colleges and Universities (TCCUs),2 and other Minority Serving Institutions (MSIs) 3 that prepare special education, early intervention, and related services personnel at the bachelor’s degree, certification, master’s degree, educational specialist degree, or clinical doctoral degree levels to serve in a variety of settings, including natural environments (the home and community settings in which children with and without disabilities participate), early learning programs, child care, classrooms, schools, and distance learning.

Over time, the population of children receiving services under the IDEA are increasingly racially and ethnically diverse. In 2021, approximately 50 percent of infants and toddlers with disabilities, ages birth through two, were children of color; approximately 49 percent of preschool children with disabilities, ages three through five (not in kindergarten), were from racially and ethnically diverse backgrounds; while approximately 54 percent of students with disabilities, ages five (in kindergarten) through 21, were from racially and ethnically diverse backgrounds (U.S. Department of Education, 2022a).

Despite the fact that children of color make up approximately 54 percent of public school enrollment (National Center for Education Statistics, 2022), and greater than 50 percent of children receiving early intervention and special education services, results from the 2020–2021 National Teacher and

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29112 Federal Register / Vol. 88, No. 87 / Friday, May 5, 2023 / Notices

4 For purposes of this priority, ‘‘Historically Black Colleges and Universities’’ means colleges and universities that meet the criteria set out in 34 CFR 608.2.

5 For purposes of this priority, ‘‘Tribally Controlled Colleges and Universities’’ has the meaning ascribed to it in section 316(b)(3) of the HEA of 1965.

6 For purposes of this priority, ‘‘Minority-Serving Institution’’ means an institution that is eligible to receive assistance under sections 316 through 320 of part A of title III, under part B of title III, or under title V of the HEA. For purposes of this priority, the Department will use the FY 2022 Eligibility Matrix to determine MSI eligibility (see https:// www2.ed.gov/about/offices/list/ope/idues/ eligibility.html).

7 For the purposes of this priority, ‘‘scholar’’ is limited to an individual who: (a) is pursuing a bachelor’s, certification, master’s, educational specialist degree, or clinical doctoral 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 degree program identified in the application; and (d) will be able to be employed in a position that serves children with disabilities for a minimum of 51 percent of their time or case load.

Individuals pursuing degrees in general education or early childhood education do not qualify as ‘‘scholars’’ eligible for scholarship assistance.

8 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.

9 For the purposes of this priority, ‘‘certification’’ refers to programs of study that lead to State licensure, endorsement, or certification that qualifies graduates to teach or provide services to children with disabilities. Programs of study that lead to a certificate of completion from an HBCU, TCCU, or MSI, but do not lead to State licensure, endorsement, or certification, do not qualify.

10 For the purposes of this priority, ‘‘evidence-based’’ means, at a minimum, evidence that demonstrates a rationale (as defined in 34 CFR 77.1), where a key project component (as defined in 34 CFR 77.1) included in the project’s logic model (as defined in 34 CFR 77.1) is informed by research or evaluation findings that suggest the project component is likely to improve relevant outcomes (as defined in 34 CFR 77.1).

Principal Survey (U.S. Department of Education, 2022b) show that about 80 percent of all public K–12 school teachers were non-Hispanic White.

Moreover, the demographics of personnel entering the early intervention and special education fields are not aligned with the demographics of the children and families served under IDEA, though IDEA specfically authorizes grants to recruit and prepare personnel, especially from groups that are underrepresented in the teaching profession. The U.S. Department of Education Office of Special Education Program’s (OSEP’s) Personnel Development Program Data Collection System data reveals that scholars supported under this program are predominantly White. Specifically, the race/ethnicity of scholars obtaining a graduate degree to serve children with disabilities in FY 2020 was 65.8 percent White, 14.5 percent Hispanic, 11.5 percent Black, 3.9 percent Asian, 0.7 percent American Indian or Alaska Native, 1.4 percent Native Hawaiian or Other Pacific Islander, and 2.2 percent Two or More Races. Similarly, data from related services professional organizations reveal that the majority of those enrolled in related service personnel preparation programs are White (American Occupational Therapy Association, 2022; American Speech- Language Hearing Association, 2021;

Data USA, 2022).

The data demonstrates that there is insufficient ethnic and racial diversity among special education, early intervention, and related service personnel (Ondrasek et al., 2020;

Carver-Thomas, 2018; Sutcher et al., 2016). This lack of diversity is of concern, as research indicates that increasing the racial, ethnic, and linguistic diversity of personnel can have positive impacts on all children.

Children of color and children who are multilingual, with and without disabilities, demonstrate improved academic achievement and behavioral and social-emotional development when they are taught by teachers who are from racially and ethnically diverse backgrounds and multilingual teachers (Bryan, 2021; Carver-Thomas, 2018, April). States and policymakers are also highlighting the need to address the lack of racial and ethnic diversity of those working in early intervention and special education and are recognizing the need to develop career pathways and comprehensive strategies to recruit, prepare, develop, and retain educators from racially and ethnically diverse backgrounds (Carver-Thomas, 2018;

Colorado Department of Higher Education, 2022; Gardner et al., 2019).

Priority:

The purpose of this priority is to prepare and increase the number of personnel, including personnel from racially and ethnically diverse backgrounds and personnel who are multilingual, who are fully credentialed to serve children with disabilities.

Under this absolute priority, the Department will fund projects within HBCUs,4 TCCUs,5 and other MSIs 6 that prepare scholars 7 in special education, early intervention, and related services 8 at the bachelor’s degree, certification,9 master’s degree, educational specialist degree, or clinical doctoral degree levels to serve in a variety of settings, including natural environments (the home and community settings in which children with and without disabilities participate), early learning programs, child care, classrooms, schools, and distance learning. This priority will provide support to help address identified needs for personnel, including personnel from racially and ethnically diverse backgrounds and personnel who are multilingual with the knowledge and skills to promote high expectations and provide effective evidence-based 10 interventions and services that improve outcomes for children with disabilities, including children of color with disabilities and children with disabilities who are multilingual.

Note: Projects may include individuals who are not funded as scholars, but are in degree programs (e.g., general education, early childhood education, administration) that are cooperating with the grantee’s project.

These individuals may participate in the coursework, assignments, field or clinical experiences, and other opportunities required of scholars’ program of study (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).

Note: Personnel preparation degree programs that prepare all scholars to be dually certified can qualify under this priority.

Focus Areas:

Within this absolute priority, the

Secretary intends to support projects under the following two focus areas: (A) Preparing Personnel to Serve Infants, Toddlers, and Preschool-Age Children with Disabilities; and (B) Preparing Personnel to Serve School-Age Children with Disabilities.

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 424, line 12). Applicants may not submit the same proposal under more than one focus area.

Applicants may submit proposals under both focus areas so long as they are different proposals. OSEP may fund out of rank order applications from HBCUs and TCCUs. OSEP may also fund applications out of rank order to ensure that projects are funded in both Focus Area A and Focus Area B.

Focus Area A: Preparing Personnel to Serve Infants, Toddlers, and Preschool- Age Children with Disabilities. This

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29113 Federal Register / Vol. 88, No. 87 / Friday, May 5, 2023 / Notices

11 For the purposes of this priority, ‘‘high-need LEA’’ means an LEA (a) that serves not fewer than 10,000 children from families with incomes below the poverty line; or (b) for which not less than 20 percent of the children are from families with incomes below the poverty line.

12 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 in section 1113(a)(5) of the Elementary and Secondary Education Act of 1965, as amended (ESEA). For middle and high schools, eligibility may be calculated on the basis of comparable data from feeder schools. Eligibility as a high-poverty school under this definition is determined on the basis of the most currently available data.

13 For the purposes of this priority, ‘‘school implementing a comprehensive support and improvement plan’’ means a school identified for comprehensive support and improvement by a State under section 1111(c)(4)(D) of the ESEA that includes (a) not less than the lowest performing 5 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 in section 1111(d)(3)(A)(i)(II) of the

ESEA.

14 For the purposes of this priority, ‘‘school implementing a targeted support and improvement plan’’ means a school identified for targeted support and improvement by a State that has developed and is implementing a school-level targeted support and improvement plan to improve student outcomes based on the indicators in the statewide accountability system as defined in section 1111(d)(2) of the ESEA.

15 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).

focus area is for projects that prepare early intervention, special education, and related services personnel, including scholars from racially and ethnically diverse backgrounds and scholars who are multilingual, to provide services to infants, toddlers, and preschool children with disabilities.

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 special education personnel preparation project under this focus area. In States where the certification age range is other than birth through five, applicants must propose a preparation project that complies with the State’s certification requirements for early intervention and early childhood special education personnel.

Focus Area B: Preparing Personnel to Serve School-Age Children with Disabilities. This focus area is for projects that prepare special education and related services personnel, including personnel from racially and ethnically diverse backgrounds and personnel who are multilingual, to work with school-age children with disabilities.

Focus Areas A and B:

Applicants may, but are not required to, use up to the first 12 months of the performance period and up to $100,000 of funds awarded in the first budget period for planning, including enhancing an existing program, without enrolling scholars. If an applicant chooses to use the first year for program planning then the applicant must provide sufficient justification for requesting program planning time and include the goals, objectives, key personnel and collaborators, and intended outcomes of program planning in year one, a description of the proposed strategies and activities to be supported, and a timeline for the work.

The proposed strategies may include activities such as—

(1) Updating coursework, course outcomes, scholar competencies, assignments, or extensive and coordinated field or clinical experiences needed to support preparation for special education, early intervention, or related services scholars, including scholars from racially and ethnically diverse backgrounds, scholars who are multilingual, and scholars with disabilities serving children with disabilities, including children of color with disabilities and children with disabilities who are multilingual;

(2) Building the capacity (e.g., hiring a field supervisor, providing professional development for faculty and field supervisors) of the program to prepare scholars, including scholars from racially and ethnically diverse backgrounds, scholars who are multilingual, and scholars with disabilities, to serve children with disabilities and their families, including children and families of color and who are multilingual;

(3) Purchasing needed resources (e.g., additional teaching supplies, technology-based resources, or other specialized equipment to enhance instruction); or

(4) Establishing relationships with early intervention and early childhood programs or schools, to serve as sites for field or clinical experiences needed to support the project. These sites may include high-need local educational agencies (LEAs),11 high-poverty schools,12 schools identified for comprehensive support and improvement,13 and schools implementing a targeted support and improvement plan 14 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.

Additional Federal funds may be requested for scholar support and other grant activities occurring in year one of the project, provided that the total request for year one does not exceed the maximum award available for one budget period of 12 months (i.e., $250,000).

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

Note: Project periods under this priority may be up to 60 months.

Projects should be designed to ensure that all proposed scholars successfully complete the program within 60 months from the start of the project. The Secretary may reduce continuation awards for any project in which scholar recruitment is not on track or scholars are not on track to complete the program by the end of that period.

To be considered for funding under this absolute priority, 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.

To meet the requirements of this priority, an applicant must—

(a) Demonstrate, in the narrative section of the application under ‘‘Significance’’ how—

(1) The proposed project will address the need in the proposed preparation focus area to increase the number of personnel, including increasing the number from racially and ethnically diverse backgrounds, the number of personnel who are multilingual, and the number of personnel with disabilities, who are prepared to provide culturally and linguistically responsive effective and equitable instruction, interventions, and services that improve outcomes for children with disabilities;

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29114 Federal Register / Vol. 88, No. 87 / Friday, May 5, 2023 / Notices that improve outcomes, including literacy and math outcomes, for children with disabilities, including children of color with disabilities and children with disabilities who are multilingual; and

(3) That the applicant has successfully graduated students in its program, including students who are from racially and ethnically diverse backgrounds, students who are multilingual, and students with disabilities, including data disaggregated by race, national origin and primary language(s), and disability status; and the number of students who have graduated in the last five years.

(b) Demonstrate, in the narrative section of the application under ‘‘Quality of project services,’’ how—

(1) The project will conduct its planning activities, if the applicant will use any of the allowable first 12 months of the project period for planning;

(2) The project will recruit and retain scholars to participate in the project. To meet this requirement, the applicant must describe—

(i) The selection criteria the project will use to identify program applicants for admission into the program;

(ii) The specific recruitment strategies the project will use to attract a diverse pool of applicants, including from groups that are underrepresented in the field, including applicants from racially and ethnically diverse backgrounds, applicants who are multilingual, and applicants with disabilities; and

Note: Applicants should engage in focused outreach and recruitment to increase the number of applicants from groups that are traditionally underrepresented in the field, including applicants from racially and ethnically diverse backgrounds, applicants who are multilingual, and applicants with disabilities, but the selection criteria the applicant intends to use must ensure equal access and treatment of all applicants seeking admission to the program, and must be consistent with applicable law, including Federal civil rights laws.

(iii) The approach that will be used to mentor and support all scholars, including any specific approaches to supporting groups that are underrepresented in the field, including scholars from racially and ethnically diverse backgrounds, scholars who are multilingual, and scholars with disabilities, with the goal of helping them complete the program within the project period and preparing them for careers in special education, early intervention, or related services;

(3) The project will promote the acquisition of competencies needed by special education, early intervention, or related services personnel in the project’s proposed preparation focus area to provide effective and equitable evidence-based culturally and linguistically responsive instruction, interventions, and services that improve outcomes for children with disabilities, including children of color with disabilities and children with disabilities who are multilingual. To address this requirement, the applicant must—

(i) Describe how the proposed components, such as coursework; field or clinical experiences in early intervention, early childhood, or school settings; work-based experiences; or other opportunities provided to scholars, and sequence of the components will enable the scholars to acquire the competencies needed by applicable personnel to serve children with disabilities, including children of color and children who are multilingual in a school or early intervention setting;

(ii) Describe how the proposed project will reflect current evidence-based practices (EBPs) to prepare scholars to provide effective and equitable evidence-based culturally and linguistically responsive instruction, interventions, and services that improve outcomes for children with disabilities, including children of color and children who are multilingual, in a variety of educational or early childhood and early intervention settings, including in-person and distance learning;

(iii) Describe the pedagogical practices that will be used to ensure that the program is inclusive regarding race, ethnicity, culture, language, and disability status so that scholars are prepared to create inclusive, supportive, equitable, unbiased, and identity-safe learning environments for children with disabilities; and

(iv) Describe how the project will engage various partners, including families of color, families who are multilingual, and family caregivers with disabilities; and public or private partnering agencies, schools, or programs, including those that serve racially and ethnically diverse populations, multilingual populations, and children with disabilities; and centers or organizations that provide services to children with disabilities, including children of color with disabilities and children with disabilities who are multilingual, to inform and support project components.

(c) Demonstrate, in the narrative section of the application under ‘‘Quality of the project personnel and management plan,’’ how—

(1) The project director and other key project personnel are qualified to prepare scholars in the project’s preparation focus area;

(2) The project director and other key project personnel will manage the components of the project; and

(3) The time commitments of the project director and other key project personnel are adequate to meet the objectives of the proposed project.

(d) Demonstrate, in the narrative section of the application under ‘‘Adequacy of resources,’’ how—

(1) Information regarding the types of accommodations and resources available to fully support scholars’ well-being and a work-life balance (e.g., university and community mental health supports, counseling services, health resources, housing resources, child care) will be disseminated and how the project will support scholars to access those accommodations and resources on a timely basis, if needed, while the scholar is in the program;

(2) The types of accommodations and resources provided to support scholars’ well-being and a work-life balance will be individualized based on scholars’ cultural, academic, social emotional, and disability-related needs with the goals of supporting them to complete the program; and

(3) The budget is adequate for meeting the project objectives and mitigating financial burden to scholars in completing the program of study.

Note: Scholar support does not need to be uniform for all scholars and should be customized for individual scholars based on scholars’ financial needs, including consideration of all costs associated with the cost of attendance, even if that means enrolling fewer scholars. Scholar support can include support for cost of attendance (i.e., tuition and fees; university student health insurance; an allowance for books, materials, and supplies; an allowance for miscellaneous personal expenses; an allowance for dependent care, such as child care; and an allowance for room and board), travel in conjunction with training assignments, including conference registration, and stipends to support scholars’ completion of the program. Projections for scholar support should consider tuition increases and cost of living increases over the project period.

(e) Demonstrate, in the narrative section of the application under ‘‘Quality of the project evaluation,’’ how the applicant will—

(1) Evaluate how well the goals or objectives of the proposed project have been met. To meet this requirement the applicant must describe—

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16 84.325M is a new special education, early intervention, and related services personnel preparation program for HBCUs, TCCUs, and MSIs.

HBCUs, TCCUs, and MSIs were, and continue to be, eligible applicants under 84.325K.

(i) The relevant outcomes to be measured for both the project and the scholars, particularly the acquisition of scholars’ competencies; and

(ii) The evaluation methodologies, data collection methods, and data analyses that will be used; and

(2) Collect and analyze data on all scholars, including data disaggregated by race, national origin and primary language(s), and disability status, supported by the project to inform the proposed project on an ongoing basis.

(f) Demonstrate, in the appendices or narrative under ‘‘Required project assurances’’ as directed, that the following requirements are met. The applicant must—

(1) Include, in appendix A of the application—

(i) Charts, tables, figures, graphs, screen shots, and visuals that provide information directly relating to the application requirements for the narrative. Appendix A should not be used for supplementary information.

Please note that charts, tables, figures, graphs, and screen shots can be single-spaced when placed in appendix A; and

(ii) A letter of support from a public or private partnering agency, school, or program, that states it will provide scholars with a field or clinical experience in a high-need LEA, a high-poverty school, a school implementing a comprehensive support and improvement plan, a school implementing a targeted support and improvement plan for children with disabilities, a State educational agency, an early childhood and early intervention program located within the geographical boundaries of a high-need LEA, or an early childhood and early intervention program located within the geographical boundaries of an LEA serving the highest percentage of schools identified for comprehensive support and improvement or implementing targeted support and improvement plans in the State;

(2) Include in appendix B of the application—

(i) A table that lists the project’s required coursework and includes the course title, brief description, learning goals, and relevant State or national professional organization personnel standards for each course; and

(ii) Four exemplars of course syllabi required by the degree program that reflect EBPs across the areas of assessment; social, emotional, and behavioral development and learning;

inclusive practices; instructional strategies; and literacy if appropriate, and consider the unique needs of children of color with disabilities and children who are multilingual;

(3) Include in the application budget attendance by the project director at a three-day project directors’ meeting in Washington, DC, during each year of the project; and

(4) Provide an assurance that—

(i) The project will meet the requirements in 34 CFR 304.23, particularly those related to (A) informing all scholarship recipients of their service obligation commitment;

and (B) disbursing scholarships. Failure by a grantee to properly meet these requirements is a violation of the grant award that may result in the grantee being liable for returning any misused funds to the Department;

(ii) The project will meet the statutory requirements in section 662(e) through

(h) of IDEA;

(iii) The project will be operated in a manner consistent with nondiscrimination requirements contained in Federal civil rights laws;

(iv) An assurance that all the syllabi for the project’s required coursework will be provided at the request of OSEP;

(v) At least 65 percent of the total award over the project period (i.e., up to 5 years) will be used for scholar support;

(vi) Scholar support provided by the project (e.g., tuition and fees; university student health insurance; an allowance for books, materials, and supplies; an allowance for miscellaneous personal expenses; an allowance for dependent care, such as child care; an allowance for room and board) is not conditioned on scholars working for the grantee (e.g., personnel at the institution of higher education (IHE));

(vii) The project director, key personnel, and scholars will actively participate in learning opportunities (e.g., webinars, briefings) supported by OSEP. This is intended to promote opportunities for participants to understand reporting requirements, share resources, and generate new ideas by discussing topics of common interest to participants across projects including Department priorities and needs in the field;

(viii) The project website, if applicable, will be of high quality, with an easy-to-navigate design that meets government or industry-recognized standards for accessibility;

(ix) Scholar accomplishments (e.g., public service, awards, publications, conference presentations) will be reported in annual and final performance reports; and

(x) 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 34 CFR 75.110. 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 (f)(4)(i)of this priority).

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.

Competitive Preference Priority:

Within this absolute priority, we give competitive preference to applications that address the following priority.

Under 34 CFR 75.105(c)(2)(i), we award an additional 3 points to an application that meets the competitive preference priority. Applicants should indicate in the abstract if the competitive preference priority is addressed.

The competitive preference priority is:

Applications from New Potential Grantees (0 or 3 points).

(a) Under this priority, an applicant must demonstrate that the applicant (i.e., the IHE) has not had an active discretionary grant under the ALN 84.325K 16 program, including through membership in a group application submitted in accordance with 34 CFR 75.127–75.129, in the last five years before the deadline date for submission of applications under this program

(ALN 84.325M).

(b) For the purpose of this priority, a grant or contract is active until the end of the grant’s or contract’s project or funding period, including any extensions of those periods that extend the grantee’s or contractor’s authority to obligate funds.

References:

American Occupational Therapy Association.

(2022). 2019 salary workforce survey methods. www.aota.org/Education- Careers/Advance-Career/Salary- Workforce-Survey.aspx.

American Speech-Language Hearing Association. (2021). Communication sciences and disorders (CSD) education survey national aggregate data report:

2020–2021 academic year.

www.asha.org/siteassets/surveys/csd-education-survey-national-aggregate-data-report.pdf.

Bryan, N. (2021, May 26). Black male teachers and gender equity in early childhood education. Oxford Research Encyclopedia of Education. https://

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29116 Federal Register / Vol. 88, No. 87 / Friday, May 5, 2023 / Notices doi.org/10.1093/acrefore/ 9780190264093.013.1565.

Carver-Thomas, D. (2018, April). Diversifying the teaching profession through high-retention pathways [Research brief].

Learning Policy Institute. https:// learningpolicyinstitute.org/media/164/ download?inline&file=Diversifying_ Teaching_Profession_BRIEF.pdf.

Carver-Thomas, D. (2018). Diversifying the teaching profession: How to recruit and retain teachers of color. Learning Policy Institute. https://learningpolicy institute.org/product/diversifying-teaching-profession-report.

Colorado Department of Higher Education.

(2022). Diversifying the educator workforce: Disrupting inequities. https:// highered.colorado.gov/Publications/ Reports/teachereducation/2022/2022_ Diversifying_the_Workforce_FINAL.pdf.

Data USA. (2022) Data USA: Physical Therapists. https://datausa.io/profile/ soc/physical-therapists#demographics.

Gardner, M., Melnick, H., Meloy, B., & Barajas, J. (2019). Promising models for preparing a diverse, high-quality early childhood workforce. Learning Policy Institute.

National Center for Education Statistics.

(2022). Racial/Ethnic Enrollment in Public Schools. Condition of Education.

U.S. Department of Education, Institute of Education Sciences. https:// nces.ed.gov/programs/coe/indicator/cge.

National Professional Development Center on Inclusion. (August, 2011). Competencies for early childhood educators in the context of inclusion: Issues and guidance for States. The University of North Carolina, FPG Child Development Institute.

Ondrasek, N., Carver-Thomas, D., Scott, C., & Darling-Hammond, L. (2020).

California’s special education teacher shortage (policy brief). Policy Analysis for California Education.

Sutcher, L., Darling-Hammond, L., & Carver- Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the U.S. Learning Policy Institute.

U.S. Department of Education. (2022a).

EDFacts Data Warehouse: ‘‘IDEA Section 618 Part B Child Count and Educational Environments Collection’’ and ‘‘IDEA Section 618 Part C Child Count and Settings Collection,’’ 2020–21. https:// www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html.

U.S. Department of Education. (2022b).

Characteristics of 2020–21 Public and Private K–12 School Teachers in the United States: Results From the National Teacher and Principal Survey. https:// nces.ed.gov/pubs2022/2022113.pdf.

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 priorities in this notice.

Program Authority: 20 U.S.C. 1462 and 1481.

Note: Projects will be awarded and must be operated in a manner consistent with the nondiscrimination requirements contained in Federal civil rights laws.

Applicable Regulations: (a) The Education Department General Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 97, 98, and 99. (b) The Office of Management and Budget Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 180, as adopted and amended as regulations of the Department in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR part 200, as adopted and amended as regulations of the Department in 2 CFR part 3474. (d) The regulations for this program in 34 CFR part 304.

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

II. Award Information

Type of Award: Discretionary grants.

Estimated Available Funds:

$7,250,000.

Contingent upon the availability of funds and the quality of applications, we may make additional awards in FY 2024 from the list of unfunded applications from this competition.

Estimated Range of Awards:

$200,000–$250,000 per year.

Estimated Average Size of Awards:

$225,000 per year.

Maximum Award: We will not make an award exceeding $250,000 for a single budget period of 12 months.

Estimated Number of Awards: 29.

Project Period: Up to 60 months.

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

III. Eligibility Information

1. Eligible Applicants: HBCUs, TCCUs, MSIs, and private nonprofit organizations.

Note: If you are a nonprofit organization, under 34 CFR 75.51, you may demonstrate your nonprofit status by providing: (1) proof that the Internal Revenue Service currently recognizes the applicant as an organization to which contributions are tax deductible under section 501(c)(3) of the Internal Revenue Code; (2) a statement from a State taxing body or the State attorney general certifying that the organization is a nonprofit organization operating within the State and that no part of its net earnings may lawfully benefit any private shareholder or individual; (3) a certified copy of the applicant’s certificate of incorporation or similar document if it clearly establishes the nonprofit status of the applicant; or (4) any item described above if that item applies to a State or national parent organization, together with a statement by the State or parent organization that the applicant is a local nonprofit affiliate.

2. a. Cost Sharing or Matching: Cost sharing or matching is not required for this competition.

b. Indirect Cost Rate Information: This program uses a training indirect cost rate. This limits indirect cost reimbursement to an entity’s actual indirect costs, as determined in its negotiated indirect cost rate agreement, or eight percent of a modified total direct cost base, whichever amount is less. For more information regarding training indirect cost rates, see 34 CFR

75.562. For more information regarding

indirect costs, or to obtain a negotiated indirect cost rate, please see www2.ed.gov/about/offices/list/ocfo/ intro.html.

c. Administrative Cost Limitation:

This program does not include any program-specific limitation on administrative expenses. All administrative expenses must be reasonable and necessary and conform to Cost Principles described in 2 CFR part 200 subpart E of the Uniform Guidance.

3. Subgrantees: Under 34 CFR 75.708(b) and (c), a grantee under this competition may award subgrants—to directly carry out project activities described in its application—to the following types of entities: IHEs, nonprofit organizations suitable to carry out the activities proposed in the application, and other public agencies.

The grantee may award subgrants to entities it has identified in an approved application or that it selects through a competition under procedures established by the grantee, consistent with 34 CFR 75.708(b)(2).

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 projects 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).

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29117 Federal Register / Vol. 88, No. 87 / Friday, May 5, 2023 / Notices

IV. Application and Submission Information

1. Application Submission Instructions: Applicants are required to follow the Common Instructions for Applicants to Department of Education Discretionary Grant…