Notice2025-11612
Applications for New Awards; Educational Technology, Media, and Materials for Individuals With Disabilities-National Center To Improve Faculty Capacity To Use Educational Technology in Special Education Personnel and Leadership Preparation Programs
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
June 25, 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 Educational Technology, Media, and Materials for Individuals with Disabilities--National Center to Improve Faculty Capacity to Use Educational Technology in Special Education Personnel and Leadership Preparation Programs.
Full Text
<html>
<head>
<title>Federal Register, Volume 90 Issue 120 (Wednesday, June 25, 2025)</title>
</head>
<body><pre>
[Federal Register Volume 90, Number 120 (Wednesday, June 25, 2025)]
[Notices]
[Pages 26984-26991]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2025-11612]
=======================================================================
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
Applications for New Awards; Educational Technology, Media, and
Materials for Individuals With Disabilities--National Center To Improve
Faculty Capacity To Use Educational Technology in Special Education
Personnel and Leadership Preparation Programs
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) 2025 for
Educational Technology, Media, and Materials for Individuals with
Disabilities--National Center to Improve Faculty Capacity to Use
Educational Technology in Special Education Personnel and Leadership
Preparation Programs.
DATES:
Applications Available: June 25, 2025.
Deadline for Transmittal of Applications: July 25, 2025.
Deadline for Intergovernmental Review: August 25, 2025.
Pre-Application Webinar Information: No later than June 30, 2025,
the Office of Special Education and Rehabilitative Services (OSERS)
will post pre-recorded informational webinars designed to provide
technical assistance (TA) 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: Tina Diamond, U.S. Department of
Education, 400 Maryland Avenue SW, Room 4A10, Washington, DC 20202.
Telephone: (202) 245-6723. Email: <a href="/cdn-cgi/l/email-protection#27444f554e54534e494609434e464a48494367424309404851"><span class="__cf_email__" data-cfemail="e88b809a819b9c818689c68c81898587868ca88d8cc68f879e">[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:
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The Educational Technology, Media, and
Materials for Individuals with Disabilities Program is designed to
improve results for children with disabilities by: (1) promoting the
development, demonstration, and use of technology; (2) supporting
educational activities designed to be of educational value in the
classroom for children with disabilities; (3) providing support for
captioning and video description that is appropriate for use in the
classroom; and (4) providing accessible educational materials to
children with disabilities in a timely manner.
Assistance Listing Number (ALN): 84.327F.
OMB Control Number: 1820-0028.
Priority: This competition includes one absolute priority. In
accordance with 34 CFR 75.105(b)(2)(v), this priority is from allowable
activities specified in the statute (see sections 674(b) and 681(d) of
the Individuals with Disabilities Education Act (IDEA); 20 U.S.C.
1474(b) and 1481(d)).
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:
National Center to Improve Faculty Capacity to Use Educational
Technology in Special Education Personnel and Leadership Preparation
Programs.
Background:
Educational technology includes a range of technologies, from those
that are universally designed to support all learners to highly
customized assistive technology (AT) devices designed to support the
needs of individual learners with disabilities.
To realize the power of educational technology, educators must be
adequately prepared, have confidence in their ability to integrate and
implement educational technology in their teaching, and understand
emerging technologies such as artificial intelligence (AI) (Anderson &
Putman, 2020).
For educators to effectively implement educational technology,
institutions of higher education (IHEs) that prepare and provide
continuing education must integrate educational and assistive
technologies into their programs of study so that special education
personnel and leadership program graduates have experienced effective
educational technology integration. IHE faculty vary in their content
expertise, experiences in course design, and technological knowledge
and skills for teaching and learning, and this variability influences
their use of educational technology (Hughes et al., 2016; Vogel et al.,
2024). Challenges for faculty at IHEs include the time commitment
needed to change instructional approaches and lack of access to
sustained professional development to support the continued use of
educational technology (Polly et al., 2021; See also Case Studies by
the Center for Innovation, Design, and Digital Learning available at
<a href="https://ciddl.org/case-studies/">https://ciddl.org/case-studies/</a>). Additional challenges exist when IHEs
move special education personnel preparation
[[Page 26985]]
programs or leadership preparation programs that have historically
operated on campus and in-person to virtual programs that operate
exclusively online (Karchmer-Klein, 2020). Competencies needed by
faculty at IHEs to effectively prepare future educators and leaders
have been proposed, and approaches to the acquisition of these
competencies need to be explored (Foulger et al., 2017). Institutional
incentives to increase faculty knowledge and use of educational
technology exist (e.g., reduced teaching load, financial compensation)
but often are not offered (Kolb et al., 2018). In addition, educational
technology continues to rapidly expand and evolve, which presents
challenges for faculty at IHEs to stay up to date on innovative tools
and strategies. Keeping current on educational technology is critical,
as advances in AI and educational technology have the potential to
significantly impact special education practices (Center for
Innovation, Design, and Digital Learning, 2024; National Academies of
Sciences, Engineering, and Medicine, 2024; Waterfield et al., 2024).
Priority:
The purpose of this priority is to fund a cooperative agreement to
establish and operate a National Center to Improve Faculty Capacity to
Use Educational Technology in Special Education Personnel and
Leadership Preparation Programs. For the purposes of this priority,
educational technology includes AT devices \1\ and AI.\2\ This project
will support faculty at IHEs by improving their knowledge and use of
educational technology, and their capacity to sustain its use in
special education personnel and leadership preparation programs.
---------------------------------------------------------------------------
\1\ The term ``assistive technology device'' or ``AT device''
has the meaning set forth in 20 U.S.C. 1401(1): Any item, piece of
equipment, or product system, whether acquired commercially off the
shelf, modified, or customized, that is used to increase, maintain,
or improve the functional capabilities of a child with a disability.
The term does not include a medical device that is surgically
implanted, or the replacement of such device.
\2\ The term ``artificial intelligence'' or ``AI'' has the
meaning set forth in 15 U.S.C. 9401(3): A machine-based system that
can, for a given set of human-defined objectives, make predictions,
recommendations, or decisions influencing real or virtual
environments. AI systems use machine- and human-based inputs to
perceive real and virtual environments; abstract such perceptions
into models through analysis in an automated manner; and use model
inference to formulate options for information or action.
---------------------------------------------------------------------------
The project must achieve, at a minimum, the following expected
outcomes:
(a) Increased knowledge of faculty at IHEs about the range of
educational technologies that can be used within special education
personnel and leadership preparation programs;
(b) Increased capacity of faculty at IHEs to use a range of
educational technologies within special education personnel and
leadership preparation programs;
(c) Increased capacity of faculty within and across IHEs to
establish and sustain professional learning networks related to the use
of educational technologies within special education personnel and
leadership preparation programs to keep up with technological
innovations;
(d) Increased integration of educational technologies and practices
throughout special education personnel and leadership preparation
programs; and
(e) Increased number of special education personnel and leadership
preparation program graduates who enter the field well-prepared to
integrate educational technologies and innovative technology practices,
especially evidence-based technology and practices that improve
literacy outcomes, to better serve children with disabilities and their
families.
In addition, to be considered for funding under this priority,
applicants must meet the following requirements:
(a) Describe, in the narrative section of the application under
``Significance,'' how the proposed project will address faculty needs
at IHEs to identify, select, use, and integrate educational technology
into their special education personnel and leadership preparation
programs. To meet this requirement the applicant must--
(1) Present information on the types of educational technology that
can be used in special education personnel and leadership preparation
programs that support both in-person and distance learning;
(2) Present information on the extent to which special education
personnel and leadership preparation programs have currently integrated
educational technology, including AT, into their courses and content;
and
(3) Identify systemic barriers, gaps, or challenges to integrating
educational technology in special education personnel and leadership
preparation programs.
(b) Describe, in the narrative section of the application under
``Quality of the project design,'' how the proposed project will--
(1) Achieve its goals, objectives, and intended outcomes. To meet
this requirement, the applicant must provide--
(i) Measurable intended project outcomes; and
(ii) In Appendix A, the logic model (as defined in 34 CFR 77.1) by
which the proposed project will achieve its intended outcomes that
depicts, at a minimum, the goals, activities, outputs, and intended
outcomes of the proposed project;
Note: The following website provides more information on logic
models: <a href="https://ies.ed.gov/use-work/resource-library/resource/tooltoolkit/program-evaluation-toolkit">https://ies.ed.gov/use-work/resource-library/resource/tooltoolkit/program-evaluation-toolkit</a>.
(2) Use a conceptual framework (and provide a copy in Appendix A)
to develop 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;
(3) Be based on current research and make use of evidence-based \3\
practices (EBPs) on educational technology for special education
personnel and leadership preparation programs. To meet this
requirement, the applicant must describe--
---------------------------------------------------------------------------
\3\ For the purposes of this priority, ``evidence-based'' means
the proposed project component is supported by one or more of strong
evidence, moderate evidence, promising evidence, or evidence that
demonstrates a rationale (34 CFR 77.1).
---------------------------------------------------------------------------
(i) The current literature and research on--
(A) Educational technology, including technologies that support
distance learning, for special education personnel and leadership
preparation programs; the evidence base related to its effectiveness;
and the effective use of such technologies;
(B) How to support faculty at IHEs in the use of educational
technology to prepare future special educators and leaders; and
(C) Factors associated with the integration of educational
technology, including technologies that support distance learning, into
courses and components of special education personnel and leadership
preparation programs, and how to address those factors;
(ii) How the proposed project will incorporate current literature
and research in the development and refinement of frameworks for
integrating technology in preparation programs and engaging in
sustained professional learning networks;
(iii) How the proposed project will identify faculty at IHEs or
preparation programs that have promising approaches and practices for
integrating educational technology in its special
[[Page 26986]]
education personnel and leadership preparation programs, and
incorporate that information into the development and refinement of the
framework;
(iv) The current research about adult learning principles and
implementation science that will inform the proposed TA to IHE faculty
within special education personnel and leadership preparation programs;
and
(v) How the proposed project will incorporate current research and
EBPs in the development and delivery of its products and services;
(4) Develop products and provide TA services that are of high
quality and sufficient intensity and duration to achieve the intended
outcomes of the proposed project. To address this requirement, the
applicant must describe--
(i) How it proposes to identify or develop the knowledge base
related to educational technology for special education personnel and
leadership preparation programs, its effectiveness, and how to use the
technologies; and
(ii) How it proposes to engage constituents in the development and
refinement of a framework for--
(A) How to support IHE faculty to acquire needed competencies for
integrating educational technology within special education personnel
and leadership preparation programs; and
(B) Increasing capacity of faculty within and across IHEs to create
and sustain professional learning networks related to educational
technology and its integration in special education personnel and
leadership preparation programs;
(iii) The proposed approach to universal, general TA,\4\ which must
describe--
---------------------------------------------------------------------------
\4\ ``Universal, general TA'' means TA and information provided
to independent users through their own initiative, resulting in
minimal interaction with TA project staff and including one-time,
invited or offered conference presentations by TA project staff.
This category of TA also includes information or products, such as
newsletters, guidebooks, or research syntheses, downloaded from the
TA project's website by independent users. Brief communications by
TA project staff with recipients, either by telephone or email, are
also considered universal, general TA.
---------------------------------------------------------------------------
(A) The intended recipients, including the type and number of
recipients, that will receive the products and services;
(B) The products and services that the project proposes to make
available;
(C) The development and maintenance of a high-quality website, with
an easy-to-navigate design, that meets or exceeds government- or
industry-recognized standards for accessibility; and
(D) The expected reach and impact of universal, general TA;
(iv) The proposed approach to targeted, specialized TA,\5\ which
must describe--
---------------------------------------------------------------------------
\5\ ``Targeted, specialized TA'' means TA services based on
needs common to multiple recipients and not extensively
individualized. A relationship is established between the TA
recipient and one or more TA project staff. This category of TA
includes one-time, labor-intensive events, such as facilitating
strategic planning or hosting regional or national conferences. It
can also include episodic, less labor-intensive events that extend
over a period of time, such as facilitating a series of conference
calls on single or multiple topics that are designed around the
needs of the recipients. Facilitating communities of practice can
also be considered targeted, specialized TA.
---------------------------------------------------------------------------
(A) The intended recipients, including the type and number of
recipients, that will receive the products and services;
(B) The products and services that the project proposes to make
available;
(C) The proposed approach to measure the readiness of potential TA
recipients to work with the project, including, at a minimum, an
assessment of potential recipients' current infrastructure, available
resources, and ability to build capacity at the local level;
(D) How the proposed project will ensure continuity of TA services
to special education personnel and leadership preparation programs to
implement previously developed technology integration plans; and
(E) The expected impact of targeted, specialized TA;
(v) The proposed approach to intensive, sustained TA,\6\ which must
describe--
---------------------------------------------------------------------------
\6\ ``Intensive, sustained TA'' means TA services often provided
on-site and requiring a stable, ongoing relationship between the TA
project staff and the TA recipient. ``TA services'' are defined as
negotiated series of activities designed to reach a valued outcome.
This category of TA should result in changes to policy, program,
practice, or operations that support increased recipient capacity or
improved outcomes at one or more systems levels.
---------------------------------------------------------------------------
(A) The intended recipients, including the type and number of
recipients from a variety of settings and geographic distribution, that
will receive the products and services designed to increase the
integration of educational technologies in special education personnel
and leadership preparation programs;
(B) The proposed approach to supporting faculty at IHEs in
implementing the frameworks for integrating technology in preparation
programs and engaging in sustained professional learning networks,
which must include a plan to measure the readiness of potential
recipients to work with the project, assessing, at a minimum, their
current use of educational technology in the delivery of coursework,
technology resources at the IHE, and ability to build educational
technology capacity at the institutional level; and
(C) The expected impact of intensive, sustained TA;
(5) Develop products and implement services that maximize
efficiency. To address this requirement, the applicant must describe--
(i) How the proposed project will use technology to achieve the
intended project outcomes;
(ii) With whom the proposed project will collaborate and the
intended outcomes of this collaboration; and
(iii) How the proposed project will use non-project resources, such
as non-Federal funds and in-kind contributions, to achieve the intended
project outcomes; and
(6) Systematically disseminate information, products, and services
to varied intended audiences. To address this requirement the applicant
must describe--
(i) The variety of dissemination strategies the project will use
throughout the five years of the project to promote awareness and use
of its products and services;
(ii) How the project will tailor dissemination strategies across
all planned levels of TA to ensure that products and services reach
intended recipients, and those recipients can access and use those
products and services;
(iii) How the project's dissemination plan is connected to the
proposed outcomes of the project; and
(iv) How the project will evaluate and correct all digital products
and external communications to ensure they meet or exceed government or
industry-recognized standards for accessibility.
(c) In the narrative section of the application under ``Quality of
the project evaluation or other evidence-building,'' describe how the
project will develop an evaluation plan in consultation with, and to be
implemented by, a third-party \7\ evaluator. The evaluation plan must--
---------------------------------------------------------------------------
\7\ A ``third-party'' evaluator is an independent and impartial
program evaluator who is contracted by the grantee to conduct an
objective evaluation of the project. This evaluator must not have
participated in the development or implementation of any project
activities, except for the evaluation activities, nor have any
financial interest in the outcome of the evaluation.
---------------------------------------------------------------------------
(1) Articulate formative and summative evaluation questions across
all planned levels of TA, including important process and outcome
evaluation questions. These questions must be related to the project's
proposed logic model required under paragraph (b)(2)(ii);
[[Page 26987]]
(2) Describe how progress in and fidelity of implementation, as
well as project outcomes, will be measured to answer the evaluation
questions. In measuring progress of implementation across all levels of
TA, the plan should include criteria for determining the extent to
which the project's products and services reached intended recipients;
data, including feedback from recipients, on how recipients used the
products and services; and the impact of the products and services. The
plan should also specify sources for data, and measures and instruments
appropriate to the evaluation questions, including information on
reliability and validity of the measures and associated instruments
where appropriate;
(3) Describe strategies for analyzing data and how data collected
as part of this plan will be used to inform and improve service
delivery over the course of the project and to refine the proposed
logic model and evaluation plan, including subsequent data collection;
(4) Provide a timeline for conducting the evaluation and include
staff assignments for completing the plan. The timeline must indicate
that the data will be available annually for the annual performance
report (APR); and
(5) Dedicate sufficient funds in each budget year to cover the
costs of developing or refining the evaluation plan in consultation
with a third-party evaluator, as well as the costs associated with the
implementation of the evaluation plan by the third-party evaluator.
(d) Describe, in the narrative section of the application under
``Adequacy of resources,'' how--
(1) The project will make positive efforts to employ and advance in
employment qualified individuals with disabilities;
(2) The applicant and any key partners have adequate resources to
carry out the proposed activities;
(3) The applicant will ensure adequacy of resources for the
proposed project and the quality of the personnel who will carry out
the proposed project by addressing all aspects of the selection
criteria for this section;
(4) The proposed project will have processes, resources, and funds
in place to provide equitable access for project staff, contractors,
and partners, who require digital accessibility accommodations; \8\ and
---------------------------------------------------------------------------
\8\ For information about digital accessibility and
accessibility standards, visit <a href="https://sites.ed.gov/idea/topic-areas/#Accessibility-Creating-Content">https://sites.ed.gov/idea/topic-areas/#Accessibility-Creating-Content</a> and Section 504 and Technology
Accessibility (<a href="http://www.ed.gov/laws-and-policy/civil-rights-laws/disability-discrimination/disability-discrimination-key-issues/disability-discrimination-technology-accessibility">www.ed.gov/laws-and-policy/civil-rights-laws/disability-discrimination/disability-discrimination-key-issues/disability-discrimination-technology-accessibility</a>). Starting in
either April 2026 or April 2027 (depending on the size of the school
district), Title II of the Americans with Disabilities Act will
require that public entities, including public schools, ensure that
web content and mobile apps made available by the public entities
are accessible in compliance with the Web Content Accessibility
Guidelines (WCAG) 2.1, level AA. New Rule on the Accessibility of
Web Content and Mobile Apps Provided by State and Local Governments
(<a href="http://ada.gov">ada.gov</a>).
---------------------------------------------------------------------------
(5) The proposed costs are reasonable in relation to the
anticipated results and benefits, and funds will be spent in a way that
increases their efficiency and cost-effectiveness, including by
reducing waste or achieving better outcomes.
(d) Describe, in the narrative section of the application under
``Quality of the management plan,'' how--
(1) The proposed key project personnel, consultants, and
subcontractors have the qualifications and experience to carry out the
proposed activities and achieve the project's intended outcomes;
(2) The proposed project will implement project management
techniques to ensure the project's intended outcomes will be achieved
on time and within budget. To address this requirement, the applicant
must describe how the management plan for the proposed project
addresses all aspects of the selection criteria for this section; and
(3) The proposed management plan will ensure that the products and
services provided are of high quality, relevant, and useful to
recipients.
(f) Address the following application requirements. The applicant
must--
(1) Include, in Appendix A, personnel-loading charts and timelines,
as applicable, to illustrate the management plan described in the
narrative;
(2) Include, in the budget, attendance at the following:
(i) A one and one-half day kick-off meeting in Washington, DC,
after receipt of the award, and an annual planning meeting in
Washington, DC, with the OSEP project officer and other relevant staff
during each subsequent year of the project period.
Note: Within 30 days of receipt of the award, a post-award
teleconference must be held between the OSEP project officer and the
grantee's project director or other authorized representative;
(ii) A two-day project directors' conference in Washington, DC,
during each year of the project period; and
(iii) Two annual two-day trips to attend Department briefings,
Department-sponsored conferences, and other meetings, as requested by
OSEP;
(3) Provide an assurance that the project will reallocate unused
travel funds no later than the end of the third quarter if the kick-off
or planning meetings are conducted virtually;
(4) Include, in the budget, a line item for an annual set-aside of
5 percent of the grant amount to support emerging needs that are
consistent with the proposed project's intended outcomes, as those
needs are identified in consultation with, and approved by, the OSEP
project officer. With approval from the OSEP project officer, the
project must reallocate any remaining funds from this annual set-aside
no later than the end of the third quarter of each budget period;
(5) Provide an assurance that the project will engage doctoral
students or post-doctoral fellows in the project to increase the number
of future leaders in the field who are knowledgeable about integration
of educational technology in special education personnel and leadership
preparation programs;
(6) Ensure that annual project progress toward meeting project
goals is posted on the project website; and
(7) Include, in Appendix A, an assurance to assist OSEP with the
transfer of pertinent resources and products and to maintain the
continuity of services to States during the transition to a new award
at the end of this award period, as appropriate.
Fourth and Fifth Years of the Project:
In deciding whether to continue funding the project for the fourth
and fifth years, the Secretary will consider the requirements of 34 CFR
75.253(a), including--
(a) The timeliness with which, and how well, the requirements of
the negotiated cooperative agreement have been or are being met by the
project; and
(b) The quality, relevance, and usefulness of the project's
products and services and the extent to which the project's products
and services are aligned with the project's objectives and likely to
result in the project achieving its intended outcomes.
Under 34 CFR 75.253, the Secretary may reduce continuation awards
or discontinue awards in any year of the project period for excessive
carryover balances, a failure to make substantial progress, or where
grantees have not maintained financial and administrative management
systems that meet requirements in 2 CFR 200.302, Financial management,
and 2 CFR 200.303, Internal controls. The Department intends to closely
monitor unobligated balances and substantial progress under this
program and may reduce or discontinue funding accordingly.
[[Page 26988]]
References:
Anderson, S.E., & Putman, R.S. (2020). Special education teachers'
experience, confidence, beliefs, and knowledge about integrating
technology. Journal of Special Education Technology, 35(1), 37-50.
<a href="https://doi.org/10.1177/0162643419836409">https://doi.org/10.1177/0162643419836409</a>.
Center for Innovation, Design, and Digital Learning. (2024).
Inclusive intelligence: The impact of AI on education for all
learners. <a href="https://ciddl.org/wp-content/uploads/2024/04/InclusiveIntelligence_ally_navadded.pdf">https://ciddl.org/wp-content/uploads/2024/04/InclusiveIntelligence_ally_navadded.pdf</a>.
Foulger, T.S., Graziano, K.J., Schmidt-Crawford, D. & Slykhuis, D.A.
(2017). Teacher educator technology competencies. Journal of
Technology and Teacher Education, 25(4), 413-448. Society for
Information Technology & Teacher Education. <a href="http://www.learntechlib.org/primary/p/">www.learntechlib.org/primary/p/</a> 181966/.
Hughes, J.E., Liu, S. & Lim, M. (2016). Technological modeling:
Faculty use of technologies in preservice teacher education from
2004 to 2012. Contemporary Issues in Technology & Teacher Education,
16(2), 184-207. <a href="https://citejournal.org/wp-content/uploads/2016/05/v16i2Currentpractice.pdf">https://citejournal.org/wp-content/uploads/2016/05/v16i2Currentpractice.pdf</a>.
Karchmer-Klein, R. (2020). Improving online teacher education:
Digital tools and evidence-based practices. Teachers College Press.
<a href="https://eric.ed.gov/?id=ED604126">https://eric.ed.gov/?id=ED604126</a>.
Kolb, L., Kashef, F., Roberts, C., Terry, C., & Borthwick, A. (2018,
March 1-3). Challenges to creating and sustaining effective
technology integration in teacher education programs [Paper
presentation]. American Association of Colleges for Teacher
Education Annual Conference, Baltimore, MD, United States.
National Academies of Sciences, Engineering, and Medicine. (2024).
Artificial intelligence and the future of work. The National
Academies Press. <a href="https://doi.org/10.17226/27644">https://doi.org/10.17226/27644</a>.
Polly, D., Martin, F., & Guilbaud, T.C. (2021). Examining barriers
and desired supports to increase faculty members' use of digital
technologies: Perspectives of faculty, staff and administrators.
Journal of Computing in Higher Education, 33(1), 135-156. <a href="https://doi.org/10.1007/s12528-020-09259-7">https://doi.org/10.1007/s12528-020-09259-7</a>.
Vogel, S., Yadav, A., Phelps, D., & Patel, A. (2024). Entrypoints
for integrating computing and tech into teacher education:
Addressing problems and opportunities with the EnCITE framework.
Journal of Technology and Teacher Education, 32(2), 217-248. <a href="https://learntechlib.org/primary/p/223851/">https://learntechlib.org/primary/p/223851/</a>.
Waterfield, D.A., Watson, L., & Day, J. (2024). Applying artificial
intelligence in special education: Exploring availability and
functionality of AI platforms for special educators. Journal of
Special Education Technology, 39(3), 448-454. <a href="https://doi.org/10.1177/01626434241257237">https://doi.org/10.1177/01626434241257237</a>.
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. 1474, 1481, and 1482.
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, 99, and 100. (b) The Office of Management and Budget (OMB)
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 (Uniform Guidance), as adopted and
amended as regulations of the Department in 2 CFR part 3474.
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: $700,000.
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.
Maximum Award: We will not make an award exceeding $700,000 for a
single budget period of 12 months.
Estimated Number of Awards: 1.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: State educational agencies; local
educational agencies (LEAs), including public charter schools that are
considered LEAs under State law; IHEs; other public agencies; private
nonprofit organizations; freely associated States and outlying areas;
Indian Tribes or Tribal organizations; and for-profit organizations.
Note: If you are a nonprofit organization, under 34 CFR 75.51, you
may demonstrate your nonprofit status by providing: (1) proof that the
Internal Revenue Service currently recognizes the applicant as an
organization to which contributions are tax deductible under section
501(c)(3) of the Internal Revenue Code; (2) a statement from a State
taxing body or the State attorney general certifying that the
organization is a nonprofit organization operating within the State and
that no part of its net earnings may lawfully benefit any private
shareholder or individual; (3) a certified copy of the applicant's
certificate of incorporation or similar document if it clearly
establishes the nonprofit status of the applicant; or (4) any item
described above if that item applies to a State or national parent
organization, together with a statement by the State or parent
organization that the applicant is a local nonprofit affiliate.
2. a. Cost Sharing or Matching: 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
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 Uniform
Guidance.
3. Subgrantees: Under 34 CFR 75.708(b) and (c), a grantee under
this competition may award subgrants--to directly carry out project
activities described in its application--to the following types of
entities: IHEs, nonprofit organizations suitable to carry out the
activities proposed in the application, and other public agencies. The
grantee may award subgrants to entities it has identified in an
approved application or that it selects through a competition under
procedures established by the grantee, consistent with 34 CFR
75.708(b)(2).
4. Other General Requirements:
(a) Recipients of funding under this competition must make positive
efforts to employ and advance in employment qualified individuals with
disabilities (see section 606 of IDEA).
(b) Applicants for, and recipients of, funding must, with respect
to the aspects of their proposed project relating to the absolute
priority, involve individuals with disabilities, or parents of
individuals with disabilities ages
[[Page 26989]]
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="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>, 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. Please note that, under 34 CFR 79.8(a), we have shortened
the standard 60-day intergovernmental review period in order to make
awards by the end of FY 2025.
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 70 pages and (2) 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 (15 points).
The Secretary considers the significance of the proposed project.
In determining the significance of the proposed project, the Secretary
considers the following factors:
(1) The extent to which the specific nature and magnitude of gaps
or challenges are identified and the extent to which these gaps or
challenges will be addressed by the services, supports, infrastructure,
or opportunities described in the proposed project.
(2) The extent to which the resources, tools, and implementation
lessons of the proposed project will be disseminated in ways to the
target population and local community that will enable them and others
(including practitioners, researchers, education leaders, and partners)
to implement similar strategies.
(b) Quality of the project design (30 points).
The Secretary considers the quality of the design of the proposed
project. In determining the quality of the design of the proposed
project, the Secretary considers the following factors:
(1) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified, measurable, and
ambitious yet achievable within the project period, and aligned with
the purposes of the grant program.
(2) The quality of the logic model or other conceptual framework
underlying the proposed project, including how inputs are related to
outcomes.
(3) The extent to which the services to be provided by the proposed
project reflect up-to-date knowledge and an evidence-based project
component.
(4) 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.
(5) The extent to which the services to be provided by the proposed
project involve the use of efficient strategies, including the use of
technology, as appropriate, and the leveraging of non-project
resources.
(c) Quality of the project evaluation or other evidence-building
(20 points).
The Secretary considers the quality of the evaluation or other
evidence-building of the proposed project. In determining the quality
of the evaluation or other evidence-building, the Secretary considers
the following factors:
(1) 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.
(2) The extent to which the methods of evaluation or other
evidence-building are designed to measure the fidelity of
implementation of the project.
(3) 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.
(4) The extent to which the methods of evaluation or other
evidence-building include the use of objective performance measures
that are clearly related to the intended outcomes of the project and
will produce quality data that are quantitative and qualitative.
(5) The extent to which the evaluation plan includes a
dissemination strategy that is likely to promote others' learning from
the project.
(d) Adequacy of resources (20 points).
The Secretary considers the adequacy of resources for the proposed
project. In determining the adequacy of resources for the proposed
project, the Secretary considers the following factors:
(1) The qualifications, including relevant training and experience,
of project consultants or subcontractors.
(2) The extent to which the evaluator has the qualifications,
including the relevant training, experience, and independence, required
to conduct an evaluation of the proposed project, including experience
conducting evaluations of similar methodology as proposed and with
evaluations for the proposed population and setting.
(3) The adequacy of support for the project, including facilities,
equipment, supplies, and other resources, from the applicant or the
lead applicant organization.
(4) The relevance and demonstrated commitment of each partner in
the proposed project to the implementation and success of the project.
(5) 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.
[[Page 26990]]
(e) Quality of the management plan (15 points).
The Secretary considers the quality of the management plan for the
proposed project. In determining the quality of the management plan for
the proposed project, the Secretary considers the following factors:
(1) 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.
(2) 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.
(3) 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.
(4) The adequacy of mechanisms for ensuring high-quality and
accessible products and services from the proposed project for the
target population.
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.
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 grant plus
all the other Federal funds you receive exceed $10,000,000.
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN), or we may send you an email containing a link to
access an electronic version of your GAN.
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. See the standards in
2 CFR 170.105 to determine whether you are covered by 2 CFR part 170.
(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
[[Page 26991]]
receive a multiyear award, you must submit an APR 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>.
5. Performance Measures: For the purposes of Department reporting
under 34 CFR 75.110, the Department has established a set of
performance measures that are designed to yield information on various
aspects of the effectiveness and quality of the Educational Technology,
Media, and Materials for Individuals with Disabilities program. These
measures are:
<bullet> Program Performance Measure #1: The percentage of
Educational Technology, Media, and Materials Program products and
services judged to be of high quality by an independent review panel of
experts qualified to review the substantial content of the products and
services.
<bullet> Program Performance Measure #2: The percentage of
Educational Technology, Media, and Materials Program products and
services judged to be of high relevance to improving outcomes for
infants, toddlers, children, and youth with disabilities.
<bullet> Program Performance Measure #3: The percentage of
Educational Technology, Media, and Materials Program products and
services judged to be useful in improving results for infants,
toddlers, children, and youth with disabilities.
The measures apply to projects funded under this competition, and
grantees are required to submit data on these measures as directed by
OSEP.
Grantees will be required to report information on their project's
performance in annual and final performance reports to the Department
(34 CFR 75.590).
The Department will also closely monitor the extent to which the
products and services provided by the project meet needs identified by
stakeholders and may require the project to report on such alignment in
its annual and final performance reports.
6. Continuation Awards: In making a continuation award, 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 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. 2025-11612 Filed 6-24-25; 8:45 am]
BILLING CODE 4000-01-P
</pre><script data-cfasync="false" src="/cdn-cgi/scripts/5c5dd728/cloudflare-static/email-decode.min.js"></script></body>
</html>Indexed from Federal Register on June 25, 2025.
This is legal information, not legal advice. Laws vary by jurisdiction and change frequently. Always verify current law with official sources and consult a licensed attorney in your jurisdiction for advice on your specific situation.