2024-01413.pdf

4924 Federal Register / Vol. 89, No. 17 / Thursday, January 25, 2024 / Notices

DEPARTMENT OF DEFENSE

Office of the Secretary

Defense Science Board; Notice of Federal Advisory Committee Meeting;

Cancellation

AGENCY: Under Secretary of Defense for Research and Engineering, Department of Defense (DoD).

ACTION: Notice of Federal Advisory Committee meeting; cancellation.

SUMMARY: On January 18, 2024, the DoD published a notice announcing a Federal Advisory Committee meeting of the Defense Science Board (DSB) that was to take place on January 18, 2024.

The meeting has been cancelled.

DATES: Cancelled; open to the public Thursday, January 18, 2024, from 3 p.m.

to 3:45 p.m.

FOR FURTHER INFORMATION CONTACT: Ms.

Elizabeth J. Kowalski, Designated Federal Officer (DFO): (703) 571–0081 (Voice), (703) 697–1860 (Facsimile), elizabeth.j.kowalski.civ@mail.mil, (Email). Mailing address is Defense Science Board, 3140 Defense Pentagon, Washington, DC 20301–3140. Website:

http://www.acq.osd.mil/dsb/.

SUPPLEMENTARY INFORMATION: Due to circumstances beyond the control of the Designated Federal Officer and the Department of Defense, the Defense Science Board was unable to provide public notification required by 41 CFR 102–3.150(a) concerning the cancellation of its January 18, 2024 meeting. Accordingly, the Advisory Committee Management Officer for the Department of Defense, pursuant to 41 CFR 102–3.150(b), waives the 15-calendar day notification requirement.

On January 18, 2024 (89 FR 3386), the DoD published a notice announcing a Federal Advisory Committee meeting of the Defense Science Board (DSB) that was to take place on January 18, 2024.

The meeting has been cancelled. The meeting will be re-scheduled for a later date and an updated notice published in the Federal Register.

Dated: January 19, 2024.

Aaron T. Siegel, Alternate OSD Federal Register Liaison Officer, Department of Defense.

[FR Doc. 2024–01402 Filed 1–24–24; 8:45 am]

BILLING CODE 6001–FR–P

DEPARTMENT OF EDUCATION

Applications for New Awards;

Personnel Development To Improve Services and Results for Children With Disabilities Program—Preservice Program Development Grants at Historically Black Colleges and Universities, Tribally Controlled Colleges and Universities, and Other Minority Serving Institutions To Diversify Personnel Serving Children With Disabilities

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) 2024 for Personnel Development to Improve Services and Results for Children with Disabilities Program—Preservice Development Grants at Historically Black Colleges and Universities, Tribally Controlled Colleges and Universities, and Other Minority Serving Institutions to Diversify Personnel Serving Children with Disabilities, Assistance Listing Number 84.325X. This notice relates to the approved information collection under OMB control number 1820–0028.

DATES:

Applications Available: January 25, 2024.

Deadline for Transmittal of Applications: April 4, 2024.

Deadline for Intergovernmental Review: June 3, 2024.

Pre-Application Webinar Information:

No later than January 30, 2024, the Office of Special Education Programs and Rehabilitative Services will post pre-recorded informational webinars designed to provide technical assistance (TA) to interested applicants. 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.

FOR FURTHER INFORMATION CONTACT:

Tracie Dickson, U.S. Department of Education, 400 Maryland Avenue SW, Room 4A10 Washington, DC 20202.

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. 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 2024 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:

Preservice Development Grants at

Historically Black Colleges and Universities, Tribally Controlled Colleges and Universities, and Other Minority Serving Institutions To Diversify Personnel Serving Children With Disabilities.

Background:

Special education and related services personnel are at the top of the critical shortage list in educational systems in nearly every State, especially in urban areas (U.S. Department of Education, 2023b; American Speech Language Hearing Association, n.d.; National Coalition on Personnel Shortages in Special Education and Related Services, n.d.). In a national survey of Part C State coordinators, 98 percent of respondents indicated that they had shortages of personnel to work in their early intervention system (IDEA Infant and Toddler Coordinators Association, 2021). These shortages impede the ability of children with disabilities to reach their full potential (Center on Great Teachers and Leaders, 2023a).

Compounding the issue is the critical shortage of early intervention, special

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4925 Federal Register / Vol. 89, No. 17 / Thursday, January 25, 2024 / 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 2023 Eligibility Matrix to determine MSI eligibility (see https:// www2.ed.gov/about/offices/list/ope/idues/ eligibility.html).

4 For the purposes of this priority, ‘‘related services’’ includes the following: speech-language pathology and audiology services; assistive technology services; sign language interpreting services; intervener services; psychological services;

applied behavior analysis; physical therapy and occupational therapy; recreation, including therapeutic recreation; artistic and cultural services, including music, art, dance and movement therapy;

social work services; counseling services, including rehabilitation counseling; and orientation and mobility services.

5 For the purposes of this priority, ‘‘certification’’ refers to programs of study for individuals with bachelor’s, master’s, educational specialist, or clinical doctoral degrees that lead to licensure, endorsement, or certification from a State or national credentialing authority following completion of the degree program that qualifies graduates to teach or provide services to children with disabilities. Programs of study that lead to a certificate of completion awarded from an institution of higher education (IHE), but do not lead to licensure, endorsement, or certification from a State or national credentialing authority, do not qualify.

education, and related services personnel who are multilingual and racially, ethnically, and culturally diverse (Center on Great Teachers and Leaders, 2023a). For example, the Office of Special Education Program’s (OSEP’s) Personnel Development Program Data Collection System data show that graduates of OSEP-supported early intervention and special education doctoral programs were 78 percent White, 5 percent Hispanic, 6 percent Black, 6 percent Asian, and 5 percent unreported, which does not match the demographics of children (U.S.

Department of Education, Office of Special Education Programs (OSEP), 2021).

Enhancing equity within early intervention and special education systems requires a specific focus on preservice preparation so that the future workforce has the competencies to support the developmental and learning needs of children with disabilities, including the increasing population of children with disabilities who are multilingual and racially, ethnically, and culturally diverse (Center on Great Teachers and Leaders, 2023b).

Diversifying the workforce can have positive impacts on all children. All children, and particularly multilingual children and children from racially and ethnically diverse backgrounds, with and without disabilities, demonstrate improved academic achievement and behavioral and social and emotional development when they receive services from personnel who are multilingual and from racially, ethnically, and culturally diverse backgrounds (Kunemund et al., 2020).

Historically Black Colleges and Universities (HBCUs), Tribally Controlled Colleges and Universities (TCCUs), and other Minority Serving Institutions (MSIs) have the experience and expertise to recruit, prepare, and graduate students who are multilingual and racially, ethnically, and culturally diverse. However, there are currently a limited number of HBCUs, TCCUs, and other MSIs that operate the programs required to train the number of students needed to address the critical shortage.

Therefore, there is a need to increase the number of early intervention, early childhood special education, special education, and related services programs in HBCUs, TCCUs, and other MSIs. For example, of all Black teachers nationwide, nearly half are graduates of HBCUs (U.S. Department of Education, 2023a). Yet, of the 103 HBCUs, only 27 offer a special education preparation program (Patterson et al., 2022). There are currently 32 fully accredited TCCUs (National Indian Education Association, n.d.), with nine offering bachelor’s degrees in early childhood education, eight offering bachelor’s degrees in general education, and only one offering a bachelor’s degree in special education.

Additionally, many special education programs at HBCUs and MSIs focus on high-incidence disabilities and do not offer degree programs that prepare graduates to serve children with high-intensity needs, such as sensory disabilities. As an example, since 2006, OSEP has only awarded two grants to HBCUs to prepare teachers of students with visual impairments (TVIs) and only five grants to MSIs to prepare TVIs.

Additionally, only one HBCU currently offers a degree preparing teachers of students who are deaf or hard of hearing and teachers of students who are DeafBlind.

To address shortages and diversify the workforce in early intervention, early childhood special education, special education, and related services personnel, HBCUs, TCCUs, and MSIs need support to develop associate’s, bachelor’s, certificate, master’s, educational specialist, and clinical doctoral degree level programs (Escobar et al., 2021; Murray et al., 2022; Lamb, 2016). To increase the number of personnel who are fully credentialed and licensed to enter the field to serve children with disabilities and their families, including multilingual personnel and personnel from racially and ethnically diverse backgrounds, this grant competition plans to award grants to HBCUs, TCCUs, and MSIs to develop new degree and certification programs in early intervention, early childhood special education, special education, and related services. This priority aligns with the Secretary’s Supplemental Priority 3—Supporting a Diverse Educator Workforce and Professional Growth to Strengthen Student Learning, published in the Federal Register on December 10, 2021 (86 FR 70612).

Priority:

The purpose of this priority is to fund

Preservice Development Grants at HBCUs,1 TCCUs,2 and MSIs 3 to

Diversify Personnel Serving Children with Disabilities. OSEP may fund out of rank order applications from HBCUs and TCCUs to increase the number of funded applications from these institutions. Projects are expected to achieve, at a minimum, the following expected outcomes:

(a) Increased number of early intervention, early childhood special education, special education, or related services 4 personnel who are multilingual and from racially and ethnically diverse backgrounds, and who have the competencies to work with infants, toddlers, children and youth (children) with disabilities and their families within early intervention, early childhood programs, or school settings;

(b) Increased variety of degrees, including associate degrees, bachelor’s degrees, master’s degrees, educational specialist degrees, and clinical doctorate degrees, and certifications 5 in early intervention, early childhood special education, special education, and related services offered at HBCUs, TCCUs, and MSIs; and

(c) Increased faculty capacity at HBCUs, TCCUs, and MSIs to design and deliver programs of study in early intervention, early childhood special education, special education, and related services.

In addition to these programmatic requirements, to be considered for funding under this priority, applicants must meet the application and administrative requirements in this priority, which are:

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

(1) The proposed project will address the need in the field to increase the number of personnel in the proposed

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4926 Federal Register / Vol. 89, No. 17 / Thursday, January 25, 2024 / Notices

6 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).

degree or certification area—including those who are multilingual and from racially and ethnically diverse backgrounds—who are fully qualified to serve children with disabilities and their families and provide equitable, evidence-based,6 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—and support their full and equitable participation, development, and learning.

To meet this requirement, the applicant must provide information demonstrating that it has successfully graduated students from an education or related services program that is related to the degree or certification being proposed, including data on the number of students who have graduated in the last five years disaggregated by race, national origin, disability status, and primary language(s).

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

(1) Develop a plan to create a new associate degree, bachelor’s degree, certification, master’s degree, educational specialist degree, or clinical doctoral degree program in early intervention, early childhood special education, special education, or related services during the first 24 months of the project. To address this requirement, the applicant must describe the approach that will be used to—-

(i) Develop a curriculum, including coursework and field or clinical practicum experiences, and academic requirements for the proposed degree or certification to prepare early intervention, early childhood special education, special education, or related services personnel to provide effective and equitable, evidence-based, culturally and linguistically responsive instruction, interventions, and services, that improve outcomes for children with disabilities, including those who are multilingual and from racially and ethnically diverse backgrounds. The applicant must describe—

(A) The components of the proposed curriculum such as coursework, field or practicum experience, and other requirements; and the anticipated time to complete the degree or certification program;

(B) How it will identify and incorporate current research, evidence-based practices, and State and national professional organization personnel standards in the development and delivery of the curriculum;

(ii) Determine the knowledge and competencies students will acquire in the proposed program, including knowledge and competencies necessary to provide effective and equitable, evidence-based, culturally and linguistically responsive instruction, interventions, and services, that improve outcomes for children with disabilities, including children with disabilities who are multilingual and from racially and ethnically diverse backgrounds;

(iii) Develop partnerships with field placement and clinical practicum sites to prepare early intervention, early childhood special education, special education, or related services personnel to provide effective and equitable, evidence-based, culturally and linguistically responsive instruction, interventions, and services in inclusive setting, that improve outcomes for children with disabilities, including children with disabilities who are multilingual and from racially and ethnically diverse backgrounds;

(iv) Establish admission and enrollment plans, including setting first-year enrollment targets and overall steady-state program enrollment; setting admission requirements and the admissions process; and developing recruitment and retention plans to attract students, including those who are multilingual and from racially and ethnically diverse backgrounds;

(v) Advise and mentor students, including those who are multilingual and those from racially and ethnically diverse backgrounds to support their successful completion of the degree or certification program; and

(vi) Develop the capacity of faculty and staff to develop a new degree or certification program; and

(2) Have the structures in place to implement the new degree or certification program by year four of the project. To meet this requirement, the applicant must describe the proposed approach to—

(i) Ensuring that faculty and staff have the capacity to implement the new degree or certification program;

(ii) Developing a leadership plan that describes the role of faculty, including the department chair or director, in implementing the new degree or certification program, including implementation of the admissions process, recruitment strategies, degree requirements, and advising and mentoring; and

(iii) Ensuring the sustainability of the project once Federal funding ends.

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

(1) The proposed project will encourage 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, as appropriate;

(2) The project director and key project personnel have the qualifications and experience to carry out the proposed activities and achieve the project’s intended outcomes;

(3) The proposed project will approach identifying a sufficient number of faculty with active records of content expertise, research, and teaching experience, including faculty who are multilingual and from racially and ethnically diverse backgrounds, aligned to the new degree or certification program;

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

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

(6) The proposed management plan will ensure that the project will meet the proposed objectives and the degree or certification program will be of high quality; and

(7) The proposed project will benefit from a diversity of perspectives, including faculty, community partners, current and prospective students, families of children with disabilities, and early intervention, early childhood and school personnel, among others, in its development and operation.

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

(1) The applicant and any key partners have adequate resources to carry out the proposed activities; and

(2) The budget is adequate for meeting the project objectives.

(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 provide—

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4927 Federal Register / Vol. 89, No. 17 / Thursday, January 25, 2024 / Notices

(i) Measurable intended project outcomes;

(ii) In Appendix A, the logic model by which the proposed project will achieve its intended project outcomes that depicts, at minimum, the goals, activities, outputs, and outcomes;

(iii) In Appendix A, the conceptual framework underlying the new degree or certification program, project plans and activities, describing any underlying concepts, assumptions, expectations, beliefs, or theories, as well as the presumed relationships or linkages among these variables, and any empirical support for this framework;

and

(iv) The evaluation methodologies, data collection methods, and data analyses that will be used.

(f) In the appendices or narrative under ‘‘Required project assurances’’ the applicant must—

(1) Include in Appendix A, 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, or screen shots, can be single-spaced when placed in Appendix A;

(2) Include in Appendix B any letters of commitment or support. The applicant must include a letter of commitment from the dean or designee of the school or college where the program will be administratively located affirming support for the proposal. In addition, deans or designees, chairs, and directors of academic units contributing courses, faculty effort, funding, space, or other resources for the proposed program must provide letters of support that confirm these commitments;

(3) Ensure that if the project maintains a website, it will be of high quality, with an easy-to-navigate design that meets or exceeds government or industry-recognized standards for accessibility;

(4) Include in the budget, attendance at a three-day project directors’ conference in Washington, DC, during each year of the project period. The project must reallocate funds for travel to the project directors’ meeting no later than the end of the third quarter of each budget period if the meeting is conducted virtually; and

(5) Provide an assurance that the project—

(i) Will submit the curriculum and syllabi for courses in the new degree or certification program, the admissions plan, the student recruitment plan, the plan for advising and mentoring students, and the roles of faculty and staff in the program when requested by OSEP; and

(2) Will participate in collaboration meetings with other grantees funded under ALN 84.325X and will engage with OSEP-funded TA centers as appropriate.

Third, Fourth, and Fifth Years of Project

The Secretary may extend a project three years beyond the initial two years of the project if the grantee is achieving the intended outcomes of the project. By the end of the second year of the project, the grantee must have a new degree or certification plan approved by the university. By the end of the third year of the project, the grantee must have the infrastructure in place to begin recruiting students for the program. By the end of the fourth year of the project, the grantee must admit students and begin delivering the new degree or certification program. Each applicant must include in its application a plan and a budget for the full 60-month period. In deciding whether to extend funding for years three, four, and five of the project, the Secretary will consider the requirements of 34 CFR 75.253(a) and will consider the success and timeliness with which the intended outcomes of the project requirements have been, or are being, met by the project.

References

American Speech Language Hearing Association. (n.d.). Recruiting and retaining qualified school-based SLPs.

www.asha.org/careers/recruitment/ schools/.

Center on Great Teachers and Leaders.

(2023a). Prioritizing an integrated approach to educator shortages and workforce diversity, Part 1: An effective workforce is a diverse workforce.

www.air.org/sites/default/files/2023-10/ Prioritizing-Integrated-Approach- Educator-Shortages-Workforce-Diversity- Part-1-October-2023-v2.pdf.

Center on Great Teachers and Leaders.

(2023b). Prioritizing an integrated approach to educator shortages and workforce diversity, Part 2: Innovative Strategies and Examples Across the Talent Development Continuum.

www.air.org/sites/default/files/2023-10/ Prioritizing-Integrated-Approach- Educator-Shortages-Workforce-Diversity- Part-2-October-2023-v2.pdf.

Escobar, M., Bell, Z.K., Qazi, M., Kotoye, C.O., & Arcediano, F. (2021). Faculty time allocation at historically black universities and its relationship to institutional expectations. Frontiers in Psychology, 12, 734426. https://doi.org/ 10.3389/fpsyg.2021.734426.

IDEA Infant and Toddler Coordinators Association. (2021). Tipping points survey: Demographics, challenges, and opportunities.

www.ideainfanttoddler.org/pdf/2021- Tipping-Points-Survey.pdf.

Kunemund, R., McCullough, S., Williams, C., Miller, C., Sutherland, K., Conroy, M., & Granger, K. (2020). The mediating role of teacher self-efficacy in the relation between teacher-child race mismatch and conflict. Psychology in the Schools, 57(11), 1757–1770. https://doi.org/ 10.1002/pits.22419.

Lamb, C. (Spring, 2016). Struggle and Success: The state of teacher education at tribal colleges and universities. Tribal College Journal of the American Indian Higher Education, 27(3). https://tribal collegejournal.org/struggle-and-success-the-state-of-teacher-education-at-tribal-colleges-and-universities/.

Murray, L., Njoku, N. & Davis, R. (2022).

Greater funding, greater needs: A report on funding for HBCUs. UNCF. https:// cdn.uncf.org/wp-content/uploads/UNCF- Patterson-HBCUs-funding-report_ V6.pdf?_ ga=2.91635802.1540279182.1698942294- 1282596027.1679956576.

National Coalition on Personnel Shortages in Special Education. (n.d.) About the shortage. https://specialedshortages.org/ about-the-shortage/.

National Indian Education Association.

(n.d.). Information on Native Students.

www.niea.org/native-education-research.

Patterson, M.S., Wilder, T.L., Tazi, Y., Holman, K., Grace, B., Grays. A., Marino, M.T., Carter, R., & Perkins, M. (2022).

Recruitment through Interaction and Strategic Enrollment: RISE Special Education. Toni Jennings Exceptional Education Institute. www.tjeei.org/map.

U.S. Department of Education. (2023a). Fact Sheet. www.ed.gov/news/press-releases/ fact-sheet-biden-harris-administration-highlights-record-championing-historically-black-colleges-and-universities-hbcus.

U.S. Department of Education. (2023b). Raise the Bar Policy Brief: Eliminating educator shortages through increased compensation, high-quality and affordable educator preparation and teacher leadership. www.ed.gov/ raisethebar/eliminating-educator-shortages-compensation-preparation-leadership.

U.S. Department of Education, Office of Special Education Programs. (2021).

Personnel Development Program Data Collection System.

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.

Note: Projects will be awarded and must be operated in a manner consistent with the nondiscrimination

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E S https://cdn.uncf.org/wp-content/uploads/UNCF-Patterson-HBCUs-funding-report_V6.pdf?_ga=2.91635802.1540279182.1698942294-1282596027.1679956576 https://cdn.uncf.org/wp-content/uploads/UNCF-Patterson-HBCUs-funding-report_V6.pdf?_ga=2.91635802.1540279182.1698942294-1282596027.1679956576 https://cdn.uncf.org/wp-content/uploads/UNCF-Patterson-HBCUs-funding-report_V6.pdf?_ga=2.91635802.1540279182.1698942294-1282596027.1679956576 https://cdn.uncf.org/wp-content/uploads/UNCF-Patterson-HBCUs-funding-report_V6.pdf?_ga=2.91635802.1540279182.1698942294-1282596027.1679956576 https://cdn.uncf.org/wp-content/uploads/UNCF-Patterson-HBCUs-funding-report_V6.pdf?_ga=2.91635802.1540279182.1698942294-1282596027.1679956576 https://cdn.uncf.org/wp-content/uploads/UNCF-Patterson-HBCUs-funding-report_V6.pdf?_ga=2.91635802.1540279182.1698942294-1282596027.1679956576 http://www.air.org/sites/default/files/2023-10/Prioritizing-Integrated-Approach-Educator-Shortages-Workforce-Diversity-Part-1-October-2023-v2.pdf http://www.air.org/sites/default/files/2023-10/Prioritizing-Integrated-Approach-Educator-Shortages-Workforce-Diversity-Part-1-October-2023-v2.pdf http://www.air.org/sites/default/files/2023-10/Prioritizing-Integrated-Approach-Educator-Shortages-Workforce-Diversity-Part-1-October-2023-v2.pdf http://www.air.org/sites/default/files/2023-10/Prioritizing-Integrated-Approach-Educator-Shortages-Workforce-Diversity-Part-1-October-2023-v2.pdf http://www.air.org/sites/default/files/2023-10/Prioritizing-Integrated-Approach-Educator-Shortages-Workforce-Diversity-Part-2-October-2023-v2.pdf http://www.air.org/sites/default/files/2023-10/Prioritizing-Integrated-Approach-Educator-Shortages-Workforce-Diversity-Part-2-October-2023-v2.pdf http://www.air.org/sites/default/files/2023-10/Prioritizing-Integrated-Approach-Educator-Shortages-Workforce-Diversity-Part-2-October-2023-v2.pdf http://www.air.org/sites/default/files/2023-10/Prioritizing-Integrated-Approach-Educator-Shortages-Workforce-Diversity-Part-2-October-2023-v2.pdf http://www.ideainfanttoddler.org/pdf/2021-Tipping-Points-Survey.pdf http://www.ideainfanttoddler.org/pdf/2021-Tipping-Points-Survey.pdf https://specialedshortages.org/about-the-shortage/ https://specialedshortages.org/about-the-shortage/ http://www.asha.org/careers/recruitment/schools/ http://www.asha.org/careers/recruitment/schools/ https://doi.org/10.3389/fpsyg.2021.734426 https://doi.org/10.3389/fpsyg.2021.734426 http://www.niea.org/native-education-research https://doi.org/10.1002/pits.22419 https://doi.org/10.1002/pits.22419 http://www.tjeei.org/map https://tribalcollegejournal.org/struggle-and-successthe-state-of-teacher-education-at-tribal-colleges-and-universities/ https://tribalcollegejournal.org/struggle-and-successthe-state-of-teacher-education-at-tribal-colleges-and-universities/ https://tribalcollegejournal.org/struggle-and-successthe-state-of-teacher-education-at-tribal-colleges-and-universities/ https://tribalcollegejournal.org/struggle-and-successthe-state-of-teacher-education-at-tribal-colleges-and-universities/ http://www.ed.gov/news/press-releases/fact-sheet-biden-harris-administration-highlights-record-championing-historically-black-colleges-and-universities-hbcus http://www.ed.gov/news/press-releases/fact-sheet-biden-harris-administration-highlights-record-championing-historically-black-colleges-and-universities-hbcus http://www.ed.gov/news/press-releases/fact-sheet-biden-harris-administration-highlights-record-championing-historically-black-colleges-and-universities-hbcus http://www.ed.gov/news/press-releases/fact-sheet-biden-harris-administration-highlights-record-championing-historically-black-colleges-and-universities-hbcus http://www.ed.gov/news/press-releases/fact-sheet-biden-harris-administration-highlights-record-championing-historically-black-colleges-and-universities-hbcus http://www.ed.gov/raisethebar/eliminating-educator-shortages-compensation-preparation-leadership http://www.ed.gov/raisethebar/eliminating-educator-shortages-compensation-preparation-leadership http://www.ed.gov/raisethebar/eliminating-educator-shortages-compensation-preparation-leadership http://www.ed.gov/raisethebar/eliminating-educator-shortages-compensation-preparation-leadership

4928 Federal Register / Vol. 89, No. 17 / Thursday, January 25, 2024 / Notices 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 79 apply to all applicants except federally recognized Indian Tribes.

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

II. Award Information

Type of Award: Cooperative agreement.

Estimated Available Funds: The Administration has requested $250,000,000 for the Personnel Development to Improve Services and Results for Children with Disabilities program for FY 2024, of which we intend to use an estimated $2,400,000 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 2025 from the list of unfunded applications from this competition.

Estimated Range of Awards:

$125,000–$150,000 per year.

Estimated Average Size of Awards:

$137,500 per year.

Maximum Award: We will not make an award exceeding $750,000 per project for a project period of 60 months.

Note: Applicants must describe, in their applications, the amount of funding being requested for each 12-month budget period.

Estimated Number of Awards: 16.

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

Project Period: Up to 60 months.

III. Eligibility Information

1. Eligible Applicants: HBCUs, TCCUs, MSIs, and private nonprofit organizations that have legal authority to enter into grants and cooperative agreements with the federal government on behalf of an HBCU, TCCU, or MSI.

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: This competition does not require cost sharing or matching.

b. Indirect Cost Rate Information: This program uses an unrestricted indirect cost rate. 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 https://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.

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: Applicants are required to follow the 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, which contain requirements and information on how to submit an application.

2. Intergovernmental Review: This competition is subject to Executive Order 12372 and the regulations in 34 CFR part 79. Information about Intergovernmental Review of Federal Programs under Executive Order 12372 is in the application package for this competition.

3. Funding Restrictions: We reference regulations outlining funding restrictions in the Applicable Regulations section of this notice.

4. Recommended Page Limit: The application narrative is where you, the applicant, address the selection criteria that reviewers use to evaluate your application. We recommend that you (1) limit the application narrative to no more than 50 pages and (2) use the following standards:

• A ‘‘page’’ is 8.5″ x 11″, on one side only, with 1″ margins at the top, bottom, and both sides.

• Double-space (no more than three lines per vertical inch) all text in the application narrative, including titles, headings, footnotes, quotations, reference citations, and captions, as well as all text in charts, tables, figures, graphs, and screen shots.

• Use a font that is 12 point or larger.

• Use one of the following fonts:

Times New Roman, Courier, Courier New, or Arial.

The recommended page limit does not apply to the cover sheet; the budget section, including the narrative budget justification; the assurances and certifications; or the abstract (follow the guidance provided in the application package for completing the abstract), the table of contents, the list of priority

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4929 Federal Register / Vol. 89, No. 17 / Thursday, January 25, 2024 / Notices 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 listed below:

(a) Significance (10 points).

(1) The Secretary considers the significance of the proposed project.

(2) In determining the significance of the proposed project, the Secretary considers the following factors:

(i) The extent to which the proposed project will prepare personnel for fields in which shortages have been demonstrated; 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 addition, the Secretary considers the following factors:

(i) The extent to which the goals, objectives, and outcomes to be achieved by the proposed project are clearly specified and measurable;

(ii) The extent to which the services to be provided by the proposed project reflect up-to-date knowledge from research and effective practice; and

(iii) 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.

(c) Quality of project personnel and quality of management plan (20 points).

(1) The Secretary considers the quality of the personnel who will carry out the proposed project and the quality of the management plan 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; and

(iv) The adequacy of mechanisms for ensuring high-quality products and services from the proposed project.

(d) Adequacy of resources (10 points).

(1) The Secretary considers the adequacy of resources for the proposed project.

(2) In determining the adequacy of resources for the proposed project, the Secretary considers the following factors:

(i) The adequacy of support, including facilities, equipment, supplies, and other resources, from the applicant organization or the lead applicant organization; and

(ii) The extent to which the costs are reasonable in relation to the objectives, design, and potential significance of the proposed project.

(e) Quality of the project evaluation (15 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; and

(ii) The extent to which the methods of evaluation will provide performance feedback and permit periodic assessment of progress toward achieving intended outcomes.

2. Review and Selection Process: We remind potential applicants that in reviewing applications in any discretionary grant competition, the Secretary may consider, under 34 CFR 75.217(d)(3), the past performance of the applicant in carrying out a previous award, such as the applicant’s use of funds, achievement of project objectives, and compliance with grant conditions. The Secretary may also consider whether the applicant failed to submit a timely performance report or submitted a report of unacceptable quality.

In addition, in making a competitive grant award, the Secretary requires various assurances, including those applicable to Federal civil rights laws that prohibit discrimination in programs or activities receiving Federal financial assistance from the Department (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).

3. Additional Review and Selection Process Factors: In the past, the Department has had difficulty finding peer reviewers for certain competitions because so many individuals who are eligible to serve as peer reviewers have conflicts of interest. The standing panel requirements under section 682(b) of IDEA also have placed additional constraints on the availability of reviewers. Therefore, the Department has determined that for some discretionary grant competitions, applications may be separated into two or more groups and ranked and selected for funding within specific groups. This procedure will make it easier for the Department to find peer reviewers by ensuring that greater numbers of individuals who are eligible to serve as reviewers for any particular group of applicants will not have conflicts of interest. It also will increase the quality, independence, and fairness of the review process, while permitting panel members to review applications under discretionary grant competitions for which they also have submitted applications.

4. Risk Assessment and Specific Conditions: Consistent with 2 CFR 200.206, before awarding grants under this competition the Department conducts a review of the risks posed by applicants.