Notice2025-09431
Personnel Development To Improve Services and Results for Children With Disabilities-Interdisciplinary Preparation of Early Intervention, Special Education, and Related Services Personnel Serving Children With Disabilities Who Have High-Intensity Needs
Primary source
Metadata and text below are from the Federal Register, a public-domain U.S. government work. Always verify the official published version before relying on it for any legal matter.
Published
May 27, 2025
Issuing agencies
Education Department
Abstract
The Department of Education (Department) is issuing a notice inviting applications for new awards for fiscal year (FY) 2025 for Personnel Development to Improve Services and Results for Children with Disabilities--Interdisciplinary Preparation of Early Intervention, Special Education, and Related Services Personnel Serving Children with Disabilities who have High-Intensity Needs.
Full Text
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<title>Federal Register, Volume 90 Issue 100 (Tuesday, May 27, 2025)</title>
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[Federal Register Volume 90, Number 100 (Tuesday, May 27, 2025)]
[Notices]
[Pages 22253-22261]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2025-09431]
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DEPARTMENT OF EDUCATION
Personnel Development To Improve Services and Results for
Children With Disabilities--Interdisciplinary Preparation of Early
Intervention, Special Education, and Related Services Personnel Serving
Children With Disabilities Who Have High-Intensity Needs
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice.
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SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for new awards for fiscal year (FY) 2025 for
Personnel Development to Improve Services and Results for Children with
Disabilities--Interdisciplinary Preparation of Early Intervention,
Special Education, and Related Services Personnel Serving Children with
Disabilities who have High-Intensity Needs.
DATES:
Applications Available: May 27, 2025.
Deadline for Transmittal of Applications: June 26, 2025.
Deadline for Intergovernmental Review: August 25, 2025.
Pre-Application Webinar Information: No later than June 2, 2025,
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 <a href="http://www.ed.gov/about/ed-offices/osers/osep/new-osep-grant-competitions">www.ed.gov/about/ed-offices/osers/osep/new-osep-grant-competitions</a>.
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 23, 2024 (89 FR 104528) and available at
<a href="http://www.federalregister.gov/documents/2024/12/23/2024-30488/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs">www.federalregister.gov/documents/2024/12/23/2024-30488/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs</a>.
FOR FURTHER INFORMATION CONTACT: Sunyoung Ahn, U.S. Department of
Education, 400 Maryland Avenue SW, Room 4A10, Potomac Center Plaza,
Washington, DC 20202. Telephone: 202-987-0141. Email:
<a href="/cdn-cgi/l/email-protection#3566405b4c5a405b521b745d5b7550511b525a43"><span class="__cf_email__" data-cfemail="065573687f6973686128476e6846636228616970">[email protected]</span></a>.
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: Applications funded under this notice will
be funded in lieu of applications received under the notice that
published in the Federal Register on October 8, 2024 (89 FR 81493).
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 early
intervention, special education, related services, and regular
education to work with children, including infants, toddlers, and youth
with disabilities; and (2) ensure that
[[Page 22254]]
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.
Assistance Listing Number (ALN): 84.325K.
OMB Control Number: 1820-0028.
Priorities: This competition includes one absolute priority and 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)). The
competitive preference priority is from 34 CFR 75.225.
Absolute Priority: For FY 2025 and any subsequent year in which we
make awards from the list of unfunded applications from this
competition, this priority is an absolute priority. Under 34 CFR
75.105(c)(3), we consider only applications that meet this priority.
This priority is:
Interdisciplinary Preparation of Early Intervention, Special
Education, and Related Services for Personnel Serving Children with
Disabilities who have High-Intensity Needs.
Background:
It is this Administration's priority that children, including
infants, toddlers, and youth with disabilities (children with
disabilities) who have high-intensity needs receive instruction and
support from educators and related services personnel who are fully
credentialed. Under this absolute priority, the Department will fund
high-quality interdisciplinary projects that prepare personnel in early
intervention, special education, and related services at the master's
degree, educational specialist, or clinical doctorate degree levels for
professional practice in a variety of education settings, including
natural environments (the home and community settings in which infants
and toddlers with and without disabilities participate), early
childhood programs, classrooms, schools, and distance learning
environments.
Absolute Priority:
The purpose of this priority is to increase the number and improve
the quality of early intervention, special education, and related
services \1\ personnel who are fully credentialed to serve children who
have high-intensity needs.\2\ The priority will fund high-quality
interdisciplinary \3\ projects that use evidence-based \4\ strategies
to prepare scholars \5\ at the master's, educational specialist, or
clinical doctoral degree levels for professional practice in natural
environments, early childhood programs, classrooms, school settings,
and in distance learning environments serving children with
disabilities who have high-intensity needs.
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\1\ For the purposes of this priority, ``related services''
includes the following: speech-language pathology and audiology
services; assistive technology services; interpreting services;
intervener services; psychological services; applied behavior
analysis; physical therapy and occupational therapy services;
recreation, including therapeutic recreation services; social work
services; counseling services, including rehabilitation counseling;
and orientation and mobility services.
\2\ For the purposes of this priority, ``high-intensity needs''
refers to a complex array of disabilities (e.g., multiple
disabilities, significant cognitive disabilities, significant
physical disabilities, significant sensory disabilities, significant
autism, significant emotional disabilities, or significant learning
disabilities, including dyslexia) or the needs of children with
these disabilities requiring intensive, individualized
intervention(s) (i.e., that are specifically designed to address
persistent learning or behavior difficulties, implemented with
greater frequency and for an extended duration than is commonly
available in a typical classroom or early intervention setting, or
which require personnel to have knowledge and skills in identifying
and implementing multiple evidence-based interventions).
\3\ For the purposes of this priority, ``interdisciplinary''
refers to preparing scholars from two or more graduate degree
programs in special education or early intervention and one or more
related services through shared coursework, group assignments, and
extensive and coordinated field or clinical experiences. Different
graduate degree programs across more than one institution of higher
education may partner to develop an interdisciplinary project.
For the purpose of this priority, ``interdisciplinary'' does not
include: (a) individual scholars who receive two or more graduate
degrees; (b) one graduate degree program that prepares scholars with
different areas of focus; (c) one graduate degree program that
offers interdisciplinary content but does not prepare scholars from
two or more degree programs together; or (d) one graduate degree
program in special education, early intervention, and related
services partnering with a graduate degree program other than
special education, early intervention, or related services. Programs
in which scholars receive only a certificate or endorsement without
a graduate degree are not eligible.
\4\ 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).
\5\ For the purposes of this priority, ``scholar'' means an
individual who: (a) is pursuing a bachelor's, certification,
master's, or educational specialist degree in early intervention or
special education; (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.
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Specifically, an applicant must propose an interdisciplinary
project supporting scholars from two or more graduate degree programs
in special education or early intervention and one or more related
services. An interdisciplinary project is a project that delivers core
content through shared coursework, group assignments, and extensive and
coordinated field and clinical experiences as part of two or more
master's degree, educational specialist degree, or clinical doctoral
degree programs for scholars. Not all requirements (e.g., courses and
field or clinical experiences) of each participating graduate degree
program must be shared across all degree programs participating in the
interdisciplinary project, but the interdisciplinary project must: (a)
identify the competencies needed to promote high expectations and
address the individualized needs of children with disabilities who have
high-intensity needs using an interdisciplinary approach to service
delivery; (b) outline how the project will build capacity in those
areas through shared coursework, group assignments, and extensive and
coordinated field or clinical experiences for scholars supported by the
proposed project; and (c) identify the aspects of each graduate degree
program that are shared across all participating degree programs and
those that remain unique to each.
Note: Projects may include individuals who are not funded as
scholars (see footnote 5), 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: Degree programs across more than one institution of higher
education (IHE) may partner together within a project. Personnel
preparation degree programs that prepare all scholars to be dually
certified, including dually certified in special education and a
related service, can qualify under this priority.
Personnel preparation programs that prepare individuals to be
educational interpreters for the deaf at the bachelor's
[[Page 22255]]
degree level can qualify under this priority and are exempted from (a)
the interdisciplinary requirement and (b) the requirement for two or
more graduate degree programs. All other priority requirements
specified for graduate programs will apply to the bachelor's program.
While interdisciplinary projects are not required for educational
interpreters, they are encouraged.
Note: Applicants under this priority may not submit the same
proposal under 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, ALN 84.325M.
Applicants may submit substantively different proposals under ALN
84.325K and ALN 84.325M. The Office of Special Education Programs
(OSEP) will not fund similar personnel preparation projects within the
same IHE across the ALN 84.325K and 84.325M competitions.
Note: Eligible applicants may submit only one application under the
84.325K competition.
Focus Areas:
Within this absolute priority, the Secretary intends to support
interdisciplinary projects under the following two focus areas: (A)
Preparing Personnel to Serve Infants, Toddlers, and Preschool-Age
Children with Disabilities who have High-Intensity Needs; and (B)
Preparing Personnel to Serve School-Age Children with Disabilities who
have High-Intensity Needs.
In this competition, Focus Areas (A) and (B) each constitute a
separate funding category. The Secretary intends to award grants under
each of these funding categories, provided that applications submitted
are of sufficient quality.
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).
Focus Area A: Preparing Personnel to Serve Infants, Toddlers, and
Preschool-Age Children with Disabilities who have High-Intensity Needs.
This focus area is for interdisciplinary projects that deliver core
content through shared coursework, group assignments, and extensive and
coordinated field or clinical experiences for scholars across two or
more graduate degree programs in early intervention or early childhood
special education and one or more related services for infants,
toddlers, and preschool-age children with disabilities or developmental
delays who have high-intensity needs.
Early intervention personnel are those who are prepared to provide
services to infants and toddlers with disabilities ages birth to three,
and early childhood personnel are those who are prepared to provide
services to children with disabilities ages three through five (and in
States where the age range is other than ages three through five, we
defer to the State's certification for early childhood special
education). In States where certification in early intervention is
combined with certification in early childhood special education,
applicants may propose a combined early intervention and early
childhood special education personnel preparation project under this
focus area.
Focus Area B: Preparing Personnel to Serve School-Age Children with
Disabilities who have High-Intensity Needs. This focus area is for
interdisciplinary projects that deliver core content through shared
coursework, group assignments, and extensive and coordinated field or
clinical experiences to scholars across two or more graduate degree
programs in special education and one or more related services for
school-age children with disabilities who have high-intensity needs.
Focus Areas A and B:
Prior to enrolling scholars, applicants may, but are not required
to, use up to $100,000 of grant funds in the first budget period and up
to the first 12 months of the performance period for project planning,
including enhancing an existing program. If an applicant chooses to use
up to the first 12 months for project planning, then the applicant must
provide a comprehensive justification for the need for project planning
and include the goals, objectives, and intended outcomes of the
planning; a description of the proposed activities; and a timeline for
the work. The plan may include activities such as--
(1) Developing new and updating current coursework, assignments, or
extensive and coordinated field or clinical experiences needed to
support interdisciplinary preparation for personnel in early
intervention, special education, or related services serving children
with disabilities who have high-intensity needs;
(2) Building capacity (e.g., hiring a field supervisor, providing
professional development for faculty and field supervisors) of the
personnel to prepare scholars to serve children with disabilities with
high-intensity needs and their families;
(3) Purchasing needed resources (e.g., additional teaching supplies
or specialized equipment to enhance instruction); and
(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),\6\ high-poverty
schools,\7\ schools identified for comprehensive support and
improvement,\8\ and schools implementing a targeted support and
improvement plan \9\ 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.
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\6\ 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.
\7\ 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.
\8\ 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.
\9\ 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 defined in section 1111(d)(2) of the
ESEA.
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In addition to requesting up to $100,000 for planning, additional
Federal funds may also be used 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., $350,000). Applicants
proposing projects to develop, expand, or add a
[[Page 22256]]
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: Under 34 CFR 75.250, 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 project start date. 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 within the project
period. The Department intends to closely monitor unobligated balances
and substantial progress under this program and may reduce or
discontinue funding accordingly consistent with its authority in 34 CFR
75.253.
To be considered for funding under this absolute priority, all
program applicants must meet the requirements contained in this
priority.
To meet the application 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 area to prepare personnel who are fully qualified to serve
children with disabilities who have high-intensity needs;
(2) The proposed project will increase the number of personnel in
the proposed preparation area who demonstrate the competencies needed
to--
(i) Promote high expectations and improve outcomes, including
literacy and math outcomes, for children with disabilities who have
high-intensity needs;
(ii) Differentiate curriculum and instruction;
(iii) Provide intensive, evidence-based individualized instruction
and interventions in person and through distance learning technologies
in a variety of early intervention, early childhood, and school
settings (e.g., natural environments; public schools, including charter
schools; private schools; and other nonpublic education settings,
including home education);
(iv) Collaborate with families and other providers using an
interdisciplinary team approach to address the individualized
developmental, learning, and academic needs of children with
disabilities who have high-intensity needs, and support their
successful transitions from early childhood to elementary, elementary
to secondary, or transition to postsecondary education and the
workforce; and
(vi) Exercise leadership to improve professional practice and
services and education for children with disabilities who have high-
intensity needs; and
(3) The applicant has successfully graduated students in their
program, including data on the number of students who have graduated in
the last five years.
(b) Demonstrate, in the narrative section of the application under
``Quality of the project design,'' 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 meet this
requirement, the applicant must describe--
(i) The selection criteria the project will use to identify
applicants for admission in the program;
(ii) The specific recruitment strategies the project will use to
attract applicants including applicants with disabilities; and
Note: The recruitment strategies and 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 law.
(iii) The approach that will be used to mentor and support all
scholars for retention and completion of the program within 60 months
of the project start date and preparing them for careers in early
intervention or special education; and
(3) The project will be designed to promote the acquisition of the
competencies needed by early intervention, special education, or
related services personnel to support improved outcomes for children
with disabilities with high-intensity needs. To address this
requirement, the applicant must--
(i) Describe how the proposed components, such as coursework, field
or clinical experiences in early intervention, special education, or
related services, work-based experiences, or other opportunities
provided to scholars, and sequence of the project components will
enable the scholars to acquire the competencies needed by personnel
working with children with disabilities with high-intensity needs;
(ii) Describe how the proposed project will reflect current
evidence-based practices, including in personnel preparation, to
prepare scholars to provide effective evidence-based instruction,
interventions, and services that improve outcomes for children with
disabilities with high-intensity needs, in a variety of educational or
early childhood and early intervention settings, including in-person
and remote settings; and
(iii) Describe how the proposed project will engage parents,
including parents with disabilities; public or private partnering
agencies, schools, or programs; and youth with disabilities, to inform
and support project components.
(c) Demonstrate, in the narrative section of the application under
``Quality of the management plan,'' how--
(1) The project director and other key project personnel are
qualified to prepare scholars in the project's preparation 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) Accommodations and resources provided to support scholars will
be individualized to support them in completing the program; and
(2) The budget is adequate for meeting the project objectives and
mitigating financial burden to scholars in completing the program of
study.
(3) Scholar support will be distributed to support scholars in
completing their degrees. In distributing scholar support, the
applicant must consider that--
(i) 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;
(ii) Scholar support can include support for cost of attendance
(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 transportation; and/or an allowance for
room and board), travel in conjunction with training assignments
including conference registration, and stipends to support scholars'
completion of the program and professional development;
(iii) Projections for scholar support should consider tuition
increases and cost of living increases over the project period; and
[[Page 22257]]
(iv) Projects that prepare personnel at the bachelor's degree level
cannot provide scholar support during the first two years (e.g.,
freshman and sophomore years) of the degree program to ensure that
scholar support can lead to service obligation fulfillment.
(e) Describe, in the narrative section of the application under
``Quality of the project evaluation or other evidence-building,'' 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--
(i) The 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, analyze, and use data on scholars supported by the
project to inform the 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, and visuals that provide
information directly relating to the application requirements for the
narrative; 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 exemplar course syllabi required by the degree program
that reflect evidence-based practices across the areas of assessment;
inclusive practices; instructional strategies; and literacy and math,
as appropriate;
(3) Include in the application budget attendance by the project
director at a two-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) All the syllabi for the project's required coursework will be
provided if requested by 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 is not based on the
condition that the scholar work for the grantee while enrolled in the
program (e.g., personnel at the IHE);
(vii) The project director, key personnel, and scholars will
actively participate in learning opportunities (e.g., webinars,
briefings) supported by OSEP and intended to promote opportunities for
participants to understand reporting requirements, share resources, and
generate new knowledge by addressing 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 website at <a href="https://pdp.ed.gov/osep">https://pdp.ed.gov/osep</a> for further
information about this data collection requirement.
Competitive Preference Priority: For FY 2025 and any subsequent
year in which we make awards from the list of unfunded applications
from this competition, this priority is a competitive preference
priority. Under 34 CFR 75.105(c)(2)(i), we award an additional 5 points
to an application that meets the competitive preference priority.
Applicants should indicate in the abstract if they are addressing the
competitive preference priority.
The competitive preference priority is:
Applications from New Potential Grantees (0 or 5 points).
(a) Under this priority, an applicant must demonstrate that the
applicant (e.g., the IHE) has not had an active discretionary grant
under the ALN 84.325K, 84.325M, or 84.325R, including through
membership in a group application submitted in accordance with 24 CFR
75.127 through 75.129 in the last five years before the deadline date
for submission of applications under this program (ALN 84.325K).
(b) For the purpose of this priority, a grant is active until the
end of the grant's project or funding period, including any extensions
of those periods that extend the grantee's authority to obligate funds.
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 (20 U.S.C. 1481(d)), however, makes the public comment
requirements of the APA inapplicable to the absolute 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 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 (OMB)
Guidelines to Agencies on Governmentwide
[[Page 22258]]
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 Guidance for Federal Financial Assistance 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: $6,000,000.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in FY 2026 from the list of
unfunded applications from this competition.
Estimated Range of Awards: $150,000-$350,000 per year.
Estimated Average Size of Awards: $250,000 per year.
Maximum Award: We will not make an award exceeding $1,250,000 per
project for a project period of 60 months or an award that exceeds
$350,000 for a single budget period of 12 months.
Estimated Number of Awards: 24.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: Eligible applicants are IHEs and private
nonprofit organizations that have legal authority to enter into grants
and cooperative agreements with the Federal government on behalf of an
IHE.
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 <a href="http://www.ed.gov/about/ed-offices/ofo#Indirect-Cost-Division">www.ed.gov/about/ed-offices/ofo#Indirect-Cost-Division</a>.
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 Guidance
for Federal Financial Assistance.
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 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 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 23, 2024 (89 FR 104528) and available at <a href="https://www.federalregister.gov/d/2024-30488">https://www.federalregister.gov/d/2024-30488</a>, 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 40 pages; (2) limit the whole
application to no more than 100 pages; and (3) use the following
standards:
<bullet> A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
<bullet> 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.
<bullet> Use a font that is 12 point or larger.
<bullet> Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial.
The recommended page limit does not apply to the cover sheet; the
budget section, including the narrative budget justification; the
assurances and certifications; or the abstract (follow the guidance
provided in the application package for completing the abstract), the
table of contents, the list of priority requirements, the resumes, the
reference list, the letters of support, or the appendices. However, the
recommended page limit does apply to all of the application narrative,
including all text in charts, tables, figures, graphs, and screen
shots.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
are from 34 CFR 75.210 and are as follows:
(a) Significance (10 points).
The Secretary considers the significance of the proposed project.
In determining the significance of the proposed project, the Secretary
considers the importance or magnitude of the results or outcomes likely
to be attained by the proposed project, especially contributions toward
improving teaching practice and student learning and achievement.
[[Page 22259]]
(b) Quality of the project design (35 points).
(1) The Secretary considers the quality of the design of the
proposed project.
(2) In determining the quality of the design of the proposed
project, the Secretary considers the following factors:
(i) The extent to which the services to be provided by the proposed
project reflect up-to-date knowledge and an evidence-based project
component;
(ii) The extent to which the training or professional development
services to be provided by the proposed project are of sufficient
quality, intensity, and duration to build recipient and project
capacity in ways that lead to improvements in practice among the
recipients of those services; and
(iii) The extent to which the proposed project represents an
exceptional approach to meeting program purposes and requirements and
serving the target population.
(c) Quality of the management plan (20 points).
(1) The Secretary considers the quality of the management plan.
(2) In determining the quality of the management plan for the
proposed project, the Secretary considers the following factors:
(i) The extent to which the key personnel in the project, when
hired, have the qualifications required for the proposed project,
including formal training or work experience in fields related to the
objectives of the project, and represent or have lived experiences of
the target population;
(ii) The feasibility of the management plan to achieve project
objectives and goals on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks; and
(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.
(d) Adequacy of resources (20 points).
(1) The Secretary considers the adequacy of resources of the
proposed project.
(2) In determining the adequacy of resources of the proposed
project, the Secretary considers the following factors:
(i) The adequacy of support for the project, including facilities,
equipment, supplies, and other resources, from the applicant or the
lead applicant organization; and
(ii) The extent to which the budget is adequate to support the
proposed project and the costs are reasonable in relation to the
objectives, design, and potential significance of the proposed project.
(e) Quality of the project evaluation or other evidence-building
(15 points).
(1) The Secretary considers the quality of the evaluation or other
evidence-building to be conducted of the proposed project.
(2) In determining the quality of the evaluation or other evidence-
building, the Secretary considers the following factors:
(i) The extent to which the methods of evaluation or other
evidence-building are thorough, feasible, relevant, and appropriate to
the goals, objectives, and outcomes of the proposed project; and
(ii) The extent to which the methods of evaluation or other
evidence-building will provide performance feedback and provide
formative, diagnostic, or interim data that is a 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).
In the event there are two or more applications with the same final
score, and there are insufficient funds to fully support each of these
applications, the scores under selection criterion (b) Quality of the
project design will be used as a tiebreaker. If the scores remain tied,
then the scores under selection criterion (d) Adequacy of resources
will be used to break the tie.
3. Additional Review and Selection Process Factors: In the past,
the Department has had difficulty finding peer reviewers for certain
competitions because so many individuals who are eligible to serve as
peer reviewers have conflicts of interest. The standing panel
requirements under section 682(b) of IDEA also have placed additional
constraints on the availability of reviewers. Therefore, the Department
has determined that for some discretionary grant competitions,
applications may be separated into two or more groups and ranked and
selected for funding within specific groups. This procedure will make
it easier for the Department to find peer reviewers by ensuring that
greater numbers of individuals who are eligible to serve as reviewers
for any particular group of applicants will not have conflicts of
interest. It also will increase the quality, independence, and fairness
of the review process, while permitting panel members to review
applications under discretionary grant competitions for which they also
have submitted applications.
4. Risk Assessment and Specific Conditions: Consistent with 2 CFR
200.206, before awarding grants under this competition, the Department
conducts a review of the risks posed by applicants. Under 2 CFR
200.208, the Secretary may impose specific conditions, and under 2 CFR
3474.10, in appropriate circumstances, high-risk conditions on a grant
if the applicant or grantee is not financially stable; has a history of
unsatisfactory performance; has a financial or other management system
that does not meet the standards in 2 CFR part 200, subpart D; has not
fulfilled the conditions of a prior grant; or is otherwise not
responsible.
5. Integrity and Performance System:
If you are selected under this competition to receive an award that
over the course of the project period may exceed the simplified
acquisition threshold (currently $250,000), we must make a judgment
about your integrity, business ethics, and record of performance under
Federal awards--that is, the risk posed by you as an applicant--before
we make an award. In doing so, we must consider any information about
you that is in the System for Award Management's (SAM) Responsibility/
Qualification reports (formerly referred to as the Federal Awardee
Performance and Integrity Information System (FAPIIS)). You may review
and comment on any information about yourself that a Federal agency
previously entered and that is currently in the Responsibility/
Qualification reports in SAM.
If the total value of your currently active grants, cooperative
agreements, and procurement contracts from the Federal Government
exceeds $10,000,000, the reporting requirements in 2 CFR part 200,
Appendix XII, require you to report certain integrity information to
SAM semiannually. Please review these requirements if this
[[Page 22260]]
grant plus all the other Federal funds you receive exceed $10,000,000.
6. In General: In accordance with the Office of Management and
Budget's guidance located at 2 CFR part 200, all applicable Federal
laws, and relevant Executive guidance, the Department will review and
consider applications for funding pursuant to this notice inviting
applications in accordance with--
(a) Selecting recipients most likely to be successful in delivering
results based on the program objectives through an objective process of
evaluating Federal award applications (2 CFR 200.205);
(b) Prohibiting the purchase of certain telecommunication and video
surveillance services or equipment in alignment with section 889 of the
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR
200.216);
(c) Providing a preference, to the extent permitted by law, to
maximize use of goods, products, and materials produced in the United
States (2 CFR 200.322); and
(d) Terminating agreements in whole or in part to the greatest
extent authorized by law if an award no longer effectuates the program
goals or agency priorities (2 CFR 200.340).
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN), or we may send you an email containing a link to
access an electronic version of your GAN. We also may notify you
informally.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Open Licensing Requirements: Unless an exception applies, if you
are awarded a grant under this competition, you will be required to
openly license to the public grant deliverables created in whole, or in
part, with Department grant funds. When the deliverable consists of
modifications to pre-existing works, the license extends only to those
modifications that can be separately identified and only to the extent
that open licensing is permitted under the terms of any licenses or
other legal restrictions on the use of pre-existing works.
Additionally, a grantee that is awarded competitive grant funds must
have a plan to disseminate these public grant deliverables. This
dissemination plan can be developed and submitted after your
application has been reviewed and selected for funding. For additional
information on the open licensing requirements please refer to 2 CFR
3474.20.
4. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multiyear award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to <a href="http://www.ed.gov/fund/grant/apply/appforms/appforms.html">www.ed.gov/fund/grant/apply/appforms/appforms.html</a>.
(c) Under 34 CFR 75.250(b), the Secretary may provide a grantee
with additional funding for data collection analysis and reporting. In
this case the Secretary establishes a data collection period.
5. Performance Measures: For the purposes of Department reporting
under 34 CFR 75.110, the Department has established a set of
performance measures, including long-term measures, that are designed
to yield information on various aspects of the effectiveness and
quality of the Personnel Development to Improve Services and Results
for Children with Disabilities program. These measures include (1) the
percentage of preparation programs that incorporate scientifically
based practices or evidence-based practices into their curricula; (2)
the percentage of scholars completing the preparation program who are
knowledgeable and skilled in evidence-based practices that improve
outcomes for children with disabilities, including literacy and math
outcomes; (3) the percentage of scholars who exit the preparation
program prior to completion due to poor academic performance; (4) the
percentage of scholars completing the preparation program who are
working in the area(s) in which they were prepared upon program
completion; (5) the Federal cost per scholar who completed the
preparation program; (6) the percentage of scholars who completed the
preparation program and are employed in high-need districts; and (7)
the percentage of scholars who completed the preparation program and
who are rated effective by their employers.
In addition, the Department will gather information on the
following outcome measures: the number and percentage of scholars
proposed by the grantee in their application that were enrolled and
making satisfactory academic progress in the current academic year; the
number and percentage of enrolled scholars who are on track to complete
the training program by the end of the project's original grant period;
and the percentage of scholars who completed the preparation program
and are employed in the field of special education for at least two
years.
6. Continuation Awards: In making a continuation award under 34 CFR
75.253, the Secretary considers, among other things: whether a grantee
has made substantial progress in achieving the goals and objectives of
the project; whether the grantee has expended funds in a manner that is
consistent with its approved application and budget; if the Secretary
has established performance measurement requirements, whether the
grantee has made substantial progress in achieving the performance
targets in the grantee's approved application; and whether the
continuation of the project is in the best interest of the Federal
Government.
In making a continuation award, the Secretary also considers
whether the grantee is operating in compliance with the assurances in
its approved application, including those applicable to Federal civil
rights laws that prohibit discrimination in programs or activities
receiving Federal financial assistance from the Department (34 CFR
100.4, 104.5, 106.4, 108.8, and 110.23).
VII. Other Information
Accessible Format: On request to the program contact person listed
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities
can obtain this document and a copy of the application package in an
accessible format. The Department will provide the requestor with an
accessible format that may include Rich Text Format (RTF) or text
format (txt), a thumb drive, an MP3
[[Page 22261]]
file, braille, large print, audiotape, compact disc, or other
accessible format.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. You may
access the official edition of the Federal Register and the Code of
Federal Regulations at <a href="http://www.govinfo.gov">www.govinfo.gov</a>. At this site you can view this
document, as well as all other Department documents published in the
Federal Register, in text or Portable Document Format (PDF). To use PDF
you must have Adobe Acrobat Reader, which is available free at the
site.
You may also access Department documents published in the Federal
Register by using the article search feature at
<a href="http://www.federalregister.gov">www.federalregister.gov</a>. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.
Diana Diaz,
Deputy Assistant Secretary and Acting Assistant Secretary for Special
Education and Rehabilitative Services.
[FR Doc. 2025-09431 Filed 5-23-25; 8:45 am]
BILLING CODE 4000-01-P
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